The exclusion of deaf children and young adults from access to school systems results in individuals and communities being denied quality education, leading to unemployment, low income, and increasing poverty.

This project aims to expand the existing evidence base around how pedagogical practices affect the development of critical thinking at African higher education institutions in Kenya, Ghana and Botswana.

This pilot project provides English-language teaching for members of the deaf community in India including young people in high poverty contexts, and drafts a model of language-teaching interventions. It is an interdisciplinary collaboration including sign linguistics and technologists.

The research, which is being conducted in Ghana, will inform an evaluation of two closely related policy questions: firstly, how any expansion of education should be effected; and secondly, how this expansion should be funded.

The rate of sectoral transformation from rural agrarian to urbanised mining economies requires time for policymakers to appreciate the developmental processes underway. This study focuses on economic, social and cultural changes associated with rapid and/or erratic rates of urban growth by mining expansion in Angola, Ghana and Tanzania.

Exploring how the rapid expansion of mobile phone usage is impacting on young lives and examines how policy makers can support the positive aspects of change, with studies conducted across Ghana, Malawi and South Africa.

Investigating interventions for widening participation in one public and one private university in Ghana and Tanzania. Taking widening participation as a focus, the aim is to interrogate what universities are doing in relation to poverty reduction.