What are schools for? If they're intended to give every child a good start in life, how can anyone defend the old-style Secondary Modern Schools? And how can the other side of this equation, Grammar Schools, be justified? These are institutions defined only by the fact that their students 'passed' or 'failed' an examination at age 11; and the children know it.
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Senior women leaders are often criticised for being less confident than the men, and for feeling unable to delegate. Is this any wonder, when those very men don't play fair? It's time for sexist attitudes in the corridors of power to be challenged head-on - which is exactly what Margot Wallström, Chair of the Council of Women World Leaders Ministerial Initiative, has just done. ...
This website seems to be used as a learning resource, as well as by a more general readership. Teachers and students refer to it for a range of reasons; and amongst these is the opportunity for people whose first language is not English to read short articles linked to other websites on the same topics. So, how do / could you use this site as an educational resource? ...
11, 12, 13, 14, 15? At last you can start making your own choices. Your parent/s have the final say, but increasingly you're trusted just to get on with it. You know how important school is, and maybe you have ideas about a career, but there’s still space for fun in with the serious stuff. Sometimes you can even combine the two....
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16, 17 and 18 are when it really starts to buzz. What you choose now will have impact for a long time to come. Horizons are expanding as comfort zones are challenged. Opportunities grasped now, at work and at play, will shape the adventure to follow. So go for it, looking forward and with a zest for life.
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You’re very likely at college now, or learning on-the-job. Enjoy these new experiences! Ages 19, 20 and 21 for most young adults are ‘me time’, time to spread your wings and test the limits. Whatever you’re doing, use your freedom and energies to invest in your future, whilst you have some fun right now.
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Graduate retention is a serious aspect of any decent policy for regeneration. But the emphasis on new / young graduates alone is strange, when there are always also other highly qualified and more experienced people who might offer at least as much in any developing economy. ...
Not all academics are happy to see their students referred to as 'customers'. They have a point. The role of college lecturers is to ensure that their students gain the knowledge and skills required to take them further in their chosen fields. The 'student as customer' model is incomplete, if only because teaching staff inevitably know more about the chosen field than do learners. Along with the actual knowledge required, there may be scope to look afresh at the skills base students need - and at the implications of that for the 'consumer' status of students. ...
Today is International Mother Language Day. Celebrated for the first time in the Millennium Year, it is a programme promoted by UNESCO, the 2007 theme being multilingualism.
But why is it important? ...
England's Northern Universities are upset that the Biomedical Research Centres (BRCs) of excellence are all in the 'Golden Triangle' of Oxford, Cambridge and London. 'Added value' economic impact has been sidelined. With intimations of southern advantage and selective assessment perspectives, is this a re-run of the 4GLS synchrotron debate on location in the 'north' or 'south'? ...
Live-A-Music (Liverpool) is planning a series of Children's Music Workshops at Easter (Thursday 5 April) and over the Summer break. The workshops, run by fully qualified and experienced leaders, are for children aged 7-plus (younger siblings may be accepted) and will be in Mossley Hill Parish Church Hall, Rose Lane, Liverpool 18.
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Recent figures confirm that girls are doing better at school (and university) than boys. Single-sex classes within co-ed schools are not however generally seen as a way to resolve this inequality. But how much do we know about the longer-term impact on men and women of single-sex or mixed gender teaching? ...
As now fully independent adults, people aged 22, 23, 24 and 25 are positioned to begin to make their mark. It’s the time when mature interests are established and occupational qualifications have hopefully been won. With luck you are strong in body and mind and have the freedom to develop as you wish. Be sure to follow your dreams. ...
The place where non-state, non-business public activities challenge the assumptions of wealthy organisations and the ruling classes or prevailing consensus is often referred to as ‘civil society’. A proposal that this place have its own university in the U.K., to scrutinise and develop the core skills and specialist knowledge base of the ‘third sector’ of the economy, is now being taken seriously. ...
The National Museum of the Performing Arts closed 'for good' yesterday. This is a disaster for London (where it has had its home, in Covent Garden) and for the whole of the U.K. If the Trustees of the Victoria and Albert Museum - in whose 'care' the Theatre Museum resides - cannot maintain the collection as an entity, perhaps the Theatre Museum should pass to those who can do better? The Chair of the V & A has close Merseyside connections; why not re-open the Theatre Museum in Liverpool? ...
At 26,27, 28 perhaps you’re still single, but the chances of coupledom increase quite considerably by 29 or 30. Whatever, the years seem to slip by more quickly as people reach their late twenties, but opportunities are still there to explore the world and take control of the direction of your life.
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Science may sometimes be difficult for people in regeneration to understand; and perhaps this doesn’t always matter. But we do all need to see what science in its operation and applications has to offer. For optimal outcomes at every level dialogue between scientists and regeneration practitioners is critical. ...
Truth in Science is the latest version of the so-called Intelligent Design 'theory' of Creationism. It now reaches into U.K. schools where one expects more measured understanding of the differences between Science and Comparative Religious Studies. What other equally unlikely notions could we, on the same 'logic', incorporate into the curriculum, and where? Your comments and ideas are welcome.
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The regular calendar of Farmers' Markets in Hope Street has at last begun. From now on the third Sunday every month is scheduled as Market Day for Hope Street Quarter. Farmers' Markets are something different to look forward to: a great day out for adults and children alike, with fun opportunities to learn where our food comes from and who grows it. ...
Covent Garden's Theatre Museum is the National Museum of the Performing Arts, a unique and special place. But it is currently under threat of closure. An urgent rescue bid is being considered by the Museum's nearby neighbour, the Royal Opera House. Success in this venture is not only essential for the greater good of both parties, but also offers encouragement to those who see that to survive the arts must work together. ...
How we learn is always more complicated than we might imagine. The evocation of 'fire and ice' by both poet Robert Frost and, much later, NASA scientist Donald Brownlee, is an example to hand. Science and the arts alike depend for their impact ultimately on imagination and creativity, as well as rigour and formal insights. ...
Human geographers have offered many insights into equality and the effects of socio-economic policy in recent years, but social processes require a different research perspective to understand fully what is happening. In the 1950s and 60s sociologists such as Willmott and Young told us about the dynamics of communities, for instance, in the East End of London; and this perspective is now beginning once more to illuminate these changes and their challenges. There is nonetheless still little general understanding of how difficult it is to 'get things right' in such complex settings. ...
There is a nostalgia in the cultural calendar at present. Memories of the 50s and 60s are to be found in both drama (The Liverpool Playhouse) and museums (the national Theatre Museum). Interesting to look at, without doubt. But perhaps much less fun to have had to live in. ...
The teaching of History is a critical part of children's early experience. As such, this curriculum must be determined by education professionals who can bridge the gap between the stories of the past and the immediate background to our contemporary lives. ...
Everyone takes time as the New Year arrives to do some mental spring cleaning. This list offers ideas for reflection and perhaps as New Year Resolutions. It's about how individuals approach their lives and leisure time. I hope it's useful. ...
Kids' play is in one way serious stuff, but that's no reason why fun shouldn't also be far less than serious for them and for the grown-ups too. Here are some ideas to try which came from a survey of children earlier in the year, plus a few suggestions for the adults as well... Go for it, and enjoy! ...
No-one has the perfect answer to the question, 'What shall we do with the kids over Christmas?' But here are some day-by-day suggestions for the family during the Christmas week, with an indoor, an outdoor and a foodie activity for each date. Mix and match, with something for everyone, is the general approach. And, whatever you do, have fun. ...
Welcome to the official website of Liverpool Fringe! which was launched on 21st November 2007. This is where everyone can read about Liverpool Fringe! and where you can post your ideas or messages of support and share details of your own events, for free....
What are the relationships between science, technology and 'modern society'? How are these interactions determined? And what is 'progress'?...
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