Where Shall We Go?

Product Information

Young People on the Margins focuses on seven marginalised groups and identifies the overlaps between the issues affecting them. One of the arguments my co-authors and I make is that England’s education system, like many others, has a tendency to identify pupils due to specific problems. For example falling behind in reading or writing; not turning up to school; or behaving badly. Finally there is the possibility of the negative question. Negative questions carry a strong implication (compare the neutral "can you play tennis" with the marked "can't you play tennis" - the latter means that the speaker would be surprised that you can't) But this implication doesn't work well with "Shall we" type suggestions. As a condition of entry into the Contest, each Participant affirms and represents that he/she is 18 years of age and older and agrees to be bound in all respects by these Terms and Conditions.

All Prize(s) are only valid for redemption for a period of one (1) month from the date of award (both dates inclusive), after which the Prize shall be deemed forfeited, and there shall be strictly no extensions. CAG will not entertain any appeals whatsoever. In the event of any inconsistency between these Terms & Conditions and any other form of publicity collaterals relating to a Contest, these Terms & Conditions shall prevail.Loic set out his vision for how we might create a map to guide us to a more equitable future for education and a ttendees were encouraged to add their voice to the conversation and challenge each other’s assumptions. Here, Loic summarises key points from his speech and highlights some of the different perspectives participants brought to the (virtual) table. Where shall we start from, where shall we go?

One participant argued we should focus on maximising opportunities for all rather than prioritising equity, but I'm wary of this approach. For me, there’s too big a risk of neglecting the distributional question of 'who gets those opportunities?' and how well they are matched to individuals' needs. It’s also risky because those with more economic, social and cultural capital tend to be better placed to seize the available opportunities. How do we define educational equity? Based on our initial discussion, it seems that for some participants, our focus should be on having information on a broader set of metrics. Others believe we need to concentrate on getting better quality research on ‘what works’, or that the focus should be on ensuring we have more personal and granular information that goes beyond averages.The two verses are John 6:63, 68. The link between them is that both refer to the words of Jesus as life-giving. Verse 63: “It is the Spirit who gives life; the flesh is no help at all. The words that I have spoken to you are spirit and life.” a. Directors and employees of CAG and any of the subsidiaries, the Civil Aviation Authority of Singapore, CAG’s appointed agencies (including Ogilvy Singapore, Havas Media Singapore), vendors, auditors, including any other persons who are involved in organising, promoting and/or conducting the Contest; This first theme is a key insight from my book “ Young People on the Margins: Priorities for Action in Education and Youth”. The book brings together insights from a decade of research at The Centre for Education and Youth, conducted with young people who have, in many cases, faced profound barriers throughout their young lives. What would the negative mean. Well, not making a suggestion is the same as doing nothing. That isn't a sensible thing to describe.