Research and Reports


Annual Reviews

Annual Review 2014:

Annual Reviews 2015:

Quarterly Reports

Quarterly Reports 2013:

Quarterly Reports 2014:

Quarterly Reports 2015:

Quarterly Reports 2016:

Longitudinal Qualitative Research

The GESS Longitudinal Qualitative Survey (LQS) is an evolving profile of 20 individual schools, with extended interviews with Head Teachers, teachers and pupils. The schools are being followed from 2015 through to 2018, at broadly six-monthly intervals. To read the first round of reports, click the above title.


Cash Grants Research

Cash Grants for Schools and Pupils can Increase Enrolment & Attendance Despite Ongoing Conflict: Findings from South Sudan. This paper by Lee Crawfurd of the Center for Global Development & University of Sussex, makes use of a unique real-time national dataset on school enrolment and attendance in South Sudan to provide estimates of the effect of school capitation grants and cash transfers for girls. To read the report, click the above title.


Knowledge, Evidence & Research - Baseline and Midline

Baseline Research 2015 - Full Reports:

Baseline Research 2015 - Research Briefs:

Midline Research - Full Reports:

Midline Research 2017 - Research Briefs:


      Teacher Professional Development Pilot Programme - Lessons Learnt

      The Teacher Professional Development Programme is delivered by GESS Education Specialists who work closely with teachers and head teachers in 20 schools each. The Education Specialists serve as critical friends in these schools through creating scope for learning and developing skills amongst the school staff. The participatory approach of the training encourages engagement as well as peer learning. This document summarises what we have learnt so far from the implementation of the Programme. To read, click the above title.