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Cancelled literacy and numeracy programme had ‘positive impact’

by Rajdeep
written by Rajdeep
  • School pupils take an exam
  • A cancelled government education scheme helped thousands of pupils improve their English and maths results.
  • The literacy and numeracy signature programme ran from 2013 to 2015 but was not renewed due to a lack of money.
  • It helped almost 19,000 pupils, provided jobs for 310 new teachers and gave extra staff to hundreds of schools.
  • The final report on the second year of the programme has just been published by the Department of Education (DE).
  • Funding
  • It received £13.8m funding from the Office of the First and Deputy First Minister (OFMDFM) and an additional £1.9m from DE.
  • The scheme was targeted at pupils in both primary schools and post-primary schools who were struggling to reach basic standards in English and maths.
  • Only newly-qualified teachers could apply for the jobs, which were for a two-year period.
  • The final report reveals that of pupils helped by the scheme:
  • 76% of primary school pupils reached level four or above in English, the expected skill level at the end of primary school;
  • 80% of primary school pupils reached level four or above in maths;
  • 65% of post-primary pupils got a GCSE grade C or above in English;
  • 60% of post-primary pupils got a GCSE grade C or above in maths.
  • Implications
  • A majority of pupils supported by the programme also improved their attendance at school.
  • Almost nine out of 10 primary schools that took part said the signature programme was successful.
  • Eight out of 10 post-primary schools also reported that it had benefited pupils.
  • Chris Donnelly, the principal of Holy Cross Boys’ Primary School in Belfast, said the programme had a proven impact on his pupils, with teachers working with them in small, tutorial-style groups.
  • “One of the keys to the success of [the scheme was that] it wasn’t necessarily targeting the children who would be deemed the low attainers, like so many of the initiatives in schools do,” Mr Donnelly said.
  • Aims
  • “It was targeting children who were underachieving – that’s a distinct cohort of children, and we were able to see the success.
  • “Schools are going to now feel the pinch, and unfortunately initiatives like this and their legacies that are going to suffer.”
  • The final report said the signature programme had “far-reaching implications”.
  • “Not only were the original aims achieved but the programme produced a number of outcomes and made a positive impact in our schools,” it said.
  • It was revealed that the signature project was ending in June 2015, although some school principals had called for it to be extended.
  • [Source:- BBC]
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Education

University research needs ‘public impact’

by Rajdeep
written by Rajdeep

University research

University research should have more impact with the wider public, says a review of how billions of pounds of UK research funding is awarded.

Economist Lord Nicholas Stern has published a review of how to measure the quality of university research.

He also wants all research staff to be assessed, rather than allowing universities to submit their own selection of academics.

Research is vital to economic growth, says Universities Minister Jo Johnson.

Lord Stern’s independent review examined the mechanism for measuring university research – the research excellence framework (REF) – which is used to determine the allocation of funding.

In 2015-16, this was worth £1.6bn to universities and the ratings from the REF are used to decide funding for the following five years or more.

The next round of assessments will be used for allocating funding from 2020 – and could be even more significant for universities worrying about the future of European Union research funding.

Lord Stern, president of the British Academy, says he wants a wider interpretation of research “impact” so that it shows “influence on public engagement and culture”.

He also wants to stop universities from playing the system to appear higher in the rankings.

He is recommending that all research staff should have to submit work for assessment, rather than allowing universities to put forward a small selection of their academics.

There were warnings of universities seeking to artificially boost their position by recruiting high quality researchers shortly before the date of the assessment.

Lord Stern’s review also wants to reduce the bureaucratic burden. The last round of the information-gathering process, completed in 2014, cost £246m to administer.

Wendy Piatt, director general of the Russell Group, said assessing all research staff “will be helpful in minimising the risks of game-playing”.

But Maddalaine Ansell, chief executive of the University Alliance group of universities, said the assessment process “must not just reward universities with the highest numbers of research-active staff”.

She said that there could be significant variations in how much time staff spent on research, when some staff might be more engaged with teaching or on contracts with business.

Pam Tatlow, chief executive of the MillionPlus group of universities, said the recommendations would encourage staff to be focused either on research or teaching, which would “drive a further wedge between teaching and research”.

But she welcomed the suggestion that impact “should be more broadly defined”.

London challenge

In the 2014 research rankings, London universities were found to be challenging the dominance of Oxford and Cambridge.

The London School of Economics had the highest proportion of world-leading research, followed by Oxford, Cambridge, Imperial College and University College London.

The biggest financial winners from the 2014 results, based on the research of 52,000 academics, were forecast to be Oxford, University College London and Cambridge.

The government also has plans to introduce a parallel system for measuring the quality of teaching, called the teaching excellence framework (TEF).

These teaching assessments will be linked to allowing universities in England to charge higher tuition fees.

Mr Johnson said he welcomed proposals for the research excellence framework that could “reduce the burdens on academics” and which could make improvements on previous assessments.

“Lord Stern recognises the advantage that our world-class research base brings to the UK and the key role our universities play in delivering high-quality teaching, driving productivity and economic growth,” he said.

[Source:- BBC]

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Education

Science careers not only for boffins, says Prof Brian Cox

by Rajdeep
written by Rajdeep

Children at Tower Bridge

Science careers are not “boring or only for boffins”, says Prof Brian Cox.

The physicist and TV presenter says it annoys him “that people still have these perceptions”.

Prof Cox has lent his support to Engineering Open House Day where major engineering organisations open their doors to the public.

The aim of the event, at the end of the first full week of the school holidays, is to boost children’s enthusiasm for science and technology subjects.

More than 20 organisations threw open their doors to allow families a free inside view of how they use technology on an everyday basis.

The events ranged from a behind-the-scenes tour of London’s Crossrail right down to the platform level 30m below the surface, to a ride on an articulated truck at the Caterpillar test quarry at Peterlee in County Durham.

Organisers at the Institution of Engineering and Technology (IET) believe up to 1,500 parents and children aged eight and above, have taken part, in venues across England and Scotland.

Events included:

  • a glimpse backstage at the National Theatre in London, to see the engineering behind top shows
  • a chance to see how the Sellafield nuclear power plant uses robot arms and computers
  • a go at the BBC Microbit coding challenge
  • a look behind the scenes at how TV satellites work.

An IET survey of more than 1,000 primary age children, published on Friday, suggests more than two-thirds enjoy science, technology and maths subjects.

But too few young people continue to study these subjects after 16, says the IET.

It is crucial that parents support their children, particularly girls, if they show an interest in science, technology, engineering and maths, according to IET president Naomi Climer.

“Some parents have told us they do not feel equipped with enough knowledge and this plays a part in why kids are not encouraged at home about science and engineering jobs. We have to change that.”

Prof Cox added: “I think it’s really important that young kids and their parents can get an insight into what engineering is all about – and understand its connection with so many things that interest them like music, entertainment and space discovery.”

[Source:- BBC]

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Education

Deaf children “allowed to engage in sexual activity”, whistleblower says

by Rajdeep
written by Rajdeep

Exeter Royal Academy for Deaf Education sign

Children at a school for the deaf were mishandled by staff, allowed to misbehave and engaged in sexual activity, a whistleblower has said.

Devon and Cornwall Police are now investigating the claims made against Exeter Deaf Academy.

The BBC understands three staff members have been suspended, but the school would not confirm this.

The academy said it would act “quickly if it is found that any improvements need to be made”.

More updates on the claims, and other Devon news here

Restrain children

Sources from the inquiry told the BBC they received a letter from the whistleblower detailing claims which included staff drinking alcohol on residential trips.

It is claimed the drinking led to a lack of supervision of students who engaged in sexual activity.

The letter also alleges excessive force was used to restrain children, along with techniques that were not authorised by regulators.

The concerns were raised, the letter says, but not dealt with.

The allegations prompted Devon and Cornwall Police and Devon Social Services to launch an investigation.

Exeter Deaf Academy said: “We continue to cooperate fully with the ongoing investigation by Devon County Council and Devon and Cornwall Police and cannot and should not comment until this is complete and the facts have been properly established.

“We care deeply about the welfare of our students, and will act quickly if it is found that any improvements need to be made at the Academy.”

The academy – a mixed, residential facility that currently has 76 students aged between four and 24 – would not comment on whether or not any staff had been suspended.Devon and Cornwall Police said: “We are not yet in a position to comment regarding whether there have been any criminal offences or other breaches of legislation, however, the safety of the students is paramount and we will work together to ensure that a thorough investigation is conducted.”

Devon County Council said it was “working closely” with the police and the academy’s chief executive.

The latest report by the regulator Ofsted, in February this year, was critical of the academy saying it “requires improvement”.

[Source:- BBC]

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Education

Deal fairly with students, universities told

by Rajdeep
written by Rajdeep

Universities have been told to deal more fairly with students by the Competition and Markets Authority.

Some “still have work to do” to fully comply with consumer protection law, says CMA senior consumer director Nisha Arora in an open letter.

The CMA has already “taken targeted action” to improve practices at three universities, the letter to all higher education providers says.

The government must “hold universities to account”, said consumer group Which?

In March last year, the CMA set out how universities should comply with consumer law.

This included providing information to allow students to compare courses, and some institutions were asked to amend their practices accordingly.

In October, the CMA began a review of institutions to check their compliance with the rules.

After taking soundings within the sector, the review focused on 25 for closer study.

Of these, three were singled out for improvements, says the CMA.

For example:

  • University of Buckingham will no longer threaten, apply or rely upon academic sanctions to recover accommodation fees, library fines or other non tuition fee debts
  • Bucks New University will drop a contract rule which invalidates student complaints if they attend a graduation event
  • Birkbeck University London will no longer apply a rule which stops students using the complaints procedure if they have tuition fees debt.

There were many examples of positive changes, the review found, including:

  • updated policies and terms to end academic sanctions when students are in non-academic debt
  • clear and upfront information to students on fee changes, additional costs and possible course changes
  • better information for staff on consumer protection obligations.

The review warns that universities could be in breach of consumer law for the wording of contract clauses which:

  • allow wide discretion to vary tuition fees or cancel or vary courses
  • are not clear about additional costs
  • prevent students progressing or graduating if they owe non-academic debts
  • attempt to deter complaints.

In the letter, Ms Arora says that the CMA has not reviewed all higher education providers so these concerns may be prevalent in the sector.

She therefore urges universities to review and change their contracts and policies to make sure they comply with the law.

In a statement, she welcomed the “constructive” commitments made by the three universities and the action taken by other institutions to improve their compliance with consumer protection law following last year’s review.

“For most students going to university is an expensive, once-in-a-lifetime event and one where they should receive the best possible experience,” said Ms Arora.

Students in library

Alex Neill, director of policy and campaigns at Which? said choosing a university was one of the biggest decisions young people make, “yet they often struggle to find the information to enable them to make an informed choice”.

“The CMA’s investigation shows that while some universities are taking steps in the right direction, others still have a way to go.

“The government must ensure that all universities comply with consumer law and give the proposed new Office for Students the powers it needs to hold universities to account who fail to do so,” said Ms Neill.

Professor Rebecca Bunting, vice-chancellor of Buckinghamshire New University, said it had been contacted by the CMA in March 2016 and asked that it address “a number of questions around our compliance with consumer rights law in relation to documents published on our website”.

Prof Bunting added: “This process has provided the university with a constructive opportunity to ensure our policies and procedures are fully up to date and in compliance with the relevant legislation.”

A Buckingham University spokeswoman said it was confident that its contracts, complaints procedures and information to students were now fully consistent with CMA guidance.

A Birkbeck spokesman said the university was “committed to providing clear and accurate information for applicants and students and has been happy to work constructively with the CMA to give even greater clarity”.

[Source:- BBC]

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Education

Algeria’s identity debate over adopting French teaching

by Rajdeep
written by Rajdeep

Algiers

A debate in Algeria about plans to switch to teaching science in the French language is raising arguments about the country’s cultural identity.

Education minister Nouria Benghebrit has suggested that teaching in French could improve students’ results.

Universities in Algeria teach science in French, but schools teach in Arabic.

There have been concerns that students face a language barrier when they are taught in French at university, with many failing in their first year.

But opponents of such a change have argued that this would damage the identity of the North African country’s Arab majority.

The plans have suggested that maths, physics and natural science subjects in secondary schools should be taught in French.

The intention would be to make a smoother transition to French-speaking university courses. It could make it easier for students, who at home might speak dialects of Arabic or Berber, and who might struggle to switch to French when they reach higher education.

But opponents of changing to French have criticised a “divorce from identity” which would disconnect young people from their cultural roots.

There have been suggestions that universities should switch to Arabic, rather than schools switch to French. There have been other calls that English should be adopted as a more widely used international language of science.

The controversy over language has stirred arguments about the relationship between Algeria and France, the former colonial power.

Even though Arabic is the official language of Algeria, universities are still teaching courses in French, more than 50 years after independence.

[Source:- BBC]

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Education

Education policy ‘key to social mobility drive’

by Rajdeep
written by Rajdeep

Alan Milburn

Ministers must put education policy at the centre of the drive to deliver social mobility, the Social Mobility Commission chairman has said.

Alan Milburn said an education system in England that left many lacking the skills they needed in the modern labour market must not be tolerated.

He called for a new target that by 2020 at least half of children from poor homes should achieve five good GCSEs.

Ministers say they want every child to reach their full potential.

Speaking at Teach First’s Impact Conference, Mr Milburn also suggested:

  • scrapping tuition fees for teacher training and housing support for existing teachers who worked in the worst schools in disadvantaged areas
  • the lowest performing 20% of schools were given intensive support or had wholesale change in leadership if they continued to fail
  • introducing a new school performance measure in 2018 to track pupil’s destinations into work or continued education

Mr Milburn said at current rates of progress, it would take at least 30 years for the educational attainment gap in schools between poorer and better-off children to halve.

And it would take more than 50 years before the gap in access to university was closed.

He told the conference: “The truth about our country is that over decades Britain has become wealthier but we have struggled to become fairer.

“The introduction of the pupil premium and other reforms are positive steps in the right direction.

“However, efforts to narrow the attainment gap within schools are not being given equal priority to the focus there has been in recent decades on raising the bar of improving all schools. They have to be doing both.

“We should no longer tolerate an education system that produces a cohort of youngsters who simply lack the skills to compete in the modern labour market.

“It will be impossible to make progress in improving social mobility until the educational attainment gap between less well-off and better-off children is closed.

“Our future success in a globally competitive economy relies on using all of our country’s talent not just some of it.”

Brett Wigdortz, founder and chief executive of Teach First, said: “Educational inequality is a slow burning injustice that goes unnoticed, but threatens the very fabric and foundations of a fair society.

“The fact that a child from a poorer background is less likely to succeed at school and life is totally at odds with a British sense of fair play.

“Following Brexit, it’s clear we need to invest in education, the communities and young people that have been left behind if we are to build a better Britain.”

A spokesman for the Department for Education said: “This government is focused on making Britain a country that works for everyone.

“We are determined that every child, regardless of background, gender or ability, has an equal opportunity to reach their full potential.

“The pupil premium, now worth £2.5bn a year, is being spent to improve the education provided to children from the poorest backgrounds.”

[Source:- BBC]

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Education

Girls less confident as they grow older, says Girlguiding

by Rajdeep
written by Rajdeep

Girl at computer

Girls’ career confidence plummets as they near the world of work, suggests research by Girlguiding.

A poll of 1,627 girls and young women showed they felt less powerful as they progressed through secondary school.

Only a third of the 17- to 21-year-olds questioned felt they would do as well as their male peers, against 90% of the nine- to 10-year-olds.

“It is our responsibility to change this,” said Girlguiding Chief Executive Julie Bentley.

The young women interviewed were a representative sample and not necessarily connected with Girlguiding, says the charity.

The results show:

  • 90% of nine- and 10-year-old girls felt they would have the same chance as boys at succeeding in their chosen jobs
  • this dropped to 54% among 11- to 16-year-olds
  • and to 35% among 17 to 21-year-olds.

And only a quarter of the older group said they felt “powerful” compared with a third of 11- to 16-year-old girls.

Self-belief slump

Girlguiding says the data charts how girls’ attitudes to themselves change as they become more aware of the barriers facing women in the workplace.

Aged seven to 10 Aged 17 to 21
I feel confident in myself 63% 31%
I can do anything if I try 74% 40%
I am proud of something I have achieved 75% 41%

“This new research shows girls are lacking in confidence at an important stage in their lives when they are starting to think about the future, enter work or begin university,” said Ms Bentley.

“As the UK’s leading charity for girls and young women it’s our responsibility to change this…

“Guiding builds girls’ confidence and empowers them to take on leadership roles from the very earliest age – giving them the safe space and support they need to grow and develop their potential.”

Camp CEO

Girlguiding has enlisted leading female executives to mentor guides aged 14 to 17 from across the UK at a special camp in Bedfordshire this week.

Commercial director at high-speed rail company HS2, Beth West, said that by taking part she hoped “to inspire and encourage young women to feel there are no barriers to achieving their goals”.

And Sevasti Wong, managing director at consultancy company Accenture, said it was crucial “to dispel the myth… that maths and science are too hard for girls”.

Guide Sophie, 16, from Cambridge, said she hoped to develop confidence, leadership skills and resilience at the camp, while Emma, also 16, from Kilrea, said it would be a “fantastic opportunity to meet incredible women who have years of experience in leadership roles”.

The full survey, carried out online by Childwise, will be published in September.

Separate research published today by the Association of Graduate Recruiters suggests female graduates are less likely to aim for top jobs than men but more likely to land them if they apply.

[Source:- BBC]

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Education

Female students urged to apply for top graduate schemes

by Rajdeep
written by Rajdeep

Female graduates at LSE

Female students are less likely to aim for top graduate jobs but more likely to land them if they apply, says the Association of Graduate Recruiters.

Its survey of leading employers found that, while 54% of students are women, they make up just 47% of graduate scheme applicants.

But they took 49% of the posts, the responses by 170 employers showed.

“Many women don’t apply for the top schemes when they should,” said AGR chief executive Stephen Isherwood.

Improving the gender diversity of graduate programmes is largely a challenge of attracting women in the first place, says the report.

Once they apply women are more likely to be hired, according to the survey sent to AGR members in April this year.

Female challenge

Even in male-dominated areas such as IT and engineering, women are proportionally more likely to succeed once they decide to apply, the survey found.

For example, women make up only 17% of IT students and 15% of engineering students, but succeed in getting 27% and 25% respectively of the places on graduate schemes in these fields, the report suggests.

This means that while men make up 83% and 85% of the student population in these fields, they find it relatively tougher to get work – taking 73% and 75% of the jobs.

But in the field of law the reverse is true – 63% of students are female but only 58% of the graduate scheme posts go to women.

Graduate employers are making efforts to boost the numbers of women they hire, the research found.

Three quarters of the firms which responded to the survey had a diversity strategy in place, and the majority said redressing workplace gender imbalance was the highest priority.

Construction and engineering firms were particularly successful, increasing the share of women hires by 3% and 4% respectively in a year, says the report.

Mr Isherwood says considerable barriers to gender equality remain.

“Graduate employers want to hire women, there are lots of opportunities out there and these candidates are more likely to succeed, so we need to address why they’re not applying. Industry-wide collaboration to tackle student perceptions will be a key step forward.

“We know women are hugely successful in the selection process. We just need them to realise it. We need to boost confidence and encourage more female graduates to reach their potential.”

[Source:- BBC]

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Education

Student fees: Universities could charge £6,300 a year, Queen’s says

by Rajdeep
written by Rajdeep

Queen's University in Belfast

Student tuition fees in Northern Ireland could rise to £6,300 a year, Queen’s University in Belfast has said.

It said students should pay between £5,200 and £6,300 depending on the level of government funding available.

Students currently pay £3,925 to study at Northern Ireland universities.

The figures are contained in an internal university document in response to the NI Executive’s programme for government (PfG) 2016-21, which has been obtained by the BBC.

In the document, Queen’s said the money higher education institutions had received from the executive had reduced from £214m in 2009-10 to £185m in 2014-15.

“This equates to some 13% in cash terms and 24% in real terms,” it said.

“The 2015-16 academic year saw a further 10.8% reduction in the higher education budget, totalling £16.1m.

“The impact of this funding reduction has required the university to substantially reduce its undergraduate intake.”

Cutting

Queen’s said there is a deficit of £55m between the money universities in Northern Ireland need and what they receive in public and private funding.

An additional £14.6m was allocated to higher education in the executive’s 2016-17 June monitoring round, but it is not clear if this funding will be repeated in the future.

Last year, both Queen’s and Ulster University announced they were jointly cutting more than 2,000 student places over three years.

There are three costed funding options put forward by Queen’s in the document, all of which, it said, would reverse that cut in places.

All involve “moderate levels” of extra public funding and “affordable increases” in tuition fees.

  • Additional government funding of £27.5m and tuition fees of £5,200 a year
  • Additional government funding of £14.6m and tuition fees of £5,700 a year
  • No additional government funding and tuition fees of £6,300 a year

Reductions

The document from Queen’s said the options are fair to students, graduates and Northern Ireland.

“These options are designed to facilitate discussion amongst stakeholders regarding the development of a sustainable model of funding for higher education,” it said.

“The options are based on the principles of providing a competitive level of funding for Northern Ireland’s universities and the reinstatement of places that have been lost due to successive budgetary reductions.”

NUS-USI President Fergal McFerran and Queen’s Students’ Union President Seán Fearon condemned the leadership of Queen’s University for calling for a rise in tuition fees in Northern Ireland.

‘Damaging’

“This is extremely troubling development because any increase fees could have a devastating impact on students” said Mr McFerran.

“Placing even more debt on students could also significantly damage the economy as well as damaging universities here.”

Mr Fearon, said the proposal would only “drive the export of our school leavers to universities elsewhere, increasing ‘brain drain’ in the region”.

Former education minister Stephen Farry said he hoped the executive would find extra resources to fund universities.

“There are changes we can make in our public spending that would allow us to invest in things that are important for the future,” the Alliance party MLA said.

“I think we can maintain the balanced approach with fees in the region of £4,000, but only if the executive is serious about putting in [about] £80m per year to make sure we’re properly resourcing this.”

He added: “If we’re serious about growing the economy, we will need more and more people with high-level skills.

“This is not an optional extra – this is an absolute inescapable requirement.”

Borrow

The trade union Unite said arguing for increases in fees was “completely indefensible”.

Unite regional officer Sean Smyth said: “Increasingly, a university education is beyond the hopes of many working-class young people.

“It is essential that [the funding budget for universities] is used to prioritise the education of those coming from disadvantaged and working-class households.”

A recent study by the former Department for Employment and Learning (DEL) found that Queen’s and Ulster University were receiving funding of between £900 and £2,500 a student less than English universities.

University education in Northern Ireland is free at the point of entry, but the vast majority of students borrow the cost of their yearly tuition fee.

They can also take out a maintenance loan for living costs, which is capped at £3,750 if they live with their parents, and £4,840 if they live away from home.

These loans start to be paid back when the student enters employment and earns more than £17,495 a year.

The more a graduate earns, the bigger the proportion of their loan they repay.

{Source:- BBC]

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