The Education Policy Institute is an independent, impartial and evidence-based research institute that aims to promote high quality education outcomes, regardless of social background. Through our research, we provide insights, commentary and critiques about education policy in England.
Following on from our hugely successful first year we are looking to grow our energetic and inquisitive team. We are looking to recruit two first-rate senior researchers who will each lead an analytical work programme within EPI. These work programmes will broadly cover:
Higher Education, Further Education and Skills
Post 16 education has recently returned to the centre of the education policy debate. In Higher Education, the issue of tuition fees and the efficiency and sustainability of the sector has become a politically charged issue. In Further Education, the government is undertaking large scale reforms to technical and vocational routes (e.g. apprenticeships and T-levels), the success of which are yet to be seen. And all of this is set against the UK’s relatively poor productivity, at least party driven by an insufficiency of skills in the labour market.
The Education Policy Institute has already published a series of reports in this area; on apprenticeships, skills and tertiary education routes. This role will lead a high quality analytical projects to shed further light on these issues, working to identify the optimal policy solutions. Our work programme is likely to include:
- A report on the pathways of young people though post-16 education and into employment.
- An analysis of the extent to disadvantaged background continue to hamper your people through further and higher education.
- A report on the prevalence, causes and regional patterns of young people not in education, employment, or training and those with very low level of educational achievement.
This post will report to David Robinson, Director for Post 16 and Skills.
School system and performance
The school system in England has undergone significant reform since 2010. The introduction of free schools and the rapid expansion in the number of academies has created a diverse system with academy trusts – ranging from standalone schools to large national MATs with thousands of pupils – sitting alongside local authority maintained schools. At the same time, the way that schools are held to account has been changing. Reforms to school performance tables have driven changes in subject and qualification choices.
Over the past year the Education Policy Institute has investigated the impact of these reforms on pupil outcomes, alongside wider structural issues such as faith schools and the role of academic selection in the school system. We are now looking to build our understanding of the impact of system reform on how schools operate, the way in which pupils and their parents are choosing schools, and how the teacher workforce are deployed in these new structures.
The programme of work will depend on the skills, interests and experience of the successful candidate but may include:
- A report investigating the impact of structural reform on school choice
- The role of catchment areas, the extent of social segregation, and potential reforms to school admission arrangements
- The role of multi-academy trusts in improving pupil outcomes and developing teachers and leaders.
This post will report to Jon Andrews, Director for School System and Performance and Deputy Head of Research.
The candidate
The following skills are essential for both posts
- A numerate degree, at least to undergraduate level.
- Practical experience of policy analysis and research, ideally in the education sector.
- The insight to use evidence to propose effective policies.
- Strong quantitative analytical skills;
- Experience using database and statistical software, e.g. SPSS / STATA / R / SQL / SAS etc.
- Excellent communication skills e.g. for presentations to and with sector experts and for media interviews.
- Ability to research, write and present clearly argued analyses.
- Excellent team player who thrives in working closely with others to meet demanding deadlines.
Though not essential experience of analysing data from large administrative datasets or longitudinal cohort studies using statistical software will be an advantage, as will experience of using relevant datasets (e.g. NPD, ILR, HESA).
Application process
Further details and how to apply can be found here