Tag Archives: poverty

International School Meals Day – Pupil Event⤴

from @ Education Scotland's Learning Blog

Join us on International School Meals Day 2017 (Thursday 9th March)at 1.30pm to make the connection between people across Scotland and share your food experiences.

This year the theme for International School Meals Day is Food, Culture and Heritage. We are encouraging children and young people (supported by their teachers or other adults) to share ‘stories’ about their culture, heritage and associated food – this could be family food traditions, food that is loved (or not!) in their country or festivals, ceremonies and celebrations that take place.

During the session we will investigate the provenance of school food in Scotland. Do you know where your school food comes from? Can you find out from your catering staff in time for the Glow TV session? In particular this session will look at where bread comes from, the different types of bread to be found here in Scotland and across the world, and the role of bread in our diet.

Overall, the aims of International School Meals Day are to:

* Raise awareness of the importance of the nutritional quality of school meal programs worldwide
* Emphasise the connection between healthy eating, education and better learning
* Connect children around the world to foster healthy eating habits and promote well-being in schools * Share success stories of school meal programs around the globe
* Highlight research activities in school meal programs around the globe
* Raise awareness of the hunger and poverty issues being addressed through school feeding programmes (programs)

Sign up to take part live on the day – International School Meals Day – Pupil Event.

If you unable to join us for the live event you can always catch up with the recording at another time – Glow TV’s Watch Again.

Scottish education: sleepwalking into the abyss⤴

from @ curriculum for equity

profile_pic2

by Gary Walsh

I am writing this post as a challenge to the narrative developing in Scottish education circles at the moment. I believe that we are in danger of sleepwalking into an abyss of ill-conceived period of reform based on an impoverished understanding of the purposes of education, confusion about the meaning of equity in that context, and a politicisation of the education system the like of which we have not seen in generations.

The Scottish Curriculum for Excellence was developed and indeed heralded as a radical programme for educational transformation. The original CfE document (published in 2004) remains the most purposeful document available to us. I would like to suggest that now would be the perfect time for the underpinning values of CfE and the Four Capacities to be reviewed and updated.

A lot has happened since 2004 and indeed the ‘National Conversation’ that preceded the CfE document. The global economic crisis of 2008 happened. The 2014 Scottish Independence Referendum happened. Now Brexit and Trump have happened. All of these represent key challenges that have tested and will continue to test Scottish society. The world is going through a phase of mass disruptive change: politically, socially, ecologically, economically and culturally. We are faced with some of the greatest challenges of our times including global inequality, climate change, social conflict and lack of cohesion, a failing economic system, as well as rises in global terrorism and right-wing political agendas.

This presents many challenges for education and lifelong learning, not least in terms of uncertainties about funding, leadership and administration, but it poses fundamental questions that have a direct impact on the purpose and meaning of education and learning itself: what is worth knowing and doing? What kind of world should we be trying to create? In an age of anger, mistrust and fear, how can education and lifelong learning help to cultivate compassion, trust and collective action? If ‘it takes a village to raise a child’, what kind of village, and how can it be done? What is the vision for society that we are aspiring towards?

The values that are inscribed onto the ornamental mace at the Scottish Parliament that apparently define not only CfE but the principles of society and democracy itself –  wisdom, justice, compassion and integrity – are fine words. I am astonished however by the number of people I have spoken with in recent years who do not know where these words came from. In a 2006 paper entitled ‘A Curriculum for Excellence: A Question of Values‘, Donald Gillies points out the truth which is that the values were chosen by the silversmith who designed the mace. Gillies suggests that this puts the whole basis of CfE, and the claims that it is designed around the principle of democracy, in doubt.

The slogans we call the Four Capacities – confident individuals, responsible citizens, effective contributors and successful learners – are certainly not beyond question either. Where did they come from and what do they mean? What vision of society are we expecting children and young people to confidently, responsibly, successfully and effectively contribute towards? Without a coherent vision for the kind of society we are aiming to create, the Four Capacities are meaningless.

Donald Trump arguably possesses all of the Four Capacities. He is certainly a confident individual. He is extremely effective in what he contributes. He has successfully learned how to do so. Is he a responsible citizen? A majority of the American electorate seem to think he is.

Mark Priestley and Walter Humes simply ask this of the Four Capacities: “Would it make much difference if the capacities were given as effective learners, responsible individuals, successful citizens and confident contributors?” (Priestley & Humes, 2010: 351)

It seems vital that we continue to develop and further embed CfE. The first step should be to scrutinise the Four Capacities (if not drop them completely) and re-visit the place of values by opening up a long-term dialogue about the meaning and purposes of education in Scotland.

There are many sources of inspiration that could help us to do just that. Professor Stephen Ball articulates the requirements for educative schooling and the education of democratic citizens as being “concerned with literacies for active, local and global citizenship, including a critical view of the world of work”, a “responsibility to contribute to the development of “high energy democracy” (Unger, 1994) in ways which draw upon ‘narratives of human possibility’” and a rethinking of “the relationship between education and opportunity, equity, and wellbeing”. (Ball, 2013: 26)

I would add social justice to that final list. We haven’t even begun to tap into the possibility of developing a shared understanding of these kinds of ideas. We could open up an empowering dialogue around the question of purpose, principles and values in Scottish education, and it would be especially fascinating to learn what children and young people think. Having developed a shared sense of purpose, we should then put our trust in the professional abilities of teachers, researchers, youth workers and lecturers to help us realise our ambitions, instead of allowing a situation to develop where they are completely entrapped by top-down bureaucracies. I am advocating that everybody – educators, children, young people and communities – can bring their collective knowledge, experience and expertise to the table and that together we can ignite education from the ground up.

Instead of clarifying our thinking around CfE and the purposes of education, we are currently doing the opposite. We are getting further and further away from the original intentions of CfE: so much so that its principles can scarcely be located in the National Improvement Framework. We are no longer engaged in a process of radical transformation – if indeed we ever were. Instead we are set to become entangled with a shambolic programme of standardised assessments and yet more benchmarks that will attempt to specify everything but will ultimately mean very little. 

A recent Statement for Practitioners from Education Scotland references the CfE principles and values, unchanged from the original 2004 document, in the appendix! Make no mistake about it: the bigger picture is not at the forefront of policy-makers’ minds. We have moved on from discovering and questioning the principles of education. We are now dealing in a crude game of gaps, numbers, graphs, comparisons, data and outcomes, all of which are politically driven and motivated by a desire for marginal gains designed to appease voters, in which the principles and purposes of Scottish education could be lost for a generation.

Which leads me on to the issue of equity. The narrow focus we currently have on the ‘Attainment Gap’ rather crassly presents poverty as a technical challenge to be counter-acted by increasing the effectiveness of teaching and assessment strategies. There is no doubt that effective teaching is part of the solution, but it must be understood in the overall context which is that teachers and pupils are working in the some of the most socially unjust circumstances in Western Europe.

Educational equity does not simply mean that everybody should get five Highers. If we are serious about equity being one of the core purposes of education we need to think way beyond academic attainment. Equity is about fairness, justice and inclusion. It is about ensuring that education serves to enhance the wellbeing of all of us and not just a few of us. It is about understanding and challenging the broader structures of power that serve to perpetuate various categories of inequality.

How then do we achieve equity in education? Here are some thoughts as a starter-for-ten:

  • All educators should be empowered and encouraged to actively advocate and campaign for the rights of children and young people, illuminating and challenging the unjust circumstances in which so many children and young people are living. This would involve supporting teachers, for instance, in refining their understanding of children’s rights and social justice issues, and being equipped with an in-depth understanding of the material and psychological impact of poverty on children and families. I would argue that the contents of courses such as Edinburgh University’s BA in Childhood Practice and University of Glasgow’s MSc in Youth Studies should be standard issue for all educators.
  • We need to develop a broader narrative that goes beyond issues of effectiveness in education. The pressures and disadvantages of ‘performativity’ in education are well documented. This means constantly revisiting the values, principles, purposes and meaning of education – and trusting educators to act on the basis of those principles, not just in response to targets, benchmarks and/or Key Performance Indicators.
  • Education policy should be understood as part of a broader project of social change. This means aligning education policy in concert with other policies that are designed to create equity across the system more generally and, vitally, eradicating poverty. The only way to do this is by implementing progressive policies that are designed to redistribute wealth more equally across society. In keeping with that overall mission, education policy should be developed on the basis of a social, humanistic model rather than an industrial/accountability model (these points are further argued here as part of the Common Weal Policy Lab on education and inequality).
  • During a period of politicisation of education, educators should be free to ‘get political’ in their responses. We cannot escape the fact that public state education will always be political. There are many educators in Scotland who would quietly subscribe to the theories of Critical Pedagogy and Critical Democratic Education – but I would argue that the associated practices are notably absent in Scottish education. We have a well-meaning but ultimately subservient group of professionals who are desperately trying to make things better by working within the confines of the status quo. We need more people who are willing to speak out against injustices, mis-guided political tinkering and anything else that is clearly not in the best interests of the children, young people and communities that education is supposed to serve.
  • We need a much more diverse group of professionals working in education (institutions and policy making) and a more diverse educational offer. Teachers and education policy makers tend to be people for whom education has ‘worked’. They have made such a success of it that they return to it as a profession. There is a lot to celebrate here of course, but does it not make the task of meeting the needs of young people for whom the current system does not ‘work’ much more difficult? Who is there in the system that can really understand the situation of these young people and can act convincingly on their behalf?
  • The status and role of early years practice, youth work, vocational learning, adult education as well as ‘atypical’ models of education such as Folk Schools, Place-Based Learning and Kindergarten should be examined and strengthened where necessary. Scotland has typically developed its education policy by consensus building (noting the ‘con’ in consensus). The resulting one-size-fits-all approach may have worked for us in the past but now it seems outdated and, like many education systems around the world, in need of a serious rethink.

I said at the beginning of this post that I wanted to challenge the current narrative in Scottish education. I have argued that we should get back to the basics of values, principles and purposes and I have argued that we need to get serious about the issue of equity.

Comments are very welcome below as are online responses to this post using the hashtag #ignitingeducation – let’s spark a more open and meaningful dialogue.

Thank you for reading.

About the author

Gary is the creator of the Curriculum for Equity website. He is a freelance consultant and facilitator with particular interests in values, character development, social/emotional skills and social justice. He is a founding editor of #ScotEdChat (a weekly chat on Twitter about Scottish education) and the co-author of Speaking of Values. You can use the contact page to contact Gary directly.


Tackling inequity is the responsibility of us all⤴

from @ curriculum for equity

jackie_brock

by Jackie Brock

I was delighted to attend Scotland’s education summit on 15 June. What a tribute to Scotland’s commitment to children, young people and their education. How many other countries would be able to bring together the leadership of all our political parties represented in our Parliament together with key professionals, parent and third sector representatives?

It was also timely and important to hear from Andy Hargreaves of the OECD that, internationally, Scotland is “well ahead of the curve” in relation to our progressive and far-reaching reforms, principally Curriculum for Excellence and achieving outcomes.

But, he warned, if we are to maintain this, Scotland must be bold and clear in relation to developing a system, which shows how effective every aspect of the education system is in securing improved outcomes.

I suspect that there will be considerable debate and discussion before agreement on this system is achieved, and for our part, Children in Scotland will work with its members on contributing to this. However, what provided most of us present with considerable food for thought, were the reflections of the Head Teacher of Craigroyston High School, who hosted the summit.

He reminded us that his school’s successful work in raising the attainment of young people was a single-minded focus on how the school could do their best to make sure that young people left school with every opportunity to fulfil their potential –whether through work, further or higher education. Alongside this, he reminded us that his day-to-day work involved engaging with the diverse range of community groups and employers who can offer the school support and resources. The school is the first point of contact when any of the young people have experienced any problems out of school – contact from local agencies is a daily occurrence.

It made me think about what we want from our schools and how we need to support them in the challenge of reducing attainment.

We heard from the First Minister and Deputy First Minister that while the reasons for the inequality faced by children are outside the school, the school is one very important route to remove these inequalities. So how do we support them better?

Firstly, it’s important to remember that every state school in Scotland faces inequalities. One of the fantastic aspects of Scotland’s education system is our commitment to comprehensive education. So, schools reflect their communities. But no matter how affluent their community, every school should review its approach to make sure that every child gets the same opportunities, no matter what their background or home address is.

Around a quarter of Scotland’s secondary and primary schools serve communities with high concentrations of multiple deprivation. That’s around 100 secondary schools and around 500 primary schools.

The National Improvement Framework and Raising Attainment for All has recognised this in its first tranche of funding. Funding is important – but it is so much more than that and the next steps need to look at the extent to which we are supporting the school leadership in these schools.

In our experience, the school leaders who thrive in serving these schools are those who are active and passionate champions for their children and young people. They are shameless entrepreneurs (in the best possible sense) – consistently seeking out opportunities to work with those people and organisations who will support their school and will lever in additional resources. They understand about partnership working. Equally, they reject the old image of a “Fortress School”. They actively enable leadership amongst their pupils, extending opportunities to the children and young people of their school to be leaders of their learning. They welcome and encourage parental engagement in all aspects of their school.

The school leadership are genuinely not just leaders in their school but are leaders of a school which is at the heart of its community – but are we providing enough support to them?

To what extent, do our expectations of school leaders and their training and development equip them for this community role?

What systems are in place within local authorities, community planning partnerships and within the third sector to enable the school leadership to exercise their role?

Do we make it easier or harder for school leaders to navigate their way through setting up an after school activity or bringing the very best employment partnership to meet the school’s particular needs?

There is so much to learn from the thousands of successful school and community partnerships. At Children in Scotland we recognise that if we can free up as much time as possible for school leaders, such as completing the paperwork for funding applications; organizing meetings; project managing, this then gives them the time to focus on making sure the support works for children. This is often overlooked by the third sector and we need to factor it in to our support. Never underestimate the relief we can provide by reducing any bureaucracy and making more time for teachers to be with children or young people, doing what they do best.

The Scottish Government’s Delivery Plan in this area is to be published by the end of June. A key element of this has to be about focusing on how we provide practical support to school in areas of significant deprivation – only through this targeted intervention, and sharing of the load, will we make a significant contribution to reducing inequality.

About the author

Jackie Brock is Chief Executive of Edinburgh based charity, Children in Scotland. She took up post with the charity after 12 years in the civil service, during which she led on the development of Curriculum for Excellence in her position as Deputy Director of Learning and Support. Jackie’s key priorities are improving educational attainment, tackling child poverty and improving the early years.

Follow Children in Scotland on Twitter @cisweb, and Jackie @jackiejbrock.


SERA poverty and education network meeting 16th June 2015⤴

from @ Cat's eyes

Emporium-ezine-bannerApr15

SERA joined forces with the College Development Network and Scotland’s colleges to take part in the Emporium of Dangerous Ideas (#DangerousEd) – an annual ideas-fest full of interesting and creative change-orientated dangerous ideas, conversations and gatherings by and for educators across all sectors and agencies. This event was a sell out and was hosted at Scotland’s Colleges HQ in Stirling – a fine venue with easy parking, nice welcome and great lunch!

The  network is one of several facilitated by SERA and has been on the go since 2014. Today’s event was called Research as if Education Mattered. And Education as if Research Mattered. There was unsurprisingly a heavy bias towards the college sector among participants, and other  representation from CLD, EIS, GTCS, four universities, two local authorities Education Scotland and one youth organisation. The format was quick and snappy – using the Petcha Kucha format. I think this makes people talk very fast and the continuous rolling slideshow can be distracting when it adheres to the 4s per slide limit and gets out of synch with what presenters are saying. I prefer teachmeet format with no powerpoint  and 2 or 7 minute presentations, but it certainly is great for keeping things moving along.

The presentations were varied and each addressed different aspects of the impact of poverty in education. Highlights for me were Alistair Wilson of Strathclyde University talking about his study of mentoring young people in areas of high deprivation to support widening access to universities. Findings suggest young people’s social networks play a big part in improving access for them, and mentors can help to build their social capital to help them develop their social networks. This is maybe obvious but providing the mentoring is the key here and that’s what this project did. If you go to  fee-paying schools you get  advice like this , dedicated tutors to help you with your personal statement alone as well as all the benefits your social and cultural capital will bring you. Little surprise then that without such support there hasn’t been one young person emerge from one named north-east Glasgow secondary school to become a doctor in over 30 years. This school will no doubt be just as teeming with intelligent and capable young people  as many others- what an indictment of inequity in our system and Alistair reckons it will be exactly the same in another 30 years unless we do something to change it.

Other interesting data were shared by the CELCIS team on the difficulties and vulnerabilities of looked after children and approaches to helping their attainment by participative approaches; Stuart Hall  from his Families First in Renfrewshire project and  Stephen McKinney spoke about global issues concerning poverty and education – forcibly displaced children; the fine lines between children’s work, child labour and slavery and the invisible spectre of human trafficking.

All of this demonstrated the persistence and pervasiveness of poverty in education and that we actually have a wealth of data on this issue. Collaborative working across agencies and different sectors via networks such as this one will provide a way to make sense of this data and communicate some approaches towards tackling it – but  I’m left pondering as usual that it’s not just up to schools, teachers and other educators to solve this problem, and are more studies the answer?


I’m back ….⤴

from @ blethers


Saigon skyline
I've been away. I'm back. And actually I've been home for a fortnight, but so far I've not felt able to write about the most extraordinary journey of my life. It was so different, you see - and though conversation with a friend and reading travellers' tales and watching movies and having my evening meal with the Vietnam war playing on the telly had all done their bit, nothing had quite prepared me for the experience of being in Vietnam and Cambodia. It was, indeed, only after returning home that I read, in the small guide book that was part of our pre-holiday goody-bag, the immortal words "visiting Cambodia is more of an adventure than a holiday".

I must say at this point that what became known as "The Hanoi Cough" didn't leave us unscathed, even though I was absolutely unaffected until the day we left to travel home. (It's amazing, the protective power of belief: I was convinced it was an allergy to the pollution, of which more later). And on a small cruise ship - our home for a whole week of the trip - such maladies spread, despite the  precautions; I can only say that the other great threat to health and happiness was avoided by being scrupulously careful with what we ate and drank, and the neurotic sanitising of hands).

There are moments that I shall want to revisit, but right now I thought to record some impressions before they become part of what I know and therefore less remarkable. The first was the heat. I've never been in the tropics, and the half hour we spent outside the airport in Ho Chi Minh City (aka Saigon) waiting for a hapless wench who was having visa trouble gave me a chance to notice how soup-like it felt. It wasn't that I was sweating much - in fact, unless I wore a rucksack, there was little outward and visible sign of sweat the whole time I was there. Interestingly, when I look back on the holiday, I realise that at no time did I complain of being too hot, other than in the cabin at night when we started taking the advice of Aussies who said to leave the air-con at 26ºC to avoid drying the air so much that it made coughing worse. The heat beat down when we were in the sun, battered us with its ferocity, but with a decent hat and the right clothes it was fine, as long as we didn't think about it.

The pollution proved a greater problem. A cyclo ride through central HCM City meant sitting in an
oversized bicycle basket being pedalled among hordes of motor-bikes along oceans of traffic while observing that my cyclo-rider and I were the only people I could see without a face mask. I am told that masks don't help with this kind of pollution, but the psychological effect was interesting. Even when we left the city and started to sail up the Mekong River we were affected - the farmers burn everything, so that a pall hung over the countryside every evening, and visits to traditional brickworks and crowded markets (where huge loads arrived on motor-scooters) all presented the same air-quality problem to someone more used to the cold wet sea air of Scotland in February.

All this sounds very negative, but the smells and the hot air were the ground bass to every other experience of the holiday, some of which were absolutely wonderful and require whole posts to themselves. But this introduction, an introduction for me as well as for anyone who reads it, will end now with a couple of generalisations. Vietnam seemed to me to be extraordinarily vibrant and go-ahead; the people seemed energised and forward-looking and the warfare of the 70s sufficiently in the past to be discussed as a proud history, even by people who were involved in it. Cambodia, on the other hand, showed me poverty as I'd never seen it: real, third world type basic living conditions;
terrifying lack of sanitation; acceptance of standards of hygiene that made us quail. We felt unbearably rich as we dropped in from our other world; I felt horribly guilty as the procession of coaches through rural Cambodia showered red dust over every thing and every person we passed. I know that the organisation that took us there makes a big contribution to the economy - as well as supporting an orphanage in Siem Riep - and that by visiting we were assisting in the recovery of a country that had only recently torn itself apart in a particularly brutal civil war, but I'm still thinking about it. I learned a great deal.

A final impression? The people. Unfailingly gracious and smiling whenever we encountered them. And young - at least, young to me. The average life-span in Cambodia is 68; if you live on the river, it's 58. So young, and so slender.

Oh, and that brings a memory that makes me smile: That cyclo ride? Mr B and I were among the last in our group to mount up, so that we were at the back of the train of cyclos weaving out into the traffic. By the time we rendezvoused at the Reunification Palace, we were the first to arrive, and it was clear that my cyclo driver had enjoyed overtaking one by one his colleagues who were burdened by the large white people who filled their baskets.

Me? I felt smug.

Closing the attainment gap⤴

from @ Mimanifesto - Jaye's weblog

Pasi Sahlberg’s comments about equity in education together with Brian Boyd’s latest letter to the Herald have pushed the issue of poverty and attainment more centre stage recently. I gave a keynote presentation at the Apple Leadership Conference in Edinburgh a few weeks ago in which I put forward some thoughts on how we might tackle this blight on our education system. You can access the text of the presentation here.

I’d also love to share the slides as well, however, for several reasons, I can only do this on request, which I’m very happy to do (with certain terms and conditions! )


Filed under: Uncategorized Tagged: Apple, Attainment, Brian Boyd, Pasi Sahlberg, poverty