Our consultancy team provides world-class technical expertise in education reform. We offer tailored advice, technical assistance, and delivery and project management support to school systems globally. We have worked in almost 100 countries over the past 15 years, with a broad range of clients, including FCDO, UNICEF, The Bill & Melinda Gates Foundation, the EdTech Hub, NORAD, the EU, KHDA, and ministries of education in contexts as diverse as the UK, Sierra Leone, Abu Dhabi and Malawi.
We work in partnership with clients to help them develop effective education reforms to improve teaching and learning across whole education systems. In addition to using evidence-informed benchmarks to monitor progress, we tailor interventions to local contexts to maximise gains in learning outcomes – especially for the most marginalised learners.
We have a dedicated research team with a 20-year track record of producing high-quality, rapid, and practitioner-focussed research. We draw on this research expertise to provide evidence for what works in education reform, help clients and governments to use evidence to inform education policy and improvement, and maximise the efficacy of our own projects around the world.
We know that effective teaching starts with excellent teachers. We have been working with teachers around the world for over 50 years. Our experts are key to developing high-impact teaching methods and effective teacher professional development to improve both learning outcomes and teacher retention.
Education leadership is second only to the quality of teaching in terms of impact on learning outcomes. We support school and system leaders to become agents of change beyond their own school or district, driving efficient and effective school reform.
Education Development Trust is a world authority on school inspection and evaluation, having inspected schools around the world for almost 30 years. We work with governments to raise standards in schools through accountability: we support better education metrics, inspection and quality assurance systems and help policymakers and practitioners use data for decision-making and accountability at all levels.
We use our expertise in employability and careers services to bridge the gap between education, training and employment, working with national and local funders to deliver high-quality support to adults and young people.
Barriers to girls’ learning can be complex: our evidence-based approaches ensure the best results for the girls we work with and for. Our passion for girls’ education is matched by our experience and expertise, with a deep evidence base and extensive delivery of programmes that benefit girls across the world.
Education policymakers around the world have long shared a key priority: achieving high-quality teaching and learning at scale. This requires strong delivery systems at every level. While there is significant evidence on the important roles played by teachers and leaders, comparatively little attention has been paid to the role – and potential – of middle-tier professionals such as supervisors, instructional coaches and mentors at the regional, district and sub-district level. These actors are key intermediaries in education systems, but their role in teaching and learning improvement has often been overlooked in research and policy debates. In our latest report, together with IIEP-UNESCO and the Education Commission, we highlight the potential of these middle-tier actors as a critical part of the ‘machine’ for quality teaching and learning at scale.
The Covid-19 pandemic has been intensely disruptive to education all around the world. With children in many countries continuing to face prolonged absences from the classroom, innovative solutions are needed to maintain education continuity, especially for the most vulnerable students. Such crises require solutions that go beyond the resources of the ‘traditional’ education workforce, with local communities and inputs from other sectors playing a potentially important role in ensuring continuity of learning. This report, the second in our Learning Renewed series, explores the solutions adopted by our team in Kenya, where we have redesigned the roles of community health volunteers (CHVs) to support continuity of learning for the vulnerable girls we work with, and identifies key lessons which may prove valuable both during and beyond the current crisis.