Harold Rosen’s 50-year-old revolutionary message: children bring a wealth of culture, language and experience to the classroom

John Richmond .

Harold Rosen was a leader of thought in the world of English teaching in the second half of the twentieth century. He and his colleagues forged and sustained a new understanding of the purpose and possibilities of secondary school English. Beyond the constituency of secondary English, Harold’s teachings, writings and activities illuminated many more people’s understanding of the relationship between language and learning in any context, whatever the age of the learner and the content of the learning.

On 20 March, the UCL Institute of Education Press launches Harold Rosen: Writings on life, language and learning 1958-2008, which I have edited. This is a bringing-together of most of Harold’s Read more ›

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Posted in Teaching, learning, curriculum & assessment

Technical education: going beyond parity of esteem

Matthew Harrison

The announcement of a further £500m a year for 16-19 technical education made in the Budget this week, along with a 50% rise in the training provided to a total of 900 hours per year from 2019, has been warmly welcomed by business, industry and in education.

It is about time technical education got the investment in its foundations to compete with the best Vocational Education and Training (VET) systems around the world.

The Chancellor’s announcement produces 15 new ‘world class routes’ of ‘equal value to A Levels’ to ‘prepare school and college leavers for the changing job market’.

There have been similar announcements before, dozens of them in fact, over several Read more ›

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Posted in Further higher and lifelong education, Education policy

What kind of learning do we need to make the most of the new technological revolution?

Rose Luckin

Learning is the key to success in the fourth industrial revolution and I was delighted to be asked to provide evidence to the Future of Work Commission at the House of Lords. It helped me to crystalize my thinking.

Learning is at the heart of the fundamental insight that motivated reformers and precipitated the creation of state-funded universal schooling in the Industrial Revolution. This insight was that when education fails to keep pace with technology, workers suffer, fall behind, and society starts to fragment. When learning and innovation progress in harmony then we all feel the benefits. Finland’s Minister of Education and Culture, for example, has said that she wanted her country to be “continuously learning” and developing “strong, transferable skills” in a society where people can “return to education when they need it.”

But what does this mean? In order to prosper the UK needs a workforce that can adapt to Read more ›

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Posted in Education policy, Teaching, learning, curriculum & assessment

Grammar schools: why academic selection only benefits the very affluent

Image 20170308 24187 dsouv9

Simon Burgess, University of Bristol; Claire Crawford, University of Warwick, and Lindsey Macmillan, UCL

With the recent news that more than £500m has been set aside by the UK government for new free schools – many of which could well become grammar schools – the selective schooling debate is firmly back on the table. The Conversation

This £500m includes a one-off payment of £320m which will be allocated to help set up 140 new free schools. This comes on top of the already promised £216m which will help to rebuild and refurbish existing schools. The 140 new schools are in addition to the 500 already pledged to be created by 2020, and will pave the way for a new generation of grammar schools.

The cash boost comes as a schools white paper will be published over the next few weeks. It will include plans to reverse the ban on new grammars. The ban has been in place for nearly Read more ›

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Posted in Education policy, Schools, Social sciences and social policy

International Women’s Day: we cannot take progress for granted

Heather Joshi.

Is the glass half full or half empty? On International Women’s Day, here are some findings from our research. They point to progress, it’s true, but also to persistent inequality between men and women.

The good news is that over time the average pay gap has been reducing. For those aged under 30, it’s now narrow, thanks to the way women have increasingly been matching, if not overtaking, men in education. This progress should show through as 30-somethings get on and get older.

But that’s to come (perhaps). As for now, there remains disparity between men and women in mid life. Women of equal education and experience are not equally paid. Pay gaps become earnings gaps and across women’s lifetimes they are magnified because men work longer hours and spend more time in paid employment, with implications for pensions and the Read more ›

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Posted in Social sciences and social policy
This blog is written by academics at the UCL Institute of Education.


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