At Education Development Trust, we improve school systems at scale and provide empowering employability and careers services to young people and adults. We own and manage a portfolio of schools and, as a not-for-profit, we invest annually in our programme of education research that informs policymaking around the world as well as our own work. What we do affects how teachers teach, leaders lead and students learn and we help to improve the life chances for all.
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.
Alongside the ongoing learning crisis exacerbated by Covid-19, it remains as urgent as ever for education systems to respond to climate change. In many countries, extreme weather, floods and droughts are already causing disruption to schools and research shows that climate vulnerability is detrimental to learning outcomes. At the same time, emerging evidence shows education as a valuable tool for helping people adapt to climatic shocks, calculate risks and embed sustainable practices in their daily lives. So, what do we know about the role of education in the fight against climate change and what further research is needed to effectively address the intersecting crises of learning and climate?
This new edition of Successful School Leadership brings in the latest evidence and material to what has remained a popular publication. While the fundamentals of what drives successful school leadership remain the same, new evidence further supports the arguments put forward by Christopher Day and Pam Sammons back in 2016. The growing interest in system leadership that we have witnessed over the last five years also features in this edition, as does a reflection on the expanding body of international literature focused on school leadership in low-income contexts.
Careers support interventions in England have long been designed and delivered separately for young people and adults, creating a siloed system. In January 2021, the government’s ‘Skills for jobs: lifelong learning for opportunity and growth’ paper highlighted that the careers landscape in the UK is ‘confusing, fragmented and unclear’. What could be the benefits of a more joined up approach? In this commentary, we discuss the opportunity to streamline provision of services and create a continuum of support across all ages.
We are seeing tangible results from our efforts to support female school leadership in Rwanda. Working closely with the Rwandan Education Board, our Building Learning Foundations (BLF) team has delivered effective training on gender and recruitment of middle leadership positions, boosting the share of School Subject Leaders in lower primary schools to 72%.
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.
We are recruiting for various roles across our teams - these are incredibly rewarding roles that mean being part of an organisation that will prize and nurture your talent. You will get opportunities in your career to grow and develop, drawing on your expertise and allowing it to flourish in an international organisation wholeheartedly committed to its mission.
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