In early February, the Education Expert Panel met to discuss key strategic priorities and areas of focus for the sector. Reflecting on last year’s efforts and drawing on the diverse expertise of the panel, we reviewed the challenges facing education, from nurseries to Higher Education Institutions. These challenges are influenced by environmental, economic, and social sustainability concerns.

Guided by the New London Agenda, the panel identified the most pressing issues. The consensus was that achieving ‘Equity’ in education is essential for unlocking ‘Prosperity and Sustainability’. This approach will help create environments that inspire the next generation.

As AI technology continues to rise, we must reconsider the purpose of education. We discussed what skills will be needed in the future and how to define “a student” to ensure we are creating the right learning experiences with strong links to technology. AI will offer new opportunities for all, including those with special needs. Education will increasingly focus on creativity, problem-solving, values, and behaviours, rather than just degrees. To meet the changing needs of students, such as those in SEND (Special Educational Needs and Disabilities) schools or neurodivergent groups, we will need additional spaces and facilities that may be shared with other institutions.

The panel emphasised the importance of creating strong communities around schools, campuses, and other centres of excellence. Local interventions like “School Superzones,” co-working spaces, and partnerships with businesses can create vibrant ecosystems that uplift whole neighbourhoods. These efforts can improve security, well-being, and even health outcomes for students and residents. We also discussed the impact of factors like poor air quality, fast food outlets, and limited green spaces, which need to be addressed in the broader context.

A tight-knit campus community fosters a strong sense of belonging, which attracts students and ensures spaces are well utilised. It’s important to consider different student needs, such as those of commuters or mature students, who may spend less time on campus but require different types of spaces.

The overarching question of funding and affordability was discussed in the context of bringing institutions together with local small businesses and SMEs and looking at creative funding models to the benefit of everyone. Sharing idle spaces with other schools and universities or organisations allows for a good opportunity to create mixed-use and will increase utilisation rates to ‘sweat the asset.’. 

To provide affordable student accommodation in the city, especially Zones 1-2, remains challenging, especially if it is built to NZC standards and Passivhaus. We speculated on the benefits that outweigh the costs, such as civic benefits of students being close to campuses and businesses such e.g., in King’s Cross. It is encouraging that this is supported by the new GLA PBSA London Plan Guidance.

We felt that it would be beneficial to have central databases for universities, schools, and other educational establishments (e.g., HESA, DfE Condition Surveys, London Schools Atlas, etc.). This would allow for better data sharing, help identify surplus space, and highlight areas in need of repair or opportunities for repurposing. A recent finding that schools use up to 60% of their energy outside teaching hours is a wake-up call. Focusing on key data, like that from the ‘What Works’ network, could streamline information at the organisational, borough, and building levels, connecting different insights more effectively.