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This ½¿É«µ¼º½ Bites collection started out as a  in which policymakers, educational practitioners and researchers came together to discuss what we are educating for across the English educational system. The series examined this question in relation to  and then in relation to ,Ìý,Ìý,Ìý, and .

Building on the seminar series, this ninth collection in the ½¿É«µ¼º½ Bites series focuses on what we are educating for in English education. By taking a fine-grained perspective on the different educational stages within a single educational system, the collection is intended to have relevance to a wider UK and international readership by offering readers the opportunity to consider how these issues play out in their own setting.

The contributions to this special issue explore:

• how educational researchers might engage in the policymaking process
• whose views are prioritised in educational policymaking
• the tension between childcare and education in early years education
• an ethic of mutual care in early years education
• what we could be educating for in primary education
• who should determine what we are educating for in primary education
• the political priorities for post-14 secondary education
• how secondary education can help young people to develop agency and hope in the face of the climate emergency
• further education for extraordinary people
• what vocational education is for
• higher education for the benefit of students and the public good
• the tension between transactional and educative higher education.