Category: Learning
Striking a balance between the individual and the community through an extended understanding of marginalisation
The story of Joseph and his volunteer colleagues is not unusual. Until 2022, 25% of primary schools in Zambia were classed as ‘community schools,’ established by local communities, often in remote locations, to ensure that their children could attend school.
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Originality in the time of plagiarism
Artificial Intelligence (AI) has highlighted the issue of plagiarism, with Large Language Models (LLM) overwhelming education at all levels as the incessant AI cheating versus detection battle rages on.
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From Pilot to Policy: Scaling Up Foundational Learning Interventions with lessons from implementation Science
Given the pivotal role of foundational literacy and numeracy skills in education, policies aimed at their development emerge as crucial focal points for scaling up effective interventions. The transition from pilot programmes to policy implementation underscores the transformative potential of scaling up initiatives.
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Back to School, Back to Learning: The UK’s Role in Transforming Education Worldwide
As UK students start a new school year, the recently-elected Labour government has a unique opportunity to ensure that children worldwide have the same chance at an education. Right now, millions of children around the world, especially those in conflict zones and regions vulnerable to climate change, are missing out…
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Enjoyment or employment: Third Millennium education’s paramount objective
More and more, across the world, education is being geared to employment. The workplace is rapidly colonising the classroom. Enjoyment is being outlawed in favour of relevance.
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Prioritising early learning research in sub-Saharan Africa for equitable learning outcomes
This blog builds on a previous analysis highlighting limited research addressing early years in sub-Saharan Africa, and continues to draw attention to the need to prioritise early learning for equitable learning outcomes.
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Addressing the neglected area of language(s) in assessment and evaluation
The language(s) used in assessments and evaluations are central to these questions and to crucial wider issues of equity and social justice. Just as in Languages of Instruction (LoI), dominant languages are used in evaluation and assessment, but these are often not familiar languages to the participants.
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Partnership is key for evidence to translate into impact: Lessons from RISE Ethiopia
This blog highlights the impact achieved from the FCDO-funded RISE Ethiopia programme. RISE was a predecessor to the What Works Hub for Global Education, seeking to understand how national education systems could overcome the learning crisis.
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The impact of the language of instruction on foundational literacy and transitions
The role foundational literacy plays in successful learning outcomes of children and young people is widely recognised. Without a solid development of foundational literacy, children will encounter a wide range of challenges throughout their schooling and potentially in their life outcomes.
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Development, education and learning in Sri Lanka: an international research journey
The new Open Access book, ‘Development, Education and Learning in Sri Lanka: an international research journey’, draws together research on Sri Lanka, undertaken over the past 50 years.
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Harnessing implementation science to drive educational transformation in sub-Saharan Africa
The educational landscape across sub-Saharan Africa is marred by daunting challenges, with persistently poor learning outcomes standing out as a cause for urgent concern. Despite decades of concerted interventions, evidence indicates a distressing regression in learning performance over the past half-century.
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Arguing for a language-focused approach to support socio-emotional learning and wellbeing
Language as a critical factor in socio-emotional learning
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