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 BA International Relations student from Spain. As a truly global and interdisciplinary policy field, researching in Education permits us to compare various education systems and methods around the world. From looking at the relationship between education goals and specific political systems, to the global systemic inequalities present especially in higher education, there is a wide array of research options! It is this endless number of possibilities that fascinates me the most.
I’m a final year International Relations undergraduate student from Latvia. I’m passionate about using our research to promote change in education policy by uncovering and disrupting the structures that underpin inequality and continue to marginalise students from underprivileged backgrounds.
I am a final year War Studies student and have a keen interest in social inequalities in Higher Education following my involvement in the research project Widening the Bracket: Offenders in Higher Education. I am also interested in intersectional feminism and segregated housing/communities in Britain and have written for Kairos Europe and Addressing Health.
I am a second-year History student. I am interested in exploring the role of diversity within Education and the impact of social policy on this theme. I am keen to explore how a more representative curriculum and evolving technologies could bridge the attainment gap across social and ethnic backgrounds.
Our Working Group:
I am a second-year PPE student from Berlin, Germany. My main interest lies in civic education and how education can positively influence youth political participation, particularly those from less privileged backgrounds. In these times of social distancing, I would like to learn more about the nexus between technology and educational equality.
I am a second year English Literature student. I am interested in the intersection of education and power; particularly its uses and abuses as a social, political and cultural structure.
I am Stephanie Burrell, a fourth-year German and Spanish student. Outside of King’s I work as a contemporary dancer. I want to use this experience to contribute to research, policy-making and advocacy of the creative arts within education.
I’m a third year History & International Relations student from the UK. I’m looking forward to researching the relationship between education and class and considering how the attainment gap within education systems can be better bridged.