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From Sunday 13th to Monday 14th April, our Managing Director International, Fadi Khalek, joined the global conversation on education and skills to move ‘#BeyondReadiness’ at Human Capability Initiative (HCI) in Saudi Arabia. Fadi connected with leaders to share EDT’s vast knowledge, experience and track record in future readiness, and how we are expanding our operations in Saudi Arabia. Reflecting on the various talks and conversations across the two days, Fadi shares some insights and food for thought.

A global dialogue in education matters. The ability to learn from international experiences, adapt evidence-based policies, and co-develop solutions across borders is crucial in navigating the increasingly complex landscape of education reform. EDT convened its third Global Dialogue event in January 2025, bringing together policymakers, educators and partners to explore key educational challenges, discuss learnings and best practices, and identify scalable, contextually relevant strategies for reform.

Having made a dramatic impact on over 650 schools and multi-academy trusts since its launch in 2021, the Behaviour Hubs programme is coming to an end in April 2025. In this article, Senior Programme Manager Richard Warenisca explains that schools are facing increasingly complex challenges in behaviour management, and that school leaders and teachers urgently need more support.

Mark De Backer, Head of Careers at EDT, reflects on the government’s ambition to give all school and college students the opportunity to improve their future job prospects by undertaking two weeks’ work experience.

In this research report, we document the structure and impact of the Behaviour Hubs programme and examine its collaborative approach. We analyse feedback and survey data from participants, in the context of the Ofsted inspection framework, while calculating the cost per pupil and comparing it to other similar behaviour interventions.

We are delighted to share our latest annual impact reviews. This year we have produced a global highlights review, along with three regional reviews detailing our impact in the UK, the Global South, and the Middle East and Asia.

The Future Teaching Scholars programme, delivered on behalf of the Department for ´óÏ㽶ÊÓƵ in England, is a unique six-year route into teaching. We recruit outstanding maths and physics students before they go to university, and support them through their initial teacher training and qualification, and during the first two years of employment.

This report presents a summary of a three-year project conducted by academics at the University College London (UCL) Centre for ´óÏ㽶ÊÓƵ Leadership, funded by the ´óÏ㽶ÊÓƵ Endowment Foundation (EEF), evaluating EDT’s Schools Partnership Programme (SPP). On the SPP, clusters of schools conduct peer reviews and support one another’s improvement – leading to improved system leadership and greater accountability in England’s schools.

Cognitive load theory can inform curriculum design and classroom practices, offering concrete strategies to improve student outcomes. Dr Richard Churches, our Director of Research and author of the book Neuroscience for Teachers, and Dr David Johnson of the University of Oxford, discuss the potential of using CLT as part of curriculum design.

Literacy and numeracy matter. Without proficiency in these foundational skills, students cannot succeed in their education or future careers. The case study from Brunei described in this report provides a practical example of how learning outcomes in this area can be improved through the power of teacher coaching.

Over the past ten years, the world’s poorest countries have experienced nearly eight times as many natural disasters compared to three decades ago. This report considers the impacts of the global climate emergency on school education in low-income countries, and explores how to address the negative consequences it has on learning.

It is well established that continuous professional development (CPD) is a key component in developing and improving professional practice, writes early childhood education specialist Jan Dubiel. But what makes CPD so effective, and why is it so important in early childhood education (ECE)?