Ageism is a dirty word, stretching across workplaces and society as a whole. Even if in principle equality and diversity are established by the law, the reality can be different, and a number of factors are in play. For example, it appears older workers are often passed over for learning opportunities, even if unconsciously so, despite wanting to continue working and developing.
Empowering older workers through learning and development turns ageing in workplaces on its head. In my new book, Older Workforces: Re-imagining Later Life Learning, l seek to re-imagine how workplaces could capitalise on older workers’ Read more ›
This month our What if…? debate tackled a reoccurring theme from the series – how we hold schools to account and the impact that has on how schools are run and what they provide for their pupils. This issue is particularly topical at the moment, as Ofsted is consulting on a proposed new inspection framework that could depart in significant ways from the current approach.
The need for regulation on matters such as health and safety is not in question. And few would argue that there should be no monitoring whatsoever of schools’ performance in terms of what they do and what their pupils achieve. But it is now very apparent that there is a fine balance to be struck in designing accountability measures if we are to gain the benefits (raising the floor on standards and providing information for stakeholders) without experiencing downsides. The negative impacts of the combination of inspection and performance indicators Read more ›
We are in an ‘exclusions’ crisis.With a rise in exclusions for three years running, we now have 40 children per day being permanently excluded across the UK.
There is a clear link between exclusions and subsequent mental health difficulties. Add the ‘high number of prisoners currently serving time in jail – 42 percent – hav(ing) formerly been permanently excluded ’we urgently need to understand the reasons behind excluding. The thinktank Poverty and Social Inclusion articulates the links between exclusions and subsequent mental health difficulties. Too often we are assuming that the reason for exclusions lies in prior pupil behaviours or pre-existing illnesses. Should we be instead considering that the cause and effect are the other way round? Could it be that exclusion has an impact on mental health, rather than that the mental illness came first? Perhaps it is the early experiences of excluding in school that reinforces social exclusion in later life?
Such questions will feed into discussions at a conference at UCL on March 15 which will examine how the Lesson Study approach can support vulnerable children. Read more ›