Our Mission
We support people in education - practitioners, students, parents, decision makers - in building fairer and better education environments through evidence, community-driven research, and innovative action in the field of integrity.
1. Focus on people
We develop and apply a unique, well-tested brand of policy and integrity analysis which delivers actionable evidence and insights about the effectiveness of education policy from the point of view of people who participate in education. Our goal is to support improvement by giving these people a voice and a vector of high-quality, high-impact involvement in making education better.
2. Innovate
Since our inception in 2015, we have been exploring novel themes and developing novel methodologies, which are rooted in the day-to-day experiences of education practitioners and stakeholders with integrity and the implementation of public education policy in practice. We will continue to identify themes and policy problems of system-wide significance before they have become a matter of mainstream research, and raise awareness about them.
3. Share
We provide open access to our knowledge and experience to all interested parties, in education and beyond, as a way of giving back to the professional and stakeholder communities which contribute to (and depend on) our work. This is in line with our main purpose: to work for the benefit of others who may need guidance, support, and alternatives to their current situation in the education system.
In many countries, good education remains a sought-after but scarce commodity reserved for a selected few, despite long-standing commitments to the contrary. Over the years we have seen how in places where good quality education is scarce, it is usually to the detriment of the weakest and most vulnerable members of society. Such settings are rife with policy abuse in the form of integrity violations, which proliferate disadvantage, normalise problematic conduct, and prevent genuine improvement.
Enrolment in primary and secondary education since the introduction of public schooling, by world region and level of education
Total number of 15-year olds who are functionally illiterate in reading, mathematics, and science (2018)
Over the past decades, school enrolment in most of the world has taken off, seemingly in line with the commitment of national authorities to education as a human right and to the provision of access to schooling for all children. Much remains to be done, and yet….
…access to good quality education remains a scarce commodity for a concerningly high number of children. A fifth of all students who took the OECD PISA test in 2018 across high and middle income countries, remain functionally illiterate in reading, mathematics and science…