In Malawi, where a policy of Free Primary Education has been in place for more than fifteen years, relatively few children have never attended school. However, despite high initial enrolments, primary education in Malawi is inefficient, with high dropout and low completion rates. Against a context of underlying poverty, research suggests that many of the children in Malawi denied adequate access to education are those orphaned or made vulnerable by HIV/AIDS.
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.
Over 75 million children around the world are currently out of school, and over half of them live in conflict-affected countries (CACs). The evidence from this project suggests as an international community, we are currently failing in our efforts due to the "stunning lack of evidence" as to what works to promote children's learning in the context of conflict and crisis.
Results from this research changed education policy and practice, particularly in Ghana; and transport policy and practice, shown through the inclusion of children in the Tanzania Draft National Transport Policy Framework.