We agree different types of partnerships with different organisations to suit the work to be undertaken together. Volunteer time is used where possible and provides the major input but funding is required for particular items in some instances. We ask partners to make a contribution towards web hosting and web editorial costs if possible. Contact enquiries@meshguides.org if you are interested in partnership.

For example:

We partner with VSO on specific projects which meet our organisations’ remits such as the Early Years in Emergencies MESHGuide for use in the Rohingya Camps (2018/2019) and the Numeracy for All initiative again for use in refugee camps which is under development.

The Batod Foundation is a partner developing MESHGuides for deaf and hearing impaired children. They have won funding through the UK Big Lottery.

The Technology and Pedagogy Association is a partner in developing MESHGuides summarising research in areas relevant to the association. They fund scholarships for researchers from income from the association’s academic journal.

Founder members and founder associates are our first port of call in looking for specific expertise. The Directory of Expertise provides a register of experts which we draw on in developing projects. 

Partners in the Higher Education Knowledge Exchange initiative – an example of partnership bidding for funds
Building on the success of the MESHGuides pilot, educators from several countries came together to put forward the Higher Education Knowledge Exchange (HEKE) initiative in response to a call for projects by the British Council. The concept is focused on research summaries of subject knowledge for teachers at universities, colleges and senior teachers in schools. While the proposal was not successful, the ideas are being taken forward more slowly by volunteers.

A teacher in a senior school or university may only have one hour or two hours to introduce core knowledge in a subject to a student. In any one day they will be delivering many lessons. What are their sources of knowledge? Books take years to produce and in some subjects like science, can easily be out of date, knowledge they need may be hidden in PhD theses or individual articles. They have little chance of finding these. There is simply not enough time to do extensive research for every single hour’s lesson.

HEKE aims to provide teachers with up to date trusted/quality assured research based summaries in key topics – developed by experts currently researching the topic. The summaries link through to other accredited resources eg videos, articles, books. While the summaries are free to use, the production costs of research based knowledge are high and so users should expect to pay for materials that experts have taken hours, months and years to produce.

“Everything has been invented and there is nothing left for my generation to do” BM, a 14 year old, 1940

As well as giving teachers access to up to date knowledge, we expect each summary to outline new research that is needed and to include an invitation to young people to study in the area to develop new knowledge of benefit to all. Showing young people how they can contribute should help them move beyond what one of our supporters felt as a 14 year old in 1940 – that everything had been invented and there was nothing left for her generation to do.

It is also said that it took forty years for the new knowledge about plate tectonics to get into the school curriculum. We can now have systems which allow rapid dissemination of new research based knowledge. However, this also requires those who set the school curriculum to have access to research summaries so that they set a curriculum and assess learners on knowledge relevant today rather than that that was relevant yesterday.


There are a number of roles. Editorial roles are voluntary or supported by research or altruistic funding.

As well as the Founder Members of MESH, new partners came forward to take forward the ‘marginal gains’ strategy for improving the quality of education worldwide developed at the first Global Teacher Education Knowledge Mobilisation Summit in London in April 2016 and 17.

Institutes with reach beyond one country: International Institute for Capacity Building in Africa; Forum for African Women Educationalists

Teacher Networks:MirandaNet, International Research Schools

Professional Associations:Association for IT in Teacher Education, International Council on Education for Teaching.

Universities and ministries from individual countries

Afghanistan – confirmed

Cameroon- Dr Michael Nkwenti, University of Yaounde, Lead Inspector of Pedagogy, Educational Technologies, Ministry of Basic Education

Malawi – ADRA, Michael Usi; Chancellor College, University of Malawi

Malaysia – Universiti Tecknologi MARA, Assoc. Prof. Ling Siew Eng

Pakistan: International Islamic University, Islamabad: Prof. Jumani and Malik; Bahria University, Dr Tamim Khan; NUST, Assoc. Prof. Aamna

Philippines – University of the City of Manilla

Somalia – confirmed

USA: Ball State University; Texas

UK: De Montfort University: Prof. Preston, Leask and Dr Younie