Further information about the study may be found on the COVID Social Mobility and Opportunities Study (COSMO) webpage.

COSMO Wave 2, 2022-2023
All young people who took part in Wave 1 (see SN 9000) were invited to the second Wave of the study, along with their parents (whether or not they took part in Wave 1).

Data collection in Wave 2 was carried out between October 2022 and April 2023 where young people and parents/guardians were first invited to a web survey. In addition to online reminders, some non-respondents were followed up via face-to-face visits or telephone calls over the winter and throughout spring. Online ‘mop-up’ fieldwork was also carried out to invite all non-respondents into the survey one last time before the end of fieldwork.

Latest edition information:
For the second edition (April 2024), a standalone dataset from the Keeping in Touch (KIT) exercise carried out after the completion of Wave 2, late 2023 have been deposited. This entailed a very short questionnaire for updating contact details and brief updates on young people's lives. A longitudinal parents dataset has also been deposited, to help data users find core background information from parents who took part in either Wave 1 or Wave 2 in one place. Finally, the young people's dataset has been updated (version 1.1) with additional codes added from some open-ended questions. The COSMO Wave 1 Data User Guide Version 1.1 explains these updates in detail. A technical report and accompanying appendices has also been deposited.

Further information about the study may be found on the COSMO website.

In September 2025, 18 percent of people in the UK thought that the Labour Party would be the best at handling education, compared with 13 percent who believed that the Conservatives would be the best and 10 percent who thought Reform UK would handle the issue best.

The main objective of this research was to develop a multi-disciplinary understanding of the political economies and consequences of school exclusion across the UK through a home-international comparison.

The motivation for the study was the need to understand the great differences in the rates of permanent school exclusions and suspensions in different parts of the UK. with numbers rising rapidly in England but remaining relatively low or falling in Northern Ireland, Scotland and Wales.

The research was undertaken by the multi-disciplinary (criminology, economics, education, law, psychology, psychiatry, sociology) and multi-site (the universities of Oxford, Cardiff, Edinburgh, Queen’s Belfast, and the LSE) Excluded Lives Research Team. The research was organised into two work strands: A. Landscapes of Exclusion; and B. Experiences of Exclusion. In Strand A work packages examined: the ways in which policies and legal frameworks shape interventions designed to prevent exclusions; the financial costs associated with exclusion; and patterns and characteristics of exclusion. Strand B work packages focussed on families’, pupils’ and professionals’ experiences of the risks and consequences of exclusion.

The data were collected from representative local educational authorities (4 in England, 2 in both Scotland and Wales) and across NI. Our sampling strategy for schools used modelled data, whereby we calculated the rates of exclusions for schools after controlling for pupil characteristics to estimate whether schools had above or below expected levels of exclusion based on their pupil characteristics. For the purposes of sampling, we used the number of temporary exclusions officially recorded over a five-to-seven-year period (depending on the availability of national data in each of the UK jurisdictions). School and local authority staff were selected on the basis of their roles. This data set comprises of interviews from across the UK with Headteachers, Alternative Provision providers in England and Scotland, and national policymakers in Scotland.

The main aim of PolESE is to develop a multi-disciplinary understanding of the political economies and consequences of school exclusion across the UK. There are great differences in the rates of permanent school exclusion in different parts of the UK with numbers rising rapidly in England but remaining relatively low or falling in Northern Ireland, Scotland and Wales. For example, in the last available figures (2016/7) there were 7,720 permanent exclusions in England compared to just five in Scotland. However, these figures do not account for many informal and illegal forms of exclusion. In this research, home international comparisons of historical and current policy, practice and legal frameworks relating to school exclusion will be conducted for the first time. Previous research and official statistics show that school exclusions are far more likely to affect pupils with special needs, from low income families, and particular ethnic backgrounds. Exclusions have long and short term consequences in terms of academic achievement, well-being, mental health, and future economic and employment prospects. PolESE is designed to highlight ways in which fairer and more productive outcomes can be achieved for pupils, their families, and professionals by comparing the ways in which policy and practice around exclusions differ in the four jurisdictions.

PolESE will be undertaken by the multi-disciplinary (criminology, disability studies, economics, education, human geography, law, psychiatry, sociology) and multi-site (Oxford, Cardiff, Edinburgh, Belfast, Reading, LSE) Excluded Lives group established in 2014. In education, policy discourse has tended to find individual reasons for exclusion rather than develop an understanding of exclusion in the wider context of education, social policy and the law. Education policy has also largely ignored the work conducted by school and welfare professionals that attempts to address disruptive behaviour to prevent more serious incidents. In contrast, PolESE assumes that school exclusion cannot be treated as separate from the general welfare and education systems. Preliminary work has illustrated that pressures on schools to perform well in examination league tables can lead to the exclusion of pupils whose predicted attainment would weaken overall school performance, leaving these pupils on the social margins of schooling. Exclusion is a process, rather than a single incident, that can only be fully understood when examined from multiple professional and disciplinary perspectives.

The research is organised into three work strands. Strand A, Landscapes of Exclusion, is designed examine the ways in which legal frameworks, policies, and practices of regulation shape systemic practice; and the patterns, characteristics and consequences of exclusion. Strand B, Experiences of Exclusion, will focus on families', pupils' and professionals' experiences of the risks and consequences of exclusion. Strand C, Costs and Integration, will examine the financial costs associated with exclusion; it will also integrate findings within and across jurisdictions to ensure that the learning is continuous as the research develops a coherent multi-disciplinary understanding of the political economies of exclusion. 1. The cost of exclusions at individual, institutional and system level (psychological, educational, sociological, economic, criminological, political lenses); 2. Rights and entitlements (legal, moral, social policy, political lenses); 3. Landscapes of exclusion (geographical, sociological, political lenses); 4. Protection and wellbeing (psychological, social work, legal and social policy lenses).

Researchers will engage directly with the Third Sector, professionals at school, local authority and jurisdiction government levels, as well as with disadvantaged and excluded pupils and their families.

Number of schools in England, by type, phase, denomination, admission policy, gender, urban/rural and academy status including headcounts and fte, language, fsm, age and national curriculum year breakdowns

The folder contains datasets of teacher surveys, including teachers of primary school grade 3 and grade 4, and teachers of lower secondary school grade 9. The data was collected in Vietnam in 2020.

There were ******* penalty notices issued to parents for unauthorized school absence in England during the 2023/24 academic year, the highest during this time period. The vast majority of these fines were related to unauthorized family holiday absence, with just over ****** for arriving late or other reasons.

This study forms part of the teams Reform Area B workstream that focusses on decentralisation and district innovations through four specially selected innovative districts that will be used as "learning laboratories" to generate findings. In each district, the team studies a particular system innovation and its impact on learning outcomes. Some of these innovations are co-designed with the district government.

This research produced evidence on the issue of minority ethnic teacher retention in England in 2019/20 academic year. Focusing on the perspectives of 24 minority ethnic teachers from different demographics and professional backgrounds, we investigated in interviews why minority ethnic teachers leave schools that employ high numbers of minority ethnic staff and enrol students from similar backgrounds, and what should be done to support their retention.

ABSTRACT One of the Brazilian government initiatives to improve basic education was to create the National Network of Continuing Education for Teaching Professionals of Public Basic Education in 2011. Our extension program in this network was implemented in 2013 in 10 towns of the state of Goiás and counted on 21 teacher educators and 110 teacher-participants. Part of the empirical material of one of these teacher educators will be analyzed in this article, focusing on the discourses of seven female teacher-participants about their previous language teacher education experiences and about the first two months of the extension course. The qualitative discussion draws on theorizations from Critical Discourse Analysis and Teacher Education in Brazil, and shows that discourses on language teacher education, English teaching, and English were problematized.

The file consists of three spreadsheets. This first one is the dataset. It contains information extracted from primary studies that were part of the quantitative synthesis of a systematic review of school randomised admissions. The second tab is the codebook, including a brief description of each variable extracted or assessed from the primary studies, and its corresponding values. The third sheet shows the APA bibliographic reference and access link for each of the primary studies included in the meta-analysis.These data were used for one of the research chapters of the author's PhD thesis, available here https://discovery.ucl.ac.uk/id/eprint/10096351

The ICOSS (Impact of Competition on Secondary Schools) study, based in the Open University's Centre for Educational Policy and Management, is investigating the impact of competitive pressures on secondary schools in England. The Survey on School Competition, 1992-1997 is part of the study.
Secondary school headteachers from six local education authority (LEA) areas were surveyed on their perceptions of the degree of competition facing their school and its impact on pupil recruitment and school budgets since 1992, when national league tables of examination results were first published. The schools contacted comprised all grant-maintained (GM) and LEA maintained secondary schools (excepting special schools) in the six LEA areas.
LEAs were selected in order to include in the database a wide range of school types so as to provide an adequate basis for generalisation of results. The LEAs include county and metropolitan authorities to give urban and rural schools and a diversity of socio-economic backgrounds and school systems (i.e. a selective system and a concentration of GM schools in some of the LEA areas).
The survey was intended to give headteachers the opportunity to comment on the effects of educational policies which have had the aim of creating a more competitive climate and to contribute to the broader aims of the ICOSS study.
Further information about the ICOSS study may be found on the website:
http://soe.open.ac.uk/CEPAM/research/ICOSS/index.htm .

ABSTRACT This article reports on a case study of English language learning in higher education, considering the impact of language policies embedded within a mobility scholarship programme on the practices of language teachers. Based on a larger ethnographic study following the experiences of several undergraduate members of one cohort of Brazil’s Science without Borders programme for students in science and technological fields, this article describes how several language teachers engaged with the power relations of the frequently shifting policy terrain of the programme. It concludes with a discussion of possibilities for teachers in similar situations who endeavour to take a critical approach to language teaching and explores some of the tactics they might employ against those policies which they see as incompatible with their practices.

This publication contains national and local authority level figures on the number of referrals, assessment and children and young people who are the subjects of child protection plans (on the child protection register). Similar information has been published in previous years based upon data collected through the Child Protection and Referrals 3 (CPR3) return however this collection has been discontinued.

Source agency: Education

Designation: National Statistics

Language: English

Alternative title: Referrals, assessments and children and young people who are the subject of a child protection plan, England

The current dataset on Spain is part of the ELEMENTAL project, headed by Anna Kristina Hultgren (PI), investigating the reasons for the use and rise of English for academic programmes at European higher education institutions within the context of their governance. Details of the project and resulting outputs can be viewed at the UKRI project webpage: https://gtr.ukri.org/projects?ref=MR/T021500/1.The Spain dataset comprises transcripts of semi-structured interviews between a researcher and two types of participants: participants (P) of a case study university; and participants who hold or have held ministerial or public body roles (M). In total, the collection contains 14 transcripts involving 15 participants, all of whom gave consent for the OU deposit of their deidentified transcripts.The interviews were conducted online between 2022-2023. They lasted between 40-60 mins, averaging at around 50 mins. A key to transcription conventions is provided at the beginning of each participant transcript.

The Business Plan quarterly data summaries (QDS) provide the latest data on indicators included in Departmental business plans as well as other published data and management information. The QDS follows commitments made at Budget 2011 and the Written Ministerial Statement on business plans. Their primary purpose was to make more of the management information currently held by government available to members of the public on a regular basis. The last QDS was 2012. This page also incorporates the education priorities and spending plans produced by the Department for Education from 2011 -2015.

The dataset includes data collected from a series of public opinion surveys conducted by the Ilko Kucheriv Democratic Initiatives Foundation in cooperation with the Kyiv International Institute of Sociology in 2021, 2023, and 2025. In total, the dataset comprises three nationwide public opinion surveys with 5,132 adult respondents. The sample is representative of the adult population residing in governmentally controlled territories of Ukraine.

The dataset contains questions regarding the External Independent Testing (EIT)/National Multisubject Test (NMT) and its role in ensuring equal access to higher education, as well as an assessment of key policy priorities in the field of education. Additionally, it includes key socio-demographic characteristics of respondents, such as gender, age, macro-region of residence, type of settlement, and financial situation.

The question "Do you agree or disagree with the following statement: 'External Independent Testing (EIT)/National Multisubject Test (NMT) puts everyone on an equal footing?'" was formulated differently in 2021: "Do you agree or disagree with the following statement: 'Does the External Independent Testing (EIT) put everyone on an equal footing?'" This change occurred as the NMT temporarily replaced the EIT in 2022 due to the Russian full-scale invasion.

Questions related to the assessment of key policy priorities in the field of education were included only in 2025.

This dataset contains the original surveys data in SPSS (.sav) format in both Ukrainian and English. It has also been exported to an Excel file, and the contents of the corresponding XLSX file are identical to the original SAV file. The research methodology and questionnaire can be found in the Documentation section (PDF files) in English and Ukrainian. Changes over time in the perception of the External Independent Testing (EIT)/National Multisubject Test (NMT) as a means of ensuring equal access to higher education are illustrated in a graph in the Results section (PDF files).

The list of UK Higher Education Institutions (HEIs) submitted to RAE2008 in SUbject category "Physics": names , Scopus search phrase, #of publications and total # o f citations in March 2020+Raw files exported from Scopus: publication data extracted in March 2020 for each HEI

As the statistical branch of the United Nations Educational, Scientific and Cultural Organisation (UNESCO), the Institute for Statistics (UIS) produces cross-nationally comparable statistics on education, science and technology, culture, and communication for more than 200 countries and territories.

The UNESCO Education Statistics dataset includes data from 1970 onwards. From pre-primary school enrolment to tertiary graduation rates, it covers all education levels and addresses key policy issues such as gender parity, teachers and education financing.