Health, education, protection, livelihoods, and livelihoods of children and young people in developing and fragile contexts.

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.

Blog: Evidence on disability and education: accessing, using and communicating research
The SDGs have increased the focus on including people with disabilities in development reforms. However, as the World Disability Report (2011) highlights, one of the biggest challenges for decision-makers aiming to improve access and learning for children with disabilities is the lack of reliable data and evidence to shape effective policies and programmes. In order to understand how individuals working in international non-governmental organisations (INGOs) and other policy organisations engage with evidence on disability and education the Impact Initiative identified and scoped the work of 19 key organisations working in this area
Vlog: How do policymakers and practitioners use research evidence?

At the Putting Children First Conference in Ethiopia in October 2017, the grant holders funded by the ESRC-DFID Strategic Partnership conducted interviews with policymakers and practitioners. The interviews explored the use of evidence to inform policy and decision making and the upcoming challenges and opportunities in tackling child poverty.

Blog: Never mind the policymakers
Who are the policymakers and how do they use research evidence? James Georgalakis, Director of the ESRC-DFID Impact Initiative, explores this question and highlights a recent initiative activity in which a range of senior development professionals, working in global organisations, were interviewed by ESRC-DFID grant holders in order to find out more about evidence use behaviours amongst those working to reduce global child poverty and inequality.

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