How can education and care sectors best respond to environmental climate related risks or future pandemics to limit the impact on education?
Background
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.
Next steps
If you would like to discuss previous, ongoing or potential research into any of the areas in this document, please contact [email protected].
Source
This question was published as part of the set of ARIs in this document:
Related UKRI funded projects
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Transforming Education Systems for Sustainable Development (TES4SD) Network Plus
The Transforming Education Systems for Sustainable Development (TES4SD) Network Plus will develop sustainable institutional capacity in India, South Africa, Rwanda and Somalia to produce high quality research that will a...
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Why might this be relevant?
Addresses how education systems can be transformed to support sustainable development and climate action.
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CCC-CATAPULT: Challenging the Climate Crisis: Children's Agency to TAckle Policy Underpinned by Learning for Transformation
There is emerging consensus that lack of effective climate leadership, combined with institutional inertia and confused governance mechanisms, is resulting in widespread climate indifference or extremism. Our consortium ...
Funded by: ESRC
Lead research organisation: University of the West of England
Why might this be relevant?
Focuses on children's agency in tackling climate crisis and learning for transformation.
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Learning through disruption: rebuilding primary education using local knowledge
This project is intended to inform public debate on how the monies committed to the Education Recovery fund (so far £1.3 billion) can best be used to support pupils in primary schools in the aftermath of the pandem...
Funded by: ESRC
Lead research organisation: UNIVERSITY COLLEGE LONDON
Why might this be relevant?
Partially answers the question by focusing on local dimensions of post-COVID planning for recovery in primary education.