Despite mantras such as ‘evidence-based policy’ and ‘evidence-for-policy’, many working in and with an interest in education remain unconvinced that policies are truly underpinned by, to draw on an oft-used proclamation, ‘the best available evidence’. Thus, there have been growing calls for new ways of producing education policy. This book is intended to make headway and add fuel to this movement. A wide range of scholars have been assembled to make contributions to this book that are likely to be of interest to academics, politicians, civil servants, school staff, and other education professionals in the public, private, and voluntary sectors. The book’s chapters reflect on opportunities and challenges for policy advice and policy making in education and, significantly, they put forward new possibilities for the future.
The conversations, debates, and further research that this book ignites could prove fruitful over time, ultimately leading to more optimal policies.
