Report on Mission 44’s Efforts to Advance Educational Equity

Introduction: Tackling Systemic Barriers in Education

Mission 44, an initiative founded by Sir Lewis Hamilton, addresses the critical issue of educational inequality, stemming from the founder’s own experience with unfair exclusion. The organization operates on the principle that while talent is ubiquitous, opportunity is not. This report outlines Mission 44’s strategy to create a more inclusive and equitable education system, directly aligning with the United Nations’ Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities).

Advancing SDG 4: Ensuring Inclusive and Equitable Quality Education

The Challenge to Educational Attainment

Mission 44 identifies school exclusions, rising persistent absenteeism, and educational attainment gaps as interconnected challenges that undermine SDG 4. These issues disproportionately affect vulnerable students, preventing equal access to quality education. The organization’s “Nothing Happens in Isolation” campaign calls for a systemic response to these linked problems, advocating for an educational framework where no child’s potential is dismissed.

A Framework for Systemic Change

To achieve the targets within SDG 4, specifically Target 4.5 concerning equal access for vulnerable children, Mission 44 proposes a multi-faceted approach:

1. Embed Inclusion in Accountability: Modify accountability measures and curricula to hold educational institutions responsible for supporting every child, ensuring an inclusive learning environment as per SDG Target 4.a.
2. Provide Personalised Support: Implement targeted interventions, mentorship programs, and specialist staff to offer tailored support to students who need it most.
3. Diversify the Educational Workforce: Actively recruit and retain more teachers from underrepresented backgrounds and provide comprehensive training for all staff to foster an inclusive culture.
4. Address External Barriers: Strengthen mental health provisions and create joined-up services that address wider societal challenges impacting students, thereby creating a safe and supportive environment conducive to learning.

Fostering Partnerships and Reducing Inequalities (SDG 10 & 17)

Building a Coalition for Change

In line with SDG 17 (Partnerships for the Goals), Mission 44 actively builds alliances to advocate for systemic reform. This collaborative approach is crucial for reducing the inequalities highlighted in SDG 10.

• A joint statement was released with a broad coalition of charities, education experts, and youth organizations, urging the government to address deep-seated inequalities in the education system.
• Direct engagement with senior government officials, including the Prime Minister and Education Secretary, has been undertaken to secure high-level commitment to these goals.

Government Commitments and Collaborative Actions

These partnerships have resulted in concrete commitments from the government to work collaboratively on initiatives that support both SDG 4 and SDG 10. Key actions include:

• The development of a national pupil engagement framework.
• The implementation of better data collection systems to monitor student experiences.
• A joint effort with Mission 44 and its partners to recruit a more diverse teaching workforce, particularly from ethnic minority backgrounds.

Conclusion: A Collective Path Towards Sustainable Educational Goals

The challenge of reforming the education system is significant, but through sustained, collaborative effort between government, schools, and civil society, progress is achievable. By focusing on inclusive practices and systemic support, Mission 44’s work aims to build an education system where every child, irrespective of their background, is afforded the opportunity to thrive. This vision is not only a matter of social justice but is a fundamental component of achieving the Sustainable Development Goals for a fairer and more prosperous future for all.

1. Which SDGs are addressed or connected to the issues highlighted in the article?

SDG 4: Quality Education

• The article is centered on improving the education system. It discusses issues like school exclusions, persistent absence, and attainment gaps. The core mission of Mission 44, as described, is to “build a fairer, more inclusive future for young people,” which starts with an equitable education system where “every child, regardless of background, is given the chance to thrive in school.”

SDG 10: Reduced Inequalities

• The article explicitly addresses the “disproportionate impact of lost learning on vulnerable pupils” and the fact that “Talent is everywhere, but opportunity is not.” It calls for a systemic response to address inequalities in education and urges the government to “address inequalities in education.” The focus on supporting every child “regardless of background” and recruiting teachers from “underrepresented backgrounds” directly targets the reduction of inequalities.

2. What specific targets under those SDGs can be identified based on the article’s content?

SDG 4: Quality Education

• Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education. The article’s campaign to “stop treating exclusions, rising persistent absence and attainment gaps as separate problems” is aimed at ensuring all students, especially vulnerable ones, can complete their education effectively.
• Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable. The article’s focus on the “disproportionate impact of lost learning on vulnerable pupils” and the goal of creating an education system where “every child, regardless of background, is given the chance to thrive” directly aligns with this target.
• Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all. The call for “embedding inclusion into accountability measures and the curriculum” and “creating inclusive classrooms” supports the creation of inclusive and effective learning environments.
• Target 4.c: By 2030, substantially increase the supply of qualified teachers. The article advocates for building a “more diverse and inclusive workforce” by “recruiting and retaining more teachers from underrepresented backgrounds and training all staff to support every pupil.”

SDG 10: Reduced Inequalities

• Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of… race, ethnicity… or other status. Mission 44’s work to build a “fairer, more inclusive future for young people” and its specific mention of working with the government to “recruit teachers from all backgrounds, including ethnic minorities” directly addresses this target.
• Target 10.3: Ensure equal opportunity and reduce inequalities of outcome. The article’s central argument that “Talent is everywhere, but opportunity is not” and its campaign to tackle “attainment gaps” are directly aimed at ensuring equal opportunity and reducing inequalities in educational outcomes.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Exclusion Rates: The campaign’s goal of “reducing exclusions” implies that the rate of school exclusions, particularly among vulnerable groups, is a key indicator of progress.
• Persistent Absence Rates: The article mentions “rising persistent absence” as a problem linked to exclusions, making this rate a measurable indicator of student engagement and well-being.
• Attainment Gaps: The article identifies “attainment gaps” as a core issue. Measuring the difference in academic achievement between different student groups is a direct indicator of educational inequality.
• Data on Student Experience: The government’s commitment to collecting “better data on student experience” is mentioned as a concrete action. This qualitative and quantitative data can serve as an indicator of how inclusive and supportive the school environment is.
• Diversity of Teaching Workforce: The goal to “recruit and retain more teachers from underrepresented backgrounds, including ethnic minorities” provides a clear, measurable indicator: the proportion of teachers from diverse backgrounds within the education system.

4. Table of SDGs, Targets, and Indicators

Source: bigissue.com