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This study was undertaken for the Australian Curriculum Assessment and Reporting Authority (ACARA), undertaken by The University of Northampton in collaboration with the Australian Special Education Principals Association (ASEPA) and the University of Adelaide, Australia. It comprised a review of literature and current policy and practice in curriculum, assessment and reporting (CAR) for students with disabilities (SWD). It has informed ACARA's development work for the Australian Curriculum, which will see the full implementation of the first nationally consistent approach to curriculum in all states and territories by 2014. Focus on CAR for SWD highlighted underfunding for this group of students in all government initiative focusing on rolling out the implementation of the Australian Curriculum. $A200m was announced in 2011/12 Federal budget with an additional $A100m in 2013/14. This $A300m is to support many of the themes articulated in the research. The impact on SWD is to ensure comprehensive access to school curriculum, assessment and reporting thus contributing to their more widespread inclusion within schools and society at large
The IOE researchers featured in this case study have had a major and sustained impact on education in the Indian sub-continent. Geeta Kingdon has shaped UK government policy on educational aid to India. She has also helped to ensure that millions of poor children in Uttar Pradesh — India's most populous state — qualify for free places in private schools. Angela Little's work in Sri Lanka has raised the profile of primary education, which has been hampered by low status and inadequate funding. She has also done much to improve the life chances of the country's disadvantaged children — particularly those growing up on tea plantations.
This case study focuses on the impact of our research on the Welsh Government's policy and delivery of national flagship programmes for sport and physical activity. The evaluation of a pilot study of the Active Young People secondary school sport intervention informed the implementation and `roll-out' of the pan-Wales 5x60 physical activity programme to 218 schools by 2009. The evaluation of the pan-Wales Free Swimming Initiative resulted in revised policy objectives for sustainable sports development in Wales, and influenced the type of public swimming opportunities that exist, improved their availability, and increased the extent of engagement with them.
The Cambridge Primary Review (CPR) produced the most comprehensive and authoritative review of English primary education since the 1960s. Combining educational research with a commission of enquiry, this major initiative produced a series of reviews and reports which received extensive coverage in the UK media, generating sustained, informed public debate about primary education with considerable impact on the thinking and activities of practitioners and policy-makers. Subsequently a national network of regional CPR centres has become a standard source for serving and trainee teachers and CPR's website has been accessed in 75% of the world's countries.
The mode and structure of initial teacher education (ITE) is an instrumental factor in the quality of pupil learning and educational attainment. University of Glasgow research had a direct role in re-shaping ITE by substantially influencing Teaching Scotland's Future: Report of a review of teacher education in Scotland, the government's most comprehensive and radical review of teacher education and professional learning for the last 20 years. The final government report specifically called for a `hub model' of teaching schools, similar to a model being piloted at Glasgow, to be introduced across Scotland, effecting a transformation in the way that Scotland's 49,000 teachers are initially taught and trained.
In the last decade, sport has earned unprecedented recognition in international policy circles as a tool to support international development. Nonetheless, many have challenged this `new social movement' (Kidd, 2008), concerned by its uncritical application of Global North models of sport to Global South contexts. Addressing these concerns, Brunel researchers and collaborators have drawn on the field of international development studies to investigate how principles of local ownership and partnership can be applied to sport. Since 2010, empirical studies and critical conceptual analyses have contributed to this. Specifically through building organisational capacity at local level, supporting partnership between funders and recipient organisations, and developing national as well as international policy guidance to ensure community level experiences and perspectives are represented in sport for development policy and strategies.
Research into reflective practice, the process by which reflection on workplace actions generates new insights into practice and thus enables reshaping of that practice, has influenced both practice and policy in vocational education and training (VET). Through an innovative "fieldbook" it has enhanced the working practices of VET practitioners across Europe. In addition, this "fieldbook" has helped to shape recommendations for improving quality assurance in VET at European level — one of the European Commission's current policy priorities in education, training and lifelong learning — which will ultimately feed into policy and practice development.
Engineering is central to ensuring economic growth in the UK and making sure the country remains competitive in the global economy, yet there is a persistent lack of engagement with the subject in schools. Addressing this challenge, researchers at the University of Glasgow led a collaborative project to achieve sustainable educational change. Working with engineers at the Universities of Glasgow and Strathclyde — as well as with industrialists, teachers and policy-makers — they raised the profile of engineering within the Scottish school curriculum and embedded engineering in teaching and examination.
The Research Consortium on Educational Outcomes and Poverty (RECOUP) examined the effects of education on the lives and livelihoods of people in four developing countries - India, Pakistan, Kenya and Ghana. It also investigated how best to improve education and poverty-reduction strategies in and for developing countries. Its research outcomes influenced the volume of UK aid to education between 2008-13. It helped to improve the allocation of UK aid, resulting in greater emphasis being placed on the most needy countries. It brought particular benefits for the aid process in the case of India. It also helped refine international approaches to the education of the disabled.
The impact of our research is on promoting racial equality through sport and leisure spanning almost twenty years from our early work with the Rugby Football League (RFL). The nature of the impact has been three-fold: the incorporation of key findings into professional equality standards, guidelines and continuing professional development (CPD); enhanced public understandings of race and the multiple forms of racism; and the stimulation of debate to shape policy and improve opportunities for sport and leisure. Impact has reached a wide range of beneficiaries, including sports governing bodies; sports councils; professional sport; equality/ diversity organisations and teacher education.