We believe education equality is the pathway to peace and sustainable development

The children left behind by our education systems are those that face discrimination and significant marginalisation in society. If they happen to be a girl, or have a disability, or are indigenous or from an ethnic or religious minority group, they are more likely to not be in school. In conflict and post conflict areas, these characteristics of societal exclusion magnify. In instances where they may access school, they often struggle to learn. The teacher does not speak the same language, the curriculum teaches a history that contradicts their own, the teacher does not have confidence nor strategies to engage the student in the teaching and learning process. Learning outcomes diminish and this sets a pathway of further marginalisation and poverty. 

All children are diverse, creative learners who deserve to be taught by confident and motivated teachers who speak their language, have great ideas on how to teach the curriculum and are trained and supported in their professional development.  A system should reflect this diversity and be open to developing inclusive policies and reforms that truly reflect the learning needs of all children.

We help our clients ensure their approach to education is informed by evidence of what works in their context, is oriented towards the holistic development of the child and drives changes in teaching and learning policy and practice.   

We have extensive experience in early years education, basic education, mother tongue based multilingual education (MTB-MLE), non-formal education (NFE), vocational training (VT) and teacher professional development and specialise in supporting organisations that work with children who are not learning in the system they find themselves or are excluded from education services because of their gender, disability, ethnicity, linguistic background or religion.  

Our work includes conducting research and data analysis in hard to reach, remote, conflict and post conflict settings to strengthen education provision for disadvantaged children and youth. We work with clients to design new education programs or strengthen existing programs to ensure children’s learning needs are being met. We work with international and local organisations to document good practices and produce advocacy products to drive forward government policy changes and reforms that improving learning, inclusion, equity and equality for all children. Children’s voices are vital – and too often they go unheard. We ensure that they are not only heard, but that children play an active role in projects and programs that affect them. Our consultants are experienced in including child participation in all aspects of our work.


  • Literacy & numeracy assessments

  • Out of school children (OOSC) studies

  • Refugee student transition studies

  • Teacher competency assessments

  • Teacher professional development mapping

  • Technical and midline reviews

  • Desk research and literature reviews

  • Participatory field research

  • Stakeholder consultation

  • Reporting


  • Education policies

  • Policy / advocacy products

  • Strategy development

  • Gender and disability inclusion


  • Monitoring and evaluation (efficiency, effectiveness, impact and sustainability)


  • Teacher professional development training

  • Early grade literacy and numeracy

  • Early childhood emergent literacy and numeracy

  • Early childhood holistic daily scheduling and implementation


ALTO has conducted a comprehensive mapping of quality and access to education for displaced learners across the Asian region. For a copy of the report, please click the image below.

Contact us for a free initial phone consultation to discuss how we can help.