6,988 results on '"UNITED Kingdom"'
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2. A Guide to Identifying Similar Schools to Support School Improvement. REL 2021-096
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National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), Regional Educational Laboratory Central (ED), Marzano Research, Van Dine, Douglas, Randel, Bruce, and Klute, Mary
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To support school improvement efforts, school leaders and education agencies might need to identify groups of schools that are similar so that schools can compare their performance or share practices with other schools in the same group. This could also allow education agencies to provide tailored supports to schools in a group. This guide describes how an education agency can select a distance measure (a statistical rather than a geographic measure) to identify schools that are similar to a target school, using a variety of characteristics that enable school leaders to better understand their schools' relative performance. This guide is based on work done with the Nebraska Department of Education and is designed to help staff in other education agencies who are interested in implementing a similar approach to support school improvement. more...
- Published
- 2021
Catalog
3. An Analysis of Grade Boundary Marks in A Levels and GCSEs if the 2020 'Standard' Was Applied to 2019 Results. Research Report
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Cambridge Assessment (United Kingdom) and Gill, Tim
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The aim of this research was to determine the standard that was effectively applied to General Certificates of Secondary Education (GCSE) and A levels in June 2020 by the decision to accept the maximum of the centre-assessed grade and the calculated grade. The data for this analysis came from the results tables for GCSEs and A levels in 2019 and 2020 in the ISP warehouse. Results show that overall, the mean fall in the grade boundaries was 0.76 of a grade. The subject means varied between 0.45 of a grade for Maths (specification B) and 1.42 of a grade for Latin. The largest mean for a subject with more than 1,000 students was for Computer Science (1.05). The biggest reduction at an individual grade was at grade E on English Literature (3.28), which saw the grade boundary fall from 89 in the actual June 2019 to 24 if the 2020 standard was applied. There were some interesting differences in the average changes at each grade. There was a clear pattern whereby the size of the change was higher at lower grades. The gap between actual 2019 and adjusted 2019 boundaries tended to be higher for lower grades. more...
- Published
- 2020
4. Demand for MBA and Business Master's Programs: Insights on Candidate Decision Making. Supplemental Report. mba.com Prospective Students Survey 2020. Market Intelligence
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Graduate Management Admission Council (GMAC)
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Each month, the Graduate Management Admission Council (GMAC) surveys a random sample of individuals who three months prior registered on mba.com--the GMAC™ website for prospective graduate business students. Their survey responses provide an inside look into the decision-making process of people currently considering applying to a graduate business school program. The findings detailed in this supplemental report are based on responses from a total of 9,840 individuals surveyed between January and December 2019. Survey respondents represent demand for various MBA and business master's "program categories," including full-time MBA, professional MBA, executive MBA, and business master's programs. Each program category contains specific "program types." For example, full-time MBA programs include full-time one-year and full-time two-year MBA programs. Professional MBA programs include part-time, flexible, and online MBA programs. Business master's programs include Master in Management, Master of Finance, Master of Data Analytics, and Master of Accounting, among others. This report provides detailed breakdowns of 2019 candidate survey responses by several variables of interest to school professionals, including by program type, candidate country of citizenship and residence, and candidate preferred study destination. [Contributors of the report include: Devina Caruthers, Matt Hazenbush, and Tacoma Williams. For the 2020 Summary Report, see ED626970.] more...
- Published
- 2020
5. Children and Young People's Reading in 2019: Findings from Our Annual Literacy Survey. National Literacy Trust Research Report
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National Literacy Trust (United Kingdom), Clark, Christina, and Teravainen-Goff, Anne
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This report outlines findings from our ninth Annual Literacy Survey relating to children and young people's reading. 56,906 children and young people aged nine to 18 in the UK participated in our survey between January to March 2019. For the first time we also had information from 3,748 children aged 5 to 8 who completed a similar survey designed for younger children. Where possible, we relate our findings back to the reading surveys we conducted from 2005. Our report explored: (1) How many children and young people enjoy reading; (2) How often they read in their free time; (3) The type of formats they read, in print and on screens; (4) How good a reader they think they are; (5) What they think about reading; (6) Which groups of young people are more likely to engage in reading; and (7) How reading differs by geographical region. Our key findings include: (1) Children and young people's levels of reading enjoyment continue to decline and are at their lowest since 2013 (53% said they enjoyed reading in 2019 vs 53.3% in 2013); (2) Children and young people's daily reading levels are the lowest we've ever recorded, with just 25.8% of children saying they read daily in their free time in 2019; (3) Based on reading skills data for 712 pupils aged 11 to 14, young people who enjoy reading are three times more likely to read above the level expected for their age than children who don't enjoy reading (30.1% vs 8.1%); and (4) Based on reading skills data for 712 pupils aged 11 to 14, young people who read daily in their free time are twice as likely to read above the level expected for their age than children who don't read daily (37.6% vs 14.2%). [For the 2017/18 report, see ED598400.] more...
- Published
- 2020
6. Research and Development: U.S. Trends and International Comparisons. Science and Engineering Indicators 2020. NSB-2020-3
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National Science Foundation, National Science Board and Boroush, Mark
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The U.S. R&D enterprise relies on businesses, federal and nonfederal governments, higher education institutions, and other nonprofit organizations. This report identifies trends in R&D performance and funding and compares them to those of the world's other major economies. The U.S. annual total of R&D has expanded steadily since 2010 (totaling $548 billion in 2017), mostly due to sizable annual increases in business R&D performance. In 2017, the United States remained the world's top R&D performer. However, the global concentration of R&D continues to shift from the United States and Europe to South Asia and East-Southeast Asia. [SRI International, Center for Innovation Strategy and Policy, assisted with report preparation. Research and development performed by higher education institutions is treated in more detail in the "Indicators 2020" reports "Publications Output: U.S. Trends and International Comparisons. Science & Engineering Indicators 2020. NSB-2020-6" (ED615534) and "Academic Research and Development. Science & Engineering Indicators 2020. NSB-2020-2" (ED615447).] more...
- Published
- 2020
7. Improving Behaviour in Schools. Guidance Report
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Education Endowment Foundation (EEF) (United Kingdom), Rhodes, Igraine, and Long, Michelle
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This Education Endowment Foundation (EEF) guidance report is designed to support senior leaders in primary and secondary schools to make better-informed decisions about their behaviour strategies. It includes a number of practical examples of programmes and approaches that should be helpful in schools and classrooms where behaviour is generally good as well as where there are problems. The six recommendations offered in this report focus on three areas: (1) proactive strategies that can be deployed at classroom level to reduce the chance of misbehaviour occurring; (2) reactive strategies for supporting pupils to improve their behaviour when they have misbehaved or have a chronic issue with their behaviour in school; and (3) implementation. Implementing approaches to behaviour strategically and consistently is likely to be more important than the choice of approach itself, and the impact of any good strategy can be enhanced by getting this right. [For the related evidence review, see ED612210.] more...
- Published
- 2019
8. Fair Admissions Code of Practice
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Universities UK (United Kingdom) and GuildHE (United Kingdom)
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An effective higher education admissions system is key to ensuring the stability of the education sector and commanding public confidence in the ability of universities and colleges to deliver the best outcomes for students. Universities and colleges are autonomous in their admissions processes, but these processes are delivered in line with shared principles that: (1) protect applicants; (2) support fairness and transparency; (3) ensure the stability of the higher education sector; and (4) maintain high academic standards. This code of practice is intended to guide higher education admissions practices to ensure that they are fair, transparent, and deliver admissions in the interest of applicants. Universities and colleges should also consider how the principles can be applied to the admission of other students, including postgraduate applicants and applicants from outside of the United Kingdom (UK), even though their admissions processes for these students may be different. more...
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- 2022
9. Changing the Culture: Tackling Staff-to-Student Sexual Misconduct. Strategic Guide for Universities
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Universities UK (United Kingdom)
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Recognising growing concerns about the incidence of staff-to-student sexual misconduct in higher education, this guidance aims to change the culture of higher education to one that prevents sexual misconduct from occurring and ensures high standards of behaviour and safety for all members of the university community. The guidance was developed by an advisory group which included representatives from professional and research bodies in the United Kingdom higher education sector and academics and expert policy advisers, and practitioners from across the sector in the field of gender-based violence. The guidance is based on five foundational principles that should inform a university's approach to tackling staff-to-student sexual misconduct: (1) Universities have a legal and ethical responsibility for the safety and wellbeing of all students and staff; (2) Universities are diverse and autonomous, and need to use their own approaches in carrying out this guidance; (3) Addressing staff-to-student sexual misconduct should be part of a broader programme of work designed to tackle all forms of harassment and institutional inequalities. This principle recognises that universities need to establish an organisational culture that supports and promotes equality, diversity and inclusion and which is unequivocal that harassment and abuse will not be tolerated; (4) Tackling staff-to-student sexual misconduct is complicated and challenging. To do so requires change at individual, organisational, community, and societal levels; and (5) Collective responsibility and a whole university response within the university community is needed to tackle this problem. This guidance also builds on an earlier strategic framework, "Changing the Culture: Report of the Universities UK Taskforce Examining Violence against Women, Harassment and Hate Crime Affecting University Students" (ED613329), which focused on tackling harassment occurring between students. more...
- Published
- 2022
10. Children and Young People's Reading in 2017/18: Findings from Our Annual Literacy Survey. National Literacy Trust Research Report
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National Literacy Trust (United Kingdom) and Clark, Christina
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Acknowledging the importance of yearly trend data, the Annual Literacy Survey was established in 2010, which tracks UK children and young people's reading and writing enjoyment, attitudes and behaviours year-on-year. This report outlines findings from the eighth Annual Literacy Survey relating to children and young people's reading. 49,049 children and young people aged eight to 18 in the UK participated in the survey between November 2017 and January 2018. Where possible, the findings relate back to the reading surveys conducted from 2005. Key findings include: (1) After six years of increasing reading enjoyment levels, there was a decrease in enjoyment in 2017/18; (2) Levels of daily reading decreased again; (3) Overall, reading engagement declined gradually over the past four years; (4) Children and young people are slightly more likely to read more formats in print than digitally; (5) Children and young people generally thought positively about reading in 2017/18; and (6) Children and young people who enjoy reading and read daily are more likely to read above the level expected for their age. [For the 2016 report, see ED587442.] more...
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- 2019
11. Readathon: How Children and Young People Are Engaged and the Benefits to Reading--Findings from Our Annual Literacy Survey. National Literacy Trust Research Report
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National Literacy Trust (United Kingdom) and Clark, Christina
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Read for Good's sponsored Readathon gives children in schools a purpose to read, combined with freedom to choose what they read, on their own terms, free from assessment or evaluation. The sponsorship money helps to provide a regular supply of new books and storyteller visits to the UK's major children's hospitals and supports school libraries. This report shows that compared with pupils who had not taken part in Readathon (80.6%, N = 26,020), either in this year or previous school years, pupils who have participated in Readathon (19.4%, N = 6,267): (1) enjoy reading more; (2) are more likely to read something in their free time daily; (3) have on average higher perceptions of their reading ability; (4) read a wider variety of materials, such as poems, non-fiction, fiction, lyrics, text messages and websites, in their free time at least once a month; (5) have more positive attitudes towards reading, for example they are more likely to agree that; reading is cool; more likely to agree that they carry on reading even when they find it difficult; and more likely to agree that there are lots of things they want to read; (6) are more likely to use the school library; and (7) report higher life satisfaction. more...
- Published
- 2018
12. A Guide to the Support Available to Apprentices
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Learning and Work Institute (United Kingdom) and Jones, Emily
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Everyone needs a bit of help sometimes, but it can be difficult to know what support is available, or who or how to ask. The National Apprenticeship Service is committed to making sure apprenticeships are open and available to all individuals. This guide explains what support apprentices can expect during their apprenticeship programme and where they might go to for help. Whether at the start of a career or progressing higher up the career ladder, it's essential to know what support is available and how this can be accessed. This guide covers support needs relating to: (1) contracts/employment; (2) finances; (3) learning and development; and (4) health and wellbeing. more...
- Published
- 2021
13. Comparative Indicators of Education in the United States and Other G-20 Countries: 2015. NCES 2016-100
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National Center for Education Statistics (ED), American Institutes for Research, Stephens, Maria, Warren, Laura K., and Harner, Ariana L.
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The "Comparative Indicators of Education" report series has been published on a biennial basis since it began in 2002, although this year's is the first to expand its focus to the G-20 countries, having previously been focused on the G-8 countries. "Comparative Indicators of Education in the United States and Other G-20 Countries: 2015" is a comparison of the education system in the United States with those in the other Group of 20 (G-20) countries: Argentina, Australia, Brazil, Canada, China, France, Germany, India, Indonesia, Italy, Japan, Mexico, the Republic of Korea, the Russian Federation, Saudi Arabia, South Africa, Turkey, and the United Kingdom. The G-20 countries, which are among the most economically developed, represent 85 percent of the world's economy and two-thirds of its population. These countries are some of the United States' largest economic partners. The report draws on the most current information about education from the International Indicators of Education Systems (INES) project at the Organization for Economic Cooperation and Development (OECD), as reported in the "Education at a Glance" series, as well as international assessments that range from grade 4 through adulthood. These international assessments include the Progress in International Reading Literacy Study (PIRLS), which assesses fourth-graders in reading; the Trends in International Mathematics and Science Study (TIMSS), which assesses fourth- and eighth-graders in mathematics and science; the Program for International Student Assessment (PISA), which assesses 15-year-old students (regardless of grade) in mathematics, reading, science, and, occasionally, other subjects; and the Program for the International Assessment of Adult Competencies (PIAAC), which assesses adults, ages 16 to 65, in literacy, numeracy, and problem solving in technology-rich environments. Findings are organized into five major sections: (1) population and school enrollment; (2) academic performance; (3) contexts for learning; (4) expenditure for education; and (5) education returns: educational attainment and income. An appendix presents: The Education Systems of the G-20 Countries. more...
- Published
- 2015
14. Learning Disabilities: Positive Practice Guide. Improving Access to Psychological Therapies (IAPT)
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Mental Health Foundation (United Kingdom), Foundation for People with Learning Disabilities, Dagnan, Dave, Burke, Christine-Koulla, Davies, Jill, and Chinn, Deborah
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The Improving Access to Psychological Therapies (IAPT) programme aims to provide equitable access to NICE-recommended psychological therapies to people from all sectors of the community. There is evidence that people with mild to moderate learning disabilities can benefit from the therapies offered by IAPT services, especially when reasonable adjustments are made to the way in which these therapies are delivered. This Positive Practice Guide, which is written by experts in learning disabilities, summarises the needs of people with learning disabilities and clearly outlines the reasonable adjustments that are recommended to ensure that people with learning disabilities get the maximum benefit from treatment within an IAPT service. more...
- Published
- 2015
15. Top Tips for Senior Leaders in Schools and Colleges: How to Provide Meaningful Experience of the World of Work for Young People as Part of 16 to 19 Study Programmes
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National Foundation for Educational Research (NFER) (England)
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A core part of 16 to 19 study programmes is the provision of work experience for all young people. It is increasingly recognised that young people need to develop their employability skills, alongside qualifications, in preparation for the world of work and securing a job. This top tips guide offers advice to schools and colleges wishing to implement and deliver new work experience offers/opportunities. It recommends some ideas that have been tried and tested and suggests some techniques for the development of relationships between employers and education providers and ways to further develop employability skills in young people. more...
- Published
- 2015
16. Higher Education in Australia: A Review of Reviews from Dawkins to Today
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Australian Government Department of Education and Training
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The challenge of funding a high quality higher education system, ensuring it has the capacity to help meet the increasing demand for high level skills in our economy and the aspirations of our students, has been an ongoing concern for successive Australian governments over many years. This paper reviews the findings and recommendations of significant reviews of Australia's higher education funding system from the 1988 Dawkins white paper through to the 2014 "Review of the Demand Driven Funding System." It summarises the challenges identified and responses proposed across that period as well as some recent international literature about higher education reform. What is clear from the survey of major reviews from 1988 to the present is the similarity of issues that were of concern to governments of the day. Successive governments have sought to build and fund a higher education system to meet the need for high level skills and innovative research for the Australian economy. The challenge for all governments has been how to enable greater numbers of students to access the benefits higher education offers--in terms of employment, earnings, social and cultural opportunities--while ensuring the system remains fair, high quality and affordable for both individuals and taxpayers. The number of domestic higher education students has more than doubled since 1989, reaching just over a million in 2014. International students comprised another 350,000 students in 2014. As student numbers have grown, they have come from more diverse social, economic and academic backgrounds. The number of providers and their diversity has also grown, with around 20 new public universities since the late 1980s and the emergence of significant numbers of non-university providers. The proportion of the Australian working age population with a bachelor degree or higher qualification has tripled since 1989 to just over 25 per cent. Direct Australian Government funding for teaching, learning and research has grown both in absolute and real terms, rising from $3.2 billion in 1989 to $15.4 billion in 2014, more than doubling when adjusted for inflation. Australia is not unique in facing this growth and higher education systems around the world are increasingly moving from elite to mass systems, and beyond to universal systems. more...
- Published
- 2015
17. Premier League Reading STARS 2013/14. Evaluation Report
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National Literacy Trust (England) and Pabion, Clémence
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The National Literacy Trust's Premier League Reading Stars programme (PLRS) is a reading intervention for children aged 8 to 13 that captures the motivational power of football to inspire children and young people to read more and to improve their literacy skills. PLRS is delivered by teachers and librarians. The programme delivers statutory requirements of the national curriculum through 10 football-themed literacy sessions. The sessions include activities to help children choose texts that are at the right level for them and of interest to them, and teaches them how to skim and scan for relevant information. In addition to lesson plans, supporting packs include challenge wall posters, reading journals, promotional posters, wristbands and pencils. The programme is further supported by online resources in which Premier League footballers talk about what, where and why they like reading. In 2013/14, 888 children participated in the evaluation. Of the children and young people who participated, 74% were boys, 46% were in primary school and 33% were eligible for free school meals (FSMs). The proportion of children eligible for free school meals within PLRS participants is higher than the national average: disadvantaged children tend to have lower literacy than their better-off peers so they are more likely to be selected by teachers to take part in this motivational programme. The children were aged between nine and 13. Attainment data were available for 812 of the participating children. Approximately 70% were boys and 30% were girls, and 29% of the sample were children on free school meals. Attainment data were also available for 231 non-participating children. The results of the evaluation are presented in this report. Charts comparing by gender are appended. more...
- Published
- 2015
18. Children's Early Literacy Practices at Home and in Early Years Settings: Second Annual Survey of Parents and Practitioners
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Pearson Education, National Literacy Trust (England), and Formby, Susie
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This report outlines findings from Pearson and the National Literacy Trust's second annual early years literacy survey, conducted in May to July 2014. 1,012 parents of children aged 3 to 5 and 567 early years practitioners who work with this age group participated. Attainment data in the form of vocabulary abilities were available for a subsample of 183 children. The report not only examines children's access to books and to technology, as well as their early reading habits, but it also examines the impact of these practices on young children's vocabulary. Within this report we seek to answer the following key questions: (1) How often do children look at or read stories at home and in early years settings, and what is the impact on children's vocabulary; (2) How do parents support their children in story-related activities; (3) Are there differences in engagement in reading activities at home and vocabulary outcomes for children from different socioeconomic backgrounds or by gender; (4) Does looking at or sharing stories using technology provide any additional benefit to children; and (5) What are the key changes between 2013 and 2014? Key findings are included. The following are appended: (1) Sample characteristics; and (2) Data Tables. more...
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- 2014
19. Parents' Perspectives: Children's Use of Technology in the Early Years
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National Literacy Trust (England), Pearson, and Formby, Susie
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Technology is playing an increasingly large role in children's reading, writing and daily lives. In the last year use of tablet computers by five to 15-year-olds has increased three-fold (14% to 42%) and 28% of three to four-year-olds use a tablet computer. However, little attention has been paid to the impact of new technologies on children's literacy practices. This is despite the fact that technology has become available that is more age-appropriate for children in the early years--particularly with the introduction of touch-screen devices. This report explores the activities parents engage in at home that support children's language and literacy development, and how these activities relate to communication and language outcomes at five years old. It also investigates how often parents use books and touch-screen devices (e.g. tablet computers or Smartphones) to engage in a variety of activities with their child at home, as well as parents' attitudes towards books and technology. An appendix includes communication and language outcomes as well as additional tables and data. [For the practitioner survey, see ED560655.] more...
- Published
- 2014
20. Better Basic Skills: Better Business. A Guide for Learning Providers
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Learning and Work Institute (United Kingdom)
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Adult education, learning and skills providers are familiar with the longstanding national challenge of poor adult basic skills, and many providers use their Adult Education Budget funding to offer English and math classes for adults. In recent years, there has been a focus on supporting unemployed adults to achieve the good literacy and numeracy skills which employers expect. However, with high rates of employment, many adults with basic literacy and/ or numeracy needs are already in work. Participation rates in literacy and numeracy classes are falling. The workplace offers a valuable, yet underexploited, setting in which these skills needs can be addressed. This guide aims to help providers work more effectively in partnership with employers, making use of the Adult Education Budget to develop basic skills provision for people in work. It will help providers make the business case to employers on the of supporting basic skills training for their employees. It contains information, tips and guidance to help basic skills providers who are new to working with employers. It is also relevant for providers already working with employers and looking for further guidance and examples of effective practice. This guide has been developed by Learning and Work Institute following extensive research and sector engagement. These activities included a review of research evidence on workplace basic skills provision, interviews with a range of providers and employers, and workshops with providers and experts to develop and also review the content. [This report was produced with Scotland's Learning Partnership, Ecorys, and The Forum for Adult Learning NI. For "Better Basic Skills: Better Business. A Guide for Employers," see ED608302.] more...
- Published
- 2020
21. Higher Education in Facts and Figures 2019
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Universities UK (United Kingdom)
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This report provides a snapshot of statistics from academic year 2017-18 related to students and staff at United Kingdom higher education institutions and the income and expenditure of these institutions. Highlights include: (1) In 2018, the UK 18-year-old entry rate to university was at a record level; (2) In 2017-18, 30.8% of academic staff had a non-UK nationality, including 44.5% of academic staff in engineering and technology; (3) In 2017-18, 14.4% of undergraduate students and 35.8% of postgraduate students were from outside the UK; (4) In 2017-18, overseas sources provided 17.7% (£1.5 billion) of research income; (5) In 2018, median graduate salaries were £10,000 higher in England than non-graduate salaries; and and (6) In 2017-18, more than half of total expenditure was spent directly on teaching and research activities. [For the 2018 report, see ED592541.] more...
- Published
- 2019
22. Macroeconomic Benefits of Vocational Education and Training. Research Paper No 40
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Cedefop - European Centre for the Development of Vocational Training
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Improvements in workforce skills are essential for European countries to attain higher economic growth and to compete effectively on product markets. Literature indicates a positive relationship between levels of education and productivity growth. This report builds on and expands this body of research in two ways: (1) It investigates the differential impact of various skill types--higher (academic), upper-intermediate vocational, lower-intermediate vocational, lower-intermediate general, and low--on labour productivity; and (2) It accounts for the stock of uncertified skills (i.e. those built through training). The analysis is carried out in six European Union Member States--Denmark, Germany, France, the Netherlands, Sweden, and the United Kingdom--representing different modes of vocational education and training (VET) and those for which data were available. The analysis suggests that general and vocational skills complement each other and that the effect of certified skills on productivity is stronger when certified skills are reinforced by training. This study underlines that learning in the workplace, both in initial and continuing VET, makes a fundamental contribution to productivity, and comes to support policy efforts to develop apprenticeship and adult learning. The following annex is included: (1) Overview of research methods used in the study. [This publication is the result of a team effort reflecting the work of a research consortium of Geoff Mason, Dawn Holland, Iana Liadze, Rebecca Riley, Ana Rincon-Aznar, and Mary O'Mahony, and their aids Tatiana Fic, Rachel Whitworth, Yasheng Maimaiti, and Fei Peng. This work was carried out under contract number 2009-0216/AO/RPA/GUTCHPDE/VET-Macroeconomic-benefits/010/0.] more...
- Published
- 2014
23. The Reading Lives of 8 to 11-Year-Olds 2005-2013: An Evidence Paper for the Read On. Get On. Coalition
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National Literacy Trust (England) and Clark, Christina
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This report focuses on children aged 8 to 11 and their enjoyment of reading, reading behaviour, and attitudes toward reading. It synthesises information from surveys that have been conducted since 2005, but most heavily exploits data from the fourth annual literacy survey conducted in November/December 2013 in which 10,946 8 to 11-year-olds participated. In addition, this report explores the link between reading, gender, and socio-economic background (assessed by free school meal uptake) for this age group and how certain subgroups of pupils are potentially doubly disadvantaged. Some general findings in this report include: (1) Nearly two-thirds (65.8%) of 8 to 11-year-olds enjoy reading either very much (34.4%) or quite a lot (31.4%); (2) Nearly three-quarters (72.8%) of 8 to 11-year-olds have a favourite book or story; (3) 84.6% of children aged 8 to 11 say that they have a book of their own at home; (4) Two-fifths (40.7%) read daily outside class, while over a third (34.7%) read a few times a week; (5) Nearly a quarter (22.8%) of 8 to 11-year-olds read for up to 10 minutes at a time, while another quarter (25.3%) read for up to 20 minutes; (6) When asked what types of materials they read outside class, most 8 to 11-year-olds say that they read text messages (56.4%), followed by magazines (51.6%) and fiction (50.5%); (7) A lot of 8 to 11-year-olds are avid readers of books; (8) Nearly 9 in 10 (87.0%) 8 to 11-year-olds have been given a book as a present, while 9 in 10 (92.7%) have also been to a library; and (9) Most 8 to 11-year-olds have positive attitudes toward reading. [The research for this report has informed the publication "How reading can help children escape poverty" produced by the Read On. Get On. coalition.] more...
- Published
- 2014
24. Facilitator's Handbook: Raising the Aspirations and Employment Prospects of Young People with Learning Disabilities
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Foundation for People with Learning Disabilities, Bates, Keith, Davies, Jill, Burke, Christine, and Mattingly, Molly
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Across the UK, fewer than 5.8% of people with a learning disability have a job, and many of those who are employed only work part-time. Yet most people indicate that they want to work. Many miss out on the basic right to aspire to a career, the wider social networks, the better emotional and physical health, and the independence that come from having a job. The Foundation for People with Learning Disabilities believes that young people with learning disabilities have the right to a working life and this must be embedded early on. Expectations that people with learning disabilities will find paid work are low due to years of under representation in the labour market. The Foundation wanted to highlight the fact that people with learning disabilities make hardworking and enthusiastic employees, bringing new skills, talents, and perspectives to their employers. In July 2011 the Foundation met with families, employers and teachers at schools in Kent, Redbridge, and West Berkshire in the UK. The 'When I Grow Up' programme was developed from these consultations. It has worked in a number of ways to raise the aspirations and employment prospects of young people with learning disabilities, through collaboration with young people, families, schools and employers. All elements of this programme have been designed to reflect changes introduced by the Children and Families Act 2014 and will therefore contribute to Preparing for Adulthood Reviews and Education and Health Care Plans. This handbook provides the training for the curriculum and workshops element of the programme. more...
- Published
- 2014
25. Transforming Writing. Final Evaluation Report
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National Literacy Trust (England) and Rooke, Jonathan
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Transforming Writing was a two-year action research project, sponsored by the Esmée Fairbairn Foundation, which developed a model for the teaching and learning of writing that embedded formative assessment. This report evaluates to what extent the model of writing developed by the teachers during the research period impacted on children's writing in terms of attainment, confidence and engagement. It also evaluates the effectiveness of a training model to spread the approaches to other teachers within the participating school, which was developed in the second year. The evidence suggests that the focused use of formative assessment by teachers with children and by children with peers can make a major difference to children's writing progress in terms of attainment, engagement and confidence. It also suggests that the model of training effectively supports dissemination of Transforming Writing approaches to other teachers. The following are appended: (1) Glossary; (2) Explanation of the 12 classroom approaches; (3) Control group--additional charts; and (4) Impact on children's confidence and engagement--additional charts. more...
- Published
- 2013
26. Children's and Young People's Writing in 2012: Findings from the National Literacy Trust's Annual Literacy Survey
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National Literacy Trust (England) and Clark, Christina
- Abstract
This report outlines findings that relate to writing, taken from the third annual literacy survey, which was conducted in November/December 2012. 34,910 young people aged 8 to 16 participated. Key findings include: (1) 44.1% of children and young people enjoy writing either "very much" or "quite a lot"; 14.8% of children and young people do not enjoy writing at all (see Table 6, p. 19); (2) 86.7% of children and young people rate themselves as either average (58.2%) or very good writers (28.5%) (see Table 7, p. 20); (3) 26.7% of children and young people write outside of class every day, with another 28.9% writing something a few times a week. However, 25.7% of children and young people say that they rarely or never write outside of class (see Table 8, p. 21); (4) Technology-based formats, such as text messages (72.4%) and messages on social networking sites (52.3%) are most commonly written outside of class by a large margin, followed by emails (46.5%) and instant messages (45.2%). Notes (33.2%) and lyrics (26.9%) are the most frequently written non-technology formats (see Table 9, p. 22); and (5) Most children and young people thought positively about writing (see Tables 10.1 to 10.11, pp. 25-37). 77.8% agree that "the more I write, the better my writing gets"; 75.7% agree that "writing is more fun when you can choose the topic"; 60.3% agree that "a pupil who writes well gets better marks"; 55.8% agree that "if I am good at writing, I'll get a better job". 31.0% of children and young people also agree that "writing is cool". However, 53.7% agree that "it is easier to read than it is to write" and 48.2% agree that "I have trouble deciding what to write". A quarter of children and young people (26.2%) agree that "if you can use a spellchecker there is no point in learning spelling and grammar. Gender stereotypes are also relatively prevalent when it comes to writing, with 28.6% agreeing that "girls tend to enjoy writing more than boys". 16.1% of children and young people agree that "I would be embarrassed if friends saw me write". The following are appended: (1) An introduction to the annual literacy survey; (2) Methodology; and (3) Sample characteristics . more...
- Published
- 2013
27. Children's and Young People's Reading in 2012: Findings from the 2012 National Literacy Trust's Annual Survey
- Author
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National Literacy Trust (England) and Clark, Christina
- Abstract
This report reveals that children and young people are reading less and more are embarrassed to be seen reading, while many also believe that their parents don't care if they spend time reading. However, not only are children and young people reading less and developing more negative attitudes towards reading, but there is also a clear correlation between this and their performance in reading tests. Key findings for 2012 include: (1) 50.3% of young people enjoy reading either "very much" or "quite a lot"; 12.2% of young people do not enjoy reading at all and 37.5% only enjoy reading "a bit" (see Table 8, p. 26). Levels of reading enjoyment have remained stable since 2005 (see Figure 12, p. 61); (2) 28.4% of young people read outside of class every day, with another 27.6% reading a few times a week. However, 23.4% of young people say that they rarely or never read outside of class (see Table 12, p. 33). Compared with previous years, fewer children and young people in 2012 read daily outside of class (see Figure 2, p. 11); (3) Technology-based formats, such as text messages (68.4%), websites (53.2%) and messages on social networking sites (51.1%) are most commonly read outside of class at least once a month. Magazines (53.6%), lyrics (45.6%) and fiction (41.6%) are the most common non-technology reading choices (see Table 10, pp. 28 ). While the reading of many formats, including technology, continues to fall, the proportion of children and young people who read eBooks has doubled since 2010 from 5.6% to 11.9% (see Figure 4, p. 12) for more comparisons with data from 2010 and 2011); (4) Many young people think positively about reading (see Tables 16.1 to 16.10, pp. 41). 78.5% agree that "the more I read, the better I become", and 37.7% agree that "reading is cool". However, 31.9% agree that "I don't read as well as other pupils in my class" and 30.4% of young people agree that "I only read when I have to". In 2012, attitudes towards reading became more negative. For example, since 2010, there has been a 29.5% increase in the number of children and young people who agreed that they would be embarrassed if their friends saw them reading (increasing from 16.6% in 2010 to 21.5% in 2012); (5) Young people who enjoy reading very much are four times as likely to read above the level expected for their age compared with young people who do not enjoy reading at all. Similarly, young people who read outside of class daily are five times as likely to read above the expected level for their age compared with young people who never read outside of class (see Tables 17 to 32, pp. 51 for more information on reading attainment); (6) The gap between boys and girls in terms of their enjoyment of reading and the frequency with which they read has narrowed slightly since 2010; (7) While 8 to 11-year-olds continue to enjoy reading more, read more often and think more positively about reading than either 11 to 14-year-olds and 14 to 16-year-olds, there was a significant drop in 2012 in the proportion of 8 to 11-year-olds who read for pleasure or who read daily. For example, there was a 12% decrease in the number of 8 to 11-year-olds who said that they enjoy reading either very much or quite a lot between 2011 and 2012; and (8) The gap in the enjoyment of reading between young people who receive free school meals and those who do not has narrowed considerably between 2011 and 2012, decreasing from a 5.5 percentage point difference in 2011 to a 3 percentage point difference in 2012. Indeed, it is now even smaller than it was seven years ago (3.7 percentage point difference). The following are appended: (1) An introduction to the annual literacy survey; (2) Methodology; and (3) Sample characteristics. more...
- Published
- 2013
28. 2012 mba.com Prospective Students Survey. Survey Report. The GMAC[R] Survey Series
- Author
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Graduate Management Admission Council (GMAC) and Schoenfeld, Gregg
- Abstract
This 2012 mba.com Prospective Students Survey Report explores the motivations, behaviors, program choices, and intended career outcomes of individuals who expressed a desire to further their education in a graduate business program. More than 16,000 prospective business school students who registered on mba.com shared their opinions, preferences, and experiences as they navigated through that process over the course of 2011. This report provides a portrait of these individuals in their endeavors to assess, prepare, and apply to graduate business school. Data for 2011 is compared to earlier data from more than 40,000 prospective business school students who have responded to the prospective student surveys over the previous two years. As the largest source of information of its kind, the data can help schools and students in numerous ways, including tracking changes in the marketplace, developing knowledge of their intended applicants, and positioning the school's brand in alignment with prospective student interests and concerns. Participant comments from the study suggest that the mba.com Prospective Students Survey has also assisted some individuals along their journey to business school. (Contains 24 figures, 11 tables and 24 footnotes.) more...
- Published
- 2012
29. Loans for Vocational Education and Training in Europe. Research Paper. Number 20
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Cedefop - European Centre for the Development of Vocational Training
- Abstract
This report reviews the use of loans for learning in 33 European countries and analyses the schemes in eight selected Member States: France, Hungary, the Netherlands, Austria, Poland, Finland, Sweden and the UK. The analysis shows that loan schemes vary considerably across Europe in terms of types and levels of learning covered, conditions of access, repayment and governance. Some loans aim to increase participation in learning in general, while others are designed to promote equity. The report attempts to assess the selected loans and discusses their strengths and weaknesses and determinants of performance, while considering if a given scheme operates on a large scale or targets niche groups. The evaluation results provide a basis for identifying good practice principles for designing and implementing loans. Policy recommendations are formulated based on these findings. Annexed are: (1) Methodology; (2) Key terms and definitions; (3) Information on countries/schemes selected for in-depth analysis; (4) Proposed typologies of VET loan schemes; (5) Tables and figures; (6) Tosmana truth tables; (7) Questionnaires; (8) Basic characteristics of non-European loan schemes. (Contains 37 tables, 5 figures, 20 boxes and 33 footnotes.) more...
- Published
- 2012
30. Who Takes a Gap Year and Why? Longitudinal Surveys of Australian Youth. Briefing Paper 28
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National Centre for Vocational Education Research, Lumsden, Marilyn, and Stanwick, John
- Abstract
Taking a gap year--a break between high school and university--is becoming increasingly popular with Australian students. In terms of length and purpose, the traditional notion of a gap year being a year off between school and university has expanded considerably over time. For the purposes of the analysis reported in this paper, a person who takes a gap year is defined as "an individual who commenced university one to two years after completing Year 12. This includes those who accept and defer their university placement for one to two years" (Curtis, Mlotkowski & Lumsden 2012). Highlights of this report include: (1) In Australia the incidence of taking a gap year has increased from 10% in the period 1999-2000 to 24% in 2009-10; (2) The top four primary activities undertaken by gap students in 2009-10 were work (51%), full-time study leading to a non-university qualification (10%), other study (6%), and travel (6%); (3) Characteristics of gap-takers include: (a) being academically less inclined than non-gap-takers; (b) living in regional locations when at school; (c) having English speaking backgrounds; (d) being employed when in Year 12 at school; and (e) being less likely to receive Youth Allowance payments while at school; (4) In their first year of university, gap-takers are more likely to study in the areas of education and creative arts; and (5) Those who don't take a gap year are substantially more likely at age 24 to be employed full-time and to work in professional occupations than gap-takers. Much of this difference can be attributed to the fact that, in terms of their careers, gap-takers are a year or two behind those who don't take a gap year. The data do not allow the authors to measure the longer-term outcomes of both groups because the Longitudinal Surveys of Australian Youth (LSAY) stops at age 25. Appended are: (1) Gap year definitions; and (2) LSAY cohorts sample sizes and durations. (Contains 13 tables.) [For "Bridging the Gap: Who Takes a Gap Year and Why? Longitudinal Surveys of Australian Youth. Research Report," see ED533077.] more...
- Published
- 2012
31. Bridging the Gap: Who Takes a Gap Year and Why? Longitudinal Surveys of Australian Youth. Research Report
- Author
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National Centre for Vocational Education Research, Curtis, David D., Mlotkowski, Peter, and Lumsden, Marilyn
- Abstract
Taking a break between completing high school and entering university is common overseas, and is becoming more popular in Australia. There are many reasons why young people take a gap year. It may be to travel, to take a break, to study, or to work. The authors' definition of a "gapper" is a young person who commenced university one to two years after completing Year 12. While the concept of a gap year is related to the deferral of a university offer, it is different. Some gappers have deferred, others decide to enrol during their gap year, not beforehand. Similarly, some who defer a university offer subsequently do not take up a place and are thus not defined as gappers. This report was prepared for the Department of Education, Employment and Workplace Relations in 2009 prior to the Australian Government's announcement of proposed changes to Youth Allowance as an initiative in the 2009-10 Budget and the subsequent reforms based on recommendations from the "Review of Student Income Support Reforms" (Dow 2011). The research uses data from three cohorts of the Longitudinal Surveys of Australian Youth (LSAY) to throw light on the incidence of gap-taking, the characteristics of those taking a gap year, the activities undertaken in the gap years, and subsequent study and employment outcomes. The report also looks at whether there is any evidence that young people were taking a gap year in order to qualify for Youth Allowance payments. This report reveals that: (1) The incidence of gap-taking has increased and it is estimated that around 20% of Australian students who complete high school will take a gap year; (2) Gap-takers tend to be weaker academically, with lower-than-average tertiary entrance rank (TER) scores, lower than average Year 9 mathematics achievement, and less favourable attitudes to school. In addition to academic factors, young people from English speaking backgrounds and from regional locations are more likely to take a gap year. Students who do not receive Youth Allowance payments while at school (and thus who were from higher socioeconomic status families) are also more likely to take a gap year; (3) The most common activities of Australian gap students are work (40%) and study or training (33%), with only 3% reporting travel as their main activity; (4) It appears that relatively few took a gap year principally to qualify for Youth Allowance: four out of 69 who deferred a university place gave "needing to qualify for Youth Allowance" as a reason for their deferral; and (5) The university completion rates of "gappers" are a little lower than "non-gappers". Appended are: (1) Variables and methods; and (2) Supplementary tables. (Contains 25 tables and 15 footnotes.) [For "Who Takes a Gap Year and Why? Longitudinal Surveys of Australian Youth. Briefing Paper 28," see ED533076.] more...
- Published
- 2012
32. Better Communication Research Project: Language and Literacy Attainment of Pupils during Early Years and through KS2--Does Teacher Assessment at Five Provide a Valid Measure of Children's Current and Future Educational Attainments? Research Report. DFE-RR172a
- Author
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Department for Education (England), Snowling, Margaret J., Hulme, Charles, Bailey, Alison M., Stothard, Susan E., and Lindsay, Geoff
- Abstract
It is well-established that language skills are amongst the best predictors of educational success. Consistent with this, findings from a population-based longitudinal study of parents and children in the UK indicate that language development at the age of two years predicts children's performance on entering primary school. Moreover, children who enter school with poorly developed speech and language are at risk of literacy difficulties and educational underachievement is common in such children. Whatever the origin of children's problems with language and communication, the poor educational attainment of children with language learning difficulties is an important concern for educational policy. This research addressed the question of whether teacher assessment and monitoring could be used to identify children with language difficulties in need of early interventions. The findings have important implications for Government proposals for implementing the recommendations of the Tickell Review of the Early Years Foundation Stage (EYFS), in particular the proposals for a simplified framework and assessment process. The Government undertook a consultation on the Tickell Review which ended 30 September 2011. Key findings include: (1) Teachers, when appropriately trained, can make valid judgments of children's development in language and literacy when guided by a well validated, reliable measure; (2) Teachers can accurately monitor their pupils' progress in key reading skills without the need for formal tests; and (3) These findings make it clear that a reduced EYFS Profile (EYFSP) could be used to support monitoring and early identification of difficulties with language and communication. Appended are: (1) Early Years Foundation Stage Profile (2008-11); and (2) Items from EYFSP Scales which loaded on the validated constructs. (Contains 11 tables, 6 figures and 20 footnotes.) [For "Better Communication Research Project: Language and Literacy Attainment of Pupils during Early Years and through KS2--Does Teacher Assessment at Five Provide a Valid Measure of Children's Current and Future Educational Attainments? Research Brief. DFE-RB172a," see ED526910.] more...
- Published
- 2011
33. Comparative Indicators of Education in the United States and Other G-8 Countries: 2011. NCES 2012-007
- Author
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National Center for Education Statistics (ED), Miller, David C., and Warren, Laura K.
- Abstract
This is the 2011 edition of a biennial series of compendia describing key education outcomes and contexts of education in the Group of Eight (G-8) countries--Canada, France, Germany, Italy, Japan, the Russian Federation, the United Kingdom, and the United States. The report is organized into five topical areas: population and school enrollment, academic performance, contexts for learning, expenditures for education, and educational attainment and income. Results are drawn from the Organization for Economic Cooperation and Development's (OECD) ongoing Indicators of Education Systems (INES) program, as well as the Program for International Student Assessment (PISA), which is also coordinated by the OECD. The main findings are summarized in this report. Appended are the The Education Systems of the G-8 Countries. Each section contains a list of sources. (Contains 8 tables, 40 figures, and 24 footnotes.) more...
- Published
- 2011
34. The Complex Learning Difficulties and Disabilities Research Project: Developing Meaningful Pathways to Personalised Learning. Final Report
- Author
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Schools Network
- Abstract
The Specialist Schools and Academies Trust (SSAT) was commissioned by the Department for Education (DfE) to research ways to improve outcomes for children and young people with the most complex educational needs and disabilities through the development of evidence-based teaching and learning strategies. The programme of research brought together a multidisciplinary team of researchers and advisors with specialisms across education, health, psychology, therapies and neuroscience. In Phase 1 of the project, the research team worked together with 12 special schools and staff, 60 children/young people, and their families, to develop educational resources to enable practitioners to formulate an effective teaching and learning package for the children and young people with complex needs in their classrooms. The project built on and synthesised existing national and international expertise in the field, as well as drawing upon practitioner experience to develop and trial modified and new approaches for these young people. Between September and December 2010, the resources were trialled in 50 further special schools in the UK and 15 internationally. In the third phase of the project, between January and March 2011, the resources were trialled in 12 mainstream schools--six primary and six secondary--and two early years settings. The outcome of the project is the CLDD Engagement for Learning Resource Framework to support educators of children and young people with CLDD. The key components are: (1) CLDD Briefing Packs: a series of information sheets on conditions which commonly co-exist within the profile of CLDD; these give information on effective educational strategies associated with particular disabilities; (2) The Engagement Profile and Scale: an observation and assessment resource focusing on student engagement for learning; (3) The Inquiry Framework for Learning: a flexible educational practice framework, promoting multidisciplinary involvement; and (4) Training materials and opportunities. Appended are: (1) List of school participants; (2) Student information form; (3) Summaries of student conditions; (4) Exit interview schedules; (5) Development school student case study overview; (6) Engagement Profile and Scale; and (7) TDA SEN professional development resources--information sheet. (Contains 163 footnotes.) [For "The Complex Learning Difficulties and Disabilities Research Project: Developing Meaningful Pathways to Personalised Learning. Executive Summary," see ED525543.] more...
- Published
- 2011
35. Boys, Girls and Communication: Their Views, Confidence and Why These Skills Matter
- Author
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National Institute for Literacy and Clark, Christina
- Abstract
This is the first large-scale survey of young people's views on communication skills in the UK. The purpose of this survey was three-fold. Since a search of the published literature had highlighted real gaps in knowledge, the author and her colleagues wanted answers to the following questions: What do young people think about communication skills? Are they confident in their skills and how important do they think these skills are at school, in the workplace or in wider society? This report explores these issues by gender. An online survey was conducted in June/July 2010. Overall, 6,865 young people aged 8 to 16 from 47 schools participated in the online survey. 46 were schools from England, one was from Wales. There was an almost equal gender split in the sample, with 51.5% of boys (N = 3,511) and 48.5% of girls (N = 3,309) participating in this survey. Findings reveal that while boys and girls agreed on the importance of good communication skills to succeed in life, at school, at university/college and in the workplace, there were some interesting differences between girls and boys in terms of their understanding of what good communication skills are, how they view these skills and how confident they are using certain communication skills. It is perhaps particularly interesting that boys generally rate themselves as more confident communicators with people in authority (teachers) as well as known and unknown adults than do girls. Boys also appear to be more concerned about the social implications of communication, being more concerned than girls about a perceived link between communication and intelligence for example. (Contains 7 tables and 6 figures.) [Funding for this paper was provided by The Communication Trust.] more...
- Published
- 2011
36. Public Libraries and Literacy: Young People's Reading Habits and Attitudes to Public Libraries, and an Exploration of the Relationship between Public Library Use and School Attainment
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National Literacy Trust (England), Clark, Christina, and Hawkins, Lucy
- Abstract
This paper presents additional information from the 2009 survey of young people's reading and writing. The authors conducted an online survey of 17,089 pupils aged 8 to 16 from 112 schools, conducted in November-December 2009, which consisted of 32 questions exploring young people's background, reading and writing behaviour, perceived ability and attitudes. The survey included questions exploring school library use, which are examined in the separate National Literacy Trust research report "Linking School Libraries and Literacy (Clark, 2010)". In addition, the survey contained a few questions that explored public library use, which is the focus of the present paper. (Contains 8 tables, 2 figures and 11 endnotes.) more...
- Published
- 2011
37. Teaching English as a Foreign Language from a New Literacy Perspective: A Guide for Egyptian EFL Student Teachers (Chapter One: Setting the Scene)
- Author
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Abdallah, Mahmoud M. S.
- Abstract
The article presents Chapter One of my recent the book entitled, "Teaching English as a Foreign Language from a New Literacy Perspective: A Guide for Egyptian EFL Student Teachers." The chapter deals with the new reality of Teaching English as a Foreign in this ICT-dominated age in which the Internet has been playing a vital role in changing the nature of the English language, and subsequently the methods and techniques that should be used for teaching/learning it. It presents some recent approaches to literacy that have recently come to the fore to encompass the new literacy practices imposed by some new technological innovations, especially the Internet. Those practices extend beyond the traditional print-based practices that are still dominant in the Egyptian schools and English-language teacher education programmes. Moreover, the chapter presents a comprehensive list of those Web-based new literacies that pre-service English language teachers need in this age, especially in Egypt, so that they become able to cope with the new literacy challenges imposed by the Web as well as the informal, out-of-school literacy practices they have been increasingly involved in. This list is the main contribution of my recently finished PhD study conducted at the Graduate School of Education, College of Social Sciences and International Studies, University of Exeter, UK (Main source: Abdallah, M. M. S. (2011). "Web-based New Literacies and EFL Curriculum: A Design Study for Expanding EFL Student Teachers' Language-Related Literacy Practices in an Egyptian Pre-service Teacher Education Programme." PhD Thesis. Graduate School of Education, College of Social Sciences and International Studies, University of Exeter, UK. Available at: http://hdl.handle.net/10036/3202. (Contains 2 tables.) more...
- Published
- 2011
38. Setting the Baseline: The National Literacy Trust's First Annual Survey into Young People's Reading--2010
- Author
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National Literacy Trust (England) and Clark, Christina
- Abstract
18,141 young people aged 8 to 17 participated in this online survey in November/December 2010. While the survey focuses on young people's attitudes towards reading, writing, communication skills as well as technology use, this report focuses exclusively on the reading aspect of the survey. More specifically, it explores how much young people enjoy reading, how good they think they are, how often they read, and length of time they spend reading, what types of materials they read outside of class, how many books they read and how many books they have in the home, and how they feel about reading. (Contains 20 tables, 10 figures and 2 footnotes.) more...
- Published
- 2011
39. Book Ownership and Its Relation to Reading Enjoyment, Attitudes, Behaviour and Attainment: Some Findings from the National Literacy Trust First Annual Survey
- Author
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National Literacy Trust (England), Clark, Christina, and Poulton, Lizzie
- Abstract
A recent ground-breaking study from the University of Nevada (Evans et al., 2010) found that the number of books in the home has as great an impact on children's attainment as parental education levels. The 20 year study by Evans and her colleagues found that having as few as 20 books in the home still has a significant impact on propelling a child to a higher level of education, and the more books you add, the greater the benefit. Similarly, a German study (Schubert and Becker, 2010) found that the home print environment was a strong predictor of reading achievement, even when income, parental education, aspects of schooling, language used at home, and other aspects of the home environment were controlled. This was the case at age 15 and also at age 10. The home print environment was about as strong a predictor as socio-economic status. Furthermore, a meta-analysis of evidence from 108 relevant studies by Reading is Fundamental in the USA (Lindsay, 2010) found that access to print material improves children's reading performance, encourages children to read more and for longer lengths of time and produces improved attitudes toward reading and learning among children. In summary, evidence is accumulating to show that book ownership has a strong influence on educational attainment irrespective of other factors. This brief report outlines additional findings that show that book ownership is not only associated with attainment but is also related more broadly to literacy and education, from reading enjoyment and frequency to confidence, attitudes towards reading and reading opportunities. Appended are: (1) Background information on our Omnibus survey; and (2) Breakdown of ethnic background. (Contains 8 figures and 3 tables.) more...
- Published
- 2011
40. Young People's Reading and Writing: An In-Depth Study Focusing on Enjoyment, Behaviour, Attitudes and Attainment
- Author
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National Literacy Trust (England), Clark, Christina, and Douglas, Jonathan
- Abstract
At the end of 2009 the National Literacy Trust surveyed 17,000 children and young people online in the United Kingdom's largest ever study of young people's attitudes to literacy and literate behaviour. This survey was of special interest as it repeated questions asked by the National Literacy Trust in a survey of attitudes and reading behaviour undertaken in 2005. Since the 2005 survey there had been an unprecedented promotion of reading to children and young people, reaching a peak in the 2008 National Year of Reading. The focus of much of this activity had been on the "narrowing the gap" target audiences--those pupils who had been identified as being less likely to reach the expected levels in reading and writing. These groups are characterised by their gender, ethnicity and their eligibility for free schools. The new 2009 research describes how the decline up until 2005 in the number of children who say that they enjoy reading has been halted. Between 2005 and 2009 there has been no significant overall variation in the percentage of children who say that they enjoy it. Appended are: (1) Comparative additional analyses of reading enjoyment in 2005 and 2009; and (2) Comparative additional analyses of reading frequency in 2005 and 2009. (Contains 52 tables, 33 figures and 98 endnotes.) more...
- Published
- 2011
41. Refueling the U.S. Innovation Economy: Fresh Approaches to Science, Technology, Engineering and Mathematics (STEM) Education
- Author
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Information Technology and Innovation Foundation, Atkinson, Robert D., and Mayo, Merrilea
- Abstract
Is the United States getting it wrong when it comes to educating tomorrow's innovators in critical fields? It has been known for years that the only way to compete globally in information technology, engineering, nanotechnology, robotics and other fields is to give students the best educational opportunities possible. But do individuals have a successful formula when it comes to science, technology, engineering and math (STEM) education? In this report, the authors challenge the nation's approach to STEM education and argue that reforms are urgently needed to better match the talents of students, the needs of employers, and its goals. (Contains 19 tables, 42 figures, and 623 endnotes.) [Funding for this paper was provided by the Intel Corporation. For "Refueling the U.S. Innovation Economy: Fresh Approaches to Science, Technology, Engineering and Mathematics (STEM) Education. Executive Summary," see ED521736.] more...
- Published
- 2010
42. Research on the Intergenerational Links in the Every Child Matters Outcomes. Report to the Department of Children, Schools and Families. CEE Special Report 005
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London School of Economics & Political Science, Centre for the Economics of Education, Blanden, Jo, Machin, Stephen, Murphy, Richard, and Tominey, Emma
- Abstract
The Every Child Matters (ECM) agenda was introduced in the UK, as a policy aiming to improve child outcomes along five broad areas. The categories are Be Healthy, Stay Safe, Enjoy and Achieve, Make a Positive Contribution and Achieve Economic Wellbeing. The objective therefore, is to move beyond the traditional focus on child academic outcomes, to improve the wellbeing of children in the UK. From a policy perspective, there is a need to understand the mechanism through which the wide range of child ECM outcomes form. This report evaluates the role of families in driving the ECM outcomes of their children. Specifically, we analyse the intergenerational transmission of ECM outcomes between parents and children. We take the approach of analysing correlations across generations in a wide set of outcomes--the broadest set of variables studied to date. Existing studies of intergenerational correlations across generations tend to focus on outcomes such as earnings, and consequently very little is known about how healthiness, safety and enjoyment of school are correlated across generations. We contribute towards this literature by extending the scope of child outcomes. (Contains 3 tables and 4 footnotes.) more...
- Published
- 2010
43. The Interdependence and Determinants of Childhood Outcomes: The Relevance for Policy. Report to the Department of Children, Schools and Families. CEE Special Report 003
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London School of Economics & Political Science, Centre for the Economics of Education and Nasim, Bilal
- Abstract
The Centre for the Economics of Education was asked to bring together a wide range of academic evidence (primarily England-based) to investigate the extent to which academic and non-academic childhood outcomes are complementary to each other, or are in some way traded-off against each other. The report also investigates the drivers of both academic and non-academic outcomes and the extent to which child outcomes persist throughout a child's life and across generations. There is also a brief discussion of the implications of this evidence to education policy. The report finds that the relationships between academic and non-academic outcomes are complex in nature. For example, pupils who are bullied or who take unauthorised absence at age 14 have significantly lower educational achievement at GCSE. Pupils who experienced bullying at age 14 were also much more likely to experience bullying at age 16. Conversely pupils who participate in positive extra-curricular activities, such as clubs, were also found to have better academic achievement later in their schooling. These childhood outcomes are themselves determined by a wide variety of influences (such as the quality of parenting they receive) and environmental factors (for example whether they are exposed to passive smoke). It has been well established that children from disadvantaged backgrounds have relatively poor academic outcomes and tend to have weaker social skills than children from more advantaged households. However the evidence also suggests that these children also go on to experience more negative outcomes in adulthood, such as lower probability of employment and lower wages. Furthermore key social and academic outcomes of parents--cognitive skills, attitudes to education, smoking and drinking - are related to similar behaviours in their children. The report concludes that the complex nature of the drivers of child development, the interdependence of child outcomes, and the way that outcomes persist through an individual's life and across generations needs to be recognised in order to develop truly effective policy.While very little of the evidence highlighted in this report identifies true causal relationships (i.e. that a factor X actually directly causes a change in outcome Y), the report draws on some of the highest quality research and analysis currently available, using detailed longitudinal datasets, including the Department's own Longitudinal Study of Young People in England. This enables us to identify at the very least "robust associations" as well as the data allows. However it does suggest that further research is required to better understand the associations outlined in this report to move to a position where we can identify credible causal relationships. This is important to foster more justified and increasingly effective policymaking. (Contains 85 footnotes.) more...
- Published
- 2010
44. Analysis of Youth Offending Team Inspection Reports. LGA Research Report
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National Foundation for Educational Research, MacLeod, Shona, Jeffes, Jennifer, White, Richard, and Bramley, George
- Abstract
How well do youth offending teams (YOT) work? In which areas of their work is their performance excellent and where is improvement needed? This research examined annual performance assessments of services for children and young people undertaken by Ofsted in 57 local authorities from January 2006 to April 2009, together with relevant data relating to the national performance indicators on youth offending issues. The findings cover YOTs' performance with regard to: (1) management and leadership; (2) work in courts; (3) work with children and young people in the community; (4) work with children and young people with custodial sentences; and (5) victims and restorative justice. The research found that there has been an improvement in the quality of management and leadership of YOTs and while some areas of work are very good, others show room for improvement. This report is important reading for all those working in YOTs and for policy makers seeking to understand the performance of YOTs over time. Appended are: (1) List of abbreviations; (2) List of YOT inspection reports included in the analysis; (3) List of Annual Performance Assessments, Ofsted; (4) National Performance Indicator data: full definitions; (5) Methodological considerations; (6) YOT inspection scores; (7) Number of references to safeguarding, child protection and public protection in Ofsted reports; (8) National Performance indicators data relating to young people and crime; (9) Evolution of YOT inspection process; and (10) References. (Contains 23 tables, 1 figure and 1 note.) more...
- Published
- 2010
45. Young People's Reading: The Importance of the Home Environment and Family Support. More Findings from Our National Survey
- Author
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National Literacy Trust (England), Clark, Christina, and Hawkins, Lucy
- Abstract
This paper presents additional information from the 2009 survey of young people's reading and writing; for more information see the full report "Young People's Reading and Writing Today", to be published July 2010. This paper explores the types of resources young people have at home that support literacy and how this differs according to demographic background, and how home resources relate to reading enjoyment, attitudes and behaviour as well as reading attainment. It also explores who in their family encourages young people to read, who in their family is seen reading and how frequently young people talk with their family about what they are reading. It also outlines how these differ according to demographic background, and how each of these relate to reading enjoyment, attitudes and behaviour as well as reading attainment. Family-specific questions is appended. (Contains 18 tables and 4 figures.) more...
- Published
- 2010
46. Partners in Literacy Survey 2009: A Snapshot on Local Support for Literacy
- Author
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National Literacy Trust (England), McCoy, Emily, and Mottram, Emily
- Abstract
In 2009, (and over a six week period) the National Literacy Trust (NLT) hosted a survey that was offered to the 21 local authorities making up the Partners in Literacy network at that time. Partners in Literacy (PiL) is a pilot project, funded from 2009 by the then Department for Children, Schools and Families and delivered by the NLT in partnership with local authorities. In April 2010, the pilot entered its second and final year. The aim of the project is to support more families to create language rich homes, promoting speaking and listening, reading and writing. The project is working with local authorities to build strategic and multi-agency commitments to literacy with a particular focus on using partnerships to extend reach to local families. It has a focus on the audiences for whom improved literacy can make the biggest difference: disadvantaged families and families with children aged from birth to five. The survey was drafted in consultation with the local authorities and 13 authorities sent it out to a range of local partners. Response rates ranged from two to 252 responses in each authority with 553 responses nationally. The survey findings were discussed within the PiL local authority network at a workshop. As a result, it was clear that supporting local partners around literacy awareness and signposting needed to be addressed as part of planned PiL activity. A number of pilot authorities are now developing and sharing training models. Appendices include: (1) Examples of how the survey was circulated by local authorities; and (2) The survey. more...
- Published
- 2010
47. Skills & Qualifications: Benefits for People. How Learning and Guidance Professionals Make It Happen
- Author
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European Training Foundation (ETF) (Italy), Carlebach, Ezri, Branco, Eduarda Castel, Deij, Arjen, de Jong, Mirjam, and van Uden, Jolien
- Abstract
The world is undergoing a major transformation that requires new skills and qualifications, new ways for people to know about skills and qualifications, and new ways to acquire skills and qualifications. This toolkit is about skills and qualifications, and the benefits they provide for people in a changing environment. It focuses specifically on professionals in schools, companies, training centres, employment agencies and career guidance settings. The goal is to open a dialogue with and among professionals, because it is believed that the success of policy change and reform in skills and qualifications is largely a function of the degree to which professionals are included, empowered and resourced to deliver change. more...
- Published
- 2019
48. Young People's Writing: Attitudes, Behaviour and the Role of Technology
- Author
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National Literacy Trust (England), Clark, Christina, and Dugdale, George
- Abstract
Writing is an important issue in the UK today. While children's and young people's writing standards steadily improved until 2006, levels have not increased in recent years. Writing is much more than just an educational issue--it is an essential skill that allows people to participate fully in today's society and to contribute to the economy. Since relatively little is known about young people's views about writing in the UK, the key objectives of this survey were: to explore how much young people enjoy writing, what type of writing they engage in, how good at writing they think they are and what they think about writing. This research provides everyone with an up-to-date insight into young people's attitudes towards writing. Most young people write regularly and young people write technology-based materials, such as text and instant messages, most frequently. While owning a mobile phone does not appear to alter young people's writing behaviour, having a profile on a social networking site or having a blog is connected to enjoyment of writing and confidence in writing. Young people today use computers regularly and believe that computers are beneficial to their writing. Appended are: (1) Writing attitudes questionnaire; (2) Technology and young people's background characteristics; (3) Reasons for writing ability by demographic background; and (4) Writing frequency of 18 types of format for whole sample. (Contains 13 tables and 8 figures.) [This paper was created in collaboration with Booktrust.] more...
- Published
- 2009
49. Comparative Indicators of Education in the United States and Other G-8 Countries: 2009. NCES 2009-039
- Author
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National Center for Education Statistics (ED), Miller, David C., Sen, Anindita, Malley, Lydia B., and Burns, Stephanie D.
- Abstract
This report describes how the education system in the United States compares with education systems in the other Group of Eight (G-8) countries (Canada, France, Germany, Italy, Japan, the Russian Federation, the United Kingdom) that are among the world's most economically developed countries and among the United States' largest economic partners. The report draws on the most current information about education from four primary sources: the Indicators of National Education Systems (INES) at the Organization for Economic Cooperation and Development (OECD); the Progress in International Reading Literacy Study (PIRLS); the Program for International Student Assessment (PISA); and the Trends in International Mathematics and Science Study (TIMSS). Begun in 2002, the series is published on a biennial basis. Highlights are organized around the five major sections of the report: (1) Population and school enrollment; (2) Academic performance; (3) Context for learning; (4) Expenditure for education; and (5) Education Returns: Educational attainment and income. Two appendixes are included: (1) The Education Systems of the G-8 Countries; and (2) PIRLS 2006 Indicator Tables including Canadian Provincial Data. (Contains 29 footnotes, 48 figures, and 16 tables.) [For "Comparative Indicators of Education in the United States and Other G-8 Countries: 2006," see ED498383.] more...
- Published
- 2009
50. Connecting People: The Steps to Making it Happen
- Author
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Wightman, Clare
- Abstract
People with higher support needs have been the last to benefit from the transformation of services for people with learning disabilities in the last few years. Despite often requiring expensive packages of support, this group are frequently offered services which are outdated and delivered in congregate, buildings-based and segregated settings. We are often told that segregated services are the "best" or only option for them and we hear many excuses why they cannot be more included in their communities. Almost a decade into the twenty-first century and eight years on from Valuing People, it is scandalous that this group of people are effectively treated as second-class citizens. Despite the numerous books, DVD's, powerpoint presentations and training manuals about "community capacity building," we are still asked "how can we make it happen?" The Life In The Community project has been all about finding answers to this question. The experiences of four organisations helped to understand the barriers they face in building a community life for people with high support needs. They assisted in exploring what makes things happen, what good support looks like and how people without specialist skills, knowledge or experience of learning disability have an important role to play in helping people achieve their ambitions. Above all, the project reinforced that "community" is founded upon relationships rather than a place or an activity. One of the necessary messages that commissioners and care managers should know is that "community connectors" played a vital role in people achieving those good outcomes. If the project has demonstrated that people with learning disabilities and high support needs can have better lives in the community, this book provides some ideas about how to make it happen. These tips include: (1) Know what community connecting looks like; (2) Getting to know someone; (3) Use gifts and passions; (4) Find out what's out there; (5) Use members of the community as your guides; (6) Use community groups; (7) Use your agency; (8) Build a circle of friends/support around someone; (9) Use third places; and (10) Be positive. (Contains a list of publications and websites. Also contains a DVD that accompanies the guidelines ito illustrate how some people with higher support needs have been helped to play a role in their communities.) [Financial support was provided by The Baily Thomas Foundation and the Mental Health Foundation.] more...
- Published
- 2009
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