Education policy
Research Topic
Language: English
This is a research topic created to provide authors with a place to attach new problem publications.
Research problems linked to this topic
- How can government effectively champion UK-led space science, exploration and innovation which expands our horizons and inspires the next generation?
- What are the barriers to, and drivers of, political participation by young people? What interventions would be effective in engaging young people (16+) to register and vote in elections when they are enfranchised to?
- How do we better provide for additional needs in the early years, with specific consideration of neurodiversity, speech and language, and mental health.
- Which interventions are most effective at recruiting and retaining good teachers within a constrained funding envelope - particularly in shortage subjects such as Science, Technology, Engineering and Mathematics and Modern Foreign Languages, and in the most challenging schools/areas?
- What are the funding, system and market challenges and opportunities for growing technical education, apprenticeships and adult training?
- What works best to ensure high levels of school attendance, when, where, with whom and why?
- 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?
- 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?
- What work in improving the supply, demand and quality of both provision and the underlying workforce in early years?
- 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?
- • How can we ensure that supporting organisations and policies (such as Multi-academy trusts and Regional Improvement for Standards and Excellence teams) enable schools to improve?
- Amongst poor performing schools, is it possible accurately to predict which will improve and which will remain poor or deteriorate?
- • How can we better understand the link between governance and school performance (including both achieving and thriving)? How can we improve the diversity of governing bodies?
- Identify factors which inhibit UK telecoms research and development in terms of: (i) skills and talents (education, jobs), (ii) R&D (lack of IP knowledge, facilities), (iii) investment (private sector / venture capital), (iv) coordination, (v) market dynamics (barriers to entry, commercialisation, international policies and subsidies).
- What is the prevalence of different pedagogical approaches in different early years settings, including maintained nurseries and nursery provision in primary schools? How does this vary across the workforce? Which of these approaches have the greatest impact on development?
- • How can the Skills and Growth Levy be used to widen opportunity?
- How can we best develop tools to assess development before school-age, so we can measure important changes in educational outcomes over time and understand the relative impact of Early Childhood Education and Care (ECEC) and home learning environment?
- • What are the best (most cost-effective and scalable) ways that education and children’s social care can increase opportunities and address disadvantage (socioeconomic and other forms) throughout children and young people’s education and care journeys and into the labour market? • When, where, how, and for whom do they work best?
- How can schools best manage the transition from early years to school and minimise any negative effects on children, especially those from disadvantaged backgrounds?
- What interventions are effective at building strong media literacy capabilities in UK citizens (including building resilience to harms such as misinformation and disinformation)? Are there examples of interventions from other countries that could inform the UK's approach?
- What is effective practice in pedagogy and curriculum design in technical education, apprenticeships and adult training? Where are the barriers to delivery of high-quality courses, and how might these be overcome?
- How important is domestic and international student tuition fee income to the financial sustainability of the HE sector?
- "• How can we help the UK HE sector to be internationally competitive and financially secure while meeting key domestic needs?"
- How has the cost-of-living affected access and participation in HE?
- • How can the wider benefits (of HE and FE) be more effectively conveyed to different groups early on in education to raise aspirations?