NIck Curnard/DFID

Learning as becoming and implications for curriculum

This blog was written by Amina Singh, Kathmandu University. For the 2017 UKFIET conference, 23 individuals were provided with bursaries to assist them to participate and present at the conference. The researchers were asked to write a short piece about their experience. There are different ways of understanding learning shaped by different perspectives and philosophies. Lifelong […]

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John Kazadi, 4th grade teacher, asking his students questions at the St. Louis Primary School in Kinshasa, DRC. © Dominic Chavez/World Bank

The state and internally displaced teachers in the Democratic Republic of Congo

Cyril Owen Brandt is a PhD candidate with the International Development Studies programme at the University of Amsterdam, within the Education and International Development ISAcademy research group. His research is on the role of education systems in processes of state formation in the Democratic Republic of Congo (DRC). In his PhD thesis, he looks at […]

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Young teacher at a blackboard

A rising tide of access: What consequences for inclusive learning and sustainable development in Ethiopia?

This post is based on a paper presented at the UKFIET 2017 conference  by Tassew Woldehanna, Pauline Rose and Caine Rolleston. For the 2017 UKFIET conference, 23 individuals, including Tassew, were provided with bursaries to assist them to participate and present at the conference. The researchers were asked to write a short piece about their […]

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Child writing

How much value do Value Added Models provide for the quality of schools?

Rachel Outhred, Education Theme Lead, Itad The anticipation of the value that Value Added Models (VAM) might bring to developing an accountability measure for school quality has been palpable in the development sector over the past two years. They were a focus for discussion at this year’s 2017 UKFIET Education and Development conference. The technical […]

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