Search

Leaderless leading: How the pandemic has unleashed a collective impetus to ‘rethink’ further education

‘There is no power for change greater than a community discovering what it cares about.’ Wheatley, 2002 The above quote appears in a boxed feature in the inaugural edition of #JoyFE...

College leadership in a time of Covid-19: Learning to distribute leadership, learning to listen?

Often teams will show you the right direction from being honest, because in a pandemic there was so much to do from a leadership point of view, and it was overwhelming at times because everything...

Positioning ‘play’ purposefully in the adult language learning classroom

Times are tough for university students and teachers alike in this pandemic world. ‘Play’ could offer an easy antidote to the soulnessness of digital overload. Incorporating ‘fun’ and...

Digital learning within custodial education

Online learning provides a platform for collaboration where learners can share resources and learning outcomes (Kelsey & Taylor-Beswick, 2016; Stoll et al., 2006; Scott, 2018). However, prisoners...

Knowledge and Expertise in Vocational Education and Training

Questions of the knowledge that students acquire through vocational studies is fundamental to understanding educational settings oriented to preparation for work. What forms of knowledge are valid...

Knowledge and expertise in vocational education and training

Online registration for this event has now closed, to register please email events@bera.ac.uk #BERA_LifelongLearning @BERANews Questions of the knowledge that students acquire through...

Open educational resources offer promise for more equitable teaching and learning

The past year and the pivot to online learning has highlighted and exacerbated inequities in education systems around the world. It is more apparent than ever that our schools must do better at...

The impact of Covid-19 on early years settings & their staffing decisions

Education & Covid-19: BERA Small Grants Fund research reports

This report shares insights into how Covid-19 impacted upon on the early years workforce in England, Wales and Scotland during the first year of the pandemic, focusing on how pre-existing issues...

Ageing in nature: Outdoor learning as lifelong learning

MIND (2021) has adopted the New Economic Foundation’s Five Ways to Wellbeing and underscores that ‘keeping learning’ is one of the foundations of maintaining one’s wellbeing. In this blog...

Giving back to nature

We have a fine tradition of volunteering in the UK, supported by a valuable network of volunteer centres in communities. Research suggests that two hours of giving a week improves health, and...

The Skills for Jobs white paper: A chance to provide ‘flexibility’

The UK government’s Skills for Jobs white paper is clearly an attempt to realign post-16 education around the needs of employers. It presents a challenge for higher education to develop an...

Social haunting in former mining communities: A young person’s perspective

The north-east of England is one of the toughest places in the country for young people to gain employment (Carter, 2012). Young people from the region are more likely to drop out of education at...