How an apprenticeship in the arts helps bridge the move from care into further education and fulfilling work

Katie Hollingworth.

Young people who have been in care face significant obstacles as they make the transition into adulthood. Statistics on the outcomes for this group are troubling. Almost 40% of care experienced young people are not in education, training or employment at ages 19-21, compared with 13% of the age group overall.

Yet it is essential for these young people to have the rich range of opportunities available to others, to work in industry, government and the arts. Programmes such as ‘Tracing our Tales’, an art-based training scheme run by the Foundling Museum are making this possible.

Improving outcomes for care experienced young people is a key policy area Read more ›

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Posted in Employment and skills, Social sciences and social policy, young people

Shrinking breaktimes: is pupil well-being diminishing too?

Ed Baines and Peter Blatchford

School breaktimes and play have been exercising policy-makers of late. The All-Party Parliamentary Group on a Fit and Healthy Childhood has called on the Government to mandate a minimum amount of time for break and lunch for all children every day. They proposed a statutory minimum break time of 75 minutes.

This advice is unusual because previously policy makers have shown no interest in school break and lunch times, reflected in a complete absence of policy or guidance. But there has also been a lack of knowledge about their basic features, children’s views and experiences, or in what ways break and lunch times may be of value.

Unlike most other aspects of education, there is little national (or international) data on Read more ›

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Posted in Education policy, Schools, young people

Fair access: are comprehensive universities the answer?

IOE Events.

For our latest debate we moved further down the education pipeline, to higher education. We wanted to look at why the pace of progress in widening access across our universities has felt so slow.

We were inspired by a pamphlet published by the Higher Education Policy Institute (HEPI) entitled The Comprehensive University. In place of our current system of selective university admissions, the pamphlet argued for mechanisms that would distribute applicants with different levels of prior attainment more evenly across the higher education system, in the same spirit as comprehensive schooling. To assess the case for such a move we were joined Read more ›

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Posted in Further higher and lifelong education, IOE debates, young people

Cash may be going out of fashion, but children still need to understand how money works

Jennie Golding.

At present I am leading a fascinating set of research studies that take me into mathematics classrooms of the full range of 5 to 18-year-olds. We are asking how the current mathematics curriculum is being experienced by teachers and learners, and how, and in what ways, they are being supported by printed and digital curriculum materials.

The national curriculum says mathematics ‘is essential to everyday life, … and necessary for financial literacy and most forms of employment’. As part of our research, I’ve recently been in two classrooms where the focus of the lesson has been to develop mathematical ideas, and everyday skills, through the use of money. What I observed shocked me into asking fundamental questions about the ways in which we as a twenty-first society educate our young people to be financially capable. Read more ›

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Posted in Arts in education, Teaching, learning, curriculum & assessment

Banning porn won’t work. So how can we best support young people’s digital intimacies?

Jessica Ringrose, Amelia Jenkinson and Sophie Whitehead.

In recent weeks, conversation has been reignited around the UK’s porn block for under 18s. The plan to prevent teens from accessing porn has been long delayed, but the government recently reiterated that it is soon to come into effect.

Concerns have focused primarily on privacy: there is a particular danger that data breaches and data mining could occur because users will have to submit identity data so their age can be verified. The dilemmas for children and their parents and carers are vast.

But many experts who advocate for young people’s online rights and digital literacy do not believe that simply banning porn or mobile technologies will solve anything. Rather Read more ›

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Posted in Education policy, Social sciences and social policy, Teaching, learning, curriculum & assessment, young people
UCL Institute of Education

This blog is written by academics at the UCL Institute of Education.

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