Category: Policymaking - Page 3 - The Education and Development Forum (UKFIET)

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

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