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This project explored how digital personalised learning (DPL) solutions can be adapted and scaled to improve education access and quality for refugee and displaced children in conflict-affected settings. Led by War Child Alliance, the initiative

This project explored how governments in Côte d'Ivoire, Nigeria, and Zambia can improve foundational learning by enhancing teacher support systems within the Teaching at the Right Level (TaRL) approach. The initiative focused on testing scalable

This project explored how school leaders in Nepal, Pakistan, and Afghan refugee schools in Pakistan can drive inclusive education reforms through professional learning communities—Networked Improvement Communities (NICs)—supported by digital open

This project aimed to strengthen early childhood education (ECE) in Ghana and Sierra Leone by enhancing teacher capacity to implement play-based learning (PBL) approaches. Led by the Institute of Statistical, Social and Economic Research (ISSER)

This project explored how education systems in Pakistan and Nepal can better use school-level data to drive improvements in teaching, learning, and equity. It focused on scaling the School Improvement Framework (SIF)—an innovative, cost-effective

This project explored how governments in Mozambique and Rwanda can adapt and scale Gender-Responsive Play-Based Learning (GR-PBL) approaches to improve early childhood education (ECE). Led by Three Stones International Rwanda , in partnership with

This project aimed to transform teacher professional development (TPD) in Afghanistan, Maldives, and Nepal by introducing a multi-modal, context-sensitive model that integrates action research (AR), mentoring, open educational resources (OERs), and

This project aimed to strengthen early childhood education (ECE) systems in Uganda and Zambia by scaling up play-based learning (PBL) approaches. Led by Zambia Open Community Schools (ZOCS), in partnership with the University of Zambia and Makerere

This project explored how gender norms and resistance to change affect girls’ access, retention, and success in education across four African countries: Burkina Faso, Chad, the Democratic Republic of Congo (DRC), and São Tomé and Príncipe. Led by the

This project explored how governments in Kyrgyzstan, Mongolia, and Tajikistan can adopt and scale inclusive distance education approaches to reduce inequalities and improve access to quality education. Led by Taalim-Forum Public Foundation, the

This project developed and tested a new model of bridging classes—Centre d’Éducation Non Formelle à Visée Scolaire (CENF-VS)—to improve learning outcomes and reintegration pathways for out-of-school children and youth in six West African countries

This project explored how governments in Nigeria, The Gambia, and Kenya can adopt and scale Learning Through Play (LtP) approaches to improve early childhood education (ECE). Led by the Africa Early Childhood Network (AfECN) in partnership with

In sub-Saharan Africa, many teachers receive very little initial training and a large proportion of them do not have adequate in-service professional development. Thus, many primary school teachers do not have the skills to implement a curriculum and

This project addressed the urgent issue of sexual and gender-based violence (SGBV) in rural schools across Haiti, Honduras, and Nicaragua. Led by CLADE (Latin American Campaign for the Right to Education), the initiative used participatory action

This project generated and mobilized evidence to improve bilingual and multilingual education systems in Côte d’Ivoire, the Democratic Republic of the Congo (DRC), and Senegal. Led by Dalberg Research and the American Institutes for Research (AIR)

This project evaluated the effectiveness and scalability of the Forum for African Women Educationalists’ (FAWE) gender-sensitive school model across four countries: Burundi, Mali, the Democratic Republic of Congo (DRC), and Senegal. The model, which

This project addressed critical gaps in primary-level Science and Mathematics education in Benin, Cameroon, and the Democratic Republic of the Congo (DRC) by developing and testing scalable, inclusive, and context-sensitive teaching and learning

This project explored how evidence-based educational technology can improve literacy outcomes for early-grade learners in Kenya, Rwanda, and Bangladesh. The initiative scaled a blended Teacher Professional Development (TPD) program alongside