Category: Policymaking

What is implementation research and why is it useful in international education?

by Maria Brindlmayer | Oct 19, 2023 | Policymaking

How education programmes are implemented can determine whether an intervention is effective or ineffective. Often, programmes are piloted at a small scale under certain conditions – for example, with sufficient budget to allocate resources per student and easy oversight over processes and staffing. Read More

Why harnessing advocacy coalitions and implementation science for education transformation in Pakistan is important?

by Amna Javed | Aug 30, 2023 | Policymaking

In education, advocacy coalitions act as concerted networks which unite educators, policymakers, community leaders, researchers, and advocacy groups. Their goal is to harmonise efforts and resources for specific policy improvements. Within civil society, these coalitions meld diverse constituencies into a unified platform. Read More

Conversations for Change: Response to FCDO position paper ‘Addressing the climate, environment and biodiversity crises in and through girls’ education’

by Rachel Wilder, Terra Sprague, Jo Westbrook and Ben Durbin | Feb 23, 2023 | Climate Change, Policymaking

The resounding message that emerged from the UKFIET event is that the status quo is unacceptable: education needs to change. In this blog, we welcome FCDO’s commitment to delivering this change, and offer recommendations for where more needs to be done. Read More

Advocating for Educational Transformation at the United Nations

by Daniela González | Nov 28, 2022 | Policymaking

Eight students and teachers from four different countries – Mexico, India, Denmark, and the US – came together in New York City to attend TES alongside Teach For All global organization and network partner staff. Excitingly, we got to attend not just as listeners, but as panelists and speakers with… Read More

Realising the “Transforming Education” agenda – what role can the non-state education sector play?

by Aashti Zaidi Hai and Laura Savage | Nov 22, 2022 | Learning, Policymaking

The Transforming Education Summit (TES) held in New York this autumn (September 2022) was an important moment for global education, with over 100 countries setting out commitments to improve education outcomes for children in their own countries. However, we will only be able to judge the Summit a success if… Read More

The case for demand-driven evidence in education reform

by Anna Riggall | Aug 15, 2022 | Learning, Policymaking

What is the most important thing we can do to get evidence to drive education reform at the highest levels? This is an age-old question as much as it is a pressing and relevant challenge today. Read More

Making all schools into academies in the UK is wrong

by Kevin Courtney | Apr 4, 2022 | GEM Report, Policymaking

England’s school system has undergone a radical transformation since 2010 with thousands of schools transferred into the control of private organisations called academy trusts. These are hybrid organisations – not-for-profit private trusts subject to company law which receive state funding but operate via a contract with central government, rather than… Read More

Great Buys, Good Buys, and Bad Buys

by Joel Samoff | Nov 10, 2021 | Critique, Policymaking

In this NORRAG Highlights, Joel Samoff, Research Associate at the Faculty of Education, University of Johannesburg looks at the World Bank’s business of providing policy advice...

Contributing to COP 26 in Glasgow

by Michael Crossley | Nov 1, 2021 | Climate Change, Policymaking

This video was produced for the UN Climate Change Conference (COP26) to be held in Glasgow during the first week of November 2021. More information can be found on the University...

Listening to African Researchers: Making sure evidence informs education policy and practice

by Samuel Asare, Pauline Essah, Izel Kipruto, Pauline Rose and Sandra Baxter | Oct 27, 2021 | Policymaking

This blog was written by Samuel Asare, Pauline Essah and Izel Kipruto from Education Sub Saharan Africa (ESSA); and Pauline Rose and Sandra Baxter from the Research for Equitable...

Family literacy and indigenous learning ‘reimagined’ within international development policy and practice

by Catherine M Jere and Gina Lontoc | Sep 30, 2021 | 2021 UKFIET Conference, Literacy and Numeracy, Policymaking

This article was written by Catherine Jere, Associate Professor, School of International Development, University of East Anglia and Gina Lontoc, Associate Professor, Research...

UKFIET event – Global Education ‘Smart Buys’: Debating the Evidence

by UKFIET | Jul 8, 2021 | Critique, Policymaking

On 21 June 2021, UKFIET convened an online event to discuss the generation and use of evidence-based recommendations for addressing real-world educational challenges at scale. We...