Involving the community in raising children’s foundational learning outcomes: Evidence from India
Achieving basic literacy and numeracy skills is fundamental for successful learning through the schooling cycle. Supporting children to achieve these foundational skills requires not just teachers, but multiple stakeholders working together to enable meaningful understandings and applications of these skills. But, how can multiple stakeholders work together to ensure that…
Socioemotional Learning (SEL) and EdTech – Opportunities for Turbulent Times
The Covid-19 pandemic has led to a seismic shift in education - not only in its delivery but also its goals. Here we identify five opportunities emerging from the pandemic that can help bring socioemotional learning to the front and centre of learning goals.
Finding synergies between socio-emotional learning and mental health and psychosocial wellbeing
In this blog I briefly explore how one might bring together linkages between those working on socio-emotional learning (SEL) and others like myself working on mental health and psychosocial wellbeing (MHPSW), and similarly how people working in these two domains might collaborate.
Bridging the digital divide through EdTech capacity-building in communities in India
With the advent of the digital revolution, the Indian education sector has witnessed a slow shift from the traditional blackboard-classroom setting to a more digitised learning environment. The reforms proposed under the National Education Policy 2020 emphasised the cultivation of 21st-century skills – like creativity, critical thinking, and digital literacy.
Montessori Model to Build Back Better in Delhi Government School
The 8th of March 2022 marked a new dawn in the history of government schools in Delhi, especially at the primary level, as the Montessori Lab was launched in a government-run school for the first time.
150 years of Education for All on the Isle of Man and the relevance for international education today
2022 marks the 150th anniversary of the 1872 Isle of Man Act for Public Elementary Education, or Education for All (EFA). What is the relevance of this for education and international development today? The challenges of EFA are faced by every country in the world, and not simply those described…
Why language of instruction is a policy priority for girls’ education in sub-Saharan Africa
Globally, millions of primary and secondary school children learn all subjects in a language that they do not fully understand. In Sub-Saharan Africa, the World Bank have estimated that as many as 80% of learners do not have access to learning in languages they know best. Decades of evidence, mainly…
Synthesising impact: Three reports presenting lessons for policy and practice from across the ESRC/FCDO Raising Learning Outcomes programme
Starting in 2014, the ESRC and FCDO’s £20 million joint Raising Learning Outcomes (RLO) programme has spanned 20 countries, with 30 projects spread over three funding calls. Projects funded through the programme have produced a significant portfolio of research which provides policymakers, practitioners and the global education research community with…
It’s not girls versus boys, it’s ALL children against gender inequality
The new report published by UNESCO: ‘Leave no child behind: Global report on boys’ disengagement from education’ makes the case that we need to focus more attention on Abdul because he is at risk of not continuing to secondary school and the world has not paid enough attention to this…
Why we need to fund African research and education researchers
African researchers are often unable to provide data and evidence to inform global education debates and decision-making due to the immense financial challenges they face. Evidence shows that expertise from the African continent tends to be neglected and undervalued in favour of research and researchers elsewhere.