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Extended schools research and related projects have contributed to debate and policy-making in the UK and in countries in Europe, Asia and Australasia post-2008 on the role of the school in relation to disadvantage. Our research has strongly informed English government policy 2008-11 and the actions (including funding and scaling up extended schools) taken to develop community-oriented, full-service and extended schools to help address the impact of disadvantage on educational outcomes. We have had sustained and far-reaching impact on the policy and actions of schools and local authorities (LAs) in their development of extended schools. Professional practice changes include greater willingness to collaborate across agencies and an amendment to policy on `raising aspirations' to become `reaching aspirations'. Additionally our innovative research methodology, a version of theory of change, has been taken up and used by schools, LAs and other organisations.
Outdoor learning is a multi-dimensional concept embracing three dimensions: `outdoor/adventure-sport activities', `personal development' and `environmental/sustainability education'. Its potential across curricula has been recognised in UK and international policy contexts. Research by Beames, Higgins, Nicol and Ross, and collaborators since 2000, has led directly to national and international developments: 1. Scottish Government (SG) policy on local outdoor learning; 2. SG and General Teaching Council for Scotland policy on sustainability education and outdoor learning; 3. specialist degree programmes, and continuing professional development for UK and overseas teachers. Related work has supported policy developments on recreational and educational countryside access.
Some research achieves apparent impact because it travels in the same direction as the prevailing political wind. The researchers featured here have often headed into that wind by arguing that England should close the academic-vocational divide and establish a unified and inclusive 14-19 education and training system that meets the needs of all learners. They have consequently made an important contribution to critical public debate on education policy and have helped to shape the thinking of teaching unions, government commissions, awarding bodies and local authorities. Their ideas have proved influential not only in England and Wales but also overseas.
Educational effectiveness and improvement research by the University of Southampton School of Education has contributed significantly to the design and implementation of educational policy and practice at both national and international levels. Impact has been predominantly in the area of policy, but the School's ground-breaking research has also shown the effects of (and practice within) `good' schools and has pioneered novel approaches to school improvement, school organisation and the use of data in schools. The Educational Effectiveness and Improvement Group has helped establish the International Congress for School Effectiveness and Improvement (ICSEI) and given it a global reach; its research has directly informed policy implementation through academy chains, schools and local authorities in the UK generally and in Wales in particular, and internationally in the US, China, Sweden, Cyprus and Chile. The School's worldwide reach is among the most widespread in Education.
The Local Governance Research Unit (LGRU) undertook a Knowledge Transfer Partnership (KTP) with the Association for Public Service Excellence (APSE), a not-for-profit local government association that provides policy and operational advice to over 300 councils. This partnership informed APSE's strategic policy review, co-producing a new model of the Ensuring Council, which was adopted by its national council, and used to brand and position APSE within local government. Seven evidence-based policy tools were created through the partnership and taken up and used by APSE for consultancy and membership services. Externally, APSE used these outputs to increase its influence over national policy.
Educational performance tables — some comparing countries as well as schools — have come to assume great importance. They now influence not only parents' school choices but some national education policies. Tables can, however, mislead as well as enlighten. The three studies featured here demonstrate this and help to ensure that the public will be better informed in future. Two played a key role in convincing the government that it should revise England's school performance tables. The third gave civil servants and politicians good reason to be more circumspect about how they publicly interpret international pupil performance data.
This case study refers to a coherent and interlinked body of research, focusing on the development of inclusive and equitable schools and wider communities. The research has had impact of significance and reach, both in the UK and internationally, and this has taken two main forms. Firstly, through raising awareness and changing attitudes, the research has helped to change professional practice and improve inclusive provision in schools and communities in a range of countries. Secondly, the research has had impact on policy debates and development, nationally and internationally.
This case study concerns a body of research conducted at Plymouth University on outdoor and experiential learning. The research has impacted upon children and schools through developing outdoor learning approaches and schools making changes to the school physical environment to support learning. It has also impacted upon practitioners and their practices and influenced the review of outdoor learning curriculum in Victoria (Australia). It has led to a successful Lottery bid, led by the Silvanus Trust, which is having a direct impact on practitioners and their approach to understanding outdoor learning and well-being.
IOE researcher Marie Lall has set up the first joint discussions between representatives of Myanmar's ethnic armed group education departments and a Ministry of Education team that is leading the country's education reform process. This breakthrough is believed to have assisted not only the rebuilding of the Myanmar (formerly Burma) education system but also the national peace process. Lall's research has played a key role in persuading UNICEF, AusAID1 and other international organisations, such as the European Union, to make further investments in the reconstruction of the country's education services. She has also helped to highlight the importance of mother-tongue teaching — an issue that must be resolved if Myanmar's Burmese-speaking majority are to reach a lasting settlement with other ethnic communities.
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.