神马福利影片

IER's Dr Sangwoo LeeLink opens in a new window, along with co-authors Francis Green, Golo Henseke, and Anna Yong, has published a new article in the British Journal of Sociology of Education titled ""

The study provides a timely historical and statistical analysis of financial assistance within Britain鈥檚 independent school sector. While these grants are frequently claimed by some parliamentarians to mitigate social exclusivity, the research reveals that only 3% of private school income actually goes toward funding them.

Dr Jamelia Harris published an as part of the NORRAG Special Issue NSI 08 : The Education-Training-Work Continuums: Pathways to SocioProfessional Inclusion for Youth and Adults.

The Special Issue is part of a collaboration with the ILO and focuses on the discontinuities that currently exist between education, training and decent work, arguing that existing discontinuities between these three fields create and reinforce exclusions and inequalities for already marginalised groups.

IER's Professor Terence Hogarth has successfully secured Horizon Europe funding for his project Skills2Capability. The project is about understanding how skill systems across Europe can reduce the level of skills mismatch in their labour markets.

Dr Deirdre Hughes OBE, IER's Principal Research Fellow,was invited by the Chair of the Education Select Committee to facilitate a breakout session on the theme of 'Employability and Functional Skills' at their conference on 14 September. More than 100 guests attended a series of breakout sessions, during which a number of subjects arising through the were discussed. These included primary and secondary assessment, parental engagement, social mobility in education, employability and functional skills, standards, behaviour and discipline, educating outdoors, expressive arts and creativity, and wellbeing and mindfulness.The conference finished with a keynote speech from academic and broadcaster Professor Mary Beard.

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The narrative study led by Professor Jenny Bimrose with colleagues from IER and partners in the Czech Republic, Denmark, Germany, France, Italy and Poland has been published by Cedefop who commissioned the research.

The report draws both on literature review and an original collection of stories from biographical interviews of individuals from seven European countries. The narrative accounts describe the wide variety of experiences with initial and further education. The analysis focuses on motivations for learning (or not) and the findings confirm that early negative experiences with schooling have a scarring effect inhibiting workers’ willingness to re-engage in education later in life. Nevertheless, many low-educated adults were found to command a variety of skills, which they have developed in the work context.