Cuts in International Aid: Why our work is more important than ever

When David Cameron was prime minister, his government committed to spending 0.7% of national income on international aid1. That was in a time of austerity. Today’s government, in response to Covid, will cut this to 0.5%1. It means a loss of 4 billion pounds spending on overseas aid this year1. This is devastating to projects all over the world, and will compound the problems we have in the world. No other government has decided to do this, only the UK. It means just over 100,000 people (mainly children) will die. Deaths which would have been prevented with the UK aid promised by David Cameron.1.


The devastating effects due to the cuts in international aid mean that the work of small charities, like ours, working at grassroots level, is more important and vital than ever. 


Why we exist

Over 258 million children and youth are not attending school2. Over 59 million are of primary school age, so they may never learn to read and write, and over 200 million are of secondary age3 so they may never acquire basic humanistic, artistic, financial, scientific and technological knowledge, or access the skilled labour market. Without a basic education and knowledge of their human rights, these children are subject to labour abuse, and frequently physical, sexual, psychological and emotional abuse.

 

Many of these children are in developing countries and will remain in poverty without education to help them change their circumstances. Lack of education causes poverty and slow economic and technological development. Education boosts economic growth enabling stability and independence, and allows for better environmental management. This positively effects the global market, the global community, culture and the global environment.


We are working to achieve Sustainable Development Goal 4 - ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. We believe that this goal underpins all the other sustainable development goals. Our work directly protects and upholds human rights and sustainable life on this planet.

 

We exist to reach this goal. We hope one day that we won’t have to exist anymore.


3 opportunities to create change

We can see three key areas which can be effective in tackling the problem of making equitable education accessible for all.



1. Access to education

 

The problems that children have in accessing education are diverse and vary from place to place. Every country, every district, every school and every child will have their own unique collection of challenges. The solutions found need to be as varied as the problems faced. By working in partnership with Teachers’ Unions and educators in various countries, we have developed projects that aim to resolve specific issues that children are facing in  order to access education.


Our projects are in line with SDG Target 4.5 - Eliminate all Discrimination in Education. Inclusion and equity

and gender equality are the focus of these projects. They also support Target 4.6 - Universal Literacy and Numeracy by enabling children to access education.


Educating women is essential for giving them control over their reproduction1, which affects their earning ability and has a big impact on the world population. There are many reasons why women are not able to access education. We work closely with organisations, education unions, teachers and educators in country to develop tailored solutions that will address the challenges that prevent women and girls accessing education.


Our Positive Periods Program teaches girls, women, men and teachers to make sanitary pads from local materials: it raises awareness of menstrual health, so girls can go to school and stay in school during their periods. Our work has impacted over 100,000 women and girls in Sierra Leone, The Gambia and Cuba so far. In some areas 1 in 3 women have experienced physical or sexual violence. Our Gender Based Violence workshops create discussion, raise awareness and generate action plans so girls can be safe in school.


We help children get to school, by providing bicycles. In response to accessing education during Covid, we provided solar radios. We work on projects that resolve the problem of access to technology and internet so children can be given better learning opportunities. Our projects are tailored to specific challenges, and we have charity gifts to allow people to donate to their favourite cause, CLICK HERE to find them and for more information.



2. Resources for Educators

 

Teachers are the key to achieving all of the SDG 4 targets, and they need to be empowered, motivated, professionally qualified, and supported with resources. We work in partnership with Education Unions in various countries to develop projects that support teachers and educators through training programmes, knowledge exchange, learning and development, building learning resource centres, and collaborating to develop new resources.


These projects are in line with SDG Target 4.c - Increase the Supply of Qualified Teachers in Developing Countries through training, development and resources.  They also support Target 4.6 - Universal Literacy and Numeracy by providing ‘mother tongue’ literacy resources. Target 4.7 - Education for Sustainable Development and Global Citizenship is supported in our Life Long Learning Webinars in which we have explored sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and nonviolence, global citizenship and appreciation of cultural diversity.


We have developed teacher training programs in Nepal, The Gambia, Sierra Leone, Colombia, Haiti and Cambodia and Learning Resource Centres in Haiti, Nepal and The Gambia. We work with UNESCO ASPnet exchanging knowledge, materials and good practice in education. Our Life Long Learning Webinar series is helping to develop educators across the globe. So small charities like us have a huge impact and create a wave of change. Donating directly to us allows us to develop more resources for educators, some of our resources can be found here.



3. Education Dialogue

 

Underpinning all the work we do is listening and promoting discussion and dialogue. This allows communities and educators to find their own solutions to the challenges they face, and gives them the support and connections to people who can help. Sharing stories, through listening and discussion, drawing, reading and writing, making and watching films, enables people to connect, empathise and breakdown barriers.


This underpins Target 4.7 - Education for Sustainable Development and Global Citizenship by offering the evidence for how people miss out on education, and what happens to their opportunities, human rights, gender equality, sustainable development and health. It supports SDG Target 4.1 - Free Primary and Secondary Education through appreciating the life changing importance of education in people’s lives. Target 4.5 - Eliminate all discrimination in Education by highlighting the discrimination faced by many. Promoting dialogue inspires people to support all the targets for SDG4.

 

Our popular ENGAGE magazine provides a forum for people to share ideas on what needs to be done, and reflects on progress so far on the SDG 4 goals. Starting the discussion at an early age is important and we promote ‘Education For All’ discussions in schools and community groups. Story-telling, collecting and sharing stories, to foster inclusion and understanding between people and cultures and promote dialogue is essential to us reaching our goals. As are film screenings and interviews to promote understanding and discussion about the challenges to accessing education.


Let’s create change together


The government have cut overseas aid and consequently people will suffer. However, hope is not lost.  

 

We believe that  lives can be transformed through education.  If you do too then join with us to help make QUALITY EDUCATION FOR ALL become a reality.


Donate Now




1. https://www.theguardian.com/news/audio/2021/may/13/why-is-the-uk-slashing-its-international-aid-budget-podcast

2. According to UIS data for the school year ending in 2018.

3. 59 million children of primary school age, 62 million of lower secondary school age and 138 million of upper secondary age.


Steve Sinnott • May 19, 2021

Sustainable Development Goal 4

By Matthew Round • June 4, 2025
Defining Success in Education: Bridging Gaps for a Better Future Education is often seen as the gateway to personal and societal advancement through personal betterment. But defining success in education requires a deeper understanding than just academic achievement, it isn’t just about qualifications or certificates. Rather educational success is about ensuring access to learning that is inclusive, equitable and quality-driven. It’s about equipping students with critical thinking skills and the space to be creative. A quality education fosters holistic approaches, promoting emotional, social and intellectual growth. On a societal level, educational success is about ensuring we value and appreciate a society wide distribution of knowledge and skills; that diversity of thought can be just as important as orthodoxy. Ensuring Access to Education that Meets Individual Needs Traditional western forms of education based within on e-size-fits all models are inadequate in a world where learners have diverse backgrounds, abilities and needs. A shift is needed away from the top-down deficit model approaches which assume teaching and learning is transactional or akin to filling empty vessels, or as Paulo Freire described it, the Banking Model of teaching. Success in education will come from programmes that respect differences between individuals and across communities, using, for example, adaptive learning approaches. Additionally, integrating support for learners with neurodivergent needs or disabilities, as well as promoting (and indeed funding) digital literacy, can ensure that education is individual but also focused on the emancipatory effects of education. Gender and Racial Equity: The Pillars of Inclusive Education Gender and racial equity are crucial components of a successful education system and a founding component of Sustainable Development Goal 4. Although there has been significant progress here, disparities globally still persist. Barriers such as gender-based violence, early marriage and inadequate school infrastructure pose challenges for the international community. Similarly, racial inequality in education can manifest in various ways, from lower access to quality schooling to biased curricula that don't reflect diverse cultures or histories. To address these disparities, education systems should continue to develop policies that promote gender-sensitive curricula and address the specific needs of marginalised groups. Investing in female education, particularly in underserved areas such as sexual health, has been shown to create a ripple effect that benefits entire communities. Similarly, anti-racist educational frameworks can help to make sure that all students, regardless of their race or gender, receive the same opportunities to thrive. Creating a Better Future: What Needs to Be Done? Most importantly, we need to keep talking about SDG 4 — providing inclusive and equitable education and promoting lifelong learning opportunities for all. The more SDG4 is part of the global conversation the more likely it will become part of the taken for granted expectations of all countries and communities. The more academics like me discuss it in our lectures and have it in assignments, likely the more we are to normalise high quality, free primary and secondary education with our future global leaders. But more than this SDG4 should be at the heart of grass roots conversations, in every classroom, playground, and café. The more we talk about it the more a part of our global culture equitable access to education will become. Ultimately, success in education will not be defined by what certificates students attain, but by how well we equip individuals and communities to navigate and shape the world. Education should empower individuals, communities and nations to achieve their full potential, breaking down barriers that have traditionally limited access and opportunity. By striving for inclusivity, equity and quality, we can build a future where education truly is for everyone. BIOGRAPHY Dr Matthew Round is an academic and educator, who has worked with children from 3 years old to PhD students. Having been a science teacher, pastoral leader, and senior leader in schools in the UK, he now works in Higher Education and his current research focused on the emancipatory philosophies of Pierre Bourdieu and sex and sexuality education.

Allergy school: A New free educational programme to protect children with food allergies

By Tanya Ednan-Laperouse OBE • June 2, 2025
Every child deserves to feel safe and included at school but, sadly, that’s not always the case for children with food allergies. There are now around two children in every classroom with a diagnosed food allergy in the UK, and 20% of food allergic reactions occur in schools. Yet new research by the NASUWT teachers’ union, in collaboration with The Natasha Allergy Research Foundation, has exposed the barriers faced by too many of children with food allergies, which can leave them feeling excluded and isolated. The survey of almost 1,900 teachers revealed that 67% have had no allergy awareness training. One in five teachers has never been taught how to administer an adrenaline auto-injector which could save a life in a food allergy emergency, and almost two thirds (60%) don’t know or are unsure of their school even has an allergy policy. Despite a huge rise in allergies in the UK, there is no specific mandated guidance on how children with food allergies should be supported or how and when staff and team leaders should be trained. There is no funding for this either. That’s why Natasha’s Foundation, the UK’s food allergy charity, has created Allergy School. The £1 million, national programme for teachers offers nurseries, primary schools and out-of-school clubs and groups a suite of free resources, including films, engaging lesson plans and assembly packs and a self-assessment to see how allergy friendly they currently are. All are mapped into the National Curriculum to make them easy to use for all age groups. The resources also introduce Arlo, the friendly, food-allergic armadillo – a puppet which helps to educate children about food allergies in a positive and engaging way. The free resources, for children aged 3 to 11, are available at www.allergyschool.co.uk Allergy School has been developed in partnership with The King’s Foundation, St John Ambulance, the children’s charity Coram Life Education and Tesco Stronger Starts. It has received messages of support from His Majesty, The King and the Government, as well as schools, teachers and parents.  His Majesty, King Charles said: “Improving understanding of this issue is so important for keeping children with food allergies safe and ensuring they are able to participate fully in activities at school or in our wider communities.” The aim of Allergy School is to transform understanding of food allergies in schools so that children with food allergies feel empowered, included and protected. I know from personal experience that it can be really hard to keep a child with food allergies safe in school. My daughter Natasha was diagnosed with food allergies as a young child and finding a nursery where she would be safe was extremely difficult. When she started school aged 5, it was only when she had a severe allergic reaction to milk on a school trip to the zoo that staff finally took her food allergies seriously. Natasha died when she was just 15 from a food allergy to sesame. She ate a baguette sandwich that didn’t list sesame seeds on the food label, but they had been baked into the dough of the bread, invisible to the eye. Had the baguette been labelled properly, Natasha would not have eaten it, and she would be alive today. Natasha’s death put us on a mission to campaign for change. Government, schools, teachers, parents and pupils need to come together to support children with food allergies in this country. Our new Allergy School programme will transform levels of awareness and understanding of food allergies in a positive and engaging way for all children. BIOGRAPHY Tanya Ednan-Laperouse OBE, founded The Natasha Allergy Research Foundation, the UK’s food allergy charity, with her husband Nadim after their daughter Natasha died aged 15 from an allergic reaction to food in 2016. In 2021, Natasha’s Law came into force which improved food labelling. The charity funds medical research and campaigns for a safer world for people with food allergies. Tanya has been awarded an OBE in recognition of her services to people with allergic disease.

I believe in you.

By Vanessa Herder • May 30, 2025
We reach success in education if all people know exactly how to live up to their potential. This requires not only formal knowledge and learning, it includes a deep understanding of self through introspection. The secret sauce of a successful education includes information, sometimes encyclopaedic knowledge as well as an awareness of our own desires, experiences, passions and aspirations. Successful education happens when a beautifully open mind meets critical thinking; and when connecting the dots leads to problem solving and openness to the wonders of the world. I am not talking about a romantic setting: give everyone a book and they can study by themselves and all will be good. Successful education goes beyond school and formal education. It comes from people who challenge us or make us do things we don’t want to, from different situations, personal struggles or an inspiring influence. These are opportunities to thrive and suddenly we realize we went beyond what we think we can do and we outgrow our own expectations - thanks to other people. We meet excellent teachers in our family, within our group of friends, at our internet community or at school or university and we learn from and with them and they inspire us - these people have an impact on us. I call this ‘people-associated learning’ and consider it the most profound and life-changing education method. What is the opposite of successful education? If we stop learning, if we don’t accept that the only constant in life is change. By reaching a point where we say, ‘I know it all’, we have failed. Successful education teaches that we always evolve and this comes with continuous learning and development. This makes us fit for the future and enables us to adapt to always new circumstances. It is about being able to divorce a previous idea and embrace a new one, it is the ability to change. We constantly receive input from our educators and rely on them. A worthwhile goal in successful education is to reach a degree of independence and freedom to educate ourselves with the aim to share our knowledge with other people. This is a wonderful path, however, not an easy journey. If someone is believing in us, it is much easier to go the way we want to go - despite obstacles. With the help of others, we will have the courage to overcome all the speed bumps and setbacks and we will have the guts to educate ourselves. Nothing is better, makes us happier and contributes better to the world than fulfilling what our purpose is. This belief in us is by someone who is around us & makes all the difference: they can challenge us, they see achievements in us which we yet to cannot see, and they see of how much more we are capable of. Go and find the people in your life, who tell you this one lifechanging sentence: I believe in you. BIOGRAPHY Vanessa Herder is a scientist working at The University of Glasgow in Scotland. Her work studies the early immune response of virus infections aiming to understand what drives a severe and lethal outcome versus a mild disease. She did her PhD in multiple sclerosis research, followed by a doctoral thesis about a virus infection causing brain malformations. She is a trained veterinarian and after finishing her specialisation in veterinary pathology in Germany, she moved to Glasgow to focus on the pathogenesis of systemic and respiratory virus infections, including SARS CoV-2 and influenza virus.