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This paper demonstrates an innovative school based teacher development (SBTD) model, designed to reach large scale (80,000 teachers and 10 million students by 2017) and impact positively on teachers’ communicative language teaching (CLT) practices, increasing both the English proficiency of teachers and students. The model is being currently used with 4000 teachers after an initial pilot period with 690 teachers (supported by 59 Teacher Facilitators) and 132,700 students (2008–2011). We illustrate, using the findings from studies conducted for the pilot phase intervention, the successful impact on teachers and students after participating in the project for just one year. We argue that such a model, using low-cost mobile technologies, is suited to provide 12 million students with increased EL proficiency.

English in Action (EIA) is a nine-year UK government funded programme aiming to raise English language skills in Bangladesh. This presentation will provide an insight into two distinct methodologies where mobile learning has been successfully launched at scale.\ud \ud The presentation will first examine the schools’ component of the project, where mobile technologies are used for teacher professional development (TPD) and communicative language teaching. The presentation will examine the changes in the technologies used as the project has developed and will demonstrate how low cost mobile phones provide unprecedented opportunities to both deliver TPD and improve teachers’ and students’ communicative English language skills.\ud \ud The second half of the presentation will introduce the adult learning initiative of English In Action, which aims to address widespread desire amongst adults to learn English. Under the brand of “BBC Janala”, the project’s mobile learning service is accessible at reduced tariffs from all of the country’s mobile operators and, at the end of July 2012, had 6.3 million users. As well as addressing challenges of user experience and content, the presentation will outline lessons learnt in the development and evolution of the service and examine how its business model will influence its sustainability going forward.

Examples of mobile phones being used with teachers to provide teacher continuing professional development (CPD) in emerging economies at scale, is largely absent from the research literature. We outline English in Action’s (EIA) model for providing 80,000 teachers CPD to improve their communicative language teaching (CLT) in Bangladesh over nine years. EIA’s CPD program is delivered face-to-face and supported through open distance learning (ODL). This innovative model of teacher CPD is using low-cost mobile phones, or the ‘trainer in your pocket’ to deliver CPD to 12,500 teachers through 2015. Drawing on the success of the pilot phase of the project, we argue EIA’s model is a low-cost solution well suited to deliver CPD at scale, which replicable for developing countries.

This paper stems from a study of 45 secondary schools and colleges in England during 2007/08. Using documentary analysis, interviews with staff, students and parents, surveys of staff and students, and official statistics, we look at a number of potential outcomes related to citizenship. These include voting behaviour, charity work, and preparation for later life. In contrast to standard school effectiveness and improvement studies, we find that student/family background and institution-levels factors are relatively minor determinants of citizenship outcomes. If accepted this suggests that improvements here can come easier than in more traditional school outcomes, since they appear to be more sensitive to teacher and students experiences. In particular, we propose further investigation of the promise of student autonomy, staff prioritisation of student aspirations, and mutual respect between all actors in education.

This report forms part of a baseline of evidence on the existing situation for 14 to 19 year-olds. In future years, this baseline can be used to help identify changes over time. The findings come from a year-long study of 45 institutions involved in delivering 14-19 education and training. These 45 case studies are representative of the range of relevant institutions in England, including schools, colleges, special projects, and the private sector. All have agreed to continue as part of the ongoing evaluation until 2013/14. The baseline of evidence includes interviews with students in years 11 and 12, governors, staff, parents/carers and partners, and surveys of staff and students, official statistics, and documents from each centre. Findings are presented in relation to four key objectives of the reforms – increasing student enjoyment, achievement, participation, and preparation for citizenship.