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Education & Arts Publications
There are many challenges facing the government and all providers of higher education and higher skills. This report looks at three problems, and argues that Further Education Colleges can play a strong role in responding to all three.
Best Behaviour proposes policies on discipline and exclusion which will protect those pupils whose education is harmed by the misbehaviour of others, whilst ensuring that the needs of all children are effectively addressed.
Universities could reduce potential student debt or protect teaching and research by being more imaginative about how they are run. The study calls for the HE sector to outsource functions like maintenance and accommodation that have little to do with education.
This report considers potential reforms to the approach to SEN in England in the context of broader educational issues and policy changes. It also considers specific problems such as what SEN is, and how the government should approach inclusion before making further recommendations to improve assessment, funding and provision.
Faith Schools We Can Believe In: Ensuring that tolerant and democratic values are upheld in every part of Britain’s education system
Faith Schools We Can Believe In proposes key structural, legislative and contractual changes to the way in which both the Department for Education and Ofsted work in preventing schools coming under extremist influence.
Designing Student Loans To Protect Low Earners outlines a new way to run student loans that will save taxpayers’ money while making sure that everyone equipped with enough talent and ambition can go to university. The proposals would see interest repayments on loans match the actual cost of borrowing by the Government.
We believe strongly that access to university title should be decided according to an institution’s quality, and not its legal status, so we recommend that the government immediately end this institutionalised discrimination against private higher education providers.
The research note recommends that all teachers should receive at least some SEN training as part of their initial training and that teachers in specialist roles should have or be working towards specialist qualifications specifically relevant to the needs of the children they are teaching.