Education Insights Center (EdInsights)’s Post

Education.org’s brilliant Chair of Education Science and Policy Dr Suzanne Grant Lewis is retiring. We are so grateful for the three years she has spent with us as well as the advice we know she will continue to give as a critical friend to the organisation. For those who do not know, this is Sue’s second retirement (and she promises, her last!), as she was persuaded to join Education.org based on its mission and the vision of our founder Dr. Randa Grob-Zakhary: ‘to improve the learning of every child and young person by helping leaders access and use the best evidence to guide their national policies and plans.' Sue had spent nine years at International Institute for Educational Planning (IIEP-UNESCO) and knew, from decades of experience, that so much valuable research never makes it into the hands of decision-makers because it is hard to find, access and understand. Sue was also frustrated at how much valuable information – from local researchers, practitioners, and policy makers – remained hidden in global discussions of what’s effective. We are thankful for Sue’s commitment to our work from serving as lead editor of our first Education.org Evidence Synthesis, ‘Accelerated Education Programmes: An Evidence Synthesis for Policy Leaders’, to leading our work with the International Working Group to ensure ‘grey literature’ – or ‘hidden evidence’ can be used for decision-making. (See links in comments). We wish Sue the best for her new adventures - with her growing family - and know she will continue to stay engaged in international education; a lifelong passion. #SDG4 #TransformingEducation

Huge congratulations from all of us in Maynooth University Department of Education to Dr. William Donnelly, Dr. Feargal Flanagan, Dr. Annette J. Kearns, Dr. Tazila Ramputh and Dr Ciara Sloan who graduated with Doctor of Education Maynooth University last week. Doctoral degrees are the highest awards the university confers, and they typically involve at least 4 years of detailed study, at the end of which the person is among the world’s leading experts on that particular topic. It is a very special achievement, and we mark this by putting them in red robes and taking a moment to read the title of their work as they are conferred.   The title Doctor represents more than the work that our graduates have put in over the course of their studies, it is also about their contribution to what we as educators across the system know about practice, professionalism, and policy. Because of their research, we know more about teacher beliefs and school culture in developing assessment literacy in Irish Post-Primary Schools and the significance of continuing professional development in relation to assessment literacy (Do. William Donnelly). We understand how neoliberalism may be operating in how teachers formulate a perspective around the teaching of skills through various influences such as policy reform, business partnerships and third level education (Dr. Feargal Flanagan). We can access a rich and replicable model of Professional Development for early childhood educator’s knowledge and skills, not only for phonological awareness but also for other topics and themes in Early Childhood Education (Dr. Annette Kearns). Through theoretically informed empirical research that investigated the impact of accountability mechanisms in higher education curriculum policy implementation, we are alert to emerging pattern of competitive ethos, commodification of knowledge, compromised professional identities and conducted curriculum (Dr. Tazila Ramputh). We have a deeper understanding of school-university partnerships with clear pathways for all stakeholders to work congruently for the betterment of school placement and school university partnership (Dr. Ciara Sloan).

There, I said it: I'm so over the constant negativity surrounding higher education. The doom and gloom of being 'squeezed' by market pressures and changing public perception ignores that we've replaced grants with loans over the last 20 years! Yes, enrollment challenges and funding shifts are real, but fixating on limitations overlooks opportunities for innovation. For-profits thrive because many nonprofit universities haven’t risen to the challenge and cling to outdated models. If your operational model isn’t working; change it. Let’s celebrate the transformations happening in education rather than dwell on the 'woe is me' narrative. Higher ed should be about solving problems, not endlessly analyzing them. The world is changing, and we must meet that change with bold ideas and action. https://lnkd.in/e8Zcndg2

Another closure within higher education. The new "normal" is definitely spreading on multiple fronts. Fortunately, it is also a catalyst for college and university edupreneurs to foster new features and benefits that continue to provide the inherent value of attending their institution—and sustain or increase enrollment and interest. #higheredleadership #highered #collegesanduniversities #InsideHigherEd

Happy Monday and happy new publication day! Kathy Guthrie and I have a new article out today in the Journal of Higher Education Policy and Leadership Studies! This article, The Complexity of Social Justice and Leadership on Campuses: An Analysis of Institutional Mission Statements, is a continuation of our work with higher education institutional mission statements. You can read the abstract below and the link to the full article is here: https://lnkd.in/eFdn6kT4 Within the United States, social justice and leadership education have immense and critical overlap, as they both share the common purpose of creating a better and more just world (Chunoo et al., 2019). This article analyzes 40 institutional mission statements that include social justice language through the culturally relevant leadership learning (CRLL) model (Beatty & Guthrie, 2021; Bertrand Jones et al., 2016). By analyzing the mission statements using the CRLL model, this article looks to see how both leadership education and social justice education are mutually mobilized to enhance student leadership learning and development. From both the content analysis and case study of these institutions, aspects of socially just leadership emerged through various environmental dimensions of campus culture and leadership identity, capacity, and efficacy. Implications will be explored on how higher education institutions can center the work of leadership education and social justice education to enhance student capacity and efficacy to engage in socially just leadership.

As we navigate the evolving landscape of DEI initiatives in higher education, recent decisions in Florida's public universities have raised significant concerns. In my recent article assessing the aftermath of DEI funds being stripped from public universities, I found that each university has dealt with the matter in their own unique ways. Engaging in conversations about DEI can collectively ensure that the future of diversity and inclusion remains bright for all students, especially those at institutions like FAMU. In this current climate where the importance of diversity and inclusion in higher education is widely acknowledged, these funding cuts not only jeopardize current initiatives but also threaten the promise of a more equitable future for students. It is essential that we continue to advocate for the resources necessary to sustain these critical programs. If you would like to delve deeper and learn more about how major universities in Florida have chosen to comply with these changes, here's the link to my article: https://lnkd.in/d9rB_HzF #DEI #HigherEducation

📅 Don't miss out! Webinar tomorrow, April 18th, Noon to 1 pm EDT, and again, May 9th, 3-4 pm EDT. Learn more about grants up to $500,000 from the Alfred P. Sloan Foundation for U.S. higher education institutions and organizations developing equitable pathways to STEM graduate education. Three types of grants will be funded: 🗓 Planning grants to support two or more institutions to conduct internal reviews of existing barriers to student success and for analysis and planning for a future partnership(s) (up to $75,000 for up to 1 year) 🌱 Seed grants to two or more institutions that seek to formalize an existing partnership(s) and launch one or more pilot initiatives (up to $250,000 over 1-2 years) 🤝 Implementation grants to two or more institutions that allow for the augmentation or scaling of existing partnerships/collaborations (up to $500,000 over 2-3 years) 🔗 Learn more and get involved here: https://lnkd.in/gfivW2kn

I sit on the Board of Directors for MnEEP as their current Secretary. This is a fantastic organization, and I want to share a post about some beautiful recognition we have just received as an organization—the Bush Prize. I believe there were 458 organizational applicants, and MnEEP was one of three who received this honor. While we are one of three… I know we are really one of 458 organizations (and much more) doing this vital work trying to help our communities reach higher together. From MnEEP: This award is a collective recognition of the progress we’ve made together in advancing racial equity in education across Minnesota. It underscores the transformative power of bold, community-led solutions in building a racially just, inclusive, and equitable education system—one where every student harnesses their personal agency to contribute to the learning experience, shape the world around them, and define their aspirations and identity within it. With this prize, we have an incredible opportunity to expand our collective impact, strengthen partnerships, and mobilize more race equity leaders through our Race Equity Training Center—accelerating the systems changes needed to build a stronger, racially just Minnesota. Will you join us? Be a part of a critical movement to build a racially just Minnesota. Connect with our Race Equity Training Center: Tell us how we can support you in creating spaces of belonging for POCI students and enhancing educational outcomes.  Become a MnEEP member: Support our mission for just $50/year and gain access to exclusive tools, resources, and networking events. Explore our Toolkits: Access key policies, practices, and strategies to advance racial justice in education. Together, we can build an education system that honors and celebrates the humanity of POCI students, ensuring education serves as a pathway to liberation and opportunity for all students. 

October 16 marks a significant day in the history of education, celebrating milestones that have shaped the way knowledge is imparted and institutions are structured today. This day serves as a reminder of the progress made in educational reforms and the pivotal events that have contributed to the development of modern education systems around the world. One of the most notable events commemorated on October 16 is the founding of the University of Leiden in 1575. Established during the Dutch Revolt, it became a bastion of freedom of thought and scientific inquiry, attracting scholars and students who would go on to make significant contributions to various fields of study. The university's emphasis on academic freedom and innovative approaches to teaching set a precedent for higher education institutions globally. Another important milestone remembered on this day is the establishment of the World Teachers' Day by UNESCO in the 20th century. Although World Teachers' Day is officially celebrated on October 5, many educational institutions and organizations extend the celebration to October 16 to emphasize the critical role teachers play in shaping future generations. This extended celebration highlights the ongoing need for supporting educators through better training, resources, and working conditions. October 16 also marks the anniversary of the founding of the first public school in America, the Boston Latin School, which was established in 1635. As the oldest existing school in the United States, it has laid the groundwork for public education and has been a model for many other schools across the nation. Its establishment underscores the long-standing value placed on accessible education for all children, regardless of their socio-economic status. These milestones, celebrated on October 16, serve as a reminder of the enduring impact educational advancements have on society. They encourage reflection on the progress made and the work that still needs to be done to ensure that education remains a universal right, accessible and equitable for all. #milestonesineducationhistory #educationhistory #LeidenUniversity1575 #WorldTeachersDayExtended #BostonLatinSchool1635 #AcademicFreedomLegacy #PublicEducationPioneer #InnovativeTeachingTraditions

We are thrilled to share that CUNY ASAP|ACE is featured in the U.S. Department of Education’s new playbook, Implementing Holistic Advising and Wraparound Services to Equitably Improve Postsecondary Student Success. Katie Giardello, PhD, Senior Policy Advisor for CUNY ASAP|ACE National Replication, discussed how programs like CUNY ASAP|ACE serve as scalable and replicable models that center around comprehensive advising. As Katie shared: “We’re in a space where our sector is working to underscore the value-add of higher education as a social mobility engine and put authenticity behind pledges to close equity gaps in completion rates. For me, replicating CUNY’s ASAP model and emphasizing holistic advising and a complete set of wraparound supports for students are tactical solutions to the social problem of low college completion rates, particularly for marginalized populations we have not well-served over time.” https://lnkd.in/eQtCtZHE