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

News: All-Party Parliamentary Group (APPG) on Global Education: How do we move beyond the numbers of girls in school and towards a truly equitable world?

27/01/2020
The All-Party Parliamentary Group (APPG) Global Education event: ‘Heralding the decade of leaving no girl behind’ (supported by the Global Partnership for Education, the Impact Initiative and RESULTS UK) met in the House of Commons to share progress and discuss what still needs to be done in order to move beyond the numbers of girls in school towards gender equality.

Blog: The opportunities and challenges of raising learning outcomes in India

Jan 2020
On Monday 9th December, researchers from the ESRC-DFID Raising Learning Outcomes in Education Systems Research Programme (RLO) alongside policymakers, development practitioners and civil society, met in Delhi to present evidence & explore pathways to improving learning outcomes in different Indian contexts. In this blog, organisers Anuradha De and Meera Samson of CORD India, present the key takeaways from the event.

How Higher Education Research Using the Capability Approach Illuminates Possibilities for the Transformation of Individuals and Society in South Africa

McLean, M. (2018) 'How Higher Education Research Using the Capability Approach Illuminates Possibilities for the Transformation of Individuals and Society in South Africa' in P. Ashwin and J.M. Case (eds), Higher Education Pathways: South African Undergraduate Education and the Public Good, Cape Town: African Minds.
 
Is part of series
African Higher Education Dynamics Series;Volume 4

Blog: Make some noise so no one is left behind! Halla Bol!

Oct 2019
In this blog, Dr. Ricardo Sabates (Research for Equitable Access and Learning Centre, University of Cambridge) describes his experience of attending a community 'Halla Bol' event led by Indian NGO Pratham. He explores whether these types of community-based initiatives can strengthen systems of accountability between schools and communities, with the ultimate aim of improving foundational learning outcomes for children.

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