Policy Briefs and Papers Series

The CSGD Policy Briefs and Papers profile our work across the field of global development and human wellbeing. CSGD Policy Briefs offer concise summaries of research and policy recommendations based on relevant findings. CSGD Positioning Papers present a position or research agenda on an issue pertinent to global development and human wellbeing. CSGD Research and Evidence papers present early findings from members’ research projects.

Centring Inclusive and Collaborative Research as an Accelerator for Gender Equality in sub-Saharan Africa: Insights from CSW69 Beijing+30 Parallel Side Event

June 2025

This paper presents findings following a parallel side event held during the 69th session of the Commission on the Status of Women (CSW69), marking the 30th anniversary of the Beijing Declaration and Platform for Action (BDPA). The event was informed by a rapid review to assess the role of research in the implementation of the BDPA in sub-Saharan Africa (SSA). It explored how inclusive and collaborative research can drive gender-responsive and innovative solutions to persistent gender inequalities in SSA, such as those related to education, health, economic empowerment, and leadership. Drawing on insights from 63 participants and expert panellists, the session underscored persistent gaps in gender-disaggregated data and research uptake. It highlighted research as a catalyst for change, stressed the need to bridge the policy-practice divide, and emphasised the need for the amplification of African and marginalised voices in shaping gender-responsive policies and development priorities. The analysis, based on polling, participant dialogue, and thematic coding, reveals a strong demand for participatory methodologies and local ownership of research. These findings contribute to global discussions on gender equality, aligning with the Sustainable Development Goals and advocating for transformative, contextually grounded, and equity-driven research practices in SSA.

Designing blended learning programmes which impact teaching quality and learning outcomes

June 2025

This policy brief is based upon research into Anonde Ghonit Shikhi (AGS), a nationwide teacher professional development programme to ‘make learning math fun’ in Bangladesh. AGS is the most popular Teacher Professional Development (TPD) course on Muktopaath, the government’s Bangla-language e-learning platform. Over 180,000 primary teachers have completed the initial online course. Nine online modules target grade 1-2 math skills. Each module contains three or more numeracy activities, explained through animated videos, and finishes with a quiz. Completion of the online course entitles teachers to participate in a week of face-to-face training. There is no follow-on support or monitoring for implementation in schools. AGS’s approach to blended learning for TPD is aligned with Bangaldesh’s ‘Blended Education Framework for All’ (Akturazzaman and Chowdhury, 2022) and is common to government led TPD programmes across Bangladesh. Mobile phones are by far the most common way for people to access the internet in Bangladesh and most teachers accessed AGS on their phones. Hence, AGS is an example of mobile learning and of blended learning for TPD.

How can headteachers help teachers put continuous professional development into practice in their schools?

June 2025

This policy brief is based upon research into Anonde Ghonit Shikhi (AGS), a nationwide teacher professional development programme to ‘make learning math fun’ in Bangladesh. AGS is the most popular Teacher Professional Development (TPD) course on Muktopaath, the government’s Bangla-language e-learning platform. Over 180,000 primary teachers have completed the initial online course. Nine online modules target grade 1-2 math skills. Each module contains three or more numeracy activities, explained through animated videos, and finishes with a quiz. Completion of the online course entitles teachers to participate in a week of face-to-face training. There is no follow-on support or monitoring for implementation in schools. AGS’s approach to blended learning for TPD is aligned with Bangaldesh’s ‘Blended Education Framework for All’ (Akturazzaman and Chowdhury, 2022) and is common to government led TPD programmes across Bangladesh. Mobile phones are by far the most common way for people to access the internet in Bangladesh and most teachers accessed AGS on their phones. Hence, AGS is an example of mobile learning and of blended learning for TPD.

Towards a pedagogic framework for Teacher Professional Development through blended learning introduction

June 2025

This policy brief is based upon research into Anonde Ghonit Shikhi (AGS), a nationwide teacher professional development programme to ‘make learning math fun’ in Bangladesh. AGS is the most popular Teacher Professional Development (TPD) course on Muktopaath, the government’s Bangla-language e-learning platform. Over 180,000 primary teachers have completed the initial online course. Nine online modules target grade 1-2 math skills. Each module contains three or more numeracy activities, explained through animated videos, and finishes with a quiz. Completion of the online course entitles teachers to participate in a week of face-to-face training. There is no follow-on support or monitoring for implementation in schools. AGS’s approach to blended learning for TPD is aligned with Bangaldesh’s ‘Blended Education Framework for All’ (Akturazzaman and Chowdhury, 2022) and is common to government led TPD programmes across Bangladesh. Mobile phones are by far the most common way for people to access the internet in Bangladesh and most teachers accessed AGS on their phones. Hence, AGS is an example of mobile learning and of blended learning for TPD.

Blended learning for teacher development: Evidence of impact

June 2025

This policy brief shows the positive but limited impacts of Anonde Ghonit Shikhi (AGS), a nationwide teacher professional development programme to ‘make learning math fun’ in Bangladesh. AGS is the most popular Teacher Professional Development (TPD) course on Muktopaath, the government’s Bangla-language e-learning platform. Over 180,000 primary teachers have completed the initial online course. Nine online modules target grade 1-2 math skills. Each module contains three or more numeracy activities, explained through animated videos, and finishes with a quiz. Completion of the online course entitles teachers to participate in a week of face-to-face training. There is no follow-on support or monitoring for implementation in schools. AGS’s approach to blended learning for TPD is aligned with Bangaldesh’s ‘Blended Education Framework for All’ (Akturazzaman and Chowdhury, 2022) and is common to government led TPD programmes across Bangladesh. Mobile phones are by far the most common way for people to access the internet in Bangladesh and most teachers accessed AGS on their phones. Hence,AGS is an example of mobile learning and of blended learning for TPD.

Social protection for economic inclusion in Latin America: the potential of comprehensive programming

April 2025

This research and evidence paper seeks to contribute to policymakers’ interest in integrating economic inclusion into social protection programming by providing a rapid review of evidence on what works for economic inclusion in Latin America, and by placing this in the context of global trends on social protection and economic inclusion. In doing so, it offers an indicative overview of the available evidence, cross-cutting challenges and opportunities, and questions to be explored in future. It provides evidence for the benefits of providing comprehensive support over and above standalone interventions, the need to adequately account for gender, geographical context and ethnicity, and the existence of a substantial knowledge gap in terms of cost-effectiveness.

Empowering parents and caregivers as literacy champions to support foundational learning in low-resourced contexts

March 2025

This policy brief advocates for the central role of parental and caregiver engagement in literacy interventions and empowering them with the necessary tools and resources to support children's reading development at home. Current literacy programmes in Sub-Saharan Africa (SSA) predominantly focus on school-based interventions without giving much attention to the home environment as a domain for early language acquisition and development. The cultural wealth embedded in storytelling, traditional games, and local languages remains underutilised. Furthermore, economic and systemic barriers hinder parental involvement, perpetuating low literacy levels. Prioritising parent/caregiver-focused strategies can bridge these gaps and foster an inclusive approach to literacy development.

Realising the potential of online teacher development courses to improve student learning – a brief for policy makers

July 2024

3MPower is a collaborative research project between the Institute of Education and Research at Dhaka University and The Open University. 3MPower is funded by the EdTech Hub to address the gap in research evidence on the experiences and outcomes of using technology for teacher development in schools serving low-income rural communities, and the teaching and learning of foundation skills in numeracy. The findings presented here address the research question: How are primary numeracy teachers using mobile learning for teacher development in rural schools and in what ways does this change learning and teaching?

Invisible livelihoods in the Global South: public space vendors’ plight of making a living

June 2024

This policy brief puts forward suggestions for local and national governments, and international organisations to ensure the right to work and find shared solutions to improve the lives of vendors in public space (aka ‘street vendors’). Recommendations result from a research project in three cities in Latin America: Buenos Aires, Medellín and Rio de Janeiro in collaboration with popular economy workers’ associations and syndicates.

Realising the potential of online teacher development courses to improve student learning — a brief for eLearning providers

March 2024

The Government of Bangladesh and Aspire to Innovate (a2i) are making substantial investments in blended learning for teacher professional development (TPD) through the national eLearning platform ‘Mukto Paath’. This policy brief explores research evidence of primary-level teachers’ participation in one such course—Anonde Gonit Shikhi (AGS) by the Directorate of Primary Education—and makes evidence-based recommendations to increase the proportion of teachers and schools realising the potential benefits on teaching and learning.

Realising the potential of online teacher development courses to improve student learning: lessons for local education officers

March 2024

The Government of Bangladesh is making substantial investment in blended learning for teachers. Teachers undertake face-to-face trainings in Continuous Professional Development (CPD) priority areas, such as supporting students’ foundational learning. In parallel, teachers access TPD courses on Muktopaath, the Government’s national eLearning platform, focused on these same priority areas. Local Education Officers have a pivotal role in the delivery of these trainings and in supporting their practical application in schools and classrooms. This Policy Brief explores teachers’ participation in one set of eLearning courses, Anonde Gonit Shikhi (AGS). It makes evidence-based recommendations on how Local Education Officers at District and Upazila levels can encourage and support teachers to translate learning from both the online courses and face-to-face trainings into the intended changes in teaching practices and student learning in the classroom.

Maximising the impact of online teacher development courses to improve teaching and learning: lessons for national directors and education officers

March 2024

The Government of Bangladesh is making substantial investment in blended learning for teachers. Teachers undertake face-to-face trainings in Continuous Professional Development (TPD) priority areas, such as supporting students’ foundational learning. In parallel, teachers access CPD courses on Muktopaath, an eLearning platform, focused on these same priority areas. This Policy Brief explores teachers’ participation in one set of eLearning courses, Anonde Gonit Shikhi (AGS), and makes evidence-based recommendations on how the Directorate of Primary Education (DPE) central team can encourage and support teachers to translate learning from both the online courses and face-to-face trainings into the intended changes in teaching practices and student learning in the classroom.

Improving educational inclusivity: A guideline for transforming the lives of pregnant teenagers and unmarried young mothers in Nigeria

December 2023

This policy brief is a call to action, highlighting the educational challenges faced by pregnant teenagers and unmarried young mothers in Nigeria and offering practical solutions for educational inclusion. It seeks to illuminate the path forward for policymakers, educators, and communities to empower pregnant teenagers and unmarried young mothers and create an educational system and society that is more inclusive, equitable, and responsive to their needs.