In 2006 in England an innovative suite of science qualifications for 14-16-year-olds called Twenty-First Century Science (21CS) was introduced. These qualifications have a strong focus on developing scientific literacy in all students whilst simultaneously providing preparation for the study of post-compulsory science for a smaller proportion of…

England and Wales lag behind competitor nations in the proportion of people with higher technical skills. In this pamphlet, Scott Kelly proposes three overarching reforms to ensure employers have access to the skills they need: (1) There should be a well-defined set of institutions where the core mission is to deliver technical and professional…

This article draws on research conducted with HLTAs in the North-West of England over two years and is located in the context of workforce remodelling. The respondents have presented a picture of a role which is developing outside the hegemonic discourse of rationality, testing, accountability and performativity within which the teacher role is…

This report aims to provide insight into the realities faced by higher education academic staff at a time of fast-moving change and increasing societal demand. Fluctuating student numbers, new funding and steering mechanisms are among the features of today's European higher education landscape, but not enough is known about how academic staff are…

The overall aim of the study is to understand effective practice and lessons that can be learned from the approaches currently being adopted, particularly in relation to curriculum design and employer engagement, as well as the broader challenges facing University Technical Colleges (UTCs). More specifically the objectives of the research are to:…

The Qualifications Regulator in England (Ofqual) has decided that with the implementation of revised (linear) science specifications, first teaching from September 2015, the assessment of practical skills will not contribute to the overall qualification grade. This could have significant implications for post-16 science teaching. The decision was…

Executive headteachers (EHTs) are becoming increasingly prevalent as the self-improving school system matures; there are over 620 EHTs in the school workforce today; and the number recorded in the School Workforce Census (SWC) has increased by 240 per cent between 2010 and 2014. The role is still evolving locally and nationally and, as EHTs take…

Executive headteachers (EHTs) are becoming increasingly prevalent as the self-improving school system matures; there are over 620 EHTs in the school workforce today; and the number recorded in the School Workforce Census (SWC) has increased by 240 per cent between 2010 and 2014. The role is still evolving locally and nationally and, as EHTs take…

It is well documented in both the British press and mathematics education literature that many consider A-levels (qualifications for secondary school leavers in England, Wales and Northern Ireland) to be insufficient preparation for undergraduate mathematics study in the UK. A-level Mathematics and Further Mathematics are not solely intended for…

As part of initial professional training, educational psychologists in England undertake substantial periods of practice placement, within which the role of supervision is instrumental to their professional learning and effectiveness. The research reported here provides up-to-date and comprehensive information on the experiences and needs of…

This paper focuses on the impact of pre-service teachers' engagement in the annual BBC News School Report project on their emerging professional identity and on the evidence they provide as part of the process of becoming qualified. The research reported on is drawn from three years of enquiry. Respondents included pre-service teachers themselves,…

This document is a technical appendix to the report "Executive Headteachers: What's in a Name? A Full Report of the Findings." It provides a detailed account of the methodology used to obtain the data on which the report is based. The research explored the prevalence and nature of the executive headteacher role, in order to inform policy…

This report presents a descriptive analysis of uptake and results in the Extended Project Qualification (EPQ), between 2007/08 and 2014/15. The EPQ is a level 3 stand-alone qualification taken by sixth form students. It involves undertaking a substantial project in an area of personal interest, where the outcome can range from writing a…

This paper asks whether the institutional hierarchies defined by "golden triangle", other Russell Group, other pre-1992 and post-1992 universities in England, and by ancient, old and new universities in Scotland, have become weaker since the 1990s. Using indicators constructed from Universities and Colleges Admissions Service data for…

The complex nature of the work of a teacher in England was thrown into fresh relief in 2010 by the marked contrast between the outgoing New Labour administration and the incoming Coalition. The paper addresses the false dichotomy between views of teaching as craft and teaching as profession and proceeds to a consideration of the actuality of the…