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African governments and donor partners have long regarded investment in education as being central to economic growth in the region – but this investment is yet to achieve rapid economic improvement. Why is that? And what should be done to better realise that goal?
In this lecture, Professor Oketch addresses the compelling narrative of human capital theory – the doctrine, underpinning public policy world-wide, that investment in education is instrumental for economic growth – and what we can learn from its application in sub-Saharan Africa.
39
8/14/2019
Professor Alice Sullivan Professor of Sociology, UCL Instituteof Education, Dept of Social Science, & Director of the 1970 British Cohort Study (BCS70), Centre for Longitudinal Studies (CLS).
Alice talks about social class and gender differences in educational attainment and social mobility. She address' the roles of children's home backgrounds and their schooling, and explains the importance of 'cultural capital' and the power of reading for pleasure.
Chair: Professor Becky Francis, Director, UCL Institute of Education
Respondent: Professor Heather Joshi, UCL Institute of Education
26
6/20/2019
Identities, Inequalities & Education: Sociology for social justice with youth in (and out of) school
Identities, Inequalities & Education: Sociology for social justice with youth in (and out of) school
Thursday 16th May 2019
Speaker: Louise Archer, Karl Mannheim Professor of Sociology of Education, IOE
Chair: Professor Becky Francis, Director, IOE
Respondent: Katherine Mathieson, Chief Executive, British Science Association (BSA)
1062
5/21/2019
To experience the arts is to experience aspects of humanity which cannot easily be defined or understood in another context. In whatever medium it comes, the importance of ensuring young people have – to coin a phrase – access to the best that has been thought, and said, and created in the arts has never been more pressing.
Yet while some schools manage to maintain a broad and rich cultural offer, others find that they are having to turn away from arts education, driven by among other things a restricted funding environment and accountability pressures that act to narrow the curriculum.
Such a trend, if it continues, is of real concern. It threatens to become yet another factor which divides the more privileged from the less. And it takes away from the majority of the next generation the opportunity for them to experience and feel the power of art, and to have it shape their development.
137
1/9/2019
Teachers’ labour, intellectual and emotional, shapes young people’s lives. What are the optimal conditions – in policy and workplace terms – in enabling teachers’ work to make a difference to the young people in their care?
To address this question the UCL Institute of Education (IOE) has established the TTRC as a specialist research centre offering world-leading research and scholarship in the areas of teachers’ work, teaching and teacher education.
Speakers:
Professor Becky Francis (IOE Director)
Samina Hafizi (Recent IOE teacher graduate)
Professor Dame Alison Peacock (Chief Executive, Chartered College of Teaching)
Robin Street (Co-Principal, UCL Academy)
Professor Martin Mills (Director, TTRC)
Recorded 17th September 2018
477
9/24/2018
The long roots of childhood, informing policies, and generational change
Alissa Goodman
20 June 2018
UCL Institute of Education
2018
7/2/2018
In recent years ideas about education have polarised: on one side are those stressing facts and disciplines; on the other, those committed to the encouragement of learners to make their own meaning.
By offering a fine-grained account of pedagogic practice and subject knowledge, recent developments in philosophy provide a means of reconfiguring the issue in a manner that transcends this simple opposition.
Professor Jan Derry draws on the work of the neo-Hegelian philosopher Robert Brandom, termed 'inferentialism', to re-examine questions concerning knowledge that has preoccupied teachers, educational researchers and policy makers. Considerations about the nature of knowledge and understanding involve conceptions of mind, meaning, and activity.
Common conceptions are challenged by adopting a Vygotskian approach to both pedagogic practice and knowledge, one that emphasises the significance of normative constraints for both teachers and learners.
1123
6/4/2018
Inaugural Professorial Lecture 20 Feb 2018
Claire Cameron is Professor of Social Pedagogy at UCL Institute of Education (IOE), where she has been researching issues of care, social pedagogy, gender, the children’s workforce, looked after children and early childhood education and care since the early 1990s. She is also Deputy Director of the Thomas Coram Research Unit (TCRU), a specialist social science research unit at the IOE.
Previously a social worker, she has conducted many studies, with a particular focus on cross-national studies, funded by government, the European Union and NGOs. She led the first European study of the higher education pathways of young people from public care backgrounds (also known as YiPPEE, 2008-11).
785
3/23/2018