Evidence for Learning: Our values

Our values

Evidence for Learning is committed to growing the use of independent, practical, and empowering education evidence.

Evidence for Learning’s mission is to help busy educators – especially educational leaders – increase learning for children, by improving the quality, availability and use of evidence in education.

Our vision is an Australia where evidence-informed approaches increase learning, so that all children, regardless of background, make the best possible progress.

As a not-for-profit, for-purpose organisation, our values guide everything we do. 


We work with, but are separate from all Governments (Federal, State and Territory levels) so we can give unbiased, apolitical and approach-agnostic advice.

Educators around Australia can be confident that we will only promote the best evidence-based approaches to support better learning.


We believe in the power of evidence to help lift educational outcomes for children and young people, and we know the only place it can make a difference is in the hands of practicing educators.

We also understand the realities of budget limitations. It is not enough to know an approach is effective; it must also be cost effective.


We want to support the great educators and educational leaders already working in every school and early learning setting across Australia with evidence about what really works to help them make better decisions in their context.


The accurate and appropriate use of data and evidence can help turn great practice into common practice. When great practice becomes common practice, the whole system can grow and improve.

An important note on supporting children and young people experiencing disadvantage

As education is one of the key drivers to break the cycle of disadvantage, Evidence for Learning wants every child to have the chance to make the best possible progress, regardless of their background. Evidence for Learning has a focus on supporting children and young people experiencing disadvantage. We call out and highlight different effects of the researched approaches on students in low socio-economic contexts and we privilege or subsidise low socio-economic schools and early learning settings in our fee-based services.