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The Educational Wealth Fund (EWF) is a registered charity in England and Wales. The EWF is building a permanent endowment fund to provide grants to non-selective comprehensive schools in the United Kingdom. [1]
The EWF seeks to fund capital projects which provide schoolchildren, and their communities with a sense of awe, inspiration and wonder. It has five priority themes:
One of the stated aims of the EWF is to enhance the position of education within national culture, citing calls by UNESCO and the OECD on the vital need to improve globally the image and status of the teaching profession. [2] [3] The EWF notes that the highest performing education systems around the world are also supported by a national culture which prizes education and holds the teaching profession in high regard. [4] To this end, the EWF seeks to raise the profile of education by funding projects which will create positive and inspiring stories about learning and teaching, such as; life-size dinosaur skeletons, wonderous libraries, art galleries, full-scale kitchen gardens, planetariums, world-class sculpture, landscaped gardens, music centres, and events involving renowned artists. [5]
The charity was founded in 2020 by British science teacher Jason West FRSA. Since publication of its vision the EWF has attracted wide support from economists, academics, authors, artists, TV and cultural personalities, including two former Presidents of the Royal Society. [6] Jason cites that he was inspired by Carl Sagan's 1994 Pale Blue Dot speech given at Cornell University which questioned the futility of conflict, and humanities vision for its place on Earth.
| Patron | Notable for |
|---|---|
| Professor Jim Al-Khalili FRS OBE | Theoretical physicist and TV Presenter |
| Beanie Bhebhe | Percussionist for Rudimental |
| Sir Ranulph Fiennes OBE | Explorer |
| Professor Ian Goldin | Director of the Oxford Martin Programme on Technological and Economic Change. Former Vice-President of the World Bank |
| Peter Horrocks CBE | Chair of SEMLEP and former director of the BBC World Service |
| Professor Saiful Islam FRSC | Chemist and Royal Institution Christmas Lecturer |
| Ian Kelly | Actor and Historical Biographer |
| Dame Ann Limb CBE, DL, FRSA | Chair of the Scout Association |
| Sir Paul Nurse FRS | Nobel Laureate, former president of the Royal Society, CEO Crick Institute. |
| Chris Packham CBE | Naturalist, TV presenter and author |
| Professor Martyn Percy | Dean of Christ Church, Oxford University |
| Sarah Pinborough | Novelist |
| Lord Martin Rees OM, FRS, FRAS | Astronomer Royal and former President of the Royal Society |
| Jacqueline de Rojas CBE | President of techUK and Chair of the Board of Digital Leaders. Non-Executive Director on the boards of Rightmove, Costain Group and FDM. |
| Professor Andrea Sella | Science communicator |
| Nicki Shields | Presenter Formula-E |
| Sir Tim Smit KBE | Founder of the Eden Project |
| Iain Standen FRSA | Chief Executive of Bletchley Park |
| KT Tunstall | Singer and Songwriter |
| John Wallace CBE | Former principal of the Royal Conservatoire of Scotland |
The EWFs founder, Jason West, was appointed by the board of trustees to become its first Chief Executive in July 2020. The Board of Trustees include: Sir Peter Birkett (Chair from 2020), Junita Fernandez, Lucian J Hudson, Zoe Raven, Andrew Harris, Victoria Mayes, Richard Bywater, Robert Gifford, Stuart Young and Chris Bridgman MBE. Youth Advisors include Amy and Ella Meek founders of Kids Against Plastic.
Education is the transmission of knowledge, skills, and character traits and manifests in various forms. Formal education occurs within a structured institutional framework, such as public schools, following a curriculum. Non-formal education also follows a structured approach but occurs outside the formal schooling system, while informal education entails unstructured learning through daily experiences. Formal and non-formal education are categorized into levels, including early childhood education, primary education, secondary education, and tertiary education. Other classifications focus on teaching methods, such as teacher-centered and student-centered education, and on subjects, such as science education, language education, and physical education. Additionally, the term "education" can denote the mental states and qualities of educated individuals and the academic field studying educational phenomena.
Education reform is the name given to the goal of changing public education. The meaning and education methods have changed through debates over what content or experiences result in an educated individual or an educated society. Historically, the motivations for reform have not reflected the current needs of society. A consistent theme of reform includes the idea that large systematic changes to educational standards will produce social returns in citizens' health, wealth, and well-being.
Vocational education is education that prepares people for a skilled craft as an artisan, trade as a tradesperson, or work as a technician. Vocational education can also be seen as that type of education given to an individual to prepare that individual to be gainfully employed or self employed with requisite skill. Vocational education is known by a variety of names, depending on the country concerned, including career and technical education, or acronyms such as TVET and TAFE.
Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values. It can mean any form of learning adults engage in beyond traditional schooling, encompassing basic literacy to personal fulfillment as a lifelong learner, and to ensure the fulfillment of an individual.
Education policy consists of the principles and policy decisions that influence the field of education, as well as the collection of laws and rules that govern the operation of education systems. Education governance may be shared between the local, state, and federal government at varying levels. Some analysts see education policy in terms of social engineering.
Open educational resources (OER) are teaching, learning, and research materials intentionally created and licensed to be free for the end user to own, share, and in most cases, modify. The term "OER" describes publicly accessible materials and resources for any user to use, re-mix, improve, and redistribute under some licenses. These are designed to reduce accessibility barriers by implementing best practices in teaching and to be adapted for local unique contexts.
Environmental education (EE) refers to organized efforts to teach how natural environments function, and particularly, how human beings can manage behavior and ecosystems to live sustainably. It is a multi-disciplinary field integrating disciplines such as biology, chemistry, physics, ecology, earth science, atmospheric science, mathematics, and geography.
Teacher education or teacher training refers to programs, policies, procedures, and provision designed to equip (prospective) teachers with the knowledge, attitudes, behaviors, approaches, methodologies and skills they require to perform their tasks effectively in the classroom, school, and wider community. The professionals who engage in training the prospective teachers are called teacher educators.
This glossary of education-related terms is based on how they commonly are used in Wikipedia articles. This article contains terms starting with T – Z. Select a letter from the table of contents to find terms on other articles.
The Citizens Foundation (TCF) is a non-profit organization, and one of the largest privately owned networks of low-cost formal schools in Pakistan. The foundation operates a network of 1,833 school units, educating 280,000 students through over 13,000 teachers and principals, and over 17,400 employees. Approximately 94% of the foundation's expenditure is allocated to the Education program. In addition, TCF also conducts a literacy and numeracy skill development program in communities linked to its schools which has taught reading and writing to over 160,000 adults.
Evidence-based education (EBE) is the principle that education practices should be based on the best available scientific evidence, with randomised trials as the gold standard of evidence, rather than tradition, personal judgement, or other influences. Evidence-based education is related to evidence-based teaching, evidence-based learning, and school effectiveness research.
The International Bureau of Education (IBE-UNESCO) is a UNESCO category 1 institute mandated as the Centre of Excellence in curriculum and related matters. Consistent with the declaration of the decision of the 36th session of the General Conference and to ensure a higher effectiveness and a sharper focus, the IBE has defined the scope of its work as pertaining to: curriculum, learning, teaching, and assessment. The IBE-UNESCO provides tailored technical support and expertise to all UNESCO Member States facilitating the provision and delivery of equitable, inclusive, high-quality education within the framework of Education 2030 Agenda.
Open educational resources (OER) are learning materials that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. OER policies are adopted by governments, institutions or organisations in support of the creation and use of open content, specifically open educational resources (OER), and related open educational practices.
Global citizenship education (GCED) is a form of civic learning that involves students' active participation in projects that address global issues of a social, political, economic, or environmental nature. The two main elements of GCE are 'global consciousness'; the moral or ethical aspect of global issues, and 'global competencies', or skills meant to enable learners to participate in changing and developing the world. The promotion of GCE was a response by governments and NGOs to the emergence of supranational institution, regional economic blocs, and the development of information and communications technologies. These have all resulted in the emergence of a more globally oriented and collaborative approach to education. GCE addresses themes such as peace and human rights, intercultural understanding, citizenship education, respect for diversity and tolerance, and inclusiveness.
Teacher quality is said to be the most important factor influencing learner outcomes. The Education for All Goals set by UNESCO have been achieved by some countries but many millions of children remain out of school or with poor teachers.
Inclusive education in Latin America aims at giving all people of the region the right to access education. Its development consists of four aspects that may define the position of the debate on inclusive education in the region:
Climate change education (CCE) is education that aims to address and develop effective responses to climate change. It helps learners understand the causes and consequences of climate change, prepares them to live with the impacts of climate change and empowers learners to take appropriate actions to adopt more sustainable lifestyles. Climate change and climate change education are global challenges that can be anchored in the curriculum in order to provide local learning and widen up mindset shifts on how climate change can be mitigated. In such as case CCE is more than climate change literacy but understanding ways of dealing with climate
Sustainable Development Goal 4 is about quality education and is among the 17 Sustainable Development Goals established by the United Nations in September 2015. The full title of SDG 4 is "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all".
The Survey of Teachers in Pre-Primary Education (STEPP) is the first international survey for low-and-middle-income countries designed to collect information that is known to affect the quality of pre-primary education from pre-primary teachers and centre heads. The collected information concerns training and professional development, pedagogical and professional practices, working conditions and job satisfaction, and characteristics of pre-primary personnel and the settings in which they work.
The learning crisis or global learning crisis is a term describing the fact that, despite a large increase in access to schooling, learning outcomes remain poor, especially in developing countries. Worldwide, millions of children who attend school do not acquire basic skills such as literacy and numeracy, and many more are far behind age-appropriate expectations in their national curricula. Proponents argue that this crisis needs to be addressed due to the importance of education in fostering children's development, social mobility, and subsequent opportunities.
