The effects of Covid-19 have been far reaching. Beyond being a recognised global health emergency, it has wide-ranging effects on children’s schooling around the world. This paper draws on lessons from a webinar organised by the Impact Initiative that explored how researchers need to think differently about impact for education policy and practice in the context of Covid-19. It provides insights from education policy actors and researchers on how they are adapting their thinking on the types of impact that can be achieved in the context of Covid-19.
Education in international development settings, including in conflict and post-conflict contexts: teachers, quality and learning, and inequalities related to poverty, gender and disability.
Seeks to enhance our understanding of accountability relationships, how they function, and with what effect on learning outcomes, in both the short and long term. The research offers not only relevant, contextual evidence, but also highlights key implications for policy and practice.
Following contracting out of government primary schools to private companies in Liberia, researchers have examined the effects of these partnerships and how the schools deliver (or fail to deliver) better outcomes.
Research in Bangladesh demonstrates how early childhood programmes could be effectively adapted for implementation at scale, using locally available resources and infrastructure.
COVID 19: Thinking differently about education research impact
In the wake of the global COVID-19 pandemic, researchers are faced with the challenge of adapting their plans for achieving changes in policy and practice through new evidence. A webinar hosted by the Impact Initiative set out to explore how researchers may need to think differently about impact for education policy and practice, and what kind of support they might need from funders and policy actors.
Innovative research is enabling changes to teaching practices that support the development of students’ critical thinking skills in sub-Saharan Africa.
Blog: Can a national curriculum reduce inequality? Reflections from South Africa
Focus groups with academics and practitioners in the KwaZulu Natal province examined how the context in which national policy is implemented and monitored differs for poorer schools versus schools in urban, advantaged areas. Data generated by an ESRC-DFID funded project indicates that the national curriculum alone cannot improve learning outcomes in a highly heterogeneous, unequal system.
All-Party Parliamentary Group (APPG) on Global Education
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
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 and 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.
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