Education in international development settings, including in conflict and post-conflict contexts: teachers, quality and learning, and inequalities related to poverty, gender and disability.

Impacts After One Year of “Healing Classroom” on Children's Reading and Math Skills in DRC: Results From a Cluster Randomized Trial

Aber, Lawrence J. et al (2016) ‘Impacts After One Year of “Healing Classroom” on Children's Reading and Math Skills in DRC: Results From a Cluster Randomized Trial’ Journal of Research on Educational Effectiveness 10.3: 507-529.

Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo (2016)

Aber, Lawrence J. et al (2017) ‘Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo’, Development and Psychopathology 29.1: 53-67.

News: Policy directions and implications for impact: The ESRC-DFID RLO Annual Workshop 2019

06/02/2019
Producing innovative, rigorous, and policy-relevant research on how to raise learning outcomes globally is the key ambition of the ESRC-DFID Raising Learning Outcomes in Education Systems (RLO) Research Programme. We know that the evidence base in education is expanding - but is this research having an impact on student learning and practices? How do we know? And do relationships have a role in increasing research impact and helping promote ‘what works’ in education?

Supporting Children with Disabilities in Low- and Middle- Income Countries: Promoting Inclusive Practice within Community-Based Childcare Centres in Malawi through a Bioecological Systems Perspective

McLinden M. et al (2018) ‘Supporting Children with Disabilities in Low- and Middle- Income Countries: Promoting Inclusive Practice within Community-Based Childcare Centres in Malawi through a Bioecological Systems Perspective’ International Journal of Early Childhood 50.2: pp 159–174.

The capacity of community-based participatory research in relation to disability and the SDGs

Greenwood, M. (2017) ‘The capacity of community-based participatory research in relation to disability and the SDGs’ Disability and the Global South 4.1: pp. 1143-1163

This paper has highlighted an alignment between the aims of the 2030 Agenda and the nature of disability-focused CBPR. It has also demonstrated CBPR in practice in the global South and raised tensions and dilemmas that need to be acknowledged as significant, but worth the time to navigate the uncertainty to see change. 

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