The NFER blog

Evidence for excellence in education


Leave a comment

Factors affecting maths achievement and pupil absence in Ethiopian schools

By Stephen McNamara

Bad policy is, at best, a waste of resources and, at worst, damaging to those it intends to help. To prevent such situations, we need reliable data to facilitate effective analysis and policy.

One of the best sources of data about educational outcomes in the Global South is the Young Lives study, which is carrying out longitudinal research on childhood poverty in Ethiopia, India, Peru and Vietnam. Young Lives School surveys, which provide valuable insights on student achievement, school effectiveness, and equity issues, and are an important component of this research. Continue reading


1 Comment

Who’s interested in education?

By Karen Wespieser

One of the challenges of working in the education sector, is everyone has an opinion because everyone has been to school. Whilst this can be unhelpful in some contexts, it should be a real strength during a general election campaign. Yet, for nearly 20 years, education has not been a priority issue for politicians or the electorate. In 1997, nearly half the population thought that education was the most important issue facing Britain. Since 2007, this figure has been less than a quarter. Continue reading


Leave a comment

All singing from the same hymn sheet: a new approach to assessment

By Claire Hodgson

At NFER we have long been involved in assessment and have worked closely with schools to help provide assessments and other products and services that support effective teaching and learning. We were aware that the abolition of reportable national curriculum levels created a dilemma for schools – on the one hand it gave them greater autonomy in the way they plan and assess learning; on the other, it created uncertainty about what this new way of assessing should look like. NFER was not alone in recognising this dilemma and, in partnership with ASCL (The Association of School and College Leaders) and SSAT (The schools, students and teachers network), decided to develop a free-to-use resource to support schools in developing their own approach to assessment. Continue reading


Leave a comment

The future of technical and professional education: joining up the dots

By Tami McCrone

The Learning and Skills Research Network (LSRN) workshop held last week on the future of technical and professional education was as current, relevant and thought-provoking as ever. Continue reading


Leave a comment

The power of collaboration: what schools can achieve through effective school-to-school partnership working

By Robert Smith

In a recent blog post I described what emerged from NFER’s evaluation of the Lead and Emerging Practitioner Pathfinder Project in Wales. I looked particularly at the characteristics of effective collaboration between schools. In this post I’ll describe the activities that resulted from this collaboration, and their perceived contribution to school improvement.
Continue reading


1 Comment

Stronger by working together: Lessons on what makes for effective collaboration between schools in Wales

By Robert Smith

Allowing practitioners to design and lead change in the school system is increasingly the way that successful systems across the world are approaching educational reform. This trend is evident in Wales where policymakers are looking to harness the talent and enthusiasm that exists in schools to bring about a radical transformation of the way the education system works and an improvement in learner outcomes. This is regarded as essential if pupils in Wales are to fulfil their potential. It is also key to Wales’ effort to overcome disappointing outcomes, for example in recent PISA tests.
Continue reading


Leave a comment

Education White Paper – the devil will be in the detail

By Karen Wespieser

Last week the Department for Education (DfE) published their first White Paper in more than five years. Commentators have highlighted how it outlines plans for the most radical reshaping of education governance since the 1902 Education Act. It covers the big themes of how our education system is arranged, funded, governed and supplied with good quality teachers and leaders. However, it is not designed to set out the details of how these reforms will be implemented. Continue reading


Leave a comment

Striving for ‘knowledge animation’ – can we bring evidence-informed practice to life?

By Julie Nelson

Last month, Professor Carol Campbell (University of Toronto and Knowledge Network for Applied Educational Research) and I co-hosted a round-table discussion at the International Congress for School Improvement and Effectiveness, and simultaneously issued a call for papers for a special issue of Educational Research on evidence-informed practice (EiP) in education. We were joined by researchers, policymakers and teaching professionals from many countries.

The discussion provided an opportunity to discuss the issues planned for coverage in the journal.
Continue reading