Changes in education policy are critical for fairer access to education for children from all backgrounds. The Education Policy Institute found that by the time disadvantaged pupils leave secondary school, they are over 18.1 months behind non-disadvantaged pupils.
In recent talks, Prime Minister Boris Johnson claimed that he wants all children in the UK to have a ‘superb’ education. However, is this a ‘superb’ private school education that he and over 50% of his cabinet have had the privilege to attend, or one that all young people can actually access?
This year, the Education Policy Centre will explore accessibility to education in several different ways.
In the first term, we will examine accessibility through changes to experiences of education. We will explore how students from lower socio-economic backgrounds and minority groups can have a fairer access to education. We will also investigate how the rise of technology can positively affect education through our research into EdTech, as well as how new startup initiatives in the field are bridging the attainment gap for students. We will also analyze the benefits of a global education through studying abroad and suggesting ways this can become more accessible to students from all backgrounds through increasing funding opportunities.
In the second term, we will focus on the content of core learning curriculums. Concentrating on the arts, we will assess how increased funding in the creative curriculum can help support students with disabilities and mental health problems.
Furthermore, we will research how Higher Education in Britain can be restrictive through Eurocentric syllabus material and the lack of opportunity to take modules outside one’s degree discipline. By comparing curriculums in British universities to one another, as well as to other global institutions, we will assess the academic merits of expanding set curriculums and increasing their relevance to today’s society.
We are looking forward to working on this year’s themes and encourage you to get involved with our policy centre too! If you would like to contribute to our research by producing blog posts or policy papers, please email us at firstname.lastname@example.org.
Director, Education Policy Centre
Our Policy Centre:
I’m a final year English Literature student and passionate about social mobility. I want to make progress in making education more accessible to all people no matter what their background, and this is what I hope to achieve over the course of this year at King’s Think Tank.
~ Michaela Tranfield, Director
I’m a third year PPE student, gracing the big smoke from Scotland. My passion for understanding social issues – how they arise and how they manifest – means I want to pursue a career in research and policymaking.
~ Alexa Dewar, Editor
I am a third year History student coming from Athens, Greece. I am interested in working in higher education and I am particularly interested in issues regarding accessibility, gender equality and the use of technology tools to change education.
~ Charitini Dinis, Researcher
I am a final year English Literature student who is looking forward to widening participation and interaction that the think tank has with policy officials. I am passionate in creating a platform in order to shape a more constructive conversation about the education system, with increased input from the student body.
~ Noor Syed, Liaison
Our Working Group:
I am a final year Religion & Politics student. I am interested in exploring how emerging technologies can bridge the education-inequality divide in the UK.
~ Isa Eldin, Working Group
I am a third year philosophy student interested in bridging the equality gap within education and boosting access to opportunities within education for all students, with a focus on those from underrepresented groups.
~ Zafirah Lawal, Working Group
I am a final year History student. I am very passionate about widening participation in higher education, particularly increasing access routes and opportunities to students from lower socio-economic backgrounds.
~ Deborah Missengue, Working Group