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Professor Pauline Rose

Educational inequality: gender and poverty; international and national policies and practices for reaching the marginalised
Professor Pauline Rose

Professor of International Education

Director, Research for Equitable Access and Learning (REAL) Centre

Senior Research Fellow, Department for International Development

Educational inequality: gender and poverty

International and national policies and practices for reaching the marginalised

Office Phone: +44 (0)1223 767511

Departments and Institutes

Faculty of Education:

Research Interests

Educational policy and practice, including in relation to inequality, financing and governance, democratization, and the role of international aid. I have worked on large collaborative research programmes with teams in sub‐Saharan Africa and South Asia examining these issues. Throughout my career, I have worked closely with international aid donors and non-governmental organisations, providing evidence-based policy advice on a wide range of issues aimed at fulfilling commitments to education for all.


  • Education
  • Literacy

Key Publications

Rose, P. (2015) 'Is a global system of international large-scale assessments necessary for tracking progress of a post-2015 learning target?' Compare Vol 45 Issue 3: 486-490

Rose, P. (2015) ‘Three lessons for educational quality in post-2015 goals: Clarity, measurability and equity’ International Journal of Educational Development. Vol 40 (January): 289-246

UNESCO (2014) Education for All Global Monitoring Report: Teaching and Learning: Quality for All. Paris: UNESCO [Report director]

UNESCO (2012) Education for All Global Monitoring Report: Youth and Skills: Putting Education to Work Paris: UNESCO [Report director]

Evans, G. and Rose, P. (2011) ‘Education and support for democracy in Africa: Testing mechanisms of influence’, Journal of Development Studies. Vol 48 No 4: 498-515

Rose, P. (2011) ‘Strategies for engagement: Government and non-government education providers in South Asia’ Public Administration and Development Vol 31, No 4: 294–305