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Education Development Trust is working in partnership with Dorset Local Enterprise Partnership (LEP) to deliver a new careers guidance programme funded via the Effective Transition Fund. The Dorset Marvels programme will test approaches on how providing long-term targeted careers guidance in Key Stage 4 can enable students to transition to, and sustain, engagement in a high-quality post-16 destination.

CfBT Education Trust (now Education Development Trust) commissioned Robert Hill and the National Foundation for Educational Research (NFER) to investigate partnership working in small rural primary schools.

This research paper highlights the important role that quality secondary and higher education has played in the formation of developmental leadership in Ghana. It was commissioned by the Developmental Leadership Program.

This research, carried out by the University of Oxford, addresses the evolution of the Brunei approach to bilingual education and the role of CfBT (now Education Development Trust) in promoting educational change.

The Language Trends survey 2013/14 is the 12th in a series of annual research exercises, charting the health of language teaching and learning in schools in England, this year conducted in partnership with the British Council.

This important report was undertaken for CfBT (now Education Development Trust) by the Education and Employers Taskforce. It reviews existing and new evidence about how employer engagement can improve on the learning and progression of young people.

This project sought to establish whether teaching pupils about the brain could impact upon their beliefs about their own intelligence and ultimately positively impact on their academic performance.

This review looks at key aspects of policy and practice relating to headteachers: their changing role; management of supply; recruitment; performance management; training and development.

This review looks at the way high-performing and improving education systems share out power and responsibility. Resources can be critical to achieving policy implementation.

School self-evaluation can be a fundamental force in achieving school improvement and this review establishes key debates and what the implications are for self-evaluation as a means of leading school improvement.