Evidence-informed policy requires an ecosystem for knowledge generation, exchange and use. There is growing understanding of how we can link up the research-policy-practice nexus. In this seminar, Tom will argue that what has not been well understood are the implications for methodology of the use of evidence in policy and vice versa. The policy contexts and purposes in which evidence are used are decisive for whether the potential benefits of an evidence-informed approach are realised and have implications for how researchers working towards evidence-informed policy should frame the nature of their endeavour. Equally he will defend that there are fundamental methodological problems in social science which have serious ramifications for any attempt to use evidence in policy. These problems relate to understandings of causation, measurement, generalisability, and the (often field-specific) nature of social knowledge and phenomena. Dr Perry will draw on recent and current projects,

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12/16/2022

This video accompanies the latest ASPIRTES Research Spotlight, "Make it more relevant and practical": Young people's vision for school science in England. The report explore the views of young people who have been participants in the ASPIRES study. In the video, ASPIRES Summer Placement Student, Princess Emeanuwa explains the importance of the report from the point of view of a young person who is of a similar age to the study participants.

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11/29/2022

CEPEO Director Lindsey Macmillan launches the centre. We were joined by Robert D. Putnam, Malkin Research Professor of Public Policy at Harvard University, who discusses his new book The Upswing: How America Came Together a Century Ago and How We Can Do It Again.

4

10/7/2020

African governments and donor partners have long regarded investment in education as being central to economic growth in the region – but this investment is yet to achieve rapid economic improvement. Why is that? And what should be done to better realise that goal? In this lecture, Professor Oketch addresses the compelling narrative of human capital theory – the doctrine, underpinning public policy world-wide, that investment in education is instrumental for economic growth – and what we can learn from its application in sub-Saharan Africa.

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8/14/2019

Professor Hugh Starkey discusses citizenship as a subject in school contexts and beyond. Hugh Starkey is Professor of Citizenship and Human Rights Education at the UCL Institute of Education, and co-founded the International Centre for Education and Democratic Citizenship (ICEDC). His research is interdisciplinary and relates to intercultural education; education to promote democratic citizenship and human rights.

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5/2/2017