The Framework of the Sustainable Development Goals (SDGs) adopted by the UN in 2015 set ambitious targets for achieving an expansion of education provision worldwide and enhancing gender equality. The Policy Document Education 2030 sets out the detail on this. Some new indicators to monitor, evaluate and build accountability for this framework have been developed and others are under discussion by a number of technical committees. This project aims to contribute to this work.
South African higher education (HE) is characterised by inequalities of access, participation and success, and hence youth disadvantage, yet it is also seen as central to economic development and social mobility.
The low level of numeracy skills of millions of poor and marginalised students, particularly in developing nations, is of international concern. This project focuses on improving these through developing teachers' and teacher trainers' pedagogical and assessment skills in extremely deprived urban areas in South Africa and Tanzania. Eighteen schools and three training colleges will be involved.
The aim of the study is to understand resilience and exceptionalism in high-functioning township and rural primary schools in South Africa. Previous research has shown that a large part of the explanation behind these schools' success is the leadership and management practices of teachers and particularly principals.
Waste reuse and recycling has become increasingly important to livelihoods, particularly in the Global South. As environmental concerns and awareness of the financial benefits of waste rise, there is growing contestation over who will be allowed to benefit from waste.
Community management of handpumps has been the accepted mode of thinking for rural water supply over three decades in Africa. However, despite billions invested in rural handpumps one in three handpumps do not work in rural Africa. This represents a huge wasted investment and is associated with high but avoidable health, welfare and livelihood costs. Encouragingly, the risk of handpump breakdown bears all the hallmarks of an insurable risk.
This research seeks to answer the question: To what extent do education and peacebuilding interventions in the two countries promote teacher agency and capacity to build peace and reduce inequalities?