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 low level of numeracy skills of millions of poor and marginalised students, particularly in developing nations, is of international concern. This project focuses on improving these through developing teachers' and teacher trainers' pedagogical and assessment skills in extremely deprived urban areas in South Africa and Tanzania. Eighteen schools and three training colleges will be involved.
The aim of the study is to understand resilience and exceptionalism in high-functioning township and rural primary schools in South Africa. Previous research has shown that a large part of the explanation behind these schools' success is the leadership and management practices of teachers and particularly principals.