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Kuhn, Lisa; Bradshaw, Sally; Donkin, Angela; Fletcher, Lydia; Liht, Jose; Wheater, Rebecca – National Foundation for Educational Research, 2021
Recent national and international evidence suggests that the wellbeing of young people in the UK has decreased. In 2018, the Programme for International Student Assessment (PISA) asked participating pupils a number of questions about their wellbeing, and some of the measures can be tracked over time. Based on PISA 2015 and 2018, this report…
Descriptors: Well Being, Correlation, Teacher Student Relationship, Parent Child Relationship
Classick, Rachel; Gambhir, Geeta; Liht, Jose; Sharp, Caroline; Wheater, Rebecca – National Foundation for Educational Research, 2021
Differences in achievement between disadvantaged pupils and their more advantaged peers are a focus for policy in all parts of the UK. A gap in educational outcomes between pupils from less-affluent backgrounds compared to their peers is evident by the time they start school and only widens as they move through the school years. In 2018, nearly 80…
Descriptors: Foreign Countries, Achievement Tests, International Assessment, Secondary School Students
Chu, Jessica; Galvis, Maria A.; Kotonya, Juliet – National Foundation for Educational Research, 2021
NFER conducted an independent evaluation of the Inspect and Improve (I&I) pilot project in Eastern Uganda. I&I is a school inspections and improvement programme implemented by Promoting Equality in African Schools (PEAS) in partnership with Uganda's Directorate of Education Standards (DES), under the Ministry of Education and Sports…
Descriptors: Program Evaluation, Educational Improvement, Inspection, Equal Education
Worth, Jack – National Foundation for Educational Research, 2021
The COVID-19 pandemic in 2020 and 2021 caused unprecedented challenges for society, the economy and also for education systems. Two major impacts on the initial teacher training (ITT) system were the reduction in school-based teacher training places and the increase in ITT applications. In order to allow ITT providers additional flexibility to…
Descriptors: Foreign Countries, Preservice Teacher Education, Student Placement, COVID-19
Sharp, Caroline; Nelson, Julie – National Foundation for Educational Research, 2021
Since the initial closure of schools to most children on 20th March 2020, mainstream education has been disrupted as a result of COVID-19. When most pupils returned to school in March 2021, they regained some of their usual routines, but schooling was far from 'back to normal'. Building on the National Foundation for Educational Research's…
Descriptors: COVID-19, Pandemics, School Closing, Student Needs
Worth, Jack; Faulkner-Ellis, Henry – National Foundation for Educational Research, 2021
The 2020 COVID-19 pandemic has had profound impacts on society, the economy and on the entire education sector. Teachers' workload, well-being, recruitment and retention have been affected by the national crisis. The aim of the National Foundation for Educational Research's (NFER's) annual series of Teacher Labour Market reports is to monitor the…
Descriptors: Foreign Countries, Teacher Supply and Demand, Teacher Shortage, Labor Market
Julius, Jenna; Hillary, Jude; Veruete-McKay, Leticia – National Foundation for Educational Research, 2021
To mark the ten year anniversary since the introduction of the free schools programme, New Schools Network (NSN) commissioned the National Foundation for Educational Research (NFER) to conduct an independent data-led investigation into what impact free schools have had since their introduction in 2010. The research examines the impact that free…
Descriptors: Foreign Countries, Free Schools, Nontraditional Education, Program Evaluation
Nelson, Julie; Lynch, Sarah; Sharp, Caroline – National Foundation for Educational Research, 2021
This qualitative study set out to investigate the impact of the COVID-19 pandemic on mainstream schools and their pupils in summer 2021. The interviews reported here took place with 50 leaders of mainstream primary and secondary schools in England, most of which were serving disadvantaged areas. This report expands on the interim report (Sharp and…
Descriptors: COVID-19, Pandemics, Disadvantaged, Foreign Countries
Julius, Jenna; Faulkner-Ellis, Henry; O'Donnell, Sharon – National Foundation for Educational Research, 2021
Apprenticeships are paid jobs which incorporate on- and off-the-job training. There is a strong economic case for investing in these as a key training route to help young people, in particular, enter the labour market, and to support the wider economic recovery from the pandemic. Despite the significant benefits which apprenticeships offer young…
Descriptors: Apprenticeships, COVID-19, Pandemics, Educational Change
Hepworth, Neal; Galvis, Maria; Gambhir, Geeta; Sizmur, Juliet – National Foundation for Educational Research, 2021
The Republic of Ireland has a history of high reading scores in the Programme for International Student Assessment (PISA). Analysis from PISA 2018 shows that although the country has many cultural similarities to the four UK nations (England, Wales, Scotland and Northern Ireland), 15-year-old pupils in the Republic of Ireland achieved…
Descriptors: Foreign Countries, International Assessment, Achievement Tests, Secondary School Students
Skipp, Amy; Hopwood, Vicky; Tyers, Claire; Webster, Rob; Rutt, Simon – National Foundation for Educational Research, 2021
Following on from a previous study of what happened to provision in special settings during lockdowns, this study reports what effects Headteachers felt the pandemic has had on pupils with Education, Health and Care Plans (EHCPs). It involved a representative survey of Headteachers in special schools and colleges in England, followed by depth…
Descriptors: COVID-19, Pandemics, Special Needs Students, Special Education
Worth, Jack; Van den Brande, Jens – National Foundation for Educational Research, 2020
The research in this paper is the first large-scale quantitative study to look at teacher autonomy and its importance for retention in England. It finds that teacher autonomy is strongly correlated with job satisfaction, perceptions of workload manageability and intention to stay in the profession. It also finds that the average teacher has a…
Descriptors: Foreign Countries, Professional Autonomy, Teacher Attitudes, Job Satisfaction
Straw, Suzanne – National Foundation for Educational Research, 2020
Over the past year, National Foundation for Educational Research (NFER) has been undertaking research on T Levels focusing on providers' preparations for the delivery of the first T Levels in Digital, Construction, and Education and Childcare, which are being delivered from September 2020. The first research report and follow-up report have…
Descriptors: Technical Education, Readiness, Teacher Competencies, Barriers
Walker, Matt; Sharp, Caroline; Sims, David – National Foundation for Educational Research, 2020
Prior to the outbreak of the COVID-19 pandemic, England faced a considerable teacher recruitment and retention challenge. The last ten years have been characterised by insufficient numbers of new teachers joining the profession and an increasing proportion leaving the state sector, particularly in secondary schools. This research is designed to…
Descriptors: COVID-19, Pandemics, Job Satisfaction, Teaching (Occupation)
Nelson, Julie; Sharp, Caroline – National Foundation for Educational Research, 2020
The COVID-19 pandemic has impacted on all areas of society, including education. On 20 March 2020, the British Government ordered all schools to close to all pupils, except vulnerable children and the children of keyworkers (such as those working in public health, transport and supplying food). National examinations were also cancelled. As a…
Descriptors: COVID-19, Pandemics, Job Satisfaction, Teaching (Occupation)
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