Podcasts about education development trust

The Education Brief: Saturday 23 November 2024 - Top stories include: A new Teaching Commission aims to address the teacher recruitment and retention crisis. Ambition Institute, Education Development Trust, Teach First, and UCL Institute of Education secured contracts to deliver the Early Career Framework from 2025. A report on the Behaviour Hubs programme reveals contrasting outcomes. The government has commissioned research into the Safety Valve scheme's effects on children and families. This week's deep dive:  New Data on Suspensions and Exclusions We'll also tell you what's happening at HEP this week and what we've been watching, listening to, and reading! Watching - https://fairnessfoundation.com/posts/great-britain Listening - https://podcasts.apple.com/gb/podcast/the-wellbeing-equation-why-happy-staff-stay-with/id1608692574?i=1000673251399 Reading - https://www.mqmentalhealth.org/mental-health-and-the-internet/ AI Tool - https://www.blooket.com/ Music by Slo Pony

In this thought-provoking episode of LawPod, Natalia Barbosa and Anshul Bajaj delve into the transformative role of generative AI in law and technology. Joined by Ed Sohn and Nimal Hemelge from Factor Law, they discuss the potential revolutionary effects that Generative AI tools like OpenAI's ChatGPT and other LLM's (Large Language Models) are going to have in legal practice. The conversation highlights the challenges and ethical considerations of AI integration, its disruptive potential in legal careers, and the hopeful future it heralds for legal work amidst technological advancement. An enlightening discussion offering insights into the dynamic interface of law and technology, imbued with a sense of optimism for the future. Biographies Edward Sohn, Global Head of Insights and Innovation and a member of the Executive Leadership at Factor.  Ed is a  prominent thought leader in the legal services innovation space and an attorney and computer scientist by training.  As well as many years in practice, Ed has led product management at Thomson Reuters and  global innovation and technology for EY Law globally, as well as pioneering the building of scaled legal delivery across a number of contexts.  Ed now leads Factor's AI insights and innovation function globally. Nimal Hemelge, Head of Practice Operations and a Delivery Executive for Factor Law, is a commercial and contracts expert that has lead legal and contracts process and quality improvement across key critical national infrastructure contracts ensuring operational delivery.  At Factor he oversees Legal and Contract Operations Delivery across a portfolio of global NYSE and FTSE100 clients.  He is also an Accredited Assessor for the UK Government Commercial Function; and Non Executive Director and Trustee Board Member of the Education Development Trust

In the latest episode of the World Bank's Teachers Podcast Elaine Ding, Analyst for the Teachers Thematic Group in the Educational Global Practice at the World Bank hosted a conversation on teacher-directed vs. student-centered pedagogical approaches with Lucy Crehan, an international education consultant, researcher, and author. Lucy is the author of ‘Cleverlands: the secrets behind the success of the world's education superpowers', one of The Economist's books of the year in 2016, as well as a book on teacher career structures for the International Institute for Educational Planning and UNESCO. Lucy has also advised foreign governments on education reform at the Education Development Trust.   In this episode, Elaine and Lucy discuss the debate about teacher-directed vs. student-centered instructional approaches to teaching and learning. Lucy provides firsthand insights about some of the benefits and drawbacks of implementing and sustaining these kinds of approaches in different educational systems, and highlights insights that have emerged from large-scale international student assessments. She also shares her own experiences in high-performing classrooms and discusses how teaching and learning can be organized to be most successful. 

PISA (Programme for International Student Assessment) is a worldwide study by the OECD intended to evaluate educational systems by measuring 15-year-old school pupils' performance in maths, science and reading. This week, David interviews Lucy Crehan, qualified teacher, author and educational consultant. Her book Cleverlands (2016) combines educational research with an exploration of the world's top performing education systems, for which she travelled to help out in schools and live with teachers in Finland, Canada, Singapore, Japan, New Zealand and Shanghai. She has worked with governments in England, Brunei and Myanmar, and spoken about her work at conferences in nine countries across four continents. She spent a year working as part of a team advising foreign governments on education reform at Education Development Trust, and now works as an independent consultant and author.

This week, in my ongoing quest to understand what schools are for my guest, is Dr Richard Churches Global Head of Research at the Education Development Trust. We consider if schools can be places where meaningful research can be conducted by teachers.

Vanessa Huws Jones is an Educational Consultant/Adviser. Vanessa's last post was Head of the School Improvement Service for 0-11 in Leeds leading a team of advisers and teaching and learning consultants and has tutored on numerous subjects particularly in diversity and equality.Now as a consultant for schools and MATs, Vanessa is also an associate consultant for Focus Education and Education Development Trust and also work internationally with BI Norwegian Business School supporting their school leaders and developing their leadership programmes. Find out more at www.vanessahuwsjones.co.uk Get bonus content on Patreon Our GDPR privacy policy was updated on August 8, 2022. Visit acast.com/privacy for more information.

Social studies provide clear evidence that more diverse boards are more effective. Organisations that are governed by more diverse boards are less likely to get embroiled in scandals and are financially more successful. The business case is very clear and yet diversity is all but the start. What counts is the integration of people in the boardroom of different gender, different race, different colour, different religion and different background. Welcome to the Better Boards podcast series. In this episode, I am delighted to talk with Yetunde Hofmann about Post-pandemic challenges: Integration – the elephant in the boardroom?I am Dr Sabine Dembkowski, Founder and Managing Partner of Better Boards. We make the boards of the most ambitious organisations more effective. Our mission at Better Boards is to contribute to creating better boards. We do this by providing clients with an evidence-based approach for board evaluations and board development programmes. To fulfil our mission, we give a voice to all who are care about creating better boards. Every 1st and 3rd Thursday of the months, I speak with those that service boards about topics that are ranked high on the agenda.Yetunde is a Non-Executive Director and Chair of the People, Culture and Remuneration Committee at the Chartered Institute of Personnel and Development (CIPD) where she is also Champion for the Middle East.  She is a Non-Executive Director of Treatt Plc, and a member of their Audit, Remuneration and Nominations Committees.  She is a Board Trustee at the Institute of Business Ethics (IBE), Board Trustee and Chair of the People, Culture and Remuneration committee of The Education Development Trust, a Visiting Fellow at University of Reading's Henley Business School and a Board Mentor at Criticaleye, the peer to peer Board level Community. How can we help you and your board? We at Better Boards are delighted to hear from you. You can best reach us at info@better-boards.com. 

Education Development Trust recently partnered with the Vietnam Institute of Educational Sciences to investigate what lies behind Vietnam's learning success: Promising practice: government schools in Vietnam. In this podcast, the report's authors, Tony McAleavy Director of Research and Consultancy and Rachael Fitzpatrick, Research Officer share our key insights and findings. [Download our report](https://www.educationdevelopmenttrust.com/~/media/EDT/Reports/Research/2018/r-promising-practice-vietnam-2018.pdf) To find out more about Education Development Trust and our work around the world visit: [http://www.educationdevelopmenttrust.com](http://www.educationdevelopmenttrust.com)

Matt Davis, UK Regional Director at Education Development Trust is joined by Marie-Claire Bretherton, leader of the Kyra teaching school alliance to look at how some of the approaches on peer review and school-to-school collaboration have worked for the Kyra alliance and how they successfully developed school to school collaboration using Education Development Trust’s [Schools Partnership Programme](https://www.educationdevelopmenttrust.com/en-GB/our-programmes/school-system-reform/schools-partnership-programme). 0:44 How the Kyra alliance started and where it is today. 2:05 About rising above transactional relationships between schools, about making brave decisions and delving into what makes a difference for children. 3:21 Discussion on creating a strategy for capacity. 4:56 About using an invitational leadership style when building collaborative relationships. 7:08 So how do you describe a successful alliance? Showcasing how the Kyra alliance helped a nurture a school out of special measures. 10:30 About peer review and how it forms the building blocks of the wider alliance and how fundamental it is to drive improvement. 11:03 Kyra's peer review groups and how the Schools Partnership Programme has worked well for them. 14:55 So what's next for peer review programme and taking it to the next level. 15:50 Sustainability of peer review and what is required to make it work.

Anna Riggall talks about a recently released report **Multilingual classrooms: opportunities and challenges for English medium instruction in low and medium-income contexts** commissioned by Education Development Trust working in partnership with the British Council and Open University. Additional links: [Read the blog](http://www.educationdevelopmenttrust.com/en-GB/news-and-blogs/blogs/2018/why-english-medium-policy-should-not-mean-english-only) [Download the report](http://www.educationdevelopmenttrust.com/~/media/EDT/Reports/Research/2017/r-english-medium-instruction-in-low-and-middle-income-contexts.pdf) To find out more about Education Development Trust and our work around the world visit: [http://www.educationdevelopmenttrust.com.](http://www.educationdevelopmenttrust.com) [](http://www.educationdevelopmenttrust.com/~/media/EDT/Reports/Research/2017/r-english-medium-instruction-in-low-and-middle-income-contexts.pdf) [](http://www.educationdevelopmenttrust.com/~/media/EDT/Reports/Research/2017/r-english-medium-instruction-in-low-and-middle-income-contexts.pdf)

How do you make initiatives stick in contexts where delivery is challenging? Matt Davis gives his thoughts on the conditions needed to successfully implement school improvement in the identified Opportunity Areas in England. To find out more about Education Development Trust and our work around the world visit: [http://www.educationdevelopmenttrust.com.](http://www.educationdevelopmenttrust.com)

1. John Bush: John is an academy principal with a difference: he is a joint school leader and talks about the logistics of sharing the role 2. Sara Ford: reflections on what to look out for in your leadership contract from ASCL’s Pay & Conditions Specialist 3. Nick MacKenzie: Education Partner at legal firm Browne Jacobson, Nick reflects as a parent on what he hopes education will provide for his children 4. Julie Robinson: the General Secretary of the Independent Schools Council talks about partnership projects between state and independent schools 5. Mark Dawe: the Chief Executive of the Employment and Learning Providers describes developments in technical education and, in particular, the importance of apprenticeships 6. Claire Somerville: the Director of Children & Young People’s Programmes at One Dance UK, Claire reminds us why dance – and the arts generally – matter so much in education 7. Matt Davis: Matt is Director of UK Education at the Education Development Trust. He talks about ingredients in successful collaboration between schools, and describes the groundbreaking Future Teaching Scholars programme in recruiting future teachers 8. Claudia Harris: the Chief Executive of the Careers & Enterprise Company describes ways in which schools and colleges can improve the quantity and quality of young people’s encounters with the world of work 9. Sam Kent: an assistant headteacher in the South West of England who explains why he aspires to be a headteacher 10. Daisy Christodoulou: the Director of Education at No More Marking describes how comparative judgements can cut teacher workload and restore teachers’ professional expertise 11. Sir David Carter: the National Schools Commissioner talks about key elements in successful MATs, the time it realistically takes to improve a school, and reacts to being presented with a Geoff Barton Christmas CD

Dr Richard Churches (@teacherled_RCTs), Lead Adviser for Education Reform and Evidence Based Practice at Education Development Trust talks about a world first collaboration in which serving teachers are designing and leading randomised controlled trials with the support of neuroscientists from King’s College London and Nottingham University Medical School (Dr Eleanor Dommett and Dr Ian Devonshire).

  As CEO of Education Development Trust (former CfBT Education Trust), Steve leads an organisation that operates in diverse environments around the world to transform lives by improving education. Working with governments at national and regional level to improve education systems and with school clusters to raise standards, Steve manages an internationally based workforce in India, the Middle East, South East Asia, Africa, the UK and many other localities. CfBT is a charity and its commitment is to sustainable, high quality self-improving education systems. Steve began his career as a secondary school teacher in Birmingham, later moving to the north east of England where he worked as a teacher and then as a lecturer. In the late 1980s and the 1990s he worked in school improvement roles in Oldham and Blackburn with Darwen and from 2000 to 2005 he was director of education in Knowsley, Merseyside. Steve was chief executive of the National College for School Leadership from March 2005 to November 2012.