Neuroscience can improve educational outcomes, but teachers should be involved from early on in the design of interventions.
Science should be exciting for young people, giving them skills and opportunities to improve their futures. But not all young people are inspired by science. Some don’t find it relevant to their lives, or know what careers are available. We want to make sure that all young people in the UK have access to a world-class science education.
We're looking for proposals for a coordinating organisation to create a model showing how young people connect with mental health science in low- and middle-income countries. The coordinator will support four research projects, each in a different country, to co-develop and carry out youth-led research with young people.
Ideally, we’d like the research projects to take place in India, South Africa, Kenya and Rwanda. At a minimum, at least two of the selected countries must be from this list, with two other countries in Africa or Asia.
If you would like to submit a proposal, please read the request for proposals [DOCX 112KB] and send an email answering the six expression of interest questions (pages 8 to 9) to Lily Ickowitz-Seidler at firstname.lastname@example.org.
The deadline for expressions of interest is 14 December 2020, 09:00 GMT. We’ll inform you if you’ve been invited to submit a full proposal on 17 December 2020. If invited, we’ll ask you to submit a full proposal by 25 January 2021, 09:00 GMT.
To make our vision for high-quality, inspiring science education a reality, we invest over £5 million each year in education research, professional development opportunities, and resources and activities for teachers and students.
Research and evidence is at the heart of our support for education. We use it to find out about and champion the things that make a positive, measurable difference to young people’s understanding of and interest in science.
The findings from our Science Education Tracker – a survey of young people’s attitudes towards and experiences of science education – help us to inform and shape future policy and practice. Through our work in educational neuroscience, we bring together insights from education, neuroscience and psychology to improve the way young people learn. And through our funding schemes, we have supported a variety of educational research.
Research tells us that the biggest impact on young people’s performance at school is the quality of teaching they receive. But to provide high-quality inspirational lessons, all teachers should have access to continuing professional development to keep up-to-date with the latest research and ways of teaching.
Since 2003 we’ve invested £45 million in science-related professional development at the National STEM Learning Centre(opens in a new tab). We also regularly invest in research into continuing professional development and its impact on teachers, schools and young people.
We know that a young person’s love for science often starts in primary school. However, other subjects have been prioritised over science in the teaching curriculum over recent years.
We want to give primary school teachers the skills, knowledge, confidence and passion they need to improve primary science teaching. That’s why we provide training and resources like Explorify(opens in a new tab) – a programme of fun and simple science activities to inspire teachers and spark their pupils’ curiosity.
We also campaign for improvements to primary science through policy change.
If we’re successful, in five years we’ll have helped to reshape and improve science education in the UK. More young people will receive an excellent science education from passionate, well-trained, inspiring teachers.
Research and evidence will sit at the heart of good teaching practice. By providing compelling educational research, we’ll influence education policy and make sure that evidence is used to support change and improve teaching and learning.
We’ll help to change the culture of professional development in UK schools, through funding science-related professional development for teachers, and using our research to show the benefits of training. Our aim is for all teachers to regularly access professional development, with 100% of secondary schools and 22% of primary schools benefitting from training at the National STEM Learning Centre by 2023.
Working with our partners, we’ll provide training and resources for teachers to improve the quality of science lessons in primary schools. We’ll also encourage and support primary schools to provide a minimum of two hours science teaching each week.
By acting now, we’ll support evidence-informed changes in education policy, and make sure all young people have the inspiring and relevant science education they deserve.