Punjab’s great gamble: Will the huge public-school-outsourcing experiment pay off?
Pakistan just has become the ground zero for one of the world’s largest public school outsourcing experiments.
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Category: Policymaking
India’s national education policy attempts to address poor learning outcomes
Unlike some of its neighbours, India has long neglected its primary and secondary education sector. While progress has been made towards achieving universal education since the 1990s as the neglect got substantially remedied, learning outcomes still remain poor and quite uneven between government and private schools as well as across…
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What kind of education policy for Senegal?
Over time, education policy has been affected by external factors embedded in the very process of (de)colonisation, as well as in an international scene in which multi-scalar actors promote diverse projects to change the education system.
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What is implementation research and why is it useful in international education?
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.
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Why harnessing advocacy coalitions and implementation science for education transformation in Pakistan is important?
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.
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Conversations for Change: Response to FCDO position paper ‘Addressing the climate, environment and biodiversity crises in and through girls’ education’
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.
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Advocating for Educational Transformation at the United Nations
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…
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Realising the “Transforming Education” agenda – what role can the non-state education sector play?
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…
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The case for demand-driven evidence in education reform
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.
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Making all schools into academies in the UK is wrong
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…
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Great Buys, Good Buys, and Bad Buys
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...
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Contributing to COP 26 in Glasgow
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...
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