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, low income, and increasing poverty.
Principal Investigator: Sam Hickey. Lead Organisation: University of Manchester
Co-investigator: Giles Marcus Mohan
A major challenge for achieving poverty reduction is that the capacity of states to deliver development is in short supply, particularly in Africa.
The research responds to the unprecedented emergence of global environmental norms intended to reconcile natural resource management with poverty alleviation. Prominent examples of such norms are the social safeguards included in global conventions and the human rights-based rulings of international courts.
The world's poorest people lack capital and skills and toil for others in occupations that others shun. This project examines randomised evaluations of an innovative anti-poverty program which tackles capital and skills constraints at the same time in an effort to encourage occupational change among the world’s poorest women.
The research responds to emerging global norms intended to reconcile natural resource management with poverty alleviation with potential to transform development practice, if they effectively support rights to natural resources and sustainable livelihoods.
Principal Investigator: Erik Achille Swyngedouw. Lead Organisation: University of Manchester (Environment, Education and Development)
Co-Investigators: Mary Lawhon (University of Pretoria); Henrik Ernstson (University of Manchester)
This research examines common systemic barriers disabled people encounter when accessing services, and the lack of information and inclusion in national level poverty reduction strategies.
Principal Investigator: Robert Lloyd Walker. Lead Organisation: University of Oxford
Co-investigator: Sony Pellissery; Grace Bantebya; Lichao Yang; Elaine Chase
An accurate way of measuring instructional practices and classroom processes is through observational methods. This project aims to develop an affordable, scalable, tool for assessing teacher practices and classroom processes, and assure its use in policy and practice in Uganda.
This pilot project provides English-language teaching for members of the deaf community in India including young people in high poverty contexts, and drafts a model of language-teaching interventions. It is an interdisciplinary collaboration including sign linguistics and technologists.
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