Education Endowment Foundation Research Funding Opportunities: Three Calls for Research Proposals in England’s Education Sector

<p>The Education Endowment Foundation (EEF) has announced three research opportunities inviting legally constituted organisations and research teams to submit proposals examining important issues in education across England. The calls focus on inclusive mainstream education and Special Educational Needs and Disabilities (SEND), technical and vocational teaching for learners aged 16–19, and the continuity of exam boards for GCSE resit learners.</p> <p>These opportunities are particularly relevant to education research organisations, universities, research consultancies, policy institutes, and research consortia with expertise in qualitative research, education, pedagogy, impact evaluation, process evaluation, and the 16–19 education sector.</p> <p>The three calls seek to generate evidence that can contribute to future EEF guidance, research commissioning, and education policy. Depending on the opportunity, successful research teams may be expected to conduct school or college visits, classroom observations, quantitative analysis, qualitative research, feasibility work, or evaluation activities.</p> <p>Below is a detailed overview of all three EEF research opportunities, including their objectives, research questions, methodological expectations, eligibility requirements, and application deadlines.</p> <h2>1. Practice Review on the Inclusive Mainstream Fund and Inclusion Strategies</h2> <p>The Education Endowment Foundation is commissioning a practice review examining how schools in England are developing inclusion strategies and approaching their use of the Inclusive Mainstream Fund (IMF).</p> <p>The research comes at a time of significant policy development around creating a more inclusive mainstream education system in England, particularly for children and young people with Special Educational Needs and Disabilities.</p> <h3>Background and Context</h3> <p>The Government’s 2026 Schools White Paper set out an ambition to create a more inclusive mainstream education system in which schools are appropriately equipped and funded to support children with SEND to achieve and thrive within inclusive mainstream settings.</p> <p>As part of this broader reform agenda, the Department for Education has committed to a package of measures intended to strengthen inclusion within mainstream schools.</p> <p>One of these measures is the Inclusive Mainstream Fund.</p> <p>In addition, the Department for Education expects all state-maintained mainstream schools to develop and publish an inclusion strategy on their websites by 31 December each year.</p> <p>These developments create an opportunity to understand how schools are responding to the new expectations in practice.</p> <p>The EEF therefore wants to build an evidence base around how schools are developing their inclusion strategies and making decisions concerning the Inclusive Mainstream Fund.</p> <h2>What the Inclusive Mainstream Fund Research Will Examine</h2> <p>The practice review aims to develop a clearer picture of current practice across different school settings.</p> <p>In particular, the research will:</p> <ul> <li>Map current approaches to developing inclusion strategies across school settings.</li> <li>Examine how schools are approaching spending through the Inclusive Mainstream Fund.</li> <li>Explore differences in practice between schools and settings.</li> <li>Investigate reported changes in behaviours and beliefs associated with the introduction of the new policies.</li> <li>Explore changes in decision-making that may be connected to the new inclusion policies.</li> <li>Identify emerging approaches that may be relevant to future EEF guidance and research.</li> </ul> <p>The research is therefore not simply focused on whether schools have developed inclusion strategies. It is also concerned with understanding the processes behind those strategies and how schools are making decisions about resources and inclusion.</p> <h2>How the Research Findings Will Be Used</h2> <p>The findings from this research are expected to have several applications within education policy, research and practice.</p> <p>The evidence may inform future development of EEF guidance relating to inclusion, including resources such as the EEF Guide to Inclusive Teaching.</p> <p>The findings may also contribute to:</p> <ul> <li>Future EEF research activity.</li> <li>The development of additional evidence-based resources.</li> <li>Understanding of emerging practices in mainstream schools.</li> <li>Advice provided to policymakers.</li> <li>Future research priorities concerning inclusive education and SEND.</li> </ul> <p>The main output from the project will be a written research report.</p> <p>The report is expected to be published by the end of March 2027.</p> <h2>Research Approach</h2> <p>The EEF welcomes proposals capable of addressing both the primary and secondary research questions.</p> <p>Applicants are encouraged to consider a variety of research methods and may propose innovative approaches where appropriate.</p> <p>A mixed-methods approach may be suitable for the project, depending on the proposed research questions and methodology.</p> <p>Applicants should therefore demonstrate clearly how their proposed methodology will allow them to develop a meaningful understanding of:</p> <ol> <li>How schools are developing inclusion strategies.</li> <li>How schools are approaching Inclusive Mainstream Fund spending.</li> <li>Whether behaviours and beliefs are changing.</li> <li>How decision-making may be changing in response to the policies.</li> <li>How practices vary between different school settings.</li> </ol> <h2>Who Can Apply for the Inclusive Mainstream Fund Practice Review?</h2> <p>The opportunity is primarily relevant to organisations and research teams with expertise in education research, particularly research involving schools, inclusion, SEND, policy implementation, and qualitative or mixed-methods research.</p> <p>Potential applicants may include:</p> <ul> <li>Universities and higher education institutions.</li> <li>Education research organisations.</li> <li>Research consultancies.</li> <li>Policy research organisations.</li> <li>Specialist education research teams.</li> <li>Consortia bringing together complementary research expertise.</li> </ul> <p>Applicants should carefully review the complete EEF invitation to tender and selection criteria before submitting a proposal.</p> <h2>Deadline for the Inclusive Mainstream Fund Research Opportunity</h2> <p>Completed applications must be submitted through the designated Form Assembly application form by: <strong>12pm on Monday, 19 October 2026.</strong></p> <p>Applicants should allow sufficient time to review the tender documentation, prepare their methodology and supporting information, and complete the online submission before the deadline.</p> <p style="text-align: center;"><a href="https://eefoundation.tfaforms.net/5044604?PID=a1GTv00000DEzdR" target="_blank" rel="noopener"><strong>APPLY HERE</strong></a></p> <h1>2. Practice Review on 16–19 Technical and Vocational Teaching</h1> <p>The second EEF research opportunity focuses on teaching practices within technical and vocational education for learners aged 16–19.</p> <p>The research will investigate current teaching approaches across technical and vocational subject areas and examine how these practices relate to the Initial Teacher Training and Early Career Framework (ITTECF) used in schools.</p> <p>The project is intended to provide a clearer understanding of what teaching currently looks like in technical and vocational settings.</p> <h2>Project Summary</h2> <p>The practice review will involve detailed observations of teaching practice across a selection of technical and vocational subject areas in the 16–19 sector.</p> <p>Researchers will examine teaching in classrooms and workshops to build a picture of current practice.</p> <p>The research is expected to contribute to understanding:</p> <ul> <li>The teaching approaches currently being used.</li> <li>How frequently particular teaching practices are observed.</li> <li>Whether practices identified in the schools ITTECF are also used in technical and vocational education.</li> <li>Whether technical and vocational teachers use other teaching approaches that are not represented in the ITTECF.</li> <li>Whether there are common patterns among colleges that perform particularly well for learners in the identified subject areas.</li> </ul> <p>The findings may subsequently inform future EEF research commissioning and guidance for the technical and vocational education sector.</p> <h2>Main Research Aims</h2> <p>The project has several interconnected aims.</p> <h3>1. Understand Current Teaching Practice</h3> <p>The research will examine teaching practices currently being used in technical and vocational education settings.</p> <p>This is intended to provide a practical snapshot of teaching across relevant 16–19 settings.</p> <h3>2. Examine Use of ITTECF Teaching Practices</h3> <p>Researchers will investigate whether teaching practices identified within the schools Initial Teacher Training and Early Career Framework are being used in technical and vocational education.</p> <p>The research will also consider whether some of these practices are more prevalent than others.</p> <h3>3. Identify Additional Teaching Practices</h3> <p>The project will look beyond the practices contained in the ITTECF.</p> <p>Researchers will identify whether there are other teaching practices commonly observed in technical and vocational education that are not included within the ITTECF framework.</p> <h3>4. Explore High-Performing Colleges</h3> <p>The research will also examine whether colleges performing particularly well for learners in the identified subject areas demonstrate common approaches to teaching.</p> <p>This could include investigating whether successful colleges use particular combinations or amounts of the identified teaching practices.</p> <h2>Main Research Question</h2> <p>The central research question is:</p> <p><strong>Do vocational and technical teachers use the teaching practices identified from the schools ITTECF in their day-to-day teaching?</strong></p> <p>This question will provide the foundation for the practice review.</p> <h2>Secondary Research Questions</h2> <p>The research will also investigate several related questions, including:</p> <ul> <li>Are some of the teaching practices more prevalent than others?</li> <li>Are other teaching practices observed that are not included in the ITTECF?</li> <li>Do colleges that perform particularly well for learners in the identified subject areas use different combinations of the teaching practices?</li> <li>Do these high-performing colleges use different amounts of particular teaching practices?</li> </ul> <p>Answering these questions will help the EEF understand whether teaching approaches used in technical and vocational education closely resemble those used in schools or whether there are distinctive practices within the 16–19 sector.</p> <h2>Methodological Expectations</h2> <p>The project will involve primary research intended to provide a snapshot of current teaching practice in vocational and technical education for learners aged 16–19.</p> <p>The EEF is open to proposals using different research methodologies.</p> <p>Applicants are encouraged to propose approaches that can effectively answer the primary and secondary research questions.</p> <p>Innovative research approaches are also welcomed.</p> <p>However, college visits and observations are expected to be a key component of the research plan.</p> <p>This means applicants should carefully consider how their proposed methodology will allow researchers to observe teaching directly within technical and vocational settings.</p> <h2>Feasibility Phase</h2> <p>Proposals are expected to include a short feasibility phase.</p> <p>This feasibility phase should involve a small number of colleges and will help researchers test:</p> <ul> <li>The suitability of the subject areas identified for the research.</li> <li>The proposed list of classroom teaching practices.</li> <li>The practicality of the observation approach.</li> <li>Whether the proposed research design can generate useful data.</li> </ul> <p>Including a feasibility phase will allow the research team to refine its approach before implementing the broader practice review.</p> <h2>Who Should Apply?</h2> <p>The EEF is seeking research teams with:</p> <ul> <li>Experience conducting qualitative research in education.</li> <li>A strong understanding of the 16–19 education sector.</li> <li>Knowledge of pedagogy in England.</li> <li>Experience designing and implementing education research.</li> <li>The ability to conduct research within colleges and technical or vocational education settings.</li> </ul> <p>Applications can be submitted by either a single research team or a consortium.</p> <p>Consortia may be particularly appropriate where different organisations can contribute complementary expertise.</p> <p>However, a consortium must be able to demonstrate that its members can work effectively together and maintain the quality and efficiency of the research project.</p> <h2>Organisations Eligible to Apply</h2> <p>This opportunity is open to legally constituted organisations rather than individuals.</p> <p>Importantly, applicants do not have to be members of the EEF&#8217;s existing panel of evaluators.</p> <p>The organisation also does not necessarily have to be based in England.</p> <p>International organisations may apply, provided they can demonstrate that:</p> <ol> <li>Their research outputs will be relevant to the English education system.</li> <li>The proposed research team has sufficient understanding of the English 16–19 education context.</li> <li>The proposal represents value for money.</li> <li>The organisation has the appropriate legal constitution to undertake the work.</li> </ol> <p>This makes the opportunity potentially relevant to eligible education research organisations outside England, provided they can demonstrate appropriate knowledge and contextual expertise.</p> <h2>Deadline for the 16–19 Technical and Vocational Teaching Research Opportunity</h2> <p>Interested applicants must submit their full research proposals by: <strong>5pm on Friday, 16 October 2026.</strong></p> <p>Questions relating to the tender and research proposals should be directed to the EEF contact provided in the original tender documentation.</p> <p>Research proposals should be sent to: <a href="post-16@eefoundation.org.uk" target="_blank" rel="noopener"><strong>post-16@eefoundation.org.uk</strong></a></p> <h1>3. 16–19 Setting Choices: GCSE Resit Exam Board Continuity</h1> <p>The third opportunity focuses on GCSE resits among learners aged 16–19 in England.</p> <p>The EEF is seeking research proposals to investigate whether maintaining the same exam board between a learner&#8217;s original GCSE sitting and their subsequent GCSE resit is associated with differences in English and mathematics outcomes.</p> <p>This research forms part of the EEF&#8217;s Setting Choices programme.</p> <h2>Overview of the GCSE Resit Research</h2> <p>The project will investigate whether sitting a GCSE resit with the same examination board used for the learner&#8217;s initial GCSE sitting affects outcomes in English and mathematics.</p> <p>The research will compare continuity with changing exam boards.</p> <p>The central issue is whether maintaining the same examination board provides any measurable difference in outcomes for learners undertaking GCSE resits between the ages of 16 and 19.</p> <h2>Background to the Research</h2> <p>The research takes place against a wider concern about attainment differences during the 16–19 phase of education.</p> <p>According to the background information provided by the EEF, the socio-economic attainment gap is particularly significant during the 16–19 phase.</p> <p>The Education Policy Institute&#8217;s 2026 annual report reported that the 16–19 disadvantage gap had remained broadly stable at approximately 3.3–3.4 grades, reaching 3.4 grades in 2025.</p> <p>The EEF describes the 16–19 phase as an important opportunity to improve attainment and strengthen young people&#8217;s future life chances.</p> <p>Within this broader context, the EEF is interested in examining factors that could potentially influence the success of GCSE resit learners.</p> <h2>Why Exam Board Continuity Is Being Studied</h2> <p>The choice of examination board may influence aspects of a learner&#8217;s resit experience.</p> <p>The EEF&#8217;s research background notes that some colleges deliberately align examination boards with feeder schools for English, mathematics, or both.</p> <p>Other colleges do not maintain this alignment.</p> <p>The rationale for continuity is that learners may benefit from familiarity with the examination structure and expectations associated with the same exam board.</p> <p>At the same time, changing examination boards could potentially offer a learner a different approach.</p> <p>The purpose of the proposed research is not to assume that one approach is beneficial, but to generate evidence about whether continuity is associated with differences in English and mathematics outcomes.</p> <h2>Existing Evidence and Rationale</h2> <p>The EEF&#8217;s background information references the Education Policy Institute&#8217;s Drivers of Success report, which identified examination board choice and continuity with a learner&#8217;s original examination board as potentially relevant to GCSE resit success.</p> <p>The EEF has also surveyed its college network, consisting of approximately 90 colleges.</p> <p>The survey found that some colleges deliberately align examination boards with feeder schools, while others do not use such alignment.</p> <p>This variation in practice provides an opportunity to investigate the issue through research.</p> <h2>Main Research Question</h2> <p>The central research question is:</p> <p><strong>Does sitting a GCSE resit with the same exam board as the initial sitting, compared with using a different exam board, affect English and mathematics outcomes for 16–19 resit learners?</strong></p> <p>The research is expected to provide evidence capable of assessing the relationship between examination board continuity and learner outcomes.</p> <h2>Expected Research Design</h2> <p>The EEF expects the research to include several important components.</p> <h3>1. Causal Impact Evaluation</h3> <p>The project is expected to include a causal impact evaluation using a quasi-experimental design.</p> <p>This component is intended to investigate whether differences in exam board continuity are associated with differences in learner outcomes while addressing relevant methodological challenges.</p> <h3>2. Implementation and Process Evaluation</h3> <p>A light-touch Implementation and Process Evaluation is also expected.</p> <p>This component can help researchers understand how exam board continuity operates in practice and provide context for interpreting the impact evaluation findings.</p> <h3>3. Subgroup Analysis</h3> <p>The research is also expected to include subgroup analysis of disadvantaged learners.</p> <p>This will allow researchers to investigate whether the relationship between exam board continuity and outcomes differs for learners experiencing disadvantage.</p> <h2>Who Should Apply?</h2> <p>The EEF is inviting research teams with experience conducting:</p> <ul> <li>Impact evaluations.</li> <li>Process evaluations.</li> <li>Education research.</li> <li>Research within the 16–19 sector.</li> <li>Quasi-experimental research.</li> <li>Quantitative analysis of learner outcomes.</li> </ul> <p>The EEF is interested in expressions of interest from individual research teams as well as consortia with complementary expertise.</p> <p>Consortia should demonstrate that their members can work effectively together to ensure the quality and efficiency of the research.</p> <h2>Organisational Eligibility</h2> <p>Applications are accepted from legally constituted organisations rather than individuals.</p> <p>Researchers do not need to be members of the EEF&#8217;s panel of evaluators.</p> <p>Organisations based outside England are also eligible to apply.</p> <p>However, international organisations must demonstrate that their teams possess the knowledge and expertise necessary to undertake research relevant to the English education system and complete the proposed work effectively.</p> <h2>Deadline for the GCSE Resit Exam Board Continuity Opportunity</h2> <p>Interested applicants must submit their Expression of Interest through the designated application form by: <strong>5pm on Monday, 12 October 2026.</strong></p> <p>Applicants should ensure that their EOI addresses the requirements specified in the EEF tender documentation and demonstrates the research team&#8217;s relevant expertise.</p> <h1>Comparison of the Three EEF Research Opportunities</h1> <p>Although all three opportunities are focused on education research, they address different areas of the English education system.</p> <table> <thead> <tr> <th>Opportunity</th> <th>Main Focus</th> <th>Key Research Approach</th> <th>Eligible Applicants</th> <th>Deadline</th> </tr> </thead> <tbody> <tr> <td>Inclusive Mainstream Fund and Inclusion Strategies</td> <td>Inclusion strategies and IMF spending in mainstream schools</td> <td>Practice review; potentially mixed methods</td> <td>Eligible research organisations/teams</td> <td>12pm, 19 October 2026</td> </tr> <tr> <td>16–19 Technical and Vocational Teaching</td> <td>Teaching practices in technical and vocational education</td> <td>Primary research, college visits and observations</td> <td>Legally constituted organisations</td> <td>5pm, 16 October 2026</td> </tr> <tr> <td>GCSE Resit Exam Board Continuity</td> <td>Effect of maintaining the same GCSE exam board</td> <td>Quasi-experimental impact evaluation plus process evaluation</td> <td>Legally constituted research organisations</td> <td>5pm, 12 October 2026</td> </tr> </tbody> </table> <h1>What Applicants Should Consider Before Applying</h1> <p>Researchers considering any of these EEF opportunities should carefully examine the specific tender documentation before preparing an application.</p> <p>A strong proposal should be closely aligned with the research questions and methodological expectations of the relevant call.</p> <p>Applicants should consider demonstrating:</p> <h3>Relevant Research Expertise</h3> <p>The research team should clearly explain its previous experience conducting research relevant to the specific opportunity.</p> <p>For example, applicants for the technical and vocational teaching review should demonstrate knowledge of qualitative education research, pedagogy and the 16–19 sector.</p> <p>Applicants for the GCSE resit project should demonstrate appropriate impact and process evaluation experience.</p> <h3>Knowledge of the English Education System</h3> <p>International applicants should pay particular attention to demonstrating their understanding of the English education system.</p> <p>The EEF explicitly indicates that organisations based outside England can apply, but they must demonstrate that their research will be relevant to England and that their teams have the necessary knowledge.</p> <h3>Appropriate Methodology</h3> <p>Proposals should directly address the research questions.</p> <p>Depending on the opportunity, applicants may need to demonstrate expertise in:</p> <ul> <li>Qualitative research.</li> <li>Quantitative research.</li> <li>Mixed-methods research.</li> <li>Classroom observation.</li> <li>College visits.</li> <li>Quasi-experimental designs.</li> <li>Impact evaluation.</li> <li>Implementation and process evaluation.</li> <li>Subgroup analysis.</li> <li>Feasibility studies.</li> </ul> <h3>Collaboration and Consortia</h3> <p>Organisations applying as a consortium should clearly establish how responsibilities will be divided and how the partners will work together.</p> <p>The EEF is interested in consortia that bring complementary expertise while maintaining efficient project management and research quality.</p> <h3>Relevance and Value for Money</h3> <p>Applicants should demonstrate how the proposed work will contribute useful evidence and represent value for money.</p> <p>This is particularly important for organisations applying from outside England.</p> <p style="text-align: center;"><a href="https://eefoundation.tfaforms.net/5044596?PID=a1GTv00000DWTYr" target="_blank" rel="noopener"><strong>APPLY HERE</strong></a></p> <h1>Important Deadlines at a Glance</h1> <p>Researchers interested in these opportunities should take note of the three deadlines: <strong>12 October 2026, 5pm</strong><br /> 16–19 Setting Choices – GCSE Resit Exam Board Continuity</p> <p><strong>16 October 2026, 5pm</strong><br /> 16–19 Technical and Vocational Teaching Practice Review</p> <p><strong>19 October 2026, 12pm</strong><br /> Inclusive Mainstream Fund and Inclusion Strategies Practice Review</p> <p>Because the deadlines occur within a single week, applicants interested in multiple opportunities should begin preparing their submissions well in advance.</p> <h1>Who Qualifies for These EEF Opportunities?</h1> <p>The opportunities are primarily intended for <strong>legally constituted organisations and research teams</strong>, rather than individual applicants.</p> <p>Relevant applicants may include:</p> <ul> <li>Universities and higher education institutions.</li> <li>Education research organisations.</li> <li>Research institutes.</li> <li>Policy research organisations.</li> <li>Research consultancies.</li> <li>Specialist education research organisations.</li> <li>Consortia combining complementary research expertise.</li> </ul> <p>For the <strong>Inclusive Mainstream Fund and Inclusion Strategies</strong> review, applicants should have relevant expertise in education research, inclusion, SEND, school practice, policy implementation, qualitative research, mixed-methods research, or related areas.</p> <p>For the <strong>16–19 Technical and Vocational Teaching</strong> review, applicants should have experience conducting qualitative education research and a strong understanding of the 16–19 sector and pedagogy in England.</p> <p>For the <strong>GCSE Resit Exam Board Continuity</strong> evaluation, applicants should have experience conducting impact and process evaluations, particularly within the 16–19 education sector.</p> <p>Visit <a href="https://educationendowmentfoundation.org.uk/education-evidence/tenders" target="_blank" rel="noopener"><strong>HERE</strong></a> to learn more about the Education Endowment Foundation Research Funding Opportunities.</p> <h3>Countries and Regions</h3> <p>The calls are focused on the <strong>education system in England</strong>, but organisations do not necessarily have to be physically based in England.</p> <p>The EEF states that organisations based outside England may apply for the relevant opportunities, provided they can demonstrate the knowledge and expertise required to conduct research relevant to the English education system.</p> <p>Accordingly, eligible organisations may potentially apply from <strong>England, elsewhere in the United Kingdom, or other countries</strong>, subject to the specific requirements of the applicable tender and the organisation&#8217;s ability to demonstrate relevant expertise and value for money.</p> <p>These are <strong>institutional research opportunities rather than individual scholarships, fellowships or internships</strong>, so applicants should apply through an eligible organisation rather than as an individual researcher.</p> <p>&nbsp;</p> <h1>Conclusion</h1> <p>The Education Endowment Foundation&#8217;s three new research opportunities provide organisations with the opportunity to contribute evidence to important questions affecting education in England.</p> <p>The first opportunity focuses on <strong>inclusive mainstream education</strong>, examining how schools are developing inclusion strategies and approaching the Inclusive Mainstream Fund. The research is intended to strengthen understanding of current practice and inform future guidance, research and policy.</p> <p>The second opportunity examines <strong>technical and vocational teaching among learners aged 16–19</strong>. Researchers will observe teaching practice across selected subject areas and investigate how teaching approaches in technical and vocational settings compare with practices identified in the Initial Teacher Training and Early Career Framework.</p> <p>The third opportunity focuses on <strong>GCSE resit exam board continuity</strong>, investigating whether maintaining the same examination board between a learner&#8217;s initial GCSE sitting and their resit affects English and mathematics outcomes. The project is expected to use a quasi-experimental impact evaluation alongside a light-touch implementation and process evaluation and subgroup analysis of disadvantaged learners.</p> <p>For organisations with relevant research expertise, these calls offer opportunities to undertake research with potential relevance to education practice, evidence-based guidance and policymaking in England. Applicants should carefully review the full tender requirements, ensure that their proposed methodology directly addresses the relevant research questions, and submit their applications before the applicable deadline.</p> <p>For more global grant opportunity visit OFY <a href="https://opportunitiesforyouth.org/?s=grant" target="_blank" rel="noopener"><strong>HERE</strong></a></p> <p>The post <a rel="nofollow" href="https://opportunitiesforyouth.org/2026/09/24/education-endowment-foundation-research-funding-opportunities-three-calls-for-research-proposals-in-englands-education-sector/">Education Endowment Foundation Research Funding Opportunities: Three Calls for Research Proposals in England’s Education Sector</a> appeared first on <a rel="nofollow" href="https://opportunitiesforyouth.org">Opportunities for Youth</a>.</p>