Vietnam country report

This report outlines findings from the impact of a High Touch High Tech approach to grade 7 math and considers implications for the role of the teacher and other members of the workforce when leveraging technology. Read about the High Touch High Tech prototype in Vietnam.

Sierra Leone country report 

This report describes outcomes from a project supporting the Teaching Service Commission in Sierra Leone to research, analyze, and propose solutions for critical education workforce issues, including improving the supply and demand of teachers in the most disadvantaged areas. Read about innovative education workforce analysis for more equitable education in Sierra Leone.

Ghana country report 

This report focuses on findings from a project supporting the Ghana Education Service (GES) to redesign the education workforce at all levels of the education system. Using an organization design approach, the project integrated structures, processes, and human capacity to address workforce issues and enhance the GES institutional reform. Read about redesigning the education workforce in Ghana.

Sierra Leone flipbook 

Read about EWI’s analysis for the Teaching Service Commission to help improve the supply of qualified teachers in hard-to-reach areas 

Sierra Leone research papers 

Innovative analysis for the education workforce: Sierra Leone research and policy papers.
The Education Workforce Initiative (EWI), funded by UK Aid, partnered with Fab Inc. and Sierra Leone’s Teaching Service Commission (TSC) to support strengthening the education workforce. The research and analysis applied a systemic lens across the workforce lifecycle, considering how to improve the supply and demand of teachers across Sierra Leone, but especially in the most disadvantaged areas.
The project worked adaptively and collaboratively with stakeholders across government, teacher unions, and development partners to produce a series of research and policy papers aimed at supporting both government policymaking and development partner activities. These five evidence papers covered key aspects of the education workforce: management; spatial analysis; supply and needs; recruitment and matching; and costed options.

Lebanon Policy Dialogue report 

This report shares key insights and evidence, including breakthrough approaches, to tackling common challenges in teacher allocation. It includes case studies of new technologies and innovation shared by international experts at a policy dialogue event in Lebanon. Read about innovations in teacher deployment and distribution.

Bridging the Evidence to Policy Gap: A Learning Partnership Approach to Research

At the height of the pandemic, WISE, the Education Commission, and Education Development Trust came together with the aim of generating new evidence on effective school and system leadership during COVID-19. This learning partnership approach helped close the gap between research and evidence, and policy and action. Learn more about the learning partnership approach to research.

Rwanda learning partnership report

At the height of the pandemic, WISE, the Education Commission, and Education Development Trust came together with the aim of generating new evidence on effective school and system leadership during COVID-19. This learning partnership approach helped close the gap between research and evidence, and policy and action. Learn more about the learning partnership approach to research.

School Leaders’ Preferences on School Location In Sierra Leone An individual and school level study

This paper presents findings from a survey of school leaders’ perceptions regarding what shapes school location preferences in Sierra Leone and the necessary incentives to address the imbalanced distribution of qualified teachers. This paper accompanies a qualitative inquiry on the same topic: What Matters Most for Teacher Deployment? A case study on teacher school choice preferences in Sierra Leone (McBurnie et al., 2022). Together with the qualitative study, our findings aim to address a gap in empirical evidence on equitable distribution in Sierra Leone and contribute to a growing literature on teachers’ preferences in low- and middle-income countries.