INSTITUTE FOR POLICY STUDIES IN EDUCATION
Research and analysis in Education with a commitment to social justice.
The Institute for Policy Studies in Education (IPSE) is a groundbreaking research institute with a unique focus on education and social justice.
Fifty per cent of the education research at London Metropolitan University has been rated as world leading (4*) or as internationally excellent (3*) in the 2008 UK Universities Research Assessment Exercise. Over a further third of our work was recognised internationally.
This places London Metropolitan’s educational research in the highest 20% of universities in the UK.
Latest IPSE News
Language Diversity and Attainment in English Secondary Schools Report Published
The Institute for Policy Studies in Education (IPSE) was commissioned by Arvon’s (M)other Tongues programme to identify which linguistic minorities are at a ‘disadvantage’ in education in England and to identify where they are located – paying particular attention to areas outside of London. Hence, this report identifies and maps linguistic minority attainment in the secondary school population in England in 2011.
The report has the following key findings:
- While other first language speakers, and minority ethnic pupils in general, attain better results in London, there are still persistent gaps in attainment between English first language, and other first language speakers, nationally.
- There are large attainment gaps in the Yorkshire and the Humber and the North West regions, which need further exploration.
- Overall, many of the widest attainment gaps are present in local authorities with substantial Pakistani ethnic minority groups – for example, Peterborough, Oldham, Bedford, Bury, Derby, Sheffield, and Calderdale – who tend to speak Urdu, Punjabi or Mirpuri and experience economic disadvantage. This association clearly needs further examination.
- There is clearly a need for further research into new ethnic communities from Eastern Europe, whose educational and language profile, and needs, tends to be obscured in the White, or White Other ethnic category.
- Similarly, Black African ethnic groups need to be specified in relation to language to gain a fuller picture of their educational achievements. In particular, more recent migratory flows from Central and East Africa (e.g. Congo, Angola, and Zimbabwe).
Hollingworth, S. & Mansaray, A. (2012) Language Diversity and Attainment in English Secondary Schools [Report commissioned by Arvon’s (M)other Tongues programme] , IPSE: London.
For more information and to download the report, please click here
Jean Monnet Lecture Series
This fifth lecture in the Jean Monnet Lecture Series: Border Crossings, Moving Borders, will look at young people in Romania. Romanian society, culture and politics are changing at a rapid pace, and young people are being socialised into a complex and heterogeneous set of social structures. Romania joined the European Union in 2007 as one of the poorest countries in the community, but with a population of over 21 million it is the seventh largest country. The young people in the study comprise a generation born into these major changes, and have been socialised in greatly different circumstances to their parents and grandparents. Based on focus groups in four different locations, the research included a wide variety of young people.
The lecture will take place on Wednesday 20th June 2012 from 5.30-7pm in Room GCG-08, Graduate Centre, London Metropolitan University, 166-220 Holloway Road, London N7 8DB. If you wish to attend please book your place via Eventbrite: http://jeanmonnet.eventbrite.com
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