Education Endowment Foundation (EEF)
Link: Education Endowment Foundation
What it offers:
The EEF is the UK’s leading independent organisation for evidence-informed education. It provides the Teaching & Learning Toolkit, guidance reports, the Early Years Evidence Store, and evaluations of interventions. All resources are free and designed to help educators choose approaches with proven impact.
Useful aspects (for Bangladesh):
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Clear cost/impact/evidence ratings help schools prioritise in low-resource settings.
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Large repository of strategies focused on equity and supporting disadvantaged learners.
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Guidance reports and toolkits are practitioner-friendly and easy to navigate.
Cautions:
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Research is UK-based; direct transfer requires adaptation to Bangladeshi culture, curricula, and class sizes.
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Many strategies assume smaller ratios and more resources than typical in Bangladesh.
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Materials are in English — translation or contextualisation is needed for classroom use.
Curriculum Research Reviews (Ofsted, UK)
Link: Curriculum Research Reviews
What it offers:
A series of subject-specific reviews and reports (English, maths, science, history, geography, music, PE, languages, RE, and more) that summarise research on curriculum design, pedagogy, sequencing, and assessment. They set out what high-quality teaching and progression look like in each subject.
Useful aspects (for Bangladesh):
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Provides clear, evidence-based principles for curriculum sequencing and subject progression.
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Offers subject-level insights that can support teacher trainers, school leaders, and policymakers.
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Synthesises multiple studies, making the findings more robust and less reliant on single cases.
Cautions:
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UK curriculum differs from Bangladesh’s — direct transfer is not possible without adaptation.
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Recommendations often assume strong infrastructure, subject-specialist teachers, and smaller classes.
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Reports are in English and may require translation or simplification for classroom use.
Initial Teacher Training & Early Career Framework (ITTECF, UK)
Link: Initial Teacher Training and Early Career Framework
What it offers:
From September 2025, the UK has merged its Initial Teacher Training Core Content Framework and Early Career Framework into one document. It sets out the knowledge, skills, and behaviours new teachers should develop from training through their first years in the classroom.
Useful aspects (for Bangladesh):
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Provides a clear structure of what effective early career teacher development looks like.
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Can guide the design of induction, mentoring, and training programmes in Bangladesh.
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Evidence-informed framework ensures the focus is on practices that improve pupil outcomes.
Cautions:
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Written for the UK system — adaptation is needed for Bangladesh’s curricula, languages, and assessment norms.
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Assumes strong mentoring, supervision, and smaller class sizes.
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Requires localisation and simplification to fit contexts where resources and support structures are limited.
Impact Journal (Chartered College of Teaching)
Link: Impact Journal | Chartered College of Teaching
What it offers:
The Impact Journal is a termly, peer-reviewed publication aimed at connecting educational research to classroom practice. Each issue has a theme relevant to teachers (e.g. pedagogy, classroom culture, learning design). It includes original research articles, expert perspectives, and teacher voices. Available online and in print.
Useful aspects (for Bangladesh):
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Teacher voice & practitioner perspective: helps ground research in what teachers actually experience, which can make ideas more credible and easier to adapt locally.
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Themed issues (pedagogy, inclusive practice, assessment etc.) allow readers to focus on particular areas of priority.
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Encourages reflection: reading how other educators apply evidence can inspire innovation in one’s own context.
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Accessible articles: because it tries to bridge research and practice, it could be useful in teacher training / CPD.
Cautions / things to consider for Bangladesh:
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Some articles may assume UK-based conditions (resources, classroom size, subject specialism) which are different in many Bangladeshi settings. Adaptation is necessary.
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Access issues: some content might be behind membership paywalls or require purchase; that may limit reach in low-resource areas.
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Language & terminology: academic style or UK education jargon may need simplification or translation for Bangla speakers or teachers not used to research literature.
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Relevance of themes: while many themes are globally applicable, some may be less immediately relevant due to different curricula, cultural norms, or policy frameworks in Bangladesh.
