Search

This report looks at educational legacy that can be created from mega events.

This review aims to establish evidence for policy makers and practitioners as they design and deliver early education interventions.

The study involved a review of the international literature on, and policies relating to, the integration of children’s services.

In this project we explored how computer use can be successfully integrated into play-based curricula in the early years.

Education Development Trust has a long history of working in Rwanda. Our teams worked with the ministry of education in a post-genocide Rwanda in 2001 to design the education sector strategic plan, the framework of which is still in use today. Our five-year programme, Building Learning Foundations, is about getting the foundations in place to positively effect the rest of Rwanda's education system.

The successful management of large scale international projects.

Careers support interventions in England have long been designed and delivered separately for young people and adults, creating a siloed system. In January 2021, the government’s ‘Skills for jobs: lifelong learning for opportunity and growth’ paper highlighted that the careers landscape in the UK is ‘confusing, fragmented and unclear’. What could be the benefits of a more joined up approach? In this commentary, we discuss the opportunity to streamline provision of services and create a continuum of support across all ages.

The early years sector has faced multiple challenges in recent months, with disruption from the pandemic converging with staff shortages, increased safeguarding concerns, higher numbers of children identified with additional needs, and a new statutory framework to implement, as well as pressure to ensure businesses remained financially viable. Despite this – or perhaps as a result – there was demand from the sector for high quality professional development to give practitioners the tools to support children effectively. The ‘Building on Success’ programme has emerged as an effective response to this – well-designed and responsive to the needs of early years professionals.

This document explores the broader context within which restorative practices are located and is intended to stimulate consideration of the most appropriate models of disciplinary practice in schools.

This report explored upskilling and reskilling in the context of the 2020 skills ambition.