Education in international development settings, including in conflict and post-conflict contexts: teachers, quality and learning, and inequalities related to poverty, gender and disability.
The SDGs have increased the focus on including people with disabilities in development reforms. However, as the World Disability Report (2011) highlights, one of the biggest challenges for decision-makers aiming to improve access and learning for children with disabilities is the lack of reliable data and evidence to shape effective policies and programmes. In order to understand how individuals working in international non-governmental organisations (INGOs) and other policy organisations engage with evidence on disability and education the Impact Initiative identified and scoped the work of 19 key organisations working in this area
A collection of ESRC–DFID funded research providing new evidence on what governments must consider to ensure that children with disabilities benefit from quality education without discrimination or exclusion. Features research from Afganistan, India, Malawi, Morocco, Pakistan, Sierra Leone, Sudan, and Tunisia.
‘School in a bag’, buddy systems and catch-up clubs have paved the way for improved learning and reduced dropout in schools in Malawi and Lesotho. These pioneering techniques have been used by researchers to help ensure that disadvantaged children, particularly those affected by HIV/ AIDS, stay in school.