Department for Education

Questions from the Department for Education:

101-120 of 124 results
Skills: Drive economic growth through improving the skills pipeline, levelling up productivity and supporting people to work. How are skills and productivity linked, and how is this changing over time? Department for Education, 2024
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Schools: Continue to drive up academic standards so that children and young people in every part of the country are 11 prepared with the knowledge, skills and qualifications they need. What are the barriers and opportunities for recruiting and retaining teachers, and how does this vary by subject, school type, area, and region? Department for Education, 2024
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Skills: Drive economic growth through improving the skills pipeline, levelling up productivity and supporting people to work. What is the stock of skills in the economy, where are there mismatches between need and availability? Where will the greatest skills needs be across the medium (5-10 years) and long-term (10 to 20+ years)? What impacts might we expect AI to have on future skills needs? Department for Education, 2024
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Skills: Drive economic growth through improving the skills pipeline, levelling up productivity and supporting people to work. What are the country’s future skills needs to support growth and prosperity, particularly in STEM and green skills? Department for Education, 2024
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Cross-cutting How can emerging technology be deployed to improve school and college financial efficiency and reduce teacher workload whilst maintaining standards? Department for Education, 2018
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Cross-cutting How do schools and colleges become more financially efficient over time? What are the drivers of that behaviour and how can it best be stimulated, supported and replicated? Department for Education, 2018
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Cross-cutting What is known about drivers and barriers to parental engagement in their children’s education in the home? How can improvements in the home-learning environment mitigate the effect of disadvantage on pupils’ attainment? Department for Education, 2018
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Children’s Social Care What are children’s end-to-end routes through the care system, and how does this impact on later life outcomes, such as educational achievement, wellbeing and labour market outcomes? Department for Education, 2018
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Children’s Social Care How can we better quantify and measure the benefits of social work assessment, training and development in terms of child outcomes such as wellbeing and educational achievement? Department for Education, 2018
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Further and Higher Education How do England’s general, technical and academic education systems compare to systems in other developed economies in terms of status, structure, operation and performance? How can the performance of England’s systems be monitored relative to systems in these other countries? Department for Education, 2018
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Further and Higher Education What role should government play in encouraging upskilling or reskilling for those in the labour market to make skills supply more responsive to local economic needs? What barriers do working individuals face when retraining? Department for Education, 2018
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Further and Higher Education How do skills needs in the national and local economy and qualifications of our labour force match up? Can careers advice policies, the Teaching Excellence Framework and spending decisions improve effectiveness? Department for Education, 2018
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Further and Higher Education How can we understand the differences in participation in further and higher education and training routes - in particular how do issues of access or choice affect disadvantaged pupils? Department for Education, 2018
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Further and Higher Education What are the influences on young people’s decision making at key education transition points, including subject and qualification choice at key stage 4 and 5? How do these choices influence their later economic outcomes? Department for Education, 2018
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Further and Higher Education What impact do further education, technical education and apprenticeships have on improving earnings and career progression for learners? What is the best way to assess the longevity/durability of impact and how does it vary by qualification and learner demography? Department for Education, 2018
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Schools What are the factors associated with teacher and pupil wellbeing, and what interventions and approaches are effective in supporting and promoting wellbeing of all in schools and colleges? Department for Education, 2018
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Schools How can schools best identify children's mild to moderate mental health needs, and what role can early intervention play in preventing escalation? Department for Education, 2018
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Schools What are the underlying drivers of geographical differences in educational attainment? Department for Education, 2018
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Schools Amongst poor performing schools, is it possible accurately to predict which will improve and which will remain poor or deteriorate? Department for Education, 2018
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Schools What can cognitive science and neuroscientific developments tell us about effective teaching approaches? Department for Education, 2018
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