Ei-iE

For the last two decades, EI and its affiliates, Algemene Onderwijsbond (AOb/the Netherlands) and Gewerkschaft Erziehung und Wissenschaft (GEW/Germany), through the Fair Childhood Foundation, have supported projects to reduce school dropout rates and child labour and to contribute to the development of child labour-free zones in over 13 countries on...

This report is a comparative study on teacher professional development in relation to curriculum. The review seeks to understand the relationship between teacher professionalism and curriculum in Africa by investigating 10 selected countries covering primary and lower secondary schooling.

The study is a detailed examination of the trends and current manifestations of privatisation in education in Morocco. The report also sheds light on various public education reforms implemented in Morocco and how privatisation policies have affected these reforms.

This report observes several limitations of human capital theory, both as a description of the way qualifications are used in the labour market, and in severely limiting the potential roles of technical and vocational education and training (TVET). It proposes as an alternative the human capabilities approach which posits that...

In 2015, Education International ensured that the new international agenda for a better world included a commitment to quality education and recognised the importance of teachers in making this a reality.

This study intends to demonstrate whether copyright exceptions and limitations for educational purposes are fit for everyday educational practices.

Education Support Personnel (ESP) play a vital role in promoting quality education, fostering a safe and positive learning environment for all students, and ensuring that schools and educational institutions function effectively. ESP cover a wide range of people working in the education sector, and despite being an essential part of...

This study aims at examining how teachers’ professional identities are constructed in seven contrasting education systems. The jurisdictions - Berlin, Chile, Kenya, Ontario, Scotland, Singapore and Sweden - were selected to achieve an economic and geographical balance and a range of contexts in relation to educational performance and teacher supply...

Bridge International Academies (BIA) is the fastest-growing chain of ‘low-fee’ schools in the world, having ‘reached 500,000 children through hundreds of schools across Africa and India’ (BIA, 2018) and planning ‘to be the global leader in providing education to families who live on US$2 a day per person or less’...

The Education Commission and The Global Steering Group for Impact Investment have plans to establish a $1 billion Education Outcomes Fund for Africa and the Middle East (EOF), which they claim will be a ‘game changing initiative to drive results in education’. The financing mechanism will pool grants to commission...

One of the greatest challenges facing Nigeria is rebuilding high-quality, free public education for all. State promises on this date back to the 1973 National Pledge and have been repeated in policies and declarations. However, repeated failures to fulfil these promises has led to private sector intervention, and the commercialisation...

The study assesses the current practices, future prospects and challenges in the recruitment, selection, and training of the first cycle primary school teachers’ training policy of Ethiopia and puts forward policy recommendations.

The study aims to identify actual class sizes as against the required size by education providers and policy makers. Further, the study also examines the possible causes and effects of large class sizes. Finally, this study identifies possible ways of managing large class sizes in the Ghanaian education system from...

This report reviews and analyses documents related to the Partnership Schools for Liberia (PSL) pilot. The analysis focuses on three key areas: transparency and accountability, students and teachers, and scalability and sustainability.

This study reports on the experience of several teacher unions as they respond to the challenges facing teachers in a range of national contexts: Chile, Kenya, New Zealand, Poland, Scotland, Turkey, and the United States of America.

These reports are based on a partnership project with Brookings in which Education International worked with the KNUT on a secondary school survey in Kenya and with ZNUT on a primary school survey in Zambia to investigate the breadth of learning opportunities available in state schools.

Bridge International Academies (BIA) is a large and expanding business that provides for-profit private education in Kenya, Uganda, Nigeria and India. With support and investment coming from global edubusiness Pearson, the World Bank, the UK Department for International Development (DFID) and high profile actors such as Mark Zuckerberg and the...

The study reveals the operations of BIA in Uganda where it sells its version of ‘education,’ or its standardised ‘Academy-in-a-Box,’ to an estimated 12,000 fee-paying students in 63 schools.