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

Mother tongue education improves literacy in Uganda

Children whose first language is not the language of instruction in school are more likely to drop out or fail in early grades. Research from the Universities of Illinois and their Ugandan partners Mango Tree Educational Enterprises and the Ichuli Institute, Kampala, demonstrates that the provision of teacher support and educational resources produced in local languages can lead to large learning gains in rural, under-resourced and overcrowded classrooms.

Transforming education for children with disabilities: Wide endorsement to Statement for Action on inclusive education for Global Disability Summit

A Statement of Action on Inclusive Education, drafted at a workshop hosted by the Impact Initiative at the REAL Centre, University of Cambridge, has been signed by 31 donor agencies, international NGOs, research organisations and global education networks.

Blog: Can early childhood education make a difference for children with disabilities?

Jul 2018
Dr. Paul Lynch and Dr. Anita Soni from the University of Birmingham consider the importance of early years education for children with disabilities. Drawing from ESRC-DFID funded research from Malawi, they argue that having a pre-primary education can have a significant impact on a child’s future prospects in education and in adult life.
Three young boys, some deaf, some hearing, in Kochi, India
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.

Children in conflict-affected countries (CACs) experience profound constraints on their academic learning and socioemotional well-being. Children exposed to violence and poverty come to "school" (formal or non-formal education settings) with poor executive function skills (e.g. working memory, inhibition, attention), emotional/behavioral regulation skills and social-information-processing skills.

The role of research in promoting inclusive education: Reflections from the Pre-Global Disability Summit Workshop

The role of robust research in taking the agenda on inclusive education forward cannot be underestimated. In this article, a number of participants from a range of organisations share their reflections on the role research and evidence played the recent ‘Pre-Global Disability Summit Workshop’ and its importance in keeping disability a high priority in international discussions. 


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