Dr Alan Britton is Impact Evaluator for the IDEAS Global Learning Project (2013-2017) funded by the UK’s Department for International Development (DfID). This project involves educational initiatives to enhance systems-wide capacity in multinational contexts around education and development.
- Home
- Schools
- School of Education
- Research
- From local to global research
- Research projects
- Global Learning Project
- Accelerating the impact of the Online Arabic from Palestine (OAfP) language course
- Art of Transdisciplinary Research Communications, The
- Arts of Inclusion (TAI): Examining the Role of Performing Arts for Peace Education in Conflict, The
- Assess@Learning
- Assessing older adults’ nutritional and wellbeing outcomes associated with ageing in place with supported food accessibility
- ASSIST Global
- Better Start Blackpool – Activate and Community Development Research
- British Council Programmes in Scotland: an Impact Study
- Building capacity to use arts-based methods for non-communicable disease prevention in Malawi and Tanzania
- Building Research Collaboration with India and Kyrgyzstan to explore the role of universities in developing skills for smart cities
- CAMAU: Progression and Assessment in the Curriculum for Wales
- Can dual apprenticeships create better and more equitable social and economic outcomes for young people? A comparative study of India and Mexico
- Capacitating student aspirations in classrooms and communities of a high-poverty region
- Children’s Literature and International Safe Spaces: Toolkit development for third sector partners working with displaced children
- Children’s Literature in Critical Contexts of Displacement: Exploring how story and arts-based practices create ‘safe spaces’ for displaced children
- Children’s Neighbourhoods Scotland
- Children’s Voices Capabilities Research Tool/ARC Accelerator participant, The
- Counter-mapping for peri-urban social justice: accounting for spatial narratives of community resistance and dispossession in urban transition
- Culture for Sustainable and Inclusive Peace (CUSP) - Development Award
- Culture for Sustainable and Inclusive Peace (CUSP) Network Plus
- Developing inclusive lifelong learning policies and practices in the Global South
- Developing Politically Literate Young Citizens in Scottish Education
- Development of middle leadership in schools in Wales: a desktop study, The
- Diversifying Justice
- Educational Peacebuilding in Medellin and Acapulco
- Effect of English-only instruction on skill formation and labour market readiness of young Malawians, The
- Empirical and normative aspects of inequality in access to education at different stages of development
- Employability in programme development (EPD):
- EU’s Role in the Implementation of the SDGs in Asia Pacific, The
- Evaluation of Glasgow Science Centre CONNECT programme
- Evaluation of Glasgow Science Centre J.P. Morgan Foundation Initiative - STEM Futures
- Evaluation of Inclusion Plus
- Exchanging knowledge with policymakers and marginalised youth
- Exploring the contexts of early childhood education for children with disabilities in Chiradzulu “Tiphunzile”- “Let us learn”
- Forecasting Coastal Erosion
- GALLANT: Glasgow as a Living Lab Accelerating Novel Transformation
- Gendered Journeys
- Groundwork and preparation for a research study
- Hidden Environmental Histories of the River Clyde, The
- How do adjusted offers impact university experiences?
- Impact of language: a cross-border collaboration for the design, development and promotion of an online Palestinian Arabic course, The
- Impact study: British Council school programmes in Scotland
- Implementing a Translingual Approach in a Trilingual Environment (Kazakhstan)
- Indigenous engagement, research partnerships, and knowledge mobilisation
- Inequality in access to education at different stages of economic development
- Insurance role of education in pastoralist communities, The
- Inter4Ref – Interpreters for Refugees
- Is it Possible to Decommodify Education?
- Kitchen Life: Towards Clean Cooking Services in Bangladesh and Malawi
- Language, livelihoods and well-being in multilingual countries: Reaching the research-frontier with secondary data for Ghana
- Local challenges, global imperatives: cities at the forefront to achieve Education 2030
- Long-term and residual impact of Link Community Development’s School Performance Review work in Malawi and Uganda
- Long-term and residual impact of school improvement in Malawi and Uganda
- Mental health and wellbeing of international doctoral students in the UK: An investigation of supervisors’ understanding and existing support
- MIDEQ
- Moon in narrative, metaphor and reason: A multilinguistic perspective, The
- National and Subnational Approaches to Regulating Private and Vocational Education and Training: Comparative Insights from Asia and Africa
- New Scots Refugee Integration Delivery Project
- Participatory Futures
- Poor among the pastoralists: The importance of bad luck for inequality
- Precarious work and future careers in the context of the gig economy in South Africa and China
- Professional Learning Communities (PLC) in the Global South: a Systematic Literature Review
- Regulating Public-Private Partnerships, governing non-state schools: An equity perspective
- Researching and supporting the ‘Every Dundee Learner Matters’ educational strategy
- Role of Music Practices for Peace Education in Conflict (MuPPEC), The
- SCDE Attainment Challenge Project
- Scottish Network for Able Pupils (SNAP)
- Social and Scientific Innovation to Achieve the Sustainable Development Goals
- Social justice dispositions informing teachers’ pedagogy in advantaged and disadvantaged secondary schools
- Strengthening Urban Engagement of Universities in Asia and Africa
- Strengthening Young Leadership Capacity for Zimbabwe’s Creative and Cultural Tourism Economy
- Transforming Education for Sustainable Futures
- Urban Big Data Centre
- VisNET: Virtual in situ networking to reinvent the rules of international collaborations and reduce gender differences in academic careers
- Vocational institutions, undergraduate degrees: distinction or inequality
- Walk the Global Walk
- Waste Stories
- Wayfarers: confronting the past through history and traditional music education in schools
- Welcoming Languages: Including a Refugee Language in Scottish Education
- White Water Writers
- Whose crisis? The global COVID-19 crisis from the perspective of communities in Africa
- Widening Regional Engagement of HE and TVET
- Workers by Self-Design: Digital Literacies and Women's Changing Roles in Unstable Environments
- Youth-led Peace: Inclusion of Youth in Peace Processes