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

Blog: Teaching, learning and disadvantage – from policy to practice

Aug 2016
Meera Samson, CORD, India; and Pauline Rose, University of Cambridge, UK write about recent research in education in India, funded as part of the ESRC-DFID Raising Learning Outcomes programme, and how it will contribute towards an evidence-based strategy of reform. Resources can be downloaded from the event they hosted in India on August 10, 2016 to contribute to the current policy consultation with the Indian government.
University of Nairobi
This project aims to expand the existing evidence base around how pedagogical practices affect the development of critical thinking at African higher education institutions in Kenya, Ghana and Botswana.
Credit: Anna Ridout/ Oxfam
This project considers cross-age peer tutoring on the teaching of reading in Kenyan primary schools. Research suggests student partnerships in which an upper primary pupil is trained to work with a younger child to conduct structured reading sessions is one of the most powerful methods for raising achievement.
Photo ID 468142. 27/03/2011. Sudan. UN Photo/Albert Gonzalez Farran
Over 75 million children around the world are currently out of school, and over half of them live in conflict-affected countries (CACs). The evidence from this project suggests as an international community, we are currently failing in our efforts due to the "stunning lack of evidence" as to what works to promote children's learning in the context of conflict and crisis.
Student Yosef Yebas writes on the blackboard at Hidassie School. Addis Ababa, Ethiopia.
Investigates how pedagogy for STEM subjects in Ethiopia can be transformed using dialogical discourse, and the effects this generates in improved student learning and attitudes.
credit flickr Photo: Erik Törner
The University of Birmingham (UoB) and Sightsavers International invited researchers and academics from leading institutions working in the areas of early childhood development and education (ECDE) and special educational needs and disability (SEND), educational psychology, applied anthropology, and epidemiology in Malawi, the UK and the USA to co-design and conduct an innovative three-year study.

This research seeks to answer the question: To what extent do education and peacebuilding interventions in the two countries promote teacher agency and capacity to build peace and reduce inequalities?

School children in Honduras
This project will examine a number of questions regarding factors to support effective teaching in poor, rural communities in Honduras. The research will also provide a unique opportunity to develop improved measures of educational quality and adolescent girls' empowerment.

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