Indian children at school near Bodh Gaya
This project focuses on learning outcomes for 'disadvantaged learners' in India: children of primary school age who are disadvantaged by a range of structural inequalities, which are often cross-cutting, such as gender, location, caste, and class.
Schoolchildren in Imadol, Nepal.
Principal Investigator: Dirgha Ghimire. Lead Organisation: University of Michigan
 
Co-investigators: William Axinn; Brian Rowan
 
We propose to develop and validate measures of accountability to be shared with the Nepal Ministry of Education (MOE) and to use those measures in an analysis of the determinants of accountability and its association with students' gains in achievement.
School Children in Zomba, Malawi.

Principal Investigator: Elaine Sara Unterhalter. Lead Organisation: University College London (UCL).

Co-investigators: Relebohile Moletsane (University of KwaZulu-Natal); Rosie Peppin Vaughan (UCL); Catherine Marion Jere (University of East Anglia); Dorothy Cynthia Nampota (University of Malawi)

Researcher: Helen Ruth Longlands (UCL)

Children in Agadez, Niger.
Despite improvements in school enrolment over the past 20 years, 757 million adults worldwide are still unable to read and write in any language (UNESCO 2015). In Niger, the subject of this study, less than 30% of the population is considered to be literate (IMF 2013).
 
While a substantial body of research has focused on increasing school participation, there is still considerable debate about how to improve learning in a cost-effective way.

Addressing educational access and retention of orphaned and vulnerable children in high HIV prevalence communities in rural Malawi : a flexible approach to learning

In Malawi, where a policy of Free Primary Education has been in place for more than fifteen years, relatively few children have never attended school. However, despite high initial enrolments, primary education in Malawi is inefficient, with high dropout and low completion rates. Against a context of underlying poverty, research suggests that many of the children in Malawi denied adequate access to education are those orphaned or made vulnerable by HIV/AIDS.

Vukani Primary School, Cape Town, South Africa.

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.

Informal m-health: How are young people using mobile phones to bridge healthcare gaps in Sub-Saharan Africa?

Drawing on qualitative and quantitative data collected in 2012–2014 from over 4500 young people (aged 8–25 y) in Ghana, Malawi and South Africa, this paper documents practices of using mobile phones to seek healthcare and the new therapeutic opportunities they create, alongside the constraints, contingencies and risks.

Intergenerational relations and the power of the cell phone: Perspectives on young people’s phone usage in sub-Saharan Africa

In this paper we reflect on the inter-generational encounters which are embedded in young people’s cell phone interactions, and consider the wider societal implications, not least the potential for associated shifts in the generational balance of power.

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