Gathering global experience and sharing our knowledge to improve quality and inclusivity of education for all
Following Covid-19-related school closures across Rwanda, our Building Learning Foundations team commissioned an inequity impact assessment of the country’s primary-age school population to investigate how children from different backgrounds and contexts have fared during the period of closures, and to inform plans for school reopening.
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.
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.
This report captures what might be learnt from a selection of the world’s most interesting examples of technology-assisted in-service professional development in lower-income countries and from wider reflections about the potential of technology to enhance the professional learning of teachers.
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.
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 report is by our third Tim Morris Award winner, Laela Adamson, investigating the teaching of English in Tanzanian secondary schools.
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
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.