SCHOOLS2030 RESEARCH

school-driven evidence for systems-level change

Through the generous support of the Jacobs Foundation, Schools2030 is working with independent research partners to increase our understanding of how holistic skills are taught and learned at classroom level; what factors can explain variability in holistic learning outcomes; and how school-driven innovations in holistic learning can lead to wider systems and policy change.

Many of our research partners are organisations based in the focus countries. Through this model of research partnership, Schools2030 seeks to counteract the trend in international development and global education research that sees focal countries as sites of data extraction, with research outputs flowing overwhelmingly from and between western-based institutions. All of our research partners have articulated plans for stakeholder involvement and how they will share and even co-create the evidence they generate with schools.

We believe that building the evidence together with stakeholders will help Schools2030 make the crucial link between education research and education systems change.

Our Research Footprint

Our Research Footprint

California, USA
Research Partner

University of California, Berkeley

The Netherlands
Research Partner

University of Amsterdam

Indiana, USA
Research Partner

University of Notre Dame Global Centre for the Development of the Whole Child

Italy, USA
Research Partner

UNICEF Office of Research – Innocenti

KAZAKHSTAN
Research Partner

Nazarbayev University Graduate School of Education

Kenya
Research Partner

Zizi Afrique

Kenya
Research Projects:
  1. Catalysing locally-rooted education solutions to improve holistic learning outcomes
  2. The Development of Picture Comprehension: Improving Learning Materials and Assessment Tools in Global Contexts
KYRGYZSTAN
Research Projects:
  1. Exploring school-based education stakeholders’ perspectives on quality of education in Kyrgyzstan and Tajikistan in the context of School2030 initiative
  2. Helping Teachers Reduce Inequality in Education
Ontario, CANADA
Research Partner

CIDEC at OISE University of Toronto

Pakistan
Research Partner

ITA Pakistan

Pakistan
Research Projects:
  1. Catalysing locally-rooted education solutions to improveholistic learning outcomes
Tajikistan
Research Projects:
  1. Exploring school-based education stakeholders’ perspectives on quality of education in Kyrgyzstan and Tajikistan in the context of School2030 initiative
Tanzania
Research Partner

University of Dar Es Salaam

United Kingdom
Research Partner

Right to Play International

Schools2030 Research
Projects 2021-23

Catalysing locally-rooted education solutions to improve holistic learning outcomes in Pakistan and Kenya

INSTITUTE(S):

PI/CO-PI:

Baela Jamil

GEOGRAPHY:

Pakistan, Kenya

Summary:

The project will investigate the Schools2030 programme in two countries – Pakistan and Kenya – across 25 schools and 2 youth centres for a period of 18 months. The research aims to contextualise and examine the relationship between academic learning outcomes, as offered currently in targeted programme schools, and non-academic skills as well as generate robust evidence on school leader and teacher-led interventions that effectively develop and incorporate non-academic skills into the existing schooling system. The research will also explore the context-specific factors and mechanisms that may be driving or constraining effective implementation in both countries and what this may mean in terms of driving systems-wide change.

The effect of common attributes of Design Thinking and Play-based teaching approaches on raising holistic learning outcomes at Primary school level in Tanzania

Summary:

This unique research-practice partnership will work together with Tanzanian education officials and school communities to understand the effectiveness of key elements of the Design Thinking Approach and Play-based Learning, using measurement tools developed in close collaboration with children, parents, teachers and school staff in Tanzania. A contextualised SEL tool will be co-created with these various actors, and then used with pre-primary and primary students across 4 districts in Tanzania to answer the central research question; “how are holistic learning outcomes impacted by the common attributes of Design Thinking Approach (DTA) and Play-based Learning (PBL) in Tanzania”?

Exploring school-based education stakeholders’ perspectives on quality of education in Kyrgyzstan and Tajikistan in the context of School2030 initiative

PI/CO-PI:

Duishonkul Shamatov
Mir Afzal Tajik (Co-PI)
Sarfaroz Niyozov (Co-PI)

GEOGRAPHY:

Kyrgyzstan, Tajikistan

Summary:

This two-year study aims to identify effective, culturally relevant classroom-generated practices and ideas for holistic learning that support efforts to change the current thinking on replicating and developing education solutions in countries like Kyrgyzstan and Tajikistan. The central objective is to identify context-relevant definitions of quality education by understanding the perspectives of teachers, students, school leaders, and parents and how ideas of quality are manifesting in the classroom. Findings will be shared with other educators and researchers, and inform policy and approaches for improving holistic learning outcomes.

The Development of Picture Comprehension: Improving Learning Materials and Assessment Tools in Global Contexts

PI/CO-PI:

Jan Englemann

GEOGRAPHY:

Kenya

Summary:

Teachers and early childhood researchers frequently use learning materials and assessment tools involving picture stimuli, across many different cultures and contexts. However, it is unclear when and how young children across cultures and contexts begin to understand pictures. While children growing up in high-income contexts are often surrounded by picture-rich stimuli, children growing up in low-income contexts may have less experience with pictures or other kinds of visual symbols. Basic picture comprehension tasks will be undertaken with children living in Lamu, Kenya, to help determine if children’s early experiences with pictures is related to their understanding of pictures. Overall, this research will contribute to evidence on the most effective learning materials and valid assessment tools for children from diverse backgrounds.

‘Data Must Speak’ about Positive Deviant Approaches to Learning

INSTITUTE(S):

PI/CO-PI:

Matt Brossard

GEOGRAPHY:

Tanzania

Summary:

This project will expand a multi-country research, known as Data Must Speak (DMS), to Tanzania. It responds to the need to address the global learning crisis in which more than half of children cannot read and understand a simple text by age 10, even when attending school. The project will use “positive deviance” methodology to identify local behaviours and practices that make some schools achieve better results than others even though they operate in a similar context with comparable resource. Once identified, the project will investigate actionable system, school, and community levers to optimally scale them to less-performing schools, contributing to the broader evidence base on the how to scale up locally rooted solutions and behaviours.

Helping Teachers Reduce Inequality in Education

PI/CO-PI:

Eddie Brummelman

GEOGRAPHY:

Kyrgyzstan

Summary:

The coronavirus pandemic has exacerbated pre-existing inequalities between students from poor or working-class backgrounds and students from middle-class or affluent backgrounds. Far reaching school closures have impacted billions of learners worldwide and Covid-related disruptions have caused dramatic learning losses, especially among students from disadvantaged backgrounds. Teachers therefore need support now more than even to help reduce inequality in education. The primary interest of this project is in exploring students’ beliefs, such as their beliefs about intellectual ability, which influence students’ motivation, learning, and achievement in school, so that teachers can target these beliefs to improve students’ engagement and ultimately reduce inequality.