Empirical and normative aspects of inequality in access to education at different stages of development
The project was led by Dr Kristinn Hermannsson in the School of Education and Dr Barbara Read was a co-investigator, along with co-investigators from economics and philosophy as well as partners from Chancellor College in Malawi, the University of Swaziland and the Alberto Hurtado University in Chile.
The aim of the project was to carry out a scoping exercise to identify empirical and normative aspects of access to education in 4 countries spanning a wide range of economic development, i.e. Scotland, Chile, Swaziland and Malawi.
The project appointed a full time researcher, Dr Josephine Munthali, a Malawian scholar who originally came to Scotland to study at the University of Edinburgh and has been active in a wide range of research, consultancy and charity organisation relating to education, gender and development.
The consortium worked via e-mail and Skype and hosted one face to face workshop in Dubai, which due to extensive air transport links was a convenient location to share equitably the inconvenience of travel. The consortium commissioned a website, which was developed and is hosted by the IT department at Chancellor College Malawi. Each participating country produced a briefing paper and two joint reports were produced summarising evidence. Moreover, the consortium generated a large-scale bid in response to an ESRC-GCRF call. The outputs of the project are hosted on the website: http://www.caie.org.uk
Start and End Date
November 2017 - March 2018
Funder and Funding Amount
GCRF and Scottish Funding Council small grant