African Education Research Database
Search database
-
About the Database
The online African Education Research Database (AERD) has been developed by the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge, in partnership with ESSA. The database aims to raise the visibility of African research, consolidate the evidence base for policy and practice, and inform future research priorities and partnerships.
The AERD is a curated collection of research undertaken in the past decade by scholars based in sub-Saharan Africa. The database includes social science research with implications for educational policy and practice, understood in the context of the global priorities and targets expressed in Sustainable Development Goal 4 ‘ensuring inclusive and quality education for all’, and the African Union’s Agenda 2063 and Continental Education Strategy for Africa.
The AERD includes peer-reviewed articles, chapters, PhD theses and working papers identified through structured searches of academic and grey literature databases, expert consultation, and pearl-growing techniques. For further information, please see the Literature Search Protocol.
Use the database by applying one or more filters: country, keywords, research methods – and/or by entering one or more words in the ‘Search term’ box. Browse the keywords here.
The catalogue is regularly updated and if you would like to suggest studies for inclusion in the African Education Research Database please download the submission form below and return via email.
-
Acknowledgements
The African Education Research Database (AERD) was developed by Pauline Rose, Rafael Mitchell, and Samuel Asare at the Research for Equitable Access and Learning (REAL) Centre, University of Cambridge.
The team is grateful to Rui da Silva (Center of African Studies, University of Porto) who undertook the cataloguing of Lusophone research, and to the ESSA team for their support and feedback.
How to use the Database
The African Education Research Database has been developed by the Research for Equitable Access and Learning (REAL) Centre, Faculty of Education, University of Cambridge, in partnership with ESSA.
