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Education Development Trust was appointed by National College for Teaching and Leadership to train 345 teachers on how to use randomised controlled trials (RCTs) to measure the effectiveness of seven pre-determined education interventions, the first education programme ever to use a schools-based RTC approach.

In Bangladesh, primary education relies heavily on textbook-based learning. To ensure the curriculum met the expectations of the development partners, Education Development Trust was selected to design the Bangla, English and social studies textbooks.

In 2014 the Alexandria Schools Trust (AST) merged with Education Development Trust and we continue to use the trust’s ringfenced funds to fulfil its founding mission: to promote and maintain the teaching of the English language and culture to children and young people of school age in the Middle East.

Our work in Kenya, part of the UK government Foreign, Commonwealth and Development Office (FCDO) Girls' Education Challenge, has been identified as one of the most effective GEC Step Change projects in the world. In this publication, Tony McAleavy, Director of Research and Consultancy at Education Development Trust, looks at why we were so successful.

Our work delivering the National Careers Service was judged as ‘outstanding’ by Ofsted in 2017. As a learning organisation, we commissioned our own review into what we do well and why our approach is effective and our report, Putting people first, shares our findings. Laura Bell is Director of Careers at Education Development Trust and was instrumental in commissioning the report.

Having been a teacher, manager, researcher and trainer working in primary, secondary, further and higher education as well as a special school and pupil referral units, Matt Davis is now regional director for the UK at Education Development Trust.

We developed the Schools Partnership Programme in 2014, our school improvement model founded on professional peer review. Here we share our findings to date of the power and potential of peer review and the compelling evidence that points to rigorous and impactful peer review having a role to play in a self-improving system.

Having been a teacher, manager, researcher and trainer working in primary, secondary, further and higher education as well as a special school and pupil referral units, Matt Davis is now regional director for the UK at Education Development Trust.

Global evidence concludes that improving the quality of school leadership is one of the most powerful tools available to education policymakers: build the capacity of school principals to lead change in schools, and higher student achievement surely follows. With this is mind, EdDevTrust considers the case of England, where the quality of school leadership across more than 20,000 schools has been transformed through an integrated set of policy choices.

Lucy Crehan, associate for Education Development Trust, comments on how other countries have succeeded in placing good teachers in rural schools.