ABSTRACT
The previous chapter considered how research could be used to examine critically existing government policy. It showed that assumptions made by policy-makers about the mechanisms underlying achievement of a world-class education can – and should – be challenged. At the same time policy-makers, for their part, rightly expect the quality of research to be improved, to be evaluated more carefully, and to be publicised more widely:
The Treasury is increasingly demanding hard evidence that the investment they are making in education is delivering outcomes … Next year we will be going back to the Treasury for the next three-year funding cycle and we desperately need the best evidence possible.
