When people imagine experiencing a new country, they usually picture famous landmarks, museums, beaches, cafés, or historic streets. They think about climbing mountains in Vietnam, wandering through markets in Mexico, or taking trains across Japan.

But one of the fastest ways to actually understand a place isn’t through its tourist attractions.

It’s through its grocery stores.

The first grocery store you walk into abroad tells you more about a country than most travel guides ever could. Within minutes, you start noticing what people prioritize, what daily life looks like, what comforts matter, how families eat, how people spend money, and even how they socialize.

It sounds strange until you experience it yourself.

Many myTEFL graduates who teach abroad say grocery shopping is one of the first moments they stop feeling like tourists and start feeling like locals. Whether they’re teaching in Taiwan, South Korea, Thailand, Spain, or Mexico, the local grocery store becomes part of everyday life surprisingly quickly.

The Produce Section Tells You Almost Everything

One of the biggest culture shocks for many travelers is produce.

In North America, grocery stores are designed around abundance and convenience. Giant carts. Massive aisles. Fruit shipped from across the world regardless of season.

But in many countries, grocery shopping feels far more connected to seasonality and local agriculture.

In Japan and South Korea, fruit is often beautifully packaged and treated almost like luxury goods. Perfect strawberries might be individually wrapped. Melons can cost shocking amounts because presentation and quality are deeply valued.

Meanwhile, in countries like Vietnam or Thailand, fresh herbs, dragon fruit, mangos, and vegetables overflow into outdoor markets and neighborhood stalls because cooking with fresh ingredients is deeply integrated into everyday life.

In Mediterranean countries like Spain, Italy, and Greece, grocery stores often reflect a slower, fresher approach to eating. People shop more frequently, buy less processed food, and build meals around simple ingredients.

The differences aren’t random.

They reflect climate, economics, family structures, work culture, agriculture, and national priorities.

Convenience Foods Reveal Work Culture

The frozen food aisle is surprisingly revealing.

In countries with extremely long work hours and dense urban living, convenience foods often become highly advanced.

Japan’s convenience stores are famous for this reason. You can buy surprisingly high-quality meals at almost any hour of the day. Convenience stores there are not viewed as depressing last-minute options the way they sometimes are in North America — they’re integrated into daily life.

Taiwan and South Korea have similarly efficient convenience culture, reflecting fast-paced city living and long workdays. Many myTEFL graduates teaching in cities like Taipei or Daejeon quickly discover that convenience stores become essential parts of their routines.

Meanwhile, in countries with stronger café culture or longer lunch traditions, grocery stores may place less emphasis on ready-made meals because people still prioritize eating socially or cooking at home.

Even the size of refrigerators in different countries subtly changes how people shop.

Larger refrigerators often encourage bulk shopping and weekly stockpiling. Smaller urban fridges encourage daily shopping habits and fresher meals.

Tiny detail.

Huge cultural insight.

Snacks Tell You What a Country Grew Up With

If you really want to understand nostalgia in another country, look at the snack aisle.

Every country has foods people associate with childhood.

In Mexico, you’ll find spicy candies that completely surprise most North Americans. In South Korea, honey butter chips became such a cultural phenomenon that stores struggled to keep them stocked. In Japan, entire aisles are dedicated to seasonal Kit Kat flavors because limited-edition food culture is huge there.

Even flavor preferences reveal cultural differences.

Some countries lean heavily toward sweet flavors. Others prioritize savory, spicy, fermented, or sour tastes.

The snack aisle also quietly reveals globalization.

You start noticing which American brands appear everywhere and which countries fiercely maintain their own food identity.

In some places, local products dominate. In others, international branding has almost completely taken over.

Grocery Stores Reveal Economic Reality Faster Than Tourism Does

Tourist areas can distort your perception of a country.

Grocery stores don’t.

The prices people pay for eggs, rice, bread, meat, coffee, and vegetables reveal far more about actual living conditions than influencer travel content ever will.

This is often something teachers abroad become highly aware of very quickly.

Many first-time teachers arrive expecting life abroad to feel like a permanent vacation. Then they begin grocery shopping regularly and start understanding what daily budgeting actually looks like in their new country.

That’s often when a destination starts feeling real.

One reason teaching abroad appeals to so many people is that certain countries still offer an incredibly affordable lifestyle compared to North America. myTEFL graduates teach across destinations including Thailand, Vietnam, Cambodia, Argentina, Mexico, South Korea, Taiwan, and Spain, all of which offer completely different costs of living and food cultures.

And honestly, some of the best memories people make abroad happen during completely ordinary grocery runs.

Trying to decode labels.

Buying random snacks with no idea what they are.

Discovering a favorite drink you can never find back home.

Learning how to cook local dishes.

Realizing you accidentally bought shrimp-flavored chips instead of barbecue.

Again.

The Layout of a Grocery Store Reflects Social Values

Even the physical design of grocery stores says something.

American and Canadian grocery stores often prioritize scale and efficiency. Wide aisles. Giant carts. Huge parking lots.

Meanwhile, grocery stores in many European or Asian cities are designed around walkability, density, and smaller living spaces.

Some countries prioritize speed.

Others prioritize presentation.

Others prioritize freshness.

Others prioritize affordability.

And in some places, grocery stores are deeply social environments rather than purely functional errands.

You also begin noticing what products entire cultures barely use.

Entire aisles common in North America simply don’t exist in some countries.

Massive soft drink sections.

Dozens of breakfast cereals.

Oversized snack packaging.

Industrial-sized frozen meals.

On the other hand, you may find enormous seafood sections, fresh bakery counters, fermented food stations, or ready-made bento meals that barely exist elsewhere.

Understanding a Country Starts With Ordinary Life

One of the biggest mistakes travelers make is chasing only the spectacular parts of a country.

But everyday life is where culture actually lives.

Not in landmarks.

Not in airport arrivals.

Not in perfectly curated Instagram itineraries.

Culture lives in tiny routines.

Morning coffee habits.

Corner stores.

Public transportation.

Neighborhood bakeries.

And yes — grocery stores.

That’s part of why so many people who teach abroad end up feeling more connected to the countries they live in than traditional tourists do. Daily routines force you into ordinary life. You stop observing culture from a distance and start participating in it.

Sometimes the most memorable part of living abroad isn’t a famous landmark at all.

Sometimes it’s standing in a grocery store at 9 PM in Taiwan trying to figure out why every drink looks vaguely identical.

And somehow, that’s the moment a country starts feeling familiar.

For many people, that’s when travel actually becomes real.

And often, that’s when home starts becoming a much bigger concept than one single place.

The post Why Grocery Stores Are One of the Best Ways to Understand a Country appeared first on myTEFL.

By: Caroline Njambi Njanja, Crime Si Poa, Kenya

Crime Si Poa (CSP) works at the intersection of prevention, rehabilitation and reintegration, focusing on youth and underserved communities across Kenya. Its work speaks to the messages of the new report by the GEM Report and Namati, Learn to build just societies, on the intersection between education and justice.

Crime Si Poa (CSP) operates through the two main pillars of prevention and reintegration and of legal support services. While the first focuses on reducing crime and supporting individuals returning to society, the second empowers communities through legal awareness, paralegal training and access to free legal aid, enabling individuals to better understand and navigate the justice system. 

The communities we serve are often highly vulnerable, with many young people exposed to poverty, unemployment, limited education and systemic inequalities. These conditions can lead to criminalization, sometimes for minor infractions such as loitering, particularly in environments where corruption and limited opportunities persist. In response, we place strong emphasis on prevention, working closely with schools as key entry points. Through partnerships with over 40 schools, we have supported the establishment of clubs that provide life skills, raise awareness about crime and its consequences, and keep students constructively engaged. These efforts are complemented by initiatives to keep children in school, including connecting families to bursaries and reinforcing parental accountability. 

Photo: CSP paralegal conducting a legal awareness session at Kamiti Youth Correctional and Training Centre for children in Conflict with the Law. 

Legal empowerment is central to our work with communities, schools and prisons. We equip individuals with knowledge of their rights and responsibilities, as well as practical guidance on what to do if arrested and how to navigate legal processes. This work is delivered through trained community paralegals, with over 200 individuals trained to date, as well as through digital platforms such as webinars and online content. For children in conflict with the law, we promote diversion and alternative measures to prevent unnecessary entry into the formal justice system, while also providing legal representation when needed. 

One of our innovative initiatives is the training of incarcerated individuals as paralegals. Through intensive training led by legal professionals, participants gain the skills to represent themselves and assist others, leading to the establishment of legal support centres within prisons and communities. To date, CSP has set up multiple such centres, creating spaces where individuals can access free legal assistance. 

Photo: Paralegal graduation ceremony at Kisumu Maximum Prison in September, 2025, following the completion of a 10 day pralegal training for 25 inmates and 10 officers from Kisumu Maximum Prison and Kibos Maximum Prison. 

This approach has produced tangible outcomes, including successful case resolutions and reduced sentences. It has also enabled formerly incarcerated individuals to reintegrate into society with dignity, often becoming advocates and educators within their communities. In one notable case, a former inmate trained as a paralegal now works to raise awareness about sexual and gender-based violence, using his experience to educate and prevent harm. Individuals returning to their communities with legal training are often received positively, as their knowledge is valued and their contributions recognized. Many are able to build livelihoods and continue providing legal support to others. 

At the same time, CSP underscores the importance of education in all its forms. In addition to supporting access to formal education and vocational training in prisons, legal literacy is a critical but an often-overlooked component. Many individuals come into conflict with the law simply because they do not understand it, reinforcing the need to expand legal education to schools, universities and communities using both traditional and digital approaches. 

Despite these achievements, challenges remain. Resource constraints continue to limit the reach of both civil society and justice institutions, while prisons often lack the digital tools needed to facilitate efficient legal processes. Delays and inefficiencies in the justice system further complicate access to justice and broader socioeconomic issues frequently intersect with legal challenges. 

Nevertheless, CSP’s impact is evident, with thousands of community members reached through legal education and dozens supported directly with legal services. Interest in CSP’s model is increasing, both within Kenya and regionally, with plans underway to expand to neighbouring countries. 

Our vision is to ensure that more people understand the law, can exercise their rights and avoid unnecessary conflict with the justice system. We know that when education is practical, accessible and rooted in lived realities, it becomes a powerful tool for advancing justice, dignity and lasting social change. 

Photo: CSP Kids- Kisumu team posing for a Photo with the Office of the Director of Public Prosecutions (ODPP) Regional Director, Mr. Daniel Karuri after a session sensitizing them on the role of the Office in enhancing and protecting rights of children.  

The post Encouraging restorative engagement of youth and adults who have seen a life of crime appeared first on World Education Blog.

By: GEM Report and Namati

A new report by the GEM Report and Namati, the leading global organization dedicated to legal empowerment, released today argues that education has a far greater role to play in building just societies than is often recognized. At a time when inequality, conflict and discrimination are hard to ignore and the rule of law is reported to be in decline in more than half of countries, the report shows that education is not only a human right in itself, but also one of the strongest tools societies have for strengthening fairness, trust and accountability.

The report, Learning to build just societies, comes as justice challenges deepen worldwide. Around 1.4 billion people lack meaningful access to justice because they cannot resolve everyday legal problems. Some 4.5 billion people lack legal tools like identity documents, land or housing tenure and formal work arrangement. Yet the report argues that education is central to addressing this gap: it helps people understand their rights, navigate legal systems, and reduce vulnerability to exploitation and violence by knowing, using and shaping the law (the legal empowerment cycle), ultimately leading to stronger societies overall.

Injustice remains a major barrier to education

Discrimination, but also weak justice systems, are among the reasons that prevent 273 million children and youth from accessing education globally. In 36 countries, more than two thirds of respondents identified ethnic or racial discrimination as a major barrier to education. Children are also denied education through exploitation and abuse. Globally, 3.3 million children are trapped in forced labour and 9 million children in forced marriage.

Legal protections for education remain uneven. While the majority (82%) of countries guarantee the right to education in their constitutions, the 2017/8 GEM Report had found that this right can only be legally enforced in around half (55%) of countries. This means that millions of people still lack effective remedies when education rights are denied, although at least 80 countries had adjudicated a violation. The report argues that governments and international actors need to strengthen accountability mechanisms and legal protections to ensure education rights are upheld in practice.

Strong education systems can improve justice systems

But the relationship also works the other way around. Access to education is fundamentally linked to fairness, dignity and equal opportunity. This is in line with education’s moral and political role.

Firstly, through the law. Education equips people with the knowledge and confidence needed to know, use and shape the law to      claim their rights. Strong literacy skills are especially important because legal systems often rely on complex language that favours those with more education. People with higher levels of education are generally better able to seek legal advice, understand procedures and advocate for themselves. The report finds that across 27 countries, trust in judges rises with education levels. Across 40 countries, people with post-secondary education are more likely to seek legal advice when facing problems.

Secondly, by reducing crime. The report presents evidence that education contributes to crime prevention and social stability. In Sweden, each additional year of schooling reduced violent crime conviction rates by 10%. In the United States, a 10% increase in district-level spending per student reduced youth arrests among 15- to 19-year-olds by 7.4 per 1,000.

Education is also important after imprisonment. Yet one in four countries do not include education in strategies for prisoner rehabilitation, despite evidence that education can reduce reoffending and improve reintegration into society. The report calls for greater investment in educational opportunities for young offenders and prison populations, arguing that rehabilitation should focus not on punishment but on restoring capabilities, dignity and participation in society.

Thirdly, by strengthening peacebuilding efforts. Across 15 countries, education ranked as the second most important factor contributing to peace. In addition, an analysis of 90 peace education interventions found significant improvements in conflict resolution skills.

Despite this, education is often overlooked in peacebuilding and justice discussions. Among 2,257 peace agreements signed since 1990 across more than 80 countries, only 2.5% explicitly mentioned the right to education. According to the report, this reflects a broader tendency to treat education mainly as a social sector issue rather than as a foundation for justice, democracy and social cohesion.

Schools need to do more to prepare learners for participation in just societies

Legal education remains limited in many countries and is usually confined to civics. Human rights and peace are also unevenly taught. Teaching about past conflict can be a thorny topic, and teachers frequently lack the preparation and support they need. Across 12 European countries, only half of teachers had received training in human rights or citizenship education. In Côte d’Ivoire, two thirds of teachers reported needing more support to teach conflict history.

The report argues that justice-related learning should not be treated as a marginal subject. Instead, human rights, peace and legal education should be embedded throughout school systems and across the curriculum. This includes creating safe classroom environments where students can discuss inequality, discrimination and conflict openly and constructively.

Education also matters for strengthening justice systems themselves

Judges, prosecutors, lawyers, police officers and prison staff need training that goes beyond technical legal knowledge to include ethics, human rights, communication and community engagement. Evidence from 11 Latin American countries shows that better-qualified judges produce measurably better decisions. In Norway, a two-year academy for police officers emphasizes rehabilitation and human dignity and is associated with comparatively low reoffending rates.

The report concludes with six recommendations for governments and their partners:

Embed human rights and legal education in school systems at all levels.

• Globally, the coverage of justice issues in curricula is inconsistent. Meanwhile, there is a tendency to look at injustices in classrooms from a historical perspective rather than as contemporary challenges.
• Integrate human rights, peace and legal education through a specific subject (e.g. civics), whose teaching time is protected, and also embed justice questions across the curriculum and at all stages (e.g. through literature).
• Adopt a whole-school approach that embeds justice values into school culture and relationships with the community, making institutions inclusive and putting student experiences of injustice at the centre.

Invest in teacher education and create conditions for quality teaching. 

• Teachers are often hampered in teaching issues of justice, rights and power in classrooms because of lack of preparation, inappropriate pedagogy and political sensitivities.
• Provide high-quality teacher professional development to prepare teachers to teach questions of justice, rights and power, anticipating any difficulties that may arise in classrooms.
• Do not treat these questions only as a matter of transferring factual knowledge but consider the contributions that students can make through action-oriented and experiential methods.

Prioritize education for crime prevention and youth offender rehabilitation. 

• There is strong evidence that education attainment, learning achievement and vocational training opportunities help young people avoid crime – and those in conflict with the law to be reintegrated into society.
• Invest in early childhood and school education in disadvantaged areas with a high crime propensity and prone to gangs.
• Ensure a dedicated and well-resourced rehabilitation strategy for people in detention, especially for children and young people deprived of their liberty, with education and skills development as a central component.

Build the capacity of justice system actors to focus on a people-centred approach. 

• Many people believe that key justice system actors do not abide by professional principles and do not trust their actions and decisions.
• Address shortages of justice system professionals, including in education and rehabilitation roles, ensuring that people with strong qualifications are selected in courts, the police and correctional institutions.
• Invest in continuing professional development for judges, prosecutors, lawyers, police and prison officers, with the aim to build a rights-respecting, people-centred justice system.

Promote legal empowerment for marginalized individuals to access and use the justice system.

• The justice system, through discriminatory language and norms, is often seen as benefiting more educated people.
• In formal education, ensure that legal education curricula have practical applications that help those who are disadvantaged in their interactions with judicial institutions.
• In non-formal education, support dedicated civil society organizations to deliver legal empowerment training – and recognize community paralegals and mediators as bridges to populations in need of support.

Improve the monitoring of the education–justice relationship to keep it high on the policy agenda. 

• Few countries monitor key aspects of SDG 16 on peace, justice and strong institutions, with many critical insights coming from non-official data.
• Disaggregate access to justice indicators by education attainment and learning achievement to make the reduction of inequality a key driver of policy.
• Develop a definition of legal literacy and/or capability for use in assessments of the effectiveness of formal and non-formal legal education programmes.

The post Education can help address today’s global justice challenges appeared first on World Education Blog.

Entering the world of education is a significant milestone for anyone looking to make a lasting difference. You have likely spent a long time dreaming about your first day in front of a class. Getting there requires passion and a solid plan to handle the costs of training.

Moving from your initial certification to your very first classroom involves several financial steps. You can find many ways to fund your transition if you know where to look. This guide will walk you through the options for managing your journey into teaching.

Evaluating Online Certification Costs

Choosing the right program helps you manage your spending early on. Many teachers look for ways to balance their current jobs with their studies. Flexible choices let you keep earning as you learn. Balance is key for many career changers.

Research on tuition costs found that online alternative certification programs often cost between $4,000 and $8,000. Online programs provide a flexible way to enter the field without a huge price tag. You can find many reputable options through online platforms.

Lower tuition rates let you focus more on learning. You can save your money for other classroom supplies later. You will feel more prepared to start your new job with less financial weight.

Federal Support For Aspiring Educators

Government initiatives often aim to fix shortages in the school system. Government programs help make the degree more reachable for everyone. Schools benefit when they have a diverse pool of applicants. A strong workforce starts with accessible training.

A report in a major education publication mentioned that groups are pushing for a $2.5 billion federal plan to rebuild teacher prep systems. This move would provide better support for people entering the profession. It targets recruitment and retention of new staff. Better funding leads to more stable schools.

Finding funds helps reduce the stress of tuition. You should check which federal grants apply to your specific situation. Many awards do not require repayment.

Specialized Grants for High-Demand Subjects

Certain subjects, like math or science, often have extra funding available. Schools need teachers more than ever right now. You might find that your background in a technical field is quite valuable.

A government update noted that bursaries can reach up to £29,000 for trainees in chemistry or physics. Financial boosts make it easier to switch into a new career. They help cover living costs as you complete your training.

High-demand fields usually offer the most competitive financial aid. Researching your options before you apply is a smart move. You may find that your education is fully funded.

Navigating Funding For Alternative Paths

Not every teacher goes the traditional 4-year college route. Seeking out extra capital for alternative paths requires a clear understanding of private student loans so you can make an informed choice. Different options allow for a faster transition into the workforce.

Some people enter the classroom through specialized residency programs. You get hands-on experience right away.

Lenders offer various terms based on your credit score and background. Doing your homework now will save you stress later. It is wise to look at all available interest rates before signing.

Managing Daily Expenses During Training

Tuition is not the only cost you will face during your journey. Rent and groceries still need to be paid for as you study. Daily costs can add up if you are not careful. Planning is the best way to stay afloat.

Setting a strict budget helps you stay on track. Small savings each month add up quickly. You should track every dollar to see where your money goes.

Think about some items when planning your budget:

• Travel costs to and from school sites.

• Monthly internet and phone bills.

• Required textbooks and digital resources.

• Professional clothing for your field work.

Planning For Licensing And Exam Fees

Most states require you to pass several tests before you can teach. Exams often come with their own set of fees. You should check the current rates for your specific area. The costs are a necessary part of the process.

Background checks and fingerprinting add to the final bill. You should save a small fund just for the final steps. Having the cash ready means you can apply for your license immediately.

Some districts offer to reimburse your fees once you are hired. It never hurts to ask about it during your interview. Many schools want to help their new teachers succeed.

Repayment Strategies For Early Career Teachers

Once you start your first job, you will need a plan for your debt. Starting early helps you avoid high-interest charges. You can set up a plan that fits your new salary. Consistency is the most important part of repayment.

Look for programs that offer loan forgiveness after a few years of service. Many rural or high-need schools provide this benefit.

Automatic payments can help you stay organized. It makes sure you never miss a deadline or pay a late fee. You can focus on your lesson plans instead of your bills. It is a simple way to stay on top of things.

Long-Term Financial Growth In Education

Teaching offers a steady career path with regular pay increases. Most districts use a set scale based on your years of experience. You can see exactly how your salary will grow.

Earning a master’s degree often moves you to a higher pay bracket. The investment pays off over the course of your career. Many teachers choose to study part-time as they work. It allows you to increase your income without leaving the classroom.

Benefits often include:

• Comprehensive health and dental insurance.

• Robust retirement and pension plans.

• Paid time off during summer and winter breaks.

• Access to professional development funds.

Building A Professional Wardrobe On A Budget

Your appearance in the classroom helps set a professional tone for your students. Buying a whole new set of clothes can be pricey if you do it all at once. It is better to build your wardrobe slowly.

Look for thrift stores or online resale sites to find quality pieces for less. You can often find professional blazers and trousers at a fraction of the original price. It lets you look the part without spending too much.

Focus on versatile items that you can mix and match. A few key pieces will go a long way when you are just starting. You want to feel confident as you step into your new role.

Transitioning into the classroom is a rewarding challenge. With the right financial plan, you can focus on your students. Your hard work will benefit the next generation of learners.

Your journey to becoming a teacher is worth the effort. Take the time to find the funding that fits your needs. You are building a career that truly matters.

The post Financing Your Journey: From Certification to Classroom appeared first on myTEFL.

The growth of pre-primary education globally is not simply the product of deliberate policy choices. Broader socioeconomic transformations are at work too, and chief among them is the rising share of mothers seeking to go back to work. As this blog, drawn from the 2026 GEM Report, argues, that shift has driven demand for early childhood education in ways that are clearly visible in both data and policy histories. 

Crucially, the relationship runs in both directions. Pre-primary education expands partly in response to mothers seeking work, but it is also a precondition for it. When affordable, quality childcare is available, women are freed to enter or re-enter the labour market in the first place. 

Making early childhood care an easy choice so that mothers can afford to go back to work. 

In high-income countries, women’s employment rates rose from 47% in 1995 to 54% in 2024. This was facilitated by governments that expanded early education provision, regulated a growing private care sector, and introduced subsidies to improve affordability and guarantee minimum quality standards. 

Individual country experiences illustrate the gains clearly. In Quebec, Canada, low-cost universal childcare led to an estimated eight-percentage-point rise in maternal labour force participation. In Poland, a 2009 reform that lowered the primary school starting age and guaranteed preschool for five-year-olds produced a 10% increase in available places and a 4.2% rise in maternal employment — particularly among highly educated mothers and families with three-year-olds. In Spain, rolling out public preschool for three-year-olds raised mothers’ employment probability by three to seven percentage points. Argentina saw similar gains following the expansion of public preschools. 

In the UK, where childcare rates were some of the highest in the world, an organisation ‘Pregnant then screwed’ in 2022 ran a march with 15,000 mothers calling for more affordable early childhood care so that they could go back to work. 

In lower-income countries, however, the picture is starkly different. Women’s employment rates have declined — from 64% to 55% in low-income countries and from 58% to 54% in upper-middle-income countries — or stagnated, as in lower-middle-income countries, where rates have remained around 40%. Limited full-day provision, high transport costs, and weak regulatory oversight across much of Africa, Asia, and Latin America continue to make it far harder for mothers to afford to go back to work.  

Address labour market policy and you may improve education outcomes too 

Policymakers need to take seriously the fact that this relationship is bidirectional. Early childcare policy histories in Europe show that it was labour market shifts and not pedagogical agendas alone that drove the initial expansion and formalisation of early childhood provision. In the Nordic countries, the rise of dual-earner households and a political commitment to gender equality formed the backdrop for near-universal entitlement to early childhood education. This supported mothers to continue working while also reducing the unequal burden of care that continues to fall disproportionately on women. 

The data makes the connection impossible to ignore 

The likelihood that mothers go back to work is directly associated with the number and ages of their children. Across a sample of 80 countries, an increase in pre-primary enrolment from 60% to 90% is associated with a rise in the female employment rate from 40% to 50%. Globally, the female labour force participation rate stands at 52% overall — but reaches 82% among women living alone without children, falls to 64% for those with a partner and no children, and drops to 49% for those with a partner and a child under six.  

Maternal employment also declines with the age of children. Across OECD countries in 2021, the share of employed mothers rose from 61.5% among those with a child under two, to 70.2% for those with children aged three to five, and 76.3% for those with children aged six to fourteen. Data from 36 mostly middle-income countries reinforces this: female labour force participation averaged 68% with no children under six, 63% with one, 53% with two, and just 44% with three or more. 

What this means for policy 

These patterns reflect the reality that when formal care is unavailable, unreliable, or unaffordable, women bear the cost in career interruptions, reduced hours, or exit from the labour market altogether. Policymakers must therefore attend not only to the supply of early childhood provision (its accessibility, affordability, and quality) but also to its design. Short daily sessions or provision tied to school calendars will not enable mothers to return to full-time work.  

As the 2026 GEM Report demonstrates, long-term changes in education are often shaped by forces that have nothing to do with education policy itself. The expansion of early childhood care and education is a case in point: it cannot be understood, or effectively advanced, without understanding the labour market pressures, gender inequalities, and household decisions that surround it. Improving provision means grappling with demand as much as supply, and recognising that for many parents, the decision about whether to send a child to preschool is inseparable from the question of whether they can afford to go to work at all.

The post Mothers are increasingly looking to go back to work – and it’s driving pre-primary enrolment appeared first on World Education Blog.

Adapting to life as an overseas teacher often involves challenges that go far beyond the classroom. Mental health can become a pressing concern when adjusting to new cultures, environments, and workloads. Online mental health resources offer flexible support that can make a significant difference in maintaining well-being abroad.

Teaching in a foreign country presents unique hurdles that can impact your well-being and effectiveness in the role. Navigating cultural shifts and professional pressures requires practical strategies alongside emotional support. Increasingly, educators are turning to digital resources for support, providing valuable context about how teachers are increasingly using digital options to manage everyday stressors. Staying informed about available online mental health resources is an essential step in preparing for the realities of working overseas.

Key challenges impacting teachers’ mental health abroad

Living and working in a different country often introduces culture shock and feelings of identity fatigue. As you adapt to new customs and standards, you may find it draining to continuously adjust your behavior and expectations in unfamiliar settings.

Many educators encounter periods of isolation, particularly when social support networks are limited or distant from home. It is common to feel separated from familiar support systems, which can affect your sense of belonging and emotional resilience.

Workload, classroom demands, and evolving school expectations can add to the pressures faced abroad. Teachers often navigate new educational systems and policies, increasing the possibility of stress and uncertainty in daily tasks.

Language barriers and decision fatigue play a role in daily life, with simple errands or interactions requiring extra mental energy. Financial factors such as contract stability and housing arrangements sometimes create additional strain, impacting both short-term comfort and long-term plans.

Online support options provide flexibility and privacy

Accessing in-person mental health services while living overseas can be challenging. Local providers may not always be available, language compatibility may be limited, and mental health stigma remains in some cultures, making private conversations more difficult to arrange.

Digital options remove some of these barriers by offering privacy, continuity, and flexible scheduling. Online mental health resources let you connect from the privacy of your accommodation and maintain ongoing relationships with support providers even if you relocate between countries.

Flexible appointments are especially helpful when dealing with time zone changes and fluctuating work schedules. These features make it easier to maintain regular check-ins and avoid interruptions in care due to travel or contract transitions.

Peer support groups based on shared teaching backgrounds provide another layer of community. These networks help many educators realize they are not alone in their experiences and can learn from others facing similar challenges abroad.

Types of digital resources teachers rely on regularly

Teletherapy platforms connect educators with licensed mental health professionals through video or voice calls. This option replicates traditional counseling while offering you the choice of communicating in your preferred language and on a secure platform.

Text-based and chat services offer quick access to guidance but may be limited in scope when addressing complex or ongoing issues. These supports are best used for practical tips or emotional check-ins in between more comprehensive sessions.

Self-guided programs, including cognitive behavioral therapy modules, journaling tools, and mindfulness exercises, are popular components of online mental health resources. These tools help you build coping strategies that are accessible on your own schedule, supporting ongoing emotional resilience.

Peer communities and moderated educator groups create spaces where you can share experiences with others teaching abroad. Having a network that understands the pressures of working overseas reinforces mental health support and normalizes open discussions about well-being.

Choosing resources for safety, quality, and community fit

Reliable online mental health resources prioritize practitioner licensing and verified credentials, especially if support is delivered across borders. Ensuring providers are qualified to practice in your current location protects your well-being and guarantees standard care.

Data privacy, secure record keeping, and confidentiality should remain a top concern when using online services. Check that your information is properly protected, particularly when working from countries with different regulations regarding digital health records.

When selecting support, consider the practicality of time zones, continuity of provider access, and options for session scheduling. Reliable online mental health resources address these logistical factors so you receive uninterrupted care even with frequent travel or changes in contract.

Cultural sensitivity and language compatibility can significantly affect comfort and effectiveness in support sessions. Review resource details to ensure a good fit for your background and needs, and clearly understand the boundaries between wellness apps and clinical care before beginning any program.

How mental health support improves teaching and routine

Preventing burnout and maintaining emotional regulation in the classroom enhances your relationships with students and colleagues. Regular use of online mental health resources can strengthen consistency and patience, supporting effective teaching even under pressure.

Conflict management and handling feedback professionally are easier when you have tools to address homesickness and work-related stress. By prioritizing your own well-being, you maintain the standards of professionalism required in diverse educational environments abroad.

Complementing digital support with healthy routines can improve outcomes. Building offline communities, prioritizing sleep, and setting boundaries between work and personal time contribute to a more stable foundation during the first 90 days in a new country.

Creating a personalized support plan that combines both online mental health resources and real-world strategies provides practical resilience. Treating mental well-being as a cornerstone of teacher preparation leads to better adaptation, job satisfaction, and lasting success abroad.

Normalizing the use of mental health support is essential for sustainable teaching careers overseas. Balanced and informed use of digital resources, combined with authentic connections and practical daily routines, can create a healthier and more effective experience for educators working in unfamiliar contexts.

The post How online mental health resources support teachers working overseas appeared first on myTEFL.

By Anna Cristina D’Addio, GEM Report

This is the story of Uzbekistan and how, in less than a decade, it transformed its early childhood education system from one of the most underdeveloped in the region to a model that now outperforms some upper-middle income countries. Behind its transformation lies legislative ambition, public and private investment, and a fleet of buses winding through remote mountain villages. 

The 2026 GEM Report includes Uzbekistan’s story among thirty-five case studies chosen to illustrate a central argument: that educational progress is context-specific, that no single policy is sufficient on its own, and that what works is rarely universal 

Its data story 

Uzbekistan was chosen to feature as a case study in the 2026 GEM Report because of the steep climb it achieved in growing participation rates one year before primary education from 28% in 2016 to 84% in 2024. Extended across the full preschool age group of 3 to 6-year-olds, the net enrolment rate climbed from 20% in 2016 to 69% in 2025. Uzbekistan now exceeds not only the average for its own lower-middle-income country grouping (77%) but also the average for upper-middle-income countries (82%), placing it broadly in line with neighbouring Kazakhstan and Kyrgyzstan. 

What led to this progress? 

To understand the present, you have to examine the past.  

In 1991, the Soviet Union collapsed leaving Uzbekistan with an early childhood education system in serious disrepair. Enrolment is estimated to have fallen from above 70% to below 40% in the years that followed, while the number of kindergartens declined by an estimated 45% between 1999 and 2019. Teachers went without retraining, government funding fell short, and access in rural areas became particularly precarious. 

In 2012, only 23% of children aged 3 to 6 attended preschool. Plans at that time were modest: a government strategy aimed to raise that share to 32% by 2016/17. Yet what followed was something considerably more ambitious. Preschool participation reached 84% in 2024.  

Legislative foundations and a new Ministry 

A Presidential Decree issued in late 2016, titled “Measures Aimed at Further Improvement of the Pre-School Education System in 2017 to 2021”, marked the beginning of a concerted national effort. In 2017 alone, eleven distinct preschool policies were introduced, among them the establishment of a dedicated Ministry of Preschool Education to centralise management and coordination across the country. 

Additional legal foundations were put in place. In 2019, a Law on Preschool Education guaranteed every child one year of preschool before primary school entry. Regulations defined clear standards for facilities, teacher training and budgets, and assigned specific responsibilities to central and regional authorities. In 2018, free one-year school preparatory groups were piloted in select regions, enrolling over 11,000 children. By 2020, these groups had been fully rolled out nationally. 

The country’s 2022 to 2026 Development Strategy of the New Uzbekistan formalized further targets: pre-primary coverage of 3 to 6-year-olds was to rise from 67 per cent to at least 80 per cent, with full access for 6-year-olds by 2024/25. In February 2026, a ministerial decision made one year of preschool attendance compulsory. 

Visit Uzbekistan’s country profile on laws and policies related to SDG 4. 

Mobilising private and private investment 

A significant driver of expansion was the deliberate mobilisation of private providers. In 2018, Presidential Resolution 3651 introduced a framework for public-private partnerships, offering incentives including free land, buildings and subsidies to encourage private entities to set up preschools, particularly in urban areas. Family-based non-state preschools were also established to serve disadvantaged children, with reduced parental payments guaranteed for a minimum of three years. 

Between 2018 and 2022, approximately USD 400 million in subsidies were granted to non-governmental preschools under these partnerships. The subsidy rate varied by geography, ranging from 30 per cent in the capital Tashkent to 75 per cent in remote and marginalised areas. In 2022, over 1,600 agreements created 172,000 new places, supported by preferential commercial loans at an annual interest rate of just 1 per cent over 15-year terms. 

The impact on private sector participation has been substantial. According to UIS data, the percentage of pre-primary students enrolled in private institutions rose from 2% in 2016 to 41% in 2024. By that year, there were 27,162 non-state providers operating alongside 6,780 state preschools, together serving approximately 2.4 million children.  

Public spending rose at the same time. In 2024, the government allocated the equivalent of USD 270 million to public preschools, part of a broader education budget that also supports schools and universities. International partnerships supplemented resources: the National Partnership Compact for 2023 to 2026 channels multilateral support into pre-primary expansion and quality improvements. 

Addressing inequality 

Deliberate steps were also taken to address disparities across geography and income. As this figure shows, the gap between Tashkent city and other regions in pre-primary enrolment has been effectively eliminated, though a 20-percentage-point difference remains between the regions with the highest and lowest participation rates. 

Children in rural areas were helped by the development of mobile kindergartens for remote communities, known as aqlvoy (“wise”) buses, equipped with educational materials, toys, toilets and screens for digital content.  

“It wasn’t economically feasible to build traditional preschools in rural areas. We have villages in the mountains where you cannot build anything. There are only three, five, or ten children in a village. That’s why we decided to develop alternative models to reach them, including kindergartens on wheels. The maintenance costs for these mobile kindergartens weren’t as high in terms of funding. It was much easier to give access simultaneously to several villages because the buses work in shifts.

Right now we have more than 142 mobile buses working in two shifts. More than 11,000 children are currently covered across more than 640 locations that the buses travel to every day. All the villages have their own playgrounds where the buses can stop and let the children receive education both inside the bus and through outside activities. Rather than traveling far away to city centres to get education, the mobile groups come directly to their villages.

For the first time in Uzbekistan’s history, we recently participated in PISA research, which showed that children who had preschool education performed significantly better than children who didn’t attend. We also conducted research with the World Bank, which demonstrated that children with preschool education had better results in mathematics and science.”

Azimjon Abdulkhaev, Head of the International Relations Department, Ministry of Education

Income-related disparities persist but are being actively addressed. In 2021/22, the gap in participation between children from the richest and poorest income quintiles was 28 percentage points among 3 to 4-year-olds. To counteract this, all preschools are required to reserve subsidised seats for households earning less than 1.5 times the minimum wage. 

Children with disabilities have also gained greater access through specialised preschools and rehabilitation centres known as Imkon (Opportunity) and Umid (Hope). These facilities serve children aged 2 to 7, with 91 per cent attending free of cost. Inclusive early education has also been extended through community-based programmes, Sunday schools and short-stay groups. 

And now? 

On the back of its positive progress, Uzbekistan has been at the forefront of international developments in early childhood education, including hosting the UNESCO World Conference on Early Childhood Care and Education in 2022. The country has just signed an agreement to open a Category 2 UNESCO Centre for pre-school education in Uzbekistan, among whose objectives are to ‘promote best practices’ and ‘foster regional cooperation, strengthen international collaboration, and advance modern approaches in early childhood education.’ 

Achieving the target of 80% enrolment for 3 to 6-year-olds will require continued investment in family preschools and alternative delivery models in the most remote areas. The income participation gap has not been closed. And as the system grows, sustaining educational quality across an increasingly diverse set of providers will be an ongoing task. 

Yet what is clear from Uzbekistan’s story is that rapid, large-scale transformation in early childhood education is achievable within a short timeframe when political commitment, legislative clarity, private sector engagement and innovative delivery models work in concert.

The post #YourStoryCounts: How Uzbekistan brought preschool to the mountains appeared first on World Education Blog.

From small-town Canada to a thriving teaching career in the heart of Europe, Tania’s journey is exactly the kind of adventure many aspiring TEFL teachers dream about—but few take the leap to pursue. After completing her 120-hour online course with myTEFL, she packed her bags, embraced the unknown, and landed in the Czech Republic, where new challenges, cultural discoveries, and meaningful connections awaited her. Her story is refreshingly honest—filled with a mix of real-life hurdles, personal growth, and the kind of rewarding moments that make it all worthwhile. Here’s Tania, sharing what it’s really like to build a life and career abroad:

There have been some stressful transition things for sure and the bureaucracy is real here, but once you understand it (as much as you can), it helps. I am actively learning Czech as well and that seems to get very positive responses from people.

So I am very lucky! I was offered a “full-time” position before I left at a language school in Ceske Budejovice. The school has been absolutely amazing for me and with me. I truly could not have been luckier. They are very excited to have me with them and I with them. I have confirmed now that they want me to stay and really never leave.

The help and generosity of their owner, Jasa, and the staff I cannot say enough good things about. On average I teach approximately 38-40 hrs a week. More if you include the two private clients I have.

Costs are pretty manageable if you are careful with money. I don’t compare it to Canada too often as I am living and earning in this currency. That being said, some things are less expensive than Canada and some things more. All in all, it is good. Housing is a bit of an issue right now, but I am working with a realtor to help navigate the system (currently looking for my own place).

The people I find are a bit standoffish, but for the most part, I have had little to no problems. Taking the time to learn their history and understand from their eyes, the better off people coming here would be. They are generous, kind, funny, inquisitive, and wonderful people with a culture that values education, family, and having a solid future for themselves and their families.

I teach a handful of classes online (business) and they’re going well. I was considering it to give me another edge. I am considering doing a CELTA course as well. To be honest, my plan is very long-term here. I love it.

I have not ever had such a rewarding job before! The number of connections I have gained, the lovely words from my students and their parents, and the students who have successfully passed their exams make me feel incredibly proud.

The post Tania’s myTEFL Journey appeared first on myTEFL.

From small-town Canada to a thriving teaching career in the heart of Europe, Tania’s journey is exactly the kind of adventure many aspiring TEFL teachers dream about—but few take the leap to pursue. After completing her 120-hour online course with myTEFL, she packed her bags, embraced the unknown, and landed in the Czech Republic, where new challenges, cultural discoveries, and meaningful connections awaited her. Her story is refreshingly honest—filled with a mix of real-life hurdles, personal growth, and the kind of rewarding moments that make it all worthwhile. Here’s Tania, sharing what it’s really like to build a life and career abroad:

There have been some stressful transition things for sure and the bureaucracy is real here, but once you understand it (as much as you can), it helps. I am actively learning Czech as well and that seems to get very positive responses from people.

So I am very lucky! I was offered a “full-time” position before I left at a language school in Ceske Budejovice. The school has been absolutely amazing for me and with me. I truly could not have been luckier. They are very excited to have me with them and I with them. I have confirmed now that they want me to stay and really never leave.

The help and generosity of their owner, Jasa, and the staff I cannot say enough good things about. On average I teach approximately 38-40 hrs a week. More if you include the two private clients I have.

Costs are pretty manageable if you are careful with money. I don’t compare it to Canada too often as I am living and earning in this currency. That being said, some things are less expensive than Canada and some things more. All in all, it is good. Housing is a bit of an issue right now, but I am working with a realtor to help navigate the system (currently looking for my own place).

The people I find are a bit standoffish, but for the most part, I have had little to no problems. Taking the time to learn their history and understand from their eyes, the better off people coming here would be. They are generous, kind, funny, inquisitive, and wonderful people with a culture that values education, family, and having a solid future for themselves and their families.

I teach a handful of classes online (business) and they’re going well. I was considering it to give me another edge. I am considering doing a CELTA course as well. To be honest, my plan is very long-term here. I love it.

I have not ever had such a rewarding job before! The number of connections I have gained, the lovely words from my students and their parents, and the students who have successfully passed their exams make me feel incredibly proud.

The post Tania’s myTEFL Journey appeared first on myTEFL.

From small-town Canada to a thriving teaching career in the heart of Europe, Tania’s journey is exactly the kind of adventure many aspiring TEFL teachers dream about—but few take the leap to pursue. After completing her 120-hour online course with myTEFL, she packed her bags, embraced the unknown, and landed in the Czech Republic, where new challenges, cultural discoveries, and meaningful connections awaited her. Her story is refreshingly honest—filled with a mix of real-life hurdles, personal growth, and the kind of rewarding moments that make it all worthwhile. Here’s Tania, sharing what it’s really like to build a life and career abroad:

There have been some stressful transition things for sure and the bureaucracy is real here, but once you understand it (as much as you can), it helps. I am actively learning Czech as well and that seems to get very positive responses from people.

So I am very lucky! I was offered a “full-time” position before I left at a language school in Ceske Budejovice. The school has been absolutely amazing for me and with me. I truly could not have been luckier. They are very excited to have me with them and I with them. I have confirmed now that they want me to stay and really never leave.

The help and generosity of their owner, Jasa, and the staff I cannot say enough good things about. On average I teach approximately 38-40 hrs a week. More if you include the two private clients I have.

Costs are pretty manageable if you are careful with money. I don’t compare it to Canada too often as I am living and earning in this currency. That being said, some things are less expensive than Canada and some things more. All in all, it is good. Housing is a bit of an issue right now, but I am working with a realtor to help navigate the system (currently looking for my own place).

The people I find are a bit standoffish, but for the most part, I have had little to no problems. Taking the time to learn their history and understand from their eyes, the better off people coming here would be. They are generous, kind, funny, inquisitive, and wonderful people with a culture that values education, family, and having a solid future for themselves and their families.

I teach a handful of classes online (business) and they’re going well. I was considering it to give me another edge. I am considering doing a CELTA course as well. To be honest, my plan is very long-term here. I love it.

I have not ever had such a rewarding job before! The number of connections I have gained, the lovely words from my students and their parents, and the students who have successfully passed their exams make me feel incredibly proud.

The post Tania’s myTEFL Journey appeared first on myTEFL.