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Training & Support
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  • Get Involved
    To participate fully in the EIPPEE project, please register and become a member of the EIPPEE network.
  • Training and support
    A central part of increasing research use in education is capacity development, defined as ”the process whereby people, organisations and society as a whole unleash, strengthen, create, adapt and maintain capacity over time”
  • Using Research
    There are many barriers to the use of research in decision-making, and even where research is used in decision-making, it can be used to different extents and levels by decision-makers.
Training

Sign up for one of our free online courses in evidence-informed policy making.

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Events

Register for one of conferences and other events.


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Getting involved
Do you want to get involved with the EIPPEE project?

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Welcome to EIPPEE

Evidence Informed Policy and Practice in Education in Europe (EIPPEE) is a two-year project, from March 2011 to Spring 2013. The project aims to increase the use of evidence to inform decision-making in education policy and practice across Europe.

The information on this website relates to policy-makers, practitioners, the media, public and other stakeholders who may be interested in or working in the area of evidence informed policy and practice in education.

The EIPPEE project is funded by the European Commission Directorate-General for Education and Culture under the Lifelong Learning: 2020 strategy (Agreement number EAC-2010-1395) with additional support from the Institute of Education, University of London.

A brief introduction to the EIPPEE project is available in the following languages:




Why isn't education research used in policy making?

An article in the UK's Guardian newspaper suggests more should be done to link research in education to policy-making. Earlier this year, the House of Lords published a detailed report on the topic of government chief scientific advisers. This 100-page report was based on almost 400 pages of evidence and made some important recommendations about how scientific evidence should be acted upon in public policymaking. The conclusion of the  report was that government scientific advisers needed to have status, be independent, challenging and be able to introduce evidence at every stage of the policy process. But is enough done to highlight good practice and share research findings? 
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