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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 is by our third Tim Morris Award winner, Laela Adamson, investigating the teaching of English in Tanzanian secondary schools.

This study investigates the experience of an unusually interesting group of government-funded primary and secondary schools in England.

Education Development Trust (EDT) co-hosted a knowledge exchange event last month, bringing together key stakeholders and policymakers from Sierra Leone’s education sector. School leadership experts from our programmes in Ethiopia, Kenya, Rwanda and Zimbabwe all took part, sharing practical insights and lessons learnt from their experiences. They shared how they have worked with policymakers to lead and implement system-wide school leadership reforms to improve teaching and learning quality. The event is an example of EDT’s commitment to creating a pan-African alliance, enabling school leaders across the continent to share research and best practice to improve learning outcomes for all.

This report explores aspects of school and schooling that affect the participation and learning of marginalised girls in the Arid and Semi-Arid Lands (ASALs) of Turkana and the slums of Nairobi.

This report showcases nine research studies conducted by two CfBT Schools Trust academies: St Mark's Church of England Academy and Oxford Spires Academy.

This study is one of a series of three case studies conducted in Madagascar, Comoros and Rwanda into the right to education of children with disabilities

This study is one of a series of three case studies conducted in Madagascar, Comoros and Rwanda into the right to education of children with disabilities.

This research investigates the fulfilment of the right to education of children with disabilities across 21 countries in Eastern and Southern Africa.

This study investigates the notion of ‘inspiring’ teaching. It arose from headteachers’ suggestions that schools nominate a number of ‘inspiring’ teachers so that their practice could be studied and the results shared across the participating schools.