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The modern labour market can be a challenging, competitive and complex place for young people to navigate. There are approximately 73 million unemployed youth globally (ILO.org). The International Labour Organisation (ILO) estimated the share of youth aged 15-24 not in employment, education or training (NEET) in 2020 to be at 23% globally and at 33% in Southern Africa, 31% in MENA and 11% in European Union member states (ILOSTAT). Successful engagement of young people in the labour market is essential for their own personal livelihoods and wellbeing and for social and economic change.

Our Building Learning Foundations (BLF) programme is taking a system-wide approach to improving girls’ and boys’ learning in Rwanda, tackling inequality through teacher development, school leadership, system strengthening, inclusive education and safeguarding. This also involves addressing gendered inequalities within the education system. In this case study, we focus on the elements of the BLF programme that specifically aim to improve gender equity in learning and enhance female leadership for learning.

Cognitive load theory can inform curriculum design and classroom practices, offering concrete strategies to improve student outcomes. Dr Richard Churches, our Director of Research and author of the book Neuroscience for Teachers, and Dr David Johnson of the University of Oxford, discuss the potential of using CLT as part of curriculum design.

This paper aims to analyse and describe the potential of the Teaching Schools initiative to improve teaching and raise standards, identify some of the risks that might jeopardise its successful implementation and propose possible mitigations.

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.

This report, Language Trends, carried out in partnership between edt and the British Council, charts the health of language teaching and learning in schools in England.

This report distils down what others can learn from three decades of England’s approach to school performance data.

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 study investigates the experience of an unusually interesting group of government-funded primary and secondary schools in England.

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.