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This research, commissioned by UNICEF between September 2010 and December 2012, and led by Professor Mario Novelli, University of Sussex, examines the role of education in peacebuilding in conflict-affected states. The findings were directly employed by UNICEF to create a Dutch government-funded, four-year, $200 million, Peacebuilding, Education and Advocacy Programme (PBEA) now operating in 13 countries (2012-16). The findings successfully challenged the UN's approach to peacebuilding, which prioritises investment in security, democracy and economic reforms, making a strong case for greater investment in education programming in post-conflict settings. The findings form part of a paper commissioned by the UN Peacebuilding Support Office (PBSO), where it is stated that the social sectors, including education and health, require a bigger role in peacebuilding operations. Both the UNICEF PBEA programme and the shift in UN Peacebuilding strategy are likely to make a positive long-term impact on children's and adolescents' lives in conflict contexts.
This innovative research has had an enduring influence on shared education policy debates in Northern Ireland. It directly affected the understanding and attitudes of the most important education policy actors, including the Department for Education Northern Ireland and the Good Relations Forum. It has been significant in two ways. First, it has been widely acknowledged as providing especially robust and reliable evidence of public support for greater sharing in education (e.g. through shared campuses for Protestant and Catholic schools). Secondly, it has been recognised as a model of best practice for consulting the two main communities, unionist and nationalist, about reforms to education provision.
The global pledge of achieving Education For All by 2015 is compromised by providers' reliance on education services that are designed for sedentary users and exclude nomadic pastoralists. Dr Caroline Dyer (University of Leeds; Senior Lecturer in Development Practice, 2004-2011; Reader in Education in Development, 2011- present) has re-visioned approaches to education for nomadic groups through her analysis of how public policy perpetuates pastoralists' educational marginalisation and design of research-based models of service provision that can deliver pastoralists' right to education inclusion without compromising their mobile livelihoods. Her research led to changes in national policy strategy and re-designed service delivery in Kenya in 2010, shaped policy debate in Afghanistan from 2012, and has supported community and NGO advocacy in India since 2008.
Research carried out within the Irish and Celtic Studies Research Institute has had a direct impact upon government policy in Northern Ireland and has led to major benefits for the community. Our research into language rights, language and identity, the Irish language in Northern Ireland and minority languages in general has underpinned our collaboration with government in the development of language policy. This collaboration has resulted in our participation in a thorough examination of education through the medium of Irish: Review of Irish-Medium Education (RIME) and our development of a comprehensive languages strategy for Northern Ireland: Languages for the Future: Northern Ireland Languages Strategy (NILS). The implementation by government of the recommendations contained in these reports has impacted significantly on the community. Major impact will be demonstrated in the area of education, in particular Irish-Medium education (IME), but also in relation to the business sector and social cohesion.
A unique insight in The Dangerous Rise of Therapeutic Education (2008), and developed through an ESRC Seminar Series, is that a therapeutic ethos in education is creating a diminished human subject through a `dual attack' on the human subject as a knowing subject and the subject-based curriculum.
A conscious public defence of the subject-based curriculum was then undertaken through seminars, debates and conferences involving think tanks, charities and union organisations. The appointment of Professor Dennis Hayes to the London Mayoral Education Inquiry (2012) was one consequence. The Inquiry resulted in funding of £24.5 million for the London Schools Excellence Fund.
Across the Higher Education sector, in the UK and in much of Europe, university lecturers in professional fields are usually appointed on the basis of their practitioner experience and expertise, and they may have little prior experience of teaching at Higher Education level or of research activity. The impact of the research in this case study has been on individuals, Heads of Department, academic developers and universities across the UK in influencing changes in academic induction practices leading to enhanced professional development of university lecturers in professional fields, especially in teacher education, nursing and the allied health professions. The dissemination of the research included the publication by the Higher Education Academy (HEA) of guidelines for academic induction of teacher educators.
`Opening up education' is a sustained theme of the Centre for Research in Education and Educational Technology (CREET). Across more than 25 projects, active from 2008, our research has been instrumental in establishing and shaping the global agenda in open education, especially through open licensing of content and tools. Our evidence-driven and action research has two strands of impact:
Our innovative collaborations and community engagement are international with examples of practice in Brazil, Africa and Europe, and strategic influences in USA, UK and the Commonwealth of Independent States.
Research carried out by the Department of Sociology at the University of Aberdeen into the nature and extent of communal division in societies emerging from conflict — particularly in Northern Ireland — has directly benefitted policy makers and community leaders through personal briefings and exposure on influential electronic media. The research findings have also benefitted action groups, peace practitioners, churches and other civil society groups in Northern Ireland, Sri Lanka and elsewhere through workshops and training materials; and they have raised awareness and understanding and stimulated debate through the purposeful use of online media outlets.
International engagement with the education policy priorities of small states has been significantly strengthened and reshaped since 2009 by research and subsequent activities undertaken by the Education in Small States Research Group at the University of Bristol. Small states have historically been marginalized from international policy debates and agendas. Their unique educational priorities have often not been reflected in international deliberations, goals and priorities for education. This research has significantly strengthened macro-level international policy engagement with the educational priorities of small states. This is evidenced by changes in policy priorities, strategic plans, funding streams, on-going interventions, new research initiatives, and government ministry support for small states provided by leading international agencies including the Commonwealth, UNESCO, The World Bank and national policy makers. The reach of impact is therefore evidenced across global, regional and national levels.
Research by Davies and others at York has clarified the views and understandings of stakeholders of `citizenship' in the context of citizenship education, and developed the case for an approach that has a strong conceptual core (inspired by political literacy and incorporating influences that emphasise communities and identities at local, national and global levels) and which is contemporary, public, participative, and reflective. Through UK and international networking and community building exercises this characterization of citizenship education has impacted on: curriculum policy discussions; classroom practice through the development of teaching materials; teacher educators including initial and in-service teacher education; and the work of professional organisations concerned with citizenship education in schools and beyond.