{"id":966,"date":"2020-11-26T01:00:14","date_gmt":"2020-11-26T01:00:14","guid":{"rendered":"https:\/\/www.breslinpublicpolicy.com\/?p=966"},"modified":"2020-12-01T00:23:39","modified_gmt":"2020-12-01T00:23:39","slug":"education-beyond-the-pandemic","status":"publish","type":"post","link":"https:\/\/www.breslinpublicpolicy.com\/news\/education-beyond-the-pandemic\/","title":{"rendered":"Education beyond the pandemic"},"content":{"rendered":"

In this new blog, first published by Collins Educational on their excellent Freedom To Teach<\/a><\/em> site, I draw on some of the thinking in my new book, Lessons From Lockdown: the educational legacy of COVID-19<\/em>, published in January 2021. In particular, I call for a rebalancing of our schooling system, such that building inclusion and widening participation are core objectives, not after thoughts to be ‘left til later’ in the relentless dash for grades. <\/p>\n

\u201cWe need to balance the needs of the education system with the needs of the economy\u201d opines a caller to a national daily phone-in show as I sit down to draft this blog. The point is a fair one but highlights one of the many false binaries that have characterised the debates about lockdown. While we might think of the economy as a series of \u2018sectors\u2019, the reality, as I argue in my forthcoming book Lessons From Lockdown: the educational legacy of COVID-19<\/em> (Routledge, 2021), is that society is joined up. The \u201cpubs or schools\u201d debate that has dominated the headlines this year illustrates the point: the children of those who work in hospitality and catering will be impacted should a cost of the virus be the loss of their parents\u2019 jobs, and unemployment, and the socio-economic disadvantage that swiftly follows, is a driver of educational under-achievement; lives and livelihoods, as the former Marks and Spencer CEO, Stuart Rose neatly puts it, are intrinsically intertwined. Herein lies the complexity of exiting lockdown, or as common parlance has it, \u201clearning to live with the virus\u201d.<\/p>\n

Another binary, one that will be familiar to many readers of this blog, for it long predates the pandemic, is that between achievement, or rather attainment, and inclusion. This is a tension oft denied by both policymakers and practitioners; the denial is based on a simple objective: get everybody to achieve and nobody will be excluded. Of course, if everybody did achieve, there would be no exclusion and, indeed, no hierarchy but we know it doesn\u2019t work that way, not least because education systems operate as the pre-selectors of destiny. Thus, attempts to broaden inclusion through, for instance, curricular and qualifications reform are painted as \u2018dumbing down\u2019. Moreover, the pursuit of \u2018rigour\u2019 is postulated on the need to (seemingly continually) raise standards. Thus, teacher assessment, coursework and modular examinations (much more accessible to reluctant learners, whatever their ability level and whether they are children or adults) are sacrificed at the altar of attainment, while more inclusive approaches are derided as offering \u201cprizes for all\u201d and, therefore, the enemy of excellence. That recent staple of education debates, that \u201ctoo many young people are going to university nowadays\u201d, is offered as evidence of a loss of such excellence, as if more education could be a bad thing. Notice that such a claim almost inevitably emerges, usually in impeccable English, from the voice of somebody who one suspects has been to university, whose parents went to university, and whose children and grandchildren are going to university, or will do in the fullness of time. They are talking about other people\u2019s children.<\/p>\n

The pursuit of excellence does not, therefore, build inclusion for all. Rather, it involves the implicit acceptance that some children will be left behind. Here, the recent history of educational reform in England is instructive. Thus, from their different starting points, Kenneth Baker in the late 1980s and David Blunkett in the late 1990s sought to address the shortcomings of what they saw, with some justification, as an underachieving education system, Baker through re-engineering this system (the National Curriculum, Ofsted, Performance Management and the Local Management of Schools) and Blunkett through a set of focused target driven strategies (the National Literacy and Numeracy Strategies, Excellence in Cities and the Standards Fund). The gains, especially in the first two New Labour terms were significant and initially delivered at speed, but the plateauing of the impact of these reforms was inevitable and, arguably, over the past decade, these efforts have become increasingly counter-productive. They manifested themselves in crises of teacher and school leader recruitment and retention, the generation and consolidation of sub-cohorts \u2013 marked out by gender, ethnicity, social class, housing tenure and area of residence \u2013 who routinely and intergenerationally underachieve, and a set of schools, recently defined (by Ofsted no less) as \u201cstuck schools\u201d, or as one focus group member described them to me a year or so ago, \u201ccareer-damagingly difficult\u201d schools. In short, the price of the increasing success of sixty, seventy, eighty per cent of our young people, has been the exclusion of the remaining forty, thirty, twenty per cent. Attainment-first strategies have proved successful for many (and, by any measure, our young people today achieve far more than they did when I entered teaching in the late 1980s, and far, far more than during my secondary school years in the preceding decade) but they have done so at the price of locking a minority into a self-perpetuating cycle of underachievement.<\/p>\n

As I remark in Lessons From Lockdown, the pandemic didn\u2019t create these patterns of inclusion and exclusion, or the chasm between them, but it has laid them bare for more to see, and in so doing it has caused many to reflect on whether this is how we want society to be. Educationally, we could take another path. We could make the inclusion of all, rather than the attainment of most, our priority. We could say that the first GCSE of the disadvantaged and excluded child is more important than the tenth GCSE of the advantaged and included child \u2013 and pivot teaching and financial resources accordingly. We could argue that while a broad, challenging, invigorating and creative curriculum ought to be an entitlement for all, ten GCSEs at Level 8 or 9 constitutes not a broad education, but the ability to succeed at one kind of learning and one kind of assessment. We could argue that we need to develop the qualities of innovation, character, resilience, collaboration and kindness, and that we need a social curriculum capable of delivering this. And we could argue that the vocational curriculum should not be something that young people fall into after academic failure, but something that many aspire to \u2013 a professional route that is as attractive to those who succeed in the academic domain as those who struggle.<\/p>\n

None of this is easy or straightforward, and none of it can or should be achieved overnight, but the system shock that the pandemic has delivered might just offer us an opportunity to begin such work. In researching Lessons From Lockdown, we closed our discussions with interviewees and focus group participants with two questions: (1) What can\u2019t you wait to get back to? and (2) What can\u2019t you wait to leave behind? Perhaps we should hold this conversation more broadly; perhaps a rebalancing of our system in terms of achievement and inclusion might be one outcome of these reflections.<\/p>\n","protected":false},"excerpt":{"rendered":"

In this new blog, first published by Collins Educational on their excellent Freedom To Teach site, I draw on some of the thinking in my new book, Lessons From Lockdown: the educational legacy of COVID-19, published in January 2021. In particular, I call call for a rebalancing of our schooling system, such that building inclusion and widening participation are core objectives, not after thoughts to be ‘left til later’ in the relentless dash for grades.<\/p>\n","protected":false},"author":2,"featured_media":1001,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3,6],"tags":[10,16,31,27],"yoast_head":"\nEducation beyond the pandemic - Breslin Public Policy<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.breslinpublicpolicy.com\/news\/education-beyond-the-pandemic\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Education beyond the pandemic - Breslin Public Policy\" \/>\n<meta property=\"og:description\" content=\"In this new blog, first published by Collins Educational on their excellent Freedom To Teach site, I draw on some of the thinking in my new book, Lessons From Lockdown: the educational legacy of COVID-19, published in January 2021. In particular, I call call for a rebalancing of our schooling system, such that building inclusion and widening participation are core objectives, not after thoughts to be 'left til later' in the relentless dash for grades.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/www.breslinpublicpolicy.com\/news\/education-beyond-the-pandemic\/\" \/>\n<meta property=\"og:site_name\" content=\"Breslin Public Policy\" \/>\n<meta property=\"article:author\" content=\"https:\/\/www.facebook.com\/tony.breslin.71\" \/>\n<meta property=\"article:published_time\" content=\"2020-11-26T01:00:14+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2020-12-01T00:23:39+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/www.breslinpublicpolicy.com\/wp-content\/uploads\/Collins-500x333.jpg\" \/>\n\t<meta property=\"og:image:width\" content=\"500\" \/>\n\t<meta property=\"og:image:height\" content=\"333\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\n<meta name=\"author\" content=\"Tony Breslin\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:creator\" content=\"@UKpolicywatch\" \/>\n<meta name=\"twitter:site\" content=\"@ukpolicywatch\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"Tony Breslin\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"6 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\/\/www.breslinpublicpolicy.com\/news\/education-beyond-the-pandemic\/#article\",\"isPartOf\":{\"@id\":\"https:\/\/www.breslinpublicpolicy.com\/news\/education-beyond-the-pandemic\/\"},\"author\":{\"name\":\"Tony Breslin\",\"@id\":\"https:\/\/www.breslinpublicpolicy.com\/#\/schema\/person\/a52f633e2208c1e76979520245e0bf9e\"},\"headline\":\"Education beyond the pandemic\",\"datePublished\":\"2020-11-26T01:00:14+00:00\",\"dateModified\":\"2020-12-01T00:23:39+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\/\/www.breslinpublicpolicy.com\/news\/education-beyond-the-pandemic\/\"},\"wordCount\":1154,\"commentCount\":0,\"publisher\":{\"@id\":\"https:\/\/www.breslinpublicpolicy.com\/#organization\"},\"keywords\":[\"Education\",\"Educational Research\",\"Inclusion\",\"lockdown\"],\"articleSection\":[\"News\",\"Transform Education\"],\"inLanguage\":\"en\",\"potentialAction\":[{\"@type\":\"CommentAction\",\"name\":\"Comment\",\"target\":[\"https:\/\/www.breslinpublicpolicy.com\/news\/education-beyond-the-pandemic\/#respond\"]}]},{\"@type\":\"WebPage\",\"@id\":\"https:\/\/www.breslinpublicpolicy.com\/news\/education-beyond-the-pandemic\/\",\"url\":\"https:\/\/www.breslinpublicpolicy.com\/news\/education-beyond-the-pandemic\/\",\"name\":\"Education beyond the pandemic - Breslin Public Policy\",\"isPartOf\":{\"@id\":\"https:\/\/www.breslinpublicpolicy.com\/#website\"},\"datePublished\":\"2020-11-26T01:00:14+00:00\",\"dateModified\":\"2020-12-01T00:23:39+00:00\",\"breadcrumb\":{\"@id\":\"https:\/\/www.breslinpublicpolicy.com\/news\/education-beyond-the-pandemic\/#breadcrumb\"},\"inLanguage\":\"en\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\/\/www.breslinpublicpolicy.com\/news\/education-beyond-the-pandemic\/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\/\/www.breslinpublicpolicy.com\/news\/education-beyond-the-pandemic\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https:\/\/www.breslinpublicpolicy.com\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Education beyond the pandemic\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\/\/www.breslinpublicpolicy.com\/#website\",\"url\":\"https:\/\/www.breslinpublicpolicy.com\/\",\"name\":\"Breslin Public Policy\",\"description\":\"\",\"publisher\":{\"@id\":\"https:\/\/www.breslinpublicpolicy.com\/#organization\"},\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\/\/www.breslinpublicpolicy.com\/?s={search_term_string}\"},\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"en\"},{\"@type\":\"Organization\",\"@id\":\"https:\/\/www.breslinpublicpolicy.com\/#organization\",\"name\":\"Breslin Public Policy\",\"url\":\"https:\/\/www.breslinpublicpolicy.com\/\",\"logo\":{\"@type\":\"ImageObject\",\"inLanguage\":\"en\",\"@id\":\"https:\/\/www.breslinpublicpolicy.com\/#\/schema\/logo\/image\/\",\"url\":\"https:\/\/www.breslinpublicpolicy.com\/wp-content\/uploads\/Breslin-Public-Policy-BPP.jpg\",\"contentUrl\":\"https:\/\/www.breslinpublicpolicy.com\/wp-content\/uploads\/Breslin-Public-Policy-BPP.jpg\",\"width\":299,\"height\":100,\"caption\":\"Breslin Public Policy\"},\"image\":{\"@id\":\"https:\/\/www.breslinpublicpolicy.com\/#\/schema\/logo\/image\/\"},\"sameAs\":[\"https:\/\/twitter.com\/ukpolicywatch\",\"https:\/\/www.linkedin.com\/in\/tonybreslin\/\"]},{\"@type\":\"Person\",\"@id\":\"https:\/\/www.breslinpublicpolicy.com\/#\/schema\/person\/a52f633e2208c1e76979520245e0bf9e\",\"name\":\"Tony Breslin\",\"image\":{\"@type\":\"ImageObject\",\"inLanguage\":\"en\",\"@id\":\"https:\/\/www.breslinpublicpolicy.com\/#\/schema\/person\/image\/\",\"url\":\"https:\/\/secure.gravatar.com\/avatar\/ee4b103102520de5d1a2c4a6c3d9c2f0?s=96&d=mm&r=g\",\"contentUrl\":\"https:\/\/secure.gravatar.com\/avatar\/ee4b103102520de5d1a2c4a6c3d9c2f0?s=96&d=mm&r=g\",\"caption\":\"Tony Breslin\"},\"description\":\"Tony Breslin\u2019s latest book, Lessons From Lockdown: the educational legacy of COVID-19, published by Routledge in January 2021, explores the impact of the pandemic on our schooling systems through drawing on interviews and focus groups involving over 100 pupils, parents and professionals. His recent reports A Place for Learning: putting learning at the heart of citizenship, civic identity and community life (RSA, 2016), and Who Governs Our Schools? Trends, Tensions and Opportunities (RSA, 2017), have made important contributions to the debates about the role of adult and community learning and Further and Higher Education in a post-industrial age, and the nature of school governance in a new landscape of academies, federations and MATs. Tony\u2019s own experience in governance and as a senior leader in education and the voluntary sector is extensive. A teacher by profession, with experience working in denominational and non-denominational schools, and a curriculum development specialist, he is currently Chair at Bushey Primary Education Federation and a Trustee of Adoption UK. Previously, he has served as Chair of the awarding organization, Industry Qualifications, the public speaking social enterprise, Speakers Bank, and the educational charities and membership associations, Human Scale Education and the Association for the Teaching of the Social Sciences. A former Local Authority School Improvement Adviser, a Chief Examiner at GCSE and a Principal Examiner at A level, he is best known for his work as CEO at the Citizenship Foundation (2001-2010), the influential education and participation charity, where he developed the concept of the Citizenship-Rich School, and his work in the governance arena, where his recent engagement as a Consultant Trainer at Herts for Learning was, prior to COVID-19, taking him into primary, secondary and special schools on a weekly basis. Tony is a champion of the social curriculum, professional and vocational education, community engagement and lifelong learning, themes that are common in a wide-ranging publications list featuring over 100 articles, papers and texts, and in the work of the successful social impact consultancy that he leads, Breslin Public Policy Limited.\",\"sameAs\":[\"https:\/\/www.breslinpublicpolicy.com\",\"https:\/\/www.facebook.com\/tony.breslin.71\",\"https:\/\/twitter.com\/UKpolicywatch\"],\"url\":\"https:\/\/www.breslinpublicpolicy.com\/author\/dan\/\"}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"Education beyond the pandemic - Breslin Public Policy","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/www.breslinpublicpolicy.com\/news\/education-beyond-the-pandemic\/","og_locale":"en_US","og_type":"article","og_title":"Education beyond the pandemic - Breslin Public Policy","og_description":"In this new blog, first published by Collins Educational on their excellent Freedom To Teach site, I draw on some of the thinking in my new book, Lessons From Lockdown: the educational legacy of COVID-19, published in January 2021. In particular, I call call for a rebalancing of our schooling system, such that building inclusion and widening participation are core objectives, not after thoughts to be 'left til later' in the relentless dash for grades.","og_url":"https:\/\/www.breslinpublicpolicy.com\/news\/education-beyond-the-pandemic\/","og_site_name":"Breslin Public Policy","article_author":"https:\/\/www.facebook.com\/tony.breslin.71","article_published_time":"2020-11-26T01:00:14+00:00","article_modified_time":"2020-12-01T00:23:39+00:00","og_image":[{"width":500,"height":333,"url":"https:\/\/www.breslinpublicpolicy.com\/wp-content\/uploads\/Collins-500x333.jpg","type":"image\/jpeg"}],"author":"Tony Breslin","twitter_card":"summary_large_image","twitter_creator":"@UKpolicywatch","twitter_site":"@ukpolicywatch","twitter_misc":{"Written by":"Tony Breslin","Est. reading time":"6 minutes"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"Article","@id":"https:\/\/www.breslinpublicpolicy.com\/news\/education-beyond-the-pandemic\/#article","isPartOf":{"@id":"https:\/\/www.breslinpublicpolicy.com\/news\/education-beyond-the-pandemic\/"},"author":{"name":"Tony Breslin","@id":"https:\/\/www.breslinpublicpolicy.com\/#\/schema\/person\/a52f633e2208c1e76979520245e0bf9e"},"headline":"Education beyond the pandemic","datePublished":"2020-11-26T01:00:14+00:00","dateModified":"2020-12-01T00:23:39+00:00","mainEntityOfPage":{"@id":"https:\/\/www.breslinpublicpolicy.com\/news\/education-beyond-the-pandemic\/"},"wordCount":1154,"commentCount":0,"publisher":{"@id":"https:\/\/www.breslinpublicpolicy.com\/#organization"},"keywords":["Education","Educational Research","Inclusion","lockdown"],"articleSection":["News","Transform Education"],"inLanguage":"en","potentialAction":[{"@type":"CommentAction","name":"Comment","target":["https:\/\/www.breslinpublicpolicy.com\/news\/education-beyond-the-pandemic\/#respond"]}]},{"@type":"WebPage","@id":"https:\/\/www.breslinpublicpolicy.com\/news\/education-beyond-the-pandemic\/","url":"https:\/\/www.breslinpublicpolicy.com\/news\/education-beyond-the-pandemic\/","name":"Education beyond the pandemic - Breslin Public Policy","isPartOf":{"@id":"https:\/\/www.breslinpublicpolicy.com\/#website"},"datePublished":"2020-11-26T01:00:14+00:00","dateModified":"2020-12-01T00:23:39+00:00","breadcrumb":{"@id":"https:\/\/www.breslinpublicpolicy.com\/news\/education-beyond-the-pandemic\/#breadcrumb"},"inLanguage":"en","potentialAction":[{"@type":"ReadAction","target":["https:\/\/www.breslinpublicpolicy.com\/news\/education-beyond-the-pandemic\/"]}]},{"@type":"BreadcrumbList","@id":"https:\/\/www.breslinpublicpolicy.com\/news\/education-beyond-the-pandemic\/#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Home","item":"https:\/\/www.breslinpublicpolicy.com\/"},{"@type":"ListItem","position":2,"name":"Education beyond the pandemic"}]},{"@type":"WebSite","@id":"https:\/\/www.breslinpublicpolicy.com\/#website","url":"https:\/\/www.breslinpublicpolicy.com\/","name":"Breslin Public Policy","description":"","publisher":{"@id":"https:\/\/www.breslinpublicpolicy.com\/#organization"},"potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/www.breslinpublicpolicy.com\/?s={search_term_string}"},"query-input":"required name=search_term_string"}],"inLanguage":"en"},{"@type":"Organization","@id":"https:\/\/www.breslinpublicpolicy.com\/#organization","name":"Breslin Public Policy","url":"https:\/\/www.breslinpublicpolicy.com\/","logo":{"@type":"ImageObject","inLanguage":"en","@id":"https:\/\/www.breslinpublicpolicy.com\/#\/schema\/logo\/image\/","url":"https:\/\/www.breslinpublicpolicy.com\/wp-content\/uploads\/Breslin-Public-Policy-BPP.jpg","contentUrl":"https:\/\/www.breslinpublicpolicy.com\/wp-content\/uploads\/Breslin-Public-Policy-BPP.jpg","width":299,"height":100,"caption":"Breslin Public Policy"},"image":{"@id":"https:\/\/www.breslinpublicpolicy.com\/#\/schema\/logo\/image\/"},"sameAs":["https:\/\/twitter.com\/ukpolicywatch","https:\/\/www.linkedin.com\/in\/tonybreslin\/"]},{"@type":"Person","@id":"https:\/\/www.breslinpublicpolicy.com\/#\/schema\/person\/a52f633e2208c1e76979520245e0bf9e","name":"Tony Breslin","image":{"@type":"ImageObject","inLanguage":"en","@id":"https:\/\/www.breslinpublicpolicy.com\/#\/schema\/person\/image\/","url":"https:\/\/secure.gravatar.com\/avatar\/ee4b103102520de5d1a2c4a6c3d9c2f0?s=96&d=mm&r=g","contentUrl":"https:\/\/secure.gravatar.com\/avatar\/ee4b103102520de5d1a2c4a6c3d9c2f0?s=96&d=mm&r=g","caption":"Tony Breslin"},"description":"Tony Breslin\u2019s latest book, Lessons From Lockdown: the educational legacy of COVID-19, published by Routledge in January 2021, explores the impact of the pandemic on our schooling systems through drawing on interviews and focus groups involving over 100 pupils, parents and professionals. His recent reports A Place for Learning: putting learning at the heart of citizenship, civic identity and community life (RSA, 2016), and Who Governs Our Schools? Trends, Tensions and Opportunities (RSA, 2017), have made important contributions to the debates about the role of adult and community learning and Further and Higher Education in a post-industrial age, and the nature of school governance in a new landscape of academies, federations and MATs. Tony\u2019s own experience in governance and as a senior leader in education and the voluntary sector is extensive. A teacher by profession, with experience working in denominational and non-denominational schools, and a curriculum development specialist, he is currently Chair at Bushey Primary Education Federation and a Trustee of Adoption UK. Previously, he has served as Chair of the awarding organization, Industry Qualifications, the public speaking social enterprise, Speakers Bank, and the educational charities and membership associations, Human Scale Education and the Association for the Teaching of the Social Sciences. A former Local Authority School Improvement Adviser, a Chief Examiner at GCSE and a Principal Examiner at A level, he is best known for his work as CEO at the Citizenship Foundation (2001-2010), the influential education and participation charity, where he developed the concept of the Citizenship-Rich School, and his work in the governance arena, where his recent engagement as a Consultant Trainer at Herts for Learning was, prior to COVID-19, taking him into primary, secondary and special schools on a weekly basis. Tony is a champion of the social curriculum, professional and vocational education, community engagement and lifelong learning, themes that are common in a wide-ranging publications list featuring over 100 articles, papers and texts, and in the work of the successful social impact consultancy that he leads, Breslin Public Policy Limited.","sameAs":["https:\/\/www.breslinpublicpolicy.com","https:\/\/www.facebook.com\/tony.breslin.71","https:\/\/twitter.com\/UKpolicywatch"],"url":"https:\/\/www.breslinpublicpolicy.com\/author\/dan\/"}]}},"_links":{"self":[{"href":"https:\/\/www.breslinpublicpolicy.com\/wp-json\/wp\/v2\/posts\/966"}],"collection":[{"href":"https:\/\/www.breslinpublicpolicy.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.breslinpublicpolicy.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.breslinpublicpolicy.com\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.breslinpublicpolicy.com\/wp-json\/wp\/v2\/comments?post=966"}],"version-history":[{"count":12,"href":"https:\/\/www.breslinpublicpolicy.com\/wp-json\/wp\/v2\/posts\/966\/revisions"}],"predecessor-version":[{"id":1023,"href":"https:\/\/www.breslinpublicpolicy.com\/wp-json\/wp\/v2\/posts\/966\/revisions\/1023"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.breslinpublicpolicy.com\/wp-json\/wp\/v2\/media\/1001"}],"wp:attachment":[{"href":"https:\/\/www.breslinpublicpolicy.com\/wp-json\/wp\/v2\/media?parent=966"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.breslinpublicpolicy.com\/wp-json\/wp\/v2\/categories?post=966"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.breslinpublicpolicy.com\/wp-json\/wp\/v2\/tags?post=966"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}