The Forum has been offering bursaries providing assistance with conference attendance since 2005 using generous contributions made initially to the Jeremy Greenland bursary fund and more recently from its own reserves and generous contributions from friends. To date, almost £50,000 has been provided to recipients from across the globe, all have contributed to the conference programme.
During the registration process for the 2017 conference we have asked delegates to make a donation to the bursary fund which will be used to assist participants for the 2019 Conference. Thank you to all those who have contributed.
In 2017, we have been able to offer assistance to 23 individuals enabling them to attend and present at the Conference as follows:
Sushan Acharya, Tribhuvan University – Women, literacy and health in Nepal: an alternative approach for sustainable livelihoods
Cyril Brandt, University of Amsterdam – Including Refugees and IDPs: searching for sustainable education solutions in contexts of protracted displacement.
Alison Bukhari, Educate Girls – Outcomes incentivised funding improves results for both enrolment and learning for girls facing exclusion from school in rural India
Rui da Silva, Center of African Studies of the University of Porto – Teachers´ support in challenging situations: reflections from a teacher professional development programme sustainability in Guinea-Bissau
Marcos Delprato, University of Cambridge – On the impact of aspirations on learning levels of indigenous students in Latin America
Foster Gondwe, Hiroshima University – Comparative policies on Educating Teachers as Researchers: Cases of Japan, Thailand and Malawi
Amos Kaburu, Twaweza East Africa – Resolving the 21st Century dilemma: Using assessment results to rethink pedagogies in East Africa
Doris M. Kakuru, Uganda Technology and Management University – Insights into the learning crisis in Ugandas primary education.
Shreekanth Mahendiran, Centre for Budget and Policy Studies – Can Open Schooling enable Inclusion at Secondary level education: Evidence from India
Burcu Meltem Arik Akyuz, Education Reform Initiative (ERI) – Critical glance on the new Turkish curriculum in building sustainability and co-existence
Sabina Morley, University of Oxford – How do school users assess teaching and learning in secondary schools in Uganda? Can their actions lead to quality improvements?
Goretti Nakabugo, Twaweza East Africa – The role of citizen-led assessments in promoting learning for all
Mansi Nanda, ASER Centre – Early-years education in rural India: how do parents assess teaching and learning?
Maithreyi R, Centre for Budget and Policy Studies – Rethinking Learning Assessments: Insights from a Study on the Status of Education in Tribal Districts in Maharashtra (India)
Fizza Raza, IDEAS – Towards inclusion in teaching and learning in India and Pakistan’s primary schools
Timothy Reedy, University of Maryland-College Park – Eco-Socialism Education in Cuba: Some Reflections on Global Alternatives
Hiba Salem, University of Cambrige – My Life in Jordan: An exploration of Syrian refugee students’ perceptions of wellbeing
Amina Singh, Kathmandu University – What can ‘mainstream’ education gain from a deeper understanding about indigenous knowledges and adult learning?
Matt Somerville, University of Cambridge – Towards inclusion in teaching and learning in India and Pakistan’s primary schools
Sugata Sumida, Hiroshima University – What are the learning needs in developing countries: A case study of Mozambique
Peter Sutoris, University of Cambridge – (De)Politicising Education for Sustainable Development: An Ethnography on the ‘Margins’
Gayatri Vaidya, Educational Initiatives – Future skills – and inequalities? 21st Century Skills in low and middle-income countries
Tassew Woldehanna, Addis Ababa University – A Rising Tide of Access: What Consequences for Inclusive Learning and Sustainable Development in Ethiopia?
Recipients of a bursary award will be expected in addition to presenting their paper to produce a blog or article relating to their paper or the conference for publication on the UKFIET website following the Conference.
