Inclusive education student partners programme

  • Tadiwa Ndlovu

Throughout my university career I have been involved in helping students like me in the university community, specifically Black students who are already underrepresented and suffer from issues of experience and attainment. Since 2019, I have worked with my faculty (Social Sciences and Public Policy) as one of two student facilitators in the Inclusive Education Student Partners Programme. I have had this role since December 2019 and our ear long contract was extended as a result of the reflection we got from our faculty connections. This programme went form insight gathering, conducting peer discussions (which turned into virtual calls due to the start of the covid pandemic), researching and data presenting, to the delivery phase. In this, we have been able to create a pilot programme of ‘content flags’ in modules across the faculty to address the attainment gap and possible triggers for Black and ethnic minority students. In this role, I have been able to conduct the project from the insights gathering phase to the findings phase, then concluding to the delivery phase creating actions from over 6 months of insights gathering and data review. In December 2020, our cohort of 18 was awarded the King’s College London SED AWARD for student collaboration in student services and student success. This role allowed me to understand self-management and making the project based in mine and my other partner’s ideals. Using the research and discussions we had, we were able to create the project with our insights and tailor it to what we saw impacting Black and other ethnic minority students, as well as liaising with shareholders and university management to communicate our ideas and execute our planned actions and initiatives. Because if this experience, I was motivated to get involved in more initiatives across university and expand my outreach where possible. Over the summer, I got involved in the KCL Decolonise Working Group as a student facilitator, which allows students to work together with academics to create an inclusive and recolonised curriculum. Since summer 2020, I have been involved with module evaluation and revisions within my department, as well as being part of webinars involving academics from across the world. From these events, I was able to create a written report that was shared onto the university website