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Evidence for excellence in education


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If you want to learn, ask a teacher

By Claudia Sumner and Sigrid Boyd

The third and final part of this blog series on evidence-informed policymaking looks at the importance of stakeholders.

Involving stakeholders in the development of public policy seems a no-brainer. After all, it is stakeholders who will ultimately interpret, implement and experience policy and they are best placed to anticipate any unintended effects or consequences on the ground. Following the general election, David Bell (who ran the Department for Education under both Ed Balls and Michael Gove and is now Vice-Chancellor of Reading University), said that while evidence will always be interpreted through an ideological lens, ‘the best lessons for politicians come from teachers themselves’. Continue reading


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Keeping up with the Jönses: European mechanisms for evidence-informed policymaking

By Sigrid Boyd and Claudia Sumner

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