Research 08/04/2022

Bridging programmes

By Ian McGrath, Stephen Bailey

Download now

Preparation for undergraduate study through the medium of English.

English-medium universities require evidence that an applicant has a level of English such that they can cope with a course taught through the medium of English. Although universities may accept a range of English language qualifications, the most widely accepted international English language qualifications are IELTS and TOEFL. An alternative route to acceptance is through a bridging course.

This report analyses the need for what will be termed ‘bridging programmes’. These are preparatory courses for non-native speakers (NNSs) of English wishing to undertake English-medium undergraduate (UG) study in Anglophone countries and elsewhere. It examines the range of such programmes available internationally and identifies effective practices for their design and delivery. Suggestions are also made for further research.

Downloads

Bridging programmes

Preparation for undergraduate study through the medium of English.

Download now

Related Content

Article

EDT to support school improvement in Leicestershire through new local authority partnership

EDT is delighted to be working with Leicestershire Local Authority and 29 local schools through the Schools Partnership Programme (SPP), forming a supportive professional learning network (PLN) focused on sustainable school improvement. Working closely with school leadership teams and the Education Effectiveness Team (EET), which supports all education settings in Leicestershire, this partnership focuses on empowering all staff to actively participate in the school improvement process.

Research

Joint practice development through a peer-led school improvement partnership: research-driven recommendations for policymakers and school leaders

This report presents a summary of a three-year project conducted by academics at the University College London (UCL) Centre for Education Leadership, funded by the Education Endowment Foundation (EEF), evaluating EDT’s Schools Partnership Programme (SPP). On the SPP, clusters of schools conduct peer reviews and support one another’s improvement – leading to improved system leadership and greater accountability in England’s schools.

Research

Joint practice development through a peer-led school improvement partnership: research-driven recommendations for policymakers and school leaders

CLT And Curriculum Reform Insight Listing

Insights

Using cognitive load theory as a touchstone for curriculum reform: recommendations for policymakers

Cognitive load theory can inform curriculum design and classroom practices, offering concrete strategies to improve student outcomes. Dr Richard Churches, our Director of Research and author of the book Neuroscience for Teachers, and Dr David Johnson of the University of Oxford, discuss the potential of using CLT as part of curriculum design.