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Judith Herbertson has led the Girls Education Department at the Foreign, Commonwealth, and Development Office (FCDO) since March 2022. Her work focusses on improving education access and quality for girls and marginalised groups around the world, particularly in low-income and lower-middle-income countries.
"Joining the Policy Fellows Network has been a game-changer for me. The Fellowship opened doors to interact with top academics and researchers, which has been instrumental in broadening my understanding and boosting my confidence in discussing complex policy issues."
My role at the FCDO involves overcoming barriers such as poverty, disability, and social norms that prevent children from receiving an education. This includes ensuring education for girls in places like Afghanistan, where restrictions prevent them from attending school, as well as in countries severely impacted by war or climate issues. We also explore how education can address climate change by preparing students to understand and tackle climate,nature and environmental challenges and ensuring that educational infrastructure is resilient to climate impacts, such as floods and extreme heat.
"Overall, the Fellowship has been a tremendous opportunity for personal and professional growth. It has enhanced my critical thinking and expanded my network, allowing me to bring a richer, more informed perspective to my work."
One significant advantage of the Fellowship was the opportunity to test my ideas with experts who possess deep, specialised knowledge. This exposure was crucial in refining my perspectives and adopting a more nuanced approach to my work. For example, my meeting with Saide Mobayed – a researcher at Cambridge University who works at the intersection of human rights, violence against women, digital technologies, and data – provided critical insights into the educational challenges in conflict-affected states where is can be hard to reach women and girls with the opportunities they deserve.
Another important interaction was with Dame Athene Donald, Emeritus Professor of Experimental Physics, who was able to offer fresh perspectives on how to bring girls into subjects traditionally associated with boys and men but also recognising the challenges and barriers that boys also face. This experience was instrumental in helping me rethink my methods of engagement and analysis, enhancing my ability to approach policy discussions with greater flexibility and critical thinking.
"The Fellowship has introduced me to new ways of working and thinking. It has given me the confidence to reframe and present new ideas effectively, while also opening up a network of contacts. This has greatly enhanced my ability to pursue meaningful conversations and develop innovative solutions."
The practical impact of the Fellowship on my policy work has been substantial. It has bolstered my confidence in presenting and defending new ideas within my department. For instance, the interactions with academics and experts have helped me build a stronger case for expanding our focus from a narrow emphasis on girls’ education to a broader approach to equity and inclusion. A notable example is my engagement with Professor Nidhi Singal, an expert in disability-inclusive education at Cambridge. Nidhi's insights have been pivotal in understanding the importance of incorporating disability-inclusive practices into our educational policies.
This new perspective has influenced how I approach policy development, particularly in ensuring that our frameworks are more inclusive of children with disabilities. Additionally, discussions about climate resilience in education have led to practical changes in how we frame our strategies. Exposure to various perspectives on climate-related educational challenges has enabled me to advocate for policies that address both immediate educational needs and the long-term impacts of climate change on education infrastructure.