Education in international development settings, including in conflict and post-conflict contexts: teachers, quality and learning, and inequalities related to poverty, gender and disability.

Blog: The involvement of non-academic stakeholders in education research: perspectives from sub-Saharan Africa

Oct 2018
Drawing on interviews from the Africa Symposium of the ESRC-DFID-funded “Raising Learning Outcomes in Education Systems” (RLO) research programme held in September, Dr. Rafael Mitchell explores the role of non-academic stakeholders in the programme.

Blog: New disability data portal to provide global data on people with disabilities

Oct 2018
A DFID funded Disability Data Portal undertaken by Leonard Cheshire in conjunction with DFID will provide a significant source of information for researchers, policymakers and other stakeholders. The Portal provides an easily accessible ‘snapshot’ of disability data for those working on disability inclusion in areas such as government, inclusive education, international development, global health and human rights.

Mother tongue education improves literacy in Uganda

Children whose first language is not the language of instruction in school are more likely to drop out or fail in early grades. Research from the Universities of Illinois and their Ugandan partners Mango Tree Educational Enterprises and the Ichuli Institute, Kampala, demonstrates that the provision of teacher support and educational resources produced in local languages can lead to large learning gains in rural, under-resourced and overcrowded classrooms.

Transforming education for children with disabilities: Wide endorsement to Statement for Action on inclusive education for Global Disability Summit

17/07/2018
A Statement of Action on Inclusive Education, drafted at a workshop hosted by the Impact Initiative at the REAL Centre, University of Cambridge, has been signed by 31 donor agencies, international NGOs, research organisations and global education networks.

Blog: Can early childhood education make a difference for children with disabilities?

Jul 2018
Dr. Paul Lynch and Dr. Anita Soni from the University of Birmingham consider the importance of early years education for children with disabilities. Drawing from ESRC-DFID funded research from Malawi, they argue that having a pre-primary education can have a significant impact on a child’s future prospects in education and in adult life.
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.

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