How can education leaders monitor and measure progress toward educational equity? Educational policy makers and leaders recognize the importance of making sure that students of all backgrounds and abilities have an equal chance to succeed. This goal of educational equity has been historically difficult to achieve, but it is especially timely now.
You are invited to participate in a discussion of adult basic, secondary, and transitions education’s response to the COVID-19 pandemic. Led by Drs. Alisa Belzer, Margaret Patterson, and Jen Vanek, this webinar will include a description of findings from the Evidence-Based Adult Education System (E-BAES) taskforce inquiry completed in May 2020.
We are living in a time where the word ‘crisis’ is becoming ever more commonplace in the discourse of both public policy and decision making in public and private sector organisations. Equally, and for a number of years, the role and influence of experts and the evidence they bring to the decision-making process have been challenged multiple times.
Due to the popularity of this seminar series (previous events held on 15th July and 6th October), we would like to invite you to pre-register for the third and final event 'Avoid photocopying the past: Re-designing HEIs to reduce inequitable outcomes for BAME students?'.
The year 2020 is illuminating important differences in the geography of vulnerability. People across the United States have had vastly different experiences of COVID-19 and the many societal stresses exacerbated by or directly resulting from the pandemic. Geographers have the capacity to integrate local and population-scale research, yet examples of this type of integration are rare among studies of vulnerability.