Gathering global experience and sharing our knowledge to improve quality and inclusivity of education for all
In response to concerns over youth unemployment, skills mismatches and gender labour market segmentation and in alignment with the Ministry of Education's Education Sector plan (2018-22) and the National Strategy for Human Resources Development (2015-25), the Hashemite Kingdom of Jordan is experimenting with new approaches to career guidance in partnership with the UK-based Education Development Trust (EDT).
Education Development Trust collaborated with the Ministry of Education Jordan, INJAZ and Education for Employment (EFE) to co-develop and pilot a whole-school careers education and guidance education intervention in Jordan. The intervention was built in alignment with Jordan’s Education Sector Plan (2018–2022) and their National Strategy for Human Resources Development (2015–2025). Future Ready is a whole-school and community model that takes into consideration the internal and external factors that affect young people’s processes of decision-making regarding their futures.
Tutoring is widely acknowledged as an effective means of addressing learning gaps, and has become increasingly prominent in the wake of the Covid-19 pandemic. In this working paper, Dr Wayne Harrison and Professor Steve Higgins of Durham University and the Education Endowment Foundation summarise the latest global evidence about the effective use of tutoring, which together cite over 1,000 robust evaluations, to provide important recommendations for policymakers.
Teacher professional development is complex, and to date, there has been little research about how abilities prior to initial teacher training (ITT) influence early classroom practice. In this report, we draw on our experience of our Future Teaching Scholars programme in England to address this gap. Our analysis summarises a four-year study looking at the ability of assessment centres to predict teacher training candidates’ success in their later teaching practice.
What are the barriers to employment for young people who are not in education, employment or training (NEET) or who have experience of care? What works best to support them? In partnership with the Employment Related Services Association (ERSA), our latest report draws conclusions from a survey of practitioners and young people to understand the barriers they face, what services are offered, and what is considered to work best in helping NEET young people – and especially care leavers – to progress into work.
A child’s early years – between birth and age five – are fundamental to their development, laying a foundation for future learning, skills and behaviours. Early years educational provision is therefore hugely important, and play is at the heart of effective provision. Supporting play in early years settings is crucial: it improves children’s cognitive, physical, social, and emotional wellbeing and helps them to learn about the world and themselves, laying the groundwork for their future learning and development potential. In this commentary, we consider not only the importance of play, but what this means for early years practitioners and how these practitioners can best be supported through effective professional development.
How do teachers and school leaders protect and preserve teacher professional development when disruption hits, as in the Covid-19 pandemic? In case studies from Kenya and Rwanda, where ‘communities of practice’ were already in place to support teacher training and learning, we explore how collaborative learning and elements of technology mitigated some of the challenges facing educators during periods of school closure and remote education.
Learning at Work Week (15-21 May 2023) celebrates the value of lifelong learning and creating learning cultures in the workplace. Its theme, ‘Create the Future’, highlights the year-round job of employers to support, encourage and direct their employees to develop the skills needed to meet business goals. Skills are (the most important) part of what makes the business a success. Here we look at some of the work that is taking place in the UK to inform this understanding.
In recent years, huge strides have been made in girls’ education. In many countries, girls are now just as likely to attend primary school as boys. More girls than ever before are finishing primary school and transitioning to secondary education, and in many countries, female university graduates easily outnumber their male counterparts. So why do we still need to talk about girls’ education? In this article, we explore the systemic challenges which continue to prevent many girls from accessing and completing high-quality education, and the implications of these inequalities for millions of girls and their communities worldwide.
Difficulty transitioning from school to higher education or work remains one of the key barriers facing girls in disadvantaged contexts, with far-reaching implications for their futures and wellbeing. In this report, the first in a three-year research project on girls’ transitions into higher education or work, we seek to understand the challenges facing these girls and highlight promising interventions to support their transitions – including in challenging contexts where marginalisation persists.
Following research into climate change and education in Kenya, Education Development Trust (EDT) are undertaking research to better understand the relationship between climate and environmental change and education in Rwanda. This working paper outlines emerging findings from a survey with school leaders across the country.
Children account for 41% of the over 89 million people who are forcibly displaced worldwide, and education is key to their life chances. It is therefore critical to consider the question of who teaches refugees, what challenges these teachers may face, and what support is needed to ensure better teaching and learning outcomes in these communities. Refugee teachers are an absolutely vital resource in their communities but have not received sufficient attention in the past. Here, we reflect on our research and expertise working with teachers of refugees to provide insights into the crucial ways in which they can be effectively supported.
In the face of a widespread crisis of teaching and learning, policymakers around the world must consider how best to strengthen their education systems to improve teaching and learning outcomes – and to do so at scale. One key element of the education workforce is too often neglected in this mission: the middle tier. Here, we share insights, based on our research with IIEP-UNESCO, on the creation of an environment which unleashes the potential of a professionalised middle-tier workforce. If properly enabled, the middle tier – rather than being a marginal part of the education system – can be a vital asset – pivotal to policy implementation and transformational change.
Climate change matters for education – and education matters in the fight against climate change. As this issue rightly continues to generate public and policy attention, it is critical that the connections between climate change and education are not overlooked. The risks posed to learners by the changing climate are very real – especially in low-and-middle-income contexts – but we must also carefully consider how education could mitigate aspects of this huge global challenge.