Health, education, protection, livelihoods, and livelihoods of children and young people in developing and fragile contexts.
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
Who are the policymakers and how do they use research evidence? James Georgalakis, Director of the ESRC-DFID Impact Initiative, explores this question and highlights a recent initiative activity in which a range of senior development professionals, working in global organisations, were interviewed by ESRC-DFID grant holders in order to find out more about evidence use behaviours amongst those working to reduce global child poverty and inequality.
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.