Global Education Lab

The Global Education Lab collaborates with societal partners from around the world to improve the quality of (early) education for children in adversity through experimentation and transformation. It is led by Professor Joost de Laat, and cooperates closely with the Utrecht University strategic theme Dynamics of Youth. Currently, the Lab consists of four initiatives:

  1. Measurement for Change

  2. Global Learning Community in Education

  3. Contextualizing Impact Evaluation Pedagogy in Africa

  4. field experiments in schools and kindergartens in Kenya, Uganda, Nigeria, Bulgaria, and Romania

Measurement for Change

UGlobe, in partnership with Porticus, Saving Brain, and more than twenty organisations from around the world supporting early childhood development (ECD) for children in adversity, has been collaborating on the ‘Measurement for Change’ initiative. The goal of this initiative is to support implementing organisations in the space of Early Childhood Development use monitoring, evaluation, and learning (MEL) to design more effective programmes for children in adversity, leading to scale and system level change.

Together, we developed a new Open Access Research Topic called: Effective Delivery of Integrated Interventions in Early Childhood: Innovations in Evidence Use, Monitoring, Evaluation and Learning (2021).

Launched recently in Frontiers in Public Health, it offers societal partners worldwide to collaborate with scientists to publish academic papers that explore the use of scientific evidence and evaluation in effective ECD delivery and scaling. Since the launch, it has already been viewed more than 40,000 times.

The 31 papers in this Research Topic explore the concept of measurement for change (or M4C). The papers reflect on the actual Monitoring Evaluation, and Learning (MEL) experiences of ECD implementing teams throughout the implementation cycle. Papers take a detailed look at the reality of applying MEL, illustrate the use, potential usefulness, and the limitations of different measurement FOR change approaches in adapting ECD projects and achieving scale.

Global Learning Community in Education

UGlobe, in partnership with the Utrecht University strategic theme Dynamics of Youth, is facilitating a Global Learning Community (GLC) on Education. Supported by Porticus, an international philanthropy, the GLC brings together over 60 education organisations from around the world, from grassroots to international organisations. GLC member organisations contribute to improving basic education (primary, secondary, and TVET) systems for children in adversity globally, working with communities, teachers, and school leaders, and taking a whole child development perspective. The GLC is a space for organisations to share, learn and connect, and is based on a shared belief that strengthened collaboration has the potential to increase collective impact.

CIPA Project (Contextualizing Impact Evaluation Pedagogy in Africa)

The Contextualizing IE Pedagogy in Africa - CIPA project is a joint initiative between UGlobe and the Network of Impact Evaluation Researchers in Africa (NIERA). 

Supported by SAS-P, a Dutch philanthropy, the CIPA project aims to equip the next generation of African researchers and policy makers with solid knowledge of rigorous IE methods and their use for policy. CIPA’s objective is to develop and implement a scalable model that embeds rigorous training of IE methods in the curricula of selected EA universities.

To achieve this, the project has partnered with 11 fellows selected from seven universities and two research institutions across Kenya, Uganda, Tanzania, Rwanda and Ethiopia to design IE materials and embed the course curriculum into programs at these institutions.

Ongoing A/B experiments in schools and kindergartens in Kenya, Uganda, Nigeria, Bulgaria, and Romania

UGlobe is partnering with societal partners in Africa, including NewGlobe Education, and in Eastern Europe, the Trust for Social Achievement and OvidiuRo, and with an interdisciplinary team of (international) academics on experimental A/B tests to improve education outcomes.

Questions being asked through this research include: Does long term goal setting training support boys and girls transition to secondary? Does mobilizing parental engagement support disadvantaged children improve learning outcomes? Can teaching to the right level (TaRL) be effectively delivered inside regular classrooms in low resource environments?