Gathering global experience and sharing our knowledge to improve quality and inclusivity of education for all
Globally, there are 70.8 million forcibly displaced persons. Among these are 25.9 million refugees, over half of whom are children. Effective teacher management is key to ensuring inclusive, equitable, quality education for these young people, and teachers constitute the most important factor affecting student learning. In crisis and displacement situations, the role of teachers is particularly significant: they are sometimes the only resource available to students. This report investigates teacher management in refugee contexts in Ethiopia, and is the first in a series of country reports. It contributes to a burgeoning body of evidence about teachers in refugee contexts and aims to provide policy guidance to support ministries of education.
Our new report about systems thinking and its place in education transformation reflects on key published literature and on specific outputs from our own programme of research which has placed emphasis on system reform over the past five years. The work we do at Education Development Trust brings us into direct contact with education systems, and their governments. We are tasked with helping to solve intractable educational challenges. Systems thinking is a vital component part of what we do, how we understand the nature of the issues and how we support change.
This report examines four not-for-profit school chains, run by non-governmental organisations in low-income contexts. These are Fe y Alegría, the Bangladesh Rural Advancement Committee (better known by its acronym BRAC), Gyan Shala and Zambia Open Community Schools.
London schools continue to constitute an extraordinary ‘success story’. By common consent, the government school system in London achieves extremely good results compared to the rest of England, and students from disadvantaged backgrounds do particularly well.
Education Development Trust and IIEP UNESCO joined forces to conduct a much-needed review of the main aspects of management relating to teachers of refugees – from recruitment to certification and professional development as well as incentives and retention.
Vietnam’s government schools have attracted a great deal of international attention since the publication of the 2012 PISA student tests: Vietnamese students performed particularly well in science, ranking eighth globally out of 65 participating jurisdictions; Vietnam maintained this position in 2015. This report investigates what lies behind Vietnam's learning success.
This report is by our fourth Tim Morris Award winner, Cyril Brandt, investigating construction of schools in conflicted affected regions in the Democratic Republic of Congo.
This research report considers the complex field of English medium instruction (EMI) policies in low- and middle-income countries. Its purpose is to provide insight and support to those responsible for setting policy or enacting it in complex language environments around the world.
Education Development Trust's Tim Morris Award offers £2,000 financial support to a PhD student in the field of general education to support field research in a low- or low-middle income country.
This study investigates the experience of an unusually interesting group of government-funded primary and secondary schools in England.
This report explores aspects of school and schooling that affect the participation and learning of marginalised girls in the Arid and Semi-Arid Lands (ASALs) of Turkana and the slums of Nairobi.
This study is one of a series of three case studies conducted in Madagascar, Comoros and Rwanda into the right to education of children with disabilities