We are strongly international in our outlook, working extensively in all continents with a particular emphasis on research strengthening activity in line with the UN’s Sustainable Development Goals. Our activities with an international dimension include:

  • hosting the UNESCO Chair in Refugee Integration through Languages and the Arts
  • undertaking a range of projects funded by the UK Research Councils concerned with addressing global challenges such as climate change and migration through education and community development.
  • leading the International Education Assessment Network (IEAN) of Small Nations and States.
  • advising national governments, through, for example
    • membership of International Evaluation Team evaluating Educational Research in Norway, advising the Norwegian Government and Educational Directorate (Utdanningsdirektoratet), the Norwegian Government’s  Ludvigson Committee (the body charged with the revision of national curriculum and assessment in Norway),
    • membership of the National Quality Assurance Higher Education Agency in Portugal
    • membership of the Independent Advisory Group (reporting directly to the Cabinet Secretary for Education in Wales on the design and enactment of the emerging new national curriculum and assessment in Wales).
    • supporting headteacher development in Vietnam funded by the British Council and Head Foundation
  • establishing a network of learning cities around the world through the PASCAL Observatory, working closely with the UNESCO Institute for Lifelong Learning

Our international advisory roles also involve working with the European Commission Education and Culture Directorate, for example acting as critical friend during the development and publication of the European Commission Policy Guide, ‘Shaping career-long perspectives on teaching: a guide on policies to improve Initial Teacher Education’; expert on one of the six strategic European Commission Education Working Groups on Schools and member of the Working Group Steering Group leading peer-learning activities with Ministries of Education officials from EU Member States.

We also work with national and international agencies, for example, the National Council for Curriculum and Assessment in Ireland; the UK National Commission of UNESCO – providing policy advice on teacher education and monitoring and realising the 2030 Education goals.  

International Research and Development

The School's international research and development activity crosses a number of components of the School, notably: the Robert Owen Centre for Educational Change (ROC), the Centre for Research and Development in Adult and Lifelong Learning (CR&DALL), the Glasgow Refugee and Migration Network (GRAMNET) and the Unit of Global Citizenship (UGC).

ROC is active in research and evaluation projects at local, national and international scales. The ROC¹s wide range of expertise informs studies that examine both theoretical and empirical dimensions necessary to understand and inform policy and practice. The ROC¹s approach is strongly interdisciplinary with collaborations across the social sciences and beyond. Research on equity and educational change within the ROC has been organised into six strands of work, reflecting its diverse expertise and engagement.

CR&DALL, is a leading research centre internationally within all domains of post-compulsory education, including HE, and has carried out numerous projects concerned with the pedagogy of HE, lifelong learning and cities/regions, the community and regional engagement role of HE, HE management development, and assessment and evaluation. It hosts the PASCAL Observatory, which works collaboratively with the UNESCO Institute for Lifelong Learning in supporting learning city development around the world. Members of CR&DALL have key leadership roles within organisations that include the Asia-Europe Lifelong Learning Hub.

GRAMNET hosts the holder of the UNESCO Chair in in Refugee Integration through Languages and the Arts, is a leading international network in this field with many projects undertaken in some of the most fragile of states.

CAP RTG engages in collaborative research across traditional boundaries, working with diverse educational stakeholder groups, policy makers, practitioners, learners and communities to explore sustainable national curriculum and assessment policies and practices. Members of the group are involved in research and development in Norway, Wales, Portugal, Hungary, Turkey, Malta and Austria and have leadership roles in invited International Research Consortia in Assessment and in teacher education in relation to initial teacher education, induction of newly qualified teachers and career-long professional learning.

The UGC has undertaken a number of development education projects for DFiD and EuropeAid, and works closely with Oxfam Italia. 

Overall the experience of the School spans much of the Global South as well as numerous aid agencies. Current and recent projects have included work in Botswana, Brazil, Chile, China, Egypt, Ethiopia, The Gambia, Ghana, Iran, Iraq, Lebanon, Lesotho, Malawi, Mexico, Nigeria, Pakistan, Palestine, the Philippines, Rwanda, Tanzania, Vietnam and Zimbabwe.

These centres within the School also have many interdisciplinary links within the University of Glasgow including through the Glasgow Centre for International Development (which brings together academics in Medicine, Veterinary Science, Law, Environmental Sciences and Education to work on inter-disciplinary global challenges), and more widely through international collaborations with leading research centres, IGOs and NGOs around the world.  These include through funded projects of the Australian Research Council with the University of Melbourne’s Youth Research Centre and through funding from the Social Sciences and Humanities Research Council (SSHRC) with Brock University in Canada.

The School of Education currently hosts five large projects funded by the ESRC, EPSRC and AHRC under the Global Challenges Research Fund (GCRF), and a further six smaller projects funded under the ESRC’s Impact Acceleration Fund and the Scottish Funding Council’s contribution to the GCRF, reflecting its leading role in capacity strengthening of HE in the global south.