In order to move towards a shared understanding of 'the most marginalised', this working paper explores marginalisation as a spectrum both within and outside education.

This working paper builds on a UN global framework and provides a further analysis of the dimensions of out-of-school children, as well as concrete pathways for change.​

This working paper provides a theorisation of how norms operate and affect behaviour, in order to stimulate discussion, future research and improved interventions to shift the deeply entrenched norms that affect girls’ education.

This working paper looks at the impasse that often occurs when someone asks, 'what about the boys'? It poses some key questions that help to clarify interpretations, address concerns and make discussions more productive. 

This report, authored by Sharon Tao, examines gender inequality and how it affects progress towards the G7 Global Objectives of getting 40 million more girls in school and 20 million more reading by 2026.

This think piece, co-authored by Sharon Tao and Rona Bronwin and Kate Jefferies from FCDO, demonstrates why Foundational Learning should include the most marginalised and how this can be pragmatically achieved.