Becoming evidence-informed is a moral duty. As a sector, we should make use of and develop the best possible evidence for what we do, writes Professor Daniel Muijs, Head of Research at Ofsted.
If we don’t, and are therefore potentially using unhelpful practices, we are short-changing our learners – and ultimately society – as we forego the benefits of the knowledge and skills those learners could have developed.
Being evidence-informed is a social justice issue. Formal education is of particular benefit to learners from disadvantaged backgrounds, who are least able to draw on the resources and cultural capital of their home environment.
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Watch the SET webinar recording with Charlotte Bonner, National Head of Education for Sustainable Development at the Education and Training Foundation (ETF), to get insights into experiences and opinions of FE professionals relating to sustainability.
In the latest episode from the Education and Training Foundation (ETF) podcast, Paul Tully, Strategic Researcher at the ETF, is joined by training expert, Joanne Miles, to discuss how teacher research in the form of supported experiments can strengthen professionalism and raise standards in teaching and training.
Resilience. Recovery. Building back better. Reconnection and Re-engaging: These are common words in the current landscape of education and workplaces and was the topic of a recent SET Special Interest Group event I was invited to attend, writes Georgie Ford, Advanced Practitioner in Mental Health and Wellbeing at Weston College.