School workforce and teacher retention are high on the current education policy agenda and are the subject of on-going NFER research. The latest statistics from the 2016 School Workforce Census (SWC), published today by the Department for Education (DfE), shed some more light on the current state of the teacher labour market. Continue reading
Second of a three-part blog series on evidence-informed policymaking.
Promoting the use of evidence in policymaking is something to which politicians often pay lip service – no-one wants to appear ill-informed or unaware of the outcome of previous policy initiatives. But many politicians are not experts in the field prior to ministerial appointment and they, consequently, rely heavily upon the structures in place to inform and support their decisions. In our previous blog post, NFER looked at the ‘what works’ centres that exist in England to synthesise research findings into evidence that policy-makers can actually use. Continue reading
First of a three-part blog series on evidence-informed policymaking.
Following a bruising election campaign, which saw an ideological fight seldom witnessed in British politics, the Prime Minister and her ministers must get down to the business of policy-making. Continue reading
There will be much on the mind of Theresa May as she returns to Number 10 as Prime Minister, not only with a much reduced majority, but also relying on the support of the DUP. This poses a particular problem for education – as a devolved issue, the DUP are unlikely to be able to help on any legislation in our sector.
Since devolution of responsibility for education and training to Wales following the establishment of the National Assembly, NFER’s research has recognised the increasingly divergent approaches to education policy and practice across the UK. One question is, will the forthcoming election mean that Wales continues to develop its own educational policy and practice? What next for devolution and education? Continue reading