The Teacher September October 2018
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Great Teachers: Attracting, Training and Retaining the Best
House of Commons Education Committee Great teachers: attracting, training and retaining the best Ninth Report of Session 2010–12 Volume I HC 1515-I House of Commons Education Committee Great teachers: attracting, training and retaining the best Ninth Report of Session 2010–12 Volume I: Report, together with formal minutes Ordered by the House of Commons to be printed 25 April 2012 HC 1515-I Published on 1 May 2012 by authority of the House of Commons London: The Stationery Office Limited £0.00 The Education Committee The Education Committee is appointed by the House of Commons to examine the expenditure, administration and policy of the Department for Education and its associated public bodies. Membership at time Report agreed: Mr Graham Stuart MP (Conservative, Beverley & Holderness) (Chair) Neil Carmichael MP (Conservative, Stroud) Alex Cunningham MP (Labour, Stockton North) Bill Esterson MP, (Labour, Sefton Central) Pat Glass MP (Labour, North West Durham) Damian Hinds MP (Conservative, East Hampshire) Charlotte Leslie MP (Conservative, Bristol North West) Ian Mearns MP (Labour, Gateshead) Tessa Munt MP (Liberal Democrat, Wells) Lisa Nandy MP (Labour, Wigan) Craig Whittaker MP (Conservative, Calder Valley) Nic Dakin MP (Labour, Scunthorpe) was also a member of the Committee during the inquiry. Powers The Committee is one of the departmental select committees, the powers of which are set out in House of Commons Standing Orders, principally in SO No 152. These are available on the Internet via www.parliament.uk Publications The Reports -
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Education Committee Oral evidence: Accountability hearings, HC 262 Tuesday 10 November 2020 Ordered by the House of Commons to be published on 10 November 2020. Watch the meeting Members present: Robert Halfon (Chair); Apsana Begum; Dawn Butler; Jonathan Gullis; Tom Hunt; Dr Caroline Johnson; Kim Johnson; David Johnston; Ian Mearns; David Simmonds; Christian Wakeford. Questions 417 - 515 Witnesses I: Amanda Spielman, Her Majesty’s Chief Inspector, Ofsted; and Yvette Stanley, National Director, Regulation and Social Care, Ofsted. Written evidence from witnesses: – [Add names of witnesses and hyperlink to submissions] Examination of witnesses Witnesses: Amanda Spielman and Yvette Stanley. Q417 Chair: Good morning, everyone. We are very pleased to have Ofsted here today addressing our Committee. For the benefit of the tape and those who are watching on the internet, could you kindly give your names and your position, and also if you are happy for us to address you with first names or whether you would like your full address. Amanda Spielman: I am very happy to be addressed by my first name. I am Amanda Spielman, and I am the Ofsted Chief Inspector. Yvette Stanley: Yvette Stanley, happy to be “Yvette”. I am the National Director for Regulation and Social Care at Ofsted. Q418 Chair: Thank you. Amanda, you published a report today. For the benefit of those watching, can you set out the key conclusions, as we have only heard what has been in the media? Amanda Spielman: We published a set of reports on early years, schools, further education, and children with special educational needs and disabilities. -
Download Issue 27 As
Policy & Practice A Development Education Review ISSN: 1748-135X Editor: Stephen McCloskey "The views expressed herein are those of individual authors and can in no way be taken to reflect the official opinion of Irish Aid." © Centre for Global Education 2018 The Centre for Global Education is accepted as a charity by Inland Revenue under reference number XR73713 and is a Company Limited by Guarantee Number 25290 Contents Editorial Rethinking Critical Approaches to Global and Development Education Sharon Stein 1 Focus Critical History Matters: Understanding Development Education in Ireland Today through the Lens of the Past Eilish Dillon 14 Illuminating the Exploration of Conflict through the Lens of Global Citizenship Education Benjamin Mallon 37 Justice Dialogue for Grassroots Transition Eilish Rooney 70 Perspectives Supporting Schools to Teach about Refugees and Asylum-Seekers Liz Hibberd 94 Empowering more Proactive Citizens through Development Education: The Results of Three Learning Practices Developed in Higher Education Sandra Saúde, Ana Paula Zarcos & Albertina Raposo 109 Nailing our Development Education Flag to the Mast and Flying it High Gertrude Cotter 127 Global Education Can Foster the Vision and Ethos of Catholic Secondary Schools in Ireland Anne Payne 142 Policy & Practice: A Development Education Review i |P a g e Joining the Dots: Connecting Change, Post-Primary Development Education, Initial Teacher Education and an Inter-Disciplinary Cross-Curricular Context Nigel Quirke-Bolt and Gerry Jeffers 163 Viewpoint The Communist -
Annual Report 1 August 2013 to 31 July 2014
ANNUAL REPORT 1 AUGUST 2013 TO 31 JULY 2014 3 Director’s introduction In 2013-14 we witnessed a tremendous upsurge in the movement towards evidence-based reform in education. The IEE is a standard bearer in this movement. IEE research teams are engaged in studies that aim to assess and improve learning in schools, including literacy, maths, technology, and whole-school reform. We obtained new funding for evaluations to improve children’s achievement and well-being through parental engagement and parenting programmes, science education and technology, dialogic teaching interventions, and research in developing countries. You can read more about these exciting new projects in this report. We are proud of the influence we are making in the world of education policy and research. We are actively developing relationships with schools through the rolling out of our York Informed Practice Initiative (better known as YIPI), which helps schools identify and put in place interventions to improve their students’ attainment. YIPI uses our new Evidence 4 Impact website, which we designed to help schools in their search for proven programmes. The secondment of Jonathan Sharples, our Manager of Partnerships, to the Education Endowment Foundation in London, spreads our impact even further. At the IEE we aim to share knowledge of what works and why. We continue to increase the number and scope of practical tools to help connect educators with the approaches that research shows are effective. Our e-newsletter Best Evidence in Brief continues to put readers in touch with recent original research. Best Evidence in Brief now has more than 14,000 recipients As the IEE continues to grow in size and influence, it is worldwide. -
The Need for Policy Stability in Education a Critique Of
THE NEED FOR POLICY STABILITY IN EDUCATION A CRITIQUE OF EDUCATION POLICY FORMATION: RESEARCH AND ANALYSIS (ENGLAND) In its 2015 analysis of education policy in the UK, as compared to other An Institute of Government report in 2017 described an jurisdictions, the OECD singled out the UK system as being particularly education environment of ‘costly policy change and churn: subject to churn. In the UK, ‘rather than build on the foundations laid by New organisations replace old ones; one policy is ended previous administrations, the temptation is always to scrap existing while a remarkably similar one is launched’ (Norris and Adam initiatives and start afresh’ (OECD 2015, 152). 2017, 3). Version 3.0 18.2.20 (see end for version control) V 2.0 17th December 2019 Wall, Warriner, Luck – December 2019 1 The need for policy stability in education: content 1. EXTENT OF POLICY CHANGE IN EDUCATION 2. EXAMPLES OF POLICY CHANGE AND CHURN 3. PROBLEMS CREATED BY CONSTANT CHANGE 4. INSTITUTIONAL ENABLERS OF CHANGE 5. FACTORS DRIVING SO MUCH CHANGE AND CHURN 6. LESSONS FROM OVERSEAS 7. CONCLUSIONS AND RECOMMENDATIONS Wall, Warriner, Luck – December 2019 2 EXTENT OF POLICY CHANGE IN EDUCATION Slides • Summary: policy change and churn is the dysfunctional characteristic of Education in England • There have been over 80 Government Acts relating to Education since 1979 • Education Acts have run at three to five times other departments • The House of Lords highlighted the greater issue with “secondary legislation” in 2009 • Statutory Instruments have run at an average of 88 per year since 1988 • Statutory Instruments determine policy in the most critical areas of Education • Education Acts are constantly reworked so there is no continuity • The extent of existing policy makes it incomprehensible Wall, Warriner, Luck – December 2019 3 There have been over 80 Acts relating to education since 1979 • Education in England is characterised by high levels of ‘policy churn’ and this is driven through government legislation. -
The Chancellor Must End Austerity Now – It Is Punishing an Entire Generation
Stiglitz, J., Ha-Joon, C., Graeber, D., Pettigor, A., Dorling, D., Sassen, S. et al. (2017) The chancellor must end austerity now – it is punishing an entire generation, letter, The Guardian, November 19th, https://www.theguardian.com/society/2017/nov/19/the-chancellor-must-end-austerity- now-it-is-punishing-an-entire-generation The chancellor must end austerity now – it is punishing an entire generation Alongside the human costs, cuts have hurt our economy, and we’ve now reached a dangerous tipping point, say Joseph Stiglitz, Ha-Joon Chang and 111 others Public sector workers protest against cuts. Photograph: Oli Scarff/Getty Images Letters, Sunday 19 November 2017 19.11 GMT Seven years of austerity has destroyed lives. An estimated 30,000 excess deaths can be linked to cuts in NHS spending and the social care crisis in 2015 alone. The number of food parcels given to impoverished Britons has grown from tens of thousands in 2010 to over a million. Children are suffering from real-terms spending cuts in up to 88% of schools. The public sector pay cap has meant that millions of workers are struggling to make ends meet. 1 Alongside the mounting human costs, austerity has hurt our economy. The UK has experienced its weakest recovery on record and suffers from poor levels of investment, leading to low productivity and falling wages. This government has missed every one of its own debt reduction targets because austerity simply doesn’t work. The case for cuts has been grounded in ideology and untruths. We’ve been told public debt is the outcome of overspending on public services rather than bailing out the banks. -
Congress Report 2004
Congress Report 2004 The 136th annual Trades Union Congress 13-16 September, Brighton Contents Page General Council members 2004 – 2005-03-15………………………………..4 Section one - Congress decision…………………………………………...........7 Part 1 Resolutions carried.............................. ………………………………………………8 Part 2 Motion remitted………………………………………………… ............................30 Part 3 Motion Lost…………………………………………………….................................31 General Council statement on Europe………………………………….……. ......32 Section two – Verbatim report of Congress proceedings Day 1 Monday 13 September ......................................................................................34 Day 2 Tuesday 14 September……………………………………… .................................73 Day 3 Wednesday 15 September...............................................................................119 Day 4 Thursday 16 September ...................................................................................164 Section three - unions and their delegates ............................................187 Section four - details of past Congresses ...............................................197 Section five - General Council 1921 – 2004.............................................200 Index of speakers .........................................................................................205 3 General Council Members John Hannett 2004 – 2005 Union of Shop Distributive and Allied Workers Dave Anderson Pat Hawkes UNISON National Union of Teachers Jonathan Baume Billy Hayes FDA Communication -
Download the 12 Days of Canvas
SPECIAL CHRISTMAS EDITION 2018 BY THE12 DAYS OF CANVAS THE 12 DAYS OF CANVAS As 2018 draws to an end and the spirit of Christmas is upon us, at Saxton Bampfylde we have collated our own special series: ’The 12 Days of CANVAS’. This is a celebration of leadership from those we have had the honour of interviewing in 2018 for our insights publication, CANVAS. The open and honest thoughts individual was emphasised through reflected in these selected pieces many of our discussions, particularly highlight the depth of insight, as we enter a world of automation reflection, dedication and hopefulness and Artificial Intelligence. With this that exists amongst the leadership emphasis on human behaviour, all of of those sectors we work with. The our leaders highlighted the need to themes have been varied as would work more closely together, express be expected from conversations diversity of thought, and collaborate spanning so many sectors. However, through partnership working. what has shown is how much synergy exists across public, private We first started CANVAS in 2016 and not-for-profit life in the UK and and since then have produced 20 beyond. Change is a constant; that editions. Our readership has reached is overwhelmingly acknowledged. thousands of executives and board Political, economic, technological, leaders in the UK and globally. We and social change is everywhere. hope these selected interviews from This ever-changing environment has the past 12 months inspire, provoke given rise to a widespread focus on thought, start conversations and spur innovation. action. We hope you enjoy ‘The 12 days of CANVAS’ and welcome any Our conversations with leaders comments and thoughts you may made it clear that this is evident and have on the themes raised. -
HMG Scholarships Cluster Review March 2015
HMG Scholarships Cluster Review March 2015 The review was conducted by: Amanda Spielman, Chair of Ofqual. 1 Contents Executive Summary 3 Recommendations 6 Context, Purpose and Scope 9 Rationale 12 Implementation 16 Scheme Descriptions 21 Scheme Allocation 27 Scheme Oversight 31 Scheme Phases 33 Scheme Finances 38 Annexes 45 A – Terms of Reference 46 B – 2013 Triennial Review of CSC - Recommendations 48 C – 2013 Triennial Review of MACC - 50 Recommendations D – 2014 Internal Review of the Chevening 52 Programme - Recommendations E – Commonwealth Scholarship Scheme Overview 54 F – Marshall Scholarship Scheme Overview 55 G – Chevening Scholarship Programme Overview 56 H – Newton Fund Overview 57 I – Chevening Administration Cost Efficiencies – 59 note prepared by ACU J – Scholarship Country Coverage 62 K – Stakeholders Consulted 67 2 Scholarships Cluster Review Executive Summary Context This cluster review follows the individual triennial reviews of the two scholarship non- departmental public bodies(NDPB), the Commonwealth Scholarship Commission (CSC) and the Marshall Aid Commemoration Commission (MACC), as well as an internal review by the FCO of the Chevening scholarship scheme. Its aim was to find whether there is scope for further efficiencies and synergies, and if so what structure, administration or delivery might realise those improvements. Scholarship schemes build soft power, in the short and long term; they promote international development; they enhance the reputation of UK universities; they recognise and promote the highest standards of intellectual achievement; they build international academic communities; they recognise and promote the highest standards of intellectual achievement; and they project British excellence abroad, promoting the UK internationally as a place to visit, study and do business. -
Curriculum Design and Delivery
CURRICULUM In a new seven-part series, Matt Bromley will look at the central tenets of an Curriculum design effective curriculum and how to design and deliver this. He begins with a general and delivery: Part 1 discussion about what a good curriculum should look like n June 2017, the chief inspector of schools, Amanda Spielman, gave a speech at the Festival of Education in which she advocated a broad and balanced school curriculum. All too often, she argued, schools lose sight of the real substance of education: “Not the exam grades or the progress scores, important though they Iare, but instead the real meat of what is taught in our schools and colleges: the curriculum.” She said that although education had to prepare young people to succeed in life and make their contribu- tion in the labour market, “to reduce (it) down to this kind of functionalist level is rather wretched”. Education, she argued, “should be about broadening minds, enrich- ing communities and advancing civilisation”. Intent, implementation and impact As a response to Ms Spielman’s call to arms, the curriculum will feature more prominently in Ofsted’s next Common Inspection Framework (CIF), due for release in 2019. It is likely to be under a new judgement area called “the quality of education”. In an Ofsted blog in October 2017 Sean Harford said: “Without (the curriculum), a building full of teachers, leaders and pupils is not a school. If pupils don’t get the benefit of a rich and deep curriculum then they will have learnt too little and made little progress.” Mr Harford bemoaned the fact that, in recent years, “there has been a lack of reflection on the design, con- tent and implementation of curriculums” and that, even today, there is “a lack of coherent debate and discussion about the curriculum”. -
Appendix 1 (See Paragraph 1.12)
Appendix 1 (see paragraph 1.12) List of Trade Unions at 31 March 2018 Notes: Italics Denotes a trade union first entered in the list during 1 April 2017 to 31 March 2018. * Denotes a trade union holding a certificate of independence at 31 March 2018. (P) Denotes a trade union with a political fund resolution in force at 31 March 2018. England and Wales * Accord * Advance *Affinity Aircrew Officers Association Europe Alliance for Finance * Artists’ Union England ASPSU * Associated Society of Locomotive Engineers and Firemen (P) * Associated Train Crew Union * Association for Clinical Biochemistry & Laboratory Medicine, The * Association of Educational Psychologists * Association of Local Authority Chief Executives * Association of Revenue and Customs * Association of School and College Leaders * Bakers Food and Allied Workers Union (P) Balfour Beatty Group Staff Association BLUECHIP STAFF ASSOCIATION Boots Pharmacists’ Association (BPA) * Britannia Staff Union * British Air Line Pilots Association * British Association of Dental Nurses * British Association of Journalists * British Association of Occupational Therapists Limited * British Dental Association * British Dietetic Association * British Medical Association * British Orthoptic Society Trade Union 48 Cabin Crew Union UK * Chartered Society of Physiotherapy City Screen Staff Forum Cleaners and Allied Independent Workers Union (CAIWU) * Communication Workers Union (P) * Community (P) Confederation of British Surgery Currys Supply Chain Staff Association (CSCSA) CU Staff Consultative -
For Promoting 3-19 Comprehensive Education
FORUM for promoting 3-19 comprehensive education Summer 1994 Volume 36 Number 2 ISSN 0963-8253 Dearing's Legacy Scots Innovations Politics and Curriculum Teacher Education No Opting Out TRIANGLE Contents EDITORS CLYDE CHITTY, School of Education, University of VOLUME 36 NUMBER 2 1994 Birmingham (also Book Reviews Editor) LIZ THOMSON, Bishop Grosseteste College, Lincoln Editorial. Mischievious Experiments 35 NANETTE WHITBREAD, WEA and Adult Basic MYRA BARRS. The Road Not Taken 36 Education, Leicestershire BRIAN BARTLETT. Teacher Assessment post-Dearing 39 EDITORIAL BOARD MICHAEL ARMSTRONG, Harwell County Primary WYNNE HARLEN. Scotland's Curriculum Reform 42 School, Oxfordshire (Chairperson) JAN WILSON. Early Years Curriculum 44 MYRA BARRS, Centre for Language in Primary ANN LANCE. The Case for Continuity 46 Education, London BEN COLLINS & KATH LEE. Independent ANNABELLE DIXON, Holdbrook JMI School, Waltham Cross, Hertfordshire Flexible Learning 48 MARY JANE DRUMMOND, University of Cambridge ERIC ROBINSON. Politics and Curriculum 50 Institute of Education ANTONY LUBY. Teaching for Democracy 52 LEE ENRIGHT, Emmanuel Middle School, Verwood, DAVID BLAKE. Teacher Education Reforms? 54 Dorset ELAINE KING. Campaigning against Opting Out 57 LYNDON GODSALL, Westhill College and GEORGE SMITH. Inspecting HMI: a response 59 Foundry School, Birmingham CLYDE CHITTY. Learning to Succeed 61 ANDY GREEN, Post-16 Education Centre, Institute of Education, University of London Book Reviews 62 DAVID MARTIN, Chenderit School, Banbury ROGER OSBORN-KING, Triangle Journals Ltd DAVID TOMBS, Lampton School, Hounslow and Roehampton Institute of Higher Education HONORARY EDITORS Edward Blishen, Roger Seckington, Brian Simon Editorial correspondence, including typescript articles (1500-2000 words) and contributions to discussion (800 words maximum) should be addressed to: Nanette Whitbread, Beaumond Cottage, East Langton, Market Harborough, Leicestershire LEI6 7TB, United Kingdom.