skip to primary navigation skip to content
 

REAL: Access Teaching and Learning

teacher and student in class

Teachers are central to all education systems, yet they often lack the specific training and skills needed to support disadvantaged learners, and are neither properly incentivised nor sufficiently accountable.

Research in this area will identify ways to support learning for children from disadvantaged backgrounds through the provision of quality teachers, the use of effective teaching strategies, the contribution of private and other non-state providers and the adoption of innovative and alternative models of education.


Improving Ethiopia's Education System

Improving Ethiopia’s Education System

Part of the DFID-funded Research on Improving Systems of Education (RISE) programme, the large-scale research programme of around £4 million over five years will aim to assess rigorously the implementation and impact of activities associated with a major education quality reform programme in Ethiopia, with a focus on the most disadvantaged.


Class outside, woman teaching a boyTeaching Effectively All Children (TEACh): India and Pakistan

Focusing on India and Pakistan, this project aims to identify which aspects of teaching are most important for improving all children's learning, and so inform governments on the strategies needed to support children who face multiple disadvantages. The research pays particular attention to children with disabilities who are most likely to be excluded from learning. 


Girl walking through fieldReaching marginalised secondary school girls through Camfed's programme

The REAL Centre is partnering with Camfed, a non-governmental organisation that aims to provide good quality education to marginalised girls. The REAL Centre will provide an evidence base on what works to support marginalised girls’ secondary education, with a focus on Camfed’s programmes in Tanzania and Zimbabwe. In particular, analysis of the cost of sending a marginalised girl through secondary school and improving her learning will be undertaken. This aims to inform targeted financing mechanisms that ensure that no girl is left behind, in the drive for quality education for all.


Men and child learningCountry-level theories of change: From Assessment to Action

The project aims to support the PAL Network and its members in developing their theories of change, identifying variations between contexts, and to document case studies of approaches being used for assessments to lead to action.


Secondary School girl studentsSecondary Education for Children with Disabilities

The objective of this research project is to provide an analysis of current educational provision at secondary level for Children With Special Needs (CWSN) in India, advise on relevant national and international experience in secondary education (Classes IX and X; ages 15 and 16) and highlight costed policy options for the future provision of secondary education to CWSN.


Young girl readingEnsuring Equitable Learning by 2030

This research project focuses on disparities in learning outcomes in poor countries. We analyse nationally representative household surveys to inform policy on the causes of these disparities and identify appropriate ways to address them.  


man teaching a girlEvaluation of the Activity Based
Learning Programme, Tamil Nadu, India

Tamil Nadu’s Activity Based Learning programme represents a significant departure from conventional pedagogical practices in Indian classrooms. This project, comprising a multi-disciplinary team of researchers, is focused on undertaking an evaluation of the programmes pedagogic features, impact on student outcomes, and political economy. 


Speed schools Improving access to education in Ethiopia:
Longitudinal tracking of Speed School Children

This research project in Ethiopia tracks children who attended Speed Schools and their families to measure impacts of the project on primary school completion, learning outcomes and poverty. Children who have dropped out of school are also tracked, together with a control group to compare outcomes for children who attended Speed Schools to those who did not. We aim to provide a comprehensive understanding of whether public schools into which Speed School graduates are re-integrated are able to sustain improvements over time.


girl helping her friend feel brailReach Forward: Making Educational Research Count for Children with Disabilities in Malawi, Kenya and Uganda

The Reach Forward Project aims to address the exclusion of children with disabilities in Malawi, Uganda and Kenya from quality education. The ultimate goal is to strengthen the capacity of partners in the South to set their own research agendas and inform the development of effective education systems.


children reading books outsideRole of Inclusive Schooling in Enhancing the Wellbeing of Children with Disabilities in Karnataka, India

The research was carried out in government schools in rural Karnataka, India, to investigate the impact of mainstream schools and other educational provision on the learning experiences and social outcomes of children with disabilities. Using a community based approach, this primarily qualitative research undertook a systemic examination of the experiences of children with disabilities and their parents as they negotiated schooling processes.


africian children outside smilingResearch Consortium on Educational Outcomes and Poverty (RECOUP)

Poverty often leads to inferior educational outcomes. Those outcomes in turn play a major role in determining the future incidence and extent of poverty. RECOUP studied the mechanisms that drive this cycle of deprivation, identifying the policies needed to ensure that educational outcomes benefit the disadvantaged.


real logo

Mailing list


Events

News

REAL Centre Seminar Series: Professor Anna Robinson-...

22 November 2017

The REAL Centre welcomes you to join us for a semina...

REAL Centre informs cross-party report calling for ...

22 November 2017

Evidence provided by the Research for Equitable Acce...

RISE Launch Event in Addis Ababa, October 2017

21 November 2017

A recent blog by Prof Tassew Woldehanna & Louise...