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Department for Business, Energy and Industrial Strategy
Understanding and addressing the impact of stressful live events on the mental health of older adults in Colombia
DEPARTMENT FOR BUSINESS, ENERGY & INDUSTRIAL STRATEGY
Deliver signficant reseach funding for internationally competitative and innovative collaborative projects between researchers from Colombia and United Kingdom that will allow the pursuit of shared research interests.
Participatory research to support the development of culturally sensitive mental health and wellbeing services for the Kankuamo people of Colombia
DEPARTMENT FOR BUSINESS, ENERGY & INDUSTRIAL STRATEGY
Deliver signficant reseach funding for internationally competitative and innovative collaborative projects between researchers from Colombia and United Kingdom that will allow the pursuit of shared research interests.
Newton Advanced Fellowships (Year 4 Round 2) NSFC
DEPARTMENT FOR BUSINESS, ENERGY & INDUSTRIAL STRATEGY
This programme focuses on mid-career researchers in Newton Fund countries, and develops their research strengths by providing support for training and development in collaboration with a UK partner with the intention of transferring knowledge and research capabilities to researchers in partner countries.
Newton Mobility Grants (Year 4 Round 2) NSFC
DEPARTMENT FOR BUSINESS, ENERGY & INDUSTRIAL STRATEGY
This programme supports researchers in Newton Fund countries to develop collaborations with UK researchers. These awards are particularly suited to initiate new collaborative partnerships, between scholars who have not previously worked together, or new initiatives between scholars who have collaborated in the past.
Newton International Fellowships (Year 6 Round 1)
DEPARTMENT FOR BUSINESS, ENERGY & INDUSTRIAL STRATEGY
Enables talented early career post-doctoral researchers from partner countries to spend two consecutive years undertaking research at a UK host institute. The fellowship supports talented early career researchers from partner countries to develop their research capabilities by hosting them with some of the best research departments in the UK.
Royal Society Staff costs
DEPARTMENT FOR BUSINESS, ENERGY & INDUSTRIAL STRATEGY
Royal Society Staff costs for establishing and running ODA eligible Programmes.
Royal Society travel costs
DEPARTMENT FOR BUSINESS, ENERGY & INDUSTRIAL STRATEGY
Royal Society travel costs for establishing and running ODA eligible programmes.
Newton Advanced Fellowships (Year 2 Round 2) NSFC
DEPARTMENT FOR BUSINESS, ENERGY & INDUSTRIAL STRATEGY
This programme focuses on mid-career researchers in Newton Fund countries, and develops their research strengths by providing support for training and development in collaboration with a UK partner with the intention of transferring knowledge and research capabilities to researchers in partner countries.
Newton Mobility Grants (Year 5 Round 1)
DEPARTMENT FOR BUSINESS, ENERGY & INDUSTRIAL STRATEGY
This programme supports researchers in Newton Fund countries to develop collaborations with UK researchers. These awards are particularly suited to initiate new collaborative partnerships, between scholars who have not previously worked together, or new initiatives between scholars who have collaborated in the past.
Do neighbourhoods matter? Country- cluster- and individual effects on attitudes towards intimate partner violence in low- and middle-income countries
DEPARTMENT FOR BUSINESS, ENERGY & INDUSTRIAL STRATEGY
The study will address significant knowledge gaps in our understanding of women's and men's attitudes towards intimate partner violence against women (IPV) at the neighbourhood-level in 54 low- and middle-income countries (LMICs) across Central-, East- and South Asia, the Pacific, Europe, Latin America and the Caribbean, and North- and Sub-Saharan Africa.
Adaptation and mitigation strategies to cope with the effects of extreme heat in developing countries: implications for climate change.
DEPARTMENT FOR BUSINESS, ENERGY & INDUSTRIAL STRATEGY
The increase in extreme temperatures associated to global warming and climate change are creating drastic effects at a planetary scale. These impacts seriously disrupt economic activities, particularly among the most vulnerable in the developing world, such as traditional farmers or low productivity informal workers in urban areas. Their ability to cope with environmental disruptions and to adapt to a changing climate can have strong implications in terms of vulnerable households' wellbeing. The goal of the proposed research is to deepen our understanding on how environmental events associated with climate change affect income generating activities and individuals' subsequent adaptive behaviour in developing countries. Accounting for these responses is very important to obtain more precise estimates of the economic costs of climate change, to identify potential winners and losers, and to inform the design of context-specific mitigating policies.
A school closer to home: using mealtimes to foster language development, improve girls' nutrition and align home and school in rural Kenya and Zambia
DEPARTMENT FOR BUSINESS, ENERGY & INDUSTRIAL STRATEGY
We develop a new way to address educational disadvantage in rural Africa, through a collaboration between academics from Kenya, Zambia and the UK, teachers, families and community groups. The connection between home and school is key to sustainable education: (i) parents must recognise the school's priorities if they are to support their child's continuing education, (ii) teachers need to understand their pupils' home environment so they can build on positive home experiences and (iii) schools must build on children's existing skills and knowledge and fit with their goal of a successful life in their community. There is currently a serious disconnect between home and school in Africa and this is exacerbated in rural Kenya and Zambia by the predominance of non-local teachers who often don't speak pupils' native languages. We aim to connect home and school learning by targeting Early Childhood Education and Development programmes (ECDE; age 4 - 6). Unlike primary and secondary schools, ECDE centres recruit teachers from the local community. The relationship between parents and teachers is closest in ECDE settings, providing a crucial opportunity to build bridges between home and school. It is also a critical opportunity for mitigating early disadvantages for girls and empowering females in leadership roles since ECDE teachers are predominantly female. We prioritise language and nutrition as fundamental to all later learning, and aim to (i) identify positive practices in the home that benefit early language development and nutrition and (ii) to work together with ECDE teachers as researchers to empower them to develop teacher and parent networks to share best practice in school and at home. We target mealtimes for our observations of behaviour and language since they are a particularly rich time for social interaction, and the focus on eating gives an authentic setting for natural communication. Our objectives are (i) to measure home and school mealtime behaviour and language to identify practices that are most crucial for raising the quality of language children are exposed to (e.g., whether adults and children sit together; whether they have a television) (ii) to observe eating behaviours in the home, assess the extent to which girls' eat less food, or less nutritious foods, and identify practices that raise levels of female nutrition (e.g., girls may eat more if they share food as a family, rather than when girls and women eat separately) (iii) to work together with our teacher-researchers and community advisors to co-develop a teacher-network and parent outreach programme, based on evidence from objectives 1 and 2. The aim is to raise awareness and share practices that increase the quality of language children are exposed to at home and in school and raise levels of female nutrition, motivated by evidence of gender inequalities. Objective 3 will be achieved firstly by working together to identify key messages that are culturally appropriate and achievable (e.g., switch the TV off before eating at home; encourage teachers to sit together with pupils when eating in ECDE centres). Second, by working together in practitioner networks, guidance will be developed to inform a parent outreach programme to be shared with well-established groups in the community. The network will also provide a platform for teachers to conduct their own research, share research findings and discuss best practice. Importantly, it will provide a vital link to teachers in primary and secondary education, to develop continuity in children's education. Finally, the evidence base we provide through objectives 1 and 2, and the networks created in objective 3 provide a powerful basis for contributing to the development of the new ECDE curriculum in Kenya and to lobby for similar priorities in Zambia.
Out of camp or out of sight? Realigning responses to protracted displacement in an urban world
DEPARTMENT FOR BUSINESS, ENERGY & INDUSTRIAL STRATEGY
For decades, the response by the international community to mass movements of people fleeing war or political persecution has been to provide humanitarian assistance in camps. Yet despite highly-charged debates on the negative impact of maintaining forcibly displaced people in often inhospitable and remote regions and dependent on humanitarian assistance, camps have continued to be a default response to new refugee crises. Camps are not, however, the choice of the majority of the world's displaced people, and estimates suggest that over 60% of refugees and half of internally displaced persons (IDPs) now live in towns and cities. Research, international policy discourse and local action have been slow to catch up. The experiences of urban refugees and IDPs, their understandings of well-being and self-reliance, and their contributions to host communities remain understudied. There is a critical need for evidence to inform innovative solutions to protracted displacement that support both the specific vulnerabilities of displaced people and the needs of the urban poor amongst whom they often live. With the ultimate goal of improving self-reliance, well-being and the productive livelihoods of refugees, returnees and IDPs this research examines the potential of an urban response to protracted displacement to assess how cities can foster displaced people's self-reliance and local integration, while benefitting host governments and communities. The research is the first large-scale study to compare experiences of displacement in cities and camps and provide evidenced analysis of the comparative outcomes for displaced people in these different settings. It focuses on four countries with large displaced populations: Afghanistan, Ethiopia, Jordan and Kenya, The ultimate goal is to improve the well-being and productive livelihoods of displaced people and to enable their full participation in urban life and contribution to host cities. The overall aims of the research are to: 1. Build an evidence base for national and local governments, humanitarian agencies and donors on the opportunities and challenges of hosting displaced people in camps vs. urban areas 2. Promote an assessment of current responses to urban protracted displacement, raising awareness of unmet need and the potential economic and social contributions of refugees and IDP for host cities 3. Build the capacity of municipal authorities, displaced people, organisations of the urban poor and other local actors to use participatory planning to develop innovative, inclusive solutions to forced displacement. The countries studied host some of the largest refugee and IDP populations in the world. All four countries rely on international aid to support the costs of the displaced - particularly those in camps who lack the right to work and whose freedom of movement may be limited. Three of the four countries are piloting the Comprehensive Refugee Response Framework, the UN's 2016 vision for managing forced displacement. Through partnership with displaced and host populations, and collaborations between international experts, operational actors, developing-country academics, local NGOs and affected communities, this research project will produce: an assessment of how an urban response can support a rights-based approach to local integration; guidance for municipal governments facing large influxes of people, and evidence to support international policy and decision-making on innovative solutions to protracted displacement.
Transforming Universities for a Changing Climate
DEPARTMENT FOR BUSINESS, ENERGY & INDUSTRIAL STRATEGY
Climate change is widely recognised as the most critical challenge of our age, with the recent Intergovernmental Panel on Climate Change report suggesting that to avoid devastating effects, the world must move entirely to renewables by 2050. This project aims to strengthen the contribution of universities in lower-income countries to addressing this challenge. The role of research and innovation in this task is widely acknowledged, and universities around the world are closely involved in the tasks of monitoring, interpreting and responding to the process and effects of global warming. Yet the broader role of universities in addressing the climate crisis is as yet under-researched. How do courses provided by universities address the question of climate change, and what forms of climate-related learning do students engage with on campus and beyond? What impacts do universities have on climate change through community engagement activities, in fostering public debate on the issue and in the way they embody the principles of sustainability in their own institutional forms? These roles of universities beyond knowledge production are critical in addressing climate change, given the deep social, political and economic roots of the crisis, and the need to engage with professional development, civic action and public awareness. At the same time, it is clear that despite the potentialities of universities in this regard, much more could be done. This is particularly the case in low and middle-income countries in which there is disproportionate impact of the most devastating effects of climate change. This project addresses these questions in the context of the higher education systems of Brazil, Fiji, Kenya and Mozambique. These countries have been selected on account of the vulnerability of their populations to climate-related disasters, but also because of the potentialities of their higher education systems for responding to the challenges, and in generating learning that can be utilised in other contexts. The countries have distinct features in relation to their culture, politics, economics and geography, as well as in their higher education systems, which will allow for significant possibilities of learning across the four countries and with the UK. The research will start with a survey of the state of play as regards universities' coverage of climate change issues within their teaching, research and community engagement. Participatory action research groups will then be created in 12 universities across the four countries, including representatives of students, lecturers, senior management and local communities. These groups will design, implement and monitor initiatives to address local challenges, in line with their own priorities. Interventions may include new modules for students, training workshops for local professionals working with environmental issues, community based projects on disaster preparedness, or developing a carbon neutral campus. The learning generated from these diverse experiences will contribute to theory building and understanding of the relationship between education and sustainable development, and of the role of higher education in achieving the Sustainable Development Goals (SDGs). There will be a strong emphasis on South-South collaboration and learning, and insights generated from interaction and comparison across high/middle/low income countries, between Anglophone and Lusophone higher education systems, and between Africa, the Pacific and Latin America. While most acknowledged that education has some role to play in achieving the SDGs, much closer attention is needed to the institutional forms and practices that are most conducive. This project grapples with this question in the context of four low and middle-income countries, with significant lessons for the broader global community.
Improving healthcare at the intersection of gender and protracted displacement amongst Somali and Congolese refugees and IDPs
DEPARTMENT FOR BUSINESS, ENERGY & INDUSTRIAL STRATEGY
This project aims to help displaced people to access appropriate healthcare for long-term physical and mental health conditions associated with protracted displacement, conflict, and gendered violence. The category of Sexual and Gender-Based Violence (SGBV) receives a great deal of attention. However, there is limited research on how gendered violence, including violence relating to sexuality, is experienced in displacement contexts. There is also limited understanding of how gender, sexuality, and related violence affect access to healthcare, and how that can result in neglected chronic health conditions, particularly mental ill-health. Similarly, much attention is devoted to immediate healthcare needs following SGBV, but longer-term physical and mental health conditions are not adequately addressed. Displaced people face multiple barriers when seeking healthcare in protracted displacement settings, with the result that long-term health conditions are often misdiagnosed and mistreated or undiagnosed and untreated. This project examines access to care and the responsiveness of healthcare providers for displaced Congolese and Somalis in Eastern Democratic Republic of Congo (DRC), Somali, Kenya, and South Africa. Eastern DRC and Somalia have both experienced long-term conflict and displacement since the early 1990s, leading to large populations of Internally Displaced People (IDPs) within these countries and large refugee populations across the region. Conflict and displacement in Eastern DRC and Somalia are characterised by high rates of sexual and gender-based violence, and victims are stigmatised through prevailing gender and sexual norms. Existing health research tends to focus on the immediate aftermath of violence rather than on long-term mental and physical health conditions. The project has eight field sites in four countries. The four IDP field sites are one formal camp and one informal settlement each in Eastern DRC and Somalia, both of which have weak health systems. The four refugee field sites are Congolese and Somali settlements in Kenya and South Africa, which have different health systems and different refugee laws and policies. The project brings together researchers and practitioners from international development, migration studies, gender studies, medical anthropology, public health and health policy, and medical sciences to undertake interdisciplinary empirical research in these protracted displacement contexts. Panzi Foundation (DRC) and War Trauma Foundation (Netherlands) will guide teams of researchers based at the University of Edinburgh (UK), the University of Kinshasa (DRC), the Somali Institute for Development and Research (Somalia), Amref International University (Kenya), and the University of Witwatersrand (South Africa). Project activities are designed to: 1) enhance the capacity of partner organisations; 2) support the inclusion of displaced people in healthcare systems; 3) foster international networks.
Supporting Oral Language Development
DEPARTMENT FOR BUSINESS, ENERGY & INDUSTRIAL STRATEGY
Children with a small vocabulary are at a disadvantage for all aspects of learning. Unless there is targeted support, children who start slow will continue to fall behind their language-rich peers. A powerful way to ensure all children are ready for learning, particularly in school, is to offer high quality oral language education early in a child's life. The power of early language intervention is supported by a large body of evidence showing a combined foundation of strong spoken language and listening comprehension cascading to reading and writing skills. However, little is known about the efficacy of oral language interventions in low- and middle-income countries where communities are often multilingual. We aim to address this gap in the literature through a mixed-methods study with children ages of 3-to-6 living in India and the Philippines. The study will examine oral language development under the particular complexities of multilingual urban poor settings. Research in these settings is of importance as there is reason to believe resources that spontaneously support children's language development may be under strain for the urban poor (e.g. reduced social networks, a new school language), making them a particularly vulnerable group for school failure. A co-developed project The proposed project was co-developed by multiple agencies. Government partners shared that a pressing systemic concern was the low literacy rates in primary schools. Community partners stressed the need for evidence on quality programs that will work in local schools and university partners echoed the need for a comprehensive program of research. We therefore propose to understand children's language development in-context and will test an intervention that could potentially better prepare children for primary school. The research sites will be Udupi district in India and Quezon City in the Philippines. Defining characteristics of these sites include the multiple languages around the child and a policy commitment to either mother-tongue or multilingual education. Hence, these contexts offer an opportunity to research a topic that is understudied in not just DAC countries but also internationally: children's oral language development and oral language intervention in a multilingual setting. Objectives and Outputs The primary objective of this research is to provide descriptive and causal evidence on quality (in early childhood development and pre-primary education) and readiness (for primary education) through three studies that aim to a) map opportunities and barriers to oral language development, b) validate assessments to track children's developing oral language and c) examine a targeted intervention delivered by teachers one year before entry into primary school. We will map opportunities and barriers by following thirty children over one day to record their language experiences, examining language knowledge of their conversation partners, and conducting an ethnographic inquiry of classes they attend. We will finetune fifteen assessments by analyzing 3000 data points on each test and, in a study with 800 children, evaluate a language intervention designed with teachers that draws upon folk tales and local narratives. This inter-disciplinary project will provide an approach to reach the Sustainable Development Goal of effective learning outcomes for all children by focusing on the language bedrock of early childhood learning. Outputs include evidence briefs for policy makers and open access toolkits for educators. Multiple bodies of data for the research community will expand the evidence-base in these contexts. These include a word bank, an archive of child language, a rich description of talk in the classroom, performance data and outcomes data. Taken together, the proposed research could potentially act as a catalyst for informed early childhood education in India, the Philippines, and other DAC countries.
Jordan-UK El Hassan bin Talal Research Chair in Sustainability
DEPARTMENT FOR BUSINESS, ENERGY & INDUSTRIAL STRATEGY
The Jordan – UK El Hassan bin Talal Research Chair in Sustainability is a joint initiative between the British Academy and the Royal Scientific Society of Jordan (RSS). Its aim is to enhance the research and innovation capacity of Jordan for long-term sustainable development. The initiative is supported by the Newton-Khalidi Fund. This call is open to applicants with established expertise in any area relevant to the challenges of sustainability, particularly in the context of Jordan. Such areas could relate to, but need not necessarily be limited to: food security, water, energy and the environment, cities and infrastructure, climate change, sustainable livelihoods, health and well-being, migration and displacement, inequalities, and education. Specific objectives include expanding research and innovation capacity within the social sciences and humanities in Jordan with a particular focus on the area of sustainable development and issues of relevance and importance to the local context; and improving Jordan’s international research and innovation competitiveness while responding to socio-economic challenges in the country.
Brazil - Newton Advanced Fellowship
DEPARTMENT FOR BUSINESS, ENERGY & INDUSTRIAL STRATEGY
Awards for early to mid-career international researchers who have already established (or in process of establishing) a research group. Awards support researchers in their own country, providing funding for training and development in collaboration with a UK partner, with the intention of transferring knowledge and research capabilities to partner countries.
China - Newton Advanced Fellowship
DEPARTMENT FOR BUSINESS, ENERGY & INDUSTRIAL STRATEGY
Awards for early to mid-career international researchers who have already established (or in process of establishing) a research group. Awards support researchers in their own country, providing funding for training and development in collaboration with a UK partner, with the intention of transferring knowledge and research capabilities to partner countries.
China - Newton International Fellowship
DEPARTMENT FOR BUSINESS, ENERGY & INDUSTRIAL STRATEGY
Scheme supports early-career international researchers to spend two years undertaking research at a host university or research institution in the UK, enabling them to benefit from a period within a first class research environment in some of the UK’s best universities. Awards provide stipend, research monies, and relocation costs.
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