Learning outcomes and teacher effectiveness for children facing multiple disadvantages, including those with disabilities: India and Pakistan
Lead Research Organisation:
University of Cambridge
Department Name: Faculty of Education
Abstract
Governments across the world recognize the importance of providing an education to all children within an inclusive education system. Yet, despite great progress in getting more children into school over the past decade, children from disadvantaged backgrounds are likely to experience poor quality of education limiting chances of fulfilling their learning potential. Children who face multiple disadvantages related to disability, poverty, gender, caste, religion or where they live, are amongst those least likely to be learning.
The project aims to identify strategies to raise learning outcomes for all children, regardless of their background. It is widely recognized that teachers are central to a child's educational experience. Yet, in low income countries, disadvantaged learners often face poor quality teaching: many teachers are recruited without having a basic subject knowledge themselves, receive inadequate training with limited attention to strategies to support children from diverse backgrounds, and weak incentives and poor teacher governance can lead to low motivation and high levels of teacher absenteeism. The research will, therefore 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 will be conducted in India and Pakistan, countries characteristic of other poor countries in terms of wide learning inequalities. India shows some advances in identifying strategies to tackle disadvantage, while Pakistan is similar to many other low income countries in not yet having such strategies.
Recognising that limited information is available on learning levels of children facing different forms of disadvantages who are not in school, the research will assess children both in the household and in schools. The focus of these tests will be on achievement of foundation skills of reading, writing, reasoning and numeracy that children are expected to acquire in primary school. This will be followed up with a test a year later in order to identify what learning gains have been made, and the extent to which these gains can be attributed to particular teacher characteristics, or other factors such as family background. The research will further provide an in-depth understanding of the problems that teachers face in supporting students from diverse backgrounds within the classroom, the teaching practices they adopt, and the kinds of support they need in order to make sure they are able to help all children fulfill their learning potential.
The research will aim to make an important contribution to how measures of learning need to be enriched to include children with disabilities. In addition to adapting existing learning assessments for use in braille or using sign language, for example, it will also trial tests that measure other aspects of learning, such as self-esteem and peer relationships, taking into consideration how these could be adopted on a larger scale.
This research will contribute to debates about the future of global goals on education after 2015 which are focusing on raising learning outcomes in ways that make sure no one is left behind. Achieving these goals will require better identification of the characteristics of children not learning, and the implementation of strategies within countries to strengthen the effectiveness of teaching in ways that address diversity in the classroom.
The project aims to identify strategies to raise learning outcomes for all children, regardless of their background. It is widely recognized that teachers are central to a child's educational experience. Yet, in low income countries, disadvantaged learners often face poor quality teaching: many teachers are recruited without having a basic subject knowledge themselves, receive inadequate training with limited attention to strategies to support children from diverse backgrounds, and weak incentives and poor teacher governance can lead to low motivation and high levels of teacher absenteeism. The research will, therefore 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 will be conducted in India and Pakistan, countries characteristic of other poor countries in terms of wide learning inequalities. India shows some advances in identifying strategies to tackle disadvantage, while Pakistan is similar to many other low income countries in not yet having such strategies.
Recognising that limited information is available on learning levels of children facing different forms of disadvantages who are not in school, the research will assess children both in the household and in schools. The focus of these tests will be on achievement of foundation skills of reading, writing, reasoning and numeracy that children are expected to acquire in primary school. This will be followed up with a test a year later in order to identify what learning gains have been made, and the extent to which these gains can be attributed to particular teacher characteristics, or other factors such as family background. The research will further provide an in-depth understanding of the problems that teachers face in supporting students from diverse backgrounds within the classroom, the teaching practices they adopt, and the kinds of support they need in order to make sure they are able to help all children fulfill their learning potential.
The research will aim to make an important contribution to how measures of learning need to be enriched to include children with disabilities. In addition to adapting existing learning assessments for use in braille or using sign language, for example, it will also trial tests that measure other aspects of learning, such as self-esteem and peer relationships, taking into consideration how these could be adopted on a larger scale.
This research will contribute to debates about the future of global goals on education after 2015 which are focusing on raising learning outcomes in ways that make sure no one is left behind. Achieving these goals will require better identification of the characteristics of children not learning, and the implementation of strategies within countries to strengthen the effectiveness of teaching in ways that address diversity in the classroom.
Planned Impact
The research will aim to have policy impact at two levels:
- Nationally, on the development of education policies and strategies to strengthen the effectiveness of teaching to support children facing multiple disadvantages (in particular related to disability, poverty and gender) within India and Pakistan.
- Internationally, on informing the setting of global development goals in education, and the development of appropriate assessment tools to measure progress towards these goals through measuring learning to ensure no one is left behind.
As a result of this, the project is ultimately expected to have an impact for societies in low income countries by contributing to the improvement of learning outcomes for all children, regardless of their background, and particularly children with disabilities.
The project will inform the development of national strategies by raising awareness of the problems, and identifying approaches to teaching that are most effective to make sure teachers are able to support children with diverse learning needs in the classroom. To achieve this, in India and Pakistan, developing country partners (CORD and IDEAS) will need to engage at sub-levels of the education system and also with selected politicians, government officials and researchers to discuss the importance of our research questions, create awareness of our research methods, discuss results of the research as they become available and have discussions on policy changes needed to address recommendations coming from the research. These discussions will need to occur throughout the period of the project, formally and informally, to not only keep the stakeholders informed, to build awareness of the importance for reform, and also to keep the issues on the agenda. Both country teams already have strong links with government officials and other key stakeholders, and substantial experience of such engagement from other research projects.
In order to achieve the impact at the international level, an adivsory group, comprising representatives from international and national NGOs, multilateral agencies, teacher unions and academics will be established. This group will provide feedback at critical points during the research process, including during the inception and design phase, on draft outputs. They will also support the dissemination of the policy findings. Their role be vital to ensure the relevance and quality of the research.
The research will seek to inform the setting and implementation of global development goals in education, which are replacing the millennium development goals after 2015. DFID is actively engaged in helping to frame these goals, and so the research will be of direct relevance to their work.
The research will be disseminated via academic conferences in education and development studies, policy workshops in India and Pakistan as well as the UK. At least two academic articles will be prepared from the research, and plans will also be in place to prepare a special issue of an education and development journal. In order to reach wider audiences in a timely fashion, policy briefs will be developed and posted on the project website. The intention is also to prepare a reader friendly booklet for teachers and teacher trainers on the findings of the research.
- Nationally, on the development of education policies and strategies to strengthen the effectiveness of teaching to support children facing multiple disadvantages (in particular related to disability, poverty and gender) within India and Pakistan.
- Internationally, on informing the setting of global development goals in education, and the development of appropriate assessment tools to measure progress towards these goals through measuring learning to ensure no one is left behind.
As a result of this, the project is ultimately expected to have an impact for societies in low income countries by contributing to the improvement of learning outcomes for all children, regardless of their background, and particularly children with disabilities.
The project will inform the development of national strategies by raising awareness of the problems, and identifying approaches to teaching that are most effective to make sure teachers are able to support children with diverse learning needs in the classroom. To achieve this, in India and Pakistan, developing country partners (CORD and IDEAS) will need to engage at sub-levels of the education system and also with selected politicians, government officials and researchers to discuss the importance of our research questions, create awareness of our research methods, discuss results of the research as they become available and have discussions on policy changes needed to address recommendations coming from the research. These discussions will need to occur throughout the period of the project, formally and informally, to not only keep the stakeholders informed, to build awareness of the importance for reform, and also to keep the issues on the agenda. Both country teams already have strong links with government officials and other key stakeholders, and substantial experience of such engagement from other research projects.
In order to achieve the impact at the international level, an adivsory group, comprising representatives from international and national NGOs, multilateral agencies, teacher unions and academics will be established. This group will provide feedback at critical points during the research process, including during the inception and design phase, on draft outputs. They will also support the dissemination of the policy findings. Their role be vital to ensure the relevance and quality of the research.
The research will seek to inform the setting and implementation of global development goals in education, which are replacing the millennium development goals after 2015. DFID is actively engaged in helping to frame these goals, and so the research will be of direct relevance to their work.
The research will be disseminated via academic conferences in education and development studies, policy workshops in India and Pakistan as well as the UK. At least two academic articles will be prepared from the research, and plans will also be in place to prepare a special issue of an education and development journal. In order to reach wider audiences in a timely fashion, policy briefs will be developed and posted on the project website. The intention is also to prepare a reader friendly booklet for teachers and teacher trainers on the findings of the research.
Publications
Alcott B
(2015)
Schools and learning in rural India and Pakistan: Who goes where, and how much are they learning?
in PROSPECTS
Alcott B
(2017)
Learning in India's primary schools: How do disparities widen across the grades?
in International Journal of Educational Development
Alcott, B., Rose, P., Sabates, R., Torres, R.
(2018)
Handbook on Measuring Equity in Education
Aslam M
(2019)
Do government schools improve learning for poor students? Evidence from rural Pakistan
in Oxford Review of Education
Aslam M
(2015)
Handbook of International Development and Education
Aslam M
(2019)
Methodological lessons on measuring quality teaching in Southern contexts, with a focus on India and Pakistan
in Research in Comparative and International Education
Aslam M.
(2016)
The Teacher Labour Market in Pakistan
Aslam, M
(2019)
Methodological lessons on measuring quality teaching in Southern contexts, with a focus on India and Pakistan
in Research in Comparative and International Education
Aslam, M.
(2016)
Reforms to Increase Teacher Effectiveness in Developing Countries
in EPPI Centre
Bari, F
(2015)
Educational Crises and Reform, Perspectives form South Asia
Hammad T
(2015)
Education of women with disabilities in Pakistan: enhanced agency, unfulfilled aspirations
in International Journal of Inclusive Education
Hofmann R
(2021)
The Covid-19 Learning Crisis as a Challenge and an Opportunity for Schools: An Evidence Review and Conceptual Synthesis of Research-Based Tools for Sustainable Change
in Center for Educational Policy Studies Journal
Johannson, S
(2021)
Education of children with disabilities in rural government schools: a long road to inclusion
in International Journal of Disability, Development and Education
Malik R
(2020)
Are children with disabilities in school and learning? Evidence from a household survey in rural Punjab, Pakistan
in Compare: A Journal of Comparative and International Education
Rose P
(2015)
Introduction: Overcoming inequalities in teaching and learning
in PROSPECTS
Rose, P.
(2015)
Routledge Handbook of International Education and Development
Singal N
(2016)
Schooling children with disabilities: Parental perceptions and experiences
in International Journal of Educational Development
Singal N
(2016)
Disability in the Global South
Singal N
(2018)
School enrolment and learning outcomes for children with disabilities: findings from a household survey in Pakistan
in International Journal of Inclusive Education
Srivastava P
(2016)
The myth of free and barrier-free access: India's Right to Education Act-private schooling costs and household experiences
in Oxford Review of Education
Taneja-Johansson S
(2021)
Education of Children with Disabilities in Rural Indian Government Schools: A Long Road to Inclusion
in International Journal of Disability, Development and Education
| Description | Through our analysis of existing data from India and Pakistan, our work has shown how the wide gaps in learning between children from more and less advantaged households begins in the early years of education. It further highlights that different forms of disadvantage - associated with poverty, gender, disability and location - intersect to reinforce these gaps in learning. Analysis of these data also identified that the majority of children from poorer households are enrolled in government schools in both countries. This analysis provided the basis for our primary data collection, for which we chose to focus on government primary schools in rural areas of the two countries. Given some children (particularly in Pakistan) were not enrolled in school, we began with a household survey - including detailed information on characteristics, notably related to their gender, wealth, and whether they had a disability. Other information, as relevant in each country, such as caste and religion, was also collected. From the household survey, we were able to identify the main government school that children in these households attended. This was used as the basis for the school survey, where teachers were interviewed using both quantitative and qualitative approaches. Narrative-based classroom observations were also undertaken. In both households and schools, data were collected from learning assessments on basic literacy and numeracy, as well as on peer relations. Based on this mixed methods research, key findings associated with the two overarching objectives of the research are as follows: 1. Understanding how markers of social disadvantage, such as disability, poverty and gender, are associated with children not learning in government primary schools Our research has had a strong focus on children with disabilities, identifying how disadvantages they face in education interlocks with poverty and gender, in particular. Invisibility of children with disabilities in data on their educational access and learning is a key policy challenge for tracking progress towards the Sustainable Development Goals as well as for national governments to identify strategies to ensure no one is left behind in education. To make these children visible, we analyse data collected as part of our quantitative household survey data in rural India and Pakistan using the full set of the Washington Group Child Functioning questions. Perhaps contrary to expectations, we find that many of these children are in mainstream (government and private) schools, even though their chances of being in school are lower than their peers. We further find that overall levels of learning the basics in literacy and numeracy are low in this context. Drawing on multivariate analysis that takes account of a number of factors which may impact learning, we find that the disability-learning gap is significant for literacy in particular. The evidence highlights the need for greater policy attention to the learning of children with disabilities in mainstream schools, as well for regular and timely collection of survey-based data to generate information on disability together with other markers of disadvantage to better inform policy and practice. 2. Identifying effects of government schools and teachers on learning of disadvantaged students Quantifying the impact of teaching quality on student learning, and understanding what teacher characteristics or practices are likely to improve student achievement, are pressing research questions for informing policy and practice. Our analysis investigates this in the context of Pakistan's Punjab province, which has witnessed numerous education reforms in recent years. Many of these reforms have been aimed at improving the well-documented low levels of learning by focusing on improving teaching quality. The rhetoric suggests that government schools, particularly those in rural areas with a more disadvantaged pupil base, are especially ineffective at imparting learning. Using quantitative data collected for the project, we find that children in our sample, both boys and girls, are making similar progress. Variation in progress is found to be greater within schools rather than across them. The competence and qualifications of a teacher are found to make a significant difference to a child's academic progress. Importantly, our analysis identifies differential progress for rich and poor students within schools, suggesting an important role for education policy to put in place targeted support towards those from disadvantaged backgrounds to ensure improvements in their learning keep pace with their peers. We further undertook more detailed analysis of the literacy and numeracy assessment papers that students completed as part of the project. From this, we were able to identify some patterns in areas where children are not responding correctly, and potential reasons for this. Adopting a more systematic approach to analyzing learning assessment data beyond whether or not children have got the correct answer could help inform where children struggle, and how to improve the ways concepts are taught. Given the amount of resources spent on learning assessments in the countries, we proposed that consideration is needed of how to make more and better use of these data for informing teaching and learning processes is important. Our qualitative data complement these findings, offering a nuanced understanding of the contextual constraints teachers face in meeting the needs of diverse learners. Within this, we see examples of good practices amongst teachers trying to support these needs, despite the many challenges that teachers face in their every day work lives. In general, though, different children in the same classroom are seen to benefit from the teacher in very different ways. In order to develop inclusive systems the findings suggest there is a need to focus on the teaching and learning of all children, but also be mindful of the specificities of taking into account the needs of children with particular needs, notably those with disabilities. Without this targeted attention, there is a danger they will remain at the margins of school and classroom-based processes. |
| Exploitation Route | At the global level, our research findings have already been influencing the Sustainable Development Goals. One example is our analysis showing that learning disadvantage starts early. Through the team's on-going collaboration with NGOs, UN and donor agencies, this has been instrumental in influencing the inclusion of an indicator on early learning for tracking progress. Both at the global and national levels, our work has directly informed the use of the Washington Group questions on disability within surveys. Globally, this has shown the importance and possibility of tracking progress for the most disadvantaged groups with respect to both education access and learning. Within Pakistan, it has led to similar questions being included in other surveys which will enable better identification of children with disabilities, and so support the design of programmes to improve their educational opportunities. Globally, the team's work was influential in the development of a Statement for Action on Inclusive Education prepared for the Global Disability Summit in 2018, signed by over 30 international organisations. Within Pakistan, the research is contributing to key policy debates in on education, inclusion and disability, recognizing that many children with disabilities are enrolled in mainstream schools while teachers in these schools have limited support to make sure their needs are met. Through work with DFID and other international organisations, the team's evidence has helped to shape debates of moving from a deficit approach towards teachers, to recognising the challenges they face in diverse classrooms, and the support they need to cope in these circumstances. Through our continued collaboration with national and global policy actors, we expect our work to continue to influence debates in these areas, and so help ensure that the Sustainable Development Goal ambition on leaving no one behind in education is achieved. From an academic perspective, our research is contributing to methodological debates on how best to capture the effects of teachers on children's learning. Our approach to this, using a mixed methods design, has been presented at a number of international education and international development conferences and journal articles have been published, or recently submitted, for publication. In addition, our use of the Washington Group questions in education research has resulted in wider recognition of their use for such purposes. Within our own work, for example, we are now including these questions in a DFID-funded research project assessing the effects of a large-scale quality education programme in Ethiopia, aimed at improving equity. |
| Sectors | Education |
| URL | http://www.educ.cam.ac.uk/centres/real/researchthemes/teachingandlearning/effectiveteaching/ |
| Description | TEACh research has achieved impact within India and Pakistan, the countries of focus of the project, as well as at the global level. We present below some key examples of this impact. Informed the development of the inclusive education strategy in Pakistan: • By gathering large-scale data, the Pakistan research team at the Institute of Economic and Development Alternatives (IDEAS) was able to gain a more accurate picture of the prevalence of disability in Pakistan: identifying that around 10 per cent of children had some form of disability (much higher than previous estimates); finding that large proportions of children with disabilities were in mainstream (both government and private) schools; and, their learning outcomes in both literacy and numeracy were, on average, lower compared to children without disabilities. Drawing on these findings, which highlighted the need for better data on children with disabilities as well as improved links between different educational departments to promote inclusive education, team member Dr Faisal Bari of IDEAS Pakistan provided expertise in 2018 for the Lahore High Court on a case about the rights of children with disabilities. He was also invited to be a member of a Child Care Commission tasked with writing a report on the status of children with disabilities, which included research evidence from TEACh and has since been submitted to the High Court. • The IDEAS research team, including Dr Fasial Bari and Dr Rabea Malik, was asked by the Punjab School Education Department to provide input on a new inclusive education policy. According to its Special Secretary, Imran Baloch, the research findings are set to influence future education policies: 'Many of those with special needs who are enrolled in government schools don't receive the support they need to participate in appropriate educational activities. These [TEACh] findings are vital in helping to shape and inform Pakistan's new inclusive education policy - including helping to ensure that we can equip teachers to support children with diverse needs.' • Recognising that better data is needed to identify children with disabilities in national surveys for more effective planning, Edward Davis, former DFID Pakistan Education Policy Team Leader, said: 'The research has been influential in training Punjab Special Education Departments on how to use the Washington Group child functioning survey tools'. • Through inclusion in the Impact Initiative's Research for Policy and Practice and Impact Case Study, the research has been shared with a variety of key policy stakeholders in Pakistan, amplifying the messages of using internationally recognised and standardised questions to understand the schooling experiences of children with disabilities. Contributed an evidence-based strategy of Indian education policy reform on learning for children facing different forms of disadvantage: • TEACh India partners from Collaborative Research and Dissemination (CORD, India, including Anuradha De and Meera Samson) were awarded funding from the Impact Initiative to lead a series of activities focused on raising learning outcomes for children facing different forms of disadvantage in India. These activities included bringing together other Indian-focused ESRC-DFID funded research projects to share research findings and produce a Policy Brief, which was shared at a national dissemination and networking event organised by the team in December 2019 in Delhi. Led by the TEACh India research team, 65 delegates attended the day-long conference including a range of policy actors and researchers (including City & Industrial Development Corporation of Maharashtra; Young Lives India; Central Institute of Education and the Learning; and, the Language Foundation). This engagement resulted in the dissemination of TEACh evidence to wide-ranging policy and practitioner stakeholders and the opportunity for the team to engage with opportunities/challenges raised in the draft national education policy (released by India's government in June 2019). Informed global advocacy on education for children with disabilities to inform a focus on inclusive education: • Findings from TEACh informed preparations for the Global Disability Summit held in London in July 2018. In collaboration with stakeholders from bilateral and multilateral agencies and international non-governmental organisations, the research contributed to a Statement of Action on Inclusive Education, which informed the Summit's messages on the importance of better evidence and data to inform policy and practice on inclusive education. This promoted evidence-based approaches to inform a focus on inclusive education. Ian Attfield, Senior Adviser for Teaching and Learning in DFID's central Education Policy team reflecting on the Statement of Action noted: "This has helped shape key messages and principles to inform and shape Disability Summit 2018 with respect to the theme on inclusive education and considers the development of a collective and sustainable platform for disability and education that will aim to keep disability on the global agenda beyond 2018". • Through leadership on the ESRC-DFID's Impact Initiative, Professor Nidhi Singal presented TEACh evidence on children with disabilities at the All-Party Parliamentary Group (APPG) on Global Education: Quality Inclusive Education for Children with Disabilities. Taking place in the House of Commons on 23rd July 2019, the event focused on progress since the Global Disability Summit to provide inclusive quality education for children and young people with disabilities. More than 60 researchers, bilateral and multilateral donors, and representatives of NGO and Disability People's Organisations came together to hear the panel discuss the need for a more strategic approach in supporting children with disabilities. Informed a focus on progressive universalism in the International Commission on Financing Global Education Opportunity: • Building on the team's secondary data analysis, TEACh team members prepared a background paper for the Education Commission's report on 'Overcoming Inequalities Within Countries to Achieve Global Convergence in Learning'. The paper was heavily cited in the Education Commission's report (chaired by Gordon Brown, with high profile commissioners including prominent politicians and business people from across the world). TEACh evidence heavily influenced the message on 'progressive universalism' which identifies the importance of prioritising investment in the early years of primary schooling to achieve equitable education. Professor Pauline Rose (TEACh PI) was an advisor to the Education Commission report and led the organisation of three events at the British Academy with policymakers and academics working together to identify solutions to progressive universalism. This message has been taken up by DFID and other funding organisations to inform the distribution of public financing of education. Influenced DFID's policy and funding priorities towards teachers: • The TEACh team, through the REAL Centre at the University of Cambridge, submitted written evidence to the International Development Committee (IDC)'s report on DFID's programme Leaving No One Behind in Education, which influenced DFID's 2018 education policy: Get Children Learning. The evidence informed discussions that a key priority to be tackled is the acute crisis in the teacher workforce. Notably, teachers became a core pillar of DFID's 2018 education policy. Professor Pauline Rose's oral evidence to the Committee was later quoted by the IDC in a letter to Priti Patel (then Secretary of State of DFID): '(25 April 2017 letter from Stephen Twigg, IDC Chair to DFID): 'What is evident is that good quality teaching is essential to improving learning outcomes for children in DFID's priority countries and this may be another area where DFID wants to consider its ability to scale up support. Professor Pauline Rose highlighted that ensuring children were not left behind in education relied on ensuring "they have the best teachers, the most qualified teachers and teachers who have been given training in how to teach basic literacy and numeracy". She also emphasised the need for teachers to be trained in inclusive teaching practices, to ensure they can deal with diverse groups of children in the classroom and ensure children are not left behind once they reach the classroom, including those with disabilities.' Provided support to evidence-based global advocacy on quality teaching: • Members of the REAL Centre held a three-day workshop in December 2016 with around 20 participants from the NGO, Save the Children. The workshop provided training in methods for undertaking research on teacher professional development, drawing on the TEACh research. Save the Children has subsequently drawn on the tools developed by TEACh in developing an evidence base to inform its own programmes on promoting quality teaching. |
| First Year Of Impact | 2016 |
| Sector | Education |
| Impact Types | Policy & public services |
| Description | Citation in 2016 UNICEF State of the World's Children |
| Geographic Reach | Multiple continents/international |
| Policy Influence Type | Citation in other policy documents |
| Impact | Kevin Watkins (CEO, Save the Children), lead author of the 2016 UNICEF State of the World's Children Report commented in relation to our contribution: 'As lead author of the UNICEF State of the World's Children Report (SOWC 2016), I drew extensively on REAL research into age and grade inequalities in learning outcomes in South Asia and sub-Saharan Africa. The research combined path-breaking data analysis with practical policy insights. The education section of SOWC drew almost entirely on REAL analysis.' This contribution drew on secondary data analysis undertaken in relation to our TEACh research project, highlighting that learning inequalities start early on and so need to tackled within the early years of education. |
| URL | https://www.unicef.org/sowc2016/ |
| Description | Citation in DFID 2018 Education Policy |
| Geographic Reach | Multiple continents/international |
| Policy Influence Type | Citation in other policy documents |
| Impact | Citations of our research in DFID Education Policy has resulted in recommendations on early years' education, as well as on inclusive education reform. Both of these has led to a greater focus of DFID's programming and funding to these areas. Given DFID's influence and reach, this is likely to benefit marginalised children, currently denied the opportunity of a good quality education. |
| URL | https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/6855... |
| Description | Citation in DFID education policy |
| Geographic Reach | National |
| Policy Influence Type | Citation in other policy documents |
| Impact | Citations to our work in DFID's Education Policy influenced the focus on targeting the most marginalised populations, including hard-to-reach girls and children with disabilities. This included reference to our analysis to recognise that: In many developing countries, children from poor and marginalised households quickly fall behind and experience growing levels of learning inequality over time'. Associated with this, the policy includes a commitment to early years' education. |
| URL | https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/678788/DFID-Education-Poli... |
| Description | Citation in International Development Committee report |
| Geographic Reach | National |
| Policy Influence Type | Citation in other policy documents |
| Impact | Based on submission of written evidence and Pauline Rose's invitation to the International Development hearing, our research was cited in the final International Development Committee report to highlight the importance of focusing on the most marginalised: 'The poorest girls are also the most likely to be out of school, further reducing their chance of escaping poverty by achieving an education' and to reach these girls 'particular attention should be paid to key transition points, where girls are most at risk of dropping out of school, whether between school stages or reaching an age at which they may be expected to marry or work'. The letter to Priti Patel, DFID Secretary of State for DFID quoted Pauline Rose's evidence that, "the evidence is quite clear that that [an early childhood development programme] makes a huge difference to their readiness to learn once they are in school and has greater benefits once they go through the system, particularly for the most marginalised." She also added that the most marginalised are currently the least likely to get access to these sorts of programmes; and that: 'ensuring children were not left behind in education relied on ensuring "they have the best teachers, the most qualified teachers and teachers who have been given training in how to teach basic literacy and numeracy"' The evidence provided has influenced the focus of the DFID Education Policy, published in January 2018. |
| URL | https://www.parliament.uk/business/committees/committees-a-z/commons-select/international-developmen... |
| Description | Inclusion of disability questions in survey instruments |
| Geographic Reach | Asia |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Impact | Nidhi Singal (co-I), Monazza Aslam (research partner) and Pauline Rose (PI) have worked with ASER Pakistan - a citizen-led large scale survey collecting data on basic literacy and numeracy - to include identifiers on disability. As a result of this, evidence is now available on the extent to which children with disabilities have a chance to learn compared with those without disabilities. Similarly, Nidhi Singal and Pauline Rose have also worked with a large NGO working on girls' education in Africa - Camfed - to include identifiers of disability. As a result data have been collected in Tanzania and Zimbabwe for a similar purpose. |
| Description | Inclusion of early learning indicator in sustainable development goals |
| Geographic Reach | Multiple continents/international |
| Policy Influence Type | Citation in other policy documents |
| Impact | Via analysis of learning assessment data showing that gaps in learning start from the early years, Pauline Rose (PI) has contributed to the inclusion of a target on learning in the early grades of primary school within the sustainable development goals. This has resulted in tracking of progress in learning in the early grades to the 2030 sustainable development goal deadline. |
| URL | https://sustainabledevelopment.un.org/sdg4 |
| Description | Influence of International Commission on Financing Global Education Opportunity - progressive universalism |
| Geographic Reach | Multiple continents/international |
| Policy Influence Type | Citation in other policy documents |
| Impact | Building on the team's secondary data analysis within our project, members prepared a background paper for the Education Commission's report on 'Overcoming Inequalities Within Countries to Achieve Global Convergence in Learning'. This paper was heavily cited in the Education Commission's report (chaired by Gordon Brown, with high profile commissioners including politicians and business people). Our work notably influenced the message on 'progressive universalism' which identifies the importance of prioritising investment in the early years to achieve inclusive education. Professor Rose (PI) was an advisor to the Education Commission report. She has led the organisation of three events at the British Academy with academics and policymakers working together to identify solutions to progressive universalism. In addition, members of the project organised an event in Cambridge to discuss the Report's findings with a focus on 'putting evidence to work' with panellists including the Report's director (Dr Liesbet Steer), and representatives of DFID, Norwegian Ministry of Foreign Affairs and the World Bank. Overall, this engagement has significantly resulted in conceptual impact related to orientating a focus amongst international policymakers towards focusing on prioritising investment to the early years of education to overcome inequalities in education. |
| URL | http://educationcommission.org/ |
| Description | Pauline Rose oral evidence to the International Development Committee on DFID's work on leaving noone behind. February 2017 |
| Geographic Reach | Multiple continents/international |
| Policy Influence Type | Contribution to a national consultation/review |
| Impact | Pauline Rose (PI) was invited to give oral evidence to the International Development Committee's inquiry focusing on DFID's work on leaving no one behind in education. Drawing on evidence from the TEACh research, Professor Rose emphasised the importance on investing in education in the early years of schooling if inequalities in learning are to be narrowed. In response to questions from MPs present at the inquiry, she further highlighted the importance of DFID focusing on this area in its work, in particular to ensure all children, regardless of their background, could achieve basic literacy and numeracy. Drawing on the research, she highlighted in particular the need to focus attention on children from the poorest households, especially girls and children with disabilities who are often the most disadvantaged in education. The event was livestreamed, and a transcript of the oral evidence was produced. |
| URL | http://data.parliament.uk/writtenevidence/committeeevidence.svc/evidencedocument/international-devel... |
| Description | Rabea and Faisal - MICS and ASER |
| Geographic Reach | Asia |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Impact | Dr Faisal Bari and Dr Rabea Malik were requested to provide training to enumerators undertaking a large scale learning assessment with the inclusion of the Washington Group questions on disability, learning from experience from using them as part of our TEACh project. The ASER survey is internationally-renowned, providing information on learning levels of children from different backgrounds in Pakistan. It has been widely used to influence national and international policy debates - including influencing the inclusion of an indicator on early learning. They also provided advice to the UNICEF Multiple Indicator Cluster Survey (MICS) in 2018 in Pakistan, through consultations with the McKinsey team. They presented the Washington Group questions to the McKinsey team providing technical assistance to the Punjab Board of Statistics, as well as some examples from using the data on the TEACh project. Based on this, they selected questions to include in the MICS survey. |
| Description | ESRC Impact Acceleration Account |
| Amount | £5,720 (GBP) |
| Organisation | ESRC Impact Acceleration Account Cambridge |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 11/2017 |
| End | 06/2018 |
| Description | Impact Acceleration Account Global Challenges |
| Amount | £8,000 (GBP) |
| Organisation | Economic and Social Research Council |
| Sector | Public |
| Country | United Kingdom |
| Start | 09/2016 |
| End | 12/2016 |
| Description | Learning Partner for the Leaders in Teaching Initiative, Rwanda |
| Amount | $2,000,000 (USD) |
| Organisation | Mastercard Foundation |
| Sector | Private |
| Country | Canada |
| Start | 01/2019 |
| End | 12/2024 |
| Title | Research tools designed |
| Description | The research team has designed a number of new research tools aimed at investigating the effectiveness of teaching and learning, with a focus on addressing diversity. Survey instruments include: - household survey, with a focus on attitudes towards education of children from different backgrounds (including girls and children with disabilities) - teacher survey, with a particular focus on addressing inclusion of children from poor households, girls and children with disabilities (quantitative and qualitative instruments) - classroom observation schedule for observing interactions between teachers and students from different backgrounds (with a focus on children with disabilities) - assessment of literacy and numeracy (drawing on existing ASER and Young Lives instruments) - assessment of self- and peer-relations, using pictures for inclusion of children who are not literate - tactile version of non-verbal reasoning tool to include all children, including those with visual impairments Innovations in the design of these tools include: - identifying children with disabilities in learning assessments - |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2016 |
| Provided To Others? | Yes |
| Impact | The research tools have been shared with two other research projects and organisations, and have been directly used to inform the design of their research. These include: Ianthe Tsimpli (PI) ESRC-DFID project: Multilingualism and Multiliteracy: Raising learning outcomes in challenging contexts in primary schools across India. ES/N010345/1 Overseas Development Institute: Gender and Adolescence: Global Evidence (GAGE) Save the Children education advisors: Teacher Professional Development And in the Punjab, Pakistan, with those involved in designing household and school surveys on behalf of the Government including: Adam Smith Institute McKinsey Associates Project Management Implementation Unit, Punjab, Government of Pakistan |
| URL | http://www.educ.cam.ac.uk/centres/real/researchthemes/teachingandlearning/effectiveteaching/research... |
| Description | Save the Children: Research Training for Teacher Professional Development |
| Organisation | Save the Children |
| Country | United States |
| Sector | Charity/Non Profit |
| PI Contribution | The collaboration between the Research for Equitable Access and Learning (REAL) Centre with Save the Children provided the opportunity for members of the Cambridge research team to share research design and instruments which were used for the three-day training workshop with around 20 members of Save the Children involved in implementing teacher development programmes. The collaboration resulted in a guide to undertaking research on teacher effectiveness, prepared for Save the Children. It has strengthened engagement of Save the Children practitioners in developing a rigorous evidence base for their work. |
| Collaborator Contribution | The collaboration provided the opportunity for feedback on our research design and instruments from practitioners at Save the Children involved in implementing teacher professional development programmes. We have subsequently had on-going discussions about taking forward collaborative research with Save the Children, including through preparing a research proposal building on our ESRC-DFID TEACh project. |
| Impact | The collaboration resulted in the publication of a Guide on on Teacher Effectiveness Evaluation and Research Methods, prepared by the Research for Equitable Access and Learning (REAL) Centre for Save the Children. The Guide draws directly on the research methods and instruments designed for our ESRC-DFID TEACh project. The workshop and guide was multi-disciplinary and mixed methods, including sociology and economics. Save the Children collaborators at the workshop noted: 'Thank you so much for last week. It opened our eyes to a new set of tools and approaches, and has challenged us to think about the evaluation and research approaches we should be using.' (Patrick Mroz-Dawes) 'The workshop was indeed excellent, thanks ever so much. Key to success seemed to be that you 'get' Save the Children recognising where we are, what we need and pitching the content accordingly. Looking forward to further collaboration in the new year.' (James Lawrie) |
| Start Year | 2016 |
| Description | Advisor: Mastercard Foundation teacher quality programme |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Pauline Rose (PI) invited as thought leader to participate in a workshop in Rwanda aimed at informing the Mastercard Foundation's new programme on teacher quality, 17-19 February 2016. Her contribution focused attention on the importance of ensuring the Foundation's investment focused on the most disadvantaged learners, and programmatic approaches to achieving this. |
| Year(s) Of Engagement Activity | 2016 |
| Description | Anuradha - National Institute of Public Finance and Policy |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Anuradha De was invited to participate in a panel discussion at a semina organised by the National Institute of Public Finance and Policy, Government of India. The panel discussed resource requirements in elementary education as part of the seminar on Public Policy aspects of elementary education. Participants included actvists, Central Government State and Central Government officials, UN staff, students and researchers. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Anuradha - National Workshop of Department of School Education and Literacy |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Anuradha De presented at the National Workshop of Department of School Education and Literacy, Ministry of Human Resource Development, Delhi, India on Mainstreaming of Out of School Children. The audience included State and central Government Officials, UN staff, researchers and activists. As a result of the workshop, a national level action plan on identification of out of school children and their education was developed. |
| Year(s) Of Engagement Activity | 2017 |
| Description | Anuradha - girls' education presentation |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Anuradha De participated in a National Workshop of Department of School Education and Literacy, Ministry of Human Resource Development, India on Girls' education from elementary to secondary level to revisit development strategy and plan of action. This resulted in the development of a national level action plan on improving participation and learning outcomes of girls. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Anuradha - national seminar organized by National University of Educational Planning and Management |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Postgraduate students |
| Results and Impact | Anuradha De presented at a national seminar organized by National University of Educational Planning and Management Roundtable on"Methods of Study on Urban Marginality and Education" as part of seminar on "Urban Marginality, Social Policy and Education in india". |
| Year(s) Of Engagement Activity | 2018 |
| Description | Anuradha De - presentation in workshop organised by Amar Jyoti Rehabilitation & Research Centre |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Anuradha De was invited to present at a workshop organised by Amar Jyoti Rehabilitation & Research Centre in Delhi on Education and Children with Disabilities: bridging the research, policy and practice divide. |
| Year(s) Of Engagement Activity | 2017 |
| Description | Anuradha and Meera - disability statistics |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Anuradha De and Meera Samson were engaged in consultations with macro data collection groups on 'What lies beneath disability statistics?' in Delhi. Based on a paper prepared for UNESCO, this provided useful learning about definitions and procedures used by Census, National Sample Survey Organisation, National University for Educational Planning and Administration to collect disability data at household and school level. |
| Year(s) Of Engagement Activity | 2017 |
| Description | Anuradha and Meera - national consultation presentation |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Anuradha De and Meera Samson presented the research at an Indian national consultation on Promoting the Right to Quality Education for Children with Disabilities. The event included disability activitists and government officials. |
| Year(s) Of Engagement Activity | 2017 |
| Description | Articles in 2015 ASER report |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Articles in the 2015 ASER Pakistan report (a report using citizen-led learning assessment data aimed at informing policymakers on trends in learning outcomes, and a call to action): Monazza Aslam (research partner): Nurturing the demand for strong evidence Pauline Rose (PI): ASER's contribution to ensuring learning for all is achieved by 2030 in Pakistan Nidhi Singal (co-I): Schooling status and learning outcomes for children with disabilities in Pakistan |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://www.aserpakistan.org/document/aser/2015/reports/national/ASER_National_Report_2015.pdf |
| Description | BAICE conference - Monazza |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Presentation by Dr Monazza Aslam at the British Association for International and Comparative Education (BAICE) - Effective Teaching to improve learning: a lens on innovative and emerging research across diverse contexts, University of York, 13 September 2018 |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://baice.ac.uk/baice-conference-2018/conference-programme/ |
| Description | BAICE conference TEACh panel 2018 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Panel at British Association of International and Comparative Education (BAICE) conference, University of York, September 2018 Understanding the effects of intersectional inequalities on teaching and learning in India and Pakistan Chair: Lydia Whitaker Learning from assessments in India and Pakistan to ensure no one is left behind Pauline Rose (presenter), Anuradha De, Faisal Bari, Rabea Malik, Lydia Whitaker Supporting educational access and participation of children with disabilities: evidence from a household survey in rural India Nidhi Singal (presenter), Pauline Rose and Anuradha De Examination of Inequitable Access to Teaching and Learning for Marginalized Groups: Evidence from Pakistan Monazza Aslam (presenter); Shenila Rawal, Anna Vignoles, Rabea Malik, Faisal Bari & Pauline Rose |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://baice.ac.uk/baice-conference-2018/conference-programme/ |
| Description | BBC media interview - teacher gap |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Interview with Professor Rose by BBC journalist to comment on a United Nations report on the the gap in number of teachers in poor countries. Quotes by Professor Rose include reasons for the teacher gap, as well as highlighting other related issues on the quality of teachers and teaching in these contexts. The media article was amongst the top 10 most popular in the BBC business section in the week of its release. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.bbc.co.uk/news/business-37544983 |
| Description | Blog |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Blog: Alcott, B., Rose, P., Sabates, R., Torres, R., 2018. Three Steps to Help Policymakers Measure Equity in National Education Planning UNESCO Institute for Statistics Blog, June 2018 Based on chapter for UNESCO Institute for Statistics Handbook, influenced debates on measuring equity in the education Sustainable Development Goals |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://sdg.uis.unesco.org/2018/06/21/three-steps-to-help-policymakers-measure-equity-in-national-ed... |
| Description | Blog - Education Commission - Engaging the education workforce in reform efforts |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Blog by Monazza Aslam (IDEAS, Pakistan Research Partner) blog for the Global on 'Engaging the education workforce in reform efforts' for the International Commission on Financing Global Education Opportunity (headed by Gordon Brown). Comments on the blog include: 'Very true. Excellent study, which deserves to be influential.' - Professor Geeta Kingdon, UCL Institute of Education 'Monazza Aslam has eloquently identified a key concern for the Commission.' - Professor Bob Moon, Open University |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://educationcommission.org/voices/community-voices/engaging-education-workforce-reform-efforts/ |
| Description | Blog - Global Partnership for Education: 1, 2, 3 testing: Assessing learning of what, for what, and for whom? |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Blog by Professor Pauline Rose (PI) on the Global Partnership for Education blog: '1, 2, 3 testing: Assessing learning of what, for what, and for whom?', published in November 2016. The blog reports on issues raised at the Policy Dialogue held in Lahore, Pakistan in November 2016, along with visits to schools included in the sample for the TEACh project. Based on discussions with teachers and policymakers on the frequent testing taking place in Pakistan's schools with no feedback being provided to teachers from the data that is collected, the blog concludes that the 'discussion needs to shift from whether to assess to what to assess; and to how to make sure the data are used for improving learning for those at risk rather to penalize schools and teachers who are often working against the odds to educate children from disadvantaged backgrounds in their schools.' |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.globalpartnership.org/blog/1-2-3-testing-assessing-learning-what-what-and-whom#comment-82... |
| Description | Blog - Impact Initiative |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Blog: Singal, N. 2018 We must commit to inclusive education for children with disabilities. The Impact Initiative, September 2018 Influenced development of Inclusive Education Initiative |
| Year(s) Of Engagement Activity | 2018 |
| URL | http://www.theimpactinitiative.net/blog/blog-%E2%80%98we-must-commit-inclusive-education-children-di... |
| Description | Blog - Open Societies Foundation: Education for children with disabilities in Pakistan |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Blog by Dr Faisal Bari (IDEAS, Pakistan Research Partner) on The Stabilizing Power of School for Children with Disabilities in Pakistan for the Open Societies Foundation blog, aimed at engaging a debate based on our research related to the challenges of teaching children with disabilities, and need to identify strategies to support teachers in this respect. This has helped to stimulate debate on the topic with DFID, national NGOs in Pakistan, and the Department for Special Education. Along with other activities, this has resulted in DFID Pakistan requesting input on its work for children with disabilities. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.opensocietyfoundations.org/voices/stabilizing-power-school-children-disabilities-pakista... |
| Description | Blog - UKFIET disability |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Blog: Sabates, R. and Singal, N. Tracking the educational progress of children with disabilities. UK Forum for International Education and Training Contributed to inclusion of Washington Group questions in household surveys |
| Year(s) Of Engagement Activity | 2019 |
| URL | https://www.ukfiet.org/2019/tracking-the-educational-progress-of-children-with-disabilities/ |
| Description | Blog - UNGEI |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Blog: Singal, N. 2018 Making girls with disabilities count in the inclusive education agenda UN Girls' Education Initiative, September 2018 Influenced debates on inclusive education following the Global Disability Summit |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://medium.com/ungei-blog/making-girls-with-disabilities-count-in-the-inclusive-education-agenda... |
| Description | Blog - Washington Group |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Blog: Singal, N., 2018. Disability and Data: Need for Numbers and Narratives. Washington Group on Disability Statistics, August 2018 Influenced inclusion of inclusion of Washington Group questions in household surveys |
| Year(s) Of Engagement Activity | 2018 |
| URL | http://www.washingtongroup-disability.com/disability-data-need-numbers-narratives/ |
| Description | Blog - deliver2030.org. Learning for All In Pakistan |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Blog by Pauline Rose on Overseas Development Institute blog on Sustainable Development Goals (SDGs): Tracking progress towards learning for all by 2030 in Pakistan. Blog highlights the importance of tracking learning outcomes from the early grades, and has been used to influence discussions of SDG indicators on learning. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://deliver2030.org/?p=6811 |
| Description | Blog - inclusive education - Cord |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Blog by Kirthi Rao, researcher at Cord - Moving up the ladder of inclusive education |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://cordindia.wixsite.com/mysite/cordblog/moving-up-the-ladder-of-inclusive-education |
| Description | Blog ASER journey |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Blog by Monazza Aslam (research partner) on 'The ASER journey: What now?' aimed at identifying the strengths of the ASER learning assessment, and next steps. Monazza's work has contributed to influencing the new directions of ASER in Pakistan, including the linking of evidence with action. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.aserpakistan.org/index.php?func=blog_detail&id=19 |
| Description | Blog by Pauline and Ricardo - citizen-led assessments |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | A blog by Pauline Rose and Ricardo Sabates was published by the Global Partnership for Education on 'Mobilizing the power of volunteers through citizen led assessments' drawing on the experience of using these assessments for collecting information on basic literacy and numeracy for the TEACh project in India and Pakistan. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.globalpartnership.org/blog/mobilizing-power-volunteers-through-citizen-led-assessments |
| Description | Blog on Impact Initiative website: Teaching, learning and disadvantage - from policy to practice |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Blog by Meera Samson (India country partner) and Pauline Rose (PI) on 'Teaching, learning and disadvantage - from policy to practice' published on the Impact Initiative website in August 2016. The blog summarises key issues discussed at the Consultation held in Delhi on the topic, with a particular focus on lessons for India's new education policy which was in draft form and available for consultation at that time. It highlights the importance of identifying how administrators and teachers can access the type of support that is required to enable them to meet the goals of providing quality education to an increasingly diverse student population in the context of a system that has expanded rapidly in recent years. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.theimpactinitiative.net/blog/blog-teaching-learning-and-disadvantage-%E2%80%93-policy-pra... |
| Description | Blog: GPE - disability in Pakistan |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Blog written by Nidhi Singal (co-I) on the Global Partnership for Education website: 'Access and learning are equally important for children with disabilities' aimed to generating a better understanding of how data can be used to inform education policy. Blog was tweeted to extend its reach |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://www.globalpartnership.org/blog/access-and-learning-are-equally-important-children-disabilitie... |
| Description | Blog: IDEAS Developing Pakistan - Understanding and responding to disadvantage in education |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Blog by Dr Rabea Malik (Pakistan country partner) on 'Understanding and responding to disadvantage in education'., published in December 2016. The blog was an outcome of the Policy Dialogue organised by IDEAS country partner in November 2016, and was shared by participants at the event. The blog highlights some key points from the Policy Dialogue including that 'policy makers today see the benefits of having information available to them for planning and policy design - a preference reiterated during a policy dialogue held recently in Lahore. They're keen to - and in some ways they have already - put in place mechanisms that make available data on enrollment, teacher attendance, student attendance, school expenditures, etc. Digital dashboards highlighting key indicators and road maps tracking progress across regions are examples of such mechanisms.' It further highlights the importance of learning assessment data being used 'in a way that empowers teachers and school leaders, and enables them to change their practice willingly rather than being utilized for high-stakes accountability'. These key issues have been important in informing the analysis of our data on the TEACh project, and in our on-going dialogue with the DFID Pakistan office. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://devpakistan.com/2016/12/11/understanding-and-responding-to-disadvantage-in-education/ |
| Description | Blog: Impact Initiative website - paradox of disability in India |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Blog by Anuradha De (CORD, India Research Partner) and Dr Nidhi Singal (co-I) on Impact Initiative Blog: The paradox of disability and education in India, published in August 2016. The blog was written following the Policy Dialogue in India discussing the draft education policy, and highlights some of the key aspects of the debate during the dialogue. In particular, it draws out the strengths and weaknesses in the draft policy with respect to disability. For example, it highlights challenges of identifying children with disabilities within schools drawing on the experience of our research. The blog has contributed to an on-going debate on the design and implementation of strategies for children with disabilities, including in discussions with DFID India. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.theimpactinitiative.net/blog/blog-paradox-disability-and-education-india |
| Description | Blog: LSE International Growth Centre |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Blog post by Pauline Rose and Ben Alcott on LSE International Growth Centre website: Universal access to quality education: More and better learning data needed to track #GlobalGoals progress. This and related blogs (reaching other audiences) influenced the inclusion of an early learning target within the sustainable development goals. |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://www.theigc.org/blog/universal-access-to-quality-education-more-and-better-learning-data-neede... |
| Description | Blog: UKFIET disability |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Blog by Nidhi Singal: Future directions in Disability and Education: Rights, Resources and Research. UKFIET: the Education and Development Forum |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://www.ukfiet.org/2015/future-directions-in-disability-and-education-rights-resources-and-resear... |
| Description | Blog: UNICEF early learning |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Blog by Pauline Rose for UNICEF website 'Achieving the Education SDG: Start early and stay the course'. The blog was requested by UNICEF to provide evidence to the UNESCO-led Education for All Steering Committee. The evidence contributed to ensuring an indicator on early learning was included in the education sustainable development goals. |
| Year(s) Of Engagement Activity | 2015 |
| URL | https://blogs.unicef.org/blog/achieving-the-education-sdg-start-early-and-stay-the-course/ |
| Description | Blog: WISE conference |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Blog by Pauline Rose on the importance of assessing learning early to ensure children with disadvantages are not left behind, building on the WISE Summit on education globally in Qatar attended by Michelle Obama and other high-level international speakers. This and related blogs (reaching other audiences) influenced the inclusion of an early learning target within the sustainable development goals. |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://www.globalpartnership.org/blog/lets-get-wise-about-prioritizing-investment-education |
| Description | Blog: post2015.org - stepping stones |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Blog by Pauline Rose and Ben Alcott on Overseas Development Institute post-2015 website: 'A stepping-stones approach to leaving no one behind in learning'. The blog has influenced discussions on measuring progress towards education sustainable development goals. |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://deliver2030.org/?p=6214 |
| Description | British Academy: Education Commission |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Pauline Rose (PI) and Monazza Aslam (research partner) were invited to a British Academy International Forum with the secretariat of the International Commission on Financing Global Education Opportunity led by Liesbet Steer on Tuesday 26 January, 2016. The International Commission on Financing Global Education Opportunity is a major new global initiative which aims to bring together the best research and policy analysis on the actions necessary to increase investment in learning outcomes that have a positive impact on economic and social development. The Commission will report to the UN Secretary General in September 2016. The forum was a small-invitation only roundtable under the Chatham House Rule that will provide an opportunity to contribute to the evidence base of the Commission. Pauline Rose was asked to give a short presentation at the event which sparked a discussion on the importance of the Commission focusing on inequalities in learning within countries, and how resources need to be distributed to equalise opportunties. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://educationcommission.org/ |
| Description | CIES - TEACh disability panel |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | TEACh panel on Intersectional Understandings of Disability and Implications for Educational Policy and Practice in India and Pakistan, including Dr Nidhi Singal, Dr Rabea Malik and Professor Pauline Rose. The panel aimed to: this panel will aim to: 1) Provide new insights into the complex and rich lives of children with disabilities- at both the household and school level in India and Pakistan. 2) Share evidence on how disability intersects with other variables, such as household income, gender and nature of disability, to shape spaces of inclusion/exclusion in schooling. 3) Explore existing opportunities in the education systems, particularly at the classroom level, to inform the development of equitable inclusive teaching strategies. There were lively discussions about how to identify chiildren with disabilities in household and school datasets, and how this can be used to identify whether they are learning literacy and numeracy skills - as well as other skills that they might acquire in schools. |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://convention2.allacademic.com/one/cies/cies18/index.php?cmd=Online+Program+View+Session&select... |
| Description | CIES conference - Monazza |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Comparative and International Education Societies Conference in Mexico City. 25-29 March 2018: ESRC - DFID Raising Learning Outcomes in Education Systems Research Programme panel discussion on 'Expanding the Boundaries of What is Taught, Measured, and Understood' Including TEACh team member, Dr Monazza Aslam on 'Examination of inequitable access to teaching and learning for marginalized groups: Evidence from Pakistan' The panel resulted in a lively discussion amongst academics, policy actors and practitioners about the opportunities and challenges of measuring teacher quality. |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://convention2.allacademic.com/one/cies/cies18/index.php?cmd=Online+Program+View+Paper&selected... |
| Description | Cambridge research horizons |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | Article in the University of Cambridge Research Horizons - Education that Adds Up. The magazine reaches a wide range of people interested in Cambridge;s research (including alumni involved in a range of activities). |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://www.cam.ac.uk/research/features/education-that-adds-up |
| Description | Comparative and International Education Societies (CIES) conference (2016) presentations |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Members of the research team participated in several panels at the CIES conference in Vancouver, Canada held in March 2016. Each of the panels included a mix of researchers, policymakers and NGOs aimed at engaging debate across different stakeholders. Participation by members of the research team drawing on our analysis included: Panel: Changing discourses in inclusive education: reflections on the journey, implications for the future - Panel Convenor: Dr Nidhi Singal Dr Nidhi Singal: Teachers' enactment of 'inclusive education' in Indian classrooms Panel: Large-scale data in international and comparative education research and policymaking: Opportunities, challenges, and next steps Discussant: Professor Pauline Rose Professor Anna Vignoles: Creating longitudinal databases in developing countries, lessons from existing efforts Panel: The role of PAL Network assessments in ensuring no child is left behind Dr Ben Alcott: Early assessment of learning is critical in ensuring that no child is left behind Panel: Achieving impact through research on education in international development settings Panel Convenor: Professor Pauline Rose Professor Pauline Rose: How is impact understood in research on education in international development settings, and what are the pathways to its achievement? Presenters included other grantees on ESRC-DFID Raising Learning Outcomes projects, with Christine Beggs, USAID as discussant. Presentation by Monazza Aslam and Shenila Rawal on Reforms to Increase Teacher Effectiveness in Developing Countries. The presentations across a range of panels provided the opportunity to engage debate from a variety of perspectives, and for the research team to gather feedback on the on-going research. |
| Year(s) Of Engagement Activity | 2016 |
| Description | Conference presentation: LSHTM |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Nidhi Singal conference presentation: Addressing barriers to schooling of children with disabilities in rural India: issues of lavatories not laboratories. Conference at the London School of Hygiene and Tropical Medicine, University of London on Disability in the Sustainable Development Goals: Forming Alliances and Building Evidence for the 2030 Agenda (18th- 19th Feb) |
| Year(s) Of Engagement Activity | 2016 |
| Description | Consultation on New Education Policy India |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Anuradha De and Meera Samson (CORD, India research partner on TEACh project) were invited to participate in the Consultation on Inputs to New Education Policy 2016 held on 27 July 2016. The event was organised by Tata Trusts and Council for Social Development. |
| Year(s) Of Engagement Activity | 2016 |
| Description | Consultation on UN Sustainable Development Framework in India |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Anuradha De (CORD, India Research Partner for TEACh) was invited to a Strategic Prioritisation Retreat on 24 November 2016 for the development of the next UN Country Programme in India for the period 2018-2022, now referred to as the UN Sustainable Development Framework (UNSDF). This will be aligned with India's development priorities and the Agenda 2030 for Sustainable Development. The Strategic Prioritisation Retreat is a key milestone in the development of the UNSDF, as it brought together representatives from NITI Aayog, Ministry of Finance, Ministry of External Affairs, line Ministries, state representatives and Civil Society Organisations to ensure ownership, provide guidance, set priorities, clarify demand, set goals and determine outcomes for the UN system over the next five years. |
| Year(s) Of Engagement Activity | 2016 |
| Description | DFID Education Advisors retreat - Pauline |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | In January 2019, Professor Pauline Rose was invited to participate in the DFID Education Advisors Annual meeting. She took part on a panel on measuring teacher effectiveness, and in a debate on whether to invest in intrinsic teacher motivation. These drew directly on TEACh experience of measuring teacher effectiveness. |
| Year(s) Of Engagement Activity | 2019 |
| Description | DFID Pakistan disability |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Dr Faisal Bari, Dr Rabea Malik, Professor Pauline Rose and Dr Nidhi Singal have been engaged in on-going discussions with DFID Pakistan about the development of an Inclusive Education programme in Punjab, Pakistan. These discussions have also involved the Punjab Department for Special Education. This includes lessons from the use of TEACh approaches to identifying children with disabilities, and the importance of supporting the learning of children in mainstream schools where many are enrolled. |
| Year(s) Of Engagement Activity | 2017,2018 |
| Description | DFID education advisors disability |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | In March 2017, Dr Nidhi Singal and Professor Pauline Rose presented to around 30 DFID education advisors (some connecting from their country offices via video conferencing) on the initial TEACh findings related to disability. This sparked interest from DFID education advisors in particular about the fact that children with disabilities do seem to be in school in more numbers than might be expected. It highlighted parental demand for their children's education, and that perhaps stigma is not always as much of an issue now. From the perspective of DFID education advisors, it highlighted the importance of engaging with parents, and also to address the quality of education for children with disabilities who are attending mainstream schools. |
| Year(s) Of Engagement Activity | 2017 |
| Description | Dawn Oped - Faisal - 21 Sept 2018 |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | Oped in Dawn Pakistan newspaper by Faisal Bari on 20 Sept 2018 on 'Uniform education' arguing 'If we want to ensure equality of opportunity for all children, we have to set minimum standards that all schools have to achieve. Practically speaking, this means that the state has to raise the standard of public schools and public education.' The article was shared on Facebook 351 times |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://www.dawn.com/news/1434226 |
| Description | Dawn article - Managing diversity |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Oped by Dr Faisal Bari (Pakistan country partner) in the Dawn, Pakistan newspaper, on 2 December 2016. The article followed a visit to schools as part of our ESRC-DFID TEACh project and a Policy Dialogue held in Lahore in November 2016 (see separate entry). In the article, Dr Bari highlights the dire conditions of some of the schools, and notes: 'Even in these trying circumstances the four teachers were doing their best to educate these children. The system could help them more and the results could get even better.' He focuses in particular on the importance of supporting teachers in managing diversity in the classroom: 'Any group of children would have a certain diversity of abilities among them: some would be quick learners, others would take longer, some would be more coordinated than others, some would have a better memory, some would be good at physical activities, and so on. Teachers have to be not only aware of this, they have to make sure all children learn despite the diversity and, more importantly, they have to ensure that the diversity works to the advantage of the class they teach.' The article generated 8 comments and 180 'likes' on Facebook. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.dawn.com/news/1299911/managing-diversity |
| Description | Dawn article - Nurturing school leadership |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Oped by Dr Faisal Bari in the Dawn, Pakistan newspaper, on 'Nurturing leadership', published on 27 January 2017. In the article, Dr Bari notes that school heads were previously appointed on the basis of seniority, and now on the basis of level of education. However, he notes the need to go beyond this: 'There is no real effort on the part of the respective departments of staff development to identify potential leaders; there are no effective trainings on leadership development/management and there is no effective recognition for being a leader as well.' The article generated 11 comments and 172 'likes' on Facebook. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.dawn.com/news/1310955/nurturing-school-leadership |
| Description | Dawn article - Picking up where they left off |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Oped in the Dawn, Pakistan newspaper by Dr Faisal Bari (Pakistan country partner) on 'Picking up where they left off' published 9 September 2016. The article asks: 'What should a 15-year-old who dropped out of Grade 4 a few years back do now? Should he or she try to enrol in a regular school and interact with students who are 10 years old? Most schools will not allow that. But even if they did, this would not be the solution to the problem. It will create disruptions in regular classes and will not be good for the child either. More importantly, if the child could come to a regular school, he or she might not have dropped out in the first place.' Dr Bari suggests: 'Instead of spending money distributing laptops or setting up expensive Daanish schools or even giving five chickens to each female student in school (to teach kitchen skills), a support programme that allows second chances to youth could have significant benefits for the millions looking for such opportunities. These opportunities could consist of pathways that allow the youth to complete their education and/or acquire vocational training after attaining some minimum level of education.' The article generated 15 comments and 118 'likes' on Facebook. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.dawn.com/news/1282964/picking-up-where-they-left-off |
| Description | Dawn article - Quest for solutions |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Oped in the Dawn newspaper by Dr Faisal Bari (Pakistan country partner) on 'Quest for solutions' published 26 August 2016. In response to comments on his previous articles, in this article Dr Bari seeks to identify solutions to entrenched inequalities, such as proposing that expenditure should be reorientated to basic investments needed for providing some equality of opportunity to all (good quality education being a big part of this) are effectively made. The article generated 18 comments and 118 'likes' on facebook. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.dawn.com/news/1279947/quest-for-solutions |
| Description | Dawn article - Teachers and minimum wage |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Oped by Dr Faisal Bari (Pakistan country partner) in the Dawn, Pakistan newspaper, on 'Teachers and minimum wage' published on 7 October 2016. In the article, Dr Bari asks: 'Do we want teaching to be a 'profession' that gives decent returns and is able to attract people to it? Or do we want only those people who have no alternatives to become teachers? And do we want them to be poor despite being employed fulltime?' The article generated 30 comments and 121 'likes' on Facebook. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.dawn.com/news/1288451/teachers-and-minimum-wage |
| Description | Dawn article - Value of Education |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Oped by Dr Faisal Bari (Pakistan country partner) in the Dawn, Pakistan newspaper, on the Value of Education, published on 4 November 2016. In the article, Dr Bari reports that 'The Punjab Examination Commission (PEC) results for Grade 5 and 8 illustrate the poor levels of learning in most children. ASER surveys also show that Grade 5 children have difficulty doing Grade 2-level work'. He notes that the problem is particularly acute for girls. Given that many children are not learning in school, he suggest that parents would have a valid reason to ask 'Why should children then come to school?' The article generated 20 comments and 478 'likes' on Facebook. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.dawn.com/news/1294094/value-of-education |
| Description | Dawn news article - Entrenched inequalities |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Oped by Dr Faisal Bari (Pakistan country partner) in the Dawn newspaper on 'Entrenched inequalities' published on 15th July 2016. The article argues that inequalities associated with education are deeply entrenched in Pakistan society, associated with income, wealth, gender, caste, ethnicity, sect, religion, rural/urban and provincial. The article generated 19 comments and 418 'likes' on facebook. |
| Year(s) Of Engagement Activity | 2014,2016 |
| URL | https://www.dawn.com/news/1270841/entrenched-inequalities |
| Description | Dawn news article - Shattered dreams |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Oped by Dr Faisal Bari (Pakistan country partner) in the Dawn newspaper on 'Shattered dreams'. The article highlights that 'Access to quality education for all can be a great leveller and facilitator of intergenerational mobility, and it can be an excellent means of ensuring equal opportunity for all' But in Pakistan 'developments over the last couple of decades have fragmented the education system almost completely along income lines. The current system just perpetuates and further entrenches e |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.dawn.com/news/1247710/shattered-dreams |
| Description | Dawn news article: Creative Solutions |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | News article by Faisal Bari (research partner) in the Dawn newspaper (Pakistan) on 3 July 2015 looking at inadequate facilities for education (including single teacher schools) and fewer opportunities for girls to study. The article highlights an uneducated youth a time bomb if lack of appropriate opportunities are provided for them to work. It proposes that there should be a focus particularly on creating opportunities for girls to spark and sustain economic growth. |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://www.dawn.com/news/1191943/creative-solutions |
| Description | Dawn news article: Differences in Abilities |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | News article by Faisal Bari (research partner) in the Dawn newspaper (Pakistan) on 11 September 2015 identifying the lack of support for children with differential abilities in classrooms, particularly government classrooms and their implications for thousands of children. The article proposes thinking about mixed ability classrooms. |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://www.dawn.com/news/1206186/differences-in-abilities |
| Description | Dawn news article: Education's missing priorities |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Oped by Dr Rabea Malik (Pakistan country partner) in the Dawn newspaper on 'Education's missing priorities'. The article draws on discussions from the consultation on India's draft education policy with academics and policymakers in Delhi organised by our India country partners. The article highlights three actions 'to ensure all children get to school, remain in school and learn while in school are not receiving enough attention: making education inclusive for children from marginalised backgrounds; making school assessments focus more on systems than test scores and; including teachers in the policy design process.' It further refers to the open consultation on India's draft education policy which was available for comment to the public, and suggests that this would be a valuable approach for consultation on Pakistan's policy. The article generated 20 comments and 447 'likes' on facebook. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.dawn.com/news/1284156 |
| Description | Dawn news article: Good for what? |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | News article by Faisal Bari (research partner) in the Dawn newspaper (Pakistan) on 28 August 2015 looking at the shallow knowledge acquisition in school affecting a generation of children completing schools. The article highlights the negative labor market outcomes despite completing schooling. |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://www.dawn.com/news/1203269/good-for-what |
| Description | Dawn news article: Good for what? |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | News article by Faisal Bari (research partner) in the Dawn newspaper (Pakistan) on 28 August 2015 looking at the shallow knowledge acquisition in school affecting a generation of children completing schools. The article highlights the negative labor market outcomes despite completing schooling. |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://www.dawn.com/news/1203269/good-for-what |
| Description | Dawn news article: High stakes assessment |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Oped by Dr Faisal Bari (Pakistan country partner) in the Dawn newspaper on 'High stakes assessment' published on May 20th 2016 The article argues that high stakes assessments in Pakistan 'create poor incentives for teachers as well as for students. They set incentives for cheating and corruption. They can have significant impact on the field of education, and on how and what our children learn and how their future is shaped' The article generated 11 comments and 215 'likes' on Facebook. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.dawn.com/news/1259491/high-stakes-assessments |
| Description | Dawn news article: Quality and Teacher training |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | News article by Faisal Bari (research partner) on October 9 2015 in the Dawn newspaper (Pakistan) on teacher content knowledge. The article proposes the use of technology for teacher support, remedial programmes, and highlights the importance of training for building teacher capacity |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://www.dawn.com/news/1211799/quality-and-teacher-training |
| Description | Dawn news article: Reimagining education |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | News article by Faisal Bari (research partner) in the Dawn newspaper (Pakistan) on July 31st 2015 looking at the link between confidence the ability to think and education. The article identifies the importance of learning in the mother tongue and its link with better knowledge acquisition. It highlights the failure of the current education system to help children achieve literacy and numeracy goals. |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://www.dawn.com/news/1197417/reimagining-education |
| Description | Dawn news article: Separate but Equal |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | News article by Faisal Bari (research partner) in the Dawn newspaper (Paksitan) on July 17 2015 looking at inequality in access for poor and for girls. The article discusses the failure of state policies to respond to rising population, and facilitating access for disadvantaged communities and groups. |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://www.dawn.com/news/1194928/separate-but-equal |
| Description | Dawn news article: Shame of Inequality |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | News article by Faisal Bari (research partner) in the Dawn newspaper (Pakistan) on 20 November 2015. The article discussed the worsening inequalities in access to basic services in Pakistan, and made a case for state's responsibility to ensure access, and for building state's capacity to deliver through taxation. |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://www.dawn.com/news/1220930/shame-of-inequality |
| Description | Dawn news article: Think about quality |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | Article by Faisal Bari (research partner) in the Dawn newspaper (Pakistan) on 4 December 2015 highlighting low reasoning and critical thinking ability at higher education levels linked with declining school quality |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://www.dawn.com/news/1224087/thinking-about-quality |
| Description | Dawn oped - Faisal - 10 Aug 2018 |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | Oped by Faisal Bari in Dawn newspaper on 10 August 2018 on 'Ensuring inclusion'. Referring to the Global Disability Summit, Dr Bari argues in the context of Pakistan (drawing on TEACh data) 'our estimates show that around 10-15 per cent of children face challenges of one sort or another. How can we have universal education, inclusive education or education for all if we are not geared to ensure that these 10-15 per cent of our children are in schools and are supported adequately so they can reach their potential?' The article was shared 81 times on Facebook |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://www.dawn.com/news/1426134 |
| Description | Dawn oped - Faisal - 20 April 2018 |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | Oped by Faisal Bari in Dawn Pakistan newspaper on 20 April 2018, on 'Improving teaching standards' arguing 'Literature shows good teachers matter in student learning, but the question is how to find good teachers and/or how to support them to deliver better teaching. Selecting teachers on the basis of quality does not seem feasible: we do not have visible markers through which to identify who has the potential to be a good teacher. The only option for us, it seems, is to train teachers to deliver better teaching. Given the size of public-sector education systems, this is no trivial problem. How do we deal with the large system, the need for standardisation and the need to customise?' The article was shared 214 times on facebook |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://www.dawn.com/news/1402735 |
| Description | Dawn oped - Faisal - 22 Feb 2019 |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | Dawn oped by Faisal Bari on 22 February 2019 on 'Schooling and learning' noting recent ASER results suggesting an improvement in learning: 'Which of these [reecent] reforms is helping to improve learning outcomes? Since we have been doing so many reforms simultaneously, it would be hard now, post-fact, to de-bundle the impact of these changes and know if one, some or all have contributed to these learning gains. But, at some point, we will have to do this careful work to figure out what's working and how it's working.' The article was shared 507 times on Facebook |
| Year(s) Of Engagement Activity | 2019 |
| URL | https://www.dawn.com/news/1465338/schooling-and-learning |
| Description | Dawn oped - Faisal - 23 Feb 2018 |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | OpEd for Dawn Pakistan newspaper on 'Manifestos and education' 23 February 2018 asking 'Will any party be brave enough to promise that they will be able to implement Article 25-A fully in the next five years? Or even get there halfway? This would, indeed, be a real promise that could be monitored and followed up on. We would be able to see how many five- to 16-year-olds are in schools, and we would be able to monitor, through the many examinations we now conduct, how well or poorly the children are learning.' The article has been shared on facebook 121 times |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://www.dawn.com/news/1391176/manifestos-and-education |
| Description | Dawn oped - Faisal - 23 March 2018 |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | Oped by Faisal Bari in Dawn Pakistan newspaper on 23 March 2018 on 'Has the effort been worth it', questioning 'have the reforms been worth the effort? Some of these reforms needed to happen anyway. We needed adjustments in teacher salaries, their grades, recruitment systems and in establishing better monitoring/evaluation systems. Two areas where we have not worked, almost at all, are teacher motivation and in-class teaching/learning dynamics. The limited impact of the reforms so far suggests the need to have better feedback loops and research, and we need to figure out how we can impact student-learning outcomes more.' |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://www.dawn.com/news/1396968 |
| Description | Dawn oped - Faisal - 27 July 2018 |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | Oped by Faisal Bari in Dawn Pakistan newspaper on 27 July 2018 on 'Education beyond elections noting 'As we move past the elections, parties will be working on their policies for the coming years. The questions to think about are: why did the policies of the last five years show limited results on the side of outcomes? Why are millions of children, especially at the level of middle and high school, still out of schools? Why are learning outcomes not showing stronger trends?' The article was shared 197 times on facebook |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://www.dawn.com/news/1423204 |
| Description | Dawn oped - Faisal - 28 Dec 2018 |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | Oped in Dawn Pakistan newspaper on 28 December 2018 on 'Talking reforms', reviewing proposed reforms from the Government of Punjab - arguing, for example, that 'The evidence on teacher certification is also quite mixed from other countries. There is no robust finding from the area that having certification requirements for teachers, even when well implemented, has an unambiguous and positive impact on teacher quality and quality of instruction.' The article was shared 141 times on Facebook. |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://www.dawn.com/news/1454020 |
| Description | Dawn oped - Faisal - 5 Oct 2018 |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | Oped in Dawn Pakistan newspaper by Faisal Bari on 5 October 2018 on 'Education for every child?' noting 'out-of-school children are not a homogenous group. They differ in age, they are distributed across Pakistan; some of them went to school for a few years and then dropped out, but the dropout happened across different grades, and some have never been to school. This has very important implications for how we think about policies for their schooling.' The article was shared 202 times on Facebook. |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://www.dawn.com/news/1436937 |
| Description | Dawn oped Faisal - 9 March 2018 |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | Oped for Dawn Pakistan newspaper by Faisal Bari, 9 March 2018 on Completing school education, arging that 'There are still pockets that require attention though: children from very poor backgrounds, children facing physical, learning or mental challenges, and children marginalised due to reasons of caste, ethnicity or religion. But the real challenge is at the middle and high school level now.' The article has been shared on faceboom 171 times |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://www.dawn.com/news/1394076 |
| Description | Debate: Consortium for Policy Dialogue Research (CPDR), Lahore, Pakistan |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Professor Pauline Rose (PI) together with Dr Faisal Bari and Dr Rabea Malik (Pakistan country partners) led a debate on 'Making Quality Education Inclusive for all Children' hosted by the Consortium for Policy Dialogue Research (CPDR) in Lahore, Pakistan. The event was attended by around 40 policy stakeholders. Issues raised sparked a debate amongst participants on how to promote inclusion in ways that is beneficial for all children, such that inclusion does not lead to the deterioration of stronger performers. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.educ.cam.ac.uk/centres/real/downloads/2016_18NOV_LPEInclusiveEducation.pdf |
| Description | Devex Opinion Piece |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Opinion Piece: Baboo, N., Singal, N., 2018. Opinion: We must commit to inclusive education for children with disabilities. Here's how. Devex article Influenced debates on inclusive education at the Global Disability Summit |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://www.devex.com/news/opinion-we-must-commit-to-inclusive-education-for-children-with-disabilit... |
| Description | Dialogue with Pakistan McKinsey Neilson household survey |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Dr Faisal Bari and Dr Rabea Malik (Pakistan country partners) have engaged with the design of the McKinsey Neilson household survey which collects information on out of school children in the Punjab, Pakistan. The Neilsen Household Survey, a bi-annual activity undertaken by McKinsey Associates, feeds into a province wide accountability reform effort (the Education Road Map). The objective is to collect information on education indicators, including out of school children. Dr Bari and Dr Malik provided technical input for the design of the instrument for the 2016 Neilsen survey; specifically, to improve the quality of data collected on out of school children. This meeting took place at IDEAS on October 4th 2016. The meeting was attended by the Equity Advisor, Adam Smith Institute; Project Manager, Punjab Education Sector Reform Program II, ASI; Senior Manager, Public Development and Sustainability, Neilsen Pakistan. |
| Year(s) Of Engagement Activity | 2016 |
| Description | Dialogue: Adam Smith Institute, Pakistan |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Adam Smith International (ASI) approached Dr Faisal Bari and Dr Rabea Malik (Pakistan country partners) to solicit technical input for designing a provincial inclusive education strategy. A series of meetings have been held since June 2016 with the Education Advisor and Equity Advisor at ASI (the official technical assistance partner of the Dept of Special Education). Drawing on experience of the ESRC-DFID TEACh project, Dr Bari and Dr Malik have provided informal input for: designing tools for identification of children with disabilities, the need for/possible arrangements of inter-governmental coordination mechanisms. |
| Year(s) Of Engagement Activity | 2016 |
| Description | Dialogue: Special Secretary for Education, Punjab, Pakistan |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | A series of conversations have been held between Dr Faisal Bari and Dr Rabea Malik (Pakistan country partners) with the Special Secretary for Education of Punjab province, Pakistan on topics related to: strategies for identifying and enrolling out of school children; reforming state sector schools through public private partnerships; exchange of emerging evidence on strategies employed by teachers to support 'slow learners', drawing on experience from the ESRC-DFID TEACh project. These conversations have been on-going since March 2016. A key outcome has been that the Special Secretary has shown keen engagement with the TEACh research, and participated in the Policy Dialogue held at IDEAS in Lahore, Pakistan in November 2016. |
| Year(s) Of Engagement Activity | 2016 |
| Description | Education Commission Blog - Costing Equity |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Blog by Nidhi Singal (co-I) and Anuradha De (India research partner) on the Education Commission blog: 'Loosening the purse strings: financing the education of children with disabilities in India', October 2016. The blog and accompanying report on Costing Equity influenced the inclusion of issues related to disability within the International Commission on Financing Global Education Opportunity Report: the Learning Generation. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://educationcommission.org/inclusion/loosening-purse-strings-financing-education-children-disabi... |
| Description | Education Commission event: Putting learning generation evidence to work |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | A half day event was organised by the Research for Equitable Access and Learning (REAL) Centre on the Education Commission's Learning Generation report. Panellists included Professor Pauline Rose (PI) together with Dr Liesbet Steer (Director of Research, Education Commission), Dr Rachel Hinton (DFID), Dr Luis Beneviste (World Bank), Olav Seim (Ministry of Foreign Affairs Norway). The event was held on 27 January 2017 and attended by almost 100 participants. The event was livestreamed, and the YouTube video has been viewed 160 times. Professor Rose drew on evidence to highlight the importance of the Report's message on 'progressive universalism'. The discussion continued amongst the panellists after the main event with respect to how to ensure robust evidence from education research is published in reputable journals whilst also reaching policymakers. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.youtube.com/watch?v=WRXcibmT7OA |
| Description | FCO - girls' education - Pauline |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | In 2018, Professor Pauline Rose was invited to a closed event at Wilton Park, together with thought leaders on girls' education, to plan a campaign for the Platform for Girls' Education, established by the UK Foreign and Commonwealth Office and Kenyan Cabinet Secretary for Education. Following the event, Pauline was invited to undertaken evidence-based reports for the Platform. She participated at the first meeting of Platform members which took place at the UN General Assembly in September 2018, hosted by Foreign Secretary, Jeremy Hunt. The first report prepared by Pauline and colleagues in the REAL Centre was launched by Penny Mordaunt, DFID Secretary of State, at the Education World Forum in January 2019, attended by Ministers of Education from around the world. As part of this, Pauline also presented at a meeting of Commonwealth Heads of Statistics, highlighting the need for better data to track progress on educational disadvantage. |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://www.gov.uk/government/news/girls-education-should-be-a-development-priority-for-the-commonwe... |
| Description | Faisal - Dawn article 10 March 2017 |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Oped by Faisal Bari in the Dawn national Pakistani newspaper on 10 March 2017: Governance reform in education. The article argues that: 'The simple fact is that a good school and a good classroom require motivated teachers and principals: people who are optimally resourced and have optimal levels of autonomy that go with good accountability systems. We also have evidence that good 'leaders' can get schools to deliver decent quality education even in weaker governance systems.' The article attracted 393 facebook likes. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.dawn.com/news/1319471/governance-reform-in-education |
| Description | Faisal - Dawn article 14 July 2017 |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Oped by Faisl Bari in the Dawn Pakistani newspaper on 14 July 2017: Making reforms work. The article questions: 'if raising teacher entry requirements is leading to higher social distance between teachers and students, can we alter pre-service and in-service teacher training to ensure better teacher socialisation and preparation? If traditional models of providing continuous professional development of teachers are not working, how can we re-design them to make them more effective?' It attracted 174 facebook likes. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.dawn.com/news/1345178/making-reforms-work |
| Description | Faisal - Dawn article 15 Dec 2017 |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Oped by Faisal Bari in the Dawn Pakistan national newspaper on 15 December 2017: 'Equality as a moral imperative' arguing that 'When private health and private education are allowed to flourish, the rich withdraw from using public services. The rich access better quality private services while the poor have to rely on, in general, the poor quality services provided by the public sector.' The article attracted 178 facebook likes. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.dawn.com/news/1376624/equality-as-moral-imperative |
| Description | Faisal - Dawn article 16 June 2017 |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Oped by Faisal Bari in the Dawn national Pakistani newspaper: Is education a priority? The article questions how the education budget is actually spent. For example, 'In Punjab, laptop distributions come out of the education budget. Where is the evidence that giving laptops will improve the quality of education in the country?' The article attracted 596 facebook likes. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.dawn.com/news/1339777/is-education-a-priority |
| Description | Faisal - Dawn article 17 Nov 2017 |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Oped by Faisal Bari in the Dawn national Pakistani newspaper on 17 November 2017: Misconceptions about schools. The article argues questions: 'Is it acceptable to pay teachers even less than unskilled workers? People join a profession on the basis of expected returns. If a teacher is paid Rs6,000 per month or so, how is he/she expected to live and raise a family. Who will join the teaching profession under such conditions?' It attracted 180 facebook likes. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.dawn.com/news/1371069/misconceptions-about-schools |
| Description | Faisal - Dawn article 22 Sept 2017 |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Oped by Faisal Bari in the Dawn national Pakistani newspaper on 22 September 2017 on 'Motivating teachers' arguing that: 'Provincial governments across Pakistan have over the last couple of decades spent a lot of money on increasing teachers' salaries and adjusting their grades; they have also spent significant amounts on creating new, technology-driven monitoring systems. We continue to spend big amounts on teacher training too. But all have ignored looking at motivational issues of teachers/head teachers and of creating effective ways of managing human agency. This should be the next frontier for education-sector reforms.' The article attracted 356 facebook likes. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.dawn.com/news/1359285/motivating-teachers |
| Description | Faisal - Dawn article 30 June 2017 |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Oped by Faisal Bari in the Dawn Pakistani newspaper on 30 June 2017: An educational chasm. The article argues that: 'The policy of recruiting more educated teachers and compensating them at a higher level is a good one and should not be abandoned. But the issue of social distance should be addressed. The best way to do this is through changing the content and style of pre-service and in-service teacher training.' The article attracted 177 facebook likes. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.dawn.com/news/1342234/an-educational-chasm |
| Description | Faisal - Dawn article 4 May 2017 |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Oped by Faisal Bari in the Dawn national Pakistani newspaper on 4 May 2017: Can education for all work? The article argues that 'Whether we keep the focus on enrolment, move to focus on quality, or increase funds for the education sector substantially to be able to do both, should be a thought-out choice and not just a default position.' The article attracted 433 facebook likes. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.dawn.com/news/1331059/can-education-for-all-work |
| Description | Faisal - Punjab Human Development Forum |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Dr Faisal Bari was invited to speak at the Punjab Human Development Forum (PHDF) 2018, a two-day event on February 13th - 14th 2018 in Lahore, Pakistan. It was organized by the Planning and Development Department of Punjab, the Urban Unit, and the Multi-Sectoral Nutrition Center. The event was inaugurated by Chief Minister Punjab Shahbaz Sharif, and was attended by high-profile government officials, professionals, practitioners, academicians, development partners, researchers and government officials. Among those attending over the two-day period were: Minister for National Health Services Regulation and Coordination Saira Afzal Tarar, Provincial Minister for Primary and Secondary Healthcare Khawaja Imran Nazir, P? Board Chairman Muhammad Jehanzeb Khan, P? Secretary Iftikhar Ali Sahoo, Urban Unit Chief Executive Officer Dr. Nasir Javed, Resident Coordinator of UN to Pakistan Neil Buhne, Dr. Sania Nishtar, Senior Director for Education of World Bank Jaime Saavdra Chanduvi, and Country Director World Bank Patchamuthu Illangovan. Dr. Faisal Bari was a panelist on the session titled "Education and Skills for a Sustainable Tomorrow". Other panelists in this session were: Secretary Education Department Dr. Allah Bakhsh Malik, CEO Punjab Skills Development Fund Mr. Jawed Khan, and Lead Economist World Bank Dr. Tazeen Fasih. This session was chaired by the Minister for School Education Rana Mashood Ahmad Khan. The Co-chair for the session was CEO Idara-e-Taleem-o-Agahi Dr. Baela Raza Jamil. In her comments during the session, Dr. Baela Raza Jamil reiterated Dr. Bari's comments on the need to address the issue of inclusion. She referred to the TEACh research by saying that the data both from ASER Pakistan and TEACh shows that there are many children who are mild to moderately disabled or suffering from disabilities who are sitting in regular government schools: 'And if they are there, are we identifying them well? That means a granular understanding of what identification of inclusion means.' |
| Year(s) Of Engagement Activity | 2018 |
| Description | Faisal - Punjab court |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Dr Faisal Bari made amicus curiae in a case about rights of children with disabilities by Chief Justice of the Lahore High Court, Justice Mansoor Ali Shah. |
| Year(s) Of Engagement Activity | 2017 |
| Description | Faisal - inclusive education presentation |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Faisal Bari presented findings from the TEACh disability research and policy note at the 2nd International Conference on Inclusive Education 2017, organized by University of Management and Technology, Punjab, Pakistan. |
| Year(s) Of Engagement Activity | 2017 |
| Description | Fizza Raza - UKFIET blog |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | A blog was written by Fizza Raza of the TEACh Pakistan team on the UKFIET website on 'The missing voice of teachers: evidence from Pakistan' |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.ukfiet.org/2017/the-missing-voice-of-teachers-evidence-from-pakistan/ |
| Description | Global Education Meeting - Pauline |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | In December 2018, Professor Pauline Rose was invited to particpate in the Global Education Meeting, organised by UNESCO. The event was attended by Ministers of Education, heads of NGOs and UN agencies, amongst others. She participated in a panel on girls' education, and moderated a ministerial panel on leaving no one behind in the Sustainable Development Goals. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Guardian article: 5 steps |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | Article by Pauline Rose and Ben Alcott published in the Guardian on 'Five steps to achieving the goal of educating every child in the world'. The article has been widely cited in discussions by the UK Department for International Development and other aid donors and NGOs in setting the sustainable development goal agenda. |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://www.theguardian.com/global-development/2015/sep/22/five-steps-achieving-sustainable-developme... |
| Description | IDS Impact Initiative inception meeting |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Pauline Rose, Nidhi Singal and Anna Vignoles: Participation in the inception meeting of the Impact Initiative, together with the thematic academic leads from the Institute of Development Studies, aimed at identifying how we can work together to enhance impact across ESRC-DFID funded projects |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://www.theimpactinitiative.net/ |
| Description | ITA NGO Pakistan research training |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Monazza Aslam (research partner) provided capacity building and training of staff at a large NGO in Pakistan Pakistan (ITA) on how to undertake research and assess strength of the quality of evidence (6 and 7 January, 2016). |
| Year(s) Of Engagement Activity | 2016 |
| Description | Impact Initiative - Disability R4PP |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | The research featured in an Impact Initiative Research for Policy and Practice, summarising four projects related to disability and education and including a foreword by the Head of Policy and Advocacy at Plan International Norway. The document has been circulated to all DFID education advisors, as well as key disability and education stakeholders from around 25 NGOs, UN agencies and donors such as UNICEF, NORAD, DFAT (Australia), Global Partnership for Education, Sightsavers amongst others. Within the first two months of appearing on the Impact Initiative website, it has been downloaded around 1,500 times. |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://opendocs.ids.ac.uk/opendocs/bitstream/handle/123456789/13460/Disability_Education_summary_fi... |
| Description | Impact initiative: disability forum |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Workshop co-organised by our REAL Centre at Cambridge (Nidhi Singal, co-I) together with The Impact Initiative on "Establishing a dialogue on disability for higher impact" on 29 Feb-1 March 2016. This workshop attended by 6 international ESRC-DFID funded projects (including our own), developed a shared knowledge of 'impact' and discussed plans for working together in the future to enhance impact across the projects. The workshop involved around 25 participants, including PIs of the projects and their international counterparts (including from Kenya, Malawi, Uganda and India), as well as experts on disability from disability people's organisations, the UK Department for International Development and an international Norwegian NGO (Atlas Alliance). Together with Dr Nidhi Singal, Professors Pauline Rose and Anna Vignoles, and Meera Samson (Indian counterpart on our project) participated in the 2 day event. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.theimpactinitiative.net/blog/news-establishing-dialogue-disability-higher-impact |
| Description | India Advisory Group |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | India advisory group meeting for the project, with the aim of getting feedback from key stakeholders with expertise in education and disadvantage, including disability. Members include: Dr Poonam Batra, Professor, Department of Education, University of Delhi; Ms Radhika Alkazi, Founder and Managing Trustee, ASTHA (NGO); Dr Renu Singh, Country Director, Young Lives India. Members of the India research team presented initial findings and got helpful feedback from the Advisory Group to inform the work in going forward. |
| Year(s) Of Engagement Activity | 2018 |
| Description | International Development Committee report on Cambridge news |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | Information on the influence of the research on the International Development Committee report on Leaving No one Behind in Education was reported on the University of Cambridge main website. Responding to the evidence provided by the research team on the importance of early years' education, the Minister of State for International Development, the Rt Hon Alistair Burt MP told the inquiry: "It [early childhood education] has not been funded well enough in the past. It has been an area that has been neglected. It does bring the highest returns in the future, and the returns are greatest for the most marginalised children." In addition, it notes that the report refers to the team's evidence to argues that "it is vital that teachers are equipped with skills to teach in diverse classrooms" to ensure marginalised children -such as children with disabilities-are not excluded from the education process. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.cam.ac.uk/news/uk-should-invest-in-global-education-to-improve-lives-says-report-citing-... |
| Description | Matt - UKFIET blog |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | A blog by Matthew Somerville drawing on TEACh research featured on the UKFIET website in November 2017: Supporting learner diversity in government schools in Pakistan |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.ukfiet.org/2017/supporting-learner-diversity-in-government-schools-in-pakistan/ |
| Description | Meeting at OECD, Paris to talk about inequalities in education achievement |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Presentation to education policy makers at the OECD to discuss the causes of socioeconomic inequalities in education achievement and the importance of teaching and high quality teachers. |
| Year(s) Of Engagement Activity | 2016 |
| Description | Meeting with Lord Bates at DfID to discuss the research and related issues |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Professor Anna Vignoles attended a meeting with Lord Bates and selected advisors at the Department for International Development to discuss the major challenges facing education systems and in particular the importance of teaching quality as the key factor influencing pupils' learning. Lord Bates asked many questions about the research and expressed an interest both in the project and its findings, as well as the broader lessons from the wider literature on the importance of teachers and teaching for a high quality education system. |
| Year(s) Of Engagement Activity | 2016 |
| Description | Meeting with Prince and Princess of Wales |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Other audiences |
| Results and Impact | In November 2016, members of the research team (Professor Pauline Rose (PI), Dr Nidhi Singal and Professor Anna Vignoles (co-Is) in the Research for Equitable Access and Learning Centre, University of Cambridge) were invited to meet the Prince and Princess of Wales to discuss our research in relation to girls' education, teaching and learning. The event took place at the Fitzwilliam Museum at the University of Cambridge. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.cam.ac.uk/news/the-prince-of-wales-and-the-duchess-of-cornwall-visit-cambridge-to-mark-au... |
| Description | Meeting with education advisors from the Department for International Development |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Professor Anna Vignoles met with the Department for International Development education advisors who are based in the countries to which DfID provides aid. The discussion was wide ranging and there was a lot of interest in our project and the key role played by teachers in promoting students' learning and the inequalities in learning that we observe in most education systems in developing countries. |
| Year(s) Of Engagement Activity | 2016 |
| Description | National Coalition of Education India - Study of privatization and effects on Right to Education |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Third sector organisations |
| Results and Impact | Anuradha De (CORD, India Research Partner for TEACh) provided feedback to the research design and reviewed the tools for a "study of privatization and its ill effects on Right to Education in India" in October 2016. The study was being conducted by National Coalition for Education, a conglomeration of networks working on Right to Education comprising of Parliamentary Forum on Education, All India Primary Teachers Federation (a union of more than 3 million primary teachers), All India Federation of Teachers Organization (a union of 1.2 million teachers), All India Secondary Teacher's Federation (0.85 million teachers), All India Association for Christian Higher Education (an association of 300 college Principals), World Vision India (a Foundation working for child education and development), and People's Campaign for Common School System (a rights based mass organization advocating for the common school system in India). Besides these organizations, NCE is also linked with Parliamentary Forum for Ensuring Right to Education. |
| Year(s) Of Engagement Activity | 2016 |
| Description | Nidhi - ALTER presentation |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Postgraduate students |
| Results and Impact | Nidhi Singal presented a paper at the annual conference hosted by the European Society for Disability Research Conference in Switzerland on: Disability, Recognition and "Community living". Diversity of practises and plurality of values. The paper she presented was on: 'Examining issues around entry, engagement and empowerment of children with disabilities in Indian classrooms.' |
| Year(s) Of Engagement Activity | 2017 |
| Description | Nidhi - Haryana teaching fellow |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Postgraduate students |
| Results and Impact | Nidhi Singal received a Teaching Fellowship 'Global Initiative of Academic Networks'. During this time, she held a five day workshop on Inclusive Education and Disability in Haryana, India (the State in which the project fieldwork was undertaken). In partnership with the Central University of Haryana the workshop focused on Critical perspective in Inclusive Education and Disability. Forty participants from across seven different universities in India attended the programme. The workshop was extensively covered in the regional newspapers. |
| Year(s) Of Engagement Activity | 2017 |
| Description | Nidhi Cambridge news |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Dr Nidhi Singal's report for the WISE summit featured on the University of Cambridge's website as a news item. The piece entitled 'Children with disabilities are being denied equal opportunities for a quality education across the world, including in the UK' draws on the report's findings that 'According to official data from India over the last five years there has been approximately 16% increase in the numbers of children with disabilities enrolled in mainstream primary schools. Nonetheless, children who are most like to be excluded, even in states with high enrolment rates are those with disabilities. They are also most likely to drop out before completing five years of primary schooling and are least likely to transition to secondary school or higher education.' |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.cam.ac.uk/research/news/children-with-disabilities-are-being-denied-equal-opportunities-... |
| Description | Nidhi FERSA blog |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Dr Nidhi Singal wrote a blog with one of her PhD students on 'Research for Change: Inclusive Quality Education for Children with Disabilities' on how research needs to be framed to address education for children with disabilities. The blog featured on the University of Cambridge's Faculty of Education blogsite for research students. |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://fersacambridge.wordpress.com/2018/02/06/research-for-change-inclusive-quality-education-for-... |
| Description | Nidhi Hindustan news |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Dr Nidhi Singal's paper for the WISE conference featured in the Hindustan Times - a leading national newspaper in India. The news article reports on findings from the TEACh research, highlighting four factors essential to achieve inclusive education in India - training of mainstream teachers, the importance of special educators, the use of cost-effective teaching aids and adaptations to the school infrastructure, and supporting children with disabilities in mainstream school. |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://www.hindustantimes.com/world-news/indian-schools-ill-prepared-for-children-with-disabilities-... |
| Description | Nidhi Schools Week news |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Dr Nidhi Singal's reseearch for the WISE Summit featured in an article in Schools Week, a weekly magazine reporting on key developments in the education sector. The piece entitled 'Improve teacher education to help SEND pupils, research says' reports that 'Pupil learning can also benefit from partnerships between special and mainstream schools, collaboration between various professionals, improved teacher skills and "better learning environments"' |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://schoolsweek.co.uk/improve-teacher-education-to-help-send-pupils-research-says/ |
| Description | Nidhi WISE event |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Dr Nidhi Singal was invited to present on "Inclusive Quality Education for Children with Disabilities" for the World Innovation Summit For Education (WISE) in Doha. The WISE Summit attracts over 1000 participants from around the world from a range of organisations, including the private sector, NGOs and policy. Dr Singal prepared a report for the event, findings of which were covered Hindustan Times (a leading national newspaper in India) and Schools Week (a leading British education newspaper). The Report was also featured on the University of Cambridge's website (see separate entries). Feedback from Catherine Howgego (DFID-UK): "Just read your WISE paper - it's fantastic! Such an interesting read and so clearly written. I like your 3 Rs model." The 3 Rs model that Dr Nidhi Singal developed was presented at a professional development event with DFID education advisors in Addis Ababa, and is is now being used by DFID in preparations for the inclusive education theme at the UK's Disability Summit. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.wise-qatar.org/2017-wise-research-inclusive-education-children-disabilities |
| Description | Nidhi and Anuradha - presentation at National University of Education Planning and Management |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | Anuradha De and Nidhi Singal presentated at national seminar organized by National University of Education Planning and Management in Delhi, India. The presentation focused on Secondary Education for Young Children with Disabilities: critical analysis of provision; and on Learning Outcomes of Children with Disabilities enrolled in Inclusive schools. |
| Year(s) Of Engagement Activity | 2017 |
| Description | Nidhi and Rabea Washington Group blog |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Blog by Nidhi Singal and Rabea Malik on 'Disability data for effective policy design: Reflections from the TEACh project in Pakistan' was published by the Washington Group for Disability Statistics website. |
| Year(s) Of Engagement Activity | 2018 |
| URL | http://www.washingtongroup-disability.com/disability-data-effective-policy-design-reflections-teach-... |
| Description | Nidhi meeting with Minister Burt |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Dr Nidhi Singal was invited to participated in an expert roundtable on inclusion and education with Minister Burt at DFID. The roundtable aimed to inform the framing of DFID's Education Policy that was under development, and to provide the Minister with evidence on key issues that the Policy should consider. The discussions at the roundtable helped to ensure that inclusion was at the heart of the Policy, and that the Minister had a strong understanding of the importance of this. |
| Year(s) Of Engagement Activity | 2017 |
| Description | Nidhi roundtable DFID and Handicap International |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Dr Nidhi Singal was invited to participate in a roundtable hosted by DFID and Handicap International on 'giving children with disabilities the best start in education.' The meeting aimed to explore the evidence and practice around early years interventions for children with disabilities, and consider key recommendations for DFID moving forward. The roundtable included around 15 people from NGOs and DFID. |
| Year(s) Of Engagement Activity | 2017 |
| Description | OSF and Education International Cambridge event: Thinking about Teachers, Teaching and the 2030 Agenda for Sustainable Development |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | A 2-day seminar on 'Thinking about Teachers, Teaching and the 2030 Agenda for Sustainable Development was held on 18-19 April 2016, sponsored by the Open Societies Foundation and held at the University of Cambridge included participants from teacher unions, NGOs. The event was organized by Leadership for Learning: the Cambridge network (LfL) in partnership with Open Society Foundations (OSF), Education International (EI), and the Organisation for Economic Co-operation and Development (OECD), and brought together practitioners, researchers and policy-makers committed to enhancing the development of the teaching profession. Working with invited delegates from around the world, the seminars aimed to strengthen the discourse on the future of teaching and teachers. In the context of the development of indicators for the Sustainable Development Goals (SDGs), the event provided the opportunity for open and frank debates drawing on diverse perspectives on what should be measured with respect to teaching and learning. Drawing on TEACh research, Professor Rose presented evidence to show the importance of measuring basic literacy and numeracy and also showed the difficulty of tracking progress on some of the proposed measures for teachers in the SDG framework. Other colleagues raised concerns about narrowing the focus in education to literacy and numeracy. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.educ.cam.ac.uk/centres/lfl/projects/seminarseries/ |
| Description | Oslo Education Week: Leaving no one behind in education |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Professor Pauline Rose (PI) was invited to participate in the Oslo Education Week event on 'Leaving Noone Behind' which took place on 17 June 2016. The event was attended by a wide range of senior policymakers, NGOs and practitioners including the Global Partnership for Education, UNESCO Institute for Statistics, Education International (confederation of teacher unions), UNICEF, aid donors, amongst others. Professor Rose participated in a plenary panel on: From the Perspective of Equity: What are key elements that can improve teaching and learning? She was also discussant on a side panel on 'how to reach the most vulnerable children with a focus on disability', with a focus on the potential for including identification of children with disabilities in Education Management Information Systems, drawing on lessons from the Washington Group questions on disability. This provided the opportunity for Professor Rose to share experience of using these questions in our ESRC-DFID TEACh survey. Participants were keen to hear about this experience, and to know that it was possible for questions on disability to be included in such surveys in a systematic way. The event resulted in a report (that Professor Rose was asked to help to draft together with the organisers of the event - Ministry of Foreign Affairs, Norway; NORAD and Education International) of key messages that was sent to the Education Commission whose Learning Generation Report was under preparation at the time. Three key messages were put for the Education Commission: - Counting the invisible: the need for better data for inclusion - Political will: from rhetoric to action to leave no one behind - Financing to leave no one behind: focus on raising domestic financing progressively |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://educationcommission.org/voices/community-voices/oslo-education-week-leaving-no-one-behind-edu... |
| Description | Panellist: Pauline Rose - All Party Parliamentary Group on Global Education. Nov 2016 |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Pauline Rose (PI) was invited to speak on a panel of the All Party Parliamentary Group (APPG) on Global Education for All at a meeting convened on 1 November. The event focused on leaving noone behind in education, with particular attention to financing priorities. Chaired by Mark Williams MP, the event was opened by Lord Bates, Minister of State at the Department for International Development. Commissioner of the International Commission on Financing Global Education Opportunity, Dr Amel Karboul, presented key highlights from the Education Commission Learning Generation Report, with Alice Albright (CEO, Global Partnership for Education) identifying implications for the Global Partnership for Education. Based on research by the REAL Centre, Pauline Rose highlighted the importance of the Report's message on 'progressive universalism', presenting evidence to show the importance of redistributive spending towards the early years of education to achieve this. Participants at the event showed a particular interest in approaches being undertaken with the ESRC-DFID project to assess learning beyond literacy and numeracy, in ways that are intended to include children from diverse backgrounds, including those with disabilities. The event was closed by Tanya Barron, CEO of Plan International UK, representing the Global Campaign for Education UK. The event was attended by around 60 people, including MPs, NGOs and academics. Stephen Twigg, Chair of the International Development Committee which was undertaking an inquiry into DFID's work on leaving noone behind in education attended the event, and highlighted the importance of the work presented by Professor Rose for the inquiry. Heather Saunders of the NGO Plan-UK who organised the event wrote: 'I just wanted to write and say a huge thank you for your presentation yesterday. It was really useful framing, and the progressive universalism, and equitable tax collection and public spending points added an important element to the event. As UK based advocates focussed on education, GCE [Global Campaign for Education] UK are really aiming to build our technical expertise on tax and public spending issues, to raise these in conversations with the UK government in the coming year. As I said at the end, it would be great to continue working together on this issue, we have some more actions including a more in depth report planned for next year, so it would be great to get your perspectives on it.' |
| Year(s) Of Engagement Activity | 2016 |
| Description | Participation in National Seminar on Out-of-School Children - India |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Anuradha De (CORD, India Research Partner) was invited to the National Seminar on Out-of-School Children (OOSC), jointly organised by Ministry of Human Resource Development and UNESCO on 20 December 2016. |
| Year(s) Of Engagement Activity | 2016 |
| Description | Pauline - BE2 |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | In January 2019, Professor Pauline Rose was invited to participate in the Building Evidence in Education (BE2) annual meeting with donors and philanthropic foundations involved in supporting education research. Pauline participated in a panel with DFID's Chief Economist on the importance of understanding cost-effectiveness of interventions, highlighting the importance of taking account of equity within this. |
| Year(s) Of Engagement Activity | 2019 |
| Description | Pauline - RLO Oxford seminar |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Postgraduate students |
| Results and Impact | In February 2017, I presented findings from our just published Research and Policy Paper on disability and education in Pakistan as part of the RLO seminar series hosted by RLO Programme Research Lead, David Johnson. This resulted in an engaging debate about whether and how to achieve an inclusive approach in the classroom. Some students who seemed sceptical of the possibility of this showed an interest in finding solutions. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Pauline - meeting with Boris Johnson |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | In February 2017, I was invited to meet with UK Foreign Secretary, Boris Johnson for a small, private discussion on girls' education in preparation for his campaign. In total around 10 key experts were invited. Amongst other things, I highlighted in particular the importance of focusing on the most marginalised girls, given our data analysis shows many do not complete primary school. I have subsequently been invited to a reception at the Commonwealth Heads of Govenment meeting, and to participate in a High-Level Task Force. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Pauline - meeting with Rory Stewart |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Pauline Rose was invited to meet with Rory Stewart, Minister of State for DFID to discuss education priorities, with implications for preparations of DFID's education policy. |
| Year(s) Of Engagement Activity | 2017 |
| Description | Policy dialogue in India: Teaching, Learning and Disadvantage |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Our India country research partner, Collaborative Research and Dissemination (CORD), held a consultation in Delhi on 'Teaching, Learning and Disadvantage' in collaboration with the Impact Initiative in August 2016. The consultation involved around 50 policymakers, NGOs and grantees from the five ESRC-DFID Raising Learning Outcomes projects focusing on India. Those attending included the National University for Education Planning and Administration (NUEPA), USAID, DFID South Asia research hub, ASER India, and colleagues involved in the design and implementation of India's SSA education for all plan. In addition to members of our India country research team (Anuradha De and Meera Samson), Professor Pauline Rose (PI) and Dr Rabea Malik (Pakistan country partner) travelled to India for the event. The event discussed ways to strengthen learning and teaching for the most disadvantaged in India's primary schools. It is widely accepted that teachers in these schools face a challenging task given the wide diversity of students in their classrooms. With achievements made in increasing enrolment and the Right to Education Act in India, children with disabilities are now being admitted into mainstream schools, making the task even more complex. The consultation addressed three related questions: • To what extent can teachers support children from disadvantaged backgrounds, with a particular focus on children with disabilities? • How can teachers effectively engage / teach all children in their classroom including those with multiple disadvantages? Does their own background and / or training prepare them for this in any way? • How can evidence on these issues be best communicated to stakeholders? The consultation was particularly timely as India was in the process of gathering feedback on the draft Education Policy, which outcomes of the consultation fed into. Issues raised at the consultation included the need for administrators and teachers to re-think what they mean by 'success' within education to ensure the system is inclusive. Research presented highlighted the importance of changing attitudes and beliefs of teachers towards children who are not learning, such as ones that assume that a child from a poor household or who has a disability is incapable of learning, reinforcing children's low self-esteem and lack of confidence in their abilities. At the same time, a shift in the mindset of how teachers are perceived in society, and the prejudices they often face, is also needed. The consultation was both an opportunity for members of our TEACh research team to present initial findings on the project to policymakers and others, as well as to learn from them in ways that have helped to shape the design of the research in going forward. As a result of the consultation, an India-based advisory group for our research was established, including: Dr Renu Singh, Country Director, Young Lives India Poonam Batra, University of Delhi Radhika Alkazi, Astha India (disability NGO). Three blogs were written by members of the research team following the consultation (entered separately). |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.theimpactinitiative.net/blog/blog-teaching-learning-and-disadvantage-%E2%80%93-policy-pra... |
| Description | Policy dialogue in Pakistan: Engaging policymakers to enhance quality teaching for all children in Pakistan |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | The event (funded by the Impact Acceleration Account grant) on 'engaging policymakers to enhance quality teaching for all children in Pakistan' aimed to involve stakeholders during the course of our TEACh research project life-cycle. Specifically, it sought to identify how: a) our evidence can respond to knowledge gaps needed to inform the challenges facing Pakistan's education system, b) our findings can be best communicated to policy stakeholders to influence change; c) our research tools can benefit the work of governments and other development actors. The activities also aimed to pave the way for deeper engagement once the results are finalised at the end of the project life-cycle. The event took place in November 2016 in Lahore, Pakistan, organised by our research partner, the Institute of Development and Economic Alternatives (IDEAS), with Dr Faisal Bari and Dr Rabea Malik. Professor Pauline Rose (PI) travelled to Pakistan for the event. The event was attended by 31 invited participants, including senior government officials from the Punjab Department of School Education and Department for Special Education, DFID Pakistan, World Bank as well as other key policy stakeholders and NGOs involved in evidence-based service delivery and advocacy. A headteacher from one of the schools included in our survey also attended the event. Key points raised at the event included: Key points with respect to the link between evidence and policy impact included: • The need to support government to develop its capacity for using data to inform policy interventions and design. • The potential for an adaptation of our TEACh instruments to be used by government to inform effective teacher practices. • The importance of the research to recognise the strategies that teachers are already trying to adopt to support disadvantaged learners, and build recommendations on this. • The benefits of identifying feasible, concrete entry points through which the evidence from the project can have an impact - for example, linking of Special Education department and the School Education Department for policy discussions; and draw on the experience of TEACh tools to include identifiers of disability in data collected through Education Management Information Systems. Participants reported that they particularly appreciated the detailed discussion on the research methods used in the TEACh project, the discussion of language as a marker of exclusion in the classroom, the 'range of voices' at the dialogue i.e. representation from a variety of organisations (including teachers), and that the dialogue was being conducted during the study for interim feedback and not at the end of the study as is normally done. The Special Secretary of the Punjab noted that the: 'TEACh team is doing valuable work in Punjab and it's much appreciated'. In a blog after the event, Baela Jamil (head of ASER Pakistan, and Commissioner for The International Commission on Financing Global Education Opportunity) wrote: 'the research program on Teaching Effectively All Children (TEACh) is a timely initiative providing evidence on effective teaching strategies to raise learning for those at risk of being left behind. Last month, at a roundtable on "Teaching Learning and Disadvantage" hosted by the Institute of Development and Economic Alternatives (IDEAS)and the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge, some 20 participants discussed emerging findings from the TEACh research. The senior representative from the Government of Punjab's School Education Department confessed there is little understanding of the learning needs of children with disabilities within the mainstream schools, let alone counting such children who are in school or planning for them in the teaching and learning processes.' (http://educationcommission.org/voices/learns-not-examining-choices-including-excluded/) A number of follow up engagements and meetings were organised following the policy dialogue to continue work with stakeholders on inclusive education in Punjab. These include: - Members of the TEACh team have been invited to play an advisory role with Adam Smith International which is leading on technical support to the Punjab Government (funded by DFID); and with the Special Education Department on strategies for inclusive education - Members of the TEACh team have been invited to participate on a Committee in the Punjab Province to inform their design of a teacher perception survey - Members of the team were invited to present findings and insights from TEACh on a panel on Priority Actions for the SDGs and Leave No One Behind Agenda in South Asia at a conference organised by Sustainable Development Policy Institute in December, 2017 - Meetings have been arranged with the Deputy Secretary Education Reform in Punjab, Pakistan Poverty Alleviation Fund, UNICEF (Multiple Indicator Cluster Surveys), and the Punjab Board of Statistics and the Education Initiative. In addition, an Advisory Group was set up as an outcome of the policy dialogue. The purpose of this Advisory Group is to continue to guide the link between our evidence and policy, with the aim of facilitating impact from the project's findings. The Group comprises participants who were particularly engaged and active in the policy dialogue, with a mix of different types of stakeholders. Membership includes: • Ed Davies, Senior Education Adviser, DFID Pakistan Education Policy Team • Imran Sikandar Baloch, Special Secretary, School Education Department, Punjab), Pakistan • Farooq Naseer, Associate Professor, Department of Economics, Lahore University of Management Sciences • Riaz Kamlani, Vice President, The Citizens Foundation • Salman Humanyun, Institute of Social and Policy Sciences. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://ideaspak.org/images/Publications/Impact_event_Nov22.pdf |
| Description | Pre-Global Disability Summit workshop and Statement for Action |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Two-day Pre-Global Disability Summit Workshop on Inclusive Education The two day workshop brought together around 35 researchers, policy actors and NGOs to prepare for the Global Disability Summit held in July 2018. An output of the workshop was a Statement for Action signed by on Inclusive Education that informed discussions at the Summit and beyond. The workshop was led by Nidhi Singal, together with Pauline Rose and Elizabeth Tofaris. Endorsed by organisations such as DFID, UNICEF, and the Global Campaign for Education, Sightsavers, Light for the World, Leonard Cheshire Disability, Camfed and others, the Statement for Action promotes a shared vision for a world where persons with disabilities have 'equal access to quality inclusive education, which is differentiated to support their learning needs and learning outcomes across each stage of the learning cycle and enables them to lead a fulfilling and independent life'. Ian Attfield, Senior Adviser for Teaching and Learning in DFID's central Education Policy team reflecting on the Statement of Action noted, "This has helped shape key messages and principles to inform and shape Disability Summit 2018 with respect to the theme on inclusive education and considers the development of a collective and sustainable platform for disability and education that will aim to keep disability on the global agenda beyond 2018." |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://www.theimpactinitiative.net/sites/default/files/Statement_of_Action.pdf |
| Description | Presentation: ASER teacher effectiveness |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Monazza Aslam (research partner) presented at a special seminar ASER Policy Dialogue 18 December 2015, in Islamabad, Pakistan, organised by Idara Taleem-o-Aagahi, Pakistan. Presented on teacher effectiveness and quality of learning outcomes. Attended by NGO representatives, representatives from government departments, head teachers of government schools etc. |
| Year(s) Of Engagement Activity | 2015 |
| Description | Presentation: Activity-based learning, India |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Monazza Aslam (research partner) presented at a workshop findings of the Activity Based Learning evaluation (DFID-funded) at Chennai and Delhi, India (September 2015). These events were attended by head teachers and teachers of schools and government representatives (Chennai), and by academics, representatives of NGOS and organisations working in education in India at Delhi. |
| Year(s) Of Engagement Activity | 2015 |
| Description | Presentation: What Works Global Summit 2016 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Professor Pauline Rose (PI) presented at the 2016 'What Works Global Summit' in London. The Summit included a mix of researchers, policymakers and practitioners with the aim of 'putting evidence at the heart of policy and practice'. Presenters shared experiences from around the world about promoting policy uptake and measuring impact, knowledge translation, and uses of evidence. Professor Pauline Rose (PI) and members of the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge led a panel on 'Promoting policy through evidence to achieve the education Sustainable Development Goal: The importance of a focus on early learning'. Dr Rachel Hinton (DFID) also presented on the panel. There was a lively discussion during the panel on how best to reach the most disadvantaged learners, with several participants following up afterwards with potential interest in future collaboration. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.wwgs2016.org/ |
| Description | Presentation: teacher effectiveness, Pakistan |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Schools |
| Results and Impact | Monazza Aslam (research partner) invited as a guest lecturer at the Directorate of Staff Development, Government of Punjab, 4 Janurary, 2016. She spoke about research on teacher effectiveness to a group of head teachers of government schools undergoing professional development. |
| Year(s) Of Engagement Activity | 2016 |
| Description | Professional development event: DFID education advisors on data for leaving noone behind in education |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Professor Pauline Rose (PI) participated in a professional development event with around 25 DFID education advisors, including ones from around 10 country offices and headquarters on March 16th 2016. She presented data analysis on access and learning by different forms of disadvantage. Drawing on experience of our TEACh research project, the debate centred around how best to collect data for different disadvantaged groups, particularly bearing in mind the time (for households as well as data collectors) and cost of large scale data collection. Experience of the TEACh project on collecting data on children with disabilities was of particular interest to the advisors. Conversations with DFID education advisors about the possibility of identifying children with disabilities has continued subsequent to this event. |
| Year(s) Of Engagement Activity | 2016 |
| Description | Public Policy Strategic Research Initiative event: Understanding Inequalities: new thinking for public policy |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Professor Pauline Rose (PI) presented at a one-day seminar organised by the University of Cambridge Public Policy Strategic Research Initiative on Understanding Inequalities: new thinking for public policy. The event provided an opportunity for cross-disciplinary and cross-sectoral conversations about research and policy interventions on inequality. Her presentation focused on 'Measuring inequalities in learning across and within countries in the context of the Sustainable Development Goals: lessons for policy' drawing on secondary data analysis undertaken as part of the TEACh project. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.publicpolicy.cam.ac.uk/events/inequality-seminar |
| Description | REAL Centre conference - 2017 |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Presentations from the TEACh team presented at the one day REAL Centre conference on 'Inclusive learning and teaching: Lessons from the past two decades' The event was opened with a keynote address by Ziauddin Yousafzai, Advisor to the UN Special for Global Education and father of the Nobel Peace Prize winner, Malala Yousafzai, and was attended by representatives of NGOs such as Save the Children, the MalalaFund and TheirWorld. |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://www.educ.cam.ac.uk/centres/real/downloads/28_June17_InclusiveLearning_ConferenceOutline_progr... |
| Description | REAL Centre conference - 2018 |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | The REAL Centre conference on 9 March 2018, celebrating the work of Professor Christopher Colclough, included presentations TEACh team members Monazza Aslam, Anuradha De, Rabea Malik, Pauline Rose and Nidhi Singal. Participants included NGOs, DFID, Norwegian aid repesentatives, amongst others. |
| Year(s) Of Engagement Activity | 2018 |
| URL | http://www.educ.cam.ac.uk/centres/real/downloads/9_March_2018_Chris_eventprogramme%20FINAL.pdf |
| Description | REAL Centre conference - 2018 |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | REAL Centre University Annual Conference, University of Cambridge, March 2018 including panel on 'from RECOUP to TEACh' with Anuradha De, Dr Rabea Malik and Dr Nidhi Singal and panel discussions by Dr Monazza Aslam and Dr Pauline Rose |
| Year(s) Of Engagement Activity | 2018 |
| URL | http://www.educ.cam.ac.uk/centres/real/events/ |
| Description | REAL Centre one day conference: 'Learning from learning assessments to leave no one behind |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | The Research for Equitable Access and Learning (REAL) Centre held a one-day conference on 15 June 2016 on 'Learning from learning assessments to leave no one behind'. Each of the panels included a mix of researchers, policymakers and NGOs and engaged an evidence-based debate on the design of learning assessments for inclusion. Panels directly drew on TEACh research including participation by project members Dr Monazza Aslam, Professor Pauline Rose, Dr Nidhi Singal and Professor Anna Vignoles. The event was attended by around 100 participants. Kevin Watkins (CEO of Save the Children) opened the event by reminding the audience that leaving no one behind will not be straightforward. To achieve the sustainable development goals will require concerted action, better data to hold policymakers to account, and avoidance of policy fads. This set the scene for insightful presentations and discussions on different approaches to measuring learning to inform policy, and warnings about what different types of assessment data can and cannot be used for. A special focus was given to including children with disabilities in assessments of learning, and the potential of innovations in types of learning to assess - notably taking account of measuring how schooling influences self-esteem, self-confidence and attitudes to learning which should be seen as outcomes of education in their own right; as well as new approaches to collecting data on reasoning ability via open education resources. These discussions have helped to shape the design of our TEACh project, while also informing other key stakeholders of how to ensure learning assessments are inclusive. The event was live-streamed and tweeted throughout. The YouTube video of the event has been viewed over 690 times. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.youtube.com/watch?v=jiplnBxZUS4 |
| Description | RISE Blog - disability statistics |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Blog: Rose, P., 2018. Global Disability Summit 2018 - Committing to Better Data and Evidence. RISE, July 2018 Together with other TEACh activities, influenced approaches to identifying children with disabilities in datasets, including in Pakistan and Ethiopia |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://www.riseprogramme.org/blog/global_disability_summit |
| Description | Rabea - DFID disability event |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Rabea Malik presented findings from TEACh at an event in September 2018 on 'Every Person Counts: Towards Better Disability Data' in Islamabad, Pakistan, organised by DFID Pakistan, with the Washington Group for Disability Statistics. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Rabea - Punjab Education Sector Reform Steering Committee |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Dr Rabea Malik was invited to present findings from a TEACh research paper on education and disability to the Punjab Education Sector Reform Steering Committee, at the invitation of the government Education Secretary. The committee comprises of senior bureaucrats heading various departments in the education sector, including: the School Education Department, Department of Education Reforms, Special Education Department, Punjab Curriculum and Textbook Board, Department for Staff Directorate, and representatives of the governance and education teams from DFID Pakistan. Participants were interested in approaches to identifying children with disabilities, and to supporting these children in mainstream schools. |
| Year(s) Of Engagement Activity | 2017 |
| Description | Rabea - Sindh disability |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Dr Rabea Malik was invited to be part of the working group for designing formative assessments for children with special needs as part of DFID's Sindh Education Non-state Actors Programme. |
| Year(s) Of Engagement Activity | 2017 |
| Description | Stakeholder Consultation for on Women and Children - UNICEF India |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Meera Samson (CORD, India Research Partner for TEACh) was invited to participate in the Stakeholder Consultation for the Context Analysis of Women and Children in Maharashtra towards Development of UNICEF's New Country Programme on 8 July 2016. |
| Year(s) Of Engagement Activity | 2016 |
| Description | UKFIET 2017 panel |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Third sector organisations |
| Results and Impact | Members of the TEACh research team presented a panel at the UK Forum for International Education and Training (UKFIET) on 'Towards inclusion in teaching and learning in India and Pakistan's primary schools.' Members of the team included Pauline Rose, Monazza Aslam, Rabea Malik, Shenila Rawal, Meera Samson, Nidhi Singal and Anna Vignoles. Ed Davies from DFID Pakistan was discussant at the conference. |
| Year(s) Of Engagement Activity | 2017 |
| Description | UKFIET conference: ABL panel |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Monazza Aslam, Shenila Rawl, Nidhi Singal and Anna Vignoles [research partners and co-Is]: Panel on Activity-based learning programme in Tamil Nadu, India at the Education and Development Forum Conference, 15-17 September 2015, engaging a debate on the importance of innovative approaches to teaching and the potential impact on addressing learning inequalities. |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://www.ukfiet.org/conference/2015-conference-sub-themes/ |
| Description | UKFIET early career researcher conference |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Presentation at UKFIET Early Career Researcher conference by Lydia Whitaker (research associate on TEACh project): Assessing learning of children across the attainment spectrum to inform education systems reform: Evidence from India and Pakistan |
| Year(s) Of Engagement Activity | 2018 |
| URL | http://www.camb-ed.com/intdev/article/396/voices-of-the-next-generation |
| Description | UKFIET presentation: Who learns in government schools, and why? |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Pauline Rose (PI) and Ben Alcott presentation at the Education and Development Forum international conference in Oxford, September 2015, on Who learns in government schools, and why? The presentation used citizen-led learning assessment data to show that poor children studying in better resourced government schools attended by rich children are more likely to learn. This led to a debate on the importance of investing in government schools to raise learning outcomes equitably. |
| Year(s) Of Engagement Activity | 2015 |
| Description | UKFIET presentation: teacher effectiveness |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Monazza Aslam and Shenila Rawl (research partners) presented the initial findings of the following paper at the UKFIET conference, 2015: Aslam M, Rawal S, Kingdon G, Moon B, Banerji R, Das S, Banerji M, Sharma SK (forthcoming), 'Reforms to Increase Teacher Effectiveness in Developing Countries: A Systematic Review'. London: EPPI-Centre, Social Science Research Unit, UCL Institute of Education, University College London. |
| Year(s) Of Engagement Activity | 2015 |
| Description | UNESCO - Education 2030: Right to Education for Children with Disabilities in India |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Anuradha De (CORD India Research Partner on TEACh project) was invited by UNESCO to participate in a discussion on "Education 2030: Right to Education (RTE) for Children with Disabilities (CWD)" with the aim of identifying possible areas of research studies to inform progress towards the Sustainable Development Goal for education for children with disabilities in India. The event took place on 30 September 2016. |
| Year(s) Of Engagement Activity | 2016 |
| Description | UNICEF presentations - Pauline |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | In September 2018, Professor Pauline Rose was invited to speak to UNICEF education advisors based in different countries around the world on the importance of a progressive universalism approach to achieving equity in education. She has subsequently been asked to review UNICEF's new education strategy. |
| Year(s) Of Engagement Activity | 2018 |
| Description | University of Cambridge Vice Chancellor at World Economic Forum - Teachers or robots |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | At an event at the World Economic Forum in Davos in 2017, the Vice Chancellor of the University of Cambridge drew on evidence from our ESRC-DFID TEACh project to make the case for teachers in a session organised by the Varkey Foundation on 'Robots vs. Humans: The teacher of the future?' The event sparked debate on the topic, with the majority of participants agreeing that robots could not replace teachers. |
| Year(s) Of Engagement Activity | 2016 |
| Description | workshop at Aga Khan University, Karachi, Pakistan |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Workshop on Improving the Quality of Teaching for Disadvantaged Learners at the Aga Khan University 10th anniversary Conference, led by research team members - Dr Faisal Bari (research partner), Dr Rabea Malik (research partner) and Professor Pauline Rose (PI). The workshop engaged around 20 teacher trainers, teachers and researchers in the research and also got their feedback to help shape the project. The objective of the workshop was to share the project research design and the teacher instrument to get feedback from an audience with experience of teaching in or teaching teachers who teach in Pakistani schools (government and private). The feedback offered was particularly helpful for making decisions about adapting the research design of our project for Pakistan's context. |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://www.aku.edu/events/iedpk-intl-conf/Documents/workshops-final.pdf |