Anna Vignoles (Faculty of Education), together with colleagues at the Institute for Fiscal Studies and Harvard University, authors a study that finds women with degrees earn three times as much as non-graduates within a decade of leaving university.
A five-day programme of events at Homerton College, Cambridge, will celebrate the publication, 150 years ago, of Lewis Carroll’s ‘Alice in Wonderland’. Here, Dr Zoe Jaques, a lecturer in children’s literature, explores images of Alice from the first edition onwards.
Children’s play is under threat from increased urbanisation, perceptions of risk and educational pressures. The first research centre of its kind aims to understand the role played by play in how a child develops.
The Research for Equitable Access and Learning (REAL) Centre aims to promote education as an engine for sustainable development.
The Stand #UpForSchool petition calls for governments to "ensure all out-of-school children gain their right to education before the end of 2015".
New study shows that - even after controlling for subject, degree class, alma mater and occupation - graduates who attended private schools earn on average 6% more than those who attended state schools.
By aiming to discover the UK’s most memorised poems, a new research project – backed by a former Poet Laureate – will explore the poems that live in our collective memory, and the value of keeping poetry in our heads and hearts instead of just the page and screen. Is there a poem inside your head?
In this article, Professor of Education Neil Mercer argues that ‘talk’ needs tuition; state schools must teach spoken language skills for the sake of social equality.
New resources designed to inspire the next generation of engineers by bringing authentic engineering challenges into the classroom have been launched today by the University of Cambridge.
Sixth-formers from schools across the country were welcomed to the Faculty for a one-day visit designed to give a taste of studying at Cambridge as well as an introduction to Education as an academic discipline.
© 2025 University of Cambridge