Our goal is to create a world-class school system that ensures every child is taught a broad and ambitious knowledge-rich curriculum by highly skilled teachers, so they can achieve their potential. We need to continue to develop the evidence base around effective teaching practice and curriculum design, with teaching increasingly viewed as an applied science (akin to medicine) where evidence-based approaches are widely utilised, and skilled teachers draw upon expert support and professional communities. We also need to build our understanding of how best to replicate the success of high performing schools, and how school trusts can improve the effectiveness and efficiency of their schools, including through management of the school estate. A key part of this is building evidence on the most successful school approaches to improving attendance.
If you would like to discuss previous, ongoing or potential research into any of the areas in this document, please contact research.engagement@education.gov.uk.
This question was published as part of the set of ARIs in this document:
This project conducts further work related to Organizational Perspectives on Accountability and Learning (OPAL), a three-year project that examines the relationship between school funding models, accountability, and lear...
Funded by: ESRC
Lead research organisation: University of Bristol
Partially answers the question by examining school management practices in high performing public schools.
Liberia's public education system is moribund. The civil war of 1999-2003 and the Ebola epidemic of 2014 have left the Ministry of Education with little capacity to run a national school system. An effort to clean thousa...
Funded by: ESRC
Lead research organisation: Innovations for Poverty Action
Fully answers the question by studying the impact of Partnership Schools for Liberia on accountability mechanisms and education outcomes.
Raising standards of teaching and learning in schools is an issue of global concern and a key focus of recent educational reforms. However, there are continuing debates within policy, academic and practice communities ab...
Funded by: ESRC
Lead research organisation: University of Nottingham
Partially answers the question by examining the interface between policy intentions and educational practices in secondary schools in Hong Kong and England.