Abstract

This seminar will explore the challenges of mobilising research and development to inform ongoing improvement in valued outcomes for diverse (all) learners across school systems.

The Iterative Best Evidence Synthesis (BES) Programme is charged with developing trustworthy bodies of evidence about what does and doesn’t work in education. The approach celebrates the outstanding work of teachers and principals as a resource for improvement and champions a ‘first do no harm in education’ principle.

To optimise the usefulness of this evidence BES work is informed by collaboration with teacher unions, school leaders, universities and other stakeholder groups. Summaries of the syntheses are featured on the UNESCO website and have been translated into many languages. The seminar will consider the significance of a new BES innovation – BES exemplars. These have been developed in response to feedback from practitioners about what they need to support their use of evidence to accelerate improvement.

The seminar will identify key messages that can be used to inform effective use of evidence in the service of educational improvement for the public good.

Following the seminar there will be a discussion session to consider the knowing–doing gap, and affordances for ongoing improvement.