This is the library of all our published reports and insights.
If you have any questions about a particular report, please tweet the Education team @GatsbyEd or email us info@gatsby.org.uk.
Disclaimer: The Gatsby Charitable Foundation commissions and funds research which contributes to the strengthening of the country’s science and engineering skills. The views and opinions presented in the research reports do not necessarily reflect the opinions of the Gatsby Charitable Foundation.
This piece of research was carried out to establish if practical work in schools, in particular within science A level qualifications, provides students with the practical skills they need to successfully pursue a career in the STEM sector.
Our earlier policy note makes the case for a combination of direct and indirect assessment of practical work in science GCSE. This addendum develops further how the system could work in practice.
Initial teacher education in the FE sector in England is characterised by diversity and complexity. In this report, Dr Ron Thompson reviews the current system. A model for understanding approaches to subject-specialist pedagogy is put forward, and applied to the current teacher education system, considering its potential for strengthening this area of professional development.
We commissioned Frontier Economics to examine the economics of registration schemes. Their report, published in August 2013, considers how registration schemes can help match STEM technicians to STEM jobs and, in so doing, provide benefits for technicians and their employers.
The best apprenticeships in England compare favourably with those in countries with world leading vocational education and training systems. Gatsby believes that the Richard Review and the government’s response to it provide a compelling vision for how to build on this success. Gatsby is making funding available to support employers and professional bodies involved in the Trailblazers.
This report by Dr Scott Kelly investigates the link between employers' ability to identify their skills needs and their knowledge of the qualifications system.
