Category: Policymaking - Page 2 - The Education and Development Forum (UKFIET)

Language policy and socioeconomic mobility: A comparative review of English education in developing countries

by UKFIET | Oct 27, 2025 | Learning, Policymaking

This blog was written by Kashfia Latafat, research scholar at Aga Khan University Institute for Educational Development. Introduction Language policy has a dominant role in...

Unpacking classroom pedagogy: More and better data for teacher quality for evidence-informed policies in Pakistan

by Sohail Ahmad, Yusuf Sayed and Sajid Ali | Oct 23, 2025 | Policymaking, Teachers

The challenges of providing equitable and high-quality education in Pakistan have been widely discussed. Reports frequently highlight alarming statistics of the education system, including the out-of-school problem, lack of infrastructural resources, and the high teacher-student ratio crisis. Read More

Turning evidence into routine practice: Lessons from embedded evidence labs

by UKFIET | Sep 24, 2025 | Learning, Policymaking

This blog was written by Juan Hernández-Agramonte, Senior Director, Embedded Labs. It was originally published on the Innovations for Poverty (IPA) website on 14 August 2025. In...

Teacher professional development: The importance of considering context in policy development

by Geeta Gambhir and Paola De Munari | Sep 3, 2025 | Policymaking, Teachers

UNESCO and the International Task Force on Teachers for Education (2030) estimate that an additional 44 million teachers are needed to achieve universal primary and secondary education by 2030. The commitment to enabling teachers to be professionally trained and well supported happens through the application of appropriate policies. Read More

Rethinking Development: This Time Let’s Invest More in Local Leadership Development

by Abigail Kajumba and Wendy Kopp | Jul 1, 2025 | Policymaking

The world today faces unprecedented polycrises–environmental shocks, political instability, economic volatility–all converging in ways that demand resilient systems built upon human capacity and collective leadership. Yet historically, our global systems, particularly foreign aid, have dramatically underinvested in local leadership and agency. Read More

From promises to progress: Strengthening education accountability at the grassroots

by Jaffer Ahmed | May 14, 2025 | Policymaking

Newly-elected representatives frequently bring a strong, personalised commitment to service delivery. In competitive electoral environments, visible outcomes—such as the construction of school buildings, missing facilities and technology—are often emphasised. While these are important, sustainable change also requires investments in less visible, long-term interventions. Read More

Learning, working, connecting: Why a new UK–EU youth mobility scheme matters

by Maia Chankseliani | May 6, 2025 | Policymaking

Youth mobility, once taken for granted between Britain and Europe, is now the subject of cautious negotiation. On 19 May 2025, London and Brussels are set to convene a summit to discuss a youth mobility agreement for 18- to 30-year-olds, encompassing work, study, internships, and other purposeful stays. Read More

Punjab’s great gamble: Will the huge public-school-outsourcing experiment pay off?

by Ha Yeon Kim and Monazza Aslam | Mar 12, 2025 | Policymaking

Pakistan just has become the ground zero for one of the world’s largest public school outsourcing experiments. Read More

India’s national education policy attempts to address poor learning outcomes

by Yifei Yan | May 7, 2024 | Learning, Policymaking

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… Read More

What kind of education policy for Senegal?

by Mireia Gil | Dec 13, 2023 | 2023 UKIFET Conference, Policymaking

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. Read More

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