project on education

Research Topics & Ideas: Education

170+ Research Ideas To Fast-Track Your Project

If you’re just starting out exploring education-related topics for your dissertation, thesis or research project, you’ve come to the right place. In this post, we’ll help kickstart your research topic ideation process by providing a hearty list of research topics and ideas , including examples from actual dissertations and theses..

PS – This is just the start…

We know it’s exciting to run through a list of research topics, but please keep in mind that this list is just a starting point . To develop a suitable education-related research topic, you’ll need to identify a clear and convincing research gap , and a viable plan of action to fill that gap.

If this sounds foreign to you, check out our free research topic webinar that explores how to find and refine a high-quality research topic, from scratch. Alternatively, if you’d like hands-on help, consider our 1-on-1 coaching service .

Overview: Education Research Topics

• How to find a research topic (video)
• List of 50+ education-related research topics/ideas
• List of 120+ level-specific research topics 
• Examples of actual dissertation topics in education
• Tips to fast-track your topic ideation (video)
• Free Webinar : Topic Ideation 101
• Where to get extra help

Education-Related Research Topics & Ideas

Below you’ll find a list of education-related research topics and idea kickstarters. These are fairly broad and flexible to various contexts, so keep in mind that you will need to refine them a little. Nevertheless, they should inspire some ideas for your project.

• The impact of school funding on student achievement
• The effects of social and emotional learning on student well-being
• The effects of parental involvement on student behaviour
• The impact of teacher training on student learning
• The impact of classroom design on student learning
• The impact of poverty on education
• The use of student data to inform instruction
• The role of parental involvement in education
• The effects of mindfulness practices in the classroom
• The use of technology in the classroom
• The role of critical thinking in education
• The use of formative and summative assessments in the classroom
• The use of differentiated instruction in the classroom
• The use of gamification in education
• The effects of teacher burnout on student learning
• The impact of school leadership on student achievement
• The effects of teacher diversity on student outcomes
• The role of teacher collaboration in improving student outcomes
• The implementation of blended and online learning
• The effects of teacher accountability on student achievement
• The effects of standardized testing on student learning
• The effects of classroom management on student behaviour
• The effects of school culture on student achievement
• The use of student-centred learning in the classroom
• The impact of teacher-student relationships on student outcomes
• The achievement gap in minority and low-income students
• The use of culturally responsive teaching in the classroom
• The impact of teacher professional development on student learning
• The use of project-based learning in the classroom
• The effects of teacher expectations on student achievement
• The use of adaptive learning technology in the classroom
• The impact of teacher turnover on student learning
• The effects of teacher recruitment and retention on student learning
• The impact of early childhood education on later academic success
• The impact of parental involvement on student engagement
• The use of positive reinforcement in education
• The impact of school climate on student engagement
• The role of STEM education in preparing students for the workforce
• The effects of school choice on student achievement
• The use of technology in the form of online tutoring

Level-Specific Research Topics

Looking for research topics for a specific level of education? We’ve got you covered. Below you can find research topic ideas for primary, secondary and tertiary-level education contexts. Click the relevant level to view the respective list.

Research Topics: Pick An Education Level

Primary education.

• Investigating the effects of peer tutoring on academic achievement in primary school
• Exploring the benefits of mindfulness practices in primary school classrooms
• Examining the effects of different teaching strategies on primary school students’ problem-solving skills
• The use of storytelling as a teaching strategy in primary school literacy instruction
• The role of cultural diversity in promoting tolerance and understanding in primary schools
• The impact of character education programs on moral development in primary school students
• Investigating the use of technology in enhancing primary school mathematics education
• The impact of inclusive curriculum on promoting equity and diversity in primary schools
• The impact of outdoor education programs on environmental awareness in primary school students
• The influence of school climate on student motivation and engagement in primary schools
• Investigating the effects of early literacy interventions on reading comprehension in primary school students
• The impact of parental involvement in school decision-making processes on student achievement in primary schools
• Exploring the benefits of inclusive education for students with special needs in primary schools
• Investigating the effects of teacher-student feedback on academic motivation in primary schools
• The role of technology in developing digital literacy skills in primary school students
• Effective strategies for fostering a growth mindset in primary school students
• Investigating the role of parental support in reducing academic stress in primary school children
• The role of arts education in fostering creativity and self-expression in primary school students
• Examining the effects of early childhood education programs on primary school readiness
• Examining the effects of homework on primary school students’ academic performance
• The role of formative assessment in improving learning outcomes in primary school classrooms
• The impact of teacher-student relationships on academic outcomes in primary school
• Investigating the effects of classroom environment on student behavior and learning outcomes in primary schools
• Investigating the role of creativity and imagination in primary school curriculum
• The impact of nutrition and healthy eating programs on academic performance in primary schools
• The impact of social-emotional learning programs on primary school students’ well-being and academic performance
• The role of parental involvement in academic achievement of primary school children
• Examining the effects of classroom management strategies on student behavior in primary school
• The role of school leadership in creating a positive school climate Exploring the benefits of bilingual education in primary schools
• The effectiveness of project-based learning in developing critical thinking skills in primary school students
• The role of inquiry-based learning in fostering curiosity and critical thinking in primary school students
• The effects of class size on student engagement and achievement in primary schools
• Investigating the effects of recess and physical activity breaks on attention and learning in primary school
• Exploring the benefits of outdoor play in developing gross motor skills in primary school children
• The effects of educational field trips on knowledge retention in primary school students
• Examining the effects of inclusive classroom practices on students’ attitudes towards diversity in primary schools
• The impact of parental involvement in homework on primary school students’ academic achievement
• Investigating the effectiveness of different assessment methods in primary school classrooms
• The influence of physical activity and exercise on cognitive development in primary school children
• Exploring the benefits of cooperative learning in promoting social skills in primary school students

Secondary Education

• Investigating the effects of school discipline policies on student behavior and academic success in secondary education
• The role of social media in enhancing communication and collaboration among secondary school students
• The impact of school leadership on teacher effectiveness and student outcomes in secondary schools
• Investigating the effects of technology integration on teaching and learning in secondary education
• Exploring the benefits of interdisciplinary instruction in promoting critical thinking skills in secondary schools
• The impact of arts education on creativity and self-expression in secondary school students
• The effectiveness of flipped classrooms in promoting student learning in secondary education
• The role of career guidance programs in preparing secondary school students for future employment
• Investigating the effects of student-centered learning approaches on student autonomy and academic success in secondary schools
• The impact of socio-economic factors on educational attainment in secondary education
• Investigating the impact of project-based learning on student engagement and academic achievement in secondary schools
• Investigating the effects of multicultural education on cultural understanding and tolerance in secondary schools
• The influence of standardized testing on teaching practices and student learning in secondary education
• Investigating the effects of classroom management strategies on student behavior and academic engagement in secondary education
• The influence of teacher professional development on instructional practices and student outcomes in secondary schools
• The role of extracurricular activities in promoting holistic development and well-roundedness in secondary school students
• Investigating the effects of blended learning models on student engagement and achievement in secondary education
• The role of physical education in promoting physical health and well-being among secondary school students
• Investigating the effects of gender on academic achievement and career aspirations in secondary education
• Exploring the benefits of multicultural literature in promoting cultural awareness and empathy among secondary school students
• The impact of school counseling services on student mental health and well-being in secondary schools
• Exploring the benefits of vocational education and training in preparing secondary school students for the workforce
• The role of digital literacy in preparing secondary school students for the digital age
• The influence of parental involvement on academic success and well-being of secondary school students
• The impact of social-emotional learning programs on secondary school students’ well-being and academic success
• The role of character education in fostering ethical and responsible behavior in secondary school students
• Examining the effects of digital citizenship education on responsible and ethical technology use among secondary school students
• The impact of parental involvement in school decision-making processes on student outcomes in secondary schools
• The role of educational technology in promoting personalized learning experiences in secondary schools
• The impact of inclusive education on the social and academic outcomes of students with disabilities in secondary schools
• The influence of parental support on academic motivation and achievement in secondary education
• The role of school climate in promoting positive behavior and well-being among secondary school students
• Examining the effects of peer mentoring programs on academic achievement and social-emotional development in secondary schools
• Examining the effects of teacher-student relationships on student motivation and achievement in secondary schools
• Exploring the benefits of service-learning programs in promoting civic engagement among secondary school students
• The impact of educational policies on educational equity and access in secondary education
• Examining the effects of homework on academic achievement and student well-being in secondary education
• Investigating the effects of different assessment methods on student performance in secondary schools
• Examining the effects of single-sex education on academic performance and gender stereotypes in secondary schools
• The role of mentoring programs in supporting the transition from secondary to post-secondary education

Tertiary Education

• The role of student support services in promoting academic success and well-being in higher education
• The impact of internationalization initiatives on students’ intercultural competence and global perspectives in tertiary education
• Investigating the effects of active learning classrooms and learning spaces on student engagement and learning outcomes in tertiary education
• Exploring the benefits of service-learning experiences in fostering civic engagement and social responsibility in higher education
• The influence of learning communities and collaborative learning environments on student academic and social integration in higher education
• Exploring the benefits of undergraduate research experiences in fostering critical thinking and scientific inquiry skills
• Investigating the effects of academic advising and mentoring on student retention and degree completion in higher education
• The role of student engagement and involvement in co-curricular activities on holistic student development in higher education
• The impact of multicultural education on fostering cultural competence and diversity appreciation in higher education
• The role of internships and work-integrated learning experiences in enhancing students’ employability and career outcomes
• Examining the effects of assessment and feedback practices on student learning and academic achievement in tertiary education
• The influence of faculty professional development on instructional practices and student outcomes in tertiary education
• The influence of faculty-student relationships on student success and well-being in tertiary education
• The impact of college transition programs on students’ academic and social adjustment to higher education
• The impact of online learning platforms on student learning outcomes in higher education
• The impact of financial aid and scholarships on access and persistence in higher education
• The influence of student leadership and involvement in extracurricular activities on personal development and campus engagement
• Exploring the benefits of competency-based education in developing job-specific skills in tertiary students
• Examining the effects of flipped classroom models on student learning and retention in higher education
• Exploring the benefits of online collaboration and virtual team projects in developing teamwork skills in tertiary students
• Investigating the effects of diversity and inclusion initiatives on campus climate and student experiences in tertiary education
• The influence of study abroad programs on intercultural competence and global perspectives of college students
• Investigating the effects of peer mentoring and tutoring programs on student retention and academic performance in tertiary education
• Investigating the effectiveness of active learning strategies in promoting student engagement and achievement in tertiary education
• Investigating the effects of blended learning models and hybrid courses on student learning and satisfaction in higher education
• The role of digital literacy and information literacy skills in supporting student success in the digital age
• Investigating the effects of experiential learning opportunities on career readiness and employability of college students
• The impact of e-portfolios on student reflection, self-assessment, and showcasing of learning in higher education
• The role of technology in enhancing collaborative learning experiences in tertiary classrooms
• The impact of research opportunities on undergraduate student engagement and pursuit of advanced degrees
• Examining the effects of competency-based assessment on measuring student learning and achievement in tertiary education
• Examining the effects of interdisciplinary programs and courses on critical thinking and problem-solving skills in college students
• The role of inclusive education and accessibility in promoting equitable learning experiences for diverse student populations
• The role of career counseling and guidance in supporting students’ career decision-making in tertiary education
• The influence of faculty diversity and representation on student success and inclusive learning environments in higher education

Education-Related Dissertations & Theses

While the ideas we’ve presented above are a decent starting point for finding a research topic in education, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses in the education space to see how this all comes together in practice.

Below, we’ve included a selection of education-related research projects to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.

• From Rural to Urban: Education Conditions of Migrant Children in China (Wang, 2019)
• Energy Renovation While Learning English: A Guidebook for Elementary ESL Teachers (Yang, 2019)
• A Reanalyses of Intercorrelational Matrices of Visual and Verbal Learners’ Abilities, Cognitive Styles, and Learning Preferences (Fox, 2020)
• A study of the elementary math program utilized by a mid-Missouri school district (Barabas, 2020)
• Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective (Burcks, 2019)
• Higher education students services: a qualitative study of two mid-size universities’ direct exchange programs (Kinde, 2020)
• Exploring editorial leadership : a qualitative study of scholastic journalism advisers teaching leadership in Missouri secondary schools (Lewis, 2020)
• Selling the virtual university: a multimodal discourse analysis of marketing for online learning (Ludwig, 2020)
• Advocacy and accountability in school counselling: assessing the use of data as related to professional self-efficacy (Matthews, 2020)
• The use of an application screening assessment as a predictor of teaching retention at a midwestern, K-12, public school district (Scarbrough, 2020)
• Core values driving sustained elite performance cultures (Beiner, 2020)
• Educative features of upper elementary Eureka math curriculum (Dwiggins, 2020)
• How female principals nurture adult learning opportunities in successful high schools with challenging student demographics (Woodward, 2020)
• The disproportionality of Black Males in Special Education: A Case Study Analysis of Educator Perceptions in a Southeastern Urban High School (McCrae, 2021)

As you can see, these research topics are a lot more focused than the generic topic ideas we presented earlier. So, in order for you to develop a high-quality research topic, you’ll need to get specific and laser-focused on a specific context with specific variables of interest.  In the video below, we explore some other important things you’ll need to consider when crafting your research topic.

Get 1-On-1 Help

If you’re still unsure about how to find a quality research topic within education, check out our Research Topic Kickstarter service, which is the perfect starting point for developing a unique, well-justified research topic.

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64 Comments

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Greetings, I am a student majoring in Sociology and minoring in Public Administration. I’m considering any recommended research topic in the field of Sociology.

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I am a graduate with two masters. 1) Master of arts in religious studies and 2) Master in education in foundations of education. I intend to do a Ph.D. on my second master’s, however, I need to bring both masters together through my Ph.D. research. can I do something like, ” The contribution of Philosophy of education for a quality religion education in Kenya”? kindly, assist and be free to suggest a similar topic that will bring together the two masters. thanks in advance

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Although research activities and topics should stem from reflection on one’s practice, I found this site valuable as it effectively addressed many issues we have been experiencing as practitioners.

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Twenty Ideas for Engaging Projects

Twenty ideas for getting engaging projects going in your classroom.

The start of the school year offers an ideal time to introduce students to project-based learning. By starting with engaging projects, you'll grab their interest while establishing a solid foundation of important skills, such as knowing how to conduct research, engage experts, and collaborate with peers. In honor of Edutopia's 20th anniversary, here are 20 project ideas to get learning off to a good start.

1. Flat Stanley Refresh: Flat Stanley literacy projects are perennial favorites for inspiring students to communicate and connect, often across great distances. Now Flat Stanley has his own apps for iPhone and iPad, along with new online resources. Project founder Dale Hubert is recently retired from the classroom, but he's still generating fresh ideas to bring learning alive in the "flatlands."

2. PBL is No Accident: In West Virginia, project-based learning has been adopted as a statewide strategy for improving teaching and learning. Teachers don't have to look far to find good project ideas. In this CNN story about the state's educational approach, read about a project that grew out of a fender-bender in a school parking lot. When students were asked to come up with a better design for the lot, they applied their understanding of geometry, civics, law, engineering, and public speaking. Find more good ideas in West Virginia's Teach21 project library.

3. Defy Gravity: Give your students a chance to investigate what happens near zero gravity by challenging them to design an experiment for NASA to conduct at its 2.2 second drop tower in Brookpark, Ohio. Separate NASA programs are offered for middle school and high school. Or, propose a project that may land you a seat on the ultimate roller coaster (aka: the "vomit comet"), NASA aircraft that produces periods of micro and hyper gravity ranging from 0 to 2 g's. Proposal deadline is Sept. 21, and flight week takes place in February 2012.

4. Connect Across Disciplines: When students design and build kinetic sculptures, they expand their understanding of art, history, engineering, language arts, and technology. Get some interdisciplinary project insights from the Edutopia video, Kinetic Conundrum . Click on the accompanying links for more tips about how you can do it, too.

5. Honor Home Languages: English language learners can feel pressured to master English fast, with class time spent correcting errors instead of using language in meaningful ways. Digital IS, a site published by the National Writing Project, shares plans for three projects that take time to honor students' home languages and cultures, engaging them in critical thinking, collaboration, and use of digital tools. Anne Herrington and Charlie Moran curate the project collection, "English Language Learners, Digital Tools, and Authentic Audiences."

6. Rethink Lunch: Make lunch into a learning opportunity with a project that gets students thinking more critically about their mid-day meal. Center for Ecoliteracy offers materials to help you start,  including informative essays and downloadable planning guides . Get more ideas from this video about a middle-school nutrition project, "A Healthy School Lunch."

7. Take a Learning Expedition: Expeditionary Learning schools take students on authentic learning expeditions, often in neighborhoods close to home. Check out the gallery for project ideas.

8. Find a Pal: If PBL is new to you, consider joining an existing project. You'll benefit from a veteran colleague's insights, and your students will get a chance to collaborate with classmates from other communities or even other countries. Get connected at ePals , a global learning community for educators from more than 200 countries.

9. Get Minds Inquiring: What's under foot? What are things made of? Science projects that emphasize inquiry help students make sense of their world and build a solid foundation for future understanding. The Inquiry Project supports teachers in third to fifth grades as they guide students in hands-on investigations about matter. Students develop the habits of scientists as they make observations, offer predictions, and gather evidence. Companion videos show how scientists use the same methods to explore the world. Connect inquiry activities to longer-term projects, such as creating a classroom museum that showcases students' investigations.

10. Learn through Service: When cases of the West Nile virus were reported in their area, Minnesota students sprang into action with a project that focused on preventing the disease through public education. Their project  (PDF) demonstrates what can happen when service-learning principles are built into PBL. Find more ideas for service-learning projects from the National Youth Leadership Council .

11. Locate Experts: When students are learning through authentic projects, they often need to connect with experts from the world outside the classroom. Find the knowledgeable experts you need for STEM projects through the National Lab Network . It's an online network where K-12 educators can locate experts from the fields of science, technology, engineering and mathematics.

12. Build Empathy: Projects that help students see the world from another person's perspective build empathy along with academic outcomes. The Edutopia video, "Give Me Shelter" , shows what compassionate learning looks like in action. Click on the companion links for more suggestions about how you can do it, too.

13. Investigate Climate Science: Take students on an investigation of climate science by joining the newest collaborative project hosted by GLOBE , Global Learning and Observations to Benefit the Environment. The Student Climate Research Campaign includes three components: introductory activities to build a foundation of understanding, intensive observing periods when students around the world gather and report data, and research investigations that students design and conduct. Climate project kicks off Sept. 12.

14. Problem-Solvers Unite: Math fairs take mathematics out of the classroom and into the community, where everyone gets a chance to try their hand at problem solving. Galileo Educational Network explains how to host a math fair . In a nutshell, students set up displays of their math problems but not the solutions. Then they entice their parents and invited guests to work on solutions. Make the event even more engaging by inviting mathematicians to respond to students' problems.

15. Harvest Pennies: Can small things really add up to big results? It seems so, based on results of the Penny Harvest . Since the project started in New York in 1991, young philanthropists nationwide have raised and donated more than $8 million to charitable causes, all through penny drives. The project website explains how to organize students in philanthropy roundtables to study community issues and decide which causes they want to support.

16. Gather Stories: Instead of teaching history from textbooks, put students in the role of historian and help them make sense of the past. Learn more about how to plan oral history projects in the Edutopia story, "Living Legends." Teach students about the value of listening by having them gather stories for StoryCorps .

17. Angry Bird Physics: Here's a driving question to kickstart a science project: "What are the laws of physics in Angry Birds world?" Read how physics teachers like Frank Noschese and John Burk are using the web version of the popular mobile game in their classrooms.

18. Place-Based Projects: Make local heritage, landscapes, and culture the jumping-off point for compelling projects. That's the idea behind place-based education, which encourages students to look closely at their communities. Often, they wind up making significant contributions to their communities, as seen in the City of Stories project .

19. News They Can Use: Students don't have to wait until they're grown-ups to start publishing. Student newspapers, radio stations, and other journalism projects give them real-life experiences now. Award-winning journalism teacher Esther Wojcicki outlines the benefits this post on the New York Times Learning Network . Get more ideas about digital-age citizen journalism projects at MediaShift Idea Lab .

20. The Heroes They Know: To get acquainted with students at the start of the year and also introduce students to PBL processes, High Tech High teacher Diana Sanchez asked students to create a visual and textual representation of a hero in their own life. Their black-and-white exhibits were a source of pride to students, as Sanchez explains in her project reflection . Get more ideas from the project gallery at High Tech High , a network of 11 schools in San Diego County that emphasize PBL. To learn more, watch this Edutopia video interview with High Tech High founding principal Larry Rosenstock.

Please tell us about the projects you are planning for this school year.

Centers, Projects, and Initiatives

The research centers, projects, and initiatives based at the Harvard Graduate School of Education are creating new horizons in education by putting innovative ideas into reality. These groundbreaking efforts bring together communities of scholars, practitioners, advocates, and learners to test theories, push research into practice, and develop solutions to improve education outcomes for all.

Center for Digital Thriving

Creates knowledge and research-based resources that help people thrive in a tech-filled world

Center for Education Policy Research

Puts vast data to practical use to address education policy questions and improve outcomes

Center on the Developing Child

Drives research-based innovations to achieve meaningful outcomes for children facing adversity

Supports the cradle-to-career place-based partnership field, driving systems-level change and opening personalized pathways to success for all children and families

Immigration Initiative at Harvard

Advances interdisciplinary scholarship and hands-on research about immigration policy and immigrant communities

Making Caring Common

Establishes guidelines for developing students with a solid moral compass and a passion for making a difference

Project Zero

Creates and fosters dynamic ideas and practices that help teachers zero in on creative ways to teach and inspire students

Public Education Leadership Project

Works to improve leadership competencies of public school administrators through professional development to drive greater educational outcomes

Reach Every Reader

Develops tools to support the vision that all children can develop the skills, knowledge, and interest to become lifelong readers

Saul Zaentz Early Education Initiative

Provides educators with the knowledge and resources to cultivate optimal early learning environments and experiences for students

Faculty Research Initiatives and Labs

In addition to the research centers above, faculty at the Harvard Graduate School of Education conduct individual projects across research, practice, and policy, collaborating with HGSE students and with colleagues and organizations across the field of education.

• Adolescent Ethnic-Racial Identity Development (AERID) Laboratory
• The Black Teacher Archive
• C.A.R.E.S. Lab   
• Collaborative on Academic Careers in Higher Education (COACHE)   
• Creative Computing Lab  
• Data Wise Project  
• Deeper Learning Dozen  
• Global Education Innovation Initiative  
• Justice in Schools  
• Language Diversity & Literacy Development Research Group  
• Language for Learning  
• Leadership Initiative for Faith and Education (L.I.F.E.)
• Project on the Next Generation of Teachers  
• READS Lab  
• Refugee REACH  
• The Rowe Lab  
• Transformative Justice Initiative  

The World Bank Group is the largest financier of education in the developing world, working in 94 countries and committed to helping them reach SDG4: access to inclusive and equitable quality education and lifelong learning opportunities for all by 2030.

Education is a human right, a powerful driver of development, and one of the strongest instruments for reducing poverty and improving health, gender equality, peace, and stability. It delivers large, consistent returns in terms of income, and is the most important factor to ensure equity and inclusion.

For individuals, education promotes employment, earnings, health, and poverty reduction. Globally, there is a  9% increase in hourly earnings for every extra year of schooling . For societies, it drives long-term economic growth, spurs innovation, strengthens institutions, and fosters social cohesion.  Education is further a powerful catalyst to climate action through widespread behavior change and skilling for green transitions.

Developing countries have made tremendous progress in getting children into the classroom and more children worldwide are now in school. But learning is not guaranteed, as the  2018 World Development Report  (WDR) stressed.

Making smart and effective investments in people’s education is critical for developing the human capital that will end extreme poverty. At the core of this strategy is the need to tackle the learning crisis, put an end to  Learning Poverty , and help youth acquire the advanced cognitive, socioemotional, technical and digital skills they need to succeed in today’s world. 

In low- and middle-income countries, the share of children living in  Learning Poverty  (that is, the proportion of 10-year-old children that are unable to read and understand a short age-appropriate text) increased from 57% before the pandemic to an estimated  70%  in 2022.

However, learning is in crisis. More than 70 million more people were pushed into poverty during the COVID pandemic, a billion children lost a year of school , and three years later the learning losses suffered have not been recouped .  If a child cannot read with comprehension by age 10, they are unlikely to become fluent readers. They will fail to thrive later in school and will be unable to power their careers and economies once they leave school.

The effects of the pandemic are expected to be long-lasting. Analysis has already revealed deep losses, with international reading scores declining from 2016 to 2021 by more than a year of schooling.  These losses may translate to a 0.68 percentage point in global GDP growth.  The staggering effects of school closures reach beyond learning. This generation of children could lose a combined total of  US$21 trillion in lifetime earnings  in present value or the equivalent of 17% of today’s global GDP – a sharp rise from the 2021 estimate of a US$17 trillion loss. 

Action is urgently needed now – business as usual will not suffice to heal the scars of the pandemic and will not accelerate progress enough to meet the ambitions of SDG 4. We are urging governments to implement ambitious and aggressive Learning Acceleration Programs to get children back to school, recover lost learning, and advance progress by building better, more equitable and resilient education systems.

Last Updated: Mar 25, 2024

The World Bank’s global education strategy is centered on ensuring learning happens – for everyone, everywhere. Our vision is to ensure that everyone can achieve her or his full potential with access to a quality education and lifelong learning. To reach this, we are helping countries build foundational skills like literacy, numeracy, and socioemotional skills – the building blocks for all other learning. From early childhood to tertiary education and beyond – we help children and youth acquire the skills they need to thrive in school, the labor market and throughout their lives.

Investing in the world’s most precious resource – people – is paramount to ending poverty on a livable planet.  Our experience across more than 100 countries bears out this robust connection between human capital, quality of life, and economic growth: when countries strategically invest in people and the systems designed to protect and build human capital at scale, they unlock the wealth of nations and the potential of everyone.

Building on this, the World Bank supports resilient, equitable, and inclusive education systems that ensure learning happens for everyone. We do this by generating and disseminating evidence, ensuring alignment with policymaking processes, and bridging the gap between research and practice.

The World Bank is the largest source of external financing for education in developing countries, with a portfolio of about $26 billion in 94 countries including IBRD, IDA and Recipient-Executed Trust Funds. IDA operations comprise 62% of the education portfolio.

The investment in FCV settings has increased dramatically and now accounts for 26% of our portfolio.

World Bank projects reach at least 425 million students -one-third of students in low- and middle-income countries.

The World Bank’s Approach to Education

Five interrelated pillars of a well-functioning education system underpin the World Bank’s education policy approach:

• Learners are prepared and motivated to learn;
• Teachers are prepared, skilled, and motivated to facilitate learning and skills acquisition;
• Learning resources (including education technology) are available, relevant, and used to improve teaching and learning;
• Schools are safe and inclusive; and
• Education Systems are well-managed, with good implementation capacity and adequate financing.

The Bank is already helping governments design and implement cost-effective programs and tools to build these pillars.

Our Principles:

• We pursue systemic reform supported by political commitment to learning for all children. 
• We focus on equity and inclusion through a progressive path toward achieving universal access to quality education, including children and young adults in fragile or conflict affected areas , those in marginalized and rural communities,  girls and women , displaced populations,  students with disabilities , and other vulnerable groups.
• We focus on results and use evidence to keep improving policy by using metrics to guide improvements.   
• We want to ensure financial commitment commensurate with what is needed to provide basic services to all. 
• We invest wisely in technology so that education systems embrace and learn to harness technology to support their learning objectives.   

Laying the groundwork for the future

Country challenges vary, but there is a menu of options to build forward better, more resilient, and equitable education systems.

Countries are facing an education crisis that requires a two-pronged approach: first, supporting actions to recover lost time through remedial and accelerated learning; and, second, building on these investments for a more equitable, resilient, and effective system.

Recovering from the learning crisis must be a political priority, backed with adequate financing and the resolve to implement needed reforms.  Domestic financing for education over the last two years has not kept pace with the need to recover and accelerate learning. Across low- and lower-middle-income countries, the  average share of education in government budgets fell during the pandemic , and in 2022 it remained below 2019 levels.

The best chance for a better future is to invest in education and make sure each dollar is put toward improving learning.  In a time of fiscal pressure, protecting spending that yields long-run gains – like spending on education – will maximize impact.  We still need more and better funding for education.  Closing the learning gap will require increasing the level, efficiency, and equity of education spending—spending smarter is an imperative.

• Education technology  can be a powerful tool to implement these actions by supporting teachers, children, principals, and parents; expanding accessible digital learning platforms, including radio/ TV / Online learning resources; and using data to identify and help at-risk children, personalize learning, and improve service delivery.

Looking ahead

We must seize this opportunity  to reimagine education in bold ways. Together, we can build forward better more equitable, effective, and resilient education systems for the world’s children and youth.

Accelerating Improvements

Supporting countries in establishing time-bound learning targets and a focused education investment plan, outlining actions and investments geared to achieve these goals.

Launched in 2020, the  Accelerator Program  works with a set of countries to channel investments in education and to learn from each other. The program coordinates efforts across partners to ensure that the countries in the program show improvements in foundational skills at scale over the next three to five years. These investment plans build on the collective work of multiple partners, and leverage the latest evidence on what works, and how best to plan for implementation.  Countries such as Brazil (the state of Ceará) and Kenya have achieved dramatic reductions in learning poverty over the past decade at scale, providing useful lessons, even as they seek to build on their successes and address remaining and new challenges.  

Universalizing Foundational Literacy

Readying children for the future by supporting acquisition of foundational skills – which are the gateway to other skills and subjects.

The  Literacy Policy Package (LPP)   consists of interventions focused specifically on promoting acquisition of reading proficiency in primary school. These include assuring political and technical commitment to making all children literate; ensuring effective literacy instruction by supporting teachers; providing quality, age-appropriate books; teaching children first in the language they speak and understand best; and fostering children’s oral language abilities and love of books and reading.

Advancing skills through TVET and Tertiary

Ensuring that individuals have access to quality education and training opportunities and supporting links to employment.

Tertiary education and skills systems are a driver of major development agendas, including human capital, climate change, youth and women’s empowerment, and jobs and economic transformation. A comprehensive skill set to succeed in the 21st century labor market consists of foundational and higher order skills, socio-emotional skills, specialized skills, and digital skills. Yet most countries continue to struggle in delivering on the promise of skills development. 

The World Bank is supporting countries through efforts that address key challenges including improving access and completion, adaptability, quality, relevance, and efficiency of skills development programs. Our approach is via multiple channels including projects, global goods, as well as the Tertiary Education and Skills Program . Our recent reports including Building Better Formal TVET Systems and STEERing Tertiary Education provide a way forward for how to improve these critical systems.

Addressing Climate Change

Mainstreaming climate education and investing in green skills, research and innovation, and green infrastructure to spur climate action and foster better preparedness and resilience to climate shocks.

Our approach recognizes that education is critical for achieving effective, sustained climate action. At the same time, climate change is adversely impacting education outcomes. Investments in education can play a huge role in building climate resilience and advancing climate mitigation and adaptation. Climate change education gives young people greater awareness of climate risks and more access to tools and solutions for addressing these risks and managing related shocks. Technical and vocational education and training can also accelerate a green economic transformation by fostering green skills and innovation. Greening education infrastructure can help mitigate the impact of heat, pollution, and extreme weather on learning, while helping address climate change. 

Examples of this work are projects in Nigeria (life skills training for adolescent girls), Vietnam (fostering relevant scientific research) , and Bangladesh (constructing and retrofitting schools to serve as cyclone shelters).

Strengthening Measurement Systems

Enabling countries to gather and evaluate information on learning and its drivers more efficiently and effectively.

The World Bank supports initiatives to help countries effectively build and strengthen their measurement systems to facilitate evidence-based decision-making. Examples of this work include:

(1) The  Global Education Policy Dashboard (GEPD) : This tool offers a strong basis for identifying priorities for investment and policy reforms that are suited to each country context by focusing on the three dimensions of practices, policies, and politics.

• Highlights gaps between what the evidence suggests is effective in promoting learning and what is happening in practice in each system; and
• Allows governments to track progress as they act to close the gaps.

The GEPD has been implemented in 13 education systems already – Peru, Rwanda, Jordan, Ethiopia, Madagascar, Mozambique, Islamabad, Khyber Pakhtunkhwa, Sierra Leone, Niger, Gabon, Jordan and Chad – with more expected by the end of 2024.

(2)  Learning Assessment Platform (LeAP) : LeAP is a one-stop shop for knowledge, capacity-building tools, support for policy dialogue, and technical staff expertise to support student achievement measurement and national assessments for better learning.

Supporting Successful Teachers

Helping systems develop the right selection, incentives, and support to the professional development of teachers.

Currently, the World Bank Education Global Practice has over 160 active projects supporting over 18 million teachers worldwide, about a third of the teacher population in low- and middle-income countries. In 12 countries alone, these projects cover 16 million teachers, including all primary school teachers in Ethiopia and Turkey, and over 80% in Bangladesh, Pakistan, and Vietnam.

A World Bank-developed classroom observation tool, Teach, was designed to capture the quality of teaching in low- and middle-income countries. It is now 3.6 million students.

While Teach helps identify patterns in teacher performance, Coach leverages these insights to support teachers to improve their teaching practice through hands-on in-service teacher professional development (TPD).

Our recent report on Making Teacher Policy Work proposes a practical framework to uncover the black box of effective teacher policy and discusses the factors that enable their scalability and sustainability.

 Supporting Education Finance Systems

Strengthening country financing systems to mobilize resources for education and make better use of their investments in education.

Our approach is to bring together multi-sectoral expertise to engage with ministries of education and finance and other stakeholders to develop and implement effective and efficient public financial management systems; build capacity to monitor and evaluate education spending, identify financing bottlenecks, and develop interventions to strengthen financing systems; build the evidence base on global spending patterns and the magnitude and causes of spending inefficiencies; and develop diagnostic tools as public goods to support country efforts.

Working in Fragile, Conflict, and Violent (FCV) Contexts

The massive and growing global challenge of having so many children living in conflict and violent situations requires a response at the same scale and scope. Our education engagement in the Fragility, Conflict and Violence (FCV) context, which stands at US$5.35 billion, has grown rapidly in recent years, reflecting the ever-increasing importance of the FCV agenda in education. Indeed, these projects now account for more than 25% of the World Bank education portfolio.

Education is crucial to minimizing the effects of fragility and displacement on the welfare of youth and children in the short-term and preventing the emergence of violent conflict in the long-term. 

Support to Countries Throughout the Education Cycle

Our support to countries covers the entire learning cycle, to help shape resilient, equitable, and inclusive education systems that ensure learning happens for everyone. 

The ongoing  Supporting  Egypt  Education Reform project , 2018-2025, supports transformational reforms of the Egyptian education system, by improving teaching and learning conditions in public schools. The World Bank has invested $500 million in the project focused on increasing access to quality kindergarten, enhancing the capacity of teachers and education leaders, developing a reliable student assessment system, and introducing the use of modern technology for teaching and learning. Specifically, the share of Egyptian 10-year-old students, who could read and comprehend at the global minimum proficiency level, increased to 45 percent in 2021.

In  Nigeria , the $75 million  Edo  Basic Education Sector and Skills Transformation (EdoBESST)  project, running from 2020-2024, is focused on improving teaching and learning in basic education. Under the project, which covers 97 percent of schools in the state, there is a strong focus on incorporating digital technologies for teachers. They were equipped with handheld tablets with structured lesson plans for their classes. Their coaches use classroom observation tools to provide individualized feedback. Teacher absence has reduced drastically because of the initiative. Over 16,000 teachers were trained through the project, and the introduction of technology has also benefited students.

Through the $235 million  School Sector Development Program  in  Nepal  (2017-2022), the number of children staying in school until Grade 12 nearly tripled, and the number of out-of-school children fell by almost seven percent. During the pandemic, innovative approaches were needed to continue education. Mobile phone penetration is high in the country. More than four in five households in Nepal have mobile phones. The project supported an educational service that made it possible for children with phones to connect to local radio that broadcast learning programs.

From 2017-2023, the $50 million  Strengthening of State Universities  in  Chile  project has made strides to improve quality and equity at state universities. The project helped reduce dropout: the third-year dropout rate fell by almost 10 percent from 2018-2022, keeping more students in school.

The World Bank’s first  Program-for-Results financing in education  was through a $202 million project in  Tanzania , that ran from 2013-2021. The project linked funding to results and aimed to improve education quality. It helped build capacity, and enhanced effectiveness and efficiency in the education sector. Through the project, learning outcomes significantly improved alongside an unprecedented expansion of access to education for children in Tanzania. From 2013-2019, an additional 1.8 million students enrolled in primary schools. In 2019, the average reading speed for Grade 2 students rose to 22.3 words per minute, up from 17.3 in 2017. The project laid the foundation for the ongoing $500 million  BOOST project , which supports over 12 million children to enroll early, develop strong foundational skills, and complete a quality education.

The $40 million  Cambodia  Secondary Education Improvement project , which ran from 2017-2022, focused on strengthening school-based management, upgrading teacher qualifications, and building classrooms in Cambodia, to improve learning outcomes, and reduce student dropout at the secondary school level. The project has directly benefited almost 70,000 students in 100 target schools, and approximately 2,000 teachers and 600 school administrators received training.

The World Bank is co-financing the $152.80 million  Yemen  Restoring Education and Learning Emergency project , running from 2020-2024, which is implemented through UNICEF, WFP, and Save the Children. It is helping to maintain access to basic education for many students, improve learning conditions in schools, and is working to strengthen overall education sector capacity. In the time of crisis, the project is supporting teacher payments and teacher training, school meals, school infrastructure development, and the distribution of learning materials and school supplies. To date, almost 600,000 students have benefited from these interventions.

The $87 million  Providing an Education of Quality in  Haiti  project supported approximately 380 schools in the Southern region of Haiti from 2016-2023. Despite a highly challenging context of political instability and recurrent natural disasters, the project successfully supported access to education for students. The project provided textbooks, fresh meals, and teacher training support to 70,000 students, 3,000 teachers, and 300 school directors. It gave tuition waivers to 35,000 students in 118 non-public schools. The project also repaired 19 national schools damaged by the 2021 earthquake, which gave 5,500 students safe access to their schools again.

In 2013, just 5% of the poorest households in  Uzbekistan  had children enrolled in preschools. Thanks to the  Improving Pre-Primary and General Secondary Education Project , by July 2019, around 100,000 children will have benefitted from the half-day program in 2,420 rural kindergartens, comprising around 49% of all preschool educational institutions, or over 90% of rural kindergartens in the country.

In addition to working closely with governments in our client countries, the World Bank also works at the global, regional, and local levels with a range of technical partners, including foundations, non-profit organizations, bilaterals, and other multilateral organizations. Some examples of our most recent global partnerships include:

UNICEF, UNESCO, FCDO, USAID, Bill & Melinda Gates Foundation:  Coalition for Foundational Learning

The World Bank is working closely with UNICEF, UNESCO, FCDO, USAID, and the Bill & Melinda Gates Foundation as the  Coalition for Foundational Learning  to advocate and provide technical support to ensure foundational learning.  The World Bank works with these partners to promote and endorse the  Commitment to Action on Foundational Learning , a global network of countries committed to halving the global share of children unable to read and understand a simple text by age 10 by 2030.

Australian Aid, Bernard van Leer Foundation, Bill & Melinda Gates Foundation, Canada, Echida Giving, FCDO, German Cooperation, William & Flora Hewlett Foundation, Conrad Hilton Foundation, LEGO Foundation, Porticus, USAID: Early Learning Partnership

The Early Learning Partnership (ELP) is a multi-donor trust fund, housed at the World Bank.  ELP leverages World Bank strengths—a global presence, access to policymakers and strong technical analysis—to improve early learning opportunities and outcomes for young children around the world.

We help World Bank teams and countries get the information they need to make the case to invest in Early Childhood Development (ECD), design effective policies and deliver impactful programs. At the country level, ELP grants provide teams with resources for early seed investments that can generate large financial commitments through World Bank finance and government resources. At the global level, ELP research and special initiatives work to fill knowledge gaps, build capacity and generate public goods.

UNESCO, UNICEF:  Learning Data Compact

UNESCO, UNICEF, and the World Bank have joined forces to close the learning data gaps that still exist and that preclude many countries from monitoring the quality of their education systems and assessing if their students are learning. The three organizations have agreed to a  Learning Data Compact , a commitment to ensure that all countries, especially low-income countries, have at least one quality measure of learning by 2025, supporting coordinated efforts to strengthen national assessment systems.

UNESCO Institute for Statistics (UIS):   Learning Poverty Indicator

Aimed at measuring and urging attention to foundational literacy as a prerequisite to achieve SDG4, this partnership was launched in 2019 to help countries strengthen their learning assessment systems, better monitor what students are learning in internationally comparable ways and improve the breadth and quality of global data on education.

FCDO, Bill & Melinda Gates Foundation:  EdTech Hub

Supported by the UK government’s Foreign, Commonwealth & Development Office (FCDO), in partnership with the Bill & Melinda Gates Foundation, the EdTech Hub is aimed at improving the quality of ed-tech investments. The Hub launched a rapid response Helpdesk service to provide just-in-time advisory support to 70 low- and middle-income countries planning education technology and remote learning initiatives.

MasterCard Foundation

Our Tertiary Education and Skills  global program, launched with support from the Mastercard Foundation, aims to prepare youth and adults for the future of work and society by improving access to relevant, quality, equitable reskilling and post-secondary education opportunities.  It is designed to reframe, reform, and rebuild tertiary education and skills systems for the digital and green transformation.

Bridging the AI divide: Breaking down barriers to ensure women’s leadership and participation in the Fifth Industrial Revolution

Common challenges and tailored solutions: How policymakers are strengthening early learning systems across the world

Compulsory education boosts learning outcomes and climate action

Areas of focus.

Data & Measurement

Early Childhood Development

Financing Education

Foundational Learning

Fragile, Conflict & Violent Contexts

Girls’ Education

Inclusive Education

Skills Development

Technology (EdTech)  

Tertiary Education

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Collapse and Recovery: How the COVID-19 Pandemic Eroded Human Capital and What to Do About It

BROCHURES & FACT SHEETS

Flyer: Education Factsheet - May 2024

Publication: Realizing Education's Promise: A World Bank Retrospective – August 2023

Flyer: Education and Climate Change - November 2022

Brochure: Learning Losses - October 2022

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Global Education Newsletter - April 2024

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Human Capital Project

The Human Capital Project is a global effort to accelerate more and better investments in people for greater equity and economic growth.

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Education in Fragile, Conflict & Violence Contexts

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• Progress towards quality education was already slower than required before the pandemic, but COVID-19 has had devastating impacts on education, causing learning losses in four out of five of the 104 countries studied.

Without additional measures, an estimated 84 million children and young people will stay out of school by 2030 and approximately 300 million students will lack the basic numeracy and literacy skills necessary for success in life.

In addition to free primary and secondary schooling for all boys and girls by 2030, the aim is to provide equal access to affordable vocational training, eliminate gender and wealth disparities, and achieve universal access to quality higher education.

Education is the key that will allow many other Sustainable Development Goals (SDGs) to be achieved. When people are able to get quality education they can break from the cycle of poverty.

Education helps to reduce inequalities and to reach gender equality. It also empowers people everywhere to live more healthy and sustainable lives. Education is also crucial to fostering tolerance between people and contributes to more peaceful societies.

• To deliver on Goal 4, education financing must become a national investment priority. Furthermore, measures such as making education free and compulsory, increasing the number of teachers, improving basic school infrastructure and embracing digital transformation are essential.

What progress have we made so far?

While progress has been made towards the 2030 education targets set by the United Nations, continued efforts are required to address persistent challenges and ensure that quality education is accessible to all, leaving no one behind.

Between 2015 and 2021, there was an increase in worldwide primary school completion, lower secondary completion, and upper secondary completion. Nevertheless, the progress made during this period was notably slower compared to the 15 years prior.

What challenges remain?

According to national education targets, the percentage of students attaining basic reading skills by the end of primary school is projected to rise from 51 per cent in 2015 to 67 per cent by 2030. However, an estimated 300 million children and young people will still lack basic numeracy and literacy skills by 2030.

Economic constraints, coupled with issues of learning outcomes and dropout rates, persist in marginalized areas, underscoring the need for continued global commitment to ensuring inclusive and equitable education for all. Low levels of information and communications technology (ICT) skills are also a major barrier to achieving universal and meaningful connectivity.

Where are people struggling the most to have access to education?

Sub-Saharan Africa faces the biggest challenges in providing schools with basic resources. The situation is extreme at the primary and lower secondary levels, where less than one-half of schools in sub-Saharan Africa have access to drinking water, electricity, computers and the Internet.

Inequalities will also worsen unless the digital divide – the gap between under-connected and highly digitalized countries – is not addressed .

Are there groups that have more difficult access to education?

Yes, women and girls are one of these groups. About 40 per cent of countries have not achieved gender parity in primary education. These disadvantages in education also translate into lack of access to skills and limited opportunities in the labour market for young women.

What can we do?  

Ask our governments to place education as a priority in both policy and practice. Lobby our governments to make firm commitments to provide free primary school education to all, including vulnerable or marginalized groups.

Facts and figures

Goal 4 targets.

• Without additional measures, only one in six countries will achieve the universal secondary school completion target by 2030, an estimated 84 million children and young people will still be out of school, and approximately 300 million students will lack the basic numeracy and literacy skills necessary for success in life.
• To achieve national Goal 4 benchmarks, which are reduced in ambition compared with the original Goal 4 targets, 79 low- and lower-middle- income countries still face an average annual financing gap of $97 billion.

Source: The Sustainable Development Goals Report 2023

4.1  By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and Goal-4 effective learning outcomes

4.2  By 2030, ensure that all girls and boys have access to quality early childhood development, care and preprimary education so that they are ready for primary education

4.3  By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university

4.4  By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship

4.5  By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations

4.6  By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy

4.7  By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development

4.A  Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning environments for all

4.B  By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries

4.C  By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states

UN Educational, Scientific and Cultural Organization

UN Children’s Fund

UN Development Programme

Global Education First Initiative

UN Population Fund: Comprehensive sexuality education

UN Office of the Secretary General’s Envoy on Youth

Fast Facts: Quality Education

Infographic: Quality Education

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• Apr 7, 2021

Working to Learn: New Research on Connecting Education and Career

New White Paper from the Project on Workforce Highlights Critical Need to Better Connect Education and Career

By: Joseph B. Fuller, Rachel Lipson, Jorge Encinas, Tessa Forshaw, Alexis Gable, & J.B. Schramm

Download the report:

In the wake of covid-19 and growing inequality, america needs more pathways that bridge education and career. new research from the project on workforce at harvard draws on data from new profit's postsecondary initiative for equity to identify opportunities for the education-to-employment field and chart the course for connections to good jobs., press release.

APRIL 7, 2021 -- A new white paper released today by Harvard’s interdisciplinary Project on Workforce - Working to Learn: Despite a growing set of innovators, America struggles to connect education and career - highlights stark challenges and transformative opportunities for the growing field of organizations seeking to connect postsecondary education with employment.

The development of job pathways that integrate work and learning are critical to an equitable recovery and a future where social and economic opportunity are available to all. Workers from underrepresented communities, particularly communities of color, have been most affected by the economic fallout of the COVID-19 pandemic and traditionally have faced the largest systemic barriers to social and economic opportunity in America. These communities are wellsprings of insight and talent where people are poised to take advantage of stronger pathways to learning and earning amidst accelerating changes in our workforce and economy.

“Our research showed that many organizations purporting to connect both education and career are still struggling to do so,” said Joseph Fuller , Professor of Management Practice at the Harvard Business School and co-author of the report. “While standout organizations exist in the field, too few programs are linking soft and hard skills, prioritizing evidence, working with employers, or providing wraparound supports.”

The research utilized a unique dataset of 316 applications to an open grant competition for programs seeking to connect postsecondary education and employment. Analyzing these organizations, the report’s authors found:

Huge potential to engage employers more deeply: Programs that worked with employers were growing faster than peers, but only about one-third (35 percent) of organizations mentioned that they were working directly with employers. Only about one-quarter mentioned providing learning opportunities in workplace environments.

Opportunities to build bridges between education and employment: Only 16 percent of organizations prioritize relationships with both educational institutions and employers. Success measurement is similarly siloed between education and employment metrics; for organizations that focused on college-related outcomes, only 33 percent also prioritized employment outcomes.

A growing need to develop transferable skills in the future of work : One-third of organizations in the dataset focused on job-specific training, but just nine percent of organizations prioritized foundational soft skills alongside job-specific skills.

A critical opportunity for more investment in wraparound supports: Only 13 percent of organizations cited directly providing wraparound supports like subsidies for transportation, housing, or childcare.

A growing, but still nascent, evidence base: The most common success metric tracked by applicant organizations (59 percent) was whether participants completed the program. About one-quarter of organizations indicated that they measured employment rates and a similar share tracked college attendance. Causal evidence is more rare; nine percent of applicants cited an existing study, quasi-study, or external evaluation of the program model in their application.

Under-leveraging of technology in some areas : Before the onset of the COVID-19 pandemic, the field was heavily skewed towards in-person models. Only six percent of programs were fully online; 11 percent had hybrid models.

“To date, the field is fragmented and often siloed between college and employment missions,” said report co-author Rachel Lipson , Project Director of the Project on Workforce at the Harvard Kennedy School. “But there is vast untapped potential to scale innovations both within and across organizations.”

Postsecondary Innovation for Equity initiative

The data for this research comes from the Postsecondary Innovation for Equity (PIE) initiative . The PIE initiative was developed by New Profit, a nonprofit venture philanthropy that supports social entrepreneurs who advance equity and opportunity in the United States. New Profit asked organizations that considered themselves innovators in the education-to-employment sector to apply to receive an unrestricted $100,000 grant and participate in a peer learning community. Of the 316 applications received, New Profit selected 20 organizations for the first round of grants and support. The full data set from the 316 applicants provided rich material for this analysis of the current state of the education-and-employment field.

Advancing the education-and-employment field

The PIE initiative supports innovators working at the intersection of education and employment to develop new approaches to connect young adults from low-income and underrepresented communities with the postsecondary credentials and work experience needed to access upwardly mobile careers. For example, CodePath.org is leveraging technology to help thousands of college students from underrepresented backgrounds gain the skills and connections they need to launch tech careers; Generation USA is forging close partnerships with employers to rapidly train and place adult learners into upwardly mobile jobs; and the Brooklyn STEAM Center is closing the gap between school and work by enabling New York City public high school students to learn through work experience at dozens of companies located at the former Brooklyn Navy Yard site.

“Scaling and disseminating successful models will be key to systemic change,” notes New Profit Associate Partner Glendean Hamilton , co-leader of the PIE initiative. “ Working to Learn points philanthropists and policymakers toward the kind of innovation needed to build a more equitable education-to-employment system in America.”

A virtual report briefing and discussion will be held on April 28, 2021 at 11:00am EDT and open to the public. Please register for the briefing at this link .

For media inquiries:

Nikhil Gehani, [email protected]

Rachel Lipson, [email protected]

About the Project on Workforce at Harvard

The Project on Workforce is an interdisciplinary, collaborative project between the Harvard Kennedy School's Malcolm Wiener Center for Social Policy, the Harvard Business School Managing the Future of Work Project, and the Harvard Graduate School of Education. The Project produces and catalyzes basic and applied research at the intersection of education and labor markets for leaders in business, education, and policy. The Project’s research aims to help shape a postsecondary system of the future that creates more and better pathways to economic mobility and forges smoother transitions between education and careers. Learn more at www.pw.hks.harvard.edu .

About New Profit

New Profit is a nonprofit venture philanthropy organization that backs breakthrough social entrepreneurs who are advancing equity and opportunity in America. New Profit’s strategy focuses on building a breakthrough portfolio of grantee-partners to take on entrenched systemic challenges in America, including by driving resources and support to Black, Indigenous, and Latino/a/x social entrepreneurs who have unique proximity to solutions, but face stark racial funding disparities in philanthropy; and investing in social entrepreneurs with new systems change models across a range of issues. Learn more at www.newprofit.org .

Funding for the Postsecondary Innovation for Equity (PIE) initiative at New Profit is provided by Lumina Foundation, Siegel Family Endowment, Walmart, Walton Family Foundation, and an anonymous investor.

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How AI can accelerate students’ holistic development and make teaching more fulfilling

AI can free up time in the classroom. Image:  Kenny Eliason on Unsplash

.chakra .wef-1c7l3mo{-webkit-transition:all 0.15s ease-out;transition:all 0.15s ease-out;cursor:pointer;-webkit-text-decoration:none;text-decoration:none;outline:none;color:inherit;}.chakra .wef-1c7l3mo:hover,.chakra .wef-1c7l3mo[data-hover]{-webkit-text-decoration:underline;text-decoration:underline;}.chakra .wef-1c7l3mo:focus,.chakra .wef-1c7l3mo[data-focus]{box-shadow:0 0 0 3px rgba(168,203,251,0.5);} Wendy Kopp

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Stay up to date:, society and equity.

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• Advances in artificial intelligence (AI) could transform education systems and make them more equitable.
• It can accelerate the long overdue transformation of education systems towards inclusive learning that will prepare young people to thrive and shape a better future.
• At the same time, teachers can use these technologies to enhance their teaching practice and professional experience.

With the rapidly accelerating integration of artificial intelligence (AI) in our work, life, and classrooms, educators all over the world are re-evaluating the purpose of education in light of these outsized implications. At Teach For All and the LEGO Foundation, we see the potential of AI to accelerate the long overdue transformation of education systems towards inclusive learning that will prepare young people to thrive and shape a better future.

At the same time, we see huge opportunities for teachers to use these technologies to enhance their own teaching practice and professional experience.

Have you read?

Our children are growing up with ai. here's what you need to know, chatgpt and cheating: 5 ways to change how students are graded, here's what americans think about generative ai like chatgpt and dall-e, the future of jobs report 2023.

Dialogue on the future of work and education has long emphasized the importance of developing skills and values that are uniquely human and less likely to be replaced by technology. The rise of ChatGPT is yet another proof point. Most students and teachers agree that ChatGPT is “just another example of why we can’t keep doing things the old way for schools in the modern world”. (Although please note that this blog was written in the "old way" as an interactive collaboration between humans, and not generated by AI.)

How AI tools can help educators and students

Our hope is that the advent of AI will spur educators, students, parents, and policy-makers to come together to consider what skills our students really need to navigate uncertainty, solve complex challenges and shape meaningful futures in a changing economy. This means embracing the challenge to provide learning that fosters agency, awareness, critical thinking and problem-solving skills, connectedness, and well-being. We already see that AI tools deployed by well-trained and well-supported teachers can be invaluable for accelerating progress towards this vision.

AI can help foster the skills students will need to navigate and shape the future. Tools like ChatGPT, as Dr. Kathy Hirsh-Pasek and Elias Blinkoff argue , can help promote students’ critical thinking when used in sophisticated ways for deeper, more engaged learning.

Vriti Saraf, CEO and founder of K20 Educators, in New York, agrees: “The less students need educators to be the main source of knowledge, the more educators can focus on developing the ability to curate, guide, critically assess learning, and help students gain skills that are so much more important than memorizing information.”

Noting the increased importance of social-emotional learning, Henry May, CEO of Co-School in Bogota, Colombia, notes that teachers have an essential role in shaping childhood experiences away from screens. So, "teachers must be trained on how to educate students on ethical principles; how to use AI tools appropriately; and how to mitigate the potential risk of AI to reduce human connection and belonging and increase loneliness."

Another potential benefit is that AI can free up time in the classroom. Teachers often cite unmanageable administrative tasks as their greatest source of exhaustion and burnout. By automating routine administrative tasks, AI could help streamline teacher workflows, giving them more time to build relationships with students and foster their learning and development.

A classroom view of AI tools

Quim Sabría, a former teacher in Barcelona, Spain and co-founder of Edpuzzle, says AI could improve teacher productivity across areas like lesson planning and differentiation, grading and providing quality feedback, teacher-parent communication, and professional development.

In Lagos, Nigeria, teachers are beginning to see the efficiency and ease that AI brings to their work. Oluwaseun Kayode, who taught in Lagos and founded Schoolinka, is currently seeing an increasing number of teachers from across West Africa using AI to identify children’s literacy levels, uncover where students are struggling, and deepen personalized learning experiences.

In the US state of Illinois, a similar pattern is seen where Diego Marin , an 8th-grade math teacher, likens ChatGPT to “a personalized 1:1 tutor that is super valuable for students.”

The Top 10 Emerging Technologies of 2023 report outlined the technologies poised to positively impact society in the next few years, from health technology to AI to sustainable computing.

The World Economic Forum’s Centre for the Fourth Industrial Revolution is driving responsible technology governance, enabling industry transformation, addressing planetary health, and promoting equity and inclusion.

Learn more about our impact:

• Digital inclusion: Our EDISON Alliance is mobilizing leaders from across sectors to accelerate digital inclusion, having positively impacted the lives of 454 million people through the activation of 250 initiatives across 90 countries.
• AI in developing economies: Our Centre for the Fourth Industrial Revolution Rwanda is promoting the adoption of new technologies in the country, enabling over 4,000 daily health consultations using AI.
• Innovative healthcare: Our Medicine from the Sky initiative is using drones to deliver medicine to remote areas in India, completing over 950 successful drone flights.
• AI for agriculture: We are working with the Government of India to scale up agricultural technology in the country, helping more than 7,000 farmers monitor the health of their crops and soil using AI.

Want to know more about our centre’s impact or get involved? Contact us .

Equitable use of AI in education

We see tremendous promise for AI to spur educators around the world to reorient their energy away from routine administrative tasks towards accelerating students’ growth and learning, thus making teaching more fulfilling.

But we need to stay vigilant to ensure that AI is a force for equity and quality. We’ve all heard stories of technology being used to create shortcuts for lesson planning, and we must keep fine-tuning AI so that it does not replicate existing biases.

AI tools can be a catalyst for the transformation of our education systems but only with a commitment to a shared vision for equitable holistic education that gives all children the opportunity to thrive. To ensure AI benefits all students, including the most marginalized, we recommend being mindful of the following principles:

• Co-creation: Bring together ed-tech executives and equity-conscious educators from diverse communities to collaborate on applications of AI that reflect strong pedagogy, address local needs and cultural contexts, and overcome existing biases and inequities.
• Easy entry points: Support teachers to access and apply technologies to reduce administrative burdens and provide more personalized learning by providing open access resources and collaborative spaces to help them integrate AI into their work.
• Digital literacy: Invest in IT fundamentals and AI literacy to mitigate the growing digital divide, ensuring access to devices, bandwidth, and digital literacy development for teachers and students to overcome barriers.
• Best practice: Collect and shareinspiring examples of teachers using technologies to support student voice, curiosity, and agency for more active forms of learning to help inspire other teachers to leverage AI in these ways.
• Innovation and adaptation: Work with school leaders to support teacher professional development and foster a culture of innovation and adaptability. Recognize and reward teachers for new applications of AI and encourage peer-to-peer learning and specialized training.

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What Is Project-Based Learning?

Experts say the real-world approach to learning resonates, and studies show it is effective.

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Project-based learning is active, and leads to deeper engagement and understanding.

Gil Leal took AP Environmental Science taught with a project-based learning approach at San Pedro Senior High School Marine Science Magnet in Los Angeles.

One project involved students working in teams to design a farm. They researched issues including water management, pest control and demand for agricultural products. Students then incorporated that knowledge into their design, Leal says in a panel discussion on project-based learning. Now a sophomore at the University of California—Los Angeles , Leal says the class convinced him to major in environmental science.

“The projects made class really cool and engaging and memorable, and we got to visit a real strawberry farm,” Leal told the George Lucas Educational Foundation .

Unlike traditional school projects that often take place at the end of a unit, project-based learning, or PBL, is an educational philosophy that calls upon students to take on a real-world question – such as how to best design a farm – and explore it over a period of weeks. Teachers incorporate grade-level instruction into the project, which is designed to meet academic goals and standards, and students learn content and skills while working collaboratively, thinking critically and often revising their work. At the end, that work is shared publicly.

“Project-based learning is not the activity at the end, it’s the activity at the beginning that drives the learning and builds the engagement,” says Kristin De Vivo, executive director of Lucas Education Research , a division of the George Lucas Educational Foundation.

Studies Show PBL Is Effective

The foundation, created by the famous filmmaker, works to improve K-12 education and recently released research showing that project-based learning can be extremely effective.

Four studies released in February by Lucas Education Research, along with researchers from five major universities, showed that students in project-based learning classrooms across the United States significantly outperformed students in typical classrooms.

In a study involving high schoolers, students taught AP U.S. Government and Politics and AP Environmental Science with a project-based learning approach outperformed peers on AP exams by 8 percentage points in the first year and were more likely to earn a passing score of 3 or above, giving them a chance to receive college credit. In the second year, the gap widened to 10 percentage points. One key finding of the study, which included large urban school districts, was that the higher scores were seen among both students of color and those from lower-income households.

Similar results were found in a study involving third graders studying science. Students from a variety of backgrounds in project-based learning classrooms scored 8 percentage points higher than peers on a state science test. These results held regardless of a student’s reading level.

Project-Based Learning Is ‘Active’

Project-based learning succeeds across income groups because it involves active learning, which leads to deeper engagement and understanding, according to De Vivo.

“Engagement is the gateway to all learning,” De Vivo says. “When students are able to construct knowledge, not given an answer, that active learning wakes up the brain.”

Suppose third grade students are asked why a toy car moves faster on a wood floor than on a carpet, and the students get on the floor with a toy car to explore that question. Later, when they are asked how friction works, their answer will draw upon personal experimentation.

In the case of high schoolers taking AP classes, the project-based approach encourages teamwork, productive debate, problem solving and creativity. Education experts also say it helps develop skills and confidence.

Teachers Facilitate Student Ownership

What is distinct about project-based learning is that teachers take the role of facilitators while the students do the research, modeling and building. This gives students ownership over ideas and projects, according to Billie Freeland and Nicole Andreas, co-teachers of K-5 STEM classes at Kent City Community Schools in Michigan. Freeland, Andreas and a group of third graders participated in the Lucas Education Research study, working with Michigan State University .

The challenge for their fourth graders in the 2020-21 school year was to design something that uses alternative energy sources to help their community. One student designed a truck that used steam as fuel and picked up trash. Another student designed a solar-powered fan to protect apple blossoms in the spring.

“This challenges us as teachers to direct students in unique paths to learning,” Freeland and Andreas wrote in an email. “We also love the deep connectedness to real-world issues and problems that are addressed through the curriculum.”

Training for Teachers

For project-based learning to work, teachers first need professional training in how to deliver course content. PBLWorks, a leader in project-based learning methodology, trained the teachers who taught the AP classes involved in the Lucas studies. It offers workshops and courses for teachers and administrators.

Based on the results of the Lucas research, the College Board, which administers the AP exams, launched workshops this summer in project-based learning for AP U.S. Government and Politics and AP Environmental Science teachers. PBLWorks designed and ran the workshops; teachers from schools where half of the students are either low-income or minorities could attend free of charge. A total of 493 educators participated in the workshops, including 63 from high-need schools, Sally Kingston, chief impact officer at PBLWorks, wrote in an email.

Training is also offered by the University of Pennsylvania Graduate School of Education , the High Tech High Graduate School of Education in San Diego, and the EL Education network of schools.

A few public school districts around the country have implemented project-based learning, including Manchester School District in New Hampshire, Pearl City-Waipahu Complex Area in Hawaii, and San Francisco Unified School District, which embraced it after participating in one of the Lucas studies. Education experts say project-based learning has a lot of room to grow, especially after students have endured a year of virtual schooling thanks to the pandemic.

“Parents have woken up to the fact that school is not preparing our kids for the 21st century,” De Vivo says.

Searching for a school? Explore our K-12 directory .

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7 Types of Projects that Foster Powerful Learning

2. information-data organizing projects, 3. major investigation projects, 4. design projects, 5. problem solving/decision making projects, 6. “argumentation” projects, 7. real world, authentic projects, some final thoughts.

1. Reading/Writing Projects

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ACE Releases 2024 Update to Race and Ethnicity in Higher Education Project May 21, 2024

As the diversity of the U.S. population increased, more Hispanic and Latino, Black and African American students have enrolled in undergraduate programs over the last 20 years, according to data outlined in the report. However, completion rates have not risen accordingly—the number of Hispanic or Latino students earning bachelor’s degrees rose about 10 percent from 2002 to 2022, while the rates for white and Asian students grew even faster, widening the existing gaps.

Black or African American students consistently had lower completion rates than those of any other racial and ethnic group. Black or African American, Native Hawaiian or other Pacific Islander, Hispanic or Latino, and American Indian or Alaska Native students earned a larger share of associate degrees and certificates, while bachelor’s degrees are mainly earned by Asian, White, and multiracial students.

“Despite some progress, racial disparities are still alarmingly high, especially in light of the Supreme Court’s decision to end race-conscious admissions,” stated Ted Mitchell, the president of ACE. “This report is timely for everyone involved in higher education—administrators, researchers, policymakers. It allows us to examine the current state of race and ethnicity in higher education and strive to bridge these equity gaps.”

The data also reveal disparities in how students pay for college, with Black or African American undergraduate students borrowing at the highest rates across all sectors and income groups (49.7 percent). Hispanic or Latino and Asian students borrowed at lower-than-average rates. However, Asian students borrowed the highest amount per borrower when including parent loans.

Additionally, the report provides a look at the diversity of faculty and staff across race and ethnicity. In 2021, 69.4 percent of all full-time faculty and 56.2 percent of newly hired full-time faculty were White, compared to Black or African American full-time faculty (6.1 percent) and new full-time faculty (9.3 percent).

“This report is just one of the ways ACE is working to democratize data by creating accessible and actionable insights that empower evidence-inspired decision-making across the postsecondary landscape,” said Hironao Okahana, assistant vice president and executive director of ACE’s Education Futures Lab. “This work bolsters our engagement in the data ecosystem, such as our partnership with the UCLA School of Education and Information Studies, to strengthen and lead the Higher Education Research Institute (HERI ) and the recently announced Global Data Consortium Initiative.”

This status report builds on the findings from preceding publications in the Race and Ethnicity in Higher Education series. It presents 201 indicators drawn from eight data sources, most of which come from the U.S. Department of Education and U.S. Census Bureau. The indicators present a snapshot of the most recent publicly available data, while others depict data over time. 

The Race and Ethnicity in Higher Education: 2024 Status Report was made possible through the generous support of the Mellon Foundation. The accompanying website was generously supported by the Mellon Foundation and the Alfred P. Sloan Foundation.

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What it’s like to work on the gse’s most complicated campus construction project.

One of the most intricate parts of Stanford Graduate School of Education’s (GSE) campus construction project is the education building, also known as the north building. 

Design teams and construction workers were tasked with preserving most of the exterior of the building, which was originally designed in the 1930s, while giving the rest of the building a modern upgrade.

“Back in 2017, when we started the architectural interviews for the project, we knew that the north building was a dear and cherished historical resource,” said Michael Mithen, senior project manager at Stanford University’s Department of Project Management. “So we’re keeping the historical fabric intact while also paving the way for the GSE to accomplish its mission into the future.”

For a large part of the process, this twofold goal required that construction workers effectively gut the building’s interior while creating supports that kept its exterior shell in place.

“Everyone involved takes the sensitivity of this project to heart,” said Jeff Ivey, senior project manager with McCarthy Building Companies, Inc., the company working on construction. 

Here, Mithen and Ivey discuss balancing the old and the new, their favorite facets of the north building, and what they’ve learned along the way.

Jeff Ivey (left) chats with GSE assistant dean of finance and strategic initiatives Olivia Crawford (center) and Michael Mithen (right) before a faculty tour of the construction site. (Photo: Ryan Zhang)

Is it difficult to pull off a project like the north building, where you demolish what’s inside while keeping the exterior intact?

Ivey: It’s certainly the biggest challenge on the job, and it makes for an interesting build. You get a lot more opportunities to do things that you don’t typically do on a normal project. For example, for the north building’s north wall that’s remaining intact, we’ve demoed out the entire core, and that wall is the only thing that is to remain. We had to build out a sizeable slab [a foundation resting on the soil that supports the building] within the sunken garden and are bracing that wall with some structural elements to keep it in place.

Mithen: Not every renovation project is this extensive or really gets into the guts as far as we have. In this project, we’re continuing the structural strengthening that was done 13 years ago and making the building safer, as well as providing better usability.

How are the construction and design teams balancing the old and new elements of the north building?

Ivey: One thing that should be noted, from a sustainability standpoint, is that we’re maintaining most of the original Spanish tiles. We removed them, palletized them and we'll be cleaning and reinstalling them.

A lot of those old elements stayed the same, and then we’re adding a more modern look with the curtain wall [an exterior covering made of windows] on that south exterior and the courtyard that connects the two buildings.

Mithen: The curtain wall was a very intentional update to the building. We worked closely with the university architect’s office to make sure this buildout was appropriate, and that there were other precedents where historical structures incorporated a more modern building element.

What are your favorite parts of the north building?

Ivey: I’m partial to what used to be the library, which is now going to be the great room. There’s this steel truss structure in the great room, which is not going to be visible once everything’s done, but it’s a very interesting element to a very old building. If you love building and knowing how things work and get put together, it makes it much more enjoyable to see those engineering elements. 

Mithen: I would also say that the great hall on the second floor is dramatic. There is a big wow factor when you walk into that space, especially if you recall what the space looked like previously. The sunken garden, too, where all of Jeff’s temporary supports for that north wall are right now — that’s going to be a terrific space that we really didn’t have before this project. 

With a project this complex, there are bound to be adjustments along the way. What was the problem-solving process like?

Ivey: An example was that we had to improve the foundation of the structure — which means there’s a lot of over-excavation that needs to be done to pour new footings below grade, to brace the new structure. The soil-bearing pressure and the existing structural constraints we faced made it a challenge to sequence throughout the building. To put it simply, if you dig a hole, you have to fill it with concrete before you move on to the next hole.

From a superintendent’s standpoint, or for anyone who is driving a schedule, you would like to do it all at the same time. But we couldn’t do that, because after you dig one hole, if you dig another, you could compromise the structure.

Mithen: It also helped to have these monitoring points at different parts of the building where the team surveys basically every day to see if there have been any micro movements and make sure the building remains stable.

Could you summarize the work that remains to be done on the north building?

Ivey: It’s tying the building back together, which includes the structural steel that’s going to go on the interior and the core. Once we have the building shell and we put the roof on, it’s going to be an interior buildout after that. We’re looking to dry the building in [protecting it from the elements and ready for interior work] going into this next winter. 

Mithen: We’ll also have the exterior site elements — there’s the landscaping and the courtyard that will be between the three buildings, including Barnum. So there is still quite a bit of site work and some nice [exterior] gathering spaces that will be created while the interior work continues. 

We still have a little over a year to go with the main construction, but we’re through the really difficult part, and the north building is going to come together in a really exciting way.

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Modern Day Marine

Marines say no more ‘death by powerpoint’ as corps overhauls education.

WASHINGTON, D.C. ― Marines and those who teach them will see more direct, problem-solving approaches to how they learn and far less “death by PowerPoint” as the Corps overhauls its education methods .

Decades of lecturers “foot stomping” material for Marines to learn, recall and regurgitate on a test before forgetting most of what they heard is being replaced by “outcomes-based” learning, a method that’s been in use in other fields but only recently brought into military training.

“Instead of teaching them what to think, we’re teaching them how to think,” said Col. Karl Arbogast, director of the policy and standards division at training and education command .

Here’s what’s in the Corps’ new training and education plan

New ranges, tougher swimming. inside the corps' new training blueprint..

Arbogast laid out some of the new methods that the command is using at the center for learning and faculty development while speaking at the Modern Day Marine Expo.

“No more death by PowerPoint,” Arbogast said. “No more ‘sage on the stage’ anymore, it’s the ‘guide on the side.’”

To do that, Lt. Col. Chris Devries, director of the learning and faculty center, is a multiyear process in which the Marines have developed two new military occupational specialties, 0951 and 0952.

The exceptional MOS is in addition to their primary MOS but allows the Marines to quickly identify who among their ranks is qualified to teach using the new methods.

Training for those jobs gives instructors, now called facilitators, an entry-level understanding of how to teach in an outcomes-based learning model.

Devries said the long-term goal is to create two more levels of instructor/facilitator that a Marine could return to in their career, a journeyman level and a master level. Those curricula are still under development.

The new method helps facilitators first learn the technology they’ll need to share material with and guide students. It also teaches them more formal assessment tools so they can gauge how well students are performing.

For the students, they can learn at their own pace. If they grasp the material the group is covering, they’re encouraged to advance in their study, rather than wait for the entire group to master the introductory material.

More responsibility is placed on the students. For example, in a land navigation class, a facilitator might share materials for students to review before class on their own and then immediately jump into working with maps, compasses and protractors on land navigation projects in the next class period, said John deForest, learning and development officer at the center.

That creates more time in the field for those Marines to practice the skills in a realistic setting.

Marines with Marine Medium Tiltrotor Squadron (VMM) 268, Marine Aircraft Group 24, 1st Marine Aircraft Wing, fire M240-B machine guns at the Marine Corps Air Station Kaneohe Bay range, Hawaii, March 5. (Lance Cpl. Tania Guerrero/Marine Corps)

For the infantry Marine course, the school split up the large classroom into squad-sized groups led by a sergeant or staff sergeant, allowing for more individual focus and participation among the students, Arbogast said.

“They have to now prepare activities for the learner to be directly involved in their own learning and then they have to steer and guide the learners correct outcome,” said Timothy Heck, director of the center’s West Coast detachment.

The students are creating products and portfolios of activities in their training instead of simply taking a written test, said Justina Kirkland, a facilitator at the West Coast detachment.

Students are also pushed to discuss problems among themselves and troubleshoot scenarios. The role of the facilitator then is to monitor the conversation and ask probing questions to redirect the group if they get off course, Heck said.

That involves more decision games, decision forcing cases and even wargaming, deForest said.

We “put the student in an active learning experience where they have to grapple with uncertainty, where they have to grapple with the technical skills and the knowledge they need,” deForest said.

That makes the learning more about application than recall, he said.

Todd South has written about crime, courts, government and the military for multiple publications since 2004 and was named a 2014 Pulitzer finalist for a co-written project on witness intimidation. Todd is a Marine veteran of the Iraq War.

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New Partnership Empowers Samford Education Students to Have Difficult Conversations

For the past year, 10 senior teacher education students have actively participated in a new partnership, which culminated in the presentation of their project, “Difficult Conversations,” at the conclusion of the spring semester.

For years, Penn State University’s holocaust, genocide and human rights education initiative has sought to provide K-12 educators with professional learning on effective instruction for difficult topics. This effort is a part of the Hammel Family Human Rights Center at Penn State, which, for the first time, provided their expertise to preservice teachers within Orlean Beeson School of Education’s department of Teacher Education .

“Faculty from Samford connected with staff from PSU’s holocaust, genocide, and human rights education initiative to support candidates as they navigate difficult topics that they will face as practitioners,” said Amy Hoaglund, assistant dean and professor. “The Center primarily works with in-service teachers, and they were excited to work for the first time with preservice teachers who were just beginning their careers.”

According to the grant which supported the partnership, the goal is to empower Teacher Education candidates to address racism and trauma. Using the Inquiry-Based Approach, the program cultivates empathetic, critically analytical educators.

“Samford faculty partnered with PSU staff to support candidates during the process through a combination of in person and virtual learning experiences where they were placed in inquiry communities. The candidates were guided in examining their own experiences through a trauma informed lens so they could better understand their students and approach difficult topics with empathy,” said Hoaglund.

Through a trauma-informed lens, the partnership sought to guide Samford students in developing insight into the human condition and life skills such as empathy, active listening, critical thinking, civic discourse and agency by applying inquiry approaches to the instruction of difficult topics. Over time, these methods have proven to contribute to the implementation of equitable education in schools across the country.

“Equitable pedagogy surrounding difficult topics offers all students the safe environment needed to effectively learn these lessons and be nurtured into healthy adulthood,” said Anna McEwan, dean of Orlean Beeson School of Education. “It creates classroom cultures that in-turn create healthy communities.”

Many from across Samford’s campus and the community attended the event where Teacher Education students “Difficult Conversations” was initially presented, however, another opportunity to see the impact of this work is coming.

Building upon the collaboration between Samford University and Penn State, this year’s Diversity Forum, hosted by Orlean Beeson School of Education and in partnership with the Office of Student Success and Diversity, will offer sessions that foster inclusive learning, nurture socially aware teachers dedicated to Kingdom change, and promote understanding, empathy and meaningful social and individual growth.

“The Diversity Forum has become a keystone event in executing Samford University’s Christ-centered mission,” said McEwan. “This work is foundational to ensuring that all people can experience loving kindness in the classroom and in community.”

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PERU-Hub team, partners evaluate project’s progress at Peru workshop

Tarapoto City, San Martin region, Perú —Two representatives from the Evaluation and Learning Research Center (ELRC) in Purdue University ’s College of Education traveled to Peru to lead a workshop for the PERU-Hub project, funded by USAID.

More than 50 representatives of PERU-Hub and its partners participated in the Collaborating, Learning and Adapting (CLA) workshop organized by the project. It was designed to exchange ideas that allow strengthening strategies and processes in addition to identifying new actions to enhance articulated work between the different institutions. The workshop took place April 15-17, 2024.

The purpose of the workshop was to collaboratively identify and synthesize what the project has learned over its first two-and-a-half years and use that information to plan and adapt for the next two-and-a-half years and beyond.

It was jointly directed by PERU-Hub’s co-directors of learning, Dr. Loran Carleton Parker , associate director and principal evaluation and research scholar at the ELRC; and Dr. Javier Ñaupari, principal professor of spatial information systems at Universidad Nacional Agraria La Molina.

ELRC director Wilella Burgess , a consultant on the PERU-Hub project, also attended the workshop with Parker. The two spent four days working with collaborators on the PERU-Hub project from Purdue’s College of Agriculture, the Universidad Nacional Agraria La Molina (Lima), the University of Oklahoma, Utah State University, and CIAT Biodiversity Alliance (Bogota).

“This project is developing capacity in Peru and in the Amazon region, specifically, to create and implement scientific, technical and management innovations to improve agricultural, economic and environmental sustainability,” said Parker. “The ELRC’s role in this project is a nice example of work at the nexus of research, evaluation, and international engagement in which our college excels.”

The CLA event was inaugurated by Dr. Hugo Villachica, director of the PERU-Hub project, who highlighted the importance of these meetings to reflect if the activities and plans of the project’s components are aligned in seeking sustainable development results in San Martin region communities.

During the first day, Drs. Ñaupari and Parker facilitated discussions and engaged attendees in activities to synthesize learning from the diverse components of the project. On the second day, PERU-Hub personnel and partners identified and prioritized plans for adaptation that used the knowledge gained during the first half of the project. On the third day, PERU-Hub and its partners were joined by community leaders and beneficiaries of PERU-Hub in the San Martin region. New links of cooperation and coordination among the different institutions of the project were identified. The information shared at the CLA workshop on innovation, use of technology, circular economy, among other topics, allowed attendees to propose new strategies to sustain the project’s impacts.

Authorities from the La Molina National Agrarian University (UNALM), the Ministry of Agriculture, and the Regional Government of San Martín were present for the closing of the CLA, where all present had the opportunity to observe and sample  innovations sponsored by PERU-Hub such as food products from the entrepreneurial beneficiaries of the project, including passion fruit pulp and gummy treats that PERU-Hub is producing in the new UNALM Food Processing Center soon to be officially launched in Tarapoto.

About PERU-Hub

PERU-Hub is an initiative of the La Molina National Agrarian University and The United States Agency for International Development (USAID), in alliance with Purdue, University of Oklahoma, and Utah State University and the International Research Center Biodiversity-CIAT. This Project seeks to establish a hub of excellence, taking advantage of the research to adapt the technology and crop diversification.

Source: Co­mmunication Component of PERU-Hub

Innovations for Quality Education: from Management to the Classroom

The technical cooperation project on Innovations for quality education and Innovative technologies in education and digital communication is a partnership from the São Paulo Municipal Secretariat of Education ( Secretaria Municipal de Educação de São Paulo - SME-SP ) and UNESCO Brasilia. Its objective is to strengthen the educational governance in São Paulo city through innovative actions for quality education and democratic management. Since 2014 the activities developed within the context of the technical cooperation has resulted in rich knowledge production with various publications issued as Open Educational Resources (OER) and innovations in the fields of pedagogy, academy, technology, school management, and Education for Sustainable Development (ESD) , contributing to the provision of equitable and inclusive quality education in one of the largest school systems in Latin America.

Today, the school system in São Paulo has around 1.37 million students registered from pre-school to upper secondary education level, including adult and youth education and indigenous education. It also covers a rich diversity of migrant students and the ones with deficiencies. 

São Paulo city is a pioneer in the world in relating the learning objectives in its municipal curriculum to the 17 Sustainable Development Goals (SDGs) .

The Project is developed based on three main themes:

Curriculum and SDGs

• Educacional Management

Technological Innovations

Features of education in são paulo city.

The City of São Paulo Curriculum ( Currículo da Cidade de São Paulo ) integrates the SDGs in all areas of knowledge in the following modalities and has as Guiding Principles: 

• Inclusive Education
• Equity and Comprehensive Education 

In addition, the materials also present a Matrix of Knowledge that includes ethical, political, and aesthetic principles oriented towards the exercise of responsible citizenship to enable the construction of a more egalitarian, fair, democratic, and solidary society related to the Sustainable Development Goals (SDGs).

The São Paulo City Curriculum initiative has integrated the SDGs in all knowledge areas of: 

• Early Childhood Education 
• Special Needs Education
• Indigenous Education
• Youth and Adult Education 
• Primary and Lower Secondary Education

Currículo da Cidade de São Paulo website

Its objective is to support São Paulo City through the Municipal Education Secretariat (SME) in the innovative initiative of integrating the Sustainable Development Goals (SDGs).

Significant research studies were carried out within the scope of this cooperation project, aiming to connect the SME-SP with the academic field, proposing real issues to guide the research agenda and contribute to public education policies in the municipality. To incorporate technical knowledge, promote the circulation of knowledge and encourage the development of research on fundamental themes for educational management aligned to  open science principles . 

These studies have resulted in webinars: 

• A avaliação do aprendizado no cotidiano das escolas municipais
• A frequência na recuperação paralela e seus impactos na permanência escolar e na aprendizagem dos estudantes     
• As políticas de valorização profissional e de enfrentamento à evasão e ao absenteísmo docente na RME
• A ampliação da jornada e a educação integral na Rede Municipal de Ensino – RME:  Módulo 1 de 4 ,  Módulo 2 de 4 ,  Módulo 3 de 4 ,  Módulo 4 de 4

Educational Management Impacts

Some examples of educational resources.

The Pátio Digital (Digital Yard) initiative has the objective of strengthening transparency, social participation, and development of new technologies. It has made different groups of the civil society to get closer together to reach a common major goal: to improve education in the city of São Paulo. The structure of the initiative is based on three axes: 

• Transparency and Open Data
• Government-Society Collaboration
• Technology Innovation

Platform on Education of Ethnic and Racial Relations

The online platform for discussing the issues related to the education of ethnic and racial relations is currently in the implementation phase. It intends to:

• Exchanging experiences and sharing pedagogical resources (forums, teaching material, multimedia libraries, photo galleries, exchanging messages, publishing experiences and reports, etc.).
• Monitoring/following the actions and projects of the school network, which comprises 62,306 educators and school managers
• Two capacity-building sessions for the ERER Working Group

SME-SP Cooperation Programme on Educational Research

Through partnerships to build a research agenda that responds to the challenges of municipal education, the Educational Research Cooperation Programme is currently developing 4 qualitative/quantitative studies with educational institutions on the following themes:

• Parallel Recovery
• Teacher Evasion and Absenteeism
• Integral Education
• Learning Assessment

It involves all segments of the municipal network comprised of 62 thousand of education professionals.  

Media and Information Literacy (MIL) and SDGs in Basic Education Curriculum

Sdg mediating students.

Through Imprensa Jovem (Youth Press), a news agency designed and developed by the students, activities include creating newspapers, radio programs, comic books, fanzines, blogs and research, followed by practical actions on cinema, photojournalism and television journalism. Teaching new platforms, such as podcasts, is also part of the school journey.

In 2020, during school closure due to the COVID-19 pandemic, within the scope of the Imprensa Jovem , with the support of UNESCO, SME-SP created the SDG Mediating Students pilot initiative. 

The SDG Mediating Students has developed an online course on SDGs, health education, combating disinformation on social platforms and networks, and developing socio-emotional skills. The training has been expanded to another phase involving teachers. The online course session has been certified by SME-SP and UNESCO in Brazil.

SDG Mediating Students pilot initiative

elementary school students and teachers benefited

Missing School

In this video, students from the Sustainable Development Goals (ODS) Mediators initiative read a text from the excerpt from the chronicle “Saudade da Escola” (Missing School), made collaboratively by students from the Coronel Romão Gomes Municipal School, in São Paulo-SP, in 2021, amid the COVID-19 pandemic.

Education for Migrants

Related items.

• Programme implementation
• Sharing knowledge
• Educational quality
• Educational management
• 2030 Agenda
• Educational innovations
• Education for sustainable development
• Country page: Brazil
• Region: Latin America and the Caribbean
• UNESCO Office in Brasilia
• SDG: SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
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This article is related to the United Nation’s Sustainable Development Goals .

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Top Education Officials Were Warned of FAFSA Overhaul Hurdles in 2020

Documents obtained by The Times show the department’s troubled FAFSA rollout this year came in spite of early warnings that the project required sustained attention.

By Zach Montague

Reporting from Washington

Long before the Education Department’s overhaul of the federal student aid application fell apart this year, officials who now lead the department were warned of a complex and time-consuming effort and its potential pitfalls in 2020, according to internal emails and documents obtained by The New York Times.

The documents anticipated a demanding timetable that would require the department to closely manage its priorities over several years to revamp the application form in time for students’ fall 2022 applications. The documents were prepared by the department’s staff and circulated among soon-to-be top officials after the 2020 election but before President Biden took office, including James Kvaal, the under secretary of education, and Benjamin Miller, a deputy under secretary.

The revelation that the officials were advised to prepare for an arduous process yet still failed to deliver a working form three years later is likely to add to the intense scrutiny the department has faced over the handling of the project, which threw the college application season into chaos earlier this year.

The documents were all distributed in December 2020, as Congress was about to pass a law requiring the department to overhaul the Free Application for Federal Student Aid, known as FAFSA. The law, which mandated changes that included whittling the unwieldy 108-question form down to a more manageable 36, originally envisioned the new form being ready for students by the fall of 2022.

In the weeks before Mr. Biden was inaugurated, officials overseeing the presidential transition approached the Education Department to take stock of pending challenges as they began to sketch out the new administration’s priorities among federal agencies.

In several instances, members of the transition team were told by the staff at the department’s Federal Student Aid office that the 2022 deadline mandated by Congress was too aggressive. They also warned that overhauling the form and the system used to calculate student aid offers would be a major undertaking that required collaboration with other agencies and deft project management.

“Do you have any issues around the proposals for FAFSA reform that have been floating around the hill that you think are worth flagging in case the permanent team needs it on its radar?” the transition team asked the office in one questionnaire.

“This bill would rebuild the FAFSA and the need analysis formula from the ground up,” the office replied in its written answers, adding, “FSA believes that a more realistic implementation time frame would be the 2024-2025 cycle.”

In another instance, the office advised that even a routine launch of the form incorporating “typical, annual changes” could require at least 15 months, and that getting the form ready by the 2022 deadline would be “next to impossible.”

In light of those warnings, the department sought a one-year extension, which Congress granted in March 2022 to move the deadline to Oct. 1, 2023.

Even with the extra time, however, the Education Department repeatedly fell behind.

A string of errors and last-minute tweaks forced officials to push the release of the simplified form from Oct. 1 to Dec. 31. And even once the new form had launched, a maddening array of bugs affected both applicants and college administrators waiting to receive student aid data.

Current and former officials who worked on the FAFSA simplification once the scale of the problems became clear have said that the department’s leaders often failed to check in on the project along the way, and were overly focused on other priorities such as the Biden administration’s flagship student loan forgiveness plans.

A spokesman for the Education Department said that including the FAFSA form, the agency was forced to work through three major initiatives as mandated by Congress within six months of one another — also endeavoring to restart student loan repayments after the pandemic and approving new student loan servicing contracts. Despite the tight deadlines, the spokesman said, Congress provided the department no new funding.

The documents indicate that although top officials were alerted early on that the law would require substantial action, they were still unable to stave off the troubled rollout this year.

The Government Accountability Office documented concerns about the department’s progress in a report in June , which highlighted questions about management of contractors on the project and called on the department to stay on schedule. The office is also pursuing an investigation of the department’s overall management of the project.

After an agencywide scramble to fix the form this spring , the department has since shifted its attention to reaching out to students who may have been derailed or failed to apply for aid. Since February, the department has allocated $100 million to support students and colleges and bolster applications — nearly 30 percent of the total $336 million it spent on the simplification project.

Since problems with the form came into public view in 2023, Education Secretary Miguel A. Cardona has repeatedly said that the agency’s hands were tied by the congressional deadline, and that the department has done everything in its power to meet its deadlines despite limited resources.

Mr. Cardona has said that the department expects the form to work normally for students applying to college this fall, and that the changes will benefit future applicants.

“FAFSA has been a priority since Day 1 when we got into these positions, and it will continue to be a priority until we deliver for these students,” Mr. Cardona told lawmakers in April.

Zach Montague is based in Washington. He covers breaking news and developments around the district. More about Zach Montague

Inside the Biden Administration

Here’s the latest news and analysis from washington..

War in Ukraine:  President Biden barred Ukraine from firing U.S. weapons into Russia to “avoid World War III.” After a sobering trip to Kyiv, Secretary of State Antony Blinken wants to ease that rule .

Live Nation:  The Justice Department is suing Live Nation Entertainment , the owner of Ticketmaster, asking a court to break up the company over claims it illegally maintained a monopoly in the live entertainment industry.

Relations With Kenya:  During the Kenyan president’s state visit , Biden will designate the East African nation as a “major non-NATO ally.”

Hidden Fees:  Biden’s effort to crack down on “junk fees”  from airlines and credit-card companies is doubling as a war against inflation.

Student Loans:  Biden announced the cancellation of another $7.7 billion in student loans , building on his strategy of chipping away at college debt by tweaking existing programs.

Is a bill to reconfigure the O.C. Board of Education and its elections about democracy or politics?

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Is a bill proposing to add two trustees to the Orange County Board of Education and move its elections from the primary to November about ensuring democracy or politically reconfiguring the conservative majority panel? It depends on whom you ask.

Co-authors of Senate Bill 907 , Josh Newman (D-Fullerton) and Dave Min (D-Irvine) claim the legislation would diversify and enhance representation on the board by putting future candidates before a wider cross-section of voters in a November election, when turnout is higher.

They additionally seek to expand the board from five members to seven, alleging five individuals cannot adequately represent a county of more than 3.15 million residents.

The Senate passed my bill to modernize and diversify the Orange County Board of Education. The Board hasn't been updated since 1977 when OC was half the current population! SB 907 will provide better representation for all of our communities. It also moves the election to the… pic.twitter.com/w6QI03AJf0 — Senator Josh Newman (@JoshNewmanCA) May 21, 2024

SB 907 passed the Senate on Tuesday. If it’s signed into law, its mandates would take effect in 2025 but would not be applied until the 2026 election. At that time, Newman said, two new at-large members might be elected to serve terms that would run until the 2030 census.

“There’s a very straightforward good governance argument that says the best government is most closely tied to constituents and when the most people have an opportunity to participate in the selection of that board,” said Newman, whose 29th District includes Anaheim, Buena Park, Fullerton and other cities in Orange, Los Angeles and San Bernardino counties.

“If incumbency is too powerful because of the barriers to either participation or information, that’s generally not a good thing.”

Trustees on the Board of Education, however, many of whom have served for several years, take a different view. They claim the bill is a partisan attempt by Democrats, backed by teachers unions, to dilute the panel’s conservative majority, which publicly supports school choice and has backed numerous charter school efforts in recent years.

President Tim Shaw, who’s traveled to Sacramento to speak in hearings against SB 907, said neither of the bill’s co-authors spoke with trustees about the possibility of changing elections from March and June primaries to November or expanding membership.

“There’s a valid point to having elections in November when turnout is higher — I understand that completely. I just don’t know that senators and assembly members all over California need to be deciding this. It’s a local decision,” Shaw said Friday. “There’s obviously a feeling that this is being done to us and not with us.”

Shaw further alleged that, were SB 907 truly nonpartisan, it would apply to other educational boards in larger counties than Orange that currently have only five members, such as San Diego County, or in a county like Los Angeles, where Board of Education trustees are not elected but appointed by county supervisors.

Newman, who claims he did not consult with teachers unions when drafting the bill, said he has talked with several legislators, Orange County superintendents and parents who’ve expressed concerns about the board’s strong pro-charter school stance. Out of the county’s 43 approved charters, 27 have been approved by the Board of Education.

“Parents in the public school system who are very involved with the PTA and other things, they’re well aware that when these decisions get made public funds can get diverted to charter schools,” Newman said Thursday.

SB 907 is not the first legislative attempt to shift the Orange County educational board’s elections to November. A prior effort — SB 286, authored by Min — failed to pass the Assembly Appropriations Committee in 2022.

Min claimed at the time the work of the board was too important to be decided by too small a portion of the electorate, citing how in 2020, 818,021 voters participated in the primary election, compared with 1,546,570 who voted in the general election.

In a statement Thursday, Min said having some electoral races be finally determined in the primary, when so many other races continue into November for the top two vote-getters, added another layer of confusion for voters. That’s something SB 907 would solve.

“SB 907 would bring us in line with the rest of the state, harmonize the Board of Education’s elections with other important November elections and ultimately help add more diverse voices to the most important K-14 educational body in the county,” he said in a statement Thursday.

Trustee Mari Barke, who joined the board in 2018, won a second term in the June 2022 primary. She said the smaller election format advantages both candidates and voters.

“It allows people to pay closer attention because they’re looking at fewer races,” she said. “I’m not afraid to run in November, I just don’t think it’s necessary.”

Expanding the board’s membership to seven could create new voter areas with interests and concerns that might differ from those of the current trustees. But it would also require a redrawing of district lines, a costly move undertaken two years ago following the 2020 U.S. Census.

Newman said if current board members were truly confident about their ability to win among a wider swath of voters, they would not oppose the bill so ardently.

“If you believe you’re the best candidate and the best person to hold this office, you’d welcome broader participation,” he said.

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Sara Cardine covers the city of Costa Mesa for the Daily Pilot. She comes from the La Cañada Valley Sun, where she spent six years as the news reporter covering La Cañada Flintridge and recently received a first-place Public Service Journalism award from the California News Publishers Assn. She’s also worked at the Pasadena Weekly, Stockton Record and Lodi-News Sentinel, which instilled in her a love for community news. (714) 966-4627

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