Tag Archives: Education and Skills

The Social Market Foundation’s (SMF) cross-party Commission on Inequality in Education has called on the government and Ofsted to consider how they can help schools and other educational institutions to engage parents with their child’s learning.

A new report from the Social Market Foundation think tank calls on the Government to launch a major public consultation to design a radical new system of social insurance that provides all firms and employees access to expert advice and support when an employee experiences the onset of a serious health condition or disability.

Workers living in social housing face a ‘pay penalty’ compared to those in other types of accommodation, a new report from the Social Market Foundation (SMF), supported by Circle Housing, reveals.

New report suggests institutions that prioritise student success are likely to have higher retention rates

New research by the Social Market Foundation (SMF) think tank reveals a big increase in students with BTECs entering university from the most disadvantaged areas compared to those who study just A levels.

A new report from the Social Market Foundation has found that the ‘Berlin Wall’ between vocational and academic education is crumbling, with the number of pupils who do not qualify for Free School Meals taking a vocational course increasing threefold over the last decade.

High-stakes exams can provide measures of student quality that may be imprecise and damaging to individuals and the economy in the long-term, as they do not take into account many of the factors unrelated to knowledge, skill, or cognitive ability – such as pollution - which can impact student performance, according to a new report by the University of Warwick’s Centre for Competitive Advantage in the Global Economy (CAGE), published by think tank the Social Market Foundation (SMF).

SMF Director Emran Mian responds to the government’s new Higher Education white paper, Success as a Knowledge Economy.

In a new paper Sir Anthony Seldon argues that teaching at university level is not consistently good enoughand sets out an original plan to improve teaching in British universities without excessive bureaucracy or compromising individual and original teaching styles.