RISE Annual Conference 2020 - POSTPONED

Blavatnik School of Government, Oxford, UK
Picture of the Inamori Forum at the RISE Annual Conference 2018 at the Blavatnik School of Government

UPDATE: RISE Annual Conference Postponed Until 2021;
RISE to Curate Online Presentations in July 2020 (New Deadline 17 April)

Due to the ongoing COVID-19 outbreak, the RISE Annual Conference 2020 has been postponed until early 2021. Further details of the amended RISE Annual Conference dates will be released in due course.
In the absence of this year’s conference, RISE will instead curate a series of presentations online. The Call for Papers for the RISE Annual Conference was due to close on 27 March 2020. This deadline has been extended until 17 April 2020. Shortly after this date, RISE reviewers will select papers under a small number of conference themes. Authors of the papers selected for each theme will be invited to produce slides with embedded audio. These recordings will be released in July 2020, alongside a brief introduction to, and discussion of, the papers in each theme by a member of the RISE Directorate.

Audiences will be invited to ask questions and comment on the presentations, and this feedback will be collated and shared with the authors.

During this time of uncertainty, we acknowledge that it is not “business as usual”; however, we are also aware that many of you have spent countless hours on your research and would value the feedback that this event will provide. We encourage you to submit your paper for inclusion in this series of curated online presentations.
For those that have already submitted papers to the RISE Annual Conference, we are happy to transfer your submission. If you have any questions or wish to make a new submission, please email rise@bsg.ox.ac.uk.

For reference purposes, the original RISE Conference 2020 Call for Papers is preserved at the bottom of this page.


RISE July 2020 Online Presentation Series: FAQs

Will the work submitted to the July 2020 online presentation series still be considered for the rescheduled in-person conference?

If a paper is submitted and accepted for the July 2020 online presentation series, the authors can submit the same paper for the in-person conference, however, the paper will be reviewed at a lower priority than those that were not accepted for the online event.

Will you require a full paper for the July 2020 online presentation series or will you also consider extended abstracts?

As per the original conference call for papers, ideally submissions for the online presentation series should close to the stage of submitting to a working paper series. Preliminary work and/or abstracts will also be considered for inclusion, if space allows. There is no word limit or required format.

If I have been accepted for the online presentation series, can I submit a new paper for the in-person conference, or am I limited to presenting at only one event?

New paper submissions will be accepted for the in-person conference and considered equally, regardless of whether the author presented in the online presentation series.

Will there be two RISE conferences in 2021 due to the delayed 2020 conference?

We are currently monitoring the situation; however, we anticipate the originally planned conference for 2020 will take place in early 2021 in Oxford, England. We will announce plans for the originally planned summer 2021 conference and its location in due course.




We invite you to submit a paper for, or express your interest in attending, the Research on Improving Systems of Education (RISE) Programme Annual Conference (see the 2019 Annual Conference event page).

Countries made dramatic progress on schooling goals with systems that were coherent around the expansion of schooling. To achieve learning goals, systems of basic education need to construct relationships of accountability and support that are coherent around expanding learning for all —and these do not currently exist in many countries. RISE is seeking to diagnose why such incoherencies exist, and to propose therapeutic solutions that are evidence supported, analytically grounded, and contextually adapted.

The 2020 RISE Conference will cover both diagnostic and therapeutic themes. Presentations will draw on research undertaken in RISE countries: Ethiopia, India, Indonesia, Nigeria, Pakistan, Tanzania, and Vietnam. In addition, we are issuing an open call for papers from researchers working on these and any other developing countries.

Submissions are invited in any area of research relating to education systems, including all themes at past RISE conferences. Papers touching on the following topics are particularly welcome:

  • The Teaching Profession – What system factors account for the divergence between formal rules and regulations, and the norms that shape behaviour of front-line educators, often in ways that contradict the formal rules?  How do professional norms mediate education system reforms? How is the teaching role viewed in society, and how does this impact the ability to attract and motivate effective teachers?
  • Instructional Practices – What system factors account for the lack of pressure or incentives to use the most effective (evidence-based and resulting in more learning) instructional practices in the classroom? Lack of information? Lack of accountability? How is politics shaping variation in instructional practices within, and across, education systems?

Full papers should be submitted to rise@bsg.ox.ac.uk. Ideally, the paper will be at (or close to) the stage of submitting to a working paper series. More preliminary work and/or abstracts will be considered for inclusion, if space allows. There is no maximum or minimum word limit, or required format. 

RISE Conference Themes 2016-2019 (Call for Papers)

  • Information and Assessment (e.g., What changes occur when key actors in the system—civil servants, principals, teachers, parents—are given better information about learning outcomes? What is measured, how well, and how is this information used?)
  • Financing and Resources (e.g., Do schools lack access to credit and/or support services? What changes occur when any such constraints are relaxed? How are schools funded by government, parents, and communities?)
  • Teachers (e.g., How can the education system support individuals to become effective teachers and ensure that the best teachers remain in the schools that need them? How are teachers recruited, and how are they trained and supported?)
  • Curriculum (e.g., Is teaching taking place at the right level? What is being taught in classrooms? Which curricula and teaching methods are proving in/effective?)
  • Governance (e.g., How do system features such as the degree of school autonomy and stakeholder engagement affect teacher behaviour, and learning outcomes?)
  • The Political Economy of Reform (e.g., What are the key political obstacles to adopting learning-oriented education reforms, and how have some systems overcome them? What problems of implementation arise during piloting and at scale, and how can these challenges be tackled?)
  • Demand for Education (e.g., What are stakeholders demanding from education systems? Can stakeholders provide demand-side accountability that drives up education quality?)
  • Alternative Modalities of Provision (e.g., What role, if any, should non-state actors play in school finance and/or management? Can private schools, or public-private partnerships, be an effective alternative to conventional state schools, and if so, how should they be designed, governed, or regulated?)
  • Learning Inequalities and Social Mobility (e.g., How should we measure learning to draw meaningful comparisons across groups and countries, and over time? Where do learning inequalities exist, and why? How, and to what extent, can more equitable learning contribute to better life outcomes?)
  • Innovation (e.g., Are education systems generating, evaluating, and scaling system-wide innovations in learning, and if not, why not?)