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Education, Justice and Memory Network (EdJAM)
DEPARTMENT FOR SCIENCE, INNOVATION AND TECHNOLOGY
Using innovative practices for teaching and learning about Pakistan's violent past, in order to promote a culture of peace and non-violence. Benefits teachers, artists, community educators and museums. With secondary benefits to Cambodia, Colombia & Uganda. SDGs: 4,16,17
Education, Justice and Memory Network (EdJAM)
DEPARTMENT FOR SCIENCE, INNOVATION AND TECHNOLOGY
Using innovative practices for teaching and learning about Pakistan's violent past, in order to promote a culture of peace and non-violence. Benefits teachers, artists, community educators and museums. With secondary benefits to Cambodia, Colombia & Uganda. SDGs: 4,16,17
Education, Justice and Memory Network (EdJAM)
DEPARTMENT FOR SCIENCE, INNOVATION AND TECHNOLOGY
Using innovative practices for teaching and learning about Pakistan's violent past, in order to promote a culture of peace and non-violence. Benefits teachers, artists, community educators and museums. With secondary benefits to Cambodia, Colombia & Uganda. SDGs: 4,16,17
Indigeneity and Pathways through Higher Education in Mexico
DEPARTMENT FOR BUSINESS, ENERGY & INDUSTRIAL STRATEGY
The social and economic disadvantage faced by Indigenous groups represents a significant global policy challenge. The world's 310 million Indigenous peoples, who largely live in Official Development Assistance (ODA) countries, face a poverty rate that is estimated to be twice that of the non-Indigenous population, as well as poorer health and education outcomes, and a lack of recognition of their rights. In terms of addressing this policy challenge, many countries have developed pioneering social policies in health, welfare, employment, and more recently in higher education. Little is known about how innovations in higher education policy, including diversified forms of higher education provision, are affecting the social and economic development of Indigenous peoples, including the relative benefit of policies that seek to assimilate (by programmes of affirmative action) or separate Indigenous youth (into universities designed specifically for them). Underlying policy development, we can identify two competing discourses, a collectivising one on Indigenous knowledge and identities, and an individualising one of skills development and labour market entry. These both represent distinct values, politics, and methods, as well as real tensions in the needs of Indigenous peoples. This project stands at the conjunction of these discourses and will seek to critically question how different types of university impact on Indigenous groups both socially and instrumentally, through focussing on the Mexican case. Mexico represents the ideal internationally relevant case study given its pioneering role developing new kinds of university provision designed specifically for Indigenous groups ('intercultural universities'). We examine how the type of university attended impacts on Indigenous student experiences, skills/knowledge acquired, and identifications across different social domains. The proposal has been developed in partnership with the Mexican Ministry of Education, Indigenous community development NGOs, UNESCO, and the Mexican National Association for Universities and Higher Education.
Improving learning outcomes in Afghanistan and Pakistan in the midst of COVID-19 through Community based system dynamics and project-based learning
DEPARTMENT FOR BUSINESS, ENERGY & INDUSTRIAL STRATEGY
The overarching goal of our project is to ensure that all disadvantaged children - girls, from under-represented minorities, the poor or displaced children, or those with disabilities- find their rightful place in the learning process. We aim to do this by elaborating contextually relevant models of community-based social accountability for children in rural primary schools. The additional research we are seeking funding for aims to test a novel approach based on participatory, school-level, decision making processes and learning methods to compensate the learning loss expected from school lockdowns due to the COVID-19 pandemic, climate crisis and political unrest in rural Afghanistan and Pakistan. Key outputs include developing effective inclusive education tools (a project-based learning (PBL) module) and system dynamics methods (Group model building (GMB)) for teachers, education experts and policy makers. COVID-19
Supplementing measures of social accountability and enhancing understanding of accountability and students' achievement during the COVID-19 pandemic
DEPARTMENT FOR BUSINESS, ENERGY & INDUSTRIAL STRATEGY
The primary goals of the proposed study are to collect measures of i) public expenditure and service delivery, ii) the impact of school disruptions during COVID-19, iii) School Education Examination (SEE) scores, and iv) link these to parent project data to estimate associations between social accountability and student achievement before and during the COVID-19 pandemic. COVID-19
Shule Bora - Quality Education
UK - Foreign, Commonwealth Development Office (FCDO)
A national education programme to improve the quality of pre-primary and primary schools in Tanzania. The programme will improve learning outcomes for all children, improve transition rates to secondary school for girls, reduce physical and sexual violence in and around schools, and help children with disabilities access quality education. The programme will work with the Government of Tanzania on achieving these outcomes through a payment-by-results mechanism, supported by technical assistance. The programme will also directly deliver innovative approaches to improving education quality in 9 regions of Tanzania through a contracted Managing Agent, alongside ongoing evaluation and learning.
POF - Pioneer Outcomes Funds
UK - Foreign, Commonwealth Development Office (FCDO)
A programme to leverage private finance into high performing development projects using Impact Bonds and other pay-for-outcomes models at scale to deliver the Sustainable Development Goals. A multi-donor programme to commission development projects effectively and efficiently using new instruments that facilitate better links between financial markets and providers delivering pay-for-success contracts.
"Girls and Out of School Children: Action for Learning (GOAL)".
UK - Foreign, Commonwealth Development Office (FCDO)
The Girls and Out of School Children: Action for Learning (GOAL) programme will support the Governments of Punjab and Khyber Pakhtunkhwa (KP) to improve education outcomes for girls and the most marginalised, directly contributing to FCDO’s global commitments to girls’ education on access and learning.
Education Research in Conflict and Protracted Crisis (ERICC)
UK - Foreign, Commonwealth Development Office (FCDO)
To strengthen policies and programming for education in conflict and protracted crisis. This programme will improve learning outcomes of the most marginalised children. It responds to a demand for rigorous, policy-relevant research in six focal countries on "what works" to deliver education in these contexts. The UK will work with partners to disseminate evidence and promote uptake, and provide technical expertise and operational support to FCDO country offices. It is expected that initial technical call-down support for governments will have a focus on Covid-19. This programme will have a focus on equity, and directly supports the manifesto commitment on girls' education,
SIEF Strategic Impact Evaluation Fund
UK - Foreign, Commonwealth Development Office (FCDO)
To strengthen the impact of global aid by learning lessons and generating evidence for design of new programmes. The Strategic Impact Evaluation Fund (SIEF), over 2011/12-2021/22, will be channelled through a World Bank executed Trust Fund. It is expected that SIEF will deliver a minimum of 54 high quality impact evaluations of key development interventions focusing on human development outcomes. In addition, SIEF will deliver 20 capacity building workshops and events to improve understanding of impact evaluation techniques.
Strengthening Malawi’s Education System
UK - Foreign, Commonwealth Development Office (FCDO)
This programme aims to improve the quality of education service delivery in Malawi so more girls and boys successfully progress through and complete primary school with measureable improvements in learning outcomes. This will contribute towards the UK’s efforts to support human capital development so more Malawians have the foundations and skills to fulfil their potential and contribute towards national development.
Adolescence Research Programme GAGE (formerly GGRI)
UK - Foreign, Commonwealth Development Office (FCDO)
The UK will generate new evidence on ‘what works’ to transform the lives of poor adolescent girls to enable them to move out of poverty. Results will directly inform FCDO and other international and national actors to develop or revise policies and programmes to effectively reach adolescent girls. It will enable girls to have increased voice, choice, and control over their lives in at least 4 FCDO priority countries and lead to reduction in early and forced marriage, reduction in violence, and improved economic wellbeing. Evidence will lead to an increase in donor and national investments for girls.
Data and Research in Education (DARE) programme
UK - Foreign, Commonwealth Development Office (FCDO)
This programme will address key constraints in Pakistan's education system to enable quality education for all children, particularly for girls and those marginalised by location, ethnicity, religion and disability. On the one hand it will work with the state to the strengthen the education data system. This is crucial for efficient and effective education service delivery by enabling better identification of need, allocation of resources and measurement of progress - particularly for girls. On the other hand, the programme will work with civil society to promote innovative solutions to the challenges identified through better data, and expose these to rigorous research to build evidence on what works.
Research on Improving Systems of Education (RISE)
UK - Foreign, Commonwealth Development Office (FCDO)
RISE aims to change the way that leading education policymakers and practitioners understand how education systems work, enabling them to make strategic, prioritised and impactful decisions around education reform. RISE research in seven ODA eligible countries is generating cutting edge evidence on what works at scale to improve learning outcomes for all, including marginalised girls. RISE produces innovative ideas, data and research as global public goods, as well as new tools and approaches (such as system diagnostics) that can be used across multiple low- and middle-income countries with particular impact for developing/ODA eligible countries. RISE's country teams are directly supporting country governments as they reopen education systems following Covid-19 school closures, and RISE have published new research on the long term impacts of such closures. RISE directly delivers on the manifesto commitment on girls' education.
Raising Learning Outcomes (RLO)
UK - Foreign, Commonwealth Development Office (FCDO)
To develop a portfolio of research that provides policymakers and practitioners with concrete ideas on how to improve learning, with particular attention on gender and disability. The RLO programme is a partnership with the Economic and Social Research Council (ESRC) that uses the best of British research commissioning processes to award research grants on policy-relevant questions and supports researchers to engage with policy makers and practioners to acheive impact. As of September 2019, 34 grants had been awarded on effective teaching, education in challenging contexts and accountability and a second phase of the programme is planned with a focus on teachers, teaching and girl's education. This programme directly responds to the manifesto commitment on girls' education.
The EdTech Hub (Educational Technology Hub) - Robust research and innovation on digital, data and technology in education systems, providing global public research goods and direct country support for effective decision making on edtech.
UK - Foreign, Commonwealth Development Office (FCDO)
Technology has the potential to help solve the global learning crisis. But that potential is not being realised due to gaps in the evidence and gaps in the use of evidence. The EdTech Hub aims to bridge this evidence gap, and supports and empowers people by giving them the evidence they need to make decisions about technology in education.
Evidence for Development
UK - Foreign, Commonwealth Development Office (FCDO)
The Evidence for Development (E4D) programme aims to strengthen the data and evidence ecosystem in Nepal. It focuses on federal, provincial, local government and non-government actors to promote use of data and evidence for more effective and efficient programmes and policies and longer-term strategic portfolio design and management. It also aims to foster a culture of learning in the British Embassy Kathmandu (BEK), among other Development Partners and in the Governments of Nepal.
Partnership for Learning for All in Nigerian Education - PLANE
UK - Foreign, Commonwealth Development Office (FCDO)
PLANE programme will support achievement of the UK Aid Strategy’s strategic objectives, particularly in relation to tackling extreme poverty and helping the world’s most vulnerable. The programme will also work to strengthen resilience and response to crises, support prosperity in Nigeria and strengthen governance in the education sector. The Programme will benefit up to 2 million children by supporting the Government of Nigeria (GoN) in selected states and non-state partners to improve teaching, school quality, education management and efficient delivery of education. This brings together a short term focus on improving the life chances of Nigeria’s most vulnerable children with medium term goals to support recovery and stability and longer term development goals to improve the overall education system
J-PAL Education Initiative
UK - Foreign, Commonwealth Development Office (FCDO)
The JPAL Education Initiative delivers the highest standards of quantitative research applied to critical policy questions on education. Researchers partner with education practitioners and governments to test, adapt and scale a wide range of promising interventions. The research focusses on 3 core themes: girls' education; foundational learning, and; climate change and education. Cost data is collected throughout, supporting evidence-based investment and dis-investment decisions by donors and country governments.
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