Education & Employers Research Digest
No images? Click here
Education and Employers
Research Digest - January 2022
Full summaries of all publications contained in the Digest are available by clicking the link embedded titles.
We are always looking to promote the work of others in related fields. To share your publications, conferences, events, or blog posts with our network please email: research@educationandemployers.org
In case you haven’t seen it, our free, searchable online library of research from around the world is available here: Research library
Publications
OECD
This sixth edition of the series is designed to support long-term strategic thinking in education. It provides an overview of key economic, social, demographic and technological trends and raises pertinent questions about their impact on education. This book fills an important need: decision-makers and practitioners in education often have only anecdotal or local information on the megatrends that play out in their context; too often they do not have solid facts in front of them, especially about trends.
Girls' Education, empowerment, and the elimination of female genital mutilation
UNGEI
This edition developed jointly by UNICEF and UNGEI is a technical note that demonstrates and deepens linkages between girls' education and FGM and shares promising strategies to end FGM through education, accelerating progress towards SDG4 and SDG5.
Reimagining our futures together: A new social contract for education
UNESCO
This global report from the International Commission on the Futures of Education asks what role education can play in shaping our common world and shared future as we look to 2050 and beyond. The proposals presented arise out of a two-year global engagement and co-construction process, which showed that vast numbers of people – children, youth and adults – are keenly aware that we are connected on this shared planet and that it is imperative that we work together.
Allison Master, Andrew N. Meltzoff, & Sapna Cheryan
Societal stereotypes that girls are less interested than boys in computer science and engineering are endorsed by children and adolescents in a large and socioeconomically diverse sample, across multiple racial/ethnic and gender intersections, and as early as age six (first grade). Gender-interest stereotypes may contribute to subsequent gender disparities in the pursuit of these societally important fields. Addressing interest stereotypes may help improve educational equity
TVET governance: Steering collective action
UNESCO-UNEVOC
This volume targets the macro-level or system-level stakeholders' approach to TVET. Policy and operational managers interested in understanding some of the challenges and opportunities of introducing NQCs into TVET systems are most likely to benefit from the findings in this volume, but readers are encouraged to explore the other two volumes for additional insights: ‘TVET advocacy: ensuring multistakeholder participation’ targets Meso-level stakeholders, while ‘TVET delivery: providing innovative solutions’ focuses on micro-level stakeholders.
TVET advocacy: Ensuring multi-stakeholder participation
UNESCO-UNEVOC
This volume targets multi-stakeholder participation to address the role of meso-level TVET stakeholders in the process of maintaining and updating TVET systems to ensure they remain fit for purpose. The volume gives meso-level TVET stakeholders a better understanding of their role in the greater TVET ecosystem; potential tools for identifying, integrating and implementing NQCs for a TVET system, and action items for closer collaboration with other stakeholders.
TVET delivery: Providing innovative solutions
UNESCO-UNEVOC
This volume focuses on the micro-level stakeholders involved in the implementation of TVET skilling programmes and/or their components. It will suit lecturers, administrators and programme designers interested in understanding some of the challenges and opportunities of introducing new qualifications and competencies into TVET programmes.
Comments
How can we improve children’s problem solving in maths?
Kirstin Mulholland
Notice
The Edge Innovation Fund (EIF) is a different approach to grant funding. The fund has opened with £300,000 available for 2021 and will be refreshed with new funds every January up until January 2025. The EIF has no closing date; applications will be accepted ongoing from the launch date (14th September) and reviewed at regular intervals. The EIF is now open and looking for disruptive and innovative projects in their thinking and approach, challenging the current education system approach.
Events
Text Complexity and Beginning Reading: Supporting Young Readers
24 February 2022, 5:00 pm – 6:00 pm GMT
UCL Institute of Education
Sustainable Education Summit with Edge Foundation and Schools of Tomorrow
17 March 2022, 10:00 am – 3:30 pm GMT
Edge Foundation
We believe no child should be constrained by stereotypes or the expectations of others. We know that if young people hear firsthand about the world of work, they work harder, get better grades and are more likely to break down barriers.
They should have the chance to start as early as possible, and that is why we launched the national I am #InspiringTheFuture campaign.
Any views expressed in the publications featured in this newsletter are those of the authors and do not reflect the views of Education and Employers.
