The lockdown period in the UK has variably affected different groups in the country. One group consistently overlooked has been refugees and refugee children, in particular. Official figures state that there are 126,720 refugees in the UK, of which 10,295 are children. Prior to the pandemic, refugee children were already in an unfavourable position in society that affected their access to education, with many schools unwilling to allow their enrolment over fears that they would have an adverse impact on schools’ academic performance and their positions in league tables.Continue reading “The unseen challenges of refugee youth in the face of COVID-19”
In 2018, Scotland became the first country in the world to commit to fully integrating LGBT+ identities and the history of gay rights into the national curriculum following the recommendations of an LGBTI Inclusive Education Working Group. From 2021, all public schools in Scotland will be required to teach lessons on the HIV and AIDS epidemic, the history of equality campaigning, same-sex marriage and same-sex parenting, alongside an exploration of homophobia, transphobia, and biphobia, and their impact upon wider society.Continue reading “Overcoming the Legacy of Section 28: Reaffirming the Need for LGBT+ Inclusive Education”
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.
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.
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.
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.
For around a decade, immigration has been among the most salient issues for British voters, and particularly in the years since the decision to leave the European Union, British news coverage has been overwhelmingly preoccupied with Brexit and all of its corollaries. Though social institutions such as the NHS have come to the fore during this period, the issue of the quality of British education has largely been neglected, despite the fact that over half of all voters consistently view education as one of the most significant factors when choosing a party to vote for. When education has featured in contemporary political discussion, it has largely been invoked in relation to immigration, and as such, has been utilised as an ideological cudgel in televised polemics. For these reasons, though many Brits are keenly aware of the existence of education inequality within the UK, few are aware of the extent of the problem, and many continue to view Britain as a meritocratic society.
A year ago, I completed a field trip assignment for the module History and Memory. I visited three First World War memorials and wrote an essay on commemoration, national narratives, and the politics of remembrance. In my essay, I included a reference to Wilfred Owen, the poet and soldier who highlighted the horrors of war as he experienced them in the trenches. What I forgot last year, but remembered recently when passing a uniformed poppy-seller, was that I was introduced to Owen’s poetry by my English teacher at school. Despite not coming up in our GCSE English paper, his work has certainly informed my perception of war, commemoration, and education in ways I find worth discussing in light of this Remembrance Day.
In the face of rising poverty levels and with this, rising educational inequality, the education system in the UK is in clear need of reform. King’s Think Tank hosted a panel discussion on ‘The Inequality of Education in the UK’ on the 23rd November 2015 – an opportune event in light of the upcoming Spending Review, as education is the third largest area of public expenditure. Over one hundred think tank members joined panelists David Hoare – Chair of Ofsted, Amy Finch – Researcher on Education Policy at Reform, James Dobson – Researcher at Bright Blue, as well as Johnny Luk – CEO of NACUE (National Association of College and University Entrepreneurs). Head of the Education Policy Centre Francesca Tripaldi, introduced the debate providing an overview of post-war education policy to date, scrutinizing current reforms proposed by Secretary of State for Education Nicky Morgan MP. Continue reading “Educational inequality – addressing the root causes”
There is waste happening all around us – waste of food, waste of money, waste of resources. There is however a deeply saddening waste which is happening under all of our noses. It’s the waste of human talent – hundreds of thousands of young people in our country who do not fulfil their full potential. I’m talking about the so-called “less able” who are not given high expectations, the “more able” who are not challenged further and the cosy middle who are mollycoddled and not stretched beyond their comfort zone. Continue reading “Should We Give Grammar Schools Another Try?”