KINSHASA et LUMUMBASHI, le 7 octobre 2025 (La Fondation Apprendre Genève) – « Ces jeunes filles qui ont des grossesses indésirables, quand elles mettent au monde, elles ont tendance à laisser les enfants livrés à eux-mêmes », explique Marguerite Bosita, coordonnatrice d’une organisation non gouvernementale à Kinshasa.

I sat in a conference hall in Rio Branco, Acre State, Brazil. My mind was in a sanatorium of Algiers, Algeria. This was where my mother was sent as a girl. They told her she got tuberculosis because she was an “indigène musulman”. In 1938, the year of my mother’s birth and after over a century of colonization, about 5 out of every 100 Algerian people got infected with tuberculosis each year.

This is a critical moment for work on gender in emergencies. Across the humanitarian sector, we are witnessing a coordinated backlash. Decades of progress are threatened by targeted funding cuts, the erasure of essential research and tools, and a political climate that seeks to silence our work. Many dedicated practitioners feel isolated and that their work is being devalued. This is not a time for silence.

There is a crisis in scientific publishing. Science is haunted. In early 2024, one major publisher retracted hundreds of scientific papers. Most were not the work of hurried researchers, but of ghosts—digital phantoms generated by artificial intelligence. Featuring nonsensical diagrams and fabricated data, they had sailed through the gates of peer review. This spectre of AI-driven fraud is not only a new technological threat.

The great multimedia content deception Learning teams spend millions on dressing up content with multimedia. The premise is always the same: better graphics equal better learning. The evidence tells a different story. The focus on the presentation and transmission of content represents a fundamental misunderstanding of how learning actually works in our complex world.

Educational technology professionals cite Richard Mayer’s 2008 study more than any other research on multimedia instruction. They are citing the wrong conclusion. Mayer did not prove multimedia enhances learning. He proved multimedia creates cognitive problems requiring ten different workarounds – and accidentally built the case for text-based instruction.

When military fathers started arriving at her centre in Bulgaria, sharing challenges they faced with their own children, Irina V. found herself drawing on lessons learned not from textbooks, but from conversations with fellow practitioners scattered across a war zone.

A thirteen-year-old girl in Nigeria, bitten by a snake, arrived at a hospital with her frantic family. The hospital demanded payment before administering the antivenom. The family could not afford it. The girl died. This was one of the stark stories shared by health professionals on September 10, 2025, during “Exploration Day,” the third day of The Geneva Learning Foundation’s inaugural peer learning exercise on health equity.

“In this phase of my life, I want to work directly with the communities to see what I can do,” said Dr. Sambo Godwin Ishaku, a public health leader from Nigeria with over two decades of experience. His words opened the second day of The Geneva Learning Foundation’s first-ever peer learning exercise on health equity. They also spoke to the very origin of the event itself.

“What keeps me going now is the excitement of the clients who receive the service and the sad faces of those clients who need the services and cannot get them.” Joseph Mbari Ngugi shared these words on May 30, 2023, capturing the profound empathy and dedication that defined his life’s work.

GENEVA, Switzerland, 23 July 2025 (The Geneva Learning Foundation) –Today, The Geneva Learning Foundation (TGLF) announces the launch of “Learning to lead change on the frontline of climate change and health,” the inaugural course in a new certificate programme designed by and for professionals facing climate change impacts on health. Enrollment is now open. The course will launch on 11 August 2025.