TLRP’s evidence-informed principles are an attempt to synthesise the ‘big messages’ within TLRP’s project findings and thematic analysis.  They are the product of an iterative process of consultation and debate between researchers, practitioners, and policy-makers and are in a continuous process of development. They were first formulated as the conclusion of TLRP’s school-focused portfolio and are now being adapted for the post-compulsory and higher education sectors with a continuing iterative process of involvement of researchers and policy makers.  Some people argue that ‘pedagogy’, by definition, has application only to the learning of children but we believe that learning processes, as distinct from learning contexts, do not fundamentally change as children become adults. The term ‘pedagogy’ also has the advantage of highlighting the contingent nature of effective teaching i.e. the interventions of teachers or trainers are most effective when they are planned in response to how learners are learning. We have attempted to broaden the conception of what is to be learned, beyond the notions of curricula and subjects associated with schools, and to give more prominence to the importance of learning relationships which are crucial in all sectors especially in the context of transformations of education across the life course.