Education Technology (EdTech) refers to the practice of using technology to support teaching and the effective day-to-day management of education institutions. In 2019, the Department for Education (DfE) set out its vision to support schools and colleges to embed technology effectively by supporting them to better understand the opportunities and…

There is a large and long-standing gap in education outcomes between pupils from economically disadvantaged backgrounds and their peers in England (EEF, 2018; Hutchinson et al., 2020). Although there is some evidence of improvement since 2011, the gap has widened recently, largely as a result of school closures during the COVID-19 pandemic…

The National Tutoring Programme (NTP), introduced in the academic year 2020-21, is an important part of the Government's COVID-19 recovery response, supporting schools to respond to the disruption to education caused by the pandemic and subsequent school closures, offering targeted tuition support to disadvantaged pupils who have been hit hardest…

This document contains the blueprint for the project "Evaluation of the National Tutoring Programme Year 2." It contains a summary and context for the programme, the research questions to be answered, and the methodology and timeline of the study. [For the Research Report, see ED624473. For the Technical Appendix, see ED624478.]

This appendix supports the report, "Independent Evaluation of the National Tutoring Programme Year 2: Implementation and Process Evaluation." It contains the quantitative methodology and data tables. [For the Research Report, see ED624473. For the Study Plan, see ED624476.]

In December 2019, the University of Oxford Language Centre started to offer online courses in French, Spanish, and German at an advanced level. This not only enabled the Language Centre to pilot a new way of Modern Foreign Language (MFL) teaching ahead of the unprecedented 2020 health crisis, but also to open and expand 'Oxford to the world'. The…

Previous research exploring the causative risk factors of youth violence have determined that a combination of individual, relationship, community and societal factors contribute to the occurrence of this complex phenomenon. Viable solutions must address all of these levels to be effective and to sustainably prevent instances of youth violence.…

Since 2017 I have examined the impact of shifting professional practices demonstrated by students of an Artist Teacher MA programme at an English university. Students repeatedly discuss the transformative nature of the course, and through an impact case study I have interrogated the conditions which enable profound changes to occur. Emerging…

The College of Health, Psychology, and Social Care at the University of Derby has transformed its Interprofessional Education (IPE) offer from a top-down standalone event into a five-year strategy designed and delivered in genuine collaboration with students. Across the higher education sector, IPE has been a struggle, tokenistic at best, with…

In 2020, 1.5 billion students in 188 countries/economies were locked out of their schools. Students everywhere have been faced with schools that are open one day and closed the next, causing massive disruption to their learning. With the coronavirus (COVID-19) pandemic still raging, the disruption to education has extended into 2021 and many…

This report presents the Education Policy Institute and Renaissance Learning's first assessment of the learning loss experienced by pupils in England as a result of the coronavirus (COVID-19) pandemic. The analysis is based on the results achieved by pupils in the first half of the 2020/21 autumn term (up to and including 25 October 2020) in…

Since March 2020 the COVID-19 pandemic has continued to have a considerable impact on education policy and practice across the United Kingdom (UK). The onset of the pandemic has also been characterised by its uncertainty, with education practitioners having little in the way of prior experience to call upon in order to predict future developments…

White Rose Maths (WRM) commissioned the National Foundation for Educational Research (NFER) to conduct research to explore evidence that suggested a wider COVID-19 attainment gap in schools in Yorkshire and the Humber region in Autumn 2020, to understand the challenges that schools face, and how recovery in the region can best be supported. This…

When making study choices, students often find it challenging to identify their interests and strengths. Higher education (HE) systems that do not offer opportunities for reorientation and transfer run the risk of some students never completing their studies. This policy brief examines the different flexible pathways institutions can choose to…

The Department for Education (DfE) commissioned Ipsos MORI, in partnership with Sheffield Hallam University (SHU) and the Centre for Education and Youth (CfEY), to carry out research among primary and secondary schools to understand how they have responded to the impacts of the COVID-19 pandemic and what further support they believe they need…