The Education policy centre’s goals encompass not only evaluating and recommending education policy, but also helping to enrich the experience of students who study at our university. For this reason, we hosted ‘Skills Share’, an opportunity for current students to get helpful advice on how to excel in various stages of the job application process. The event’s premise hinged on the identification that that UK higher education is not doing enough to equip students with skills that are essential to entering the workplace following their degrees. As a result, students frequently feel lost when starting job applications and balancing them with their studies. This is especially difficult for students from under-represented backgrounds in Higher Education, including disabled and first-generation students.
The right to protest is a fundamental right in European democracies. Yet in recent times, states have infringed upon this right, whether through legal restrictions such as the declaration of a state of emergency, or through more tangible responses such as policing forces on the ground. This is a worrying trend, which throws into question European governments’ commitment to protecting this right.
In 2018, 165 ongoing conflicts were reported worldwide, including state-based, non state-based, and one-sided violence. Each conflict unarguably violates international humanitarian law by attacking healthcare provisions in its respective nation. 2020 alone has already witnessed 26 deaths of healthcare personnel and 45 injuries in 7 different countries. Recently, on 20 February 2020, two major hospitals in Yemen’s Marib Province were badly damaged by crossfire, limiting the access of 15,000 people to healthcare. In Benazir University, which sits in Somalia’s Mogadishu district, 34 medical students were attacked, of which only 18 survived.
It’s a Wednesday night, which means it’s time for me to start getting ready for a busy shift at the student bar. It is also time for all of us to think about, look into and discuss university sports initiations and the culture behind them. I firmly believe that education, especially at university, goes beyond academic studies., I will be sharing research and thoughts on education with a focus on culture, wellbeing and inclusion as well as incorporating potential points of policy change. Given student initiations are the baptism into society life, I consider this the best place to start the conversation.
The ascension of Josep Borrell to the position of European Union (EU) High Representative (HR/VP) on 1 December 2019 places an EU strategy for Asia that reaches beyond ‘connectivity’ at the center of the political agenda towards the region. This article does not seek to comment on whether this strategy should be carried out. Rather, it assumes that the inherent limitations of the EU’s first coordinated attempt to formulate an EU connectivity strategy for Asia – officially entitled a Joint Communication on ‘Connecting Europe and Asia – building blocks for an EU strategy’ – are sufficiently pronounced to warrant consideration of the question: What should the next strategy be called?
While British universities pride themselves as centres of international education and cosmopolitanism, an increasing number of voices in recent years have questioned the ‘global’ nature of the curriculums on offer. A ‘global’ environment may be perceived by the extent to which it includes and continuously works towards promoting a truly diverse community. By questioning whether higher education in the UK is truly ‘global’, students around the country have begun a very important, and often neglected, conversation: which voices get to be heard in our education about the past? As a history student, my personal experience with learning about the past at university has enabled me to reflect on whether (and how) diversity can be allowed institutionally. Universities are under pressure to diversify their history curricula and, as students, it is our responsibility to inform ourselves on this topic. However, it is even more important to look at the same problem at an earlier, and potentially more important, level: that of school education and minority voices. This article addresses the lack of diversity in university curriculums and argues that the teaching of history at schools must shift towards inclusivity and away from grand narratives. It additionally maintains that this shift is crucial in attracting students from more diverse backgrounds to enrol in arts and humanities, and that it is the only way to combat the ‘us versus them’ mentality so prevalent in perceptions of both history and current events.
On Tuesday 11 February, the Energy and Environment Policy Centre hosted an exclusive panel event as part of King’s College London’s Sustainability Week. We welcomed Scott Ainslie (Former Green Party Member of the European Parliament), Adam Bartha (Director of EPICENTER), and Professor Robert Lee (Director of the Centre for Legal Education and Research at the University of Birmingham) to discuss the future of environmental policies in the United Kingdom in the post-Brexit era. The three speakers answered multiple questions, notably on the strengths and weaknesses of the European Union’s environmental law, as well as more specific topics such as air pollution and energy policies. The speakers clearly expressed their perspectives and gave the audience a fascinating insight into the post-Brexit debate on environmental regulations.
‘Our most pressing challenge is keeping our planet healthy. This is the greatest responsibility and opportunity of our times.’
Those words were pronounced by Ursula Von der Leyen, the new president of the European Commission, when she urged the European Parliament to back her European Green Deal (EGD) aiming to make Europe Carbon Neutral by 2050.
We should give all children on this planet a future that is worthy of their talents and dreams.
On 21 January, the King’s Think Tank’s Education Policy Centre held an event that brought one of our key objectives, making education more accessible, to life. In collaborating with the King’s Widening Participation Department on the King’s Scholars’ Programme, we presented the Think Tank and our work to different groups of Year 7 students. The primary aim of the event was to teach young people from under-represented backgrounds about policy making, as well as opportunities to get involved with it at university.
After independence from Japan in 1945, Korea split into the Communist North and Capitalist South. The two Koreas subsequently engaged in a civil war from 1950 to 1953 that devastated both countries and killed two to three million civilians. By the end of this war, South Korea was one of the poorest, least developed countries in the world.