Blog Archives

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

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

‘I don’t want to have to apologise for wanting a career at 60’: staff development for older workers

Domini Bingham.  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.

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Posted in Employment and skills, Further higher and lifelong education

Michael Young: fighting for working class students’ access to knowledge

John Morgan.  The Guardian Education section last week published a profile of Michael Young, Professor of the Sociology of Education at UCL. Its author, Peter Wilby, charts what he saw as Young’s dramatic shift from countercultural figure on the educational

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Posted in Employment and skills, Social sciences and social policy, Teaching, learning, curriculum & assessment

It’s time to ‘open up physics’ if we want to bring in more girls and shift the subject’s declining uptake  

Rebekah Hayes.  Despite numerous campaigns over many years, getting more students to study physics after GCSE remains a huge challenge. The proportion of students in the UK taking physics at A level is noticeably lower than those studying other sciences.

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Posted in Employment and skills, Teaching, learning, curriculum & assessment

Improving science participation: Five evidence-based recommendations for policy-makers and funders

Science Capital Team.  To continue with science post-16, young people must achieve certain levels of understanding and attainment. Crucially, they must also feel that science is a good ‘fit’ for them – that science is ‘for me’. Drawing on more

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Posted in Employment and skills, Evidence-based policy, Further higher and lifelong education, Teaching, learning, curriculum & assessment
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