Three young boys, some deaf, some hearing, in Kochi, India
The exclusion of deaf children and young adults from access to school systems results in individuals and communities being denied quality education, leading to unemployment, underemployment, low income, and a high risk of poverty.

Children in conflict-affected countries (CACs) experience profound constraints on their academic learning and socioemotional well-being. Children exposed to violence and poverty come to "school" (formal or non-formal education settings) with poor executive function skills (e.g. working memory, inhibition, attention), emotional/behavioral regulation skills and social-information-processing skills.

This innovative project examines the causes of low educational outcomes in schools in India where many children fail to achieve basic literacy and numeracy levels, while dropout rates, affecting girls more than boys, are very high. A starting point of this research is that bilingualism and multilingualism have revealed cognitive advantages and good learning skills in children raised in western societies. Multilingualism is the norm in India.
We propose to conduct a randomized controlled trial (RCT) of one of the most ambitious recent attempts by a developing country government to improve education governance at scale.
The project will investigate how the accountability of schools differs according the school management model and whether accountability is linked to differences in learning outcomes. Recently, a great deal of attention from international development donors has focused on new models of school management (e.g.

Disadvantaged children in Low Income Countries (LICs) particularly children with disabilities are increasingly accessing schools, but not learning effectively due to social exclusion within the classroom and poor teaching methods, that perpetuate inequality.

Liberia's public education system is moribund. The civil war of 1999-2003 and the Ebola epidemic of 2014 have left the Ministry of Education with little capacity to run a national school system. An effort to clean thousands of ghost teachers from Ministry payrolls was cut short (New York Times, 2016), and while systematic data is scarce, teacher absenteeism appears common (Mulkeen, 2009).
 This interdisciplinary project will carry out innovative, policy-relevant research, focused on addressing the research question: "How do interacting dynamics in the social, political, economic and cultural context enable or inhibit the delivery of quality education in specific developing country contexts?".
 
Section 21 of The Right of Children to Free and Compulsory Education Act, 2009 (RTE) in India calls for the establishment of a School Development and Management Co
Indian children at school near Bodh Gaya
This project focuses on learning outcomes for 'disadvantaged learners' in India: children of primary school age who are disadvantaged by a range of structural inequalities, which are often cross-cutting, such as gender, location, caste, and class.

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