Education A Manifesto For Change

'A manifesto for change in education with collaboration, openness and optimism at its core.' Steve Munby This ground-breaking book is both a manifesto and a call to arms to inspire all those involved in education to consider new visions and values for the future of the school system. Renowned educationalist, speaker and author Richard Gerver offers an empowering vision for how education, both in the UK and internationally, can be transformed and made fit for purpose in the 21st century and beyond. Education has never been more important than it is now but the current school system lacks the continuity and longevity required to ensure young people can survive and thrive as we continue to head into the unknown. Education: A Manifesto for Change argues that students must be prepared for the lives ahead of them; they must understand how important and valuable what they learn in school will be long after they have left formal education. To facilitate this, Richard encourages educators to walk outside the school gates themselves, learning from and with people and organisations beyond their normal experiences, so they can be the catalysts of a better, more connected and more coherent future for today's children – tomorrow's adults. In this thought-provoking new book, Richard, bestselling author of Creating Tomorrow's Schools Today, shares his experiences of working with global businesses and talking education with Barack Obama, Steve Wozniak, senior managers at Google, and elite sports coaches working with Great Britain's Olympic and Paralympic teams and the English Premier League. Taking an international perspective, the book includes examples from the US, China and Colombia.

This challenging, hard-hitting book is about making schooling relevant to modern society. It starts from the premise that our present education system is ill equipped to serve students and society in the twenty-first century. In a series of positive yet powerful and provocative chapters, the authors look at critical issues shaping schools today, with a view to: * set out the critical issues behind the headlines * show evidence from research and examples of good practice * stimulate public debate and rigorous thinking about how we educate children for life in the twenty-first century * provide practical examples of learning for the future * present a vision for school transformation. With contributions from a range of leading commentators including Tim Brighouse, Jonathan Poritt, Anita Roddick, Charles Handy and Jonathan Sacks, this is a must-read for school leaders, teachers, policy-makers, parents and all education professionals.

The global expansion of education is one of the greatest successes of the modern era. More children have access to schooling and leave with higher levels of learning than at any time in history. However, 250 million+ children in developing countries are still not in school, and 600 million+ attend but get little out of it – a situation further exacerbated by the dislocations from COVID-19. In a context where education funding is stagnating and even declining, Arran Hamilton and John Hattie suggest that we need to start thinking Lean and explicitly look for ways of unlocking more from less. Drawing on data from 900+ systematic reviews of 53,000+ research studies – from the perspective of efficiency of impact – they controversially suggest that for low- and middle-income countries: Maybe pre-service initial teacher training programs could be significantly shortened and perhaps even stopped Maybe teachers need not have degree-level qualifications in the subjects they teach, and they might not really need degrees at all! Maybe the hours per week and years of schooling that each child receives could be significantly reduced, or at least not increased Maybe learners can be taught more effectively and less resource intensively in mixed-age classrooms, with peers tutoring one another Maybe different approaches to curriculum, instruction, and the length of the school day might be more cost-effective ways of driving up student achievement than hiring extra teachers, reducing class sizes, or building more classrooms Maybe school-based management, public–private partnerships, and performance-related pay are blind and expensive alleys that have limited influence or impact on what teachers actually do in classrooms. This groundbreaking and thought-provoking work also identifies a range of initiatives that are worth starting. It introduces the Leaning to G.O.L.D. methodology to support school and system leaders in selecting, implementing, and scaling those high-probability initiatives; and to rigorously de-implement those to be stopped. It is essential reading for anyone with an interest in education.

Massive Change is a modern illustrated primer on the new inventions, technologies, and events that are affecting the human race worldwide. The book is a part of a broader research project by Bruce Mau Design intended to provoke debate and discussion about the familiar objects and techniques that are transforming our lives. In essays, interviews, and provocative imagery aimed at a broad audience, Massive Change explores the changing force of design in the contemporary world, and in doing so expands the definition of design to include the built environment, transportation technologies, revolutionary materials, energy and information systems, and living organisms. The book is divided into 11 heavily illustrated sections covering major areas of change in contemporary society - such as urbanism and architecture, the military, health and living, and wealth and politics. introductory essay, extended captions, and interviews with leading thinkers, including engineers, designers, philosophers, scientists, architects, artists, and writers. Concluding the book is a graphic timeline of significant inventions and world events from 10,000 B.C. to the present. Massive Change is the umbrella name for wide-ranging research project initiated by Bruce Mau Design and the Institute Without Boundaries, a new post-graduate design program headquartered at his studio. The project will include not only this book but also a travelling exhibition, public events, an on-line forum, a documentary television project, posters, and a product line. The overall aim of the project is to explore the changing force of design in the contemporary world. The book focuses on the powerful, newly designed technologies and systems (and the failure of outmoded ones) that increasingly influence our daily lives. the debate about genetically modified foods, the race to decode human the human genome, the development and worldwide trafficking of sophisticated military weapons - even the increasingly intrusive security systems at airports: all are examples of massive changes that involve the field of design. The book presents images and text that explore the impact of these subjects, both the seemingly mundane as well as the mind-boggling and microscopic. As the text in Massive Change explains: No longer associated simply with objects and appearances, design is increasingly understood in a much wider sense as the human capacity to plan and produce desired outcomes. The book is divided into 11 sections, each focusing on a specific economy at work in the world today, both the traditional (such as manufacturing), and the often-invisible (globalization and politics). The pages combine images, extended captions, general essays, and interviews in a clean, simple design. The imagery in Massive Change is irresistible, and stands alone as a compelling reason to own this book. beautiful. For example, a photo of a smoky blue blob, as the caption explains, is really Aerogel, a material developed by NASA to collect fast-moving space dust. And a featherless, naked chicken staring at us from the page is just that: a new, genetically engineered broiler that requires no plucking and yields more meat, a boon to poultry producers yet a frightening harbinger of our future food supply. Massive Change is a well designed, intelligent, visually provocative exploration of the myriad subjects percolating through popular culture: those we read about in magazines and on Web sites but rarely understand in any meaningful way. It poses the question: Now that the human race can do almost anything, what will we do next?

What is a university degree for? What can it offer to students? Is it only about getting a job? How can we measure the quality of an undergraduate degree? Paul Ashwin shows how, around the world, economic arguments have come to dominate our thinking about the purpose and nature of university education. He argues that we have lost a sense of the educational purposes of an undergraduate degree and the ways in which going to university can transform students' lives. Ashwin challenges a series of myths related to the purposes, educational processes, and quality of an undergraduate education. He argues that these myths have fuelled the current misunderstanding of the educational aspects of higher education and explores what is needed to reinvigorate our understanding of a university education. Throughout, Ashwin draws on his deep engagement with international research to offer an accessible and thought-provoking analysis of the nature of university education.

'Brilliant' CANDICE CARTY-WILLIAMS, author of QUEENIE 'Essential' BERNARDINE EVARISTO, author of GIRL, WOMAN, OTHER 'Hugely important' PAULA AKPAN ____________________________ As a minority in a predominantly white institution, taking up space is an act of resistance. Recent Cambridge grads Chelsea and Ore experienced this first-hand, and wrote Taking Up Space as a guide and a manifesto for change. FOR BLACK GIRLS: Understand that your journey is unique. Use this book as a guide. Our wish for you is that you read this and feel empowered, comforted and validated in every emotion you experience, or decision that you make. FOR EVERYONE ELSE: We can only hope that reading this helps you to be a better friend, parent, sibling or teacher to black girls living through what we did. It's time we stepped away from seeing this as a problem that black people are charged with solving on their own. It's a collective effort. And everyone has a role to play. Featuring honest conversations with students past and present, Taking Up Space goes beyond the buzzwords of diversity and inclusion and explores what those words truly mean for young black girls today. ____________________________ #Merky Books was set up by publishers Penguin Random House and Stormzy in June 2018 to find and publish the best writers of a new generation and to publish the stories that are not being heard. #Merky Books aims to open up the world of publishing, and this year has launched a New Writer's Prize and will soon be launching a #Merky Books traineeship. 'I know too many talented writers that don't always have an outlet or a means to get their work seen, and hopefully #Merky Books can now be a reference point for them to say "I can be an author", and for that to be a realistic and achievable goal... Reading and writing as a kid were integral to where I am today and I, from the bottom of my heart, cannot wait to hear your stories and get them out into the big wide world.' STORMZY

An update to a provocative manifesto intended to serve as a platform for debate and as a resource and inspiration for those teaching in online environments. In 2011, a group of scholars associated with the Centre for Research in Digital Education at the University of Edinburgh released “The Manifesto for Teaching Online,” a series of provocative statements intended to articulate their pedagogical philosophy. In the original manifesto and a 2016 update, the authors counter both the “impoverished” vision of education being advanced by corporate and governmental edtech and higher education’s traditional view of online students and teachers as second-class citizens. The two versions of the manifesto were much discussed, shared, and debated. In this book, Siân Bayne, Peter Evans, Rory Ewins, Jeremy Knox, James Lamb, Hamish Macleod, Clara O'Shea, Jen Ross, Philippa Sheail and Christine Sinclair have expanded the text of the 2016 manifesto, revealing the sources and larger arguments behind the abbreviated provocations. The book groups the twenty-one statements (“Openness is neither neutral nor natural: it creates and depends on closures”; “Don’t succumb to campus envy: we are the campus”) into five thematic sections examining place and identity, politics and instrumentality, the primacy of text and the ethics of remixing, the way algorithms and analytics “recode” educational intent, and how surveillance culture can be resisted. Much like the original manifestos, this book is intended as a platform for debate, as a resource and inspiration for those teaching in online environments, and as a challenge to the techno-instrumentalism of current edtech approaches. In a teaching environment shaped by COVID-19, individuals and institutions will need to do some bold thinking in relation to resilience, access, teaching quality, and inclusion.

How did we let teacher burn-out happen, and what can we do about it – before it's too late? This brave and disruptive book accurately defines the problems of low teacher morale and offers systemic, future-proof and realistic solutions to bringing hope, energy and joy back to the profession. The simple answer is staring us in the face: increase teacher agency. Our rallying cry: our profession needs a return to values of humanity, pride, and professionalism. From research literacy to a collective voice, better CPD to smarter accountability, contributors to this book demonstrate the huge scope for increased teacher influence at every level of the education sector. Education voices including Sam Twiselton, Alison Peacock, David Weston and Andy Hargreaves, supported by a broad range of academics and policy makers, vouch for increased teacher agency and stronger, more powerful networks as a means of improving practice, combatting teacher disillusionment, and radically improving UK education. This text offers an exciting and hopeful perspective on education; urging teachers to work together to ‘flip the system’ and challenging policy makers to help... or get out of the way. Chapters have been contributed by Tom Bennett, Peter Ford, Jonathan Firth, David Weston, David Williams, Zeba Clarke, Julie Smith, Dr Robert Loe, Jeremy Pattle, Debra Kidd, Steven Watson, Ross Morrison McGill, George Gilchrist, Howard Stevenson, Professor Dame Alison Peacock, d’Reen Struthers, Phil Wood, Rae Snape, Simon Gibbs, Ross Hall, Jackie Ward, Simon Knight, David Frost, Sheila Ball, Sarah Lightfoot, Andy Hargreaves, Darren Macey, Gary Farrell, Julian Critchley, Tony Gallagher, Gareth Alcott, Sam Twiselton, Jelmer Evers, Alma Harris, Michelle Jones, Natalie Scott, Deborah M. Netolicky, Jon Andrews, Cameron Paterson, Per Kornhall, Joe Hallgarten, Tom Beresford and Sara Hjelm.