CREATE #A1005D DRC Tanzania Sri Lanka CREATE
Consortium for Research on Educational Access, Transitions and Equity
Home About Research Partners Publications News Events CREATE gateway Contact
 
Search by

 About CREATE

Programme Overview
CREATE is a five-year DFID-funded Research Programme Consortia around educational access to basic education.
> Read more

Research questions and propositions

CREATE seeks to explore five key clusters of questions around educational access.
> Read more

Conceptual background
CREATE uses the notion of 'zones of exclusion' around educational access to explore the spaces where children are excluded or are at risk from exclusion from basic education.
> Read more

Capacity building
CREATE intends to develop research capacity as part of its programme.
> Read more

Communications and dissemination strategy
Communications and dissemination are important activities of CREATE.
> Read more

 

DFID
CREATE is funded by the Department
for International Development (DFID).

 

 

Research Questions

CREATE is exploring five key clusters of questions:

  • What are current patterns of access and exclusion, who are currently excluded from basic education at different stages, and why are they excluded?
  • What strategies are most effective in meeting the basic educational needs of those who are excluded? To what extent are alternative forms of service delivery viable?
  • What options are available to improve progression, completion and transition rates? How can drop before primary completion be reduced? How can re-entry of drop-outs be eased?
  • What options exist to maintain and improve transition rates into lower secondary grades in pro-poor ways? What effects do declining transition rates have on primary completion?
  • What are the political, social and economic conditions under which EFA has been achieved? Where progress has faltered what are the reasons for this? How has expanded access had an impact on social mobility and the intergenerational transmission of poverty?

 

 
. Sitemap  
  © University of Sussex 2006