Reducing inequalities in school exclusion: learning from good practice

The research reported here was commissioned by the Office of the Children’s Commissioner’s to inform the second year of their on-going School Exclusions Inquiry. The first year of the inquiry culminated in the publication of the report They Never Give Up On You which included an analysis of recent national data on recorded exclusions from school that provided stark evidence of inequality for particular groups. Concerns about the disproportionate impact of school exclusion on specific groups of young people are not new and there have previously been attempts at policy level to reduce inequalities. However, the relationship between exclusion and other educational and social processes is complex and these inequalities persist. The over-arching objective of the research was therefore to identify characteristics of good practice in addressing inequalities in school exclusions, with particular attention to the following factors: Free School Meals; gender; ethnicity; and Special Educational Needs (SEN)

Digital landscapes: inclusive potential versus exclusive practice

The advantage of digital data is its flexibility which ensures it can be available in multiple formats and customised to suit individual preference. This makes it a powerful tool for establishing equity of access to digital landscapes in particular for users of assistive technology. The expression ‘Digital Divide’ originally referred to access to technology and, while this remains relevant, it now also refers to the quality of that access. Possession of the hardware alone cannot guarantee equity of participation. For users of assistive technologies in particular, all the prerequisites for access can be in place but if the digital data has not been designed with the needs of their technology in mind then their access will continue to be denied. To work effectively within digital landscapes, and transform the curriculum for the needs for future learners both on and off campus, requires an understanding of inclusive digital practice so as to minimise barriers to access. These requirements should be neither under-estimated nor their presence assumed. As the use of digital landscapes for educational purposes increases care must be taken not to widen the divide between inclusive and exclusive digital practice. This paper suggests that priority should be given to ensuring accessible digital content within higher education and that this requires individual responsibility supported by a whole institution approach; both of which must recognise the value of digital inclusion

A Critical Scan of Four Key Topics for the Philanthropic Sector: A study by the Rockefeller Foundation and Accenture Development Partnerships

The study aims to identify problem areas in the developing and developed world, as well as areas of dynamism and convergence that will, over the next five to 10 years, present opportunities to make a greater impact in the development sector. The study, which made use of a consultative process, investigates four key topics central to human wellbeing. These are: natural ecosystems, health, livelihoods, and urban environments. In each of the four identified topic areas there is a greater need to foster innovation and shift paradigms in order to expand opportunity for the vulnerable and those living in poverty, and strengthen their resilience

Childhood Poverty and Education in Bangladesh: Policy implications for disadvantaged children

This paper is based on a recent study carried out as a part of the Visiting Research Fellowship at the UNICEF Office of Research. It offers a theoretical understanding of childhood poverty and educational exclusion, building on the empirical findings of the fieldwork carried out in Bangladesh to develop case studies addressing the questions, why do so many socio-economically disadvantaged children tend to drop out from formal secondary school, and why do some succeed? After exploring the challenges of childhood poverty and educational exclusion, it shows how the challenges could be mitigated through attention to the ecology of human development. This paper demonstrates a better understanding of childhood poverty and education in relation to the theoretical perspective through drawing together empirical evidence, summarising and interpreting it, in a more integrated manner and context. On the basis of this examination of the phenomenon, research findings have translated into recommendations for policy and practice to improve formal secondary schooling for socio-economically disadvantaged children in Bangladesh