Health, education, protection, livelihoods, and livelihoods of children and young people in developing and fragile contexts.

Children's Home, Chitwan, Nepal.
Investigating the role of sport, cultural and educational programmes in sustainable development among young people in low-income countries, tackling poverty, conflict in fragile states, environmental sustainability, and gender inequality.
The project will investigate how the accountability of schools differs according the school management model and whether accountability is linked to differences in learning outcomes. Recently, a great deal of attention from international development donors has focused on new models of school management (e.g.

Disadvantaged children in Low Income Countries (LICs) particularly children with disabilities are increasingly accessing schools, but not learning effectively due to social exclusion within the classroom and poor teaching methods, that perpetuate inequality.

Liberia's public education system is moribund. The civil war of 1999-2003 and the Ebola epidemic of 2014 have left the Ministry of Education with little capacity to run a national school system. An effort to clean thousands of ghost teachers from Ministry payrolls was cut short (New York Times, 2016), and while systematic data is scarce, teacher absenteeism appears common (Mulkeen, 2009).
 This interdisciplinary project will carry out innovative, policy-relevant research, focused on addressing the research question: "How do interacting dynamics in the social, political, economic and cultural context enable or inhibit the delivery of quality education in specific developing country contexts?".
 
Section 21 of The Right of Children to Free and Compulsory Education Act, 2009 (RTE) in India calls for the establishment of a School Development and Management Co
Indian children at school near Bodh Gaya
This project focuses on learning outcomes for 'disadvantaged learners' in India: children of primary school age who are disadvantaged by a range of structural inequalities, which are often cross-cutting, such as gender, location, caste, and class.

Blog: Research impact - make it, don’t fake it

Jan 2018
Kelly Shephard, Head of Knowledge, Impact and Policy at IDS, presents a new series of impact stories, produced by the ESRC-DFID Impact Initiative, which examine a range of challenges that occurred during the research process, the different approaches taken, and how barriers in achieving impact were overcome. Ultimately, the stories demonstrate how research funded through the ESRC-DFID Strategic Partnership is improving the lives of people around the world in positive ways.

Addressing educational access and retention of orphaned and vulnerable children in high HIV prevalence communities in rural Malawi : a flexible approach to learning

In Malawi, where a policy of Free Primary Education has been in place for more than fifteen years, relatively few children have never attended school. However, despite high initial enrolments, primary education in Malawi is inefficient, with high dropout and low completion rates. Against a context of underlying poverty, research suggests that many of the children in Malawi denied adequate access to education are those orphaned or made vulnerable by HIV/AIDS.

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