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Alongside the ongoing learning crisis exacerbated by Covid-19, it remains as urgent as ever for education systems to respond to climate change. In many countries, extreme weather, floods and droughts are already causing disruption to schools and research shows that climate vulnerability is detrimental to learning outcomes. At the same time, emerging evidence shows education as a valuable tool for helping people adapt to climatic shocks, calculate risks and embed sustainable practices in their daily lives. So, what do we know about the role of education in the fight against climate change and what further research is needed to effectively address the intersecting crises of learning and climate?

This report considers how learning outcomes can be improved based on findings from the 2012 Windsor International Conference on School Improvement through Inspection and External Review.

A report of a research project which used a novel approach to improve school standards in India: the training of illiterate mothers to inspect and report on local school quality using a traffic-light scorecard process.

The Academies Commission, sponsored by CfBT, conducted a seven-month 'rapid review' of the academies landscape and this report documents its findings.

The study analyses the work of outstanding inspectors employed by CfBT Education Trust (now named Education Development Trust) in the inspection of maintained schools under contract to Ofsted.

Language Trends 2011 is one in an annual series of reports charting the health of language learning within the secondary curriculum in English secondary schools.

This case study was part of a desk-based rapid review of literature, providing an overview of the teacher remuneration system in the Democratic Republic of the Congo.

This report outlines a sustainable method of enhancing the teaching and learning of mathematics in the primary phase of education.

This case study was part of a desk-based rapid review of literature, providing an overview of the teacher remuneration system in Sierra Leone.

The paper gives a high level overview of how impact evaluation can be used in the particular context of government funded privately-provided schools. It also illustrates how more generally impact evaluation can support evidence-based policy-making.