Digital technology’s role in enabling skills development
5th March 2017

Education: Digital technology’s role in enabling skills development for a connected world

The first consultation of four in the Corsham Institute 2017 Thought Leadership Programme in partnership with Rand Europe.

Digital technology is disrupting traditional models of education and skills attainment and is increasingly being used to deliver education, knowledge and skills in new and innovative ways. Coupled with future changes to the mode and pattern of work (as identified in our 2016 Thought Leadership programme), and the economic shock posed by the current political climate, there is a need to consider how digital technology can best support individuals to develop the skills needed to attain maximum benefit for both work and social uses.

This can also help to create societal norms when using digital technology and ensure appropriate behaviour online.

The overarching aim was to generate breakthrough thinking by using a mixture of robust debate, careful listening and a willingness to consider different perspectives.

The Consultation aimed to explore the following key questions and areas:

  • How can digital delivery channels help ensure equality of access and inclusivity to skills and education?
  • Can we define a new, more sustainable, model for delivery of education and skills in a more connected world?
  • In an increasingly digital world, how can an ageing population acquire the digital skills necessary to transact in a more connected society?
  • How do we build capacity within the education system to maximise the impact of digital technology?
  • Who should be involved in the design and delivery of digital skills and education?
  • What should be the role of digital technology in terms of supporting a new skills agenda for economic growth in the current climate?

freedom of expression
1st November 2016

Freedom of Expression and Universities

In partnership with the Centre of Islamic Studies, SOAS 

Universities are under increasing pressure from government to prevent students coming into contact with ‘extreme’ ideas. The thesis is that exposure to such ideas risks drawing students into terrorism. But there are other risks also, in particular the risk to freedom of speech and to academic freedom. 

Many university administrators appear to believe that in order to prevent potential terrorism, the law requires them to curtail the freedom of academic debate. Is this an accurate interpretation of the law or are universities actually in breach of the Education Act (1986) and the Human Rights Act (1998)? What are the overall implications for tertiary education in the UK? This consultation will looked in depth at the issues facing universities with regard to freedom of expression and the relationship with the state.

The full consultation report can be read here.

17th October 2016

Connecting Young People – Healing the Social Divides in Society

The UK and Europe are under a growing threat from, so called, ‘ISIS’ and other militant Islamist groups. This threat is one that needs to be challenged wherever possible. A key problem is that some young Muslim men and women are easy prey to radical influences through social media and peer influence.

Before young people are actively engaged in extremist activity there is a less clearly defined phase as young people search for identity and make sense of their world.

This, is not a purely Muslim problem. A crisis of identity is a fact of life for many young people, whatever their colour or ethnic background. They are influenced through peer conversations, as well as social media as they struggle to understand their sense of identity and their place in society. We are working to develop a programme that brings together groups of young people to meet, talk, work and play. By bringing young people together we hope to develop mutual understanding and breakdown the barriers of ‘them and us’ that currently gets in the way of genuine dialogue and developing a common cause.

This consultation aimed to share the experience and knowledge of interested parties in order to develop thinking about how we heal the divisions within UK society through our young people.

The full report can be read here.

Jubilee Centre Logo
9th September 2016

Role of Virtue in the Professions

In partnership with The Jubilee Centre for Character and Virtues 

The Jubilee Centre for Character and Virtues is a research centre based in the School of Education at the University of Birmingham. It is a pioneering interdisciplinary research centre focusing on character, virtues and values in the interest of human flourishing. The Centre promotes a moral concept of character in order to explore the importance of virtue for public and professional life.

The Centre is a leading informant on policy and practice in this area and through its extensive range of projects contributes to a renewal of character virtues in both individuals and societies.

As part of its scope of work, the Centre has produced statements on different aspects of character education, including A Framework for Character Education in Schools, a Statement on Youth Social Action and Character Development, and a Statement on Teacher Education and Character Education. These have been circulated to policymakers, practitioners and academics across the UK, and have been met with widespread support and approval. With the Jubilee Centre’s continuing research focus on virtues in the professions, including the medical, legal, teaching, nursing, and business professions and the British Army, this Consultation  focused on the role of virtue in the professions, with the aim of producing a statement similar in format to those referred to above.

The statement will be available in due course.

Multicolored people holding hands
25th May 2016

The Senior Faith Leadership Programme

In partnership with The Cambridge Inter-faith Programme  

Inter-Faith work was a cornerstone of the St George’s House programme some years ago and we have been keen to revive that tradition in the current programme. This year the Senior Faith Leadership Programme will brought three consultations to the House.

Thirty emergent leaders from the three Abrahamic faiths gathered to enhance their leadership skills, develop inter-faith networks and work towards a greater understanding of their own and others’ faith through intensive scriptural reasoning. For more information please visit Senior Faith Leadership Programme.

An illustration of a group of people
20th May 2016

Teacher Supply: Recruitment, Retention, Shaping the Future

The House of Commons Select Committee on Education explored, among other things, the dual question of recruitment and retention with regard to the teaching profession. Recent media coverage suggests that there is a crisis in teacher supply, that the profession fails to attract the brightest and the best,

 and that the system is haemorrhaging skilled professionals. There is something of a cyclical quality to these arguments.

This consultation aimed to look in depth at the issues facing the teaching profession in an effort to find practical, innovative ways in which they might be addressed. 

The full report can be read here.

A Series of words relating to RE
15th February 2016

A New Settlement: Religion & Belief in Schools

The recent Westminster Faith Debates, spearheaded by Charles Clarke and Linda Woodhead, generated a pamphlet focused on the relationship between religion and state in England today with particular reference to education. The full pamphlet can be found here

The authors state that ‘seven decades after 1944 (R.A. Butler’s Education Act), the time is overdue for a new settlement in the relationship between religion and schools. The old settlement no longer works as well as it needs to for the benefit of schools, religion and wider society. The consultation looked in depth at these issues in an effort to find practical ways in which they might be addressed.

The full report can be read here.

Jubilee Centre Logo
29th September 2015

Character Building and Teacher Education

In partnership with The Jubilee Centre for Character & Virtues

The Jubilee Centre consulted a select group about the role of teacher education to help build the character of young people.  This was an opportunity for individuals to share their knowledge and experience in this area to participate in the development of a new Statement on Teacher Education and Character Building.

A statement on Teacher and Education and Character Education was developed after the consultation and can be read here.

The Roots & Shoots Logo
4th August 2015

Roots & Shoots International Leadership Event

In partnership with the Jane Goodall Institute

This week-long Consultation brought together young people across the world who are involved in the Roots and Shoots Programme devised by the Jane Goodall Institute. The focus of the week was for the professional development of each participant with particular emphasis on leadership.

There was also a series of high-level presentations on topics of relevance to the Institute as a way of engendering debate and discussion.

The consultation aimed to:

  • Facilitate international relationships and collaboration between critical Roots & Shoots global leaders.
  • Foster growth by sharing global Roots & Shoots stories and impacts.
  • Enhance globally relevant skills that will facilitate the spread of Roots & Shoots in our respective countries.
  • Collaborate on global initiatives so that they reflect the true global voice of the Roots & Shoots programme.

Roots & Shoots 2016 Group

   Participants from the 2016 Roots & Shoots Group 

Fluffy clouds and a sunset in the sky
9th March 2015

Anglican Schooling

Serving about one million pupils, the Church of England’s maintained schools represent the single largest point of direct and structural collaboration between the Church and State. This brings considerable challenges as well as opportunities. To maintain their ‘place at the table’, the Church, like other providers has to adapt quickly to changes in government policies and programmes and is judged on its successes and outcomes in public assessments. In one sense it has considerable resources with which to do this; its diocesan teams,

its network of universities, its 22,500 directly appointed foundation governors, its charities and trusts and, of course, its 5,000 schools themselves.

However, it remains a key challenge how best to harness this capacity, not just to meet expectations imposed upon it, but to influence and shape policy across the system of which it is such a significant part. It was hoped that this consultation will assist this process.

The key purposes were:

1. To enable participants to deepen their understanding of the role of each organisation and to identify common issues and practical priorities to enhance :-
a) The flourishing of Church schools and
b) Their distinctive contribution to the mission of the Church of England.

2. To explore scope for increased joined-up thinking between organisations and to identify ways to develop the most effective use of resources to support the identified priorities.

3. To advance sustained theological reflection on Anglican schooling in order to :-
a) Promote the flourishing of the Church school movement
b) Enrich the Church’s understanding of its mission in the community and the central part its schools play in that mission.

To download the full report please click here.

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