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.
Projects & Publications
Each project is summarised to describe the work of the research grant recipients and their intended impact and outputs. This view shows projects mapped to the locations where the research was carried out.
Projects have been assigned one of eight primary cross-cutting themes. To see all the projects grouped under a particular theme click on that topic in the menu bar. You can also use the search fields to find projects or their related outputs grouped by country, keywords, location, organisation, or people who were the named grantees for the project or publication authors. You can make multiple selections. Use The Impact Initiative logo in the top left of the screen or the home icon to return to the home page.
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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.
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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 count
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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.
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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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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.
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Principal Investigator: Melanie Ehren (Free (VU) University of Amsterdam).
Lead Organisation: University College London (UCL)
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Principal Investigator: Elaine Sara Unterhalter. Lead Organisation: University College London (UCL).
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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).
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