Outdoor classes in Afghanistan
Strengthening schools accountability mechanisms through participation: addressing education quality and equity in Afghanistan and Pakistan

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.

Students at the Cestos High School, Liberia.
Partnership schools for Liberia: impact on accountability mechanisms and education outcomes
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).
Schoolgirls walking in Karnataka, India.
Disadvantage and Participation Accountability Processes: Theory and Evidence from School Development and Management Committees in Karnataka, India
 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
Indian children at school near Bodh Gaya
Rights and Accountability in the Indian System of Education (RAISE)
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.
Schoolchildren in Imadol, Nepal.
Improving learning: developing measures of accountability and evaluating their association with students' gains in achievement in Nepal
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.
ASER testing, India.
Can schools' accountability for learning be strengthened from the grassroots? Investigating the potential for community-school partnerships in India
Our project explores the potential of community based accountability relationships to raise children's foundational learning outcomes, with a focus on the most disadvantaged primary-school learners: namely those who are from poorer households and, within these, girls. We ask both whether and how changes occur when school actors are supported to view their accountability as being primarily to their local community and their goal as being to raise all children's learning.
School Children in Zomba, Malawi.
Accountability for gender equality in education: Critical perspectives on an indicator framework for the SDGs

Principal Investigator: Elaine Sara Unterhalter. Lead Organisation: University College London (UCL).

Co-investigators: Relebohile Moletsane (University of KwaZulu-Natal); Rosie Peppin Vaughan (UCL); Catherine Marion Jere (University of East Anglia); Dorothy Cynthia Nampota (University of Malawi)

Researcher: Helen Ruth Longlands (UCL)

Children in Agadez, Niger.
Technology, Monitoring and Teacher Support in Niger
Despite improvements in school enrolment over the past 20 years, 757 million adults worldwide are still unable to read and write in any language (UNESCO 2015). In Niger, the subject of this study, less than 30% of the population is considered to be literate (IMF 2013).
 
While a substantial body of research has focused on increasing school participation, there is still considerable debate about how to improve learning in a cost-effective way.

Addressing educational access and retention of orphaned and vulnerable children in high HIV prevalence communities in rural Malawi : a flexible approach to learning

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.

Vukani Primary School, Cape Town, South Africa.
Succeeding against the odds: understanding resilience and exceptionalism in high-functioning township and rural primary schools in South Africa

The aim of the study is to understand resilience and exceptionalism in high-functioning township and rural primary schools in South Africa. Previous research has shown that a large part of the explanation behind these schools' success is the leadership and management practices of teachers and particularly principals.

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