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Inspired by the work of David Raffe and his co-authors who set out the positive benefits gained from comparing the policies of "the UK home nations" in an article published in 1999, researchers in the Education and Curriculum Team launched a project in early 2020 that we called Curriculum Watch. The aim of this project was to collate a literature and documents database of education and curriculum policies, research and analyses from across the four countries of the United Kingdom (UK). In this article, we draw on our literature database to make sense of the rapid changes in education policy that occurred in the early stages of the COVID-19 pandemic in the four UK nations of England, Scotland, Wales and Northern Ireland. We analyse some of the key areas of UK policy formation and content (in relation to curriculum, pedagogy and assessment) that we observed during the first six months of the unfolding pandemic. In addition, we reiterate the clear benefits of using comparative research methods in the UK context: our research findings support the idea that closeness of national contexts offers the opportunity for evidence exchange and policy learning in education.

Does one approach fit all when it comes to curriculum design? In debates on curriculum design, educators have argued that a curriculum model should take into account the differing knowledge structures of different subjects. Subjects such as maths and science are generally defined as well-structured knowledge domains, characterised by a linearity in learning objectives, and well-defined and predictable learning outcomes. Less structured subjects such as the arts and humanities could, however, benefit from models that encompass a different approach to learning. Two competing perspectives on curriculum design have emerged: the spiral model developed by Bruner in 1960, and non-linear models based on processes of learning in different knowledge domains. Research on curriculum design has tended to focus on the needs of science, technology, engineering and maths (STEM) subjects. Many alternative models to the spiral have come from arts-based disciplines, in particular visual arts. This article contributes to the ongoing debate about curriculum design in different subjects. It details the key characteristics of Bruner's spiral model, and presents the main arguments made in favour of adopting flexible and non-linear curriculum models in specific subjects. We discuss a number of alternatives to the spiral model and analyse the relative strengths and weaknesses of these different approaches. The conclusion offers a discussion of implications of our findings for further research in curriculum design.

This chapter examines the notion of system-level co-ordination of education research production. The first section presents the challenges that exist in systems to co-ordinate education research production and presents a range of policy mechanisms that can help build a high-quality knowledge base that policy makers and practitioners can draw on. The chapter then discusses different types of education research and their relevance to policy makers and practitioners. It subsequently examines the emerging optimism around collaborative research, in particular the need to incentivise knowledge mobilisation efforts and address stakeholders' divergent knowledge needs. The chapter showcases examples of promising mechanisms that countries have implemented to co-ordinate education research production. [ABSTRACT FROM AUTHOR]

This chapter introduces the theme of the report: developing a culture of research engagement. It discusses key concepts and lessons from the knowledge mobilisation literature. In particular, the chapter briefly explains what a culture of research engagement means at the organisational and system level and identifies two cross-cutting themes in developing such a culture. The two themes - developing skills and capacity and creating stable structures and processes - are then introduced along with a set of questions the remaining chapters in this publication will be exploring. Finally, the chapter outlines the structure of the report. [ABSTRACT FROM AUTHOR]

This chapter examines the use of research in governing and developing the education sector in Norway. It maps the landscape of education research stakeholders and strategies in the policy arena and provides an overview of the status quo of education research in Norway. It presents an analysis of policy makers' use of education research and perceptions of the strengths and gaps in using knowledge and evidence in education policy making in Norway. The chapter details the main processes and structures that Norway has put in place to facilitate the use of education research within the public sector and explores the public sector PhD programme as a particular example of a promising practice. It concludes with some key takeaways. [ABSTRACT FROM AUTHOR]

This chapter brings together the lessons learnt from the chapters in this report. It starts by elaborating on the ingredients and basic enabling conditions of thoughtful engagement with research. It then discusses insights on learning both as a core component of a strong research engagement culture and as an explicit capacity-building strategy. The chapter summarises structures, processes and tools that bridge the research-policy-practice gap and discusses implications for leadership. It concludes with thoughts about the future of research engagement and suggests concrete actions. [ABSTRACT FROM AUTHOR]