Middle-East and Asia research

This report examines four not-for-profit school chains, run by non-governmental organisations in low-income contexts. These are Fe y Alegría, the Bangladesh Rural Advancement Committee (better known by its acronym BRAC), Gyan Shala and Zambia Open Community Schools.

This report captures what might be learnt from a selection of the world’s most interesting examples of technology-assisted in-service professional development in lower-income countries and from wider reflections about the potential of technology to enhance the professional learning of teachers.

Education Development Trust and IIEP UNESCO joined forces to conduct a much-needed review of the main aspects of management relating to teachers of refugees – from recruitment to certification and professional development as well as incentives and retention.

Vietnam’s government schools have attracted a great deal of international attention since the publication of the 2012 PISA student tests: Vietnamese students performed particularly well in science, ranking eighth globally out of 65 participating jurisdictions; Vietnam maintained this position in 2015. This report investigates what lies behind Vietnam's learning success.

This research report considers the complex field of English medium instruction (EMI) policies in low- and middle-income countries. Its purpose is to provide insight and support to those responsible for setting policy or enacting it in complex language environments around the world.

This report contains the findings from an enquiry that looked at 36 ‘inspiring’ teachers nominated for the project by headteachers and principals of CfBT Schools Trust schools and academies.

Our latest report is a pioneering comparison of the approaches used to improve school standards in five diverse cities around the world: London, New York, Dubai, Rio de Janeiro and Ho Chi Minh City.

Teachers are one of the key elements in any school and effective teaching is one of the key propellers for school improvement - this review uses relevant literature to identify what makes an effective teacher.

This paper investigates the extent to which conflict has impacted on education in Syria. Using a variety of data sources, it attempts to quantify the impact in terms of the financial implications of the damage done to the education system.

Commissioned by PEIC, this research sheds fresh light on the numbers of children affected by conflict and estimates the impact of conflict and insecurity on education in terms of direct and indirect costs.

Commissioned by PEIC, this research sheds fresh light on the numbers of children affected by conflict and estimates the impact of conflict and insecurity on education in terms of direct and indirect costs.

This research, carried out by the University of Oxford, addresses the evolution of the Brunei approach to bilingual education and the role of CfBT (now Education Development Trust) in promoting educational change.