WATCH – What are we learning from the Schools2030 Research Projects? A Deep Dive into Findings

by Sarah James | Jan 23, 2023 | Partnerships, Research and Evidence

At the beginning of the year, Schools2030 held a virtual webinar connecting different actors across the Schools2030 ecosystem to collectively discuss initial findings emerging from the Schools2030 Global Research Projects. Representatives from the Global Research...

Assessing our Impact – new Learning Reports for 2022 from Schools2030 Kenya and Schools2030 Tanzania

by Sarah James | Dec 5, 2022 | Research and Evidence, Partnerships

Across Schools2030 programme countries, National Learning Partners have been hired externally to lead annual monitoring and evaluation processes at school level. These partners will support Schools2030 to identify lessons learned and inform programme development....

How can public policies improve the work of education professionals? Schools2030 community in Brazil generates policy recommendations with support from the University of São Paulo

by Sarah James | Nov 3, 2022 | Policy, Partnerships, Research and Evidence

Download the Recommendations Public policy must support education professionals to succeed in their roles – but how can they do this is the important question. Some of the professionals themselves have offered answers that are set out in this document as...

WATCH – Are Assessments Involving Pictures Valid in Global Contexts? Evidence From Preschoolers in Mombasa, Kenya

by Sarah James | Oct 3, 2022 | Partnerships, Research and Evidence

Many childhood cognitive assessment tools rely on picture stimuli. As these assessments spread globally, researchers make an implicit assumption: that children across early environmental contexts understand pictures in the same way. What if this assumption does not...

UNICEF’s Data Must Speak Research partners with Schools2030 initiative and expands to Tanzania to help tackle global education crisis

by Sarah James | May 12, 2022 | Partnerships, Research and Evidence

UNICEF’s Data Must Speak Positive Deviance* Research is expanding into Tanzania. The research, which is now active in 14 countries, aims to improve education around the world by identifying best practices from schools that are doing well. The Data Must Speak (DMS)...

Understanding how Play-Based Learning and Design Thinking Can Improve Children’s Learning in Tanzania

by Sarah James | Mar 23, 2022 | Partnerships, Research and Evidence

Top image: Active, play-based learning sessions, like the one shown above in Tanzania, help children to build essential life skills like leadership, teamwork, problem solving, and empathy, which are critical for meaningful participation in decision-making processes....