Health, education, protection, livelihoods, and livelihoods of children and young people in developing and fragile contexts.
Blog: Building the bridge between policy, practice and research
Dr Agata D’Addato, Senior Policy Coordinator, Eurochild highlights a number of key results in putting children at the heart of policy making and introduces the Global Coalition to End Child Poverty Research day which is taking place at the Institute of Development Studies, UK on on 18th November 2016.
Blog: The paradox of disability and education in India
Anuradha De, CORD, India, and Nidhi Singal, University of Cambridge, UK reflect on the educational lives of children with disabilities based on discussions at the recent joint consultation event in New Delhi (India) on ‘Teaching, Learning and Disadvantage'.
Blog: Teaching, learning and disadvantage – from policy to practice
Meera Samson, CORD, India; and Pauline Rose, University of Cambridge, UK write about recent research in education in India, funded as part of the ESRC-DFID Raising Learning Outcomes programme, and how it will contribute towards an evidence-based strategy of reform. Resources can be downloaded from the event they hosted in India on August 10, 2016 to contribute to the current policy consultation with the Indian government.
This project considers cross-age peer tutoring on the teaching of reading in Kenyan primary schools. Research suggests student partnerships in which an upper primary pupil is trained to work with a younger child to conduct structured reading sessions is one of the most powerful methods for raising achievement.
This research examines common systemic barriers disabled people encounter when accessing services, and the lack of information and inclusion in national level poverty reduction strategies.
Over 75 million children around the world are currently out of school, and over half of them live in conflict-affected countries (CACs). The evidence from this project suggests as an international community, we are currently failing in our efforts due to the "stunning lack of evidence" as to what works to promote children's learning in the context of conflict and crisis.
Investigates how pedagogy for STEM subjects in Ethiopia can be transformed using dialogical discourse, and the effects this generates in improved student learning and attitudes.
The University of Birmingham (UoB) and Sightsavers International invited researchers and academics from leading institutions working in the areas of early childhood development and education (ECDE) and special educational needs and disability (SEND), educational psychology, applied anthropology, and epidemiology in Malawi, the UK and the USA to co-design and conduct an innovative three-year study.
This project will examine a number of questions regarding factors to support effective teaching in poor, rural communities in Honduras. The research will also provide a unique opportunity to develop improved measures of educational quality and adolescent girls' empowerment.
An accurate way of measuring instructional practices and classroom processes is through observational methods. This project aims to develop an affordable, scalable, tool for assessing teacher practices and classroom processes, and assure its use in policy and practice in Uganda.