Tag: scaling

  • GEDU’s Kevin McCole on scaling sustainable development training

    GEDU’s Kevin McCole on scaling sustainable development training

    Over 70 delegates will travel to the UK to agree a comprehensive capacity building programme that will help achieve the United Nations’ 17 Sustainable Development Goals (SDGs).

    GEDU’s managing director for external relations and sustainability, Kevin McCole, is also the director of UNITAR’s London Centre, one of 33 Centres, spanning every continent.

    The mission of these Centres is to deliver training and capacity building across the SDGs. 

    The PIE News sat down with Kevin McCole to understand the work of the UNITAR network, GEDU’s particular priorities, and what will be achieved in the coming days in London. 

    Kevin, this sounds like a critical week for you and your colleagues. Can you tell us what will happen and why it matters?

    It is an important week. It’s exciting too. It’s not every day that a UK education business hosts a delegation led by an assistant UN secretary general and includes other senior UN officials, as well as business, academic and municipal leaders from around the world. It’s a truly global gathering.

    UNITAR and its network come together once a year, and part of the programme in London will be internal – we’ll share best practice, identify areas for collaboration in 2026, consider how UN 2.0 and the Pact for the Future will shape the UN’s development agenda beyond 2030, agree ambitious targets and how to achieve them.

    We’ve also got important external engagement too, including with representatives of the UK government, parliamentarians and businesses.

    While we are discussing global challenges, it’s important to focus on the local too. So we will be hosting the delegation at the Global Banking School campus in Greenford where we will engage local politicians and council officials.

    What role do universities play in the UNITAR network?

    Of the 33 Centres across the world, most are led by universities. In London next week there will be senior figures from York University in Canada, Newcastle University in Australia, and more from all continents in between.

    GEDU’s contribution to UNITAR is global too – it’s not limited to London. With 13 institutions across 15 countries – from Toronto and Tampa in the Americas, across Europe and the Middle East and India, to Brisbane in Asia-Pacific – we are able to bring a global perspective and have a global impact.

    Universities can help achieve the SDGs in a range of ways. Through their curricula and extra-curricula activity. Let’s take just three examples from GEDU institutions.

    MLA College recently launched 17 byte sized courses – one on every SDG – in partnership with UNITAR.

    Shiller International University, with campuses in Heidelberg, Paris, Madrid and Tampa offer the Seeds of Peace Scholarship to support students from conflict-affected regions.

    And ICN Business School, a triple accredited creative business school with campuses in Paris, Berlin and Nancy, is an active member of the United Nations Global Compact, the Principles for Responsible Management Education initiative, the Collectif pour l’Intégration de la Responsabilité Sociétale et du Développement Durable dans l’Enseignement Supérieur (CIRSES), and the Conférence des Grandes Écoles network on sustainable development

    Of course, universities can’t succeed in isolation. That’s why UNITAR’s general approach, and the specific programme in London, involve national and local governments, parliamentarians, businesses, and civil society. We all need to work together.

    We hear about sustainability a lot, but it’s more than just environmental, isn’t it?

    Yes, from the UN and UNITAR perspective we look at all 17 of the sustainable development goals.

    Many are environmental, for example climate action, life on land, life below water, and affordable and clean energy. But the SDGs also include peace, justice and strong institutions, reduced inequalities and eliminating poverty and hunger.

    So we have a broad and important agenda in London next week.

    It’s also important to say that the UNITAR programme is giving us at GEDU the opportunity to consider the contribution we can make collectively and as individual institutions.

    For instance, how do we best deploy our time and expertise to work in partnership with governments, businesses and NGOs around the world? 

    We understand GEDU will be making an announcement as well? 

    That’s correct. We’re going to release our inaugural GEDU sustainability report at an event in the House of Commons.

    The report will detail the work being done by all our institutions to address all of the SDGs, including in the SDG that they have adopted and lead on for GEDU. It will also outline our ambitions for 2026 and beyond.

    I have to say, preparing this report has been a real eye opener for me – I hadn’t realised just how much our institutions are doing that aligns to the SDGs. And it’s been really encouraging to learn that they all have ambition to contribute even more.

    About the author: Kevin McCole is GEDU managing director, external relations and sustainability. Kevin, who has a passion for education and international partnerships, joined GEDU Global Education in March 2025 and leads the group’s external relations, public relations and sustainability activities. Before joining GEDU Global Education, Kevin spent 16 years as managing director of the UK India Business Council, where he worked closely with governments and organisations in both countries on the UK-India FTA and, more broadly, to bring UK investors to India and strengthen the business, education and people-to-people links between India and the UK. Prior to this, Kevin spent 19 years in the UK’s diplomatic service, where he served in The Netherlands, Malta, Romania, India, and in various London postings. In India, Kevin spent three years at the British Deputy High Commission in Kolkata helping strengthen the UK’s partnership with East and North East India. 

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  • Scaling structured literacy with implementation science

    Scaling structured literacy with implementation science

    When districts adopt evidence-based practices like Structured Literacy, it’s often with a surge of excitement and momentum. Yet the real challenge lies not in the initial adoption, but in sustaining and scaling these practices to create lasting instructional change. That’s the point at which implementation science enters the picture. It offers a practical, research-backed framework to help district leaders move from one-time initiatives to systemwide transformation.

    Defining the “how” of implementation

    Implementation science is the study of methods and strategies that support the systematic uptake of evidence-based practices. In the context of literacy, it provides a roadmap for translating the science of reading, based on decades of cognitive research, into day-to-day instructional routines.

    Without this roadmap, even the most well-intentioned literacy reforms struggle to take root. Strong ideas alone are not enough; educators need clear structures, ongoing support, and the ability to adapt while maintaining fidelity to the research. Implementation science brings order to change management and helps schools move from isolated professional learning sessions to sustainable, embedded practices.

    Common missteps and how to avoid them

    One of the most common misconceptions among school systems is that simply purchasing high-quality instructional materials or delivering gold-standard professional learning, like Lexia LETRS, is enough. While these are essential components, they’re only part of the equation. What’s often missing is a focus on aligned leadership, strategic coaching, data-informed decisions, and systemwide coordination.

    Another frequent misstep is viewing Structured Literacy as a rigid, one-size-fits-all approach. In reality, it is a set of adaptable practices rooted in the foundational elements of reading: Phonemic awareness, phonics, fluency, vocabulary, and comprehension. Effective implementation requires both structure and flexibility, guided by tools like the Active Implementation Formula or NIRN’s Hexagon Tool.

    District leaders must also rethink their approach to leadership. Instructional change doesn’t happen in a vacuum or stay confined to the classroom. Leaders at every level–from building principals to regional directors–need to be equipped not just as managers, but as implementation champions.

    Overcoming initiative fatigue

    Initiative fatigue is real. Educators are weary of the pendulum swings that often characterize educational reform. What’s new today may feel like a rebranded version of yesterday’s trend. Implementation science helps mitigate this fatigue by building clear, supportive structures that promote consistency over time.

    Fragmented professional learning is another barrier. Educators need more than one-off workshops–they need coherent, job-embedded coaching and opportunities to reflect, revise, and grow. Coaching plays a pivotal role here. It serves as the bridge between theory and practice, offering modeling, feedback, and emotional support that help educators build confidence and capacity.

    Building sustainable systems

    Sustainability starts with readiness. Before launching a Structured Literacy initiative, district leaders should assess their systems. Do they have the right people, processes, and tools in place? Have they clearly defined roles and responsibilities for everyone involved, from classroom teachers to district office staff?

    Implementation teams are essential. These cross-functional groups help drive the work forward, break down silos, and ensure alignment across departments. Successful districts also make implementation part of their onboarding process, so new staff are immersed in the district’s instructional vision from day one.

    Flexibility is important, too. No two schools or communities are the same. A rural elementary school might need different pacing or grouping strategies than a large urban middle school. Implementation science supports this kind of contextual adaptation without compromising core instructional principles.

    Measuring progress beyond test scores

    While student outcomes are the ultimate goal, they’re not the only metric that matters. Districts should also track implementation fidelity, educator engagement, and coaching effectiveness. Are teachers confident in delivering instruction? Are they seeing shifts in their students’ engagement and performance? Are systems in place to sustain these changes even when staff turnover occurs?

    Dashboards, coaching logs, survey tools, and walkthroughs can all help paint a clearer picture. These tools also help identify bottlenecks and areas in need of adjustment, fostering a culture of continuous improvement.

    Equity at the center

    Implementation science also ensures that Structured Literacy practices are delivered equitably. This means all students, regardless of language, ability, or zip code, receive high-quality, evidence-based instruction.

    For multilingual learners, this includes embedding explicit vocabulary instruction, oral language development, and culturally responsive scaffolding. For students with disabilities, Structured Literacy provides a clear and accessible pathway that often improves outcomes significantly. The key is to start with universal design principles and build from there, customizing without compromising.

    The role of leadership

    Finally, none of this is possible without strong leadership. Implementation must be treated as a leadership competency, not a technical task to be delegated. Leaders must shield initiatives from political noise, articulate a long-term vision, and foster psychological safety so that staff can try, fail, learn, and grow.

    As we’ve seen in states like Mississippi and South Carolina, real gains come from enduring efforts, not quick fixes. Implementation science helps district leaders make that shift–from momentum to endurance, from isolated success to systemic change.

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