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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.

London schools continue to constitute an extraordinary ‘success story’. By common consent, the government school system in London achieves extremely good results compared to the rest of England, and students from disadvantaged backgrounds do particularly well.

As the Department for Education funded Early Years Professional Development programmes draw to a close, we celebrate their many successes and reflect on some the fantastic feedback from practitioners.

What is the most important thing we can do to get evidence to drive education reform at the highest levels? This is an age-old question as much as it is a pressing and relevant challenge today. For researchers and champions of evidence use for decision making, it is also a professional conundrum. For Anna Riggall, Director - Research & Consultancy at EDT, the answer is straight forward. She argues evidence production must be demand driven and the process led by the right people.

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 review examines a range of lesson observation frameworks designed for and used in the observation of teaching in mathematics.

This report distils down what others can learn from three decades of England’s approach to school performance data.

This report is by our fourth Tim Morris Award winner, Cyril Brandt, investigating construction of schools in conflicted affected regions in the Democratic Republic of Congo.