Resources
Putting evidence-based ideas into widespread practice
We aim to ensure that evidence on improving learning travels from research studies, into government policy, through to large-scale implementation of reforms, and right back into the classroom in the form of day-to-day policy implementation by individual schools and teachers. If this can be achieved, millions of children will have better outcomes.
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Insight note
Measuring implementation in education
27 March 2026
Implementation science
This note puts forward a practical framework for measuring and reporting implementation in education. It also shares a toolkit and resource package the What Works Hub for Global Education is developing to support implementation measurement. Read more
Insight note
A practical approach to developing A/B testing systems for digital-first organisations
11 March 2026
Cross-country, Implementation science
This brief provides a step-by-step guide for digital-first organisations seeking to embed A/B testing into their Monitoring, Evaluation, and Learning system. It introduces the Learning Roadmap for A/B Testing, a structured four-step process for developing the organisational capabilities needed to test, learn, and improve continuously. Read more
Insight note
Improving implementation while scaling: Differentiated Learning in Ghana
23 February 2026
Ghana, Implementation science
This note shares early implementation science insights from scaling Differentiated Learning (DL) to 16,000+ schools. During the scale-up, A/B testing identified a simple, low-cost implementation tweak that improved fidelity and effectiveness when deployed. Read more
Insight note
The 2023 revised curriculum implementation in Tanzania: Insights from the phone survey
20 February 2026
Tanzania, Implementation science
In 2023, the Tanzanian government introduced a revised national curriculum aimed at further shifting from a teacher-centred, rote-based learning approach toward a more student-centred, competency-based approach. This Insight Note explores teacher training sessions that aimed to support the reform. Read more
Insight note
Achieving universal foundational learning could increase global GDP by $196 trillion over 20 years
19 January 2026
Cross-country, Global
This study models the global impacts of achieving universal foundational learning, defined as 90% of children able to read at minimum proficiency by age 10, across 114 countries between 2031 and 2050. The analysis projects major benefits on economic growth, tax revenue generation, education, employment, health and gender equality. Read more
Insight note
Evidence use for policy planning and implementation from Ghana and South Africa
25 November 2025
Cross-country, Ghana, South Africa, Evidence use, General
In this insight note, Jennifer Opare-Kumi and Rebecca Trupin interview Dr Eric Nkansah and Dr Nompumelelo Nyathi-Mohohlwane, two officials who drove the use of data and evidence in Ghana and South Africa. Read more
Insight note
Entry points in action: Examples of equipping, connecting, informing and empowering middle-tier education officials in India
17 November 2025
Cross-country, India, Evidence translation
A synthesis of research on how to effectively support middle-tier officials to improve foundational learning produced four entry points: equip, connect, inform and empower. This insight note provides detailed examples of the entry points in action, with a focus on middle-tier officials who provide instructional support to teachers. Read more
Insight note
Improving foundational literacy outcomes: a brief on the components and cost of a ‘just enough’ model for government-led programming
17 October 2025
Cross-country
Governments can improve foundational literacy outcomes at a relatively low incremental cost per student using a ‘just enough’ foundational literacy model. This insight note presents the proposed model, provides estimations of its cost and explores broader strategies to improve cost efficiencies and outcomes. Read more
Insight note
Sustaining global education finance: Protecting learning amid aid cuts
19 September 2025
Cross-country, General
In this insight note, Susannah Hares and Jack Rossiter analyse the trajectory of education aid, the risks of further retrenchment, and how the education sector can prepare to position itself for future opportunities. Read more
Insight note
Pre-service teacher education – the linchpin for embedding sustainable, scalable change in education systems
23 July 2025
Malawi, Zambia
The authors make a case for the formal pre-service teacher education (PSTE) system as the single most promising intervention point in an education system from a sustainability and scalability perspective.
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Our work will directly affect up to 3 million children, and reach up to 17 million more through its influence.
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