education endowment foundation projects

Education grants awarded

Read project summaries of the grants awarded under our education schemes.

Improving science education (2018)  

Research and evidence is at the heart of our work in education. It helps us champion the most effective ways to improve young people’s understanding of and interest in science.

In collaboration with the Education Endowment Foundation , we are funding five projects which explore how science education could be improved. 

1-2-1 Ascents

University of Lincoln

1-2-1 Ascents aims to improve GCSE science results among disadvantaged students by pairing secondary school students with a tutor (an undergraduate student) studying at a local university. Students will receive 23 one-hour weekly tutoring sessions throughout year 11. These will take place at school, outside of the school timetable, and the topic of each session will be determined by the year 11 pupil. 

The University of Lincoln leads the programme and is supported by the University of Leeds, the University of Liverpool, University College London’s Institute of Education and the University of York. 

In a pilot study, students in the tutored group achieved significantly better results in their mock GCSE results on average compared with pupils who had not received the tutoring. We are also tracking whether involvement in the project encourages the tutors to enter teacher training as this could be a positive unintentional outcome.

Primary Science Quality Mark (PSQM) 

University of Hertfordshire

Primary Science Quality Mark (PSQM) is a whole school accreditation programme led by the University of Hertfordshire. It aims to improve science teaching and learning in primary schools and it covers science leadership, teaching, learning and enrichment.

Science subject leaders will audit current practice and develop and implement an improvement plan. They will join a local PSQM hub where they will be supported to achieve the accreditation. The programme includes four compulsory half-day face-to-face training sessions for the primary science subject leader and one teacher from a year five class from each school. Leaders will also receive mentoring via an interactive e-portal and have access to resources. 

We will compare knowledge and attitudes towards science among year five pupils (aged 9-10) in schools using PSQM to those in control schools. This will test the impact of PSQM on science attainment and the attitudes of pupils and teachers towards science.

The Science Self-Testing Toolkit

Kingsbridge College

The Science Self-Testing Toolkit , developed by Kingsbridge College, involves five simple activities which all aim to increase the amount of self-testing among students studying Key Stage 4 science. Self-testing has been proven to be an effective way for students to memorise new information. 

Flash card revision, mind mapping tests and structured note taking are three examples of the activities included. Training is provided to science teachers to ensure that the activities are used in a way which maximises active retrieval. This is currently being run as a pilot study with the intention to run it as a randomised controlled trial if successful. 

This pilot study will assess whether the programme shows promise and feasibility and whether it is ready to be scaled up.

Deeper thinking

Carmel Education Trust

Deeper thinking is a two-year intervention which aims to improve performance in GCSE science. Teachers are trained to teach year 10 students how to use structure of observed learning outcome (SOLO) taxonomy and metacognitive approaches, such as concept mapping and constructing success criteria. 

SOLO taxonomy breaks learning into five steps and pupils are taught how to apply them to their scientific knowledge and how to use them to structure their responses to exam questions. Each school will identify a leader for the implementation of the project and this person will be trained in key elements of the approach at a one-day training event.

This project is being run as a pilot study with the intention to run it as a randomised controlled study if the results are promising. 

Focus4TAPS 

Bath Spa University

Evidence demonstrates the importance of high-quality pupil assessment, which is an issue for science and particularly science teachers in primary education. 

Focus4TAPS is a three-day continued professional development training programme for primary teachers. There are also tasks to be done in school over the course of an academic year. It focuses on supporting teachers to use formative assessment of scientific reasoning skills and then the use of self- and peer-assessment to develop pupils’ metacognitive skills. The Teacher Assessment in Primary Science (TAPS) resources were developed by staff from Bath Spa University with funding from the Primary Science Teaching Trust.

The training provides resources and activities for teachers to use, and they are also encouraged to apply the principles to their own planning, so that the approaches become embedded in their teaching.

Improving science teacher retention (2018)  

Schools are facing an ongoing crisis in teacher retention and science subjects are among the hardest hit. Almost 60% of science teachers leave the profession within five years of qualifying. 

In collaboration with the Education Endowment Foundation , we are funding three projects which explore how science teacher retention could be improved.

Leadership ‘Lite’ 

Leadership ‘Lite’ aims to reduce teachers’ workload by eliminating unnecessary practices that are commonplace in school, such as over-complicated marking policies. This programme has been developed by school leaders at Carmel Education Trust, a multi-academy trust and teaching school in north-east England. It is a broad, whole-school leadership and culture change programme which takes place over two years.

Science teachers, senior leaders in the school and governors each have access to three training sessions focusing on a broad range of strategies in four strands:

Training is delivered by experienced staff, such as specialist leaders in education, with a mix of face-to-face sessions and online materials and tasks.

KEEP teaching matched timetabling project  

The Institute of Physics

60% of newly qualified teachers (NQTs) with a physics specialism leave the profession within five years, with workload being cited as a big factor in science teacher retention. The Institute of Physics’ KEEP Teaching project aims to test methods to improve teacher retention by providing physics teachers with an easier beginning to their teaching career. 

This trial will take place over three academic years and involve 300 schools.

Mentoring for early career chemistry teachers  

The Royal Society of Chemistry

The Royal Society of Chemistry’s project involves a one-year mentoring programme for new chemistry teachers, with a minimum of six bespoke mentoring sessions. 

Mentors will have more than five years’ teaching experience and new teachers will volunteer if they feel that they need some support with their chemistry teaching. 

Mentoring will be flexible in both frequency and format. The RSC will provide additional support with an online forum, a conversation once a term with a coordinator for each mentor, and signposting to the RSC’s chemistry-based resources.

• leadership of change
• quality assurance of teachers (including observation)
• marking and assessment; and planning and classroom practice.

Assessing practical science skills in schools and colleges (2017)  

In partnership with the  Gatsby Charitable Foundation  and the  Royal Society , we are funding two projects which explore the best ways to assess practical science skills in the classroom.

Assessing practical skills in GCSE science

Project leads: Judith Bennett, University of York, and Christine Harrison, King’s College London

Since 2016, students’ practical science skills have been assessed through written examinations only. 

We want to explore what impact this has had, and look at how GCSE written examination questions could be designed to differentiate between students who have undertaken practical activities, and students who have only read about them, for example.

Our study will involve developing a series of classroom interventions in which students experience a practical activity through either:

• hands-on practical work
• a teacher demonstration
• a video recording
• a written description.

Students will then complete written examination questions relating to the interventions.

Enhancing summative assessment of practical science: a systemic approach

Project lead: Sibel Erduran, University of Oxford

Scientists use different approaches, techniques and materials when they do experiments. This allows them to observe and measure phenomena, and use this information to reach conclusions. However these aspects of practical science aren’t always reflected in GCSE examinations.

We will review existing practice to inform the design of a new robust, scalable and reliable assessment tool(s) that can be used to measure students’ understanding of different aspects of practical science, and how they work together. The assessment tool(s) will be designed to be used widely, including by teachers and exam boards.

Any new assessment tools that we develop will be tested and refined in collaboration with a diverse range of teachers and students.

Science Learning+ (2014 and 2017)  

Science Learning+ is an international initiative that aims to understand the power of informal learning experiences inside and outside of school.

In partnership with the  National Science Foundation  and the  Economic and Social Research Council , we supported ten projects over two funding rounds.

Partnership grants

Partnership grants were awarded in March 2017. Each project received funding of up to £1.5 million, lasting from three to five years.

Partnering for equitable science pathways for under-represented youth

Project leads: Louise Archer, UCL Institute of Education, and Angela Calabrese-Barton, Michigan State University

Access to, and opportunities within, informal science learning (ISL) remain limited for young people from historically under-represented backgrounds. However, there is evidence that ISL experiences can expand opportunities for youth agency, learning and development, both in science and more widely.

Our four-year project responds to three challenges in ISL research and practice: 

• how young people from historically under-represented backgrounds perceive and experience ISL
• improving the evidence around the tools and practices that can support such young people to progress with ISL
• how ISL might be equitable and transformative for young people. 

During the project, practitioners and researchers will work with young people through design-based implementation research, surveys and critical ethnography. Our goal is to develop new understandings of how:

• young people participate in ISL over time and across settings
• young people might connect ISL experiences and make pathways into science
• ISL settings (like science centres, zoos and community organisations) might develop more equitable approaches to working with young people.

Researching the impact of integrated art science programmes amongst non-dominant learners on science and technology affiliation

Project leads: Joseph Roche, Trinity College Dublin, and Bronwyn Bevan, University of Washington

An integrated art and science approach can help young people to engage with and learn about science, particularly those from low-income and under-represented communities.

Our project will develop:

• a research framework for investigating the relationship between informal art and science learning experiences and young people's engagement with science
• design principles for informal art and science programmes, drawing on programmes that have already been effective in cultivating youth engagement with science and making connections across settings
• practitioner-friendly programme evaluation tools that integrate findings from research and practice related to current art and science projects.

STEM teens: examining the role of youth educators as learners and teachers in informal STEM learning sites

Project leads: Adam Rutland, Goldsmiths, University of London, and Adam Hartstone-Rose, University of South Carolina and Riverbanks Zoo and Garden, Columbia

One way to encourage young people to pursue training in the STEM (science, technology, engineering and maths) fields and enter the STEM workforce is to foster interest and engagement during adolescence. Informal STEM Learning Sites (ISLS) frequently provide opportunities to participate in volunteer programmes, internships or work. 

Following youth participants longitudinally over the course of five years, we will document the impact of youth educators on visitor learning at six ISLS in the USA and UK. 

The specific outcomes are to: 

• measure the impact that participating as a youth educator has on teens
• explore visitors’ engagement with and learning from youth educators 
• examine differences in visitor engagement based on different demographics, and compare outcomes of youth educator experiences across different types of ISLS. 

We will use the results to develop best practices for implementing youth educator programs in ISLS, and disseminate them to academic and practice-based communities. 

Understanding the role of embodied interaction in pre-school children's learning about science in informal settings

Project leads: Andrew Manches, University of Edinburgh, and Judy Brown, Museum of Science, Miami

Science education researchers and practitioners often face the challenge of designing and evaluating learning experiences for young children whose language skills are still emerging. Building on evidence that movement is tightly intertwined with thinking, this project will investigate how thought and movement link as embodied learning to accelerate science understanding.

During a three-year period, researcher-practitioner teams across six museum sites in the UK and USA will collaboratively investigate the links between movement and learning at selected science exhibits designed for young learners, aged 3-6 years. We will conduct research with a diverse population of children and explore the application of embodied learning to communities under-represented in science.

We will use a design-based research methodology to address three key questions:

• What elements of sensory and action experiences are key to informing the design of exhibits that aim to exploit embodied interactions for learning?
• What is the role of bodily enactment/gestures in assessing children's understanding of science concepts?
• What cultural differences in kinds of embodied engagement emerge across diverse museum settings?

The project will raise awareness of embodied approaches to learning as well as build stronger collaborations between informal science educators and learning sciences researchers.

Youth learning in public participation in science research opportunities (crowdsourcing and citizen science) facilitated by natural history museums

Project leads: Lucy Robinson, Natural History Museum, London, and Heidi Ballard, University of California, Davis

Our four-year research study is looking at citizen science projects led by natural history museums (NHMs). IWe want to establish what impact citizen science projects have on the young people that take part in them.

The study focuses on three types of citizen science experiences:

• short-term outdoor events like bioblitzes
• long-term outdoor environmental monitoring projects
• online citizen science projects such as crowdsourcing the ID of field observations.

We will use observations, surveys, interviews and learning analytics to explore three overarching questions about youth learning. 

• What activities do young people engage in when participating in NHM-led citizen science? 
• To what extent do young people develop an understanding of the science content, identify roles for themselves in the practice of science, and have a sense of agency for taking actions using science? 
• What programme features and settings in NHM-led citizen science foster these three science learning outcomes among young people?

We will share the findings with other organisations doing citizen science projects to improve young people’s engagement with science.

Planning grants

Planning grants were awarded in 2014 and lasted up to 10 months. They focused on developing initial ideas and creating new partnerships.

Broadening participation in science and technology through transdisciplinary youth development activities

Project lead: Lynn Scarff, Science Gallery Dublin

Science and technology-related skills, such as computational thinking, design, data visualisations and digital storytelling, are increasingly important. Many new jobs will need a blend of skills, such as programming and design, that students who have disengaged with academic STEM pathways may already have and would be eager to develop further.

Our project investigates out-of-school time (OST) programmes that integrate epistemic practices from the arts, sciences, computer science and other disciplines in consequential activities, such as creating radio segments or building online games.We want to understand how such activities can engage young people who do not already identify as science or technology learners.

The project will involve:

• five three-year studies documenting learning in different technology-rich contexts
• a four-year longitudinal study, involving 100 young people
• the creation of practical measurement tools to monitor how programmes are leveraging the intersections of the arts and sciences to support student engagement and learning
• a professional development programme conducted at informal science education conferences in Europe and the USA to engage the informal STEM field with emerging findings.

We want to build the knowledge base in emerging 21st century transdisciplinary approaches to broadening participation.

Enhancing informal learning through citizen science

Project lead: Richard Edwards, University of Stirling

Citizen science can be described as scientific research conducted by amateur or non-professional scientists who crowdsource their contributions as part of a wider research project. Research in the USA and UK suggests that citizen science can help people to participate in and learn about science. 

Our project aims to:

• explore and evaluate existing frameworks and instruments for designing citizen science projects
• examine the learning outcomes of citizen science projects, the processes through which that learning occurs and its contribution to the building of science capital and science identity
• look at the role of families and intergenerational learning within citizen science projects.

Science Live 

Project lead: John Durant, Massachusetts Institute of Technology

Public science events range in scale from intimate group conversations to festivals for tens of thousands; from one-time events to long-term campaigns. Whatever their setting, they aim to engage the public with science in a social context.

Public science events already happen in both the US and UK, and initial evaluations demonstrate beneficial impacts for public audiences, organisations that collaborate on events, and scientists that participate.

Our project will deliver a report and website that summarise existing activity and findings related to live science events, and suggest areas for future investigation.

The contribution of natural history museums to science education

Project lead: Michael Reiss, UCL Institute of Education

Relatively little is known about how natural history museums (NHMs) and schools can complement each another to maximise young people’s learning about and engagement with science. 

In this project, researchers in UK and US universities will work with practitioners in NHMs and school teachers in the UK and the US to:

• undertake a critical review of the published and grey literature that explores the contributions that NHMs have made to learning and engagement
• develop improved common instruments to determine the efficiencies of learning experiences
• map the areas of science curricula that NHMs might most valuably address
• review current pedagogical approaches employed by schools and NHMs, with a view to developing and studying new practice models. 

Our project will devise validated instruments (of the sort that are increasingly used in large-scale social psychology studies) and explore whether data obtained from museum visitors can be matched to external datasets, both in the UK and in the US.

Youth access and equity in informal science learning: developing a research and practice agenda

Project lead: Louise Archer, King's College London

Our project will develop a research and practice agenda around youth access and equity in informal science learning. We will focus on addressing equity issues for young people, aged 11-14, primarily from communities from minority backgrounds who have historically tended not to engage with science outside of school. 

The project will involve researchers and practitioners from three informal science learning contexts:

• designed spaces, such as museums
• community-based settings, such as afterschool clubs 
• science as it appears in everyday life, such as in the media

We will document the multiple pathways young people take within/across informal science learning settings over time, the impact these pathways have on learning and development, and the influence they have on informal science learning organisations. This will help to identify the aspects of learning environments which shape youth access and development.

Education and Neuroscience Initiative (2014)  

In collaboration with the  Education Endowment Foundation , we launched the Education and Neuroscience Initiative to:

• develop and evaluate evidence-informed teaching and learning practices based on neuroscience
• support teachers to better understand and access research on the science of learning, and use it to improve their practice.

These projects are some of the only educational interventions informed by neuroscience to have been systematically tested at scale for academic impact in the classroom.

They all had to demonstrate potential to be effective, scalable and affordable for schools. 

• Fit to Study : examining the effect of exercise on academic achievement ( read blog post )
• Spaced Learning : an intensive teaching approach where information is repeated multiple times, with time passing between the repetitions 
• Teensleep : testing the impact of sleep education on academic achievement and wellbeing ( read blog post )
• Learning Counterintuitive Concepts : using techniques that improve pupils’ ability to ‘inhibit’ prior contradictory knowledge when learning new concepts in science and maths 
• GraphoGame Rime : improving pupils’ literacy through teaching phonics via rhyme analogy
• Engaging the Brain’s Reward System : exploring the impact of uncertain rewards – the opportunity to double or lose points – in secondary school science classes ( read blog post ).

More information  

• Science education is one of our priority areas – find out more about  what we're doing to inspire teachers and students .

• KS2 Reading Fluency Project: Education Endowment Foundation (EEF) funded trial

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We invite state-funded schools offering Year 6 cohorts in 2024 to take part in a funded trial of HFL Education’s KS2 Reading Fluency Project

(now fully recruited), what is hfl education’s ks2 reading fluency project.

HFL Education’s KS2 Reading Fluency Project supports effective fluency instruction through the considered implementation of six core strategies: 

• Modelled expert prosody
• Echo reading                 
• Repeated reading
• Text marking 
• Performance read
• Modelling comprehension

Who is funding this trial and why?

The Education Endowment Foundation (EEF) identified developing reading fluency as a high impact approach in their KS2 Literacy Guidance Report; furthermore, reading fluency is referenced repeatedly in The Reading Framework, published by the Department for Education in July 2021, and updated with further references to reading fluency in September 2023.

Given the importance of reading comprehension and the promise of the KS2 Reading Fluency Project, the Education Endowment Fund (EEF) have commissioned a study to understand the impact of this approach on pupils at scale. The funding for this programme and evaluation is from DfE ’s Accelerator Fund, which aims to expand the use of evidence-based programmes.

How will the KS2 Reading Fluency Project be trialled?

The trial will focus exclusively on the impact of the intervention on Year 6 pupils. 

Participating schools will be randomly allocated to either the ‘treatment’ group – who will receive the Reading Fluency Project training and deliver the intervention – or the ‘control’ group – who will not receive the training or deliver the intervention but will assist in data collection.

This random assignment makes sure that the ‘treatment group’ and the ‘control group’ are as similar as possible, with the only difference being that schools in the ‘treatment group’ have delivered the Reading Fluency approach and those in the control group have not. By comparing the results between both groups, we can learn how well the intervention worked. 

What are the benefits to my school of participating in this trial?

All schools participating in this study will help us build the evidence base about what works well to improve reading comprehension, which will be used to help pupils and colleagues across the sector. Participating schools will be informed of their allocation to either ‘treatment’ or ‘control’ group in July 2024.

Treatment school benefits

Schools allocated to the treatment group will:

• Receive HFL Education’s KS2 Reading Fluency Project intervention training at a significantly reduced cost of £350 (standard price £850), including:  - Access to approximately 18 hours of high-quality CPD across Autumn/Spring Term 2024 for two teachers, delivered by experienced project advisers from HFL Education Primary English team; - Guidance and ongoing support from HFL Education project advisers to deliver the KS2 Reading Fluency Project to struggling readers in Y6, including a remote support visit to reinforce best practice.
• Be provided with the specified assessment tool: York Assessment of Reading for Comprehension (YARC) Primary Passage Reading Set (worth approximately £230).

Control school benefits

Schools allocated to the control group will:

• Receive £500 'thank you' payment to help cover administrative expenses related to participation; (conditional on continued engagement throughout the trial and paid after all evaluation activities have been completed in March 2025);
• Be guaranteed a place on a future round of HFL Education’s KS2 Reading Fluency Project across academic year 2025-6 at a discounted price of £650 (standard price £850).

All schools taking part in the trial (treatment and control group schools) will receive the scores achieved by the participating pupils from the assessment activities undertaken as part of the trial. 

Which schools are eligible to take part in this trial?

Schools must meet the following eligibility criteria to qualify for a place on the trial:

• Are a state-funded school in England;
• Will have a Y6 cohort in autumn 2024;   i. Within this cohort, schools must be able to identify 6-8 pupils who meet the following criteria (more detailed guidance on pupil selection will be shared with schools who secure a place on the trial): o    Are assessed as being not on track to meet age-related expectations in reading at the end of KS2; o    Are not able to demonstrate adequate comprehension of texts deemed to be in line with age-related expectations;  o    Passed the Phonics Screening Check (PSC) in year 1 or 2 and/or are now able to decode individual words in a similar assessment.
• Are not taking part in any of the EEF trials listed below: ii. Fixing Fluency iii. Reading Plus
• Have not taken part in KS1 or KS2 Reading Fluency Project training delivered by HFL Education (or delivered in collaboration with one of our national partners) within the last 3 years. 

When will the trial take place?

Schools allocated to the treatment group will engage in the KS2 Reading Fluency Project training and delivery across autumn/spring term 2024; schools who wish to take part in the trial will need to sign up by May 2024 (sign up may close before this date as participation will work on a first come, first served basis) and select the 6-8 pupils from their upcoming Y6 cohort in June 2024.

Sign up has now closed as we are fully recruited but if you want to hear more about training opportunities for KS2 reading fluency, please complete the expression of interest form below.

Further information.

The schools’ information sheet provides more detail on the how the EEF funded trial will work for schools in the trial or control group. It also includes the full timetable for the trial which will start in 2024, with the final report due in the summer of 2026.

A webinar was held on the 17th January 2024 providing details about the trial and how to join.  

KS2 Reading Fluency Project Education - EEF Trial information webinar 17th January 2024

What is reading fluency? Penny Slater, Education Development and Partnership Lead (Primary English specialist)

KS2 Reading Fluency Project aims - Penny Slater, Education Development and Partnership Lead (Primary English specialist)

Winter garden academy ks2 pupil reading pre and post ks2 reading fluency project.

All schools will need to allow time in summer 2024 to select 6-8 target pupils. HFL Education will supply additional supportive guidance on which pupils to select in due course. The selection process should be led by the Year 5 teacher, plus the English Subject Leader/Reading Lead, in collaboration with the Year 6 teacher, who will be responsible for attending the CPD and delivering the intervention in autumn 20245. Schools should consider allowing approximately 2 hours for pupil selection. 

Treatment group schools

Schools allocated to the Treatment Group will need to allow time for the Year 6 teacher and English Subject Leader/Reading Lead to attend the CPD sessions; the CPD equates to approximately 1.5 days per participant.

In addition, Year 6 teachers will need to conduct initial assessment (including a YARC assessment) with each project pupil before beginning the intervention; schools should allow approximately 20 minutes per pupils to conduct the YARC assessment. 

A small selection of case study schools will also be approached to participate in the Implementation and Process Evaluation, which would include an visit by a Verian researcher for half a day (to include observation of a Project session, a 45-minute interview with the Year 6 teacher, and an interview with 2-3 pupils). We estimate that this would equate to approximately half a day for the Year 6 teacher and Subject Leader. 

Treatment and control group schools

All schools will be required to undertake the evaluation activities, which will primarily involve allowing an ACER UK assessor into your school for a day in February 2025 and facilitating the assessor conducting one-on-one assessments with the 6-8 pupils selected for the Project.

Year 6 teachers at all schools will also be asked to respond to a short questionnaire at three points in the year, in September 2024, February 2025, and July 2025. This questionnaire will take about 10-15 minutes to complete each time.

The HFL Education project team will provide clear guidance on selection criteria in advance of the pupil selection period (June 2024).

As a guide in the interim, schools will be asked to select 6-8 pupils who demonstrate a weakness in reading comprehension; pupils will be working below age-related expectations in reading and are deemed to be not on track to meet the Expected Standard (EXS) in reading by the end of Year 6; in addition, pupils should have passed the Phonics Screening Check in either Year 1 or Year 2 and/or are now able to decode individual words in a similar assessment. Further detail to support selection will be provided to schools when they have secured a place on the trial.  

The intervention involves teachers working with the identified pupils for twenty minutes, twice a week, for 8 consecutive weeks.

Ultimately, it is up to the school to decide when best to deliver the intervention sessions, but most primary schools choose to deliver the sessions during daily reading time, often called Guided Reading time.

Pupils who are selected for the intervention and are still working through the school’s Systematic Synthetic Phonics (SSP) programme must continue to receive this teaching and therefore, the intervention should not be scheduled at the same time as this input. 

The DfE acknowledges the challenge of finding a suitable time and space to deliver interventions within the school day and offers some useful guidance in The Reading Framework: Organising and teaching catch up , p.75:

‘Although, ideally, in primary and secondary schools, reading interventions would be timetabled outside lesson time, this is not always possible. But since good reading is essential if pupils are to access the full curriculum, schools will need to make difficult choices about what activities pupils have to miss.’

Yes – the intention is that schools allocated to the control group will continue operating ‘business as usual’ (BAU). If the school/teacher is already using fluency strategies as part of their teaching, this should continue. The evaluation team will be conducting activities to determine what ‘BAU’ looks like in these schools.

However, the eligibility criteria must be adhered to, meaning that schools who have taken part in HFL Education’s KS1 or KS2 Reading Fluency Project within the last 3 years cannot apply. It is unlikely therefore that a school in the control group will be running a targeted fluency intervention for pupils working below age-related expectations.

The HFL Education project team keeps records of past participants; please get in touch via [email protected] and we will help you. 

In order to ensure the validity of this trial, it is important that each participating school delivers the Project (if allocated to the treatment group) and facilitates the evaluation activities. Schools will be asked to sign a Memorandum of Understanding (MOU) which clearly outlines their commitment to the evaluation; school leaders must read this document carefully before signing to ensure they understand the Project requirements.  

If a school decides not to continue delivering the intervention (if allocated to the treatment group), this will dilute the effect of the intervention and may mean we fail to confirm if and how well the Project works. This would disadvantage all schools and pupils who would benefit from the Project, and similar approaches, in the future. Schools will therefore be encouraged to continue with delivering the intervention for the specified period. 

If a situation arises whereby a school believes they can no longer continue to participate in the Project delivery they must contact their allocated project adviser who will be on hand to support with any delivery challenges they may face throughout the Project period. A refund of the school contribution will not be provided if a school decides to not continue with the delivery of the Project.

If a school in the treatment group withdraws from the Project delivery, they will still be expected to take part in the evaluation activities outlined in this document. 

This is a comparative evaluation whereby the end point of the control group pupils will be compared with the end point of the pupils in the treatment group. This can is a more robust approach than comparing a baseline and an endline assessment, as such a comparison would not allow us to distinguish between the effect of the project and the effect of other changes that happened to occur during the Project period.  

The baseline YARC assessment is administered by schools in the treatment group as part of the standard Project design and is intended to help the Year 6 teacher deliver the Project and not as part of the evaluation. For this reason, schools in the control group will not administer a baseline YARC assessment. 

Schools should follow their usual protocols in regard to informing parents about their child’s involvement in the Project and why they have been selected to take part in this intervention; however, in addition, schools must inform parents about the trial of the Project, including outlining the evaluation activities that will take place, and the data that will be collected about their child.  This information is included in the Parent Information Sheet, which will be provided for schools.  

Parents may choose to opt their child out of being part of the evaluation of the Project, meaning that no personal data would be collected by ACER UK or Verian in relation to that pupil. Parents will be given the opportunity to opt their child out of the study when they receive the Parent Information Sheet in July 2024, and will be provided with contact information to opt out of the evaluation at any stage if they so wish.. 

DFE and EEF evaluation of the HFL Education KS2 Reading Fluency Project

The number of school places is limited so sign up as soon as possible!

Contact us today to find out more about the HFL Reading Fluency Project

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College of Education Awarded $4 Million in Grant Funding From October 2023 Through March 2024

Faculty and researchers at the NC State College of Education, including the Belk Center for Community College Leadership and Research and the Friday Institute for Educational Innovation , were awarded $4,090,192 to support 23 projects from Oct. 1, 2023, through March 31, 2024.

Editor’s note: All dollar amounts listed are reflective of the grant funding awarded directly to the College of Education and do not include funding awarded to other collaborators. 

NC State STEM Education Scholars Program

This $1,176,730 grant from the National Science Foundation will develop the NC State STEM Education Scholars program to increase the number of highly qualified teacher candidates in secondary science and mathematics by reducing financial barriers to teaching, provide participants with targeted experiences to develop teacher candidates’ pedagogical content knowledge with a focus on building community funds of knowledge and increase STEM teacher retention by providing ongoing professional development. Associate Dean of Research and Innovation Karen Hollebrands is the project’s principal investigator. Assistant Teaching Professor of Science Education Matt Reynolds is a co-principal investigator on the project. 

NSF CAREER: Supporting Teachers to Leverage Students’ Languages in Mathematics

This $926,102 National Science Foundation CAREER grant will be used to partner with a mathematics department at a public middle school to co-design, analyze and improve teachers’ translanguaging pedagogies to draw on students’ full linguistic repertoires as resources for their learning and help teachers, teacher educators and researchers to better understand how students’ languages can be leveraged as a resource for mathematical learning. Assistant Professor of Mathematics Education Samantha Marshall is the project’s principal investigator.

NSF CAREER: Integrating Robotics and Socio-emotional Learning for Incarcerated Middle School Students

This $587,700 National Science Foundation CAREER grant aims to provide new choices to confined youth by developing and investigating robotics learning activities within a juvenile justice alternative education program and engaging pre-service teachers in mentoring youth participants. Assistant Professor of Technology, Engineering, and Design Education Daniel Kelly is the project’s principal investigator.

Examining Rural Dual Language Programs, Multilingual Learners, and Rural Community Cultural Wealth

This $413,811 grant from the Spencer Foundation will examine rural dual-language immersion education programs, the rural community ecosystems in which they operate and how rural educators of multilingual students leverage the linguistic resources of their students and families. Goodnight Distinguished Professor in Educational Equity Maria Coady is the project’s principal investigator. Assistant Teaching Professor Joanna Koch is a co-principal investigator on the project. 

Falls Lake Partners in Forensic Science II

This grant from the Burroughs Wellcome Fund will kindle students’ interest in aquatic science careers through short interactive presentations. Professor of Technology, Design, and Engineering Education Aaron Clark will serve as personnel on the project. 

Project Connect

This $157,000 grant from the U.S. Department of Education will provide a comprehensive formative and summative evaluation of Project Connect from the Program Evaluation and Education Research (PEER) group at the Friday Institute for Educational Evaluation. Director of Program Evaluation and Education Research Callie Womble Edwards is a co-principal investigator on the project. 

Validation of the Equity and Access Rubrics for Mathematics Instruction (VEAR-MI)

This $152,733 grant from the National Science Foundation will facilitate the analysis of cognitive interview data from the VEAR-MI project as well as the analysis of mathematics lesson videos. Associate Professor of Mathematics Education Temple Walkowiak is a co-principal investigator on the project. 

Project Read: Reading Extension Activation and Deliver

This $151,196 grant from the Mebane Foundation will launch and deliver a reading-specific extension initiative in connection with convenings that will be held through a partnership between the College of Education and NC State Extension. Assistant Dean for Professional Education and Accreditation Erin Horne is the project’s principal investigator. 

Project Adding Direct Support (ADS)

This $85,555 grant from the U.S. Department of Education will uncover in-service needs related to school counseling, create a recruitment plan, conduct a community needs assessment and develop the planning and implementation of trauma-informed, equity-focused virtual training sessions that will be offered to school social workers and social work programs across North Carolina. Professor of Counselor Education Stan Baker is the project’s principal investigator. Assistant Professor of Counselor Education Rolanda Mitchell is a co-principal investigator on the project. 

IRIS Center

This $71,183 grant from the U.S. Department of Education will help develop and disseminate digital, open educational resources – including training modules and online tools – for Vanderbilt University’s IRIS Center with the goal of supporting educators’ use of evidence-based practices. Assistant Teaching Professor of Elementary Education and Special Education Jordan Lukins is the project’s principal investigator.

Hattie’s Influences on Student Achievement Under an Institutionally Racist System: What Works for Black & Brown Students

This $68,742 grant from the William T. Grant Foundation will fund a study revisiting Hattie’s List to identify and restrict the original studies to only those that include American Black and Brown students and conduct a new meta-analysis based on that data. Assistant Professor of Educational Evaluation and Policy Analysis Lam Pham is the project’s principal investigator.

Citizen Math: Using Math Class to Create Informed, Thoughtful, and Productive Citizens

This $61,739 grant from the U.S. Department of Education will enable the Friday Institute’s Professional Learning and Leading Collaborative team to engage middle school administrators and teachers from across North Carolina in order to recruit study cohort participants for a scalable, low-cost program that addresses issues of societal importances in ways that engage students while developing social-emotional skills and rigorous mathematics learning. Friday Institute Senior Research Scholar Emmy Coleman is the project’s principal investigator. 

Empathy and AI: Towards Equitable Microtransit

This $59,450 grant from the National Science Foundation aims to identify, test and evaluate technologically enabled and community-supported solutions for equitably distributing travel demand over time for on-demand public transportation services with a focus on understanding the feasibility and tradeoffs involved in enabling and incentivizing prosocial behavior. Associate Professor of English Education Crystal Chen Lee is a co-principal investigator on the project. 

Understanding the Long-term Effects Adaptation Strategies on Cape Hatteras National Seashore and Ocracoke Island through Co-Production

This $37,933 grant from the U.S. National Park Service will use a barrier island model and adapt participatory modeling and deliberative dialogue approaches while using best practices for co-producing decision-relevant science in order to co-create a process and tools that will support adaptation planning along the Cape Hatteras National Seashore and surrounding communities. Associate Professor of Science Education K.C. Busch is the principal investigator for NC State. 

Hosting the USGS Southeast Climate Adaptation Science Center

This $32,106 grant from the United States Geological Survey, will bring partners, community members and researchers together to discuss global change impacts and train graduate students on how to use and develop global change science. Associate Professor of Science Education K.C. Busch will serve as senior personnel on the project. 

Asset Inventory: Eastern NC Digital Equity

This $27,202 grant from the Camber Foundation will enable NC State’s Institute for Emerging Issues and the Friday Institute to collaborate with the Camber Foundation to support data collection and analysis in the development of Digital Equity Asset Inventories in three eastern North Carolina Councils of Governments to include in their digital inclusion plans. Friday Institute Associate Director of Program Evaluation and Educational Research Erin Huggins is a co-principal investigator on the project. 

Inclusion Diversity Equity & Accessibility (Ideas) To Forestry and Renewable Energy Careers

This $25,982 grant from the U.S. Department of Agriculture will leverage scholarship funds with existing initiatives in the NC State College of Natural Resources to improve access to forestry and renewable energy careers and graduate education among Indigenous, Black and Hispanic/Latino populations as well as women. Friday Institute Director of Program Evaluation and Education Research Callie Womble Edwards is a co-principal investigator on the project. 

Virtual Training to Manage Legal Risk for Turkey Producers and Processors

This $14,736 grant from the USDA will contribute to the development of a virtual, on-demand education program to help turkey producers and processors manage legal risk regarding animal welfare using engaging multimedia methods presented in both English and Spanish. Goodnight Distinguished Professor in Educational Equity Maria Coady is a co-principal investigator on the project. 

NC State Improvement Project IHE Partnership

This $10,556 grant from the North Carolina Department of Public Instruction will prepare teachers to implement research-based curriculum, employ high-yield instructional practices and utilize an assessment system to make instructional decisions. Assistant Teaching Professor of Elementary Education and Special Education Jordan Lukins is the project’s principal investigator.

Preparing the New Teacher Workforce to Foster Deeper Learning

This $10,000 grant from Stanford University will contribute to the design and piloting of new online modules and supplementary resources aimed at developing pre-service teachers’ capacity to draw on learning science to effectively foster deeper learning. Director of Professional Education Sarah Cannon is the project’s principal investigator. 

Data at Work Course Development and Pilot

This $9,944 grant from the North Carolina Department of Health and Human Services (DHHS) will support the NC State Data Science Academy in facilitating the development, piloting, and assessment of a customized course for the Early Childhood Division to help participants understand data, tools and analysis within the context of their work at DHHS. Friday Institute Senior Research Scholar Gemma Mojica will serve as an evaluator on the project. 

PK-2 North Carolina Math Convening

This $8,300 grant from the Burroughs Wellcome Fund supported a convening of an interdisciplinary group of experts in Pre-K-2 mathematics teaching and learning to examine areas of agreement and disagreement related to mathematics education, special education and cognitive science. Dean Paola Sztajn is the project’s principal investigator. 

Building Eastern North Carolina Teachers’ Understanding of Climate Change and Community Resiliency

This $1,000 grant from the Burroughs Wellcome Fund will enable 20 educators from Eastern North Carolina to participate in a series of virtual and in-person experiences to build a statewide perspective on climate change and climate resiliency. Friday Institute Research Scholar Kevin Winn serves as personnel on the project. 

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More From College of Education News

Goodnight Distinguished Professor in Educational Equity Maria Coady Receives Leadership Through Research Award from AERA Second Language Research SIG 

Assistant Professor of Educational Evaluation and Policy Analysis Lam Pham Receives NC State’s 2023-24 Outstanding Teacher Award 

Distinguished University Professor of Mathematics and Statistics Education Hollylynne Lee Leads Team Named Finalist in 2023-24 Tools Competition 

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40 facts about elektrostal.

Written by Lanette Mayes

Modified & Updated: 02 Mar 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes, offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

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Our commitment to delivering trustworthy and engaging content is at the heart of what we do. Each fact on our site is contributed by real users like you, bringing a wealth of diverse insights and information. To ensure the highest standards of accuracy and reliability, our dedicated editors meticulously review each submission. This process guarantees that the facts we share are not only fascinating but also credible. Trust in our commitment to quality and authenticity as you explore and learn with us.

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Rosatom starts production of rare-earth magnets for wind power generation

November 11, 2020 5:17 pm

T VEL Fuel Company of Rosatom has started gradual localization of rare-earth magnets manufacturing for wind power plants generators. The first sets of magnets have been manufactured and shipped to the customer.

In total, the contract between Elemash Magnit LLC (an enterprise of TVEL Fuel Company of Rosatom in Elektrostal, Moscow region) and Red Wind B.V. (a joint venture of NovaWind JSC and the Dutch company Lagerwey) foresees manufacturing and supply over 200 sets of magnets. One set is designed to produce one power generator.

“The project includes gradual localization of magnets manufacturing in Russia, decreasing dependence on imports. We consider production of magnets as a promising sector for TVEL’s metallurgical business development. In this regard, our company does have the relevant research and technological expertise for creation of Russia’s first large-scale full cycle production of permanent rare-earth magnets,” commented Natalia Nikipelova, President of TVEL JSC.

“NovaWind, as the nuclear industry integrator for wind power projects, not only made-up an efficient supply chain, but also contributed to the development of inter-divisional cooperation and new expertise of Rosatom enterprises. TVEL has mastered a unique technology for the production of magnets for wind turbine generators. These technologies will be undoubtedly in demand in other areas as well,” noted Alexander Korchagin, Director General of NovaWind JSC.

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Rosatom Starts Production of Rare-Earth Magnets for Wind Power Generation

TVEL Fuel Company of Rosatom has started gradual localization of rare-earth magnets manufacturing for wind power plants generators. The first sets of magnets have been manufactured and shipped to the customer.

In total, the contract between Elemash Magnit LLC (an enterprise of TVEL Fuel Company of Rosatom in Elektrostal, Moscow region) and Red Wind B.V. (a joint venture of NovaWind JSC and the Dutch company Lagerwey) foresees manufacturing and supply over 200 sets of magnets. One set is designed to produce one power generator.

“The project includes gradual localization of magnets manufacturing in Russia, decreasing dependence on imports. We consider production of magnets as a promising sector for TVEL’s metallurgical business development. In this regard, our company does have the relevant research and technological expertise for creation of Russia’s first large-scale full cycle production of permanent rare-earth magnets,” commented Natalia Nikipelova, President of TVEL JSC.

“NovaWind, as the nuclear industry integrator for wind power projects, not only made-up an efficient supply chain, but also contributed to the development of inter-divisional cooperation and new expertise of Rosatom enterprises. TVEL has mastered a unique technology for the production of magnets for wind turbine generators. These technologies will be undoubtedly in demand in other areas as well,” noted Alexander Korchagin, Director General of NovaWind JSC.

For reference:

TVEL Fuel Company of Rosatom incorporates enterprises for the fabrication of nuclear fuel, conversion and enrichment of uranium, production of gas centrifuges, as well as research and design organizations. It is the only supplier of nuclear fuel for Russian nuclear power plants. TVEL Fuel Company of Rosatom provides nuclear fuel for 73 power reactors in 13 countries worldwide, research reactors in eight countries, as well as transport reactors of the Russian nuclear fleet. Every sixth power reactor in the world operates on fuel manufactured by TVEL. www.tvel.ru

NovaWind JSC is a division of Rosatom; its primary objective is to consolidate the State Corporation's efforts in advanced segments and technological platforms of the electric power sector. The company was founded in 2017. NovaWind consolidates all of the Rosatom’s wind energy assets – from design and construction to power engineering and operation of wind farms.

Overall, by 2023, enterprises operating under the management of NovaWind JSC, will install 1 GW of wind farms. http://novawind.ru

Elemash Magnit LLC is a subsidiary of Kovrov Mechanical Plant (an enterprise of the TVEL Fuel Company of Rosatom) and its main supplier of magnets for production of gas centrifuges. The company also produces magnets for other industries, in particular, for the automotive

industry. The production facilities of Elemash Magnit LLC are located in the city of Elektrostal, Moscow Region, at the site of Elemash Machine-Building Plant (a nuclear fuel fabrication facility of TVEL Fuel Company).

Rosatom is a global actor on the world’s nuclear technology market. Its leading edge stems from a number of competitive strengths, one of which is assets and competences at hand in all nuclear segments. Rosatom incorporates companies from all stages of the technological chain, such as uranium mining and enrichment, nuclear fuel fabrication, equipment manufacture and engineering, operation of nuclear power plants, and management of spent nuclear fuel and nuclear waste. Nowadays, Rosatom brings together about 350 enterprises and organizations with the workforce above 250 K. https://rosatom.ru/en/

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