Research

As part of the first E-Cubed call for proposals in 2018, Dubai Cares committed USD 461,981 to support the Promising Partnership Models for Education in Emergencies research project. This study explores the nature and impact of partnerships at both global and local levels in the context of education in emergencies, with a particular focus on education for Syrian refugees. Drawing on key informant interviews with global policy actors, network analysis, and case studies of partnerships operating in Lebanon to serve refugee populations, the research seeks to deepen understanding of how partnerships contribute to refugee education. The project has produced a set of guiding principles and partnership models designed to strengthen coordination and foster community participation in refugee education.  

As part of the second E-Cubed call for proposals in 2019, Dubai Cares committed USD 846,438 to support a joint research project by Education Development Trust (EDT) and UNESCO-IIEP, with USD 431,914 allocated to UNESCO-IIEP. The project examines teacher management policies in refugee contexts in Kenya and Uganda, addressing how global frameworks like the Comprehensive Refugee Response Framework (CRRF) and the Global Compact on Refugees can be applied to support refugee teachers.   The research will produce concrete policy options and advocacy guidance to improve refugee teacher management in line with international commitments. It also includes the development of a teacher-led film, using innovative storytelling to highlight refugee teachers’ experiences, needs, and best practices from their perspective.  

This research programme set out to examine the barriers and enablers of Early Childhood Development and Education in Emergencies (ECDEiE), and to understand how such programmes and policies are operationalised globally. Through a combination of country case studies and a landscape analysis, the study aimed to inform policy and action in emergency contexts and provide guidance on the challenges and opportunities of positioning ECE as a priority in crisis settings. Case studies were conducted in Bangladesh, Mali, Jordan, and Colombia, offering insights into local implementation and contextual realities. The landscape analysis explored the underlying causes of limited access to ECDEiE worldwide, identifying three key issues: the low prioritisation of ECDEiE across sectors, the absence of a systematic characterisation of institutional and programmatic landscapes, and the lack of consensus around strategic advocacy. Together, these findings contribute to a stronger foundation for advancing early childhood education in emergencies as a global priority.

As part of the second E-Cubed call for proposals in 2019, Dubai Cares supported the Teachers, Schools and Communities research project with a commitment of USD 312,915. This initiative explores how social relationships can strengthen education policies and interventions in contexts affected by insecurity and gang control. It marks Dubai Cares’ first programme in El Salvador and its first research investment in Central America, helping to build evidence in a region and thematic area that remains under-researched.   Through in-depth interviews, workshops, and focus group discussions, the project is generating a framework to guide school policies and interventions that leverage social relationships to improve education delivery. By supporting this research, Dubai Cares is contributing to a deeper understanding of how community dynamics can shape more resilient and inclusive education systems in fragile settings.  

As part of the first E-Cubed call for proposals in 2018, Dubai Cares supported the Voices of Refugee Youth participatory research project with a commitment of USD 498,160. This initiative aimed to address a critical gap in Education in Emergencies research by building evidence on post-primary education for refugee youth. It focused on understanding the impact of such education on learning, employability, and skills in Pakistan and Rwanda through refugee youth-led participatory action research. The project also sought to establish a model for a refugee youth-led research agenda and network, ensuring that the voices and priorities of young refugees are central to policy, practice, and decision-making in refugee education. Core activities included completing data collection for a longitudinal study in Rwanda and Pakistan, developing an accredited open-access research methods course for refugee youth, showcasing findings, and co-authoring journal articles with youth researchers.   Upon completion, the research will deliver a flagship study documenting methodology, analysis, and key findings on the impact of post-primary education for refugee youth. Additional outputs include academic articles, international conference presentations, an advocacy report to influence global policy, and a policy toolkit promoting youth participation in Education in Emergencies research.

India is home to over 164 million children under six, and the government recognises the importance of quality early childhood education. The Integrated Child Development Services (ICDS) programme, led by the Ministry of Women and Child Development, delivers early childhood care and education through Anganwadi centres—rural childcare hubs offering non-formal preschool education.   While ICDS has shown positive social and health impacts, many Anganwadi centres lack the resources to provide quality education. In response, Dubai Cares, in partnership with Pratham, supports an ECE programme to ensure disadvantaged children under five receive proper care and stimulation.   Additionally, Dubai Cares is funding a multi-partner research study in three rural districts of Odisha, involving Yale University, University of Pennsylvania, Ambedkar University, and the Institute for Fiscal Studies. The study investigates the effectiveness of early interventions, the value of continued ECCE until school age, and the impact of starting early. Conducted with children aged 3–6 through Anganwadi centres, the findings will inform Pratham’s ECE strategy, curriculum design, and understanding of multi-year programming in early childhood development.