Tag: Builds

  • Regulation builds walls between different levels of education, but universities can build bridges

    Regulation builds walls between different levels of education, but universities can build bridges

    Education in England remains segmented by regulation.

    Schools operate within Ofsted’s education inspection framework and the statutory regimes of the DfE. FE colleges navigate the new suite of Ofsted frameworks alongside funding and skills accountability structures. Universities face OfS oversight, TEF metrics, and the expectations of the professional standards framework (PSF).

    Even within universities, initial teacher training (ITT) can sit slightly apart. It is tightly regulated, operationally complex, and often detached from wider higher education teaching development.

    This fragmentation undermines the very professional identity that all sectors claim to cultivate. Educators, whether in early years, FE, HE or the workplace, share core capabilities: pedagogical reasoning, reflective practice, evidence-informed decision-making and relational skill. Yet current inspection and quality structures often privilege compliance over coherence. The new regulatory climate – with Ofsted’s expanded reach and the Office for Students’ growing emphasis on outcomes – risks hardening rather than healing these divides.

    Connected teacher formation

    The development of educators should be understood as a connected professional landscape spanning all phases of education. Early-years practitioners cultivate curiosity and foundational learning; FE teachers integrate academic knowledge with technical and vocational practice; HE staff foster critical inquiry and disciplinary expertise; workplace trainers translate theory into competence and innovation.

    These contexts differ, yet the core professional capabilities – reflective practice, relational pedagogy, and evidence-informed judgement – are deeply aligned. It is this alignment that offers the potential for genuine coherence across the system.

    Yet policy and regulation often pull in the opposite direction. Current agendas, including the post-16 white paper and recent ITT reforms, prioritise measurable outcomes and workforce supply. While these imperatives matter, they risk reducing professional formation to a compliance exercise they privilege evidence collection over reflection and credentials over capability. Entrenching directive, overly prescribed curricula that constrain professional judgement rather than deepen it.

    The challenge for higher education is not to reject accountability, but to reclaim its meaning: to own, shape, and model what intelligent, developmental regulation could look like in practice for our educational professionals.

    Connecting silos

    Higher education institutions are uniquely positioned to reconcile accountability with professional growth across sectors. They already engage in ITT partnerships with schools, support FE teacher education through validated programmes, and offer HE teaching qualifications, from PGCerts to Advance HE fellowships.

    Yet in practice these streams often operate in splendid isolation, reinforcing sector barriers, constraining professional mobility, and limiting opportunities for genuine cross-sector learning.

    Recognising teacher formation as relational and interconnected allows universities to model genuine professional coherence. QTS, QTLS and HE-specific qualifications should not be seen as separate territories – but as mutually informing frameworks that share a commitment to learning, reflection and the public good. At their best, reflective and research-informed practices become the collaborative engine that drives dialogue and professional mobility to connect schools, FE and HE teaching, fostering shared inquiry, and generating innovation that travels across boundaries rather than staying within them.

    The central challenge is one of narrative and ownership. Policy discourse too often frames teacher education as a workforce pipeline and a mechanism for filling vacancies, meeting recruitment targets whilst delivering standardised outputs. While workforce priorities matter, they must not be allowed to define the profession. The new Ofsted frameworks for ITT and FE, and the emerging regulatory language in HE, offer a moment of reckoning: will these instruments shape teachers, or will teachers and universities shape them?

    Universities have the intellectual capital, research capacity, and civic role to do the latter. They can reposition teacher education as the means by which professional agency is restored. They can demonstrate that robust accountability can coexist with autonomy, and that inspection need not stifle innovation.

    As I’ve set out, ITT, education and training, and HE teaching frameworks share a foundational logic: reflective practice, evidence-informed professionalism, and a commitment to learner outcomes. Treating these frameworks as interdependent rather than siloed gives HEIs the permission to shape, not just satisfy, regulation.

    Bridging the gaps

    The spaces between sectors – the school-to-FE transition, FE-to-HE pathways, and workplace interfaces – are where professional formation is most fragile. Policy and inspection regimes often treat these spaces as administrative handovers, yet they are precisely where higher education can add value.

    Universities can convene cross-sector networks, support shared professional learning, and promote collaborative research that spans education from the early years to lifelong learning. In doing so, teacher education becomes both the hub and the bridge: a central space where insight, evidence and practice converge, and a connective route through which ideas, people and purpose move freely.

    When universities play this role with intent, they enable knowledge, skill and reflective practice to travel with educators, strengthening the coherence of teaching as a truly lifelong, connected profession.

    Looking forward

    Teaching is the connective tissue of education, yet current regulatory and inspection frameworks continue to partition the profession into sector-specific silos, limiting transitions and weakening shared professional identity. The post-16 white paper, ITT reforms, and evolving HE teaching frameworks present more than compliance obligations – they offer a pivotal moment to restructure teacher education towards collaborative, cross-sector and shared professional agency.

    HEIs are uniquely positioned to seize this opportunity. By bringing schools, FE, and HE into constructive dialogue, aligning teaching pathways, and engaging inspection regimes strategically, universities can model a profession that is both coherent and adaptive. In doing so, they can collectively lead the sector in addressing complex challenges, ensuring teacher education supports not just quality, but innovation, inquiry, and resilience across the system.

    The pressing question is this: if teaching is the thread that binds the system, will higher education step forward to unite the sectors, shape regulation, and demonstrate what it truly means to teach without borders?

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  • We cannot afford to dismantle Head Start, a program that builds futures, strengthens families and delivers proven returns

    We cannot afford to dismantle Head Start, a program that builds futures, strengthens families and delivers proven returns

    The first words I uttered after successfully defending my dissertation were, “Wow, what a ride. From Head Start to Ph.D.!” Saying them reminded me where it all began: sitting cross-legged with a picture book at the Westside Head Start Center, just a few blocks from my childhood home in Jackson, Mississippi. 

    I don’t remember every detail from those early years, but I remember the feeling: I was happy at Head Start. I remember the books, the music, the joy. That five-minute bus ride from our house to the Westside Center turned out to be the shortest distance between potential and achievement. 

    And my story is not unique. Every year, hundreds of thousands of children — kids whose names we may never know, though our futures depend on them — walk through Head Start’s doors. Like me, they find structure, literacy, curiosity and belonging.  

    For many families, Head Start is the first place outside the home where a child’s potential is nurtured and celebrated. Yet, this program that builds futures and strengthens families is now under threat, and it’s imperative that we protect it. 

    Years later, while training for high school cross-country meets, I’d run past the park next to the center and pause, flooded with memories. Head Start laid the foundation for everything that followed. It gave me structure, sparked my curiosity and built my early literacy skills. It even fed my short-lived obsession with chocolate milk.  

    More than that, Head Start made me feel seen and valued. 

    Related: A lot goes on in classrooms from kindergarten to high school. Keep up with our free weekly newsletter on K-12 education. 

    There’s a clear, unbroken line between the early lessons I learned at Head Start and the doctoral dissertation I defended decades later. Head Start didn’t just teach me my ABCs — it taught me that learning could be joyful, that I was capable and that I belonged in a classroom.  

    That belief carried me through elementary school, Yale and George Washington University and to a Ph.D. in public policy and public administration. Now, as part of my research at the Urban Institute, I’m working to expand access to high-quality early learning, because I know firsthand what a difference it makes.  

    Research backs up what my story shows: Investments in Head Start and high-quality early childhood education change lives by improving health and educational achievement in later years, and benefit the economy. Yet today there is growing skepticism about the value of Head Start, reflecting an ongoing reluctance to give early childhood education the respect it deserves.  

    If Head Start funding is cut, thousands of children — especially from communities like mine in Jackson, where families worked hard but opportunities were limited — could lose access to a program that helps level the playing field. These are the children of young parents and single parents, of working families who may not have many other options but still dare to dream big for their kids.  

    And that is why I am worried. Funding for Head Start has been under threat. Although President Donald Trump’s proposed fiscal 2026 budget would maintain Head Start funding at its current $12.3 billion, Project 2025, the influential conservative policy document, calls for eliminating the program. The administration recently announced that Head Start would no longer enroll undocumented children, which a group of Democratic attorneys general say will force some programs to close.  

    Related: Head Start is in turmoil 

    I feel compelled to speak out because, for our family, Head Start wasn’t just a preschool — it was the beginning of everything. For me, it meant a future I never could have imagined. For my mother, Head Start meant peace of mind — knowing her son was in a nurturing, educational environment during the critical developmental years. My mother, Nicole, brought character, heart and an unwavering belief in my potential — and Head Start helped carry that forward. 

    My mother was just 18 when she enrolled me in Head Start. “A young mother with big dreams and limited resources,” she recounted to me recently, adding that she had “showed up to an open house with a baby in my arms and hope in my heart.” 

    Soon afterward, Mrs. Helen Robinson, who was in charge of the Head Start in Jackson, entered our lives. She visited our home regularly, bringing books, activities and reassurance. A little yellow school bus picked me up each morning. 

    Head Start didn’t just support me, though. It also supported my mother and gave her tips and confidence. She took me to the library regularly and made sure I was always surrounded by books and learning materials that would challenge and inspire me. 

    It helped my mother and countless others like her gain insight into child development, early learning and what it means to advocate for their children’s future.  

    Twenty-five years after those early mornings when I climbed onto the Head Start bus, we both still think about how different our lives might have been without that opportunity. Head Start stood beside us, and that support changed our lives. 

    As we debate national priorities, we must ask ourselves: Can we afford to dismantle a program that builds futures, strengthens families and delivers proven returns? 

    My family provides living proof of Head Start’s power.  

    This isn’t just our story. It is the story of millions of others and could be the story of millions more if we choose to protect and invest in what works. 

    Travis Reginal holds a doctorate in public policy and public administration and is a graduate of the Head Start program, Yale University and George Washington University. He is a former Urban Institute researcher. 

    Contact the opinion editor at [email protected]. 

    This story about the Head Start funding was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s weekly newsletter. 

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

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  • McDonald’s Faces National Boycott as Economic Justice Movement Builds Momentum

    McDonald’s Faces National Boycott as Economic Justice Movement Builds Momentum

    McDonald’s, the fast-food titan with global reach and billion-dollar profits, is the latest corporate target in an escalating campaign of economic resistance. Starting June 24, grassroots advocacy organization The People’s Union USA has called for a weeklong boycott of the chain, citing the need for “corporate accountability, real justice for the working class, and economic fairness.”

    Branded the Economic Blackout Tour, the campaign seeks to channel consumer power into political and structural change. According to The People’s Union USA, Americans are urged to avoid not only McDonald’s restaurants but also fast food in general during the June 24–30 protest window. Previous actions have focused on companies like Walmart, Amazon, and Target—corporate behemoths long criticized for their low wages, union-busting tactics, and monopolistic behavior.

    John Schwarz, founder of The People’s Union USA, has emerged as a vocal critic of corporate greed. In a recent video statement, Schwarz accused McDonald’s and its peers of dodging taxes and lobbying against wage increases. “Economic resistance is working,” he declared. “They’re feeling it. They’re talking about it.”

    The movement is tapping into deep and widespread frustration—fueled by stagnant wages, rising living costs, and mounting corporate profits. While many Americans struggle with student loan debt, inadequate healthcare, and job insecurity, companies like McDonald’s have been accused of shielding their profits offshore and benefiting from political influence in Washington.

    This is not the first time McDonald’s has come under fire. The company has faced criticism from labor rights groups for paying low wages, offering unpredictable schedules, and relying heavily on part-time or precarious employment. More recently, pro-Palestinian activists have also launched boycotts, citing alleged ties between McDonald’s franchises and Israeli military actions in Gaza.

    As part of the current boycott, The People’s Union USA is pushing for a broader shift in spending—away from multinational corporations and toward local businesses and cooperatives. In line with previous actions, the group is also encouraging Americans to cut back on streaming, online shopping, and all fast-food purchases during the boycott period.

    With Independence Day on the horizon, Schwarz and his allies are framing the protest as not just economic, but patriotic. “It’s time to demand fairness,” Schwarz said, “and to use our economic power as leverage to fight for real freedom—the kind that includes fair wages, democratic workplaces, and tax justice.”

    While McDonald’s has not released an official response to the boycott, a 2019 letter from company lobbyist Genna Gent suggested the chain would not actively oppose federal minimum wage increases. For Schwarz and his supporters, such declarations ring hollow without meaningful action.

    The July target for The People’s Union USA? Starbucks, Amazon, and Home Depot—three more corporate giants with long histories of labor disputes and political entanglements. The next wave of boycotts will extend throughout the entire month, further testing the staying power and impact of this new consumer-led resistance.

    At a time when higher education, particularly the for-profit and online sectors, often channels students into low-wage service jobs with crushing debt, these campaigns raise larger questions about the role of universities in perpetuating corporate power and economic inequality.

    The Higher Education Inquirer will continue to follow these developments, especially as they intersect with issues of labor, student debt, corporate influence, and the broader fight for economic justice in the United States.

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  • Career-connected learning builds a more employable, future-ready generation

    Career-connected learning builds a more employable, future-ready generation

    Key points:

    Abraham Maslow’s Hierarchy of Needs is a fundamental psychological theory that explains human motivation. At its base are physiological and safety needs, followed by love and belonging, esteem, and self-actualization at the peak. While this theory is universally recognized for understanding personal growth in human development, it can also be applied to an individual’s educational journey.

    Had Maslow been an educator, he might have reconsidered the foundation of our education system to one that would align student aptitudes and interests to sustain the rapidly changing workforce. Consider the phrase, “If you give a man a fish, he will be hungry tomorrow. If you teach a man to fish, he will be richer forever.” It could be applied here, too. If we pair students’ strengths and aptitudes with in-demand careers through personalized learning, we are ensuring the success of our students and tomorrow’s workforce, thus realigning motivation and fulfilling the individuals Hierarchy of Needs.

    States have begun investing in career-connected learning (CCL) to connect learning to career pathways as a means to boost employability and inevitably support businesses and the local economy.

    Students are rarely guided toward career paths that match their aptitudes (or natural talents). But if our districts began doing so, we would likely see higher levels of employment and job satisfaction, and lower economic instability and gaps in the job market. This could ultimately impact our communities and the national economy at large.

    While work is being done, there is still plenty to do as the career exposure gap grows, particularly in IT, manufacturing, finance, and more. It’s time for educational stakeholders–policy, K-12 decision makers, guidance counselors and parents alike–to rethink how we prepare young people for their futures.

    The foundation: Addressing basic needs first

    It has become ever so clear that every student, starting as early as junior high, should have the opportunity to take an aptitude assessment. Researchers have identified that students’ natural aptitudes solidify by age 14, forming the foundation for understanding what they’re inherently good at. If Maslow were designing today’s educational experience, this would be the starting point–helping students discover their strengths and setting the stage for growth.

    Students’ ability to learn, and therefore their level of education, has always shown to have direct correlations to their physical well-being and sense of security. Often, students feel discouraged and unengaged in their coursework because it doesn’t connect to their innate strengths, making it harder to feel confident in their abilities and motivated to tap into potential future pathways for employment. 

    When these foundational supports are provided, students are likely to feel ready to explore career opportunities and develop the workplace-ready skills needed in today’s economy.

    Building confidence: Belonging and self-esteem in education

    Students thrive when they feel a sense of belonging–both in the classroom and in the broader community. They also need to build self-esteem by experiencing achievement, recognition, and purpose. Connecting education with natural aptitudes and real-world career experiences can foster this sense of belonging and achievement.

    Encouraging students to participate in internships, apprenticeships, or mentorship programs can bridge the connection between their talents and real-world job opportunities. This fosters a sense of community and a personal identity tied to their future careers and success. CCL helps students understand that they have valuable contributions to make, both in school and beyond, which often leads to students taking ownership of their educational journeys.

    Path to self-actualization: Unlocking career potential

    At the pinnacle of Maslow’s hierarchy is self-actualization. Students are no longer just attending school to pass tests–they are actively seeking knowledge and skills to help them achieve their dreams. Students are often more motivated when they see the relevance of their learning, especially when they understand how it connects to their future aspirations.

    Tech solutions have helped districts provide personalized career assessments and work-based learning experiences for students, which empowers them to explore their career interests in-depth. When we offer students opportunities for hands-on exploration and real-world application, they find greater fulfillment in their educational experiences and a stronger desire to achieve higher learning goals.

    The crisis: How the current system is failing to meet Maslow’s vision

    Most high school graduates (75 percent) do not feel prepared to make college or career decisions after graduation.

    Simultaneously, 40 percent of employers stated that educational institutions do not sufficiently prepare students for their future careers, and 90 percent emphasized the need for stronger partnerships between K-12 schools and postsecondary institutions.

    Despite the clear benefits of linking education to career pathways, more often schools solely focus on academic success, neglecting the broader skills students need to thrive in the workforce. And CCL is frequently seen as a nice-to-have, rather than an essential piece of education. The growing career exposure gap is evidence of this disconnect.

    Closing this disconnect begins with helping people understand where to invest in their skills. 

    A new model: Career-connected learning as the solution

    By ensuring basic needs are met, fostering belonging and esteem, and unlocking students’ potential, we equip students with the real-world skills they need to succeed. CCL benefits every student and should be seen as an essential part of education, not just a nice-to-have.

    Personalized learning platforms, aptitude assessments, career identification, and skill-based learning tools provide the foundation for this transformation. But it’s the convergence among educators, employers, policymakers, and technology providers that will ultimately ensure that every student has the opportunity to realize their full potential. 

    My final thoughts: Maslow would remind us that education isn’t just about filling students’ heads with knowledge–it’s about inspiring them to dream, grow, and discover their limitless opportunities. This vision offers not just hope for individual students, but economic benefits for society as a whole.

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  • Dear President-elect Trump: Higher Education Builds America

    Dear President-elect Trump: Higher Education Builds America

    As you prepare to take office for a second time, we know you have ambitious plans to address the nation’s challenges and build a more secure and prosperous America. Achieving those goals will require contributions from many areas of society, and we urge you to see the value in partnering with our nation’s colleges and universities.

    Campuses across the country are deeply embedded in local communities and work every day to build their communities while meeting national needs. Let me share just three of many examples:

    Many, including you, have criticized higher education in recent years. We know that we always have room to innovate and improve. But we also know a basic truth: higher education builds America. This has been understood by American presidents since the nation’s founding. That conviction inspired landmark legislation such as the land-grant acts of the 19th century and the GI Bills of the 20th and 21st centuries—measures that contributed to unprecedented economic and technological growth.

    Study after study has documented the benefits colleges and universities provide to the workforce and the economy. For example, Georgetown University’s Center on Education and the Workforce found that less than a decade from now 72 percent of jobs in the American economy will require some level of postsecondary education or workforce training. Simply put, every pathway to expanding our economy and filling employers’ needs runs through colleges and universities.

    The American Council on Education (ACE), which I lead, is the major coordinating body for the nation’s colleges and universities. Our members include community colleges, liberal arts colleges, regional universities, and research universities. They are public and private, large and small, urban and rural. Many have religious affiliations.

    We have common-sense recommendations to help your administration and the new Congress deliver on the goals of all Americans: a safe and secure country, a prosperous economy with good jobs, and uncontested global leadership in developing new technologies. You can do that by extending Pell Grant eligibility to those who enroll in high-quality, short-term programs. You can do that by helping military service members and veterans further their careers through higher education. And you can do that by advancing research that saves lives and bolsters national security.

    Our colleges and universities work on behalf of all Americans, from every walk of life and every political perspective. While you may not always agree with us on every issue, ACE and our members are committed to fighting for the policies, principles, and values that ensure our students, their families, and our nation will flourish. So while we may differ in some areas, we also know there is much common ground.

    We are deeply concerned about the impact of proposed immigration changes on students, staff, and families, and appreciate your concern for those known as “Dreamers,” who came to the United States as children. As you stressed in a recent interview, these outstanding young people have made numerous contributions to America, and we must safeguard their futures in the only country they have ever known as home. Likewise, we fully agree that America benefits immensely by continuing to attract the brightest and most talented students from around the world to study, work, and innovate here.

    We pledge to be accountable to your administration, Congress, and the public. If you, Secretary of Education-designate Linda McMahon, and others in your administration see areas where we can do better, we are eager to sit down and discuss them. We hope, in turn, to have the opportunity to demonstrate how the know-how and creativity that runs deep through our campuses can help you accomplish your most important objectives.

    Our overriding goal is to provide more opportunity for all Americans. Like you, we are ready to get to work to deliver results. Together, we can build a better America.

    If you have any questions or comments about this blog post, please contact us.

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