We have conducted projects in developing countries and provided evidence on challenges such as poverty, educational inequalities, access to school education and the exclusion of girls. We are building networks and partnerships in the organisation with LMICTs to develop robust evidence and support active groups through building their research capacity. We have strong links with South America, Southern Africa and South Asia.
Siddiqui, Nadia and Gorard, Stephen and Bulsari, Smruti and Saeed, Saba and Sarfaraz, Hamza and See, Beng Huat and Dixon, Pauline and Pandya, Kiran (2022) 'Does school matter for early childhood education? Assessing cognitive and wider development of children in the Province of Punjab, Pakistan and State of Gujarat, India.', Project Report. Durham University Evidence Centre for Education, Durham.
Aleksić, G. and Merrell, C. and Ferring, D. and Tymms, P. and Klemenović, J. (2019) Links between socio-emotional skills, behaviour, mathematics and literacy of preschool children in Serbia. European journal of psychology of education, 34 (2). pp. 417-438.
Boereboom, J. and Tymms, P. (2018) Is there an optimum age for starting school in New Zealand? NZ international research in early childhood education., 21 (2). pp. 32-44.