Learning Teams for Foundational Learning
Learning team approaches aim for groups of education professionals that collaborate at every level—classroom, school, district, and central—to ensure learning for all. This note aims to set the agenda for further research on learning team approaches by defining what they are, briefly synthesizing the evidence for them, and providing a few examples of how they have been harnessed to improve foundational learning.
Learning Teams to Support Children’s Learning and Wellbeing
This report explores how learning teams can improve education systems by fostering collaboration among educators, communities, and other sectors. Through four case studies from Nepal and Kenya, the report examines the origins, practices, and impact of these teams. The research offers insights into how learning teams can enhance student outcomes, teacher well-being, and governance, while informing future education reform efforts.
School Meals International Donor Analysis
As noted in its executive summary, this report looks at school meals “aid delivery through different windows, both to shed light on financial flows—and to explore discrepancies in the data.” It highlights the need for increased transparency and accountability in aid flows and suggests how the donor community can prioritize school feeding and maximize its impact on children’s lives.
Using Delivery Approaches to Improve Public Services: Education Sector Reforms in Tanzania, 2013-2023
This paper examines the question, “Under what conditions can reforms implemented under delivery unit approaches become institutionalized and sustainable?” It analyzes Tanzania’s Big Results Now (BRN) delivery unit, revealing that sustainability was more likely when reforms were integrated into ministry operations or supported by donors, influencing education governance at multiple levels.
Problem-solving in Education Reform: Evidence and Insights for Low- and Middle-income Countries
This paper examines how problem-solving approaches can support education reform in low- and middle-income countries (LMICs). Through case studies from South Africa, Brazil, and Ghana, it highlights the role of adaptive leadership, stakeholder engagement, and data-driven decision-making. The paper identifies knowledge gaps, particularly in sustainability and gender dynamics for further investigation.