Articles from Foundation for Education Development (FED)

Education Policy – What will we be talking about in 2022?

As we move into the second year of our work at the Foundation for Education Development (@FEDeducation) and following the launch of the FED National Education Consultation Report, we hosted a roundtable discussion seeking to answer the theme ‘Education Policy – What will we be talking about in 2022? Between commissions, manifestos and national reports, there will be a great deal of challenging and new thinking in 2022.’

Building an Education Curriculum for a NetZero Future – Ensuring future generations learn about Climate Change

As we move into the second year of our work at the Foundation for Education Development (@FEDeducation) and following the launch of the FED National Education Consultation Report, we hosted a roundtable discussion seeking to answer the theme ‘Building an Education Curriculum for a NetZero Future – Ensuring future generations learn about Climate Change.’

Equality, equity, accessibility, and inclusion: Placing everyone at the heart of education re-imagining

Professor Anne Bamford OBE, a FED Council Member and Strategic Director of Education and Skills for the City of London challenges and invites us to think about how we place 'everyone' at the heart of education, specifically as this is the first word in the Universal Declaration of Human Rights:

Exploring the different approaches to levelling up and place-based strategies to generate and sustain educational excellence

Leading locally: partnering regionally: impacting nationally, excelling globally: five premises and five characteristics  Dr Ann Limb CBE, a FED Ambassador, Independent Chair of the UK Innovation Corridor amongst many other roles, challenges us with the thought that ‘notions of place are bounded only by the limitations of our imagination’:

We need to build flexibility, agility and resilience into shaping a long-term vision and plan for education

Patrick Wall, a FED Trustee and the founder of edpol.net, argues that interdependency with the system adds to the complexity and asks us to consider, who’s evidence and input does the systems need to use to shape a long-term vision and plan for education?

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