In April 2025, ** percent of people in the UK thought that the Labour Party would be the best at handling education, compared with ** percent who believed that the Conservatives would be the best, and *** percent who thought the Liberal Democrats would handle the issue best.

The folder contains datasets of teach surveys, including teachers of primary school grade 2 and grade 3. The data was collected in Vietnam in 2019.

This dataset compares existing research data policies at UK higher education institutions. It consists of 83 cases. Polices were compared on a range of variables. Variables included policy length in words, whether the policy offers definitions, length of their definition of "data", defines institutional support, requires data management plans, states scope of staff and student coverage, specifies ownership of research outputs, details where external funder rights take precedent, guides on what data and documentation is required to be retained, how long it needs to be retained, reinforces where research ethics prevent open data, finalises where data can be accessed, speaks about open data requirements, includes a statement on funding the costs of Research Data Management, and specifies a review period for the policy. Data also includes the institution's year of foundation and a categorical variable grouping institutions by year of foundation allowing comparison across cohort groups of universities. A further two variables allow for identification of research based universities. Data on total research funding and research council for the year 2014/2015 was added, along with the number of research staff eligible for the 2014 UK Research Excellence Framework (REF). Also included is the institution's Grade Point Average based on its REF score using a Times Higher Education (THES) calculated score.

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.

OECD Education statistics database includes the UNESCO/OECD/EUROSTAT (UOE) database on education covering the outputs of educational institutions, the policy levers that shape educational outputs, the human and financial resources invested in education, structural characteristics of education systems, and the economic and social outcomes of education, learning and training throughout life, including on employment and unemployment. Also included in the database are the PISA 2015 dataset, Teaching and Learning International Survey (TALIS) data, the annual Education at a Glance data and data relating to Gender equality in education.

Transcripts of interviews with UK policy advisors on Hong Kong education policy.

Recently England has engaged heavily in external policy referencing to drive its educational reforms. Hong Kong has been a major source of such referencing by virtue of its strong performance on international tests of pupil achievement. Using Hong Kong as a case study; the project will analyse external policy referencing, with England as the ‘borrower’ and Hong Kong the ‘lender’. The aim is to cast a light on the role of external policy referencing in the policy making process, and how policy referencing is operationalised in the England context. The study provides an insight into the contemporary patterns of external policy referencing, and its manifestation in the West and East Asia, and examines the evidence used to inform the process. The study will undertake a literature review and interviews with stakeholders in both contexts to address the following research questions: (1) What have been the critical features of the patterns of external policy referencing in England since the 1990s? (2) How have policy makers in England interpreted the sources of success of Hong Kong’s education system, and how does this compare with the views of key stakeholders in Hong Kong?

In 2007 the Principal Investigator returned to London after working for 31 years in Faculties / Institutes of Education in Hong Kong and specialising in East Asian education systems. As political parties in England competed to promote their vision of schooling, he was constantly bemused as to the extent to which their plans for reform were based on the claim that what they were proposing was a feature of one or all of the high performing East Asian societies that do well on international tests of pupil achievement e.g. the Programme for International Student Assessment (PISA), and Trends in International Mathematics and Science Study (TIMSS). The 2010 Schools White Paper in England and the ongoing review of the National Curriculum extensively cite practices in Hong Kong to support their policies. Also, agencies now bidding to get contracts to examine the New Baccalaureate have to demonstrate that they will follow the best practices of high performing nations. Some of these claims seem far removed from the reality that the Principal Investigator had experienced both as an academic, and as someone heavily engaged in policy making in Hong Kong. What is more worrying is that these claims are largely unchallenged in England. The claims are accepted partly because people generally have limited knowledge of foreign education systems, and comparative educators have tended to avoid engagement in the public debates relating to ongoing policy making about how schools should be reformed. The purpose of this study is to help address that situation. We plan to focus on how policy makers in England portray features of Hong Kong's education system to promote domestic reforms. We examine the nature of these features in Hong Kong by finding out what the relevant laws or rules are, and by interviewing people who are directly involved with these education features. This will allow us to find out the extent to which the claims made in England are valid and accurate. It will also allow us to contribute to the ongoing debates in comparative education as to the influence of global and local factors on education reform.

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.

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

The General Teaching Council for England (GTCE) commissioned six independent surveys of the views and experiences of the teaching profession between 2004 and 2010. The surveys were conducted annually, with the exception of 2008, when no survey was undertaken. The surveys formed part of the evidence base which informed GTCE policy and its advice to the Secretary of State for Education. The GTCE closed in 2012.

The principal focus of the GTCE surveys were as follows:

• 2004: key challenges and teachers’ aspirations for the future
• 2005: continuing professional development, personalised learning, assessment and developments in education
• 2006: teaching and learning, continuing professional development, equality, assessment and developments in their own careers and in education more widely
• 2007: pupil achievement, continuing professional development, career plans, and awareness of and training on equalities
• 2009: teacher accountability and its purposes, and also how teachers maintain and improve their professional knowledge and practice through CPD; and
• 2010: what teachers do to inform and improve their practice

Random samples of approximately 10,000 teachers were drawn from the GTCE's Register of Teachers. Response rates varied up to 42%. A booster sample of teachers from black and minority ethnic (BME) backgrounds was added to certain surveys, to help ensure statistically-valid results for this group.

Data Availability:
Users should note that the UK Data Archive only holds quantitative data files for survey years 2007, 2009 and 2010. For 2004-2006, results tables are included in the survey reports (see Documentation table below). There was no survey in 2008.

The GTCE website has now closed, but lists locations where reports and publications are now held. The NFER website also includes information about some of the survey years.

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 folder contains datasets of parent surveys, including parents of primary school grade 2 students and parents of lower secondary school grade 7 students. The data was collected in Vietnam in 2018.

A list of all independent schools and special post-16 institutions for children with special educational needs or disabilities (SEND) approved under section 41 of the Children and Families Act 2014 in England and Wales.

You can filter the list by local authority or by type of setting.

Our guide for independent special schools and special post-16 institutions explains how to apply for approval under section 41.

Voluntary removal

Contact hns.sos@education.gov.uk to request removal from the approved list, stating your reason. We will remove your institution in the next update and notify local authorities. The published list includes all removed institutions.

Once removed, you cannot re-apply for one full academic year.

Other special schools

Details of all special schools in England are available on the https://www.get-information-schools.service.gov.uk/Search" class="govuk-link">Department for Education’s Get Information about Schools system. This includes:

• maintained schools
• academies
• independent schools
• non-maintained schools

The SEND guide for parents and carers explains how parents can ask for one of these schools or special post-16 institutions to be named in their child’s education, health and care plan.

The Council's Home Education Policy which sets out the legislative position, and provides advice on the roles and responsibilities of local authorities and parents in relation to children who are educated at home Additional metadata: - Licence: http://reference.data.gov.uk/id/open-government-licence

From 1 April 2015 all central government departments, including their Executive Agencies and Non Departmental Public Bodies, must publish the percentage of their invoices paid within 5 days and within 30 days, on a quarterly basis. More details can be found here: https://www.gov.uk/government/publications/procurement-policy-note-0515-prompt-payment-and-performance-reporting.