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The achievement-wellbeing trade-off in education

The idea that pupil well-being and effective learning go hand in hand is an important tenet of progressive educational theory. Since genuine learning is supposed to be experienced as enjoyable and energising, education that does not deliver this experience tends to be seen as inadequate.

What works in gifted education? A literature review

The role of targeted education programmes in stimulating higher achievement among gifted children is a hotly debated topic in education – perhaps nowhere more so than in England, where more than a decade of concerted effort in the late 90s and 2000s has served only to intensify dispute about who should qualify when funding is limited, and to increase tensions around the equity agenda.

CfEE Annual Research Digest 2017-18: evidence from the developing world

“Developing” countries (those below the $12,000 per capita income threshold for rich countries) make up 36 per cent of the world economy, but 83 per cent of world population, and 87 per cent of the world’s school pupils.

Human capital and business stay-up: the relationship between education, skills, and entrepreneurial success

In recent decades, governments worldwide have employed an array of different policy tools to try to increase start-up rates in their countries, but relatively little attention has been paid to how to support ‘business stay-up’.

A digital divide? Randomised evidence on the impact of computer-based assessment in PISA

This paper looks at one of the most important alterations: the move to computer-based assessment in 2015. Between 2000 and 2012, PISA was carried out as a regular paper-based assessment. However, in 2015, pupils in the great majority of countries instead took the test on a computer. Since the change to computer-based assessment could affect pupil performance by itself – in ways that differ between countries – it has the potential to reduce comparability of PISA test scores across countries and over time.

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