The poorest girls in many Commonwealth countries spend no more than five years in school, with the global target of 12 years of quality universal education remaining “a distant reality” for many, according to a new report charting global inequality in girls’ education.
As the world around us increasingly divides into ‘us and others’, the University of Cambridge Primary School is taking part in a new research project to help children discover for themselves that far more unites us than divides us.
Wanting your child to have the best chance in life is natural for any parent. But by focusing too much on the ‘skill’ of parenting, are we losing sight of things that matter more – how we talk to and play with children? Cambridge researchers are examining how parents can best help their children in their early years through nurturing rather than shaping.
More than just an outstanding Ofsted rating sets the University of Cambridge Primary School apart: it places research at its heart, informing education practice and furthering research at Cambridge’s Faculty of Education and elsewhere.
As the UK marks Black History Month, researchers from across the University talk about their route to Cambridge, their inspiration and their motivation.
Almost half of young people in the UK now go to university. Who gets in – and what and where they study – affects a person’s place in society and their future earnings, as well as the skills available to the job market. Can big data help the ‘fifty percenters’ make one of the most important decisions of their lives – and advance the success of the UK’s graduate economy?
New research from the Faculty of Education lifts the lid on an influential academy school, and finds an authoritarian system that reproduces race and class inequalities.
Evidence provided by the Research for Equitable Access and Learning (REAL) Centre informs the findings of a cross-party report calling for “significant spending” on early-years education
Researchers from the Faculty of Education have produced a new report on the current state of education for children with disabilities in both England and India. Here, Dr Nidhi Singal, one of the report’s authors, outlines some of the key statistics, and argues that teachers need better training and more support “underpinned by principles of inclusion”.
Ian Hosking from Cambridge’s Engineering Design Centre is co-founder and co-leader of Designing Our Tomorrow, a collaboration between the Department of Engineering and the Faculty of Education which brings real-world problems into classroom design and technology sessions. Here, he describes the culmination of a year-long project in which secondary school students designed packaging solutions for the treatment of childhood asthma.
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