Some of the research on which we have based our key concepts


The Changing Face of Educational Change

Chapter 1 in “Assessing Student Outcomes”

Robert J. Marzano, Debra Pickering and Jay McTighe

Abstract: The need for assessment reform is premised on three main factors: the changing nature of educational goals; the relationship between assessment and teaching and learning; and the limitations of current methods of recording performance and reporting credit.

New Approaches to Assessment

CORE Education

Abstract: Digital technologies are transforming the way we think about assessment and creating opportunities to transform the assessment process. These new approaches to assessment create opportunities for schools to work with their learners in quite different ways.

A Marked Improvement: Transforming Assessment in Higher Education

The Higher Education Academy

Abstract: This report provides a strong rationale for transforming assessment in higher education. It also offers an assessment review tool to guide the review process and suggests a targeted approach to strategic change in assessment practices.

What Does Research Say About Assessment?

R.J Dietel, J.L. Herman and R.A. Knuth

Abstract: Assessment may affect decisions about grades, advancement, placement, instructional needs, and curriculum therefore it is essential that assessment methods are informed by the latest research and trends in cognitive theory, pedagogical practices and educational reform.

Cognition and Neuroscience

We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education

Mary Helen Immordino-Yang, Antonio Damasio

Abstract: Recent advances in neuroscience are highlighting connections between emotion, social functioning, and decision making that have the potential to revolutionize our understanding of the role of the affective domain in education.

Neuroscience and Education: An Ideal Partnership for Producing Evidence-Based Solutions to Guide 21st Century Learning

Thomas J. Carew and Susan H. Magsamen

Abstract: Neuro-Education integrates the collective fields of neuroscience, psychology, cognitive science, and education to develop a better understanding of how we learn and how this information can be used to create more effective teaching methods, curricula, and educational policy.

Understanding the Brain: the Birth of a Learning Science

Centre for Educational research and Innovation

Abstract: This paper highlights how neuroscientific research is contributing to education and learning policy and practice. Themes include: lifelong learning; holistic education; adolescence; assessment and the curriculum.

Neuroscience: Implications for education and lifelong learning

The Royal Society

Abstract: The economic and social cost of an education system that does not facilitate learning for all and life-long learning is high. This report explores the potential benefits of using neuroscience to inform and enhance the educational process.

Teacher Education

Preparing Teachers and Developing School leaders for the 21st Century: Lessons from Around the World

OECD (2012)

Abstract: This OECD Report summarises the key findings from the International Summit on the Teaching Profession (2012) and highlights the direct relationship quality teachers and effective school leadership have on student learning outcomes.

Teacher professional Development as a Means of Transforming Student Classroom Talk

Klara Sedova, Martin Sedlacek and roman Svaricek

Abstract: This study deals with the impact of a teacher development programme focused on the implementation of dialogic teaching practice. Four indicators of dialogic teaching were measured: student talk with reasoning, teachers’ open questions of high cognitive demand, teacher uptake, and open discussion.

Linking Effective Professional Learning with Effective Teaching Practice

Peter Cole

Abstract: This paper outlines the key features of effective professional learning and provides practical advice to schools about how to implement professional learning processes that are most likely to improve teaching practices and student learning outcomes.

Creating a Comprehensive System for Evaluating and Supporting Effective Teaching

Linda Darling-Hammond

Abstract: This report promotes the concept of a Teacher Evaluation System that not only systematically evaluates teachers against a set of professional teaching standards but provides quality professional development aligned with both teacher and curriculum standards.

Informal Learning

Recognising Non-formal and Informal learning Pointers for Policy Development

OECD (2010)

Abstract: provides general pointers for policy development around the benefits of recognizing informal and non-formal learning and suggests ways that this can be implemented.

Validation of Non-formal and Informal Learning

European Centre for the Development of Vocational Training 92007)

Abstract: This report updates the European inventory on validation of non-formal and informal learning and describes trends and challenges for future attempts to include these forms of learning in qualification systems and frameworks.

Informal Learning: genealogy, concepts, antagonisms and questions

Gerald A. Straka

Abstract: This article explores the nature and evolution of informal learning through the conceptualization of learning on a micro-level and the relationship of informal learning to other learning derivatives (contexts).

Recognising Non-formal Certificated Learning Within and Outside Qualification Frameworks in the UK, the Netherlands and Finland – Final Report

Lifelong Learning Programme

Abstract: The validation of non formal and informal learning presents opportunities and challenges to national qualification systems. This report, through case studies, describes the ways skills learned in non-formal contexts were endorsed and recognised.

Work Skills

Accelerating Workforce Reskilling for the Fourth Industrial Revolution:

An Agenda for Leaders to Shape the Future of Education, Gender and Work

Abstract –This White Paper is intended to be a resource for governments, business and other stakeholders interested in strengthening the enabling environment for human capital formation in the Fourth Industrial Revolution.

The New Basics: Big Data reveals the skills young people need for the New Work Order

Abstract – The Foundation for Young Australians analysed 4.2 million job advertisements and determined that the enterprise skills of problem-solving, communication, financial literacy, critical thinking, teamwork, digital literacy and presentation skills are the most sought after by employers.

A Multilateral Approach to Bridging the Global Skills Gap

Mathew P. Olsen

Abstract: To combat the ever-increasing “skills gap” Olsen provides three main strategies:

  1. Understanding skills supply and demand
  2. Developing talent sources through external partnerships and
  3. Revising internal talent attraction and assessment practices.

How Useful is the Concept of Skills Mismatch?

Seamus McGuinness, Knostantinos Pouliakas and Paul Redmond

Abstract: This conference paper discusses the concept of skills mismatch, within the context of the European National Reform Programme, using the measurements of over-education vs under-education; over-skilling vs under-skilling; horizontal mismatch; skill obsolescence; skills gap and skills shortage.

Education in the Future

Future of Education and Skills: Education 2013


Abstract: Policymakers are facing challenges to make school reform a success, keeping abreast of changes outside school towards the future. This report describes strategies the OECD are enacting to address these challenges.

The Future of Education: What is over the horizon?

Joao Da Costa

Abstract: Six global education specialists give their insights and predictions for the future of education and the evolution of learning.

NMC Horizon Report 2017 Higher Education Edition

New Media Consortium

Abstract: This report describes the findings from ongoing research around emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education.

5 Charts that Explain the Future of Education

World Economic Forum

Abstract: New research shows that as the digital economy transforms the workplace, Social and Emotional Learning (SEL) skills such as collaboration, communication and problem-solving will become ever more important.