Action Tutoring Programme Coordinator, Lily La, shares how online tutoring has been integrated into the charity’s long-term operations, and how it has supported the disadvantaged pupils they work with to learn from home.
In our EdTech Insights series, we bring you articles and interviews from the frontline of funders, entrepreneurs and leaders working to improve education.
Whatever training route is chosen, it needs trainees. A lack of graduates willing to become teachers has posed a threat to children’s education over the past few years and has become an important issue for the school sector. John Howson looks at teacher training, supply and retention in a post-Covid world.*
In our EdTech Insights series, we will bring you articles and interviews from the front-lines of funders, entrepreneurs and leaders working to improve education. We’ll be talking all things EdTech – from investment and transaction trends to what works in content, policy and innovation, through to who’s who.
School closures and the widespread need for homeschooling brought about a newfound appreciation for the people who do the job day in, day out. But did it change parents’ ideas about why children should go to school? Parent Ping has been asking just that.
Charlotte al-Qadi has spent over 15 years working in educational publishing for the MENA market. Whilst language from publishers in recent years has become less negative when briefing educational content for the region, there still remains an air of reluctance to think about cultural sensitivities.
Thanks to Oxford University Careers and Santander UK’s internship scheme, our first intern joined Oriel Square this summer for an 8-week paid internship. Ben is a fourth-year PhD student at the University of Oxford with a keen interest in education policy.
EdTech Publik and Oriel Square are collaborating to bring the global education technology community closer together. We know that the fast-paced world of EdTech can be difficult to navigate and we want to help.
Ensuring that education objectives continue to be achieved both during and after the pandemic involves multiple stakeholders and diverse partnerships. With new educational needs arising, and the nature of roles changing for all involved, we turn again to the central question of accountability: how can we all work to ensure that children achieve their full learning potential?
As schools return, Hannie Kirkham looks at the future of tech in (and out of) the classroom. What will teachers take forward from their experience with tech during lockdown? Will the legacy of edtech in Covid-19 help teacher workload, improve engagement, reduce the gap and absenteeism? Or will it be back to business as usual?