Calls are intensifying for workforce reskilling and a re-engineering of education and training to meet the demands of the future. Current policy in England focuses on technical, digital and green economy skills, underpinned by strong literacy and numeracy and a knowledge-rich school curriculum. National Foundation for Educational Research's…

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…

The overall aim of this two-year study is to understand effective practice and lessons learned from approaches to curriculum design and employer engagement by University Technical Colleges (UTCs). Researchers used a case-study methodology supplemented with management information and a survey of UTC students' views. Key findings include: (1)…

This report provides a follow-up to the T Levels Research Study report, which was published by the National Foundation for Educational Research (NFER) in June 2019. It is based on discussions that took place at NFER's T Levels round table event, which was held in October 2019. The aim of the round table was to: (1) explore whether the T Levels…

Based on research conducted by the National Foundation for Educational Research (NFER), Ambition School Leadership (formerly The Future Leaders Trust) and the National Governors' Association called: "Executive headteachers: What's in a name?," this brief guide provides a summary of the executive headteacher (EHT) role, with practical…

The overall aim of the study is to understand effective practice and lessons that can be learned from the approaches currently being adopted, particularly in relation to curriculum design and employer engagement, as well as the broader challenges facing University Technical Colleges (UTCs). More specifically the objectives of the research are to:…

Executive headteachers (EHTs) are becoming increasingly prevalent as the self-improving school system matures; there are over 620 EHTs in the school workforce today; and the number recorded in the School Workforce Census (SWC) has increased by 240 per cent between 2010 and 2014. The role is still evolving locally and nationally and, as EHTs take…

Executive headteachers (EHTs) are becoming increasingly prevalent as the self-improving school system matures; there are over 620 EHTs in the school workforce today; and the number recorded in the School Workforce Census (SWC) has increased by 240 per cent between 2010 and 2014. The role is still evolving locally and nationally and, as EHTs take…

This document is a technical appendix to the report "Executive Headteachers: What's in a Name? A Full Report of the Findings." It provides a detailed account of the methodology used to obtain the data on which the report is based. The research explored the prevalence and nature of the executive headteacher role, in order to inform policy…

This Case Study Compendium provides an overview of the 12 cases that were investigated as part of the study "Executive Headteachers: What's in a Name?'" (Lord et al., 2016). The case study overviews are based on in-depth analysis and research as described in the full report (ibid) and the Technical Appendix (Harland and Bernardinelli,…

This literature review aims to encapsulate existing research on the executive headteacher (EHT) position in England, building on the work of Fellows (2016). It covers three main areas: the history of EHTs in England; the skills, qualities and motivations identified in EHTs by existing literature; and the governance and school structures associated…

This report has been produced by four organisations--the National Foundation for Educational Research, South East Strategic Leaders, London Councils and the London Enterprise Panel. It is based on research into how secondary schools, colleges, SMEs (small and medium-sized enterprises) and micro-businesses in London and the South East work together…

This report has been produced by four organisations--the National Foundation for Educational Research, South East Strategic Leaders, London Councils and the London Enterprise Panel. It is based on research into how secondary schools, colleges, SMEs (small and medium-sized enterprises) and micro-businesses in London and the South East work together…

This report documents the main challenges associated with the implementation of the Offenders' Learning and Skills Service (OLASS) and suggestions for overcoming some of these barriers. The evaluation is examining the implementation of OLASS in three development regions, prior to a national roll out in July 2006. Within a flexible framework, the…

This is the third and final report from the evaluation of the new Offenders' Learning and Skills Service (OLASS). The evaluation examined the impact of OLASS on: (1) Assessment of learners; (2) Monitoring procedures; (3) Information, advice and guidance (IAG); (4) On the offender learning/criminal justice workforce on provision for offenders (in…