We design and deliver impactful learning and development programmes for educators in the UK. Incorporating insights from our global experience into our practice, we deliver expert knowledge, programme design and implementation methods through trusted partnerships with governments, academics and multilateral agencies. We help clients and partners apply their knowledge to local contexts throughout England, to benefit all learners, particularly those in the most disadvantaged communities. In our latest annual impact findings, we achieved:
School leaders engaged with our programmes
Careers advice days delivered in schools
Clients supported through our National Careers Service work
Working closely with educators, including in early years settings, young people, adults and businesses, we provide careers, employment, and skills support.Download our UK services brochure
Our National Professional Qualifications (NPQs) help teachers, school leaders and early years leaders unlock the confidence and skills to implement initiatives that will generate lasting positive change across their setting.
We empower schools, enabling them to support each other and lead improvement. We deliver evidence based flexible training and professional development.
We deliver high quality Careers Services providing support into learning and work. We offer training and support from early career teaching, through to senior leadership.
We provide guidance, supporting aspirations and improving attainment in schools, colleges and other organisations, delivered in partnership.
We collaborate with thousands of employers, helping to facilitate links with education and skills initiatives, benefitting both their business and the local community.
Lifelong learning – learning beyond compulsory schooling – can be an important factor in enhancing an individual’s employability and personal development, as well as social inclusion and active citizenship. As part of Lifelong Learning Week, this article examines the connection between lifelong learning and careers guidance.
Teacher professional development is complex, and to date, there has been little research about how abilities prior to initial teacher training (ITT) influence early classroom practice. In this report, we draw on our experience of our Future Teaching Scholars programme in England to address this gap. Our analysis summarises a four-year study looking at the ability of assessment centres to predict teacher training candidates’ success in their later teaching practice.
We are delighted to announce the appointment of Dan Sandhu as the new CEO of EDT, effective from September, following Dr Patrick Brazier’s decision to retire from EDT this autumn.