Pauline Rose : Faculty of Education

Position/Status

Professor, International Education
Director, Research for Equitable Access and Learning (REAL) Centre

E-mail Address

pmr43@cam.ac.uk

Phone

+ 44 (0) 1223 767511

Twitter

@PaulineMRose

Qualifications

PhD Development Studies (Institute of Development Studies, University of Sussex)
MSc Development Economics (School of Oriental and African Studies, University of London)

Membership of Professional Bodies/Associations

Yidan Prize Advisory Group (2022-present)
UNESCO Institute for International Education Planning Board (2022-present)
Cambridge Partnership for Education External Advisory Group (2021-present)
Young Lives External Advisory Group (2021-present)
Senior Research Fellow, Department for International Development (2015-2018)
Co-Director, ESRC-DFID Impact Initiative (with Institute of Development Studies, Sussex) (2015-2021)
Member, Steering Committee for DFID’s Girls’ Education Challenge Fund (2012-2019)
Member, Executive Committee, UKFIET Education and Development Forum (2014-2017)
2017 President of the British Association of International and Comparative Education (BAICE)

Profile

Pauline Rose joined Cambridge University in February 2014 as Professor of International Education, where she is Director of the Research for Equitable Access and Learning (REAL) Centre in the Faculty of Education. She is also Senior Research Fellow at the UK Department for International Development. Prior to joining Cambridge, Pauline was Director of the EFA Global Monitoring Report (from August 2011) during which time she directed two reports on youth, skills and work, and on teaching and learning. Before becoming Director, she worked as Senior Policy Analyst with the team for three years, leading the research for three reports on the themes of governance, marginalization and conflict. Before joining the EFA Global Monitoring Report, Pauline was Reader in international education and development at the University of Sussex.

Pauline is author of numerous publications on issues that examine educational policy and practice, including in relation to inequality, financing and governance, democratization, and the role of international aid. She has worked on large collaborative research programmes with teams in sub‐Saharan Africa and South Asia examining these issues. Throughout her career, she has worked closely with international aid donors and non-governmental organisations, providing evidence-based policy advice on a wide range of issues aimed at fulfilling commitments to education for all. She is also experienced in communicating research to broadcast and print media.

Academic Area/Links

Research for Equitable Access and Learning (REAL) Centre

Research Topics

Educational inequality: gender and poverty
Financing and governance of education
Role of the state and non-state providers in education
International and national policies and practices for reaching the marginalised
Country experience - sub-Saharan Africa: Ethiopia, Kenya, Malawi, Nigeria, Tanzania, Uganda; South Asia: Bangladesh, India, Pakistan.

Current Funded Research Projects

Secondary education in Africa today. Principal Investigator (funded by Mastercard Foundation)
Country-level theories of change: from Citizen-led Assessment to Action. Principal Investigator (funded by Hewlett Foundation)
What works to promote girls' secondary schooling: Cost-effectiveness and sustainability of Camfed's programme in Tanzania and Zimbabwe. Principal Investigator (funded by Echnida Giving)
Teaching Effectively All Children (TEACh): India and Pakistan. Principal Investigator (ESRC-DFID funded)
Impact Initiative. Lead for education (led by the Institute of Development Studies, Sussex. ESRC-DFID funded)

Teaching

MPhil in Education, Globalisation and International Development

Principal and Recent Publications

Alcott, B. and Rose, P. (2016) 'Does private schooling narrow wealth inequalities in learning outcomes? Evidence from East Africa.' Oxford Review of Education. Volume 42 Issue 5: 495-510

Ilie, S. and Rose, P. (2016) 'Is equal access to higher education in South Asia and sub-Saharan Africa achievable by 2030?' Higher Education. 72: 435. doi:10.1007/s10734-016-0039-3

Alcott, B., & Rose, P. (2015). Schools and learning in rural India and Pakistan: Who goes where, and how much are they learning? Prospects. DOI 10.1007/s11125-015-9350-5.

Rose, P. (2015) 'Is a global system of international large-scale assessments necessary for tracking progress of a post-2015 learning target?' Compare Vol 45 Issue 3: 486-490

Rose, P. (2015) ‘Three lessons for educational quality in post-2015 goals: Clarity, measurability and equity’ International Journal of Educational Development. Vol 40 (January): 289-246

UNESCO (2014) Education for All Global Monitoring Report: Teaching and Learning: Quality for All. Paris: UNESCO [Report director]

UNESCO (2012) Education for All Global Monitoring Report: Youth and Skills: Putting Education to Work Paris: UNESCO [Report director]

Evans, G. and Rose, P. (2011) ‘Education and support for democracy in Africa: Testing mechanisms of influence’, Journal of Development Studies. Vol 48 No 4: 498-515

Rose, P. (2011) ‘Strategies for engagement: Government and non-government education providers in South Asia’ Public Administration and Development Vol 31, No 4: 294–305

Rose, P. (2009) ‘Scaling up aid to education. Is absorptive capacity a constraint?’ Prospects Vol 39 No 2: 109-122

Rose, P. (2009) ‘NGO provision of basic education: alternative or complementary service delivery to support access to the excluded?’ Compare Vol 39 No 2: 219-233

Rose, P. (2005) ‘Decentralisation and privatisation in Malawi – Default or design?’ Compare Vol 35 No 2: 153-165

Rose, P. (2005) ‘Is there a fast track to achieving the Millennium Development Goal in education?’ International Journal of Educational Development Vol 25 No 4: 381-394.

Kadzamira, E. and Rose, P. (2003) ‘Can free primary education meet the needs of the poor? Evidence from Malawi’ International Journal of Educational Development Vol 23: 501-516

Colclough, C., Al-Samarrai, S, Rose, P. and Tembon, M. (2003) Achieving Schooling for All in Africa: Costs, Commitment and Gender. Ashbourne: Ashgate Press

For other publications see google scholar profile .