Education stakeholders have come to rely on mounting research evidence on teaching and learning that, ironically, is challenging to obtain and often written in scientific language not easily understood in common terms. At IBE we identify, select, and interpret research findings for policy-making and practical application in curriculum and learning.
Worldwide, the proliferation of knowledge about learning from academic arenas, in paradoxical terms, does not readily yield significant and quality outputs in education, curriculum and learning. This is because although a large volume of research is produced, it is not always easy to obtain and/or easy to understand and apply to everyday teaching and learning experiences, nor is it easy to decipher the curriculum implications.
IBE works as a neutral knowledge broker in collaborating with research partners to secure access to relevant research as well as in translating this high-value research to make it substantively applicable both for improving policy and practice and for strengthening the quality of curriculum design, development, and implementation.
IBE advocates for the use of value-rich empirical research to guide policy and practice. We therefore aim to be globally recognised as a digital repository and clearinghouse for accessible knowledge critical to curriculum and learning. This knowledge base consists of a wide range of resources, including databases, national reports, studies, working papers, training tools, publications as well as educational documentation services. These resources can be exploited for a variety of purposes, such as training and decision-making, and facilitate informed and evidence-based dialogue on several educational and curriculum development issues.
