Case Studies

Imagine Education has worked for some of the largest companies and organizations in the world supporting and advising on the development and delivery of their education plans. We have also worked with several Ministries of Education building and operating their national transformation plans.

Preparing the Nation for STEM Education in Uzbekistan

Imagine Education were appointed as educational technology and curriculum experts by the Asian Development Bank (ADB) in 2022 to review, research and create a focused, relevant and practical plan that will prototype and create a blueprint for STEM teaching and learning in Uzbekistan.

Uzbekistan recognises the need to modernise their education system to meet the increasingly technological demands of a modern nation, and know that this has to start in schools, where the future coders, programmers and designers will be inspired and developed.

This involved managing a group of Uzbek and international experts and working with an experienced local company, Encompass Consulting (https://encompass.uz/) to firstly evaluate the current situation in 200 schools, which represented a cross-section of secondary education across the country. This initially involved lesson observations, teacher and student interviews and extensive teacher, and parental surveys. This was then used to inform extensive research to determine the best way forward for STEM education. The recommendations for the implementation of an effective STEM strategy we made were –

1. Create a detailed plan to roll out and pilot test an inter-disciplinary STEM curriculum for grades 7-11.

2. Based on this, create a comprehensive set of sample lesson plans for all aspects of the interdisciplinary STEM curriculum

3. Implement a framework of easy-to-understand guidance for teachers, and training materials for teachers who will deliver the inter-disciplinary STEM classes.

4. Made recommendations on successful use of e-platforms to support and enable the project

5. Provided a comprehensive list of technologies to be recommended as part of the project plan.

6. Proposed clear, effective functional, pedagogical and behavioural TPD to ensure success of the introduction of new technologies. This included the development of a sustainable plan for pedagogical support systems.

It became clear that the most important element for success is the teacher.

All of the recommendations Imagine Education have made have been adopted by the ADB and are being used to inform a national programme of STEM development. This is to make Uzbekistan education a successful and ground-breaking example of how schools and teachers have a crucial impact on how a nation develops its young people for the demands of the future.

Teachers First for Egypt

Our program became the foundation layer to the ministry’s plan for embedding its Education 2.0 national initiative.

Teachers First is the only teacher professional development program in the world to focus on the attitudes and behaviours of practicing teachers.

A key feature of the design of the system is to put the emphasis on everyone’s responsibility to improve whilst working in a community of practice with shared goals.

The PerformEd platform enabled teachers to award themselves a credit when they recognise the demonstration of an improved professional behaviour or to receive a peer-credit from a colleague or an independent credit from a trainer or mentor.

The program started in 2014 with just 100 Egyptian teachers supported by the Open University in the UK.

By 2019 it had reached nearly 1,000,000 teachers and impacted on millions of students across the whole of the country with the PerformEd platform receiving over 40,000,000 visits a month.

An independent report, by the University of Brighton, showed that more than 90% of the teachers showed a change in attitude and that many absent students were returning to school as they valued the change in their teachers and the impact on their own learning opportunities.

The World Bank

Since 2018, we have worked alongside World Bank Education Specialists to develop an Educator Professional Behaviour Framework. The work was conducted in correlation to their on-going work entitled Gender and Climate Change: Three Things You Should Know.

Supporting their work in education, illustrating the importance of gender equality for effective and equitable action on climate change, Imagine Education was asked to develop applicable behavioural frameworks to support the work of teachers and school leaders.

These frameworks were added to the PerformEd platform and were accessed by over 870,000 teachers. Through this work, teachers and school leaders were given clear guidance on how they could tackle the issues of gender sensitivity and climate change in their schools, whilst also recording their own professional behavioural change.

Microsoft Global Education

Between 2007 and 2015, Imagine Education was a lead consultant for Microsoft for their global education programs. Our work involved designing and delivering training, and developing online resources for students, teachers and school leaders. Alongside this we supported Microsoft’s government engagements providing training and advisory services to Ministry of Education officials in numerous countries.

British Council Connecting Classrooms

Since 2005, Imagine Education has been the principal consultant on the British Council’s Connecting Classrooms program. Our work includes designing and delivering training, and developing online resources for students, teachers and school leaders. We also manage and coordinate their global trainer network through virtual and physical activities around the world.

MacArthur Foundation and British Council

In 2016, working alongside the British Council and the MacArthur Foundation, we developed bespoke Professional Behaviour Frameworks and incorporated the use of PerformEd whilst delivering the Monitoring and Evaluation element of the Developing Innovative Schools in Chennai program.

The program was implemented in 70 secondary schools run by the Corporation of Chennai (CoC).

The project aimed to improve the livelihood prospects of students, particularly girls, in socio economically marginalized urban communities by enhancing their English, 21st century and leadership skills.

Imagine Education’s PerformEd platform and bespoke professional behaviour framework was implemented to review and validate the existing approaches and validate the data collection and analysis plan. In doing so it:

  • reviewed and developed a comprehensive tool to assess functional English in the context of 21st century skills of students
  • developed peer-leader skills and behaviour assessment tool to assess peer- leaders of skills clubs in CoC schools
  • provided learners, teachers and head teachers tools for assessing 21st Century skills, teaching 21st Century skills methodology and leadership skills respectively

This resulted in:

  • baseline, midline, and impact reports based on all the data received and analysed, and additional data which was made available by the British Council and the data gathering agency
  • strong contribution to the development of an academic paper published in a peer reviewed journal using data from P3DISC project.
Discovery Education STEM Program

In 2016-17, Imagine Education recruited, trained and managed the teacher training team for Discovery’s STEM program. As part of the Egyptian government’s plan to increase the quality and take up of education resources, Imagine Education ensured the introduction of Discovery’s online STEM resources had maximum pedagogical impact through a comprehensive teacher development programme.

UNICEF Life Skills

In 2017, Imagine Education began working with UNICEF to develop a global set of competencies used across all stages of education.

The result of our work was UNICEF’s Life Skills and Citizenship Education (LSCE) Framework consisting of 14 inter-dependant and inter-related skills. The LSCE Framework has been embedded into the Teachers First program.

Imagine Education developed a set of professional behaviours and behavioural indicators for teachers. This offered teachers an achievable pathway for implementation of the LSCE Framework into their classroom and wider educational environment.

Through embedding the aligned LCSE Behavioural Framework on the PerformEd platform, teachers were given a contextualised pathway to embed LSCE in their daily teaching, whilst also recording and sharing their behavioural change.

So far, this collaboration saw over 800,000 teachers participate and benefit from this strategy.

UNESCO SDGs

In August 2017, alongside UNESCO, we launched an initiative for teachers in Egypt to design and implement an educational project based on one of the SDG’s 17 goals. 

The initiative introduced teachers to the UNESCO Sustainable Development Goals (SDG) and World’s Largest Lesson (WLL).

Imagine Education built an online platform and resources to link UNESCO SDGs to current teachers practice.

Imagine Education also partnered with UNESCO to deliver the SDG courses. Schools were able to build upon the on-going professional development and achieve certification from UNESCO and Imagine Education.

The Online courses encouraged teachers to be reflective about their teaching and encouraged them to adapt their teaching to incorporate the SDG resources.

Whole School ICT Development (WSID) for Brunei Darussalam

The Whole School ICT Development Project (WSID) was designed to develop the processes, practices and skills of school leaders and teachers to create, manage and implement a culture of ICT and enhance 21st Century learning in 20 Brunei schools.

Imagine Education designed a program to deliver:

  • A Whole School Approach to ICT Development with the specific aim of achieving continual school improvement and sustained adaptive change in the adoption and use of ICT, digital age literacy and 21st century pedagogies, in all schools.
  • 21st Century Learning and Teaching with the goal of developing a common and shared understanding of 21st century pedagogies and practices through innovative and structured lesson planning and learning frameworks that emphasised skills development.
  • Greater Teacher ICT Competency through the development of new practice and competency standards frameworks for teachers based on 21st century pedagogies and digital literacy.
  • Improved Student Digital-Age Literacy by developing understanding and knowledge and creating a common set of goals and standards.
  • Enhanced School Leader ICT Capability through strategic interventions incorporating strategic planning, professional development, ICT resource planning and the development of a wider culture supporting the use of ICT.