In a significant step toward bridging the gap between educational research and policy implementation, FAWE Africa Deputy Executive Director and Head of Programmes, Ms. Teresa Omondi-Adeitan, participated in the high-level Ethiopia Learning and Policy Dialogue on July 3, 2026. Convened by the GPE KIX Africa 19 Hub and IDRC at the UNECA offices in Addis Ababa, the dialogue brought together a distinguished assembly of policymakers, researchers, and development partners to strengthen the translation of research evidence into actionable education policy.
The dialogue convened representatives from Ethiopia’s Ministry of Education, the Embassy of Canada to Ethiopia, UNESCO IICBA, the GPE KIX Observatory at Addis Ababa University, UNESCO IIEP, Geneva Global, and BIELDS. The forum provided a platform for sharing insights on how research and innovation can drive systemic improvements in education, particularly for marginalised and displaced learners. Ms. Tricia Wind, Programme Lead for GPE KIX at IDRC, captured the urgency of the moment, declaring, “It’s time to synthesise all the research and collaboratively put it into action.”
Ms. Omondi-Adeitan shared compelling lessons from FAWE’s proven Tuseme model, which has demonstrated remarkable impact across diverse contexts. The empowerment approach, which uses theatre and participatory arts, creates safe spaces for young people to analyse challenges, amplify their voices, and engage constructively in finding solutions. In refugee settings, the model has empowered students to raise critical issues, influence decisions, and become active participants in shaping their educational experience. The discussion highlighted how Tuseme clubs have become catalysts for change, enabling learners to address issues ranging from gender-based violence to access to learning materials.
The dialogue also explored the imperative of scaling proven interventions and ensuring long-term sustainability. Ms. Omondi-Adeitan emphasised that for impact at scale, “we must institutionalise and invest in proven approaches such as Tuseme and Gender Responsive Pedagogy.” Her remarks resonated with participants who recognised the need to move beyond pilot projects toward systemic integration. The discussion underscored the importance of policy frameworks that support the adoption of evidence-based models and ensure that investments in education research translate into tangible improvements for learners.
The Ethiopia Learning and Policy Dialogue represents a critical milestone in the journey from evidence to action in African education. As FAWE continues to demonstrate the effectiveness of the Tuseme model in empowering learners and strengthening educational systems, the dialogue has reinforced the imperative of policy engagement and institutional partnerships. By bringing together policymakers, researchers, and practitioners, the forum has created momentum for the systemic changes needed to ensure that every child, including those in refugee and displacement contexts, has access to quality, inclusive education. “For impact at scale and long-term sustainability, we must institutionalise and invest in proven approaches,” Ms. Omondi-Adeitan concluded, articulating a vision that will guide FAWE’s advocacy and programming in the years ahead.