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Finalists selected for Daily Echo Education Awards

by Loknath Das
written by Loknath Das

AFTER receiving dozens of nominations a panel of judges have picked the 27 finalists for the first ever Daily Echo Education Awards.

Judges spent hours going through the 164 nominations received and selected three finalists for each of the nine categories.

As previously reported, the awards are a chance to recognise the work of dedicated teachers, support staff and educational institutions across the county.

Now, after receiving nominations for the past three months, finalists were finally picked by judges Cllr Peter Edgar, executive member for Education for Hampshire County Council, Cllr Darren Paffey, cabinet member for education and skills for Southampton City Council, Jo Richardson, promotions executive and Debbie Bielby, promotions assistant at Southern Daily Echo.

 

Cllr Paffey said: “Congratulations to everyone that was nominated. You are all making a positive impact on young people from across the area.”

The finalists will receive a letter in the next few days and will be invited to an awards ceremony at Grand Harbour Hotel on May 11.

Jo Richardson said: “It was very very difficult to go through all the applications because they all go above and beyond. It is very important to run this initiative to boost morale in all the schools and recognise what people do because they normally don’t get that recognition they deserve.”

The nine categories aim at recognising the most supporting staff member, the best volunteer and teachers, along with innovative ideas that have had a significant impact on students or on an educational establishment.

The dedication teachers that have developed initiatives that forge strong links with their community will also be celebrated during the evening along with the individual, school or college that could demonstrate outstanding achievements for their educational establishment.

The college or school of the year will also be announced during the ceremony.

Ms Richardson added: “Hopefully the competition will get bigger and better next year with more entries and extra categories and sponsors.”

Businesses who are interested in sponsoring the initiative and benefit from the exposure that the Daily Echo Education Awards provides, can contact Natalie Sprake ([email protected]) on 02380 424872 for details of the sponsorship packages available.

[“Source-dailyecho”]

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Education

In America, Does More Education Equal Less Religion?

by Loknath Das
written by Loknath Das

(Mario Tama/Getty Images)

The idea that highly educated people are less religious, on average, than those with less education has been a part of the public discourse for decades, but some scholars of religion have called this notion into question. 1 And a new analysis of Pew Research Center surveys shows that the relationship between religion and education in the United States is not so simple.

On one hand, among U.S. adults overall, higher levels of education are linked with lower levels of religious commitment by some measures, such as belief in God, how often people pray and how important they say religion is to them. On the other hand, Americans with college degrees report attending religious services as often as Americans with less education.

Moreover, the majority of American adults (71%) identify as Christians. And among Christians, those with higher levels of education appear to be just as religious as those with less schooling, on average. In fact, highly educated Christians are more likely than less-educated Christians to say they are weekly churchgoers. 2

Looking at the U.S. public as a whole, however, the answer to the question of whether more education is correlated with less religion appears to be yes. Among all U.S. adults, college graduates are considerably less likely than those who have less education to say religion is “very important” in their lives: Fewer than half of college graduates (46%) say this, compared with nearly six-in-ten of those with no more than a high school education (58%).

Highly educated Americans also are less inclined than others to say they believe in God with absolute certainty and to pray on a daily basis. And, when asked about their religious identity, college graduates are more likely than others to describe themselves as atheists or agnostics (11% of college grads vs. 4% of U.S. adults with a high school education or less).

At the same time, Americans with college degrees are no less likely than others to report attending religious services on a weekly basis. Roughly a third of U.S. adults with college degrees (36%) say they attend a house of worship at least weekly, about the same as the share of those with some college (34%) and those with a high school diploma or less education (37%) who say they attend services once a week or more.

And while college graduates are more likely than others to describe themselves as atheists or agnostics and less likely to identify with Christianity (64% describe themselves as Christians, compared with 71% of those with some college education and 75% of those with a high school degree or less), they are not, on the whole, much less likely than others to identify with any religion. Indeed, fully three-quarters of college graduates are affiliated with some religion (including 11% who say they are adherents of non-Christian faiths like Judaism, Hinduism, Islam and Buddhism), as are 76% of those with some college experience and 78% of those whose education topped out with high school.

In addition, among those who do identify as Christians, college graduates tend to be about as religiously observant as those with less education – and in some cases more so. For instance, more than half of college-educated Christians say they attend religious services on a weekly basis (52%), compared with 45% of Christians with some college experience and 46% of Christians with a high school degree or less.

Overall, 70% of Christians with college degrees have a high level of religious commitment on a scale incorporating four common measures of religious observance (worship attendance, frequency of prayer, belief in God and the self-described importance of religion in one’s life), as do 73% of those with some college and 71% of those with no college experience. 3

There could be many possible reasons for these patterns, though such explanations are outside the scope of this report. This analysis does not attempt to explain why, for example, Americans with more education are less likely to express belief in God. Nor does it try to explain why college-educated Christians appear to go to church more often than less-educated Christians. The focus here is simply on describing the patterns found in recent Pew Research Center polling, particularly the very large U.S. Religious Landscape Study, which involved interviews with more than 35,000 Americans reached on randomly dialed cellphones and landlines.

For ease of presentation, this analysis generally uses three categories of educational attainment, dividing U.S. adults into those who have a college degree, those who have some college (including those with an associate’s degree and those with some community college experience), and those who have only a high school diploma or less (including those with no high school diploma and those who never reached high school).

The broad patterns are largely the same if the number of educational categories is expanded, for example, by separating Americans who hold postgraduate degrees from those with just bachelor’s degrees, or by separating those who have not completed high school from those who have a high school diploma but no college experience. In fact, those at the lowest end of the educational spectrum (i.e., people who did not finish high school) stand out for especially high levels of religious observance by some measures, such as the self-described importance of religion in their lives, further supporting the idea that more education is connected with lower levels of religiosity among the U.S. public overall. (For more detail, see the detailed tables at the end of this report.)

Furthermore, the links between education and religion reported here generally persist in more sophisticated modeling even when other factors that might influence religious belief and practice – such as gender, race, age and religious tradition – are taken into account.

Religion and education within Christian traditions: Highly educated are generally at least as observant as those with less education

The tendency for Christian college graduates to exhibit rates of religious observance that are at least on par with their less highly educated counterparts is evident across a variety of Christian traditions. Among evangelical Protestants, for instance, 87% of college graduates are highly religious, according to the four-item index of religious commitment, as are 83% of those with some college and 82% of evangelicals with a high school diploma or less schooling.

Catholics are, on the whole, less religiously observant than evangelicals. But here again, college-educated Catholics exhibit a similar overall level of religiosity (62% highly religious) as Catholics with less education (61% among those with some college, 60% among Catholics with only a high school education).

Among Mormons, those who are more highly educated are not simply as religious as those with less education – Mormons with college experience are more religiously observant, on average, than Mormons with less education. Fully 92% of college-educated Mormons are highly religious, as are 91% of Mormons with some college. Among Mormons whose education topped out with high school, however, just 78% score high on the index of religious observance.

The propensity for highly educated Christians to exhibit relatively high levels of religious observance is most pronounced with respect to religious attendance. Indeed, across all five of the nation’s largest Christian traditions, college graduates are significantly more likely than their counterparts with less education to say they attend religious services regularly. Among mainline Protestants, for instance, 36% of college graduates say they attend religious services on a weekly basis, compared with 31% of mainline Protestants who have not completed college. And among those in the historically black Protestant tradition, 59% of college graduates say they attend church weekly, compared with 53% of those with some college and 52% of those with only a high school education.4

On other measures of religious observance, college-educated Christians tend to look quite similar to those who haven’t completed college. There are, however, a few exceptions. Among mainline Protestants and Catholics, for instance, those with higher levels of education are slightly less likely to say religion is very important in their lives. And college-educated mainline Protestants are less likely than mainline Protestants who have less formal education to say they believe in God with absolute certainty.

Religion and education among religious ‘nones’ and Jews: Most highly educated are least religious

While college-educated Christians are about as observant – and sometimes more observant –than Christians with less education, the data show that among the religiously unaffiliated (i.e., those who describe their religious identity as atheist, agnostic or “nothing in particular”), those who have college degrees are considerably less religious than “nones” without a college education.

For example, just over a third of religious “nones” who have a high school diploma or less schooling say they believe in God with absolute certainty (36%), compared with just 15% of religiously unaffiliated adults who have completed college. One-quarter of “nones” whose education topped out with high school say they pray every day, which is double the share of college-educated “nones” who say they pray daily (12%). And while 20% of religiously unaffiliated adults with no college experience say religion is very important in their lives, only 6% of college-educated “nones” say the same.

As with the religiously unaffiliated, highly educated Jews tend to be less religious than Jews with fewer years of schooling. For instance, Pew Research Center’s 2013 survey of U.S. Jews found that while more than half of Jews who have not completed college say they believe in God with absolute certainty (54%), only about three-in-ten Jewish college graduates say the same (28%). 5 And while about four-in-ten Jews who have not completed college say religion is very important in their lives (39%), only a quarter of Jewish college graduates say religion is very important to them (25%). 6

These differences are driven partly by Orthodox Jews, who tend to be much more religiously observant and less educated (in terms of number of years of secular schooling) than non-Orthodox Jews. However, even when the analysis is restricted to the non-Orthodox, Jews with college degrees are less likely to say religion is very important to them or that they believe in God with absolute certainty compared with Jews with lower levels of educational attainment.

Religion and education among Muslims

There is no clear pattern when it comes to the relationship between religion and education for U.S. Muslims. 7 According to a 2011 Pew Research Center survey of Muslim Americans, Muslims with a college education and those with no more than a high school education attend mosque and pray at about equal rates: Roughly half of Muslims in both of these educational groups attend services at least once a week, while two-thirds pray some or all of the five salah (Islamic prayers) each day. Nearly all Muslim Americans in each educational category (95% each) say they believe in God. 8

Although U.S. Hindus, Buddhists and other, smaller religious groups are studied in Pew Research Center surveys, including the 2014 Religious Landscape Study, they are not analyzed in this report, for a variety of methodological reasons. Interviews for the Landscape Study were conducted in English and Spanish, effectively excluding members of these religious traditions who speak only Asian languages. Pew Research Center’s 2012 survey of Asian Americans did include interviews in seven Asian languages, but the survey excluded respondents who did not identify as Asian American. Since a considerable share of U.S. Buddhists are not Asian Americans, the Asian Americans study is not able to provide information on the full population of U.S. Buddhists. Hindus are not included in this analysis of religion and education because the vast majority of Hindus in the U.S. have college degrees, and neither the Asian Americans study nor the Religious Landscape Study included enough interviews with Hindus who do not have college degrees to compare U.S. Hindus with different levels of education.

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Education

What education policies should the parties put in their election manifestos

by Loknath Das
written by Loknath Das

Protestors during a demonstration, United for Education, along Pall Mall in London, over access and quality of higher education.

Ross Sargent, parent and governor, early years centre, Cambridgeshire

All the evidence suggests the more funding the better at the early years stages, and that represents the greatest return on investment. So the first thing has to be a promise not to cut in early years. I would love to see the people who are genuinely experts in education in charge of what goes into our kids’ education – it doesn’t feel that way now – and the focus placed on the importance of teachers so they have the time to plan properly.

Alex Pearson, assistant head, the Homerton Early Years Centre, Cambridge

The main thing for us is to be given a longer guarantee for being kept open. We were given three years or the life of the government. The life of the government is now rather short so we hope it’s longer than that. But we would also like the guarantee of survival beyond 2020 so we can plan. We want some kind of commitment that early years education is valued and that there will be funding for it.

Then, maintaining teachers at foundation stage, both in nurseries and reception classes, so the emphasis is firmly placed on education and not just on care; a decent level of funding to support the delivery of 30 hours of childcare, so that it is workable for all; and funding for Sure Start and children’s centres to offer early intervention.

Also, valuing a play-based early years curriculum and doing what other countries do, which isn’t children jumping in at four and learning to read and write.

Martin Clutterbuck, head, Coombe Hill junior school, Kingston

Mark Clutterbuck

I am looking for the party that will address our recruitment and retention crisis, build more key worker housing, provide mortgage support – and make it possible for teachers to remain in the schools and areas they love, in communities that need them.

I would like to see a promise to fund schools properly, reversing the increase in employers’ contributions to the teachers’ pension scheme and national insurance. We need a government that will relieve schools of the responsibility of unfunded pay rises and remove the anomaly that means local authority schools have to pay an apprenticeship levy when many academies do not. We need a fair funding strategy that restores the budgets to 2012 levels and does not just redistribute the same diminishing pot from one needy area to another.

And I would vote for a party that puts creativity and the arts in the centre of the primary curriculum alongside science, languages and our core curriculum.

Vic Goddard, head, Passmores academy, Essex

Vic Goddard

There are only three things that need to be firm commitments by all parties. No 1: we need crystal clear pledges that the government will invest in ensuring there is an adequate supply of suitably trained teachers in front of our students. This will need a re-engagement with higher education to create the additional teachers required.

No 2: our young people deserve environments to study in that are warm, safe and help the learning process. The state of school buildings needs to be honestly audited and the capital costs factored in to ensure this basic entitlement is met.

No 3: we cannot achieve what any government, parent or young person wishes without being adequately funded. Any government needs to accept that expecting schools to continue to raise standards with less and less resources is impossible. Education has to be seen as an investment not a burden.

Keziah Featherstone, head, Bridge Learning Campus, Bristol

Keziah Featherstone

Every party should be prioritising teacher recruitment and retention. The government has missed its targets for training new teachers for several years. That, plus the relentless changes introduced to the curriculum, testing, and new GCSEs has led to a situation where heads are struggling to retain staff. We have more students than ever before, with more complex issues and a lot less money.

We urgently need a strategic policy to attract and retain high quality graduates into teaching – and there are far fewer graduates prepared to take on yet more debt by training for another year. I think the state needs to train state teachers. We need a fully diverse and representative cohort of professionals for children to look up to and be inspired by.

Madeleine Holt, founder, Meet the Parents, lobbying people to support local state schools

Madeleine Holt

I would like to see a political party put forward an overarching vision for an education system that’s fit for the 21st century. I don’t think any party has offered this kind of big thinking since 1997 and the mantra from Tony Blair of “education, education, education”.

Here is my wish list: a commitment to proper funding and to working towards a fully comprehensive education system because the most successful systems internationally have no selection; an end to rigidly linking test and exam scores to school accountability because it is turning schools into joyless workhouses instead of places of genuine learning; and an independent commission that looks at the most effective ways of nurturing a creative and questioning generation of young people because these are the attributes they will need in an increasingly automated job market.

John Tomsett, head, Huntington school, York

Underpinning the future success of our schools is sufficient funding. The government says we’ve never spent more on schools but the only reason that is true is because we have more children in the system than ever before. Costs are rising. The Institute of Fiscal Studies points out that school budgets will be cut by 8% in real terms by 2020. Post-16 funding, capital funding, high needs, mental health services – all these matter hugely and all have been cut dramatically over the last few years. If we don’t fund schools properly, rising class sizes and bigger teaching loads will make teaching as a career less and less attractive. So, fund schools sufficiently, and guarantee three-year inflation-proof budgets. Then we might have a chance of creating the school system our young people deserve.

Sally Thorne, head of history at a Bristol secondary school

I hope they pledge to keep the curriculum static for a few years, increase per-pupil funding in real terms – or at least keep it in line with inflation – and shelve grammar schools, in line with advice from seemingly everyone apart from the Conservative party.

David Boyle, principal, Dunraven School, a 4-18 national teaching school, London

David Boyle, principal Dunraven school, London

Any manifesto commitment that would align the interest of the student with the interest of the school would be fine, so that a school is able to offer the kind of curriculum its children would benefit from. For example, no expectation of the EBacc for all. And the ability to offer something vocational.

We want a national fair funding formula where no school loses funding; an end to increases in ring-fenced funding so schools are able to make use of all the resources they have; and capital projects funded appropriately – providing new places where they are required and maintaining the current state of buildings. We also want an end to the ridiculous move to reinstate grammar school education.

Tim Gartside, head, Altrincham grammar school for boys

First, a commitment on school funding to a minimum level for all schools – about £4,600 per pupil. Then, a review of funding for pupil premium and disadvantaged pupils because very large sums are going into the pupil premium and I’m not totally convinced the money is being used as effectively as it could be. Also, a restatement of the government’s commitment to establishing grammar schools in areas where they might be of benefit – in perhaps urban and more disadvantaged areas.

Shakira Martin, vice-president, further education, National Union of Students

Shakira Martin

I want the needs of students to be seen as equally important to the needs of employers when it comes to deciding the direction of further education. To make FE work for all there should be high quality local transport with discounts for all learners, including apprentices, so people can access the education they want. So much money has been taken from the further education sector. It’s time for some serious investment. Also, it’s time for all parties to commit to investing in proper mental health provision for young people.

William Baldwin, principal, Brighton, Hove and Sussex sixth-form college

My concern is that schools have been fighting funding pressures for over a decade. I don’t think the post-16 sector is going to get its voice heard.

I want a commitment to increase base-rate funding per student to at least match inflationary costs. Jeremy Corbyn has said austerity has failed, and most public sector workers would agree. So let’s look at different models. If there is investment in terms of school and college buildings, that will create jobs and put money into the economy. With the curriculum, I just want stability. I’m also not convinced a three A-level programme is an internationally competitive curriculum for a full-time student; it lacks breadth and the development of key employability skills.

Claire Callender, professor of higher education policy, Birkbeck, University of London

The focus of this election will be on Brexit. So my hope is that we can get a socially just Brexit deal, for the country and for the university sector. This would mean the government securing continuing access to EU research funds as equal partners, and the permanent free movement of academics and students between the UK and the EU. Such promises would help to ensure the vibrancy and global strength of the UK higher education sector in the long term.

Paul Wakeling, sociologist of education, University of York

For schools: abandonment of plans for new grammar schools and no further changes to institutional form; fair and proportional per capita funding, with a carefully planned transition for schools facing reductions; a return to planned, university-led teacher training; a reduction in targets and testing in favour of an approach that values teachers as partners rather than seeing them as the enemy.

For further education, this would be my priority: a substantial increase in funding and an end to tinkering with the form of qualifications and bland repetition of the “parity of esteem” trope.

For higher education: restore maintenance grants and overturn the recent changes to funding for student nurses; no further increases in undergraduate tuition fees beyond inflation; scrap selling off the student loan book; ditch the Teaching Excellence Framework; remove international students from migration targets.

Sir Anthony Seldon, vice-chancellor, University of Buckingham

First is the promise to set up a national headship college that trains school leaders, because that’s the most important problem in education at the moment – the quality of leadership.

In higher education, the Teaching Excellence Framework was long overdue but the metrics need to be improved so there is more focus on learning and student feedback on the quality of their teachers. There also needs to be much more support for the not-for-profit private sector. Then, the government needs to take the wellbeing of students and staff much more seriously, because we have an absolute mental health crisis in universities.

Martin McQuillan, deputy vice-chancellor, research and innovation, Kingston university

The reality of this election will be that it is one possible political event that could put the brakes on Brexit. The Liberal Democrats ought to promise a second referendum. Labour should do the same; they need to do something to disrupt the logic of the polls that suggest a heavy electoral defeat. Some university leaders feel burned after the experience of being seen to be on the wrong side of public opinion after the EU referendum. They will be torn between not wanting to antagonise a seemingly inevitable Conservative government and knowing that this might be the last chance to influence the Brexit debate.

Henry Riley, president, Warwick University politics society

I think for young people the big issue is going to be Brexit. I’d be supporting a party that is going to stop and think and scrutinise what the government is doing on that.

I wouldn’t want the sudden abolition of tuition fees. I don’t think it’s feasible. But I wouldn’t vote for a party that put fees up. I think £9,000 is high enough.

I would also want a guarantee that we can still get funding for European projects. Within universities I don’t think there’s a problem, really, with teaching standards – or not that I’ve experienced. Generally among students there’s a feeling that the Tories have done so much damage that we’ve got to get them out. But I’ve actually put a bet on Labour getting its worst result since 1935 – that would mean under 154 seats.

Peter Horrocks

Peter Horrocks, vice-chancellor, Open University

We need to develop a long-term skills strategy, encouraging people to study part-time to top up their skills, and to support that study with innovative financial structures such as personal learning accounts. There has been a serious drop in the number of part-time and mature learners, and that represents a tragedy of lost opportunity for tens of thousands of would-be students. We cannot allow lifelong learning to become a convenient buzz phrase to capture vague political aspirations. I would challenge politicians of all parties to make a meaningful commitment to continuous adult education.

[Source:-theguardian]

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Education

England assures EU student funding fees through 2018

by Loknath Das
written by Loknath Das

Universities minister Jo Johnson

The announcement came as part of a tumultuous week for the UK higher education sector, during which Prime Minister Theresa May called a snap general election and rumours swirled that May is willing to soften her long-held stance on non-EU students being included in net migration figures.

“This announcement gives EU students the certainty they need as well as giving our universities clarity to plan ahead”

Announcing the tuition fee assurances for EU students today, Minister for Universities and Science Jo Johnson said: “We have been clear about our commitment to the UK’s world-class higher education sector.”

“This will provide reassurance to the brightest minds from across Europe to continue applying to study in the UK, safe in the knowledge financial assistance is available if needed.”

Johnson also confirmed that EU nationals remain eligible for Research Council PhD studentships at UK institutions in 2018/19.

The announcement will come as a relief to the education sector, which has been pushing for funding assurances as the UK prepares to exit from the EU. It follows a similar guarantee from the Scottish government last month.

“This announcement gives EU students the certainty they need when considering studying in the UK as well as giving our universities clarity to plan ahead,” commented Tim Bradshaw, acting director of the Russell Group.

Alistair Jarvis, deputy chief executive of Universities UK, also welcomed the announcement but stressed: “It is now vital that this announcement is communicated effectively to prospective students across Europe.”

“Moving forward, we need to see a new post-Brexit immigration policy that encourages all international students to choose to study in the UK coupled with welcoming messages from government, recognising their hugely positive social and economic impact on the UK,” he added.

Higher education stakeholders also expressed cautious optimism this week amid rumours that Prime Minister Theresa May could be softening her stance on including non-EU students in net migration targets.

The sector has lobbied for international students to be counted not as migrants, to ensure they are not targeted by the government’s efforts to reduce inbound migration.

The House of Lords has tabled an amendment to Johnson’s Higher Education and Research Bill – a sweeping package of reforms that aims to open up degree granting powers to more private providers and enable universities to raise tuition fees based on teaching quality – to remove students from net migration figures.

The amendment has yet to be discussed in the House of Commons and its inclusion in the final bill is not guaranteed.

However, there is speculation that the government will offer a “regulatory compromise” on how non-EU student numbers are calculated in order to ensure the bill passes before the general election in June, The Times reported this week.

“Any decision to take international students – not out of the statistics but – out of the drive to cut net migration would obviously be hugely welcomed and would send a powerful signal both in the UK and around the world that we really do want to welcome all those who can benefit from a great British education and to see these numbers once again grow,” commented Dominic Scott, chief executive of the UK Council for International Student Affairs.

[Source:- Pienews]

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Education

New standards a vital step for education

by Loknath Das
written by Loknath Das

041317-nws-smarter-balanced

North Dakota teachers have developed new math and English standards to replace the much loathed Common Core. The new standards were crafted by North Dakota educators and didn’t totally abandon Common Core.

However, one of the leading critics of Common Core, Rep. Ben Koppelman, R-West Fargo, seems satisfied. He expects the new standards will be the first step in moving away from Common Core. Opponents of Common Core thought establishing nationwide standards took away local control and considered it federal overreach. State Superintendent Kirsten Baesler will have to select a new standardized test to replace the exam from the Smarter Balanced Assessment Consortium.

It’s important that parents and the public care about education and want a say in how it’s implemented. Hopefully, the new standards will ease the concerns of the Common Core critics. Debate can be healthy, but eventually agreement needs to be reached. Schools need an established curriculum so students can move through the grades and their progress can be tracked.

One of the drawbacks to the new standards is their uniqueness to North Dakota. It will be difficult to compare the progress of North Dakota students to kids in other states. The fact the standards are geared toward North Dakota students also is a strength. Educators know the needs of our students and tailored the standards for them. It will be interesting to see the standards tweaked over the next few years.

Education constantly undergoes change. Technology plays a key role as the days of traditional textbooks and libraries fade away. Teachers are finding new ways to challenge their students.

Recently Simle Middle School students were honored for designing a solar-powered charging station for homeless people to use to charge their cellphones. It was a hands-on learning process and they will be able to see the outcome of their work in operation.

It’s also not all science and math as the Department of Public Instruction has plans to integrate Native American culture and history into classroom instruction.

We have to remember the importance and challenges involved in a broad-based education. Our students need the skills to compete in the digital world along with learning our history and appreciating the arts. We’re trying to cram a lot of knowledge into their brains. How we convey that information to the students and how we track their progress is the key to our success.

First, we need good teachers and administrators, then we need a good plan and resources and we have to have parental and public support. Of course, the most important part is the kids eager to learn.

The new math and English standards are an important step in the constant effort to improve education in North Dakota. Everyone needs to work to make them successful.

[“Source-bismarcktribune”]

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Education

Duolingo English Test gaining in US admissions

by Loknath Das
written by Loknath Das

Duolingo English Test

The Duolingo English Test (formerly called Duolingo Test Center) has been adopted by universities across the US and South America including Colgate, UCLA and the University of Notre Dame as a cheaper and more convenient alternative to traditional exams.

The exam can be taken on demand on a mobile phone or personal computer for $50. Students’ exam results, including a 90-second video interview, are sent to admissions offices within 48 hours of completion.

“It’s something students could arrange to do from their iPhone at a cost that is a fraction of the other tests”

According to the company, institutions are using Duolingo to make decisions on waitlisted candidates, but around 40 are also using it as a direct alternative to TOEFL and IELTS exams, including Yale University.

“For many years they were the only shows in town and this year we were persuaded to use DET and compared the characteristics,” said Keith Light, director of international admissions at Yale.

“We found it appealing because of its portability. Students don’t have to go to a test centre. To take the TOEFL or IELTS, they tend to have to travel some distance at a relatively high cost.

“It’s something students could arrange to do from their iPhone at a cost that is a fraction of the other tests.”

To ensure results are authentic, the exam is moderated by human proctors who verify the student’s identity and guard against cheating.

“I have a feeling test security is going to be a perpetual challenge – as it is for other standardised tests – but we feel pretty good about DET’s setup,” said Light.

Since giving applicants the option to submit DET scores in November 2016, dozens of prospective Yale students have used it, he said.

“It’s not widely known but I have a feeling interest will accelerate. I wouldn’t be surprised to see a surge as counsellors around the world promote it.”

The exam launched in 2014 and finished pilot trials before the 2016/17 admissions period.

Jeff Brenzel, university admissions liaison at Duolingo, said the company now aims to grow partnerships and introduce enhancements to the test this summer.

“Now that we’ve been through a full admissions cycle with a significant group of partners, we’re having schools contact us because the word is getting out about how this functions in a real admissions environment,” he said.

“On the current pace that we’re taking queries from schools and also reaching out to additional schools, we’re expecting about 400-500 schools in the US to be using the DET by the end of this coming fall.”

[Source:- Pienews]

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Education

Parties election fall out over education

by Loknath Das
written by Loknath Das

John Swinney visits Dalmarnock Primary to announce Pupil Equity Funding -JS. Photo by Jamie Simpson

John Swinney visits Dalmarnock Primary to announce Pupil Equity Funding -JS. Photo by Jamie Simpson

STEWART PATERSON

Political Correspondent

IMPROVING education will be a top priority for SNP councillors, John Swinney has said.

The Deputy First Minister launched a mini education manifesto ahead of the council elections next month and said from early years to adults, learning is top of the agenda.

He said SNP led councils would build new schools, maintain teacher numbers and work to close the attainment gap.

Opponents however dismissed the SNP record as taking power from councils and of imposing education cuts on councils for the last ten years.

Mr Swinney said: “A good education is an investment, not just in our children, but in our society and our economy too.”

“A vote for the SNP in the council elections is a vote to elect councillors who are dedicated to protecting and improving our education system.

“The SNP believes from the early years through to adulthood, everyone should be given the very best chance of success in life.”

Mr Swinney said a vote for the SNP at the council elections was a vote for “cast-iron commitments” to continue work to improve education.

In Glasgow the SNP has said as well as delivering on national priorities it would invest £19 improving school playgrounds across the city.

Labour said instead of improving, education has suffered since the SNP took power at Holyrood in 2007.

Iain Gray, education spokesman, said: “Under the SNP, the gap between the richest and poorest in our schools has widened, and there are 4,000 fewer teachers and 1,000 fewer support staff in our schools.

“The SNP government has cut £1.5billion from local services since 2011, that’s cuts to education made by John Swinney when he was Finance Secretary.”

The Liberal Democrats accused Mr Swinney of taking control of education decisions away from local councils.

Tavish Scott, Education spokesman, said: “The message is clear that if you vote SNP in the local elections you get centralised SNP national policy. That means when SNP Ministers say jump their councillors will just ask Nicola how high?

“The SNP do not understand that local people want local councillors who will fight for local schools not impose national policy and education cuts.”

The Conservatives said that the SNP rhetoric on education was not matched by action.

Liz Smith, Education spokeswoman said: ““Having been in power for ten years they have no excuses for why we are performing so poorly, with teacher numbers too low and the recent PISA figures showing that Scottish pupils are now playing catch-up with the rest of the world.”

[“Source-eveningtimes”]

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Education

Education notes: Get to know TUSD’s interim superintendent

by Loknath Das
written by Loknath Das

The Tucson Unified School District will host forums for community members to meet the new interim superintendent.

Gabriel Trujillo, an assistant superintendent who is temporarily serving as the district’s top administrator, will answer questions at the Morrow Education Center, 1010 E. 10th St.

Forums will be held on April 11 and 20 from 5 to 7 p.m. May and June dates will be announced soon.

Job Corps students spread love of reading

Students at the Fred G. Acosta Job Corps Center are spreading the love of reading.

The Job Corps is a U.S. Department of Labor initiative that connects students with businesses and community to learn skills to succeed in the workforce.

As part of a Job Corps initiative called Reading to Lead, a group of Tucson students visited Pueblo Gardens Elementary and the Tucson International Academy on March 2 to read Dr. Seuss books to elementary students.

For more information about the local Job Corps center, contact Vaughn Croft at [email protected]

Kino Rotary Club hosts character awards

The Kino Rotary Club will host its spring character awards ceremony on April 21.

The club honors high school students who demonstrate excellent character.

The event will be at 7 a.m. at Los Portales Restaurant, 2615 S. Sixth Ave. A buffet-style Mexican breakfast will be served.

Winners of the award will be announced then.

[“Source-tucson”]

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Education

Fire education changes with the times

by Loknath Das
written by Loknath Das

3-EVFD-ST16-CubScouts-3.jpg

Fire safety education is nothing new in schools, but the way fire departments communicate with the public and what information they share continues to evolve.

Members of Cub Scout Pack 383 from Aldersgate United

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Members of Cub Scout Pack 383 from Aldersgate United Methodist Church check out the sleeping quarters during a tour of Evansville’s Station 16 Fire Station Saturday, April 1, 2017.  MIKE LAWRENCE / COURIER & PRESS

Evansville and Henderson fire departments have made the move to social media and have expanded their audience.

While fire departments still visit schools area to teach the “stop, drop and roll” maneuver along with other safety measures, both HFD and EFD also reach out to older segments of the population, reminding senior citizens of ways to make their homes safer, and also visiting with businesses.

“When we go out there, we remind people to be careful and pay attention to potential dangers in their homes,” said Jerry Steckler, Evansville Fire Department education officer. “We’ve also been offering fire extinguisher training and that’s been very popular. Using a fire extinguisher can be intimidating, and you don’t really get a chance to ever use one unless you need it. This way they can practice using a fire extinguisher, so they are more comfortable using one if they ever need to.”

Last year, the Henderson Fire Department started visiting independent living facilities and speaking to residents about what to do in the event of a fall, as well as securing area rugs and having someone check smoke detectors in their homes. They also hope to visit Henderson County High School and local middle schools in the future.

When Henderson firefighters visit elementary schools, they organize skits for Fire Prevention Month with themes such as aging superheroes and “Star Wars.” Firefighters have also participated in summer programs at the schools to show students how firefighting tools work.

Along with visiting schools, the fire department has taken to social media to reach a larger audience.

Henderson recently announced a new project to educate the public about fire safety. The department is asking elementary school children to submit questions. In response, the department will create a video featuring Sparky, a dalmatian that will answer their questions. The department plans to post a video once a month on their Facebook page, along with Henderson County School system’s Facebook pages.

“This is our project but also the community’s project too,” said Shawn Crabtree, a Henderson firefighter. “Our fire chief (Scott Foreman) asked us to use more video and use Facebook more to show the public what we do as the fire department. We wanted to take it one step further with the Sparky videos. This is how the world communicates, this is how children are growing up. They get news from the Internet. We want to promote safety and prevent accidents. Social media is a good way to communicate it at once.”

Even the information spread has changed over time to be more in-depth for a younger audience.

“Basic information has changed,” said Crabtree. “Kids now are more savvy than we were at their age. Calling 911 is now ingrained in these children, so we focus more on what to do after you call 911. We work on kids being able to give their name, their address and describe what’s happening calmly. These are basic things kids can do to help emergency responders get there earlier.”

[“Source-thegleaner”]

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Education

Education quality in English schools ‘at risk from new funding formula’

by Loknath Das
written by Loknath Das

Report of public account committee says DfE failing to understand plight of England’s schools.

Report of public account committee says DfE failing to understand plight of England’s schools. Photograph: David Jones/PA

School funding cuts are threatening to undermine the quality of education in England’s classrooms, putting children’s academic progress at risk as head teachers struggle to find savings, finds a highly critical report.

MPs on the Commons public accounts committee (PAC) say schools in England are facing the most significant financial pressure since the mid-1990s, with school leaders having to find £3bn in savings by 2020.

Meg Hillier, the Labour chair of the PAC, accused the government of collective delusion about the scope for further efficiency savings and warned: “Pupils’ futures are at risk if the DfE fails to act on the warnings in our report.”

The scathing report accuses the Department for Education of failing to understand the plight of England’s schools, which have already had to cut staff, maintenance costs, IT investment and pastoral services to meet rising costs.

The report casts doubt on claims saying schools can save £1.3bn by better procurement and £1.7bn by using staff more efficiently, and urges officials to go out and talk to school leaders rather than rely on desk-based statistical analysis of school spending.

The government has been under sustained pressure over school finances as concern has grown among parents as well as head teachers. Funding per pupil is projected to fall by 8% in real terms by 2020 as schools face increased employer costs, cuts to the education services grant, plus the introduction of the apprenticeship levy from next month.

Wednesday’s report accuses the department of failing to learn lessons from the NHS where, it says, unrealistic efficiency targets have damaged the finances of NHS trusts as they try to meet growing demand at the same time as reducing costs. “Government must not allow this to happen in schools,” said Hiller. “There are troubling similarities in its approach – similarities the DfE is unwilling to recognise. Grand plans drawn up in Whitehall are dangerous if they are implemented without regard to real-world consequences, and we will expect to see measures to address our concerns as a matter of urgency.”

Among its recommendations the report calls on the department to monitor how schools are making savings and look at the impact on class sizes, curriculum and pupil-teacher ratios. It also wants the government to assess the cost implications for schools of the apprenticeship levy.

An education department spokesperson said: “We will study the report’s recommendations and respond in due course. We have protected the core schools budget in real terms since 2010, with school funding at its highest level on record at more than £40bn in 2016-17 – and that is set to rise, as pupil numbers rise over the next two years, to £42bn by 2019-20.

“These protections, and the wider investment in the school system, mean that spending per pupil will be over 50% higher in real terms in 2020 than it was in 2000, as set out by the independent Institute for Fiscal Studies.”

John Pugh MP, the Liberal Democrat’s education spokesman and PAC member, said that more than 250 head teachers had written to him in the last month warning that unless extra money were found standards would fall.

“Tory ministers must be the only people left who haven’t spotted the crisis in schools funding, or worse – they’re choosing to ignore it,” he said. “If ministers think they can find these savings without harming educational outcomes, they’re in cloud cuckoo land.”

The shadow education secretary, Angela Rayner, said: “When even the Conservative-dominated PAC says that the DfE ‘does not seem to understand the pressures that schools are already under’, and that funding cuts could ‘threaten the quality of education and educational outcomes’, it’s hard to see why anyone else would have any confidence in their management of our schools.”

Malcolm Trobe, interim general secretary of the Association of School and College Leaders, said: “The PAC is entirely right to conclude that government underfunding is putting standards at risk. The DfE has buried its head in the sand over this issue and resorts to repeatedly stating that school spending is at record levels when it is fully aware that this is only because of rising pupil numbers.”

[“Source-theguardian”]

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