Search

Accelerate was created and developed by Education Development Trust in 2018 in partnership with the Chartered College of Teaching to support early career teachers with the aim of quickly raising quality of practice and increasing confidence. Funded by the Department for Education in England, the programme was created for schools which are classed as requiring improvement or are within an area defined as having the greatest need.

The Schools Partnership Programme is our cluster-based school improvement model based on rigorous and impact-focused peer review. We support school leaders to drive their own improvement, through a continuous cycle of self-review, peer review and school-to-school support and improvement.

Education Development Trust has built a reputation as the world's leading authority on school inspections, evaluations and accountability. In 2007 the Knowledge and Human Development Authority (KHDA) along with Education Development Trust assisted in the development of the Dubai Schools Inspection Bureau (DSIB).

In Bangladesh, primary education relies heavily on textbook-based learning. To ensure the curriculum met the expectations of the development partners, Education Development Trust was selected to design the Bangla, English and social studies textbooks.

Gender gaps in education widen significantly at the time of adolescence due to the compounding disadvantage faced by girls, including negative gender norms, and health and safety risks. Our Girls’ Education Challenge project in Kenya works to support girls in a tailored way as they transition to secondary or vocational education and training pathways. In this case study, we illustrate the power of our guiding principle for adolescent girls’ education: as girls grow, we need to grow with them.

Lucy Crehan, associate for Education Development Trust, comments on how other countries have succeeded in placing good teachers in rural schools.

Education is a prominent casualty in crisis situations, but it also plays a critical role in emergency response. Continued access to school provides a place of protection and sense of normalcy for children, while effective approaches to learning and inclusion foster resilience, and support longer-term processes of economic recovery and peace. With refugee numbers hitting headlines again, we reflect on two focus areas developed over more than 20 years’ experience working in fragile and conflict-affected states.

The Early Years Professional Development Programme (EYPDP) provides high quality, evidence-informed continuous professional development for practitioners working with children between the ages of two and four in some of the most disadvantaged areas in the country. Over the course of the programme, around 3,000 practitioners will gain Level 3 and Level 4 qualifications in Language and Literacy, as proof of the difference they are making to increase children’s communication skills and improve outcomes in language, literacy and mathematics.

Our English language teaching work in the Middle East is largely funded by the ringfenced funds resulting from our merger with the Alexandria Schools Trust (AST) in 2014. We are committed to fulfilling the former charity’s mission, promoting and maintaining teaching of the English language in the Middle East.

Our Wasichana Wetu Wafaulu (Let our girls succeed) programme in Kenya is part of the UK-funded worldwide Girls’ Education Challenge (GEC) to help some of the world’s poorest girls improve their lives through education. It builds on the success of our Wasichana Wote Wasome (Let all girls learn) programme that increased school enrolment for girls.