The Royal Anniversary Trust

2009
University of East Anglia
Alleviating poverty in developing countries through environmental sustainability
The interdisciplinary approach of the University’s School of International Development has produced pioneering research into the links between resources management, poverty alleviation and wider political economy. Alongside many other projects, it has had considerable success in tackling land and forest degradation and water conservation in Asia and Sub-Saharan Africa. The University has also established a not-for-profit organisation to maximise the School’s practical contribution to global development in an age of climate change.
http://www.uea.ac.uk

2009
The Open University
A major contribution to primary teacher education in Africa through a large-scale open learning programme (“TESSA”)
‘Teacher Education in Sub-Saharan Africa’ (TESSA) is a pioneering initiative to train primary teachers in 13 African countries. Spearheaded by the Open University, working alongside African academics, TESSA’s web-based learning environment offers open learning resources that can be freely adapted according to local needs. Around 210,000 teachers were working with TESSA materials in 2009; this is estimated to double over the next two years and TESSA’s approach has also been extended to the health sector.
http://www.open.ac.uk

2007
Cranfield University
Building sustainable mine-clearing capabilities in affected countries
Through integrated training programmes, consultancies and in-country support the University has played an outstanding and unique role in developing sustainable national capacities in landmine clearing. Notably in Afghanistan and Sudan, and also in other affected countries, this work has developed effective local systems and directly contributed to reducing the trauma and danger to populations and restorating land to normal use.
http://www.cranfield.ac.uk

2007
The University of Greenwich
“TABEISA” — A UK/Africa partnership supporting local business enterprise and tackling root causes of poverty
The University leads a consortium of universities in sub-Saharan Africa that has provided start-up help to over a thousand new African commercial enterprises since its inception in 1994 and introduced these businesses to wider markets through a network of enterprise centres. The work is distinctive in mobilising higher education resources in-country to address the challenge of wealth creation at the grass roots, and has given profile to the UK’s commitment to assisting positive change in challenging environments.
http://www.gre.ac.uk

2005
Chichester College
Developing the college and its community through international student intake and integration
The college’s strategy over ten years to develop its student base through imaginative and innovative international outreach is recognised nationally as an exciting model for Further Education in the UK. The benefits to the college, the locality and the students demonstrate the value of international communities of learners.
http://www.chichester.ac.uk/index_flash.html

2002
King's College London
Defence, war and international studies: research, education and training
The college has developed a unique academic-military partnership with the British Armed Services in the delivery of world-class education and training. It sustains an extensive network of international contacts and engages in contract research for a number of government departments and international organisations. It has developed a broad interdisciplinary approach that takes in military history and ethics as well as issues of defence and international security. Undergraduate and postgraduate courses are not only concerned with 'War studies' but also with conflict prevention and resolution, peacekeeping missions and humanitarian assistance in complex social and political settings.
http://www.kcl.ac.uk/warstudies

2002
University of Oxford
Refugee Studies Centre: education, training and research
The university has created a world-class centre for the study of forced migration and refugees. It was established in 1982 to undertake multidisciplinary research and teaching on forced migration and to disseminate the results not just to academics, but to policy-makers, practitioners and the wider public. Its ground-breaking research has focused on: asylum; conflict, with a special focus on children; transnational communities and diasporas; and displacement and resettlement resulting from development. The centre works closely with UN agencies such as the UNHCR and UNICEF and with many international aid organisations.
http://www.rsc.ox.ac.uk

2000
University of Greenwich
Food security in the developing world: practical projects, education and training
The Natural Resources Institute (NRI) makes a real difference to the lives of thousands of people in developing countries and ensures that its multidisciplinary expertise is shared widely. The scientific and educational work in some eighty countries draws together its skills in a wide range of natural and social science disciplines, in collaboration with academic and research institutions, governments, nongovernmental organisations, aid donors and the private sector. Its food security projects have resulted in improved access to safe supplies of food, increasing farmers' incomes and aiding economic stability in some of the world's poorest countries.
http://www.nri.org

2000
Oxford Brookes University
Education and training for humanitarian aid workers
The university has gained an international reputation for pioneering education and training for humanitarian aid workers. Combining innovative practice-based study with a multidisciplinary academic approach, its unique emphasis on educating humanitarian practitioners for work in war, political violence and disaster is a model for others. The Centre for Development and Emergency Practice (CENDEP) at Oxford Brookes University offers a pioneering MSc course in Development Practice. It also promotes best practice in humanitarian work overseas and provides appropriate training for local community leaders and public officials.
http://www.brookes.ac.uk/schools/be/cendep

2000
Hastings College of Arts and Technology
Technical education and training project for the United Arab Emirates
In initiating this multimillion-pound project, Hastings College provides an outstanding example of innovative provision for overseas students, offering substantial evidence of student progression as well as benefit to local communities and consortium institutions. The project serves as a flagship overseas for the quality and desirability of UK vocational qualifications. Students from the UAE study English as a foreign language for one year. They then progress to various colleges of further education to undertake two or three year courses leading to BTEC and City and Guilds’ qualifications in engineering, information technology, business or related disciplines.
http://www.hastings.ac.uk

1998
Loughborough University
International development engineering: education, training, research and consultancy
The Institute of Development Engineering is an expert in the provision and management of sustainable infrastructures for developing countries. The focus is on international activities through teaching, research and consultancy in over sixty-five countries, particularly through its Water and Engineering Development Centre. Its MSc, diploma and short courses for both engineers and non-technologists create development professionals throughout the world. The establishment of an impressive worldwide network of global and regional contacts disseminates information and supports development organisations.
http://wedc.lboro.ac.uk

1998
Royal Holloway, University of London
Global information security: teaching and research
The Information Security Group at Royal Holloway has pioneered high-level education in information security and advises both government and industry in one of the most sensitive developing areas of business. The group plays a vital role in training those who work in the field of information security, across industry and commerce as well as in vital security elements of the nation. The courses were the first of their kind in the world and are now seen by many as the benchmark qualification. In addition to the renowned doctorate programme, training is now delivered through an MSc and a Diploma in Information Security.
http://www.isg.rhul.ac.uk

1996
Liverpool Hope University College
The Ladakh Project: teaching and training in India for Tibetans
This project provides concentrated workshops on educational practice, maths, science and English at three villages of Tibetan refugees in India. Whilst teachers received vocational training, British undergraduates taught 10,000 refugee children. This is a model example of international outreach transforming the circumstances of a refugee community abroad and bringing added value to other courses and students at home.
http://www.hope.ac.uk/hopeoneworld/choglamsar.htm

1996
School of Oriental & African Studies, University of London
International distance learning: economics and finance across the globe
The School claims that students could obtain a post-graduate degree in economics or finance from a space-ship. It has perfected distance learning through the use of well adapted modern communication technologies to make studying from home as effective as attending the course in London. Access to world-class finance and economics tuition has brought particular benefit to people living in areas where wars or other disturbances have blighted further education.
http://www.soas.ac.uk

1996
College of North West London
East European links: expertise and skills transferring to Bulgaria and Russia.
The college has initiated a series of collaborative projects which have successfully transferred British know-how to areas with a lack of experience of modern business and finance such as Bulgaria and Russia. 3,000 full-time students from these countries receive business training from the College. The project has received strong support from European aid programmes.
http://www.cnwl.ac.uk

1996
University of Manchester Institute of Science and Technology
Technical education, technology transfer and academic and trade relations with Japan
The university has successfully developed a long-term relationship with Japan to meet the new demands and opportunities of the present day. Through carefully planned exchanges technological dialogue and teaching has evolved, resulting in a fruitful relationship with Japanese universities and industry. The institute has received significant research orders in Japan and established a formal relationship with two Japanese universities leading to better opportunities for industry in both countries.
www.umist.ac.uk

1994
University of London, Wye College
Professional development for agriculturalists in overseas territories
A unique external programme offers over 700 students in over 100 countries the chance to study rural development and environmental management with a quality programme at less than a third of the cost of educating overseas students in Britain. With flexible course completion time, distance learning is able to meet specific professional needs in crucial areas. The programme continues to run in war-torn countries, and benefits the rebuilding process.
http://www.londonexternal.ac.uk