Since 2003, CfBT has been providing evidence on the integration
of children’s services. This has included looking at how
integration affects specific groups, such as travellers or
refugees, as well as the wider impact on young people and their
local community.
Current Research
Projects
Published Research Reports
Employers' perception of best
practice in prision education
This report details findings from a CfBT commissioned YouGov
survey of over 1,000 employers in order to understand how employers
perceive ex-offenders, and what can be done to promote employment
among this group. The report discusses the impact qualifications
and training may have on employment prospects in general, and
explores how useful employers rate education received in prison and
where these perceptions stem from.
Closer to home: How to help
schools in low and middle-income countries respond to children’s
language needs
This is the third and final report in a three year project that
CfBT conducted with Save the Children. The report examines ways in
which language can be prevented from being a barrier to effective
learning. This is particularly pertinent in today’s world
where an estimated 221 million children across the globe are
speakers of local languages not used for teaching.
As a celebration of the conclusion of the project, a special
edition of all three reports is also now available on a CD.
New models for organising
education: ‘Flexi-schooling’ – how one school does it
well
This report describes and comments on how Hollinsclough School
supported "flexi-schooling", an approach to education which offers
to parents, some of whom wish to educate their children at home,
opportunities for part-time attendance at school.
Achieving successful outcomes through Alternative
Education Provision: an international literature
review
This literature review aimed to help improve understanding
of how to measure the effectiveness of Alternative Education
Provision (AEP), bring together evidence of effective approaches to
AEP and identify promising practice and lessons that might be
transferable from AEP to mainstream provision.
Baseline Primary Education
Research in Angola (2010)
The broad aim of the research project was
‘to contribute to strategies to improve teaching and
learning in post-conflict contexts’. This bjective was to be
met through the study of remote villages in one area of Angola,
which was representative of the fall-out from the years of conflict
across the country.
Language and education: the
missing link? (2009)
This report was written by Save the Children and considers the
extent to which the language used for teaching and learning can be
a key barrier or enabler in achieving national and international
education commitments.
The report presents recommendations for international
collaboration to produce more strategic action to remove the
language barriers that keep many children from progressing through
their education.
Early Childhood Education and Care
in Southern Africa (2008)
The perspective piece explores policy and
provision for early childhood education and care (ECEC) in six
English speaking countries in Southern Africa – Botswana, Namibia,
Lesotho, South Africa, Swaziland and Zimbabwe.
The research details the current provision
in this area of education, highlights the problems faced with
current interventions, assesses the true supply and demand for
ECEC, and draws attention to the initiatives used in South
Africa, emphasising the vast difference in provision when other
Southern African countries are compared to South Africa.
Multi-agency working and its
implications for practice (2007)
Recent reviews of literature on multi-agency working are
typically limited to one specific sector or issue and do not
consider multi-agency working in the wider sense, across all
sectors and different types of activity. The NFER and CfBT
Education Trust have conducted a multi-agency literature review to
contribute to current knowledge about multi-agency activities and
best practice. The literature review builds on previous NFER
work highlighting the variety of multi-agency working which exists,
the associated challenges and the key factors for its success, as
well as its ‘potential’ impact.
Setting up supplementary school
hubs and networks (2007)
The hubs and networks action research project developed and
trialled the supplementary school hubs and networks model in five
cities in England. In general, the hub and network model has huge
potential and positive benefits for supplementary schools, the
local communities in which they operate and most importantly for
raising the achievement of Black and minority ethnic pupils. The
handbook provides examples and case studies from the action
research project and some reflective questions to support
replication of effective hubs and networks.
Supporing asylum seeker and
refugee children (2007)
CfBT funded two complementary studies focusing on educational
support for asylum seeker and refugee children. The studies were
undertaken by the National Foundation for Educational Research
(NFER) and by Northumbria University Disaster and Development
Centre (DDC) and identified models of support for asylum seeker and
refugee children, current education provision and integration into
the education system at school, local authority, regional and
national levels.
Schools as community based
organisations (2006)
The aim of
our Schools as Community Based Organisations (CBOs) project was to
acquire and disseminate practical information and models, based on
an action research methodology, which will be of help to schools
aiming to become the central point for a range of family and
community services (more widely known as ‘extended’ schools).
Archive Research Report