Introduction
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 and sponsors. To date, more than £75,000 has been provided to recipients from across the globe, all have contributed to the conference programme.
Contributing to the Bursary Fund
The Forum is always looking to expand the reach of the Conference and include diverse voices from around the globe. The Bursary Fund is used to fund applicants to allow them to participate in the Conference to share their ideas and to learn from others. For Bursary Award Winners, the UKFIET Conference is a valuable professional opportunity and is beneficial to the Conference providing a diverse set of voices.
Applications for assistance to attend the conference always exceed the funds available for this purpose. In 2017 the introduction of a donation to the bursary fund was included in the conference fee. As delegates register for the conference they are given the option to opt out from making this donation. This has enabled us to increase the number of opportunities we can offer the opportunities that the donations will help to provide will be invaluable, as seen in the reflections provided by previous beneficiaries. In 2019 ACER UK also made a donation to the Fund as well as sponsoring a room at the Conference.
Grant Criteria
Grants are awarded based on the following criteria:
- Hardship: the applicant is unable to attend the conference without financial support;
- Contribution to the Conference: the applicant has had an abstract accepted for presentation as a paper in the conference programme.
- Professional Development: Participation in the Conference will clearly contribute to the applicant’s professional development.
Bursary Recipients
Abdul-Razak Inusah, University for Development Studies, Ghana
Enhancing Multilingual Education in Ghana: Training Teachers to Teach and Develop Multilingual Resources
Related Post: Enhancing multilingual teacher training in Ghana
Abdullah Alam, Institute of Social and Policy Sciences, Pakistan
Including the Marginalized: Learnings from the STRIDE Intervention in Pakistan
Adedoyin Adesina, Common Heritage Foundation, Nigeria.
Adrián Zancajo, Spain, PhD Student , Universitat Autònoma de Barcelona
Afu Isaiah, University of Yaoundé, Cameroon.
Agness Mumba Wilkins, University of Sussex. Kenya.
Aissata Boukar Abatcha, Concern Worldwide
Alang Ernest Wung, Effective Basic Services (eBASE) Africa
Enhancing Educational Outcomes for IDP Learners in Cameroon Through Ubuntu Pedagogy: A Pathway to Resilience and Inclusion
Alfonso Accinelli, Independent, Peru
The effect of competition in Indian schools
Alice Castillejo, Translators without Borders
Overcoming educational inequality in emergencies through language
Alison Bukhari, Educate Girls
Outcomes incentivised funding improves results for both enrolment and learning for girls facing exclusion from school in rural India
Amina Singh, Kathmandu University
What can ‘mainstream’ education gain from a deeper understanding about indigenous knowledges and adult learning?
Ana Carolina Rodrigues, University of Groningen
Youth in (post-)conflict areas
Angie Kotler, University of Sussex.
Anna Hata, UCL
Disabled by a structure: Revealing why children struggle with learning and drop out with a focus on mental struggles as embodied intersecting violence in Nepal
Ashmeet Kaur Baweja,
Multi-Grade Multi-Level Approach - Decolonial praxis of education in Rural India: Peace Education Perspectives
Bintially M Mfangavo, EdUKaid
Supporting the right to a quality education for all children: integrating and valuing community knowledge and expertise.
Bultossa Hirko Lebeta, Oromia Education Bureau, Ethiopia.
Burcu Meltem Arik Akyuz, Education Reform Initiative (ERI)
Critical glance on the new Turkish curriculum in building sustainability and co-existence
Cecilia “Thea” Soriano, Phllippines, Programmes and Operations Coordinator. Asia South Pacific Association for Basic and Adult Education (ASPBAE)
Charity Limboro, Kenya, Lecturer Kenyatta University in the department of Educational management, Policy and Curriculum Studies
Chavi Jain, TaRL Africa. India/Kenya.
Choah Park, UCL
COVID and International Organisations’ Digital Transformation of Education
Coomerene Muilerman-Rodrigo, The Open University
Collaboration in motion: How do mobilities shape curricula in transnational higher education?
Craig Paxton, University of Cape Town
Growing sustainable rural schools in South Africa
Cuthbert Tukundane, Uganda, Associate Director, School of Postgraduate Studies, Uganda Martyrs University
Cyril Brandt, University of Amsterdam
Including Refugees and IDPs: searching for sustainable education solutions in contexts of protracted displacement
Daniel (Hawkins)Iddrisu, University of Cambridge. Ghana.
Deepak Sharma, Indian Institute of Management Ahmedabad, India.
Dereje Anduanbessa, The Albert Einstein German Academic Refugee Initiative. Ethiopia.
Dina Fajardo, Dexterity Club
Rethinking Digital Skills: Harnessing Values to Empower Digital Citizens for a Sustainable, Just, and Inclusive Future
Doris M. Kakuru, Uganda Technology and Management University
Insights into the learning crisis in Ugandas primary education.
Ervjola Selenica, Albania/Italy, Student
Eshan Prashar, Pratham Education Foundation
School Drop-Outs: (Unrealized) Aspirations, Possibilities and Challenges
Eucharia Igbafe, University of South Africa (UNISA)
Skills and knowledge for sustainable futures: Leveraging AI to empower low-literate, busy parents and entrepreneurs to support children’s homework
Eunice Mueni Williams, University of Cambridge. Kenya.
Eva Bulgrin, University of Sussex
Struggles for inclusion: spatial analyses of education in Africa
Fiona Morrell, British, Fundraising and Grants Manager, Theatre for A Change
Fizza Raza, IDEAS
Towards inclusion in teaching and learning in India and Pakistan’s primary schools
Foster Gondwe, Hiroshima University
Comparative policies on Educating Teachers as Researchers: Cases of Japan, Thailand and Malawi
Fouzia Sadaf , Institute of Social & Cultural Studies, University of the Punjab
Navigating Intersectionality: Female Academics’ Leadership Trajectories in Pakistani Universities
Francis Likoye Malenya, Kenya, Kenyatta University
Gayatri Vaidya, Educational Initiatives
Future skills – and inequalities? 21st Century Skills in low and middle-income countries
Goretti Nakabugo, Twaweza East Africa
The role of citizen-led assessments in promoting learning for all
Hadiza Umar, Hope for Communities and Children Initiative (H4CC)
Are gender norms around food weakening access to learning in Northern Nigeria?
Hammed Alabi, Refugee Education, UK.
Hiba Salem, University of Cambridge
My Life in Jordan: An exploration of Syrian refugee students’ perceptions of wellbeing
In Cheol Jang, University of East Anglia
Jumping on the bandwagon: challenges of ICT utilisation in Ethiopian secondary education
Iryna Didenko, UERA (Ukrainian Educational Research Association)
Jaffer Ahmed, Idara-e-Taleem-o-Aagahi
Jamal Anan, War Child Alliance
Jane Nebe, Ibali Research Project (The Open University), Nigeria.
Jean de Dieu Dusingize, Umubano Academy, Rwanda.
Jean Paul Rubyagiza Rugabira, Ebenezer Ministry International DRC
Community and teacher-led inclusion initiatives in a conflict zone
Ji Ying, University of Cambridge
Schooling and language diversity: the case of Manegacha speaking community in China
Jianhua CAI, China, Director General Training and Communication Center, National Health and Family Planning Commission
Joy Rosenberg, University of Hertfordshire/Mary Hare School
Education financing for global equity and inclusion: a case study
Kaleb Kelemu, Agricultural economics, extension and Gender Research Directorate, Ethiopian Institute of Agricultural Research
Understanding how rural youth learn knowledge and skills for improved livelihoods: comparing case studies of mixed farming and pastoralist communities in Ethiopia
Kamlesh Narwana, Jawaharlal Nehru University, India
Revisiting the Debate of Private Vs Public Schooling: Some Unexplored Dimensions.
Kate Matzopoulos, University of Bath
When Rivers Meet the Ocean: Moving Beyond the Problematic Practice of Establishing Researcher Positionality in Indigenous Research
Lillian Viko , IRC
Scaling and Integrating Learning through Play into National Education Systems
Lin Wai Phyo, University of Cambridge
A win-win for all? Portraits of students navigating exclusion in higher education in Myanmar
Linda Scott, Vaal University of Technology , South Africa.
Lissa Davies, British, Learning Mentor and Charity Director
Lydia Madyirapanze, Forum for African Women Educationalists Zimbabwe- FAWEZI
Embedding violence prevention and response into primary and secondary education: promising approaches & learning
M. Naeim Maleki, University of East Anglia
Rethinking Literacy: Mobilising Local Knowledge to Bridge the Gap in Adult Literacy Programmes in Afghanistan
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)
Mansi Nanda, ASER Centre
Early-years education in rural India: how do parents assess teaching and learning?
Marcos Delprato, University of Cambridge
On the impact of aspirations on learning levels of indigenous students in Latin America
Maria Maalouf, Centre for Lebanese Studies
An intersectional lens on the experience of returning to school after war in Lebanon
Related Post: Back to school after war: Is physical return enough?
Marit Blaak, Innovations for Poverty Action – Uganda
Collective learning and knowledge production in donor-assisted education projects: Can they be regulated in the common project cycle?
Martin C. Njoroge, Kenyatta University, Kenya
Implementing indigenous language programmes in a globalising world: a success story from Tharaka (a minority people group) in Kenya
Matt Somerville, University of Cambridge
Towards inclusion in teaching and learning in India and Pakistan’s primary schools
Md. Ashraf Siddique, Bangladesh, Senior Research Officer, English in Action
Md. Shajedur Rahman, Bangladesh, Senior Research Officer, English in Action
Mercy Martins, University of Bath
English as a Double-Edged Sword: Navigating Multilingual Realities in Nigerian Schools Through Student-Led Participatory Methods.
Mesele Araya, Policy Studies Institute and Addis Ababa University
From Evidence to Impact: How the RISE Ethiopia Programme influenced national education policy debates on equity, learning outcomes, and accountability
Mir Abdullah Miri , University of Bath
‘Nothing about us without us’: Refugee-centred partnerships for higher education access
Mireia Gil, Universitat Autonoma de Barcelona/Save the Children. Senegal.
Related Post: What kind of education policy for Senegal?
Moe Izawa, University of Pennsylvania. Japan.
Mousumi Boral, Satyapriya Roy College of Education, India.
Muhammad Afzan Munir, Idara-e-Taleem-o-Agahi (ITA)
The potential and possibilities of understanding educational exclusion through disaggregated data: case of using the Washington Group, Child Functioning Module, in Pakistan
Muhammad Saidu Abdullahi, College of Education Maru, Nigeria.
Namaganda Rehema, MRC/UVRI and LSHTM Uganda Research Unit
A dialogical approach to researching disability, gender and violence with young people in Uganda
Nirved Kumar, Indian Institute of Management, India.
Nok Sorsesekha, Cambodia Development Resource Institute, Cambodia.
Olanike Timipa-Uge, Teenage Network
Stronger together! How partnerships can help end gender stereotypes and harmful gender norms through education
Olga Mun, Hungary, MA Student 2015 PhD candidate Cambridge
Palesa Molebatse, University of the Witwatersrand
Higher education, inequalities and the public good in Africa
Pallawi Sinha, India, Phd Candidate, Cambridge
Pambas Tandika, University of Dodoma
Implementing Learning through Play for Children’s Holistic Skills in a Tanzanian Refugee Context
Patience Mukwambo, Zimbabwe, PhD Student
Peace Buhwamatsiko Tumuheki, Uganda, Assistant Registrar, Makerere University
Permie Isaac, Funda Wande, South Africa.
Peter Sutoris, University of Cambridge
Pooja Pandey, NIEPA
Deconstructing the ‘Private’ in Public Private Partnerships: A Comparative Study of For-Profit and Not-For Profit Private Partners Delivering Education PPPs in India
Priti Chopra , University of Greenwich
A global teacher education vision for designing inclusive anti-violence learning activities for young people
Purnima Ramanujan, ASER Centre (Pratham Education Foundation), India
Where are the four-year olds? Preschool participation and learning outcomes in India
Rajalaxmi Singh, Centre for Development Studies (CDS-JNU), Thiruvananthapuram
Parents' Perception of Children's Learning Abilities and School-based Involvement: Evidence from Rural India
Rajat Bagga, Pratham Education Foundation, India.
Rajat Chaudhary, Simple Education Foundation
Rajib Timalsina, Tribhuvan University, Nepal.
Rebat Kumar Dhakal, Kathmandu University School of Education
‘Fixing the Broken System’: Can (Gender) Inclusive School Governance Help?
Rehana Parveen, Centre for Injury Prevention and Research Bangladesh
Integrated approach for child development and learning: Assessing the effect of an integrated ECD, and child drowning prevention intervention for nationwide scale up in Bangladesh
Robert Quansar, Sabre Education, Ghana.
Romana Shaikh, Kizazi, India.
Rosemary Bosu, University of Cape Coast, Ghana
All I need is to pass my exams: the dilemma of using a learner-centered teaching approach in Ghanaian universities
Ross Duncan, British, Researcher and Refugee integration volunteer
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
Saba Saeed, Pakistan, SAFED Co-ordinator
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?
Samira Chatila, Lebanese American University in Beirut
Increasing inclusion or furthering fragmentation? A critical examination of Lebanon’s approach to the Syrian refugee crisis
Sehar Saeed, Program Manager, ASER Pakistan
Educational Quality, Global Imperatives & Contested Visions
Sehrish Farooq, Idara-e-Taleem-o-Aagahi (ITA), Pakistan.
Sharon Tao, Institute of Education, University of London
Applying the Capability Approach to school improvement interventions in Tanzania
Shraddha Iyer, British Asian Trust
Funding the Future: How Outcome-Based Financing can Strengthen Education Systems
Shreekanth Mahendiran, Centre for Budget and Policy Studies
Can Open Schooling enable Inclusion at Secondary level education: Evidence from India
Siddesh Sarma, Leadership for Equity
Drivers of Effectiveness in Education Systems: Understanding the Dynamics of Middle-tier Support for Improved Education Outcomes
Silvia Espinal-Meza, University of Bristol
“Social Justice is Giving a Voice to Those Who Have Not Had One”: Practising Critical Pedagogies Through Peruvian Rural Teachers’ Narratives
Sonia Languille, Open Society Foundations, Higher Education Support Programme
‘Low-cost’ private school chains for the poor and the rise of edu-capitalism in South Africa
Srinidhi Lakshmanan, Simple Education Foundation
From Design to Delivery: Measuring Cascade Loss to Strengthen Teacher Training
Stephen Thompson, University of Sussex
Let’s ask them ! How can we improve inclusive education in primary schools in Nigeria? A workshop to consider participatory approaches
Steven E Kaindaneh, Sightsavers
Safely at school: Reducing the risks of school-related gender based violence for children with disabilities in Sierra Leone
Sugata Sumida, Hiroshima University
What are the learning needs in developing countries: A case study of Mozambique
Sushan Acharya, Tribhuvan University
Women, literacy and health in Nepal: an alternative approach for sustainable livelihoods
Syeda Ansa Gardezi, Cities for Children
The Case for Love - Ending Corporal Punishment in Schools in Pakistan
Tanushree Sarkar, Vanderbilt University, Peabody College
Who is included in the language of inclusion? A qualitative case study of inclusive education in India
Tassew Woldehanna, Addis Ababa University
A Rising Tide of Access: What Consequences for Inclusive Learning and Sustainable Development in Ethiopia?
Thomas Salmon, University of Rhodes, South Africa
Teacher education for inclusion in South Africa – an epistemic journey and a roadmap forward
Tim Williams, University of Bath
Schooling as a skill? Future directions for research on children’s schooling and skills acquisition in the global South
Timothy Reedy, University of Maryland-College Park
Eco-Socialism Education in Cuba: Some Reflections on Global Alternatives
Tingting Yuan, University of Bristol
Diploma serves diplomacy – a different donor logic by China?
Tooba Noor, Aga Khan University-Institute for Educational Development
Education in Emergency: Exploring the Possibilities and Challenges of Using Temporary Learning Centres (TLCs) as Alternative Learning Model
Tore Bernt Sorensen, Denmark, PhD candidate, Univesity of Bristol
Trey Menefee, University of Hong Kong, China
Building a Better Lasso: The Belated Case for a Goal Three Metrics Task Force
Vani Shree, Pratham Education Foundation, India.
Vimbai Kapurura, Women Unlimited Eswatini
Leveraging evidence to address gender-based violence in higher and tertiary education: a collective priority
Vrinda Loiwal, Magic Bus India Foundation
Efficacy of a Play-based Intervention to Improve Adolescents’ Life Skills: An Experience from India
Yajur Dolwani, Aawaaz Foundation
Beyond the Classroom: Do Extracurricular Activities Impact Peer Connections and Classroom Experience?
Zain Ul Abidin, University of Glasgow, Pakistan.