Collaborative Professionalism
The report advocates for collaborative professionalism –as compared to professional collaboration– as optimal for evolving a community of expertise and service among teachers, built on collegial solidarity, candid, thoughtful feedback and collective responsibility. Drawing from fully sketched portraits of several education communities globally, the research provides designs related to curriculum, pedagogy, assessment, and whole child […]
A Multi-Country Study on the Education of Migrant Children
Mobility is an important characteristic of modernity. It is very important for the researchers and practitioners to understand the needs and challenges of migrant children in various contexts. The country reports included in this project describe the nature and circumstances of migrant children population in seven countries: China, Vietnam, Thailand, Japan, Finland, the United Kingdom, […]
Early Childhood Development in Qatar: Status and opportunities for the future
The report provides an overview of the state of early childhood development (ECD) in Qatar, along with empirical evidence on the potential benefits of early childhood education (ECE) in the country. Children who attend ECE programs in Qatar have better early development outcomes in literacy, numeracy, socioemotional, executive functioning, and self-regulation skills. These associated benefits […]
People and Policy: A comparative study of apprenticeship across eight national contexts
This comparative study examines apprenticeship –a globally recognized, work-based model of learning that links on-the-job training with institution-based or off-the-job training– in eight countries: Australia, Denmark, Egypt, England, Finland, Germany, India, and South Africa. The report uses documentary analysis as its central methodological approach, citing, summarizing, synthesizing, analyzing and critically reflecting on existing literature and data produced […]
Meeting the Needs of Pupils with Autism in Qatar: Moving forward
The first study of its kind in Qatar, this research investigated how to improve autism education through a contextual enquiry and consultation with stakeholders. Given the country’s supportive leadership, a knowledgeable community of parents and specialists, the findings indicate great potential to transform autism education. In moving forward, the priority is to ensure that autistic […]
Developing Agile Leaders of Learning: School leadership policy for dynamic times
School leadership policies are key to improving the quality of teaching and learning, which impacts student achievement and well being. While the development of principals remains a core component of leadership training, this report focuses on the under-explored area of how to develop leadership for learning capabilities across a broader range of educators – both […]
Inclusive Quality Education for Children with Disabilities
Inclusive quality education is integral to creating societies that are interconnected, based on values of social justice, equity of opportunities and freedom. Across the globe there is growing focus on providing inclusive quality education for all children, including those with disabilities. The Sustainable Development Goals make an explicit commitment to the education of children with […]
Blended Beyond Borders: A scan of blended learning obstacles and opportunities in Brazil, Malaysia and South Africa
Online and blended learning programs represent one of the most profound opportunities to shift industrial-era instructional models to student-centered approaches. Our latest research analyzes whether and how a sample of brick-and-mortar schools in Brazil, Malaysia, and South Africa uses online learning to deliver content in new, more flexible ways. We distributed an online survey to […]
How to Deliver Improved Outcomes for School Systems
The author elaborates on his previous work, How to Run a Government (2016), to offers guidance for policymakers and education ministries seeking to implement education reform for improved student outcomes. It focuses on adopting a mindset of delivering results, which will be of value to governments and educators, and frames a practical approach to reform grounded […]
Transition and Dropout in Lower Income Countries: Case studies of secondary education in Bangladesh and Uganda
The purpose of this study was to explore secondary education transition failure and dropout in the context of the UN Sustainable Development Goals on access to quality education. Two case studies were conducted for Uganda and Bangladesh using representative sample surveys and qualitative exploration. Country specific socioeconomic context and education system initiatives were considered in […]