NEWS
Young musicians urge public to break down barriers to music making
National arts-for-social-change charity, Orchestras for All, has released an inspiring new video to mark the launch of its ambitious five-year strategy and encourage others to join its movement. The promotional video comes as Orchestras for All unveils a bold new
visual identity – designed in close collaboration with its recently recruited youth board – and features a host of young musicians urging the public to break down significant barriers to music making. For a worrying 98 per cent of National Orchestra for All (NOFA)
members, cultural barriers and limited access to music making have prevented them from doing what they love the most. Many young musicians also face health barriers, with 55 per cent
previously unable to play in an orchestra due to autism, physical disability, learning difficulties, or social, emotional and behavioural difficulties. That’s why after 10 years of powerful work, Orchestras for All shares its
renewed vision: a country where all young people aged 11-19 can access the joy and benefits of playing music with others, regardless of the daily challenges they may be facing. Young clarinetist and National Orchestra for All ambassador, Joe, said:
“Coming from a working class background, classical music seemed so inaccessible. It just seemed like something for the rich and wealthy. You could learn but weren’t given the opportunity to unless you had the money.” Violinist, NOFA ambassador and young carer, Isaac, commented: “Being
a NOFA member gave me some of the most rewarding experiences of my life. You play great music, you meet amazing people – and there’s a tonne of support, so that any problems that you have can be dealt with.” Current NOFA member and viola player, Hannah, added: “It means a lot
to me because I was able to gain my confidence and speak to new people. It encouraged me to share my ideas.”
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https://www.youtube.com/watch?v=RvgO_GtTAxQ
“Governments must work collaboratively with others if education is to be delivered effectively in the future”
The Covid-19 pandemic has paved the way for a hybrid model in education, combining digital and traditional methods of teaching and learning—but governments need to act so that progress from the past year is not lost, according to the latest report from Oxford University Press (OUP), the world’s largest university press. The report, Education: the journey towards a digital revolution,
captures insights from experts across seven markets—the UK, Brazil, South Africa, Pakistan, India, Spain, and Turkey—as well as hundreds of teachers and extensive secondary research. With the pandemic affecting more than 1.7bn students worldwide over the past 12 months, the report analyses how teachers, students, and parents adapted to new ways of delivering education, and will continue to utilize digital learning tools and resources to shape educational practice in the future. Within the UK specifically, OUP’s experts believe that although
printed learning resources will still be valuable, blended learning will become the standard. Fortunately, confidence in delivering digital learning has significantly increased over the past 12 months; before the pandemic, 65% of UK teachers were confident in using digital learning, compared to 92% of teachers who feel confident now. They also predict that the ongoing digital transition could result in rethinking assessment models in the future, particularly at GCSE level. When asked about what steps governments should take to
support digital learning, UK teachers called for increased funding for technology (57%), more funding for schools/ institutions (50%) and support for improving connectivity (50%). 40% of teachers and 73% of OUP’s UK experts called for the government to work with education experts to shape future education policy. Speaking about the research, Nigel Portwood, CEO of Oxford
University Press, said: ‘The coronavirus pandemic has, unsurprisingly, prompted a rapid increase in the adoption of digital learning. As we start to reimagine what education may look like in the future, it is imperative that the UK government—and indeed, governments all over the world—learn from those who have been on the frontline, delivering and receiving learning. We have a huge opportunity to learn from all our experience to develop education systems that will work for both local and global society.’
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https://global.oup.com/news-items/OUP_DigitalReportFinal.pdf 6
www.education-today.co.uk April 2021
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