A seven page document, written by edpol for the Foundation for Education Development, critiquing how education policy is...
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Education policy in England needs long-term planning
Build a long-term plan, based on strong process, evidence, institutions and participation
A shared vision and plan for education policy in England
England’s education system is a huge, interconnected, complex system. To establish enduring policy and to ensure intended outcomes are achieved, a long-term planning process is necessary. A long-term plan starts with a shared vision of the future and an agreed purpose for education. This should be constructed with the confidence of all major parties and key stakeholders. The vision and purpose should consider a 10 to 15-year time span and be clear enough to help set priorities.

A process for educational change
There needs to be an agreed process to change the key building blocks of the education system, such as curriculum, assessment, accountability, funding and system organisation. As an example, early work is shared below on a possible process for curriculum development.
Using Evidence: From What Works to What’s Possible
To strengthen decision making a What Works for policy makers should be created to understand “What’s Possible?” An Education Policy Knowledge Centre (EPKC) is proposed. Capacity is required – to synthesise existing evidence and practice. This should provide timely evaluation of policy options to all: Ministers; Civil Servants; SpAds; Think Tanks; Oppositions; representative bodies etc. See the Overview and Research and Structure proposed for the EPKC here.
Strengthening and building institutions
Existing institutions need strengthening and supplementing. Proposals for DfE reform are offered below. Non-governmental institutions require a clearer and more considered voice, at a national, regional and local level. Their perspective must be wider-ranging and longer-term. Forums for evidence review and debate, amongst experts and stakeholders of all types are lacking. ‘Policy Boards’ that look at particular challenges, are one mechanism to facilitate this process.
Widening participation in policy making
The foundation for a long-term plan must define the relationship between national government and local actors. Top-down policy has limitations. If a vision anticipates greater empowerment for providers and stakeholders, then delegation is a logical next step – smaller, local and regional structures foster responsibility and can be made accountable.
Reports, Roundtables, and Analyses
1. A shared vision and plan
The need for stability: conclusions and recommendations
The earlier edpol work in 2019 and early 2020, on ‘The Need for Policy Stability’, made various recommendations....
Read Full Report2. A process for educational change
An education policy framework for long-term, strategic planning
This report considers a framework for long-term, strategic planning of education policy: how education policy decisions might be...
Read Full ReportCurriculum roundtable: change process blueprint
A new process for curriculum development and change was forged out of the EPI and edpol curriculum development...
Read Full Report3. Using evidence
The evidence gap and the need for an Education Policy Knowledge Centre
This is a 8 page presentation documenting how in England evidence for practitioners is better mediated than evidence...
Read Full ReportEducation Policy Knowledge Centre (EPKC) – Overview
An overview of the Education Policy Knowledge Centre which would synthesise and present evidence and knowledge about system-level...
Read Full ReportEducation Policy Knowledge Centre (EPKC) – underlying research and structure
The EPKC would systematically review available research and expert opinion in all policy areas and synthesise findings around...
Read Full ReportEPI and edpol Roundtable 16th November 2021 – Evidence-based education policy: can we do better?
EPI and edpol held a roundtable with respected academics (listed), who support education policy making. The roundtable discussed...
Read Full ReportEPI and edpol Roundtable 4th November 2021 – Evidence-based education policy: can we do better?
EPI and edpol held a roundtable with respected academics (listed), who support education policy making. The roundtable discussed...
Read Full ReportCentre for Evidence in Education Policy
The CEEP/EPKC is a proposal for a national institute (or capacity), to provide evidence evaluation to all policy...
Read Full Report4. Strengthening and building institutions
Submission on Civil Service reform with reference to the DfE
The Department for Education is the principle institution influencing education policy. There are acknowledged systemic issues in the...
Read Full ReportThe influence of the education sector on policy making
A wide range of stakeholders discussed their influence on policy making, including channels of engagement and effectiveness, working...
Read Full Report5. Widening participation in policy making
An education policy framework for long-term, strategic planning
This report considers a framework for long-term, strategic planning of education policy: how education policy decisions might be...
Read Full Report