top of page

About CES Partners

​

CES is a not-for-profit partnership. Our mission is to improve outcomes by learning from Education Systems around the world.


We are building system knowledge and understanding for everyone who shapes education policy - using our partnership model. The hub team plans, distills and disseminates international policy reviews, with partner academics and research organisations. The CES Executive team, or Hub, includes a balance of research, international and policy experience, together with experience of systems, synthesis and organisation building. Similarly, the CES Advisory Board and EPI appreciate how to generate quality research and insight - and how to integrate this into the process of policy making.  

Executive Team

Advisory Board

EPI Partnership

Partners

CES partnerships grow as additional policy areas are reviewed. Critical to success are, domain knowledge vis-a-vis the policy instruments in question (e.g. curriculum, accountability, assessment etc), research and analytical expertise across a range of methodologies and system capabilities e.g. EPPI-Reviewer. CES anticipates there will be an increasing use of AI driven exploration of data sources and descriptive information, together with technically enabled collaboration and co-creation.

​

For the two Nuffield reviews, the Curriculum team leads and co-investigators are Jane Mann, Tim Oates and Dr. Daniel Morrish from Cambridge University Press & Assessment. For Accountability, team leads and co-investigators are Dr Alison O’Mara-Eves and Dr. Antonia Simon (EPPI); Professor Melanie Ehren (Vrije Amsterdam); Professor Simon Burgess (University of Bristol). Ruth Maisey is the Nuffield Programme Head and Josh Hillman the Director of Education at Nuffield.​

CES Partners
(for current and recent work)

Feasibility Deck partner logos.png
image.png

Funding

CES is funded through a mixture of research grants and charitable donations, the latter from foundations, trusts and private individuals. CES wishes to maintain its independence, in order to provide knowledge and insight which is non-partisan and comprehensive. CES does not advocate specific reforms, but it can explain how objectives and outcomes might best be achieved.  The CES scope for international comparative reviews covers all ages of education, from pre-school to adult and all of the building blocks in the education system (see areas of interest).  CES is interested to work with those who wish to learn more about certain stages or aspects of the complex education system, to share this knowledge with everyone in the education eco-system and to ensure change is effective and enduring.

Surprisingly, there are no organisations in the world using the CES model. Our research identifies this. The NCEE in the USA shares similarities, but undertakes primary research, rather than systematically reviewing existing research. There is some cross-over with ad-hoc OECD projects, but their main body of work is statistical and does not methodically study the country-by-country systems and context that operates behind the numbers.

The CES Community Interest Company number is 15550235 and funds can also be donated via the associated Charitable Foundation for Education Development, number 1169268. CES are pleased to publish the names of any donors.

Background

CES was conceived with the belief that education policy making in the UK can be improved. The initial concerns were seen through the English lens, among conversations between Sam Freedman, David Laws and Patrick Wall, from a range of roundtables and research projects managed by EPI and Natalie Perera's team and from edpol’s policy making review. The CES concept was heavily influenced by Tim Oates' macro analysis of the education system, Lucy Crehan's international work and Loic Menzie's commitment to quality research. The current Executive is therefore the CES founding team, with an acknowledgement to those mentioned here, including Josh Hillman at Nuffield, who shaped the hub and spoke model, Dr Bevil Luck for a wide range of analysis, Jonathan Simons at Public First and all of those who generously contributed to the exploratory stages from 2020 to 2022.

Please contact us with any questions.

Contact us

  • X

patrick.wall@edpol.net

@CentreEduSyst

Thanks for submitting!

bottom of page