It matters to us that we share our knowledge, expertise and insights and so here you will find not only our library of authoritative research but also our specialist commentary and insightful case studies.
You can also find our rapid response Covid-19 related research, including eight rapid-turnaround reports for EdTech Hub and three for the K4D helpdesk in our dedicated Covid-19 response pages here.
A few months into global lockdown, at the peak of mass school closures in most countries, and on the brink of an economic crisis on a scale the world has possibly never seen, we have started talking about ‘building back better’. There is something profoundly appealing and energising about the phrase and the optimism and direction it holds. However, there is also danger in the hyperbole. Here, Anna Riggall, Head of Research, examines how this framework can be used meaningfully in post-pandemic education recovery.
As schools in many countries begin to reopen, the focus and efforts of governments, system leaders and decision-makers must not be limited to the health and safety implications of reopening. To mitigate the impact of Covid-19 on education, there also needs to be an emphasis on ensuring the quality of the education that pupils receive – especially where a proportion of their schooling continues to be conducted remotely. This also generates urgent and important questions of equity – not least in terms of the ‘digital divide’ – and of the longer-term resilience of education systems around the world.
Around the world, young people face considerable challenges. Even before the disruption of the Covid-19 crisis, policymakers were seeking to respond to rapid technological advances, climate change and – in some countries – an ageing population and workforce. While children and young people worldwide generally have high aspirations and ambitions for their futures, evidence shows that they often face problematic and protracted transitions into work. In this context, new pathways from school to employment are needed. In this paper, we review extensive evidence to provide guidance on how children and young people can be best prepared to succeed in their school-to-work transitions, both now and in the future.
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.
In the midst of the Covid-19 pandemic, many people are feeling uncertainty about their work and career prospects. However, this period may be a useful time to consider and reflect on career choices. Drawing on Education Development Trust’s wealth of experience in careers guidance and advice, Laura Bell, our Director for Careers, explains how both young people and adults can best invest in their careers during the coronavirus outbreak.
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.
We invest annually in our programme of education research so that education reform can be evidence-informed. Our research informs policymakers around the world as well as our own work on the ground. Browse our library here.
Our case studies profile a selection of our work and document how we transform lives by improving education around the world.
Our comment pieces are for policymakers as well as practitioners and our critical thinking helps to inform education policy around the world.
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