1. NERF and Capacity Building Andrew Morris Programme Director National Educational Research Forum, England RCBN Conference Cardiff 24th February 2004

2. Today’s talk What is NERF? What people are saying through NERF What NERF is finding out What should be done next? Contact details Discussion points

3. 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

4. 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 methods currently: Weak coordination Some imbalances Better evaluations, reviews Lack capacity to use future: National coordinating body More institutional collaboration Practice/policy and research partnerships Career development paths Training in under-rep methods

5. 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

6. What NERF is finding Joint workshop Focussed on CB initiatives Built on D&D paper and TLRP consultation User 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

7. Nature of changes needed Systemic individual Systemic Using Is research evidence Available, navigable? Relevant, useable? Am I able to Assess it? Adapt it? Make use of it? Contribute back to researcher? Systemic Doing 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

8. Individual Modality Courses and toolkits On- of off- the-job new approaches to CPD Direction of change Curriculum Address weaknesses in Designing for impact Proposing to funders Formative evaluation Quantitative (small and large) communicating

9. 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

10. 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

11. Finding out more NERF and Funders’ Forum See website: www.nerf-uk.org Join NERF Network: victoria.white@dfes.gsi.gov.uk

12. 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?