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4 articles

One Voice, Many Conclusions: The Evidential Problem With Testimony-Led Debate in British Social Policy

British social policy debate has undergone a quiet but consequential shift in the hierarchy of evidence it considers compelling. Personal testimony and lived experience now frequently occupy the position once held by population-level data, with implications for the quality of argument in welfare reform, education, and criminal justice. This article examines both the democratic legitimacy and the logical limitations of testimony-centred reasoning.

Argument, Evidence, Employment: Could Structured Reasoning Training Narrow Britain's Skills Gap?

Argument, Evidence, Employment: Could Structured Reasoning Training Narrow Britain's Skills Gap?

Employers increasingly report that graduates lack the capacity to construct coherent arguments, evaluate competing evidence, and communicate reasoning under pressure. This article examines whether embedding formal argumentation training into vocational and professional education could meaningfully improve employability outcomes — and whether socioeconomic background shapes who benefits most.

Degree or No Degree? Weighing the Evidence on University Education in 2024 Britain

Degree or No Degree? Weighing the Evidence on University Education in 2024 Britain

With tuition fees at £9,250 per year and graduate debt routinely exceeding £45,000, the question of whether a university degree remains a sound investment has never been more urgent for British students and their families. This evidence-based analysis sets out the strongest arguments on both sides, drawing on earnings data, employer surveys, and the growing range of alternative pathways available in England, Scotland, Wales, and Northern Ireland.