A range of issues on governance, participation, and accountability, including: citizenship, planning, economic investment, rights, and environmental impact.

Most interventions to improve education in developing countries require spending significant amounts of money on improving the quality of the inputs to the education system. While this is often a useful approach, in countries with weak governments and low tax collection, little resources are available to invest in schools.
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.

Rapid changes in the natural, social, and economic environment are occurring in Ethiopia's Lower Omo Valley, as part of a state-led development vision of repositioning the region as a major sugar exporter. At the same time, these changes raise risks of environmental degradation, and the emergence of new kinds of inequality and conflict.

Sustainable fishing and the conservation of maritime resources requires regulation, but also efficient coordination and governance of common resources (fisheries and fish stocks) by local fishing communities. Armed conflict can significantly affect such capacity for collective action, with important consequences for the conservation of maritime resources and the livelihoods of local fishing communities. Yet, these effects have rarely been documented and analysed.

An intensive resilience policy-making process is currently underway in Nepal, a country with a recent history of conflict and disaster that also faces future risks resulting from environmental change. This ground-breaking project will utilise a participatory video (PV) approach to create new and potentially challenging interventions in that process, whilst simultaneously developing methods and approaches that could have broader applicability. 

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
We propose to develop and validate measures of accountability to be shared with the Nepal Ministry of Education (MOE) and to use those measures in an analysis of the determinants of accountability and its association with students' gains in achievement.

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