We are thrilled that our report Everyone Starts with an A, published earlier this year in English and German, continues to be read by people from many corners of the globe.
Just last week we were informed that the Brazilian Securities and Exchange Commission has a summary of the paper on their website (here for anyone who reads Portuguese).
Image credit: Globes by tup wanders
And in the past few months, our Director- and Associate Director of Education spoke at conferences in Lithuania and Latvia, respectively, about the concepts explored in the paper. Joe attended the Creative Partnerships conference; see an interview with him here (in Lithuanian). Louise spoke at the Education Innovation conference, supported by British Council Latvia, Ministry of Education, Microsoft, and others.
Our RSA Global team is helping to spread the RSA’s key messages. And as the RSA’s audience continues to grow across the globe, we hope to carry on providing thought-provoking work which is accessible and relevant beyond our local borders.
Many thanks to Adriana Rodopolous for informing us about the SEC article. The Everyone Starts with an A report was made possible by support from Vodafone Foundation Germany. The RSA Global team is Natalie Nicholles and Laura Southerland.
Vaithegi Vasanthakumar (@VaithegiV) is a member of the global efficacy team with the Office of the Chief Education Advisor, Pearson. You can follow the team’s work at efficacy.pearson.com
The first event in the RSA’s current ‘planning for real impact’ series explored whether Pearson’s approach to efficacy and the RSA’s Power to Create concept might help organisations engaged in youth employment programmes achieve better outcomes for young people. The delegates were drawn from a range of commercial and third-sector providers of employability services, as well as educationalists, employers and policy makers.
For context, Pearson defines efficacy as having a “measurable impact on improving people’s lives through learning” – a commitment it is applying rigorously across the business – for example, any internal investment or acquisition requires a review of the efficacy behind it, alongside the usual financial assessment. Also, products and services are developed based on robust research that supports in the delivery of meaningful, measurable outcomes.
Filed under: Education Matters, Enterprise, Fellowship, Innovation
Imagine reading a Wikipedia biography, and the subject says hello and introduces themselves. That’s the idea behind a project run by Fellow Andy Mabbett, called The “Wiki Voice Introduction Project” (“Wiki VIP”- geddit?)
“Hello, my name is Andy Mabbett, and I was born in Birmingham, England. I’ve been a Wikipedia editor since 2003 and Wikipedian-in-Residence at a number of institutions, most recently the Royal Society of Chemistry”
- If I said that out loud, it would take around ten or twelve seconds, but in that time, you’d know what my voice sounds like (enough to confirm my identity, if you’d heard me on the radio), a little about me (enough to distinguish me from someone else with the same name), and how my name is pronounced (useful if you’re about to meet me, or mention me in a presentation or on air). In fact, you’d have the canonical pronunciation of my name: mine.
Since we started a project to make such recordings a while ago, we’ve had similar contributions from Adil Ray, Alice Arnold, Sir Peter Bazalgette, Emma Freud, Charles Duke (one of twelve people to walk on the Moon) and a host of others – including, of course Fellows of the RSA, like Stephen Fry, Howard Goodall and computer scientist Sue Black.
We have contributions in Welsh, Dutch, French, Polish, Catalan, and Russian, too – some people record themselves in more than one language. The contributors include scientists, authors, journalists, artists, explorers, librarians, a peer of the realm, and even many Eurovision Song Contest competitors! Each recording is – like all Wikipedia content – available under an open licence, allowing anyone to reuse it.
How you can help
I want to invite anyone – everyone – who is the subject of a biography in Wikipedia, to provide a brief recording, saying the same kind of things about themselves – or a little more if they care to. Many fellows will have Wikipedia articles about them (but please – don’t write a Wikipedia autobiography; it’s really frowned upon) and can make a recording on their phone, tablet, laptop or desktop computer and email it to me for uploading, or upload it to Wikipedia’s sister project, Wikimedia Commons themselves.
While not every Fellow has an article about them, I bet every one of us has a colleague, friend or relative who does. Some Fellows no doubt work as PAs or agents; they can supply recordings of their clients.
Imagine if we could hear the voices of RSA fellows of the past. Let’s make sure future generations can hear ours.
Andy Mabbett, FRSA
• View Andy’s blog ‘Pigs on the wing’.
• See a guide to making a Wiki VIP recording, and more examples
• Contact Andy by email at firstname.lastname@example.org
For organisations in all sectors that seek to make a difference to people’s lives – charities, social enterprises, funders, research bodies and public services – being able to measure and demonstrate impact can help them get better at what they do, and reach more people, more effectively.
Finding evidence that one’s work has reached its intended audiences and achieved its goals can be tricky. The pathway from publishing and disseminating a piece of research, to achieving awareness, acceptance and action is not always linear or direct. Instead, having influence and impact often happens indirectly, via a circuitous route with a fair few cul-de-sacs and some serendipitous connections.
Having impact often happens indirectly, via a fair few cul-de-sacs and some serendipitous connections
The Joseph Rowntree Foundation has today published an evaluation of its education and poverty programme carried out by the RSA. The study aims not just to describe levels of awareness amongst key audiences, but also to assess how far particular messages and findings have had resonance with different parts of the audience, and as far as possible, to explain why this level of influence has been achieved.
This is a guest blog written by Richard Gerver and Rik Seveke.
In a world of growing complexity and accelerating change the creative capacities of people are increasingly important to design our personal and collective lives. If we truly value the development of creativity in our children, we need to redeem ourselves of our addiction to measurable development.
In the Netherlands and the United Kingdom there is little doubt of the importance of creativity. The Dutch minister for Education Jet Bussemaker spoke of ‘capabilities for the future’ at a symposium of the Royal Dutch Academy for Science and said: ‘Education as a source of equipment, capabilities as conditions for imagination and the development of creative rebels.’ World famous designer Daan Roosegaarde during the opening of the academic year at the University of Twente: ‘Creativity will become our main export product.’ But it isn’t just policy makers or artists who claim creativity as an indispensible asset. IBM’s research with 1500 CEO’s worldwide in 2010 states: ‘Creativity is the key asset for navigating in today’s increasingly complex world.’
Britain has a mobility problem. However, according to new research, the problem is not the one many have come to think it is. The study, conducted by Oxford University and LSE, has found that the political and media consensus on social mobility being in long term decline has been a misdiagnosis. Instead, the problem of mobility is more subtle, with more of us now at risk of moving down the social ladder due to an increasing lack of space at the top – a situation, says co-author Goldthorpe, that has “little historical precedent” with “potentially far-reaching political and wider social implications”. The study further found that inequalities in relative social mobility are significantly greater than thought previously, with a child whose father worked in a higher professional or managerial field 20 times more likely to end up in a similar job than a child with a working-class father.
In the last six years, the World Innovation Summit in Education, held annually in Doha, has grown into a giant amongst education events, bringing teachers, innovators and other edu-geeks together to discuss, share and provoke practice. Whilst concerned with all aspects of the global education agenda, WISE’s focus remains on the power of innovation in education, and the need to develop broader outcomes in young people.
When a journalist interviewing me at the summit asked the inevitable ‘why Qatar?’ question, my response was that this kind of gathering was needed, partly as a counter to more traditional corporate and governmental convening power of the so-called ‘Global Education Reform Movement’ (or GERM). I didn’t mind who met this need, as long as they met it well. WISE, established by the Qatar Foundation, has become an important, risk-taking player in the global education landscape. As Ralph Tabberer, former Director General of Schools for the DfE, and now boss of Better, Broader, Deeper Education, summed up: ‘A very diverse set of people. Not overwhelmed by the West. Lots of networking, Fewer government people so it was all more applied.’ The Learners’ Voice programme is a key cog in the WISE machine, ensuring that the views of young people are embedded throughout the summit.
Launched today along the RSA’s new publication Licensed to Create: Ten essays on improving teacher quality. 11 leading thinkers in education offer their thoughts on how we can improve teacher quality. The following excerpt is taken from teacher Lorna Owen’s essay.
The last bangers are exploding. The crackle of fireworks is dissipating into the darkness. We head inside braced in the knowledge that the commercial world is gearing up to unleash the full force of their festive advertising upon us.
We are promised that on spending our hard earned money on particular brands of clothing/food/wine/gifts we will reach nirvana, that unparalleled place: the best Christmas ever.
Now I’m as Christmassy as the next person but the thought of all that rampant consumerism, of all the plastic and rubbish destined for landfill and the pressure to have the-best-time-of-my-whole-life-and-that-of-my-friends-and-family-ever and is giving me the shivers.
So as the Oxford Street lights power up and John Lewis release their Christmas advert (since when was that a thing?) I’d like to offer a distraction from it all and provide an RSA style antidote our the impending future… Read more
Next week the RSA launches its Licensed to Create animation and publication.
Having all been through school, most of us have an intuitive sense of the importance of good teachers. It’s because of bad teachers that I decided to drop the idea of doing computer science at university (lucky escape!?), and it’s largely down to my 6th form history teacher that I am writing this now – having inspired in me a curiosity of how people live, putting me on my first tentative steps towards a job at the RSA.
Over recent years the education world has begun to recognise teacher quality as one of the most important factors through which to improve student outcomes. In Licensed to Create, Dylan Wiliams describes this as ‘a shift from treating teachers as a commodity (ie regarding all teachers as equally good, so that what matters is getting enough teachers at a reasonable cost) to regarding teacher quality as a key element in educational policy.’ Last week’s report by the Sutton Trust and Durham University looked at what makes great teaching and why it is important, demonstrating the damage caused by neglecting the professional development of teachers on social mobility.
While this shift recognises the importance of improving the quality of our teachers, there is little consensus on how we best achieve this goal. Labour’s Tristram Hunt recently proposed a teacher re-licensing scheme as a way to improve quality by encouraging teachers to continue to develop their professional learning and expertise over time. In Licensed to Create, the RSA has brought together a wide range of perspectives to explore this idea; eleven authors offer their unique insight from practice, academia and politics on how we could improve teacher quality. Read more