Gathering global experience and sharing our knowledge to improve quality and inclusivity of education for all
Our new report about systems thinking and its place in education transformation reflects on key published literature and on specific outputs from our own programme of research which has placed emphasis on system reform over the past five years. The work we do at Education Development Trust brings us into direct contact with education systems, and their governments. We are tasked with helping to solve intractable educational challenges. Systems thinking is a vital component part of what we do, how we understand the nature of the issues and how we support change.
This report examines four not-for-profit school chains, run by non-governmental organisations in low-income contexts. These are Fe y Alegría, the Bangladesh Rural Advancement Committee (better known by its acronym BRAC), Gyan Shala and Zambia Open Community Schools.
London schools continue to constitute an extraordinary ‘success story’. By common consent, the government school system in London achieves extremely good results compared to the rest of England, and students from disadvantaged backgrounds do particularly well.
This report captures what might be learnt from a selection of the world’s most interesting examples of technology-assisted in-service professional development in lower-income countries and from wider reflections about the potential of technology to enhance the professional learning of teachers.
Education Development Trust and IIEP UNESCO joined forces to conduct a much-needed review of the main aspects of management relating to teachers of refugees – from recruitment to certification and professional development as well as incentives and retention.
Vietnam’s government schools have attracted a great deal of international attention since the publication of the 2012 PISA student tests: Vietnamese students performed particularly well in science, ranking eighth globally out of 65 participating jurisdictions; Vietnam maintained this position in 2015. This report investigates what lies behind Vietnam's learning success.
This review examines a range of lesson observation frameworks designed for and used in the observation of teaching in mathematics.
This report distils down what others can learn from three decades of England’s approach to school performance data.
This report is by our fourth Tim Morris Award winner, Cyril Brandt, investigating construction of schools in conflicted affected regions in the Democratic Republic of Congo.
This research report considers the complex field of English medium instruction (EMI) policies in low- and middle-income countries. Its purpose is to provide insight and support to those responsible for setting policy or enacting it in complex language environments around the world.
Education Development Trust's Tim Morris Award offers £2,000 financial support to a PhD student in the field of general education to support field research in a low- or low-middle income country.