It matters to us that we share our knowledge, expertise and insights and so here you will find not only our library of authoritative research but also our specialist commentary and insightful case studies.
You can also find our rapid response Covid-19 related research, including eight rapid-turnaround reports for EdTech Hub and three for the K4D helpdesk in our dedicated Covid-19 response pages here.
Amid all the challenges of Covid-19, one critical area which has received relatively little attention is that of the non-state sector. Non-state schools serve many millions of students around the world – including some of the poorest children – and face unique additional challenges as a result of the pandemic. In this commentary, in partnership with the Global Schools Forum, we set out how critical this sector is, introduce the key challenges faced by these school systems and the urgent need for additional evidence on the types of support which will be of the most benefit for the many pupils they serve.
Education policymakers around the world have long shared a key priority: achieving high-quality teaching and learning at scale. This requires strong delivery systems at every level. While there is significant evidence on the important roles played by teachers and leaders, comparatively little attention has been paid to the role – and potential – of middle-tier professionals such as supervisors, instructional coaches and mentors at the regional, district and sub-district level. These actors are key intermediaries in education systems, but their role in teaching and learning improvement has often been overlooked in research and policy debates. In our latest report, together with IIEP-UNESCO and the Education Commission, we highlight the potential of these middle-tier actors as a critical part of the ‘machine’ for quality teaching and learning at scale.
The Covid-19 crisis has tested education systems in unprecedented ways. In this report, we summarise ten key lessons from the pandemic, which should be used to inform planning for the long-term reconstruction and recovery of education systems. These lessons are drawn from a thorough global review of evidence and policy throughout school closures and plans for reopening around the world, with a particular emphasis on examples of good practice.
Following our recent Global Dialogue event, which brought together leading experts from across the world, we consider key promising practices for a post-pandemic renewal of learning. This commentary draws on the insightful contributions and rich discussions from the event to identify some of the key ways in which we may be able to improve education for all as the world recovers from Covid-19.
Accountability, quality assurance and school inspections have long been at the centre of Education Development Trust’s work in the Middle East. Drawing on this experience, we explore the importance of accountability and the use of evaluation as a tool for improvement.
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We invest annually in our programme of education research so that education reform can be evidence-informed. Our research informs policymakers around the world as well as our own work on the ground. Browse our library here.
Our case studies profile a selection of our work and document how we transform lives by improving education around the world.
Our comment pieces are for policymakers as well as practitioners and our critical thinking helps to inform education policy around the world.
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