NERF and Capacity Building

Andrew MorrisProgramme Director

National Educational Research Forum, England

RCBN Conference Cardiff 24th February 2004

Today’s talkWhat is NERF?

What people are saying through NERF

What NERF is finding out

What should be done next?

Contact details

Discussion points

What is NERF?

Members• Chair, Sir Michael Peckham,

appointed by S-o-S• 16 people from different phases

and with roles• Meets quarterly

Sub-group reports• Funding• Priorities• Quality• Impact• capacity

Remit• To oversee the development of a

coherent strategy for educational research

Modus operandi• Strategic proposals• Programme of projects and

activities• Catalyst for collaboration

What people are saying through NERF

Sub group report Definition:

• Resources available in the system for doing and using research

plus• Ways in which they are

brought to bear

scope:• Throughout system• All stages of whole

process• Range of stakeholders• Range of methodscurrently:

• Weak coordination• Some imbalances• Better evaluations,

reviews• Lack capacity to usefuture:• National coordinating body• More institutional

collaboration• Practice/policy and research

partnerships • Career development paths• Training in under-rep

methods

What people are saying through NERF

Dyson and Desforges paper:

• Key issue now: getting ideas acted upon

• Mobilise many organisations around common agenda

Three developmental themes:• Expertise amongst

professionals• Organisational

infrastructure• Practitioners and

policymakers producing and using research

NERF role• Ensure wide debate• Create means to

coordinate actions• Monitor impact of

actions

What NERF is finding

Joint workshop• Focussed on CB

initiatives• Built on D&D paper and

TLRP consultationUser proposals:• Brokerage to encourage

users to exploit what is there

• Centre of evidence of users• Away-days for policy makers

Researcher proposals• Expand training to

include large datasets• Funders develop

standards to include training, management, impact

• Set-up regional skill training centres

Current email dialogue• Follow-up to workshop

proposals• TTA, DfES, GTCE, TLRP,

LLF engaged • Summary and discussion

at Funders Forum in March

Nature of changes needed• Systemic• individual

SystemicUsing Is research evidence

• Available, navigable?

• Relevant, useable?Am I able to

• Assess it?• Adapt it?• Make use of it?• Contribute back to

researcher?

SystemicDoing• What kind of research

careers are needed?• Which organisations fund

and deliver?• how should coherence be

developed?• how can shortages be

overcome

Direction of change

IndividualModality• Courses and toolkits• On- of off- the-job• new approaches to CPD

Direction of change

CurriculumAddress weaknesses in

• Designing for impact• Proposing to funders• Formative evaluation• Quantitative (small

and large)• communicating

participants• Articulate needs

(collectively)• Help shape provision• Press for funding (including

local sources)

funders• set out

shortcomings they see?

• build in capacity-building requirement?

• Find ways to act collectively?

Agents of change

planners• Differentiate client groups:

• New, mid career, experienced reserachers• Dedicated, practice-based, consultant• intermediaries

• Offer various modes• Distant, at work, in HE

• Two stranded curriculum• Methods, data sources, impact• Locating, assessing, utilising

NERF• Identify area for consensus on

systemic development• Establish which organisations

wish to work collaboratively• Develop an action plan• Stimulate activity to take

collaboration forward

What could be done?

Individual funding organisations• Consider introducing (or extending) a

capacity building function• Prepare to collaborate with others • Work out how to reap benefit for

investment

Finding out more

NERF and Funders’ Forum• See website:

• www.nerf-uk.org• Join NERF Network:

• victoria.white@dfes.gsi.gov.uk

Discussion points

Some discussion points• Should we address both individuals and

systems?

• Is a career “structure” feasible or desirable?

• Which organisations should take the funding lead?

• Which organisation should lead on delivery?

• Who determines the curriculum?

• Who deals with nationwide shortages?

• How do we build capacity for novel approaches?

• How do we increase coherence across provision?