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

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?
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 walking to school in Niger’s Diffa region

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. 
Oxford Comparative and International Education Seminar Series 2018

Despite the advances made in securing access to education for many more children around the world than was the case a decade ago, large numbers still do not have access to formal education; and when they do, many are not learning at all, or learning fast enough to make successful transitions through the education system.

And while there is a concerted effort to redress the learning gap, our understandings of those policies and interventions that are most likely to lead to improvements in learning for all, especially for the more disadvantaged learners partial.

Blog: Rebuilding trust in a context of suspicion: South Africa’s failing education system
With a new President and the promise of a new era in South African democracy, there may be an opportunity to rebuild trust, accountability and capacity across the country. A new ESRC/DfID-funded study on ‘Accountability, trust and capacity to improve learning outcomes’ led by researchers at University College London aims to do just that.
News: Pre-Global Disability Summit Workshop: Inclusive Education
Hosted by the Impact Initiative and the REAL Centre at the University of Cambridge, a two-day ‘Pre-Global Disability Summit Workshop’ held in Cambridge on 26th-27th April brought together 35 individuals from key bi- and multi-lateral agencies, INGOs and Disabled People’s Organisations to work to help inform discussions at the Summit and to create a collective and sustainable agenda to keep disability a high priority in international discussions.
Blog: Can better sanitary care help keep African girls in school?
On the Global Partnership for Education blog (18 April 2018), Elizabeth Tofaris discusses the findings and impact of research into the role that menstruation has in keeping adolescent girls out of school.

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