Despite the advances made in securing access to education for many more children around the world than was the case a decade ago, large numbers still do not have access to formal education; and when they do, many are not learning at all, or learning fast enough to make successful transitions through the education system.
And while there is a concerted effort to redress the learning gap, our understandings of those policies and interventions that are most likely to lead to improvements in learning for all, especially for the more disadvantaged learners partial.
So, how might we improve our understanding of what works to raise learning outcomes for all?
The ESRC-DFID Raising Learning Outcomes in Education Systems Research Programme consists of a portfolio of 29 interdisciplinary research teams, each that undertakes cutting edge research on the manner in which the complex relationships between elements of the education systems the contexts in which they are embedded, and the dynamic operating within the system impact on efforts to raise learning outcomes for all.
The below videos are the collection of seminars given by RLO grant-holders as part of the Oxford Comparative and International Education Seminar Series at St Antony's College, University of Oxford during February and March 2018. The series brought together researchers from across the portfolio of research grants to present their questions, their thinking, and their learning.
The seminar series:
- Professor Ulrike Zeshan, Central Lancashire University - From development to vitalisation: multiliteracies research with deaf communities in India
- Dr Ben Alcott, Cambridge University - Can schools' accountability for learning be strengthened from the grassroots? Investigating the potential for community school partnerships in India
- Professor Paul Lynch, University of Birmingham - Examining early development and school readiness of children with disabilities in Malawi through a bio-ecological systems theory
- Professor Nicola Ansell, Brunel University - Education and aspiration in rural Lesotho, India and Laos
- Professor Pauline Rose, Cambridge University - Are children with disabilities in school learning?: Evidence from India and Pakistan
- Dr Rebecca Schendel, UCL - Teaching for critical thinking: pedagogical innovation at universities in Kenya, Ghana and Botswana
- Professor Ianthi Tsimpli, University of Cambridge - Challenges of monolingual and multilingual education: cognition, numeracy and literacy skills in primary school children in India