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Who is included, who is excluded and what can we do to promote inclusion for all children?

Blog Editor, IOE Digital10 June 2021

Claire Cameron, Jo Van Herwegen, Mark Mon-Williams, Aase Villadsen.

“Covid 19 constitutes the greatest crisis that high-income countries have seen in many generations,” says UNICEF in its recent analysis. And children “are among those at greatest risk of seeing their living standards fall and their personal well-being decline”.

This, in turn, threatens to broaden the group of children at risk of exclusion – not just for misbehaviour, but because they have needs that are not being met. The danger is that, in the pandemic’s aftermath, we focus on ‘catch up’ learning for the relatively advantaged, and neglect the long-term health, wellbeing, and competency benefits of inclusive education for all students – especially those who are poor and ‘near poor’.

Now is the time to think how we can organise structures, services, and systems in every school so that all (more…)

How an apprenticeship in the arts helps bridge the move from care into further education and fulfilling work

Blog Editor, IOE Digital23 May 2019

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 or employment at ages 19-21, compared with 13% of the age group overall.

Yet it is essential for these young people to have the rich range of opportunities available to others, to work in industry, government and the arts. Programmes such as ‘Tracing our Tales’, an art-based training scheme run by the Foundling Museum are making this possible.

Improving outcomes for care experienced young people is a key policy area (more…)