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Our fifth Annual Impact Review reveals phenomenal growth in the reach and impact of our programmes to improve education across the world. The report – focusing on the year to September 2023 – shows how we have engaged with more teachers, leaders and education systems internationally than ever before and improved outcomes and experiences for learners.

School improvement through external review is a burgeoning sector of education provision, and the International School Quality Mark (ISQM) and the inspection of British Schools Overseas (BSO) are two methods being increasingly used in this area. But what do these reviews focus on, and how far do they lead to change and improvement?

Our work in emergency and refugee settings, alongside our research on policy and practice in these contexts, has long formed an important part of what we do at EDT. Ahead of this week’s Global Refugee Forum, we are delighted to share that EDT is formally pledging its support for refugee learners and their teachers around the world.

We have significant experience in supporting teaching and learning in refugee settings. In addition to our work with Alexandria Schools Trust, supporting the training of Syrian refugee teachers in Lebanon and Jordan, we have also been developing the global evidence base on education for refugees and internally displaced persons.

At the end of 2022, there were 108.4 million forcibly displaced persons. Among these are 35.5 million refugees, over half of whom are children. Effective management of teachers is central to ensuring inclusive, equitable, and quality education for these children and young people, as teaching quality constitutes the most important factor affecting students’ learning. This report, the final in a series of country reports, investigates teacher management in refugee contexts in Uganda. It contributes to a burgeoning body of evidence about teachers in refugee contexts and aims to provide policy guidance to support ministries of education.