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The Learning and Skills Research Centre Aims to Be an Authoritative newsJune 2002 Newsletter Issue 1 page 1 The Learning and Skills Research Centre aims to be an authoritative source of knowledge and ideas, informing and influencing the future development of a successful and sustainable system of post-16 learning. The LSRC will create a strong body of evidence from rigorous research, focused on creative, critical and innovative thinking, and models for the long-term development of post-16 learning. The Centre will work to ensure that research has a strong and positive impact on the development of policy and practice. Influencing the future through research About the LSRC Christine King The LSRC is committed to tackling The LSRC is a new independent Chair long-term issues through an ambitious centre for strategic research to inform LSRC Advisory Forum strategy and rigorous research. We are long-term policy development and to asked to think freely and boldly about improve practice in post-16 learning. the future to ensure that learners 10 or Based at LSDA, the Centre will identify 20 years from now are at the heart of key priorities, commission major our thinking. Our role is to help create, studies and ensure that research in cooperation with others, a stronger findings clearly and usefully inform evidence base, which is of real use in practitioners, policy-makers and the development of sustainable policies the research community. to break out of some of the deep-rooted In recent years the government has problems in our education system. supported the development of If we want lasting improvements in evidence-informed policy and the learning we need a vibrant research use of research to improve practice. culture and greater use of better The DfES has established a National evidence to support decisions for Education Research Forum and is change. The Centre, through partner- looking to other sectors, such as health, ships with the research community, to see how research can achieve a will work to foster such a culture, offer stronger impact on policy and practice. support to researchers and act as A number of major research centres brokers to create a more coherent have been established by the DfES that knowledge base. focus on all phases of education. The Rigorous research is essential to LSRC is the first centre supported by the our success and future-gazing is not DfES to focus solely on post-16 learning. a luxury. It is just as important to learn to think long term, to free up ideas, to take risks and to imagine the future, as it is to consider the present. I want to thank the Department for Education and Skills (DfES) and the Learning and Skills Council (LSC) for their foresight in funding the LSRC. The Advisory Forum, the director and the team at the Learning and Skills Development Agency (LSDA) will work hard to make sure that the Centre is a success. Published by the The Learning and Skills Research Learning and Skills Research Centre Centre is supported by a grant from www.LSRC.ac.uk the Learning and Skills Council and Feedback should be sent to: the Department for Education and Skills Amber Clark Learning and Skills Research Centre Learning and Skills Development Agency Regent Arcade House 19–25 Argyll Street London W1F 7LS Tel 0870 872 8083 Fax 020 7297 9190 [email protected] Edited by Jackie Mace Designed by sans+baum Printed by Digital Brookdale Print, Southend on Sea, Essex ISBN 1 85338 779 7 R1308/06/02/4000 © Learning and Skills Development Agency 2002 All rights reserved Newsletter Issue 1 page 2/3 How the LSRC is funded How the LSRC operates: Procedures for commissioning the relationship between the research The LSRC is funded by the DfES and LSRC and LSDA the LSC. It will have an annual budget The Centre’s research programmes of £1m to commission external research The LSRC is based at and managed will either be commissioned externally and related activity. Additional funding by LSDA, allowing it to draw on the through open tender or, exceptionally, will be sought through sponsorship expertise of LSDA’s research managers through partnership arrangements and partnership arrangements. and research services, including the where there is unique expertise. statistical service, the survey research Invitations to tender will be advertised unit, and the library and information in the national press, on the LSRC service. The LSRC’s work is separate website and circulated to the research and distinct from LSDA research community. Contributions and external activity: LSRC research is conducted advice on all research-related matters by external suppliers and partners will be sought from experts and from the research community, guided stakeholders in the form of peer review by the LSRC’s Advisory Forum, and processes and advisory groups. More managed by members of the LSDA details on the commissioning process research directorate. will be available on the LSRC website: www.LSRC.ac.uk Aims of the LSRC The LSRC’s distinguishing features The Centre will: An exclusive focus on post-compulsory learning, whether formal or informal, commission studies which tackle college- or community-based, or in fundamental problems and long-term the workplace. trends that affect the organisation and delivery of post-16 learning A specific remit to increase the impact of research: ways in which work to provide a stronger evidence research can effectively inform base and develop innovative ways policy development and change to ensure that research findings inform practice will be built into all the policy and practice Centre’s programmes. help to increase the overall research Breadth and connectivity: the Centre effort nationally in post-compulsory will engage with and connect priority education by supporting the research themes across post-compulsory community, offering brokerage and learning, encompassing pedagogy, partnership arrangements, and participation, vocational learning, seeking new sponsorship and funding skills and workforce development, for post-16 research curriculum and the organisation build on existing knowledge from of learning. research and practice, synthesise Close links with research, policy findings, and improve communication and practice: the role of LSDA as of research-based information in managing agent will enable research order to identify where new research to be effectively communicated to is needed, avoid duplication and policy-makers, practitioners and the develop practitioners’ knowledge wider research community. work with experts in the fields of trend analysis, forecasting and scenario-building to develop a wide range of innovative research methods that complement existing approaches take a long-term perspective to explore the future and predict the need for change. Who’s who at the LSRC LSRC Director Ursula Howard is Director of Research at LSDA. As a researcher, her work has focused on informal learning and the development of writing skills in adult literacy. At LSDA she has been responsible for a number of national programmes supporting the introduction of new curriculum policies, including GNVQ, key skills, basic skills for learners with learning difficulties and disabilities, and developing the application of information and communications technology (ICT) to the FE curriculum. Contact: [email protected] The Advisory Forum The Advisory Forum guides the work Advisory Forum members Observers of the LSRC and works to optimise Parin Bahl Chris Hughes the impact of the Centre’s research Capita Strategic Education Services Learning and Skills Development Agency efforts. The Forum champions evidence-informed policy for the Paul Convery Paul Johnson future. Through the Forum the Centre for Economic and Social Inclusion Department for Education and Skills LSRC will benefit from the knowledge, Dr Geoffrey Copland Avril Willis experience and commitment of University of Westminster Learning and Skills Council senior colleagues from the fields Prof Charles Desforges of research, policy and practice in University of Exeter Secretariat post-16 learning. Dr John Dunford Dr Ursula Howard Secondary Heads Association Learning and Skills Development Agency Prof David Hargreaves Wolfson College Cambridge University Carolyn Hayman Foyer Federation Will Hutton The Work Foundation Prof Christine King Staffordshire University (Chair) Ann Limb Ufi Prof Kevin Morgan Cardiff University Prof Tim O’Shea University of Edinburgh Prof Tom Schuller University of London Prof Peter Scott Kingston University Prof Trevor Sheldon University of York Prof David Sherlock Adult Learning Inspectorate Ruth Silver CBE Lewisham College Sonja Stockton National Grid Company Sukvinder Stubbs The Cadbury Trust Newsletter Issue 1 page 4/5 LSRC programme managers LSRC research is conducted by external suppliers and partners from the research community. The LSRC draws on the expertise of the research managers at the LSDA to manage this research. Jill Attewell Mick Fletcher Andrew Morris Learning Technologies Organisation of Learning Building Research Effectiveness Coordinator of the EC-supported Mick has extensive experience of Andrew focuses on the impact and ‘m-learning’ research programme funding issues in relation to post-16 effectiveness of research, and and member of the Joint Information education and training, and has carried collaborates with internal and external Systems Committee’s (JISC) out research and policy analysis colleagues in the pursuit and imple- sub-committee for awareness, at a national level. He has been an mentation of this research priority. liaison and training, managed by observer on the FEFC Tariff Advisory He leads the Learning and Skills the Higher Education Funding Council Committee, now the National Rates Research Network, with its associated for England (HEFCE), Jill helped to Advisory Group, and is a member conferences and R&D Toolkit scheme, implement the Quality in Information of the DfES advisory groups now looking and he is editor of Learning and skills and Learning Technology (QUILT) at access funds, individual learning research. Andrew was formerly head staff development programme and accounts and the implementation of research and development at the National Learning Network (NLN).
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