Research projects : Centre for International Education

Scoping Longitudinal Qualitative Studies with 'Seldom Heard' Families: May 2023 - May 2024

Lead Researchers: Professor Janet Boddy (PI) with Professor Linda Morrice (Co-I) and Professor Rachel Thomson (Co-I).
Sponsor: Economic and Social Research Council (ESRC)
Funding amount: £150,000
Theme: Education, Conflict and Displacement

Final Report:

Thomson, Rachel; Lacey, Alison Jane; Nasrawy, May; Boddy, Janet; Morrice, Linda; Brannen, Julia (2024). Scoping Longitudinal Qualitative Studies with Seldom-Heard Families. University of Sussex. Report. https://hdl.handle.net/10779/uos.25574778.v1

Political Economy of Education in Conflict Contexts - The PEER Network: Jan 2020 - Jan 2024

Evaluation of the City of Sanctuary ‘Schools of Sanctuary’ programme: December 2022 - November 2023

Professor Linda Morrice (University of Sussex) and Professor Alex Kendall (London South Bank University)
Co-Investigators: Marcela Gola Boutros (University of Sussex) and Dr Mary-Rose Puttick (University of Wolverhampton)
Sponsor: City of Sanctuary (Paul Hamlyn Foundation)
Funding amount: £20,000
Theme: Education, Conflict and Displacement

Project Final Report:

Wilding, J. Morrice, L., Demirbas, E. Collyer, M., (2024) What does it mean to be a City of Sanctuary? University of Sussex. DOI 10.13140/RG.2.2.18009.12645

Abstract

A collaborative knowledge exchange project between academics at the University of Sussex, Sanctuary on Sea (Brighton and Hove's City of Sanctuary group) and Brighton and Hove City Council, exploring what it means to be a City of Sanctuary, how the city is currently welcoming and supporting precarious migrants, and some inspiring examples from elsewhere, in relation to four 'streams': health, housing, education and access to legal advice.

Read the full Evaluation Report here.

Youth, Gender and Education: Changing landscapes of work in rural sub-Saharan Africa (WE-SAY): March 2020 - May 2023

Wellbeing and the Digital Worlds of Unaccompanied Refugee Children and Young People: Oct 2022 - April 2023

Lead Researcher (PI): Professor Linda Morrice
Co-Researchers: Dr Linda Tip (University of Brighton) and Dr Jessica Oddy (Postgraduate Research Assistant) with peer researchers Mr Naqeeb Saide and Mr Mohammed Alzarei (Hummingbird Project).
Sponsor: eNurture (UKRI-ESRC)
Funding amount: £29,946
Theme: Education, Conflict and Displacement

Final Project Report

This video, made by Hummingbird Young Leaders, explains the results of this project which investigated how unaccompanied children and young people use digital technology, and how it affects their wellbeing.

The project was a collaboration between the University of Sussex, University of Brighton, and the Hummingbird Project.

Climate Emergency in Somalia: Challenging the crisis of visibility and political responsibility for famine: Oct 2022 - March 2023

Gender on the Higher Education Agenda Internationally: Co-constructing foundations for equitable futures: Jan 2021 - Dec 2022

Lead Researcher (PI): Dr Tamsin Hinton Smith
Co-Investigators: Professor Olapeju Aiyelaagbe, University of Ibadan, Nigeria / Dr Anna CohenMiller, University of Nazabayev, Kazakhstan / Professor Kholoud Kahime, Cadi Ayyad University, Morocco / Dr Nupur Samuel, OP Jindal University, India
Sponsor: The British Academy
Funding amount: £44,712
Sub-theme: Gender and Education (within the 'Identities: Identities, Citizenship and Youth' research theme)

Process Evaluation of the Ongoing Government Adoption of the Second Chance Education Programme in Ethiopia: Feb 2020 - June 2022

Strengthening Rapid Education Responses in Acute Emergencies: Jan - Dec 2021

Social Movement, Learning and Knowledge Production in the Struggle for Peace and Social Justice: Jan 2018 - June 2021

Comparative Study of Teacher Education in India, South Africa and England: March 2018 - May 2021

Assessment of Education Strategies and Interventions Adopted in Jordan as a Response to the Syrian Crisis: July 2018 - March 2021

Lead Researcher (PI): Dr Linda Morrice
Co-researchers: Dr Mariam Attia, Dr Marcos Delprato, Professor Yusuf Sayed & Professor Gillian Hampden-Thompson
Sponsor: Queen Rania Foundation
Funding Amount: £146,300
Theme: Education, Conflict and Displacement

SUMMARY: Key Patterns in the Jordanian Education System

FINAL REPORT: Learning and Social Cohesion in Jordan

See more details on the project web page

Technical Support for the Inclusive Education Project in Uganda (consultancy): April 2016 - Dec 2020

Researchers: Dr Jo Westbrook and Dr Jacqui Shepherd
Sponsor: Sightsavers
Funding amount: £47,542

This inclusive education project has been working on the development of more inclusive classrooms at primary level through a collaboration between the University of Kyambogo, Uganda, Disabled Peoples Organisations and Sightsavers, and in conjunction with the close involvement of the Ministry of Education, Uganda, and the University of Sussex.

As consultants, Jo Westbrook and Jacqui Shepherd work with Kyambogo, the National Union of Disabled People and the National Society for Disabled Children to develop a Certificate Course in Inclusive Education, comprising ten interactive modules for pairs of tutors to take from all 54 Primary Teacher Colleges. Jo taught some of the modules together with Kyambogo staff on two of the three residential training weeks at the specialist SEND PTC of Lira in the North of Uganda in 2017 and 2018. The impact of the Certificate on tutors has been considerable, with many using the word ‘conversion’ to indicate the profound challenge to their prior beliefs about disability and changes made to how they teach and observe their trainees. Several have independently forged links went outside their PTC to work with learners with disabilities in local refugee camps and at a Deaf School.

A second plank of the project was the orientation towards inclusion for all Coordinating Centre tutors who deliver CPD to teachers in the field, Inspectors and District Education Offices, carried out by staff from Kyambogo and Sightsavers.

Some 100 tutors have now graduated with the Certificate who in turn have taught their PTC colleagues through an Abridged Version of the Certificate, also developed by Sussex. The final five months of Sussex involvement focuses on working with Kyambogo to revise the ten modules ready to be slotted into the new B.Ed degree course curriculum with its longer school practicum, incorporating the interactive pedagogic elements used in the face to face teaching.

In working in such a collaborative manner with a variety of relevant in-country stakeholders, this project contributes to CIE’s ways of working with Southern actors, and directly works towards greater social justice at a practice level for tutors, trainees and most importantly learners with disability in mainstream classrooms.

Challenges and Opportunities for Rural Youth Employment in sub-Saharan Africa - A mixed methods study: April 2017 - March 2020

Safe and Quality Education for Girls and Boys in Displacement Situations in Ethiopia and Somalia: March 2018 - Feb 2020

Research into the Curriculum and Pedagogy of the Second Chance Programme in Liberia: Dec 2018 - July 2019

Education for Out-of-school Children with Disabilities in Jordan (consultancy): 2018-19

Improving Education for Refugee Background Students: Feb - Sept 2018

Understanding Complementary Basic Education in Ghana: Sept 2017 - Dec 2018

Effectiveness and Efficiency of Secondary Education in sub-Saharan Africa: Aug 2017 - June 2018

Optimising Refugee Resettlement in the UK: July 2014 - Feb 2018

Research team: Dr Linda Morrice, Professor Michael Collyer, Professor Rupert Brown and Dr Linda Tip
Sponsor: ESRC

PROJECT PAPERS
Roundtable Meeting Report on Optimising Refugee Resettlement: March 2019
Integration of Resettled Refugees in the UK: FINAL REPORT
English Language for Resettled Refugees: POLICY BRIEF
Forced Migration Review: Special issue on resettlement (Feb 2017)

Higher Education, Internationalisation and Mobility: Jan 2015 - Dec 2017

Research Consortium on Education and Peacebuilding: 2013 - 2016

Engaging Teachers in Peacebuilding in Post-conflict Contexts: Sept 2014 - Sept 2016

Consortium for Research on Educational Access, Transitions and Equity (CREATE): 2005 - 2015

Lead Researcher: Professor Keith Lewin
Sponsor: DFID

Over 120 million children of primary and lower secondary school age are not in school. Many more are attending irregularly, seriously over-age, and learning little. Most of these children are in Sub Saharan Africa and South Asia, many are those suffering disadvantage (household poverty, gendered discrimination, disability, compromised health, uncertain civil status, and membership of socially excluded groups. Access to basic education lies at the heart of development. Lack of educational access, and securely acquired knowledge and skill, is both a part of the definition of poverty, and a means for its diminution. Sustained access to meaningful learning that has utility is critical to long term improvements in productivity, the reduction of inter-generational poverty, demographic transition, preventive health care, the empowerment of women, and reductions in inequality.

CREATE was a programme of research involving over 140 researchers in six leading institutions in Bangladesh, Ghana, India, South Africa and the UK between 2005 and 2012. It was funded by DFID initially for £2.5 million which was enhanced over time.. The research was Directed by Keith M Lewin of the Centre for International Education, University of Sussex. Its purpose was to increase knowledge and understanding of why less than half of all children complete primary and lower secondary schooling in low income countries and identify what actions of policy and practice would make a difference. The research has generated insights from large scale empirical work at community and school level involving over 18,000 households and over 100 schools, and from analysis of cross national data sets on participation. These are complemented by smaller scale case studies and qualitative enquiries using a wide range of social science methods. Over 16,000 children have been tracked for four years. The research is designed to be directly relevant to policy dialogue directed towards accelerating progress towards universalising access to basic education in line wiglobal commitments to universalise access to education.

The main CREATE Partners are: The Institute of Education and Development, BRAC University, Bangladesh: the National University of Educational Planning and Administration, India: the Education Policy Unit, University of the Witwatersrand, South Africa; the Universities of Winneba and Cape Coast, Ghana; the Institute of Education, UCL.
Please click for more details on CREATE which links to the master website.

The CREATE synthesis was launched in 2011 at University College, London, the UKFIET Conference in New College, Oxford; UNICEF HQ in New York in September 2011, and Canberra, Australia in February 2012 at AUSAID. It was also presented in Delhi, Dhakar, Accra and Johannesburg to invited audiences.

Synthetic Book based on CREATE
Lewin K M (2011) Making Rights Realities: Researching Educational Access, Transitions and Equity. Research Report of the Consortium for Research on Educational Access, Transitions and Equity. Brighton: University of Sussex

International Institute for Educational Planning Monograph on Making Rights Realities
Lewin K M (2015) Educational Access, Equity and Development: Planning to Make Rights Realities. Fundamentals of Educational Planning Serial Number 97. International Institute for Educational Planning, UNESCO, Paris.

Agenda Papers on Researching Access
Lewin K M (2007) Improving Access, Equity and Transitions in Education: Creating a Research Agenda (Summary). Pathways to Access No 1, CREATE, University of Sussex.

Retrospective

Lewin K M (2023) Using a systems approach to education and development; Insights from a multi country research programme on access and learning in Faul M V and Savage L (Eds) (2023) Systems thinking for education and development: Unblocking learning for All. Edward Elgar Publishing, Cheltenham, UK.

CREATE has produced an extensive portfolio of research products, supported a series of national and international policy dialogue events, contributed to sector reviews, and shaped bilateral and multilateral strategies to improve educational access. The research has generated a twelve-point development agenda that identifies actions to make the right to education a reality. The research products include 75 Research Monographs, eight Country Reviews, four special issues of refereed journals, 25 policy briefs, and six books and 22 PhDs. Many publications are at CREATE.

Visit the CREATE website for more

Multi-Site Teacher Education Research Project (MUSTER): 1997 - 2010

Lead Researcher: Professor Keith Lewin
Sponsor: DFID

The Multi-Site Teacher Education Research Project (MUSTER) (1996-2004) funded by DFID explored initial teacher education in Malawi, South Africa, Lesotho, Ghana, and Trinidad and Tobago and was the largest DFID education research grant of its generation. MUSTER generated new understandings of teacher education before, during and after the point of initial qualification. It analysed supply and demand for new teachers in the context of universalising primary schooling and identified policy priorities and resource constraints. It produced six books and over 30 discussion papers, and a special issue of the International Journal on Education and Development. It was responsible for national reviews of teacher education in four of the five participating countries. Research monographs are available from authors listed in the reports.

Listed below are the main research products

Journal Articles

Special Issue of International Journal of Educational Development

British Educational Research Journal

UNESCO: Lewin K M (2004) The Pre-service training of teachers: does it meet its objectives and how can it be improved?

Review

Key issues in teacher education – a sourcebook for teacher educators T Allsop (2010)