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African Education Research Database Report Mapping the landscape of education research by scholars based in sub-Saharan Africa Report Insights from the African Education Research Database June 2019 Mapping the landscape of education research by scholars based in sub-Saharan Africa Authors Professor Pauline Rose, Dr Phoebe Downing, Dr Samuel Asare, and Dr Rafael Mitchell (REAL Centre, University of Cambridge) Acknowledgements The African Education Research Database is a collaborative project between Education Sub-Saharan Africa (ESSA) and the Research for Equitable Access and Learning (REAL) Centre at the Faculty of Education, University of Cambridge. The Database was developed by Professor Pauline Rose, Dr Rafael Mitchell, and Dr Samuel Asare at the REAL Centre, University of Cambridge. The REAL Centre are grateful to Patrick Dunne, Dr Olaf Hahn and Dr Jennifer N. Udeh (ESSA) for their support and partnership on the project; Dr Rui da Silva (University of Porto, Portugal) for his work on cataloguing the Lusophone research for the database; and the Robert Bosch Foundation and Jacobs Foundation for their support and funding the work. All errors in this report are the responsibility of the authors. © REAL Centre, University of Cambridge Suggested citation Rose, P., Downing, P., Asare, S. and Mitchell, R. (2019). Mapping the landscape of education research by scholars based in sub-Saharan Africa: Insights from the African Education Research Database. Synthesis report. REAL Centre, University of Cambridge. https://doi.org/10.5281/zenodo.3242314 2 Mapping the landscape of education research by scholars based in sub-Saharan Africa Table of contents Overview ..................................................................................................................................... 5 Introduction: what is the African Education Research Database? ................................................ 6 1 What are the phases of education and key thematic areas being explored by researchers based in sub-Saharan Africa? ................................................................................................... 10 2 In which countries is the research being undertaken? ........................................................ 38 3 What are the institutional arrangements for the research? .................................................. 43 4 How does research by scholars based in sub-Saharan Africa align with the education Sustainable Development Goal? ............................................................................................... 55 5 What are the key lessons for investing in the visibility of research by scholars based in sub- Saharan Africa? ........................................................................................................................ 57 6 References ........................................................................................................................ 58 3 Mapping the landscape of education research by scholars based in sub-Saharan Africa Table of figures Figure 1 Phases of education .................................................................................................................. 8 Figure 2 Mapping the education research landscape by scholars based in sub-Saharan Africa by phase of education .............................................................................................................................................. 10 Figure 3 Trends on research related to different phases of education, 2010-2018 ................................. 11 Figure 4 Mapping the education research landscape by scholars based in sub-Saharan Africa by thematic area....................................................................................................................................................... 13 Figure 5 Language and curriculum research according to phases of education ..................................... 14 Figure 6 Teachers and teaching research according to phases of education ......................................... 17 Figure 7 Equitable and inclusive education research according to key phases of education .................. 20 Figure 8 Policy and financing research according to key phases of education ....................................... 24 Figure 9 Institutional leadership, culture and facilities research according to key phases of education ... 27 Figure 10 Access to education research according to key phases of education ..................................... 30 Figure 11 Students, learning and assessment research according to key phases of education .............. 33 Figure 12 ICT research according to key phases of education ............................................................... 35 Figure 13 Sub-Saharan African countries ranked by quantity of research output ................................... 40 Figure 14 Research on phases of education for top 20 countries ........................................................... 41 Figure 15 Research on thematic areas for top 20 countries ................................................................... 42 Figure 16 Most prolific sub-Saharan African institutions in the African Education Research Database ... 44 Figure 17 Top 20 most prolific African institutions by phase of education ............................................... 45 Figure 18 Top 20 most prolific African institutions by thematic area ....................................................... 46 Figure 19 Education research involving scholars based in sub-Saharan Africa by type of collaboration . 48 Figure 20 Sub-Saharan African institutions collaborating with institutions outside the region ................. 49 Figure 21 Northern institutions collaborating with sub-Saharan African institutions ................................ 50 Figure 22 Major sources of external funding for published African education research (2010-2018) ...... 52 Figure 23 Where did funding go between 2010 and 2018? .................................................................... 53 Figure 24 Is funding reaching all kinds of research collaborations? ........................................................ 53 Figure 25 Mapping education research by scholars in sub-Saharan African against the education Sustainable Development targets .......................................................................................................... 56 4 Mapping the landscape of education research by scholars based in sub-Saharan Africa Overview This report outlines key features of education research undertaken by scholars based in sub-Saharan Africa, as represented in the African Education Research Database. The database catalogues social science research with implications for education policy and practice in sub-Saharan Africa, published in reputable journals and written by at least one researcher based in the region. In exclusively cataloguing research conducted by researchers based in sub-Saharan Africa, the African Education Research Database is a unique resource for educational development research and policy in the region. Drawing on 1650 English-language articles published in internationally-recognised, peer-reviewed journals between 2010 and 2018, this report offers an analysis of major patterns in the thematic areas of research from the region, as well as funding, collaborations, and institutional and national patterns that characterise the education research landscape. The main findings are organised around five key questions: • What are the phases of education and key thematic areas being explored by researchers based in sub-Saharan Africa? • In which countries is the research being undertaken? • What are the institutional arrangements for the research, including funding, and forms of institutional collaboration within and outside of the region? • How does research by scholars based in sub-Saharan Africa align with the education Sustainable Development Goal? • What are the key priorities for investing in research by scholars based in sub-Saharan Africa? The report is written for researchers, research funders, policymakers, and practitioners interested in education policy-relevant research in sub-Saharan Africa. The findings aim to inform the direction of new research, patterns in South-South and South-North collaborations and funding, and potential partnerships with researchers based in sub-Saharan Africa to promote policy-relevant and contextually-appropriate research to advance educational development in the region. Key priorities for investing in research by scholars based in sub-Saharan Africa Our findings highlight key priorities for future investment. This investment will not only strengthen education knowledge systems within sub-Saharan Africa, but will also provide a strong foundation for policy impact: Increase funding to education research by scholars based in sub-Saharan Africa, particularly focused on under-researched areas identified in the database associated with national, regional and global policy priorities (such as early childhood education; and conflict). Promote dialogue between policymakers and researchers based within sub-Saharan Africa to identify further policy-relevant research related to education priorities. Direct funding towards equitable partnerships between South-South and South-North institutions and researchers, driven by policy-relevant research agendas originating from within the region. Support training and capacity development for researchers and institutions within sub-Saharan Africa on: • applying for competitive research grants • publishing
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