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In 2008, Professor Frank Hardman led a baseline study of pedagogic practices in Tanzanian primary schools to inform the design of a national school-based in-service education and training (INSET) programme. In February 2011, a pilot of the programme was launched and in August 2012 Hardman was commissioned to lead on an evaluation of the pilot, building on the 2008 baseline. Based on the findings of the 2012 evaluation, the Tanzanian Ministry of Education and Vocational Training (MoEVT) and Prime Ministers' Office-Regional Administration and Local Government (PMO-RALG) are currently planning a national scale-up of the INSET programme.
Increased understanding of how a member state can influence the EU created two kinds of impacts: changing thinking, understanding and awareness (e.g. HM Treasury); and changing strategy and policy (e.g. EU Committee of Regions). Impacts were generated between 2008 and 2012 on the Polish Government, the Swedish International Development Agency, the US Depository Trust and Clearing Corporation, civil servants in Ukraine, Russia and the UK, the European think tank community, the Labour Party and the EU's Committee of the Regions. Impact was generated through consultancies to public bodies and by providing advice to governments, international organisations and the private sector.
Research conducted by Carol Holland for the Department for Transport (DfT, 2001 - 2004) contributed to a shift in public and professional attitude, stereotypes, and to revised international guidelines that recommend encouragement of self-regulation by older drivers. Furthermore, accurate pedestrian simulation methods were developed (2007 - 2010) which led to European interventions addressing the safety of older pedestrians. Improved advice to older road users has encouraged safe-mobility and social inclusion. Thus, we describe significant impact on:
`Cold War Modern. Design 1945-1970' (CWM) was a four-year research project exploring the impact of the cold war on modern art, architecture and design. Conceived, researched and curated as a major exhibition by Professors David Crowley and Jane Pavitt, it provided new interpretations of the history of design in the second half of the 20th century for a wide public, international audience. The exhibition was reviewed around the world and was acquired — as a `package' of concept, exhibits and publications — by venues abroad. We are claiming impact in the fields of public and media understanding of post-Second World War cultural history and on the curatorial and collecting activities of museums around the world.
Research into properties of scale and surface undertaken by ceramicist Felicity Aylieff has achieved substantial national and international impact in cultural life and education since 1996. The research leads to significant innovations in ceramics, especially in the areas of monumental sculptures and translation of traditional techniques to contemporary use. These are realised in a body of work and dissemination by public speaking, exhibitions and publications. Through innovative international collaborative projects, the established separation between studio ceramics and industry has been bridged globally.
The IOE's Centre for Holocaust Education has transformed the way that this disturbing historical event is taught in many English schools. The Centre's highly regarded research-informed professional development programme has benefited thousands of teachers and ensured that an estimated 1m pupils experienced a deeper emotional and intellectual engagement with this difficult subject. The Centre has established a group of `Beacon Schools in Holocaust education' which have developed programmes of study that are now being shared with their own school networks throughout England. It has achieved international `reach' by producing educational materials for the UN and providing advice, training and consultancy for organisations such as Yad Vashem, Jerusalem's international Holocaust memorial museum.
Research carried out by the University of Aberdeen has made a significant contribution to understanding successful practice in teaching a foreign language while at the same time using it as a medium of instruction for a non-linguistic subject, such as History. Coyle's research findings, now used in education policies and guidelines and applied widely in teacher training across the world — especially in Europe, Australia, and Sri Lanka, give teachers a unified approach that supports students in learning both language and subject-matter simultaneously. New and developing tools based on the research have been adopted widely by schools nationally and internationally.
Research by Smyth and colleagues into diversification of the teaching profession resulted in the formation of Refugees Into Teaching in Scotland (RITeS) funded initially by the European Refugee Fund and then the Scottish Government. RITeS has enabled professionals who were teachers in their country of origin and arrived in the UK seeking asylum to maintain their professional identity and revitalise their professional skills in a new education system, leading to employment opportunities through identification as teachers rather than refugees. The project provided information on the specific needs of 387 refugee teachers to the General Teaching Council for Scotland and to employing local authorities. RITeS has been used as a model for similar projects with teachers in England and other refugee professionals in Scotland.