Research Tenders

We are not currently advertising any opportunities for conducting literature reviews. Any future opportunities will be listed here. To have an intervention evaluated, please see the main application page

Since 2012, we have commissioned literature reviews on a range of topics, including:

  • Digital technology on learning (2012)
  • Literacy at the primary/secondary transition (2012)
  • Non-cognitive skills(2013)
  • Education and neuroscience (2014)
  • Two linked studies on pupils with English as an Additional Language (2015)
  • Arts education (2015)
  • Written marking strategies (2016)

In the past couple of months, the EEF has launched three literature reviews, each inviting expressions of interest from researchers with extensive experience in these fields, which aim to answer these questions:

In all of the tender specifications we issue, we have three overarching aims:

  • identify interventions and approaches which have demonstrated evidence of impact on young people’s outcomes;
  • identify the quality of this evidence – how good and consistent it is, and where is further research needed;
  • identify the key features of effective practice.

The reviews explore the impact on attainment and related measures for all pupils, with a particular focus on pupils from disadvantaged backgrounds and can be regarded as evidence-sifting exercises: they highlight the most promising approaches and programmes which we might want to fund, in particular if we are looking to explore a particular theme in depth.

Commissioning a literature review is our signal of intent, that we think there may be an opportunity to build on the existing evidence base – and extend it – by funding independent evaluations of promising projects in order to improve our understanding of ‘what works’ in raising the attainment of disadvantaged pupils.

Careers education; improving outcomes and employment prospects for 16-18 year olds who have failed to achieve the expected C grade level in English and mathematics at GCSE; science education (in partnership with the Royal Society): these are three areas where we think there could be potential for new trials in schools and colleges to yield valuable insights which will help break the link between family income and education attainment.

The literature reviews should, we hope, give us a solid basis on which to begin our work of identifying, testing, and then scaling those approaches and programmes with the best chance of making a real and enduring difference.