It’s no great secret that partnerships between schools and universities are in a state of flux. Historical relationships are being reshaped by the push for a self-improving school-led system in England in particular, with the rapid expansion of School Direct giving schools a stronger role in Initial Teacher Education (ITE).
I have led two recent studies designed to track and make sense of these changes. The first was funded by RCUK and NCCPE and undertaken in partnership with Nottingham and Nottingham Trent universities: it looked at school-university partnerships in the round across the UK, for example including Widening Participation and STEM (science, technology, engineering and maths) initiatives. The second was undertaken with Dr Chris Brown and funded by the Higher Education Innovation Fund and the participating schools. It looked at how four current and emerging Teaching Schools in England are working with their partner Read more ›
Britain has the dubious reputation of topping the league table on the generation gap in voting. In no other western country is the difference between old and young people so large. While only 44 per cent of people in their twenties turned out to vote in the 2010 elections, almost 80 per cent of pensioners did so. Obviously this is not good news for democracy. Politicians will not be inclined to pay much attention to the interests of young people as there are few votes to win among these groups. Consequently, government policy will become slanted in favour of older generations and other influential groups in society. This, in turn, might discourage the young from casting their vote still further.
Have young people’s low voting rates not alarmed politicians in Britain? Yes they have. In fact concern about declining Read more ›
An education report from the OECD is nowadays nearly always big news, and today’s on Gender Equality in Education is no exception. Gender has always been important in education. What the report shows, which will surprise some, and should concern all of us, is that new gender gaps in education are opening up. These are particularly apparent in the STEM subjects (science, technology, engineering and mathematics).
Some indication of the magnitude of some of these gender differences is indicated by the finding that in OECD countries in 2012, only 14% of young women who entered university for the first time chose science-related fields of study, including engineering, manufacturing and construction. However, 39% of young men who entered university that year chose to Read more ›