Recent research by international organisations has found that teachers do not sufficiently participate in key discussions on educational reform in developing countries, therefore depriving the process of teachers’ input and undermining teachers’ sense of ownership and commitment. The UNESCO project ‘Improving Teacher Support and Participation in Local Education Groups (LEGs)’ sought to address this deficit. Having run since 2015, ECOPER and Ockham IPS evaluators have recently completed an evaluation of the intervention. A mixed method approach was used for the evaluation, involving interviews with stakeholders at international and national levels, an online survey and field missions to Ivory Coast, Nepal, and Uganda, which provided a deeper understanding of how the project had operated at a country level.
Eradicating child Labour in South Asia
Over sixteen million children between ages 5 and 17 are engaged in labour in South Asia, according to estimates from recent years, with the highest levels in absolute terms found in India, followed by Bangladesh, Pakistan and Nepal. The ILO’s Asia Regional Child Labour Project (ARC) was implemented in 2019 with the aim of reducing …