Research

What impact does climate change have on education, especially in areas which are vulnerable to climate disasters and extreme weather events? In this report, we explore the impact of climate change on schools and learning in six counties in Kenya (Nairobi, Mombasa, Turkana, Tana River, Kwale and Kilifi).

At the end of 2022, there were 108.4 million forcibly displaced persons. Among these are 35.5 million refugees, over half of whom are children. Effective management of teachers is central to ensuring inclusive, equitable, and quality education for these children and young people, as teaching quality constitutes the most important factor affecting students’ learning. This report, the final in a series of country reports, investigates teacher management in refugee contexts in Uganda. It contributes to a burgeoning body of evidence about teachers in refugee contexts and aims to provide policy guidance to support ministries of education.

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.

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.

What impact does climate change have on education, especially in areas which are vulnerable to climate disasters and extreme weather events? In this report, we explore the impact of climate change on schools and learning in Turkana County, Kenya, and consider how to engage learners and schools in building resilience to climate change in the future.

Small-to-medium enterprises (SMEs) are key to making apprenticeships more accessible, especially for disadvantaged young people, but many such companies continue to face barriers to offering these opportunities. Existing research has identified many such barriers, but geographical factors have not previously been considered. In our first working paper, we examine how geography impacts SMEs’ likelihood of offering apprenticeships, with a view to informing effective solutions that will result in more equitable apprenticeship opportunities across the UK.

In this report, the culmination of a joint research project between Education Development Trust and IIEP-UNESCO, we explore the role of a critical but too often neglected set of actors in addressing the teaching and learning crisis worldwide: those working in the ‘middle tier’ of education systems.

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.