Please note that this event has been cancelled
This seminar features a keynote from Cassie Buchanan, the headteacher of Charles Dickens Primary School and Nursery in London. The school has sustained Ofsted outstanding status since 2008 with its most recent inspection in September 2019. To achieve this, the school believes in teaching the whole child and has developed a rich curriculum for teaching children how to be happy and emotionally healthy alongside an extensive tiered approach to supporting children with barriers to emotional wellbeing. Cassie will talk about the importance of social and emotional learning in achieving high outcomes and share practical whole-school approaches.
Cassie’s talk will be followed by a panel discussion featuring primary education experts.
Finally, there will be a keynote from Professors Iram Siraj and Pam Sammons based on their research into effective primary schools, followed by a book launch based on this research.
Cassie Buchanan, Headteacher of Charles Dickens Primary School, Southwark
“How to maintain and sustain an outstanding primary school – why children’s wellbeing matters and how to develop a whole-school approach.”
Professor Mary Wild, Cassie Buchanan, Brenda Taggart, Professor Kathy Sylva
Professors Iram Siraj and Pam Sammons, Department of Education, University of Oxford
“Teaching in effective primary schools: research into pedagogy and children’s learning”
5pm: Book Launch in Pring’s Café with a drinks reception
Cassie Buchanan is a National Leader of Education, ex-Ofsted inspector and supports schools across the country with developing an evidence-informed approach to ‘what works’ in the classroom, including behaviour and children’s emotional development. Charles Dickens Primary School is home to the London South Teaching School Alliance and the Charles Dickens Research School, part of the Education Endowment Foundation’s network of Research School in England.
Iram Siraj is Professor of Child Development and Education at the Department of Education, University of Oxford.
Pam Sammons is Professor of Education at the Department of Education, University of Oxford.
About the Department of Education
In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.
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To mark the launch of the new book from the Centre for Global Higher Education’s (CGHE) Michael Shattock and Aniko Horvath – The Governance of British Higher Education: The Impact of Governmental, Financial and Market Pressures – CGHE will be hosting a special panel discussion on the impact governance at national and institutional levels makes on British higher education.
Simon Marginson is Professor of Higher Education at the University of Oxford’s Department of Education, Director of the Centre for Global Higher Education, and leads CGHE’s global higher education engagement research programme and Editor-in-Chief of Higher Education. CGHE is a research partnership of six UK and eight international universities with $8.5 million in funding for 16 projects on global, national and local aspects of higher education. Simon’s research is focused primarily on global and international higher education, higher education in East Asia, and higher education and social inequality.
Professor Mary Stuart is Vice Chancellor of the University of Lincoln. She is a graduate of the University of Cape Town, SA and the Open University, UK where she obtained her Doctorate in Social Policy in 1998. Her research interests are focused on social mobility and higher education, Life Histories and Civic Engagement and Leadership in 21st Century organisations.
David Palfreyman, OBE, is the Bursar of and a Fellow of New College, University of Oxford. He is also the Director of the Oxford Centre for Higher Education Policy Studies (OxCHEPS), and a member of the OfS Board as well as being the Honorary Treasurer of SRHE and a Visiting Professor in HE Law and Policy at Hunan Normal University, China. David’s latest publication is Universities and Colleges: A Very Short Introduction (Oxford University Press, 2017), and recent publications include: ‘The Law of Higher Education’ (OUP, 2012; third edition due 2020) and ‘Reshaping the University: The Rise of the Regulated Market in Higher Education’ (OUP, 2014).
Find out more about the event and book your place here.
About the centre
CGHE is an international research centre focused on higher education and its future development and headquartered in the department. The centre’s research aims to inform and improve higher education policy and practice.
Their three research programmes integrate local, national and global perspectives, and our researchers are based in nine countries across five continents: Europe, Asia, Africa, Australia and North America.
Higher education has become a central institution of society, building individual knowledge, skills, agency, and relational social networks at unprecedented depth and scale.
Within a generation there has been an extraordinary global expansion of higher education, in every region in all but the poorest countries, outstripping economic growth and deriving primarily from familial aspirations for betterment.
By focusing on the systems and countries that have already achieved near universal participation, High Participation Systems of Higher Education explores this remarkable transformation. The world enrolment ratio, now rising by 10 per cent every decade, is approaching 40 per cent, mostly in degree-granting institutions, including three-quarters of young people in North America and Europe. Higher education systems in the one in three countries that enrol more than 50 per cent are here classified as ‘high participation systems’.
Part I of the book measures, maps, and explains the growth of participation, and the implications for society and higher education itself. Drawing on a wide range of literature and data, the chapters theorise the changes in governance, institutional diversity, and stratification in higher education systems, and the subsequent effects in educational and social equity.
The theoretical propositions regarding high participation higher education developed in these chapters are then tested in the country case studies in Part II, presenting a comprehensive enquiry into the nature of the emerging ‘high participation society’.
15:10-15:40: Drivers and dimensions of unlimited worldwide growth in higher education
Simon Marginson and Q&A
15:40-16:10: High participation after Martin Trow: Inclusive capabilities and exclusive opportunities
Brendan Cantwell and Q&A
16:10-16:40: What is the emerging high participation society?
Anna Smolentseva and Q&A
17:00-17:30: Comment and response
17:30-18:00: General discussion
18:00-18:15: Launch speech from one of the editors