EPFL and ETH Zurich

CERES

CELLA

2021 Research Prize

Charles A. Nelson, is selected as one of two recipients of the 2021 Klaus J. Jacobs Research Prize, together with Daniel L. Schwartz, for his work using longitudinal studies to demonstrate that early adversity in the first three years of life impacts later developmental outcomes.

2021 Research Prize

Daniel L. Schwartz is selected as one of two recipients of the 2021 Klaus J. Jacobs Research Prize, together with Charles A. Nelson, for his research into the mechanics of learning and problem-solving, and their application in enhancing the educational success of students of all ages.

2019 Research Prize

Prof. Daphne Bavelier receives the 2019 Klaus J. Jacobs Research Prize endowed with one million Swiss Francs for her research on leveraging action video games to promote brain plasticity and learning.

2017 Research Prize

Prof. Paul Bloom received the 2017 Klaus J. Jacobs Research Prize for his research into the origins, nature and development of children’s moral thought and behavior.

2016 Research Prize

Economist Professor Orazio P. Attanasio received the 2016 Klaus J. Jacobs Research Prize for his use of economic models and field experiments to assess and shape early child development programs and policies in low income countries.

2015 Research Prize

Neuroscientist Sarah-Jayne Blakemore of University College London (UCL) received the 2015 Klaus J. Jacobs Research Prize in recognition of her ground-breaking achievements in child and youth development.

2014 Research Prize

For his research on the mechanisms for how parental care becomes embedded in children’s biology Meaney was awarded the Klaus J. Jacobs Research Prize 2014.

2013 Research Prize

For his research on the long-term consequences of poverty in early childhood Greg J. Duncan was awarded the Klaus J. Jacobs Research Prize 2013.

2012 Research Prize

For his research on the resilience of children and the developmental results of difficult life conditions, Dante Cicchetti was awarded the Klaus J. Jacobs Research Prize 2012 .

2011 Research Prize

The Klaus J. Jacobs Research Prize 2011 went to developmental psychologist Professor Michael Tomasello for his comparative research on communicative behavior and learning processes in preschool children.

2010 Research Prize

For their research on the interplay between genetic disposition and environmental influences Terrie Moffitt und Avshalom Caspi were awarded with the Klaus J. Jacobs Research Prize 2010.

2009 Research Prize

With the Klaus J. Jacobs Research Prize 2009, the Jacobs Foundation is rewarding Laurence Steinberg for his immense contribution to improving the life circumstances of young people and their families.

2020 Best Practice Prize

The Jacobs Foundation Board recognizes Dybuster for their exceptional efforts to promote the learning abilities of dyslexic and dyscalculic children by providing software solutions based on artificial intelligence and neuroscience, and especially for their response to COVID-19 related challenges.

2020 Best Practice Prize

The Jacobs Foundation Board recognizes PEAS for their exceptional efforts to drive educational quality through efficient school management and to operate low-cost secondary schools for the most marginalized students in Uganda and Zambia, and especially for their response to COVID-19 related challenges.

2020 Best Practice Prize

The Jacobs Foundation Board recognizes Ubongo for their exceptional efforts to provide quality edutainment with localized educational cartoons to children in Africa, and especially for their response to COVID-19 related challenges.

2017 Best Practice Prize

The 2017 Klaus J. Jacobs Best Practice Prize was awarded to War Child in the Netherlands for their global efforts to improve the lives of children exposed to war by promoting psychosocial well-being and fostering emotional resilience for their future.

2016 Best Practice Prize

The 2016 Klaus J. Jacobs Best Practice Prize was awarded to ICS-SP in Nairobi, Kenya for their unique approach combining agribusiness with skillful parenting in East Africa aimed at improving early childhood development, parenting and agricultural practices in rural areas.

2015 Best Practice Prize

The Klaus J. Jacobs Best Practice Prize 2015 went to Gesamtschule Unterstrass (a private comprehensive school) in Zurich, Switzerland, for an innovative social emotional learning project adding social competencies to the Swiss curriculum.

2014 Best Practice Prize

The Serenity Harm Reduction Programme Zambia was awarded the 2014 Klaus J. Jacobs Best Practice Prize for its evidence-based Cognitive Behavioral Therapy to address severe needs of trauma affected children and their families in Zambia.

2013 Best Practice Prize

For its prevention program to support families that have young children and find themselves in particularly difficult circumstances the ELTERN-AG received the Klaus J. Jacobs Best Practice Prize 2013.

2012 Best Practice Prize

For its nationwide social work, helping young runaways and street children in Germany, the Off Road Kids Foundation received the Klaus J. Jacobs Best Practice Prize 2012.

2011 Best Practice Prize

For the development of the concept of the Ideenbüro, helping schoolchildren to take on responsibility, to learn to cooperate and to regard life’s problems as challenges, Christiane Daepp is awarded the Klaus J. Jacobs Best Practice Prize 2011.

2010 Best Practice Prize

Opstapje e.V. and a:primo have taken an innovative support model for children and families and successfully adapted it to local conditions in Germany and Switzerland. For this they jointly received the Klaus J. Jacobs Best Practice Prize 2010.

2009 Best Practice Prize

Father Johann Casutt († 2012) successfully adapted the Swiss model of vocational training for young people to suit the circumstances of Indonesia. For this he was awarded the Klaus J. Jacobs Best Practice Prize 2009.

Global Schools Forum

Globally, a large and growing share of children are educated outside of government schools. The non-state sector – which includes a vibrant mix of non-profit, for-profit, and faith-based organizations – has played an important role in education systems in the last two decades, as evidenced by the rapid expansion in low- and middle-income countries of low-fee private schools. There is evidence to suggest that non-state operators have been successful in expanding access by increasing the number of school places available, especially in settings where there is a gap in state provision.

The International Baccalaureate

The International Baccalaureate (IB) is a s a globally recognized education organization that delivers and accredits implementation of an international curriculum for private and public schools. The curriculum aims at developing students as critical thinkers with a multilingual skill set and international mindedness, and a structured approach to problem-solving. It is delivered through four programs in over 5’000 schools across the world.

Schools2030

Schools2030 is a ten-year participatory action research and learning improvement program based in 1,000 government schools in marginalized contexts across ten countries. Using the principles of human-centered design and focusing on learners’ key transition years of ages 5, 10 and 15, Schools2030 seeks to catalyze locally-rooted school solutions to inform systems-level approaches for improving holistic learning outcomes for all by 2030.

Teach For All

Teach For All is a global network of 61 independent, locally led and funded partner organizations whose stated shared mission is to “expand educational opportunity around the world by increasing and accelerating the impact of social enterprises that are cultivating the leadership necessary for change.

Youth Impact

Youth Impact is a non-governmental organization based in Gaborone, Botswana, that scales proven high-impact programs in health and education in Southern Africa. The organization works evidence-based with programs delivered by youth for youth. During the COVID-19 pandemic, Youth Impact successfully developed and implemented low-tech solutions in Botswana that leverage text messages and direct phone calls to empower parents to educate their children at home. This targeted instruction approach relates to principles from “Teaching at the Right Level” (TaRL), a proven, highly cost-efficient intervention tailoring the instruction to learning levels rather than age or grade in low-resource contexts.

VSLCH

The VSLCH was founded in 1994 as an umbrella organization for the cantonal associations of school principals in German-speaking Switzerland. The association pursues overarching educational policy goals to create the school of the future: a socially just and sustainable education system and collaboration with all relevant organizations and professionals; quality of life and education for both students and teachers; supporting the quality development of Swiss elementary schools and supporting effective management for the organization of schools. School administrators have a key role to play here. The association sees its role as building bridges at national level and actively influences Swiss education policy.

Data Must Speak

Why do some schools do better than others despite operating under similar – sometimes very difficult – conditions? How can others benefit from their local innovations? To answer these questions, UNICEF has established the Data Must Speak (DMS) Positive Deviance Research programme, which is currently active in 14 countries. The DMS Positive Deviance research identifies the positive deviant schools, explores which behaviours and practices make them outperform others, and investigates how these could be implemented in lower performing schools in similar contexts. The DMS team works hand-in-hand with local partners to scale these solutions and improve learning for every child. The DMS Positive Deviance research is based on the core belief that the most important change agents in education are grassroots-level stakeholders (e.g., teachers, head-teachers, and communities).

Education International

We are the voice of teachers and education workers around the world. Through our 383 member organisations, we represent more than 32 million teachers and education support personnel in 178 countries and territories

Net Edu Project

How can we find specific points that really make a change in the system in a cross-sectorial collaborative way? This question led to the creation of the Net Edu Project, launched in 2015, by Jordi Díaz-Gibson and Mireia Civís from PSITIC research group in Blanquerna, Ramon Llull University, Barcelona (Spain). The Net Edu Project is an international interconnected research-practice community of leaders, educators and researchers that is growing, aiming to cultivate and weave local learning ecosystems to effectively respond to our social and planet challenges.

The Council of International Schools

The Council of International Schools (CIS) is a membership community composed of more than 1300 schools and universities, representing 121 countries, working collaboratively to shape international education through professional services to schools, higher education institutions and individuals. The CIS vision is to inspire the development of global citizens through high quality international education: connecting ideas, cultures, and educators from every corner of the world. As a leader in the field of school evaluation and accreditation worldwide, CIS provides a unique international accreditation with a focus on student learning and global citizenship. The quality and rigour of CIS International Accreditation is recognized by ministries, departments of education, and universities around the world as demonstration of a school’s commitment to high quality international education.

hundrED

HundrED identifies impactful and scalable innovations in K12 education and helps them spread through its global community of innovators, ambassadors, country leads, academy members, and youth ambassadors. Its mission is to improve education to help every child flourish in life, no matter what happens. One of the ways HundrED does this is by organizing Spotlights, which are small, focused collections of innovations within a specific theme and/or region. Spotlights explore education innovations within the scope to gain a deeper insight on those innovations. The final innovations are selected by the HundrED Research Team and a curated Advisory Board via a thorough review process. These innovations are then packaged and shared on the HundrED platform for the world to see for free.

Global School Leaders

Global School Leaders (GSL) is a not-for-profit organization which supports organizations in low & middle income countries to run world-class school leadership training programs. These programs are designed for scale and provide evidence on strengthening school leadership to governments. GSL supports organizations by providing best-in-class, evidence-based program resources, bespoke technical support and peer learning opportunities.