Find out more at the National Audit Office’s press release which links to the full report and its executive summary.

(Source: BBC News, February 23, 2007)

SCHOOLS: THE NEW OFSTED

The Office for Standards in Education (Ofsted) has been reconfigured to include the remits of a number of inspection organizations. The new Ofsted’s full name is now the Office for Standards in Education, Children’s Services and Skills.

The single entity will include the remits of the former Commission for Social Care Inspection (CSCI), the Adult Learning Inspectorate (ALI), and the Children and Family Court Advisory and Support Service (CAFCASS) inspection remit from Her Majesty’s Inspectorate of Court Administration (HMICA).

The system of inspections and data provision is a firmly established part of the government’s drive to improve quality and standards.

The new Ofsted has been established to streamline the inspection process from early years to adult learning, and avoid duplication of services.

For more information, visit the new Ofsted.

(Source: Department for Education and Skills press notice April 1, 2007)

SCHOOLS: PARENTAL CHOICE AND SCHOOL COMPETITION

Researchers at the London School of Economics’ Centre for Economic Performance (CEP) have summarized recent research papers which look at the effect of parental choice and competition on schools.

Using a sample of 2,400 primary (elementary) schools in and around London the researchers found that schools which operated their own admissions policy, and had no competition from other local schools, had lower results. Conversely there was a positive effect on performance for schools in the same situation which were in competition with other neighborhood schools.

The research questioned the assumption about urban educational disadvantage showing that students performed better in a densely populated inner-city area with a number of competing schools.

However, there was some evidence that school competition can result in increased inequality with less diversity within schools, either socio-economic or by ability.

For more details, read the article The educational impact of parental choice and school competition.

(Sources: BBC News March 14, 2007; CentrePiece Winter 2006/07)

SCHOOLS: ENGLAND MAY RAISE SCHOOL LEAVING AGE

The government has outlined a policy proposal which would raise the school leaving age in England to 18 from 2015.

The proposal, Raising Expectations, Education and Skills, would require young people to be in some form of education or training until age 18. (The school leaving age has been 16 in England since 1972.)

The proposal cites the need for better skills in a world where employment prospects are grim for a 16-year-old leaving school with no qualifications. Students could choose to be in school, at college or receiving work-based training – either full or part-time.

According to the government, 76 percent of 16-18-year-olds in England are in education or training. The target is a participation rate of 90 percent by 2015.

The existing Education Maintenance Allowance system, which helps low-income students continue their education or training, would be enhanced.

The proposal includes possible financial penalties or eventual prosecution for those who refuse to engage in the options available. The government expects that this would be a last resort for a very small number of youth.

Scotland and Northern Ireland have no plans to raise their school leaving age (16) at present. Wales is working on a strategy to keep more young people in education or training which will be issued later in the year.

Scotland’s strategy to reduce the number of young people ‘not in education, employment or training’ ( NEET) is More Choices, More Chances.

For more information on England’s policy proposals, read the consultation document Raising Expectations: Staying in education and training post-16.

(Sources: Department for Education and Skills press notice, BBC News March 22, 2007)

SCHOOLS: STUDENTS’ VIEWS ON NATIONAL CURRICULUM

The National Foundation for Educational Research (NFER) has carried out a review of research on students’ experiences of and perspectives on the national curriculum (including individual subjects, assessment and work-related learning) between 1989 and 2005.

Key findings of the review include:

• Learners tend to have a narrow view of the relevance of the curriculum, associated with perceived subject status, assessment and ‘getting grades’. Real-life connections, vocational and practical application are valued by students.

• Students’ enjoyment of the curriculum decreases across the key stages, including a dip in Year 8 (12-13 year olds) described as a year with ‘no focus’, or ‘in limbo’. However, there is some improvement in students' enjoyment during the 14-16 year old period (key stage 4) when they have optional subjects.

• The right level of challenge is important to students’ engagement, enjoyment, progression and achievement. ‘Too much writing’ and ‘too many facts’ are common sentiments from students on the manageability of the curriculum. They recommend slimmer subject content, although not necessarily less depth.

The review highlights implications for curriculum development, teaching and research. It looks at areas such as assessment, enjoyment (making learning more relevant), personalized learning, 14-19 education and skills, the role of technology and e-learning.

For more information, download and read the final report pupils’ experiences and perspectives of the national curriculum and assessment.

(Source: NFER e-bulletin January 2007)

The Chief Executive of the Qualifications and Curriculum Authority, Dr Ken Boston, has suggested that England may look at a different system of testing its children in the future.

At present, students sit national tests at ages 7, 11 and 14. Dr Boston suggests testing a sampling of students to check on standards of learning. This could also be combined with tests which check on the progress of students through the key stages. These progress tests are being piloted currently.

The government has no plans to scrap the national tests in England saying they encourage children to make progress. Critics of the tests say they cause too much work and result in teachers teaching to the test.

The Department for Education and Skills, as part of its Making Good Progress policy proposals, is looking at options for children to sit tests when they are ready rather than by age. Tests could be shorter, more frequent and better focused.

Scotland has an annual Survey of Achievement which gathers evidence from a sample of children at ages 7, 9, 11 and 13 rather than testing all children.

(Source: BBC News March 21, 2007)

SCHOOLS: BRITISH IDENTITY AND DIVERSTIY IN CITIZENSHIP EDUCATION

A study on citizenship education has concluded that a strong understanding of British history and values is essential to building more unified communities.

The report’s key recommendation is for citizenship education to include a new theme of “Identity and Diversity: Living Together in the UK”. The three existing strands of citizenship education are social and moral responsibility, community involvement, and political literacy.

Citizenship education has been a part of the national curriculum in England since 2002. The six month review was commissioned after concern about intolerance and religious extremism following the London bombings in July 2005.

The main new elements of citizenship education will be:

• encouraging critical thinking about ethnicity, religion and race, with an explicit link to political issues and values;

• using contemporary history to illustrate thinking on contemporary issues related to citizenship; and

• an understanding of the make-up of the UK, immigration, Commonwealth and Empire, the European Union and extending the franchise.

The report also gives examples of current good practice in schools and recommends improvements to teacher training and the curriculum to help the way diversity and citizenship are taught.

For more information read the Diversity and Citizenship Curriculum Review at TeacherNet.

(Sources: BBC News January 25, 2007; Department for Education and Skills press notice January 25, 2007)

HIGHER EDUCATION: SUCCESS RATES AT FURTHER EDUCATION COLLEGES

The Learning and Skills Council in England has released figures showing an increase in learner outcomes (success, retention and achievement rates) at further education (FE) colleges.

FE colleges are meeting or exceeding government targets. Over three-quarters of students (77 percent) are now achieving a qualification. This is an increase of 20 percentage points over the last six years.

The apprenticeship program now has a completion rate of 53 percent, an increase of 13 percentage points from the previous year. The target for 2007/08 is a completion rate of 59 percent.

The results suggest that FE colleges are responding to the government’s proposals, set out last year in Raising skills, improving life chances, to reform the further education sector. These proposals followed on from an in-depth inquiry into the future role of further education, known as the Foster Review, which was published late in 2005.

The Leitch Review of Skills, published recently, also outlined the role of FE colleges in helping to meet the UK’s skills challenge.

Government investment in the FE sector has increased by 48 percent in real terms since 1997. The government has also increased funding for its national employer program, Train to Gain, which helps businesses identify their skills needs, and improves the skills of the workforce.

Find out more about the record success rates in further education from the Learning and Skills Council.

(Sources: Learning and Skills Council, BBC News April 17, 2007)

HIGHER EDUCATION: SCOTLAND’S INTERNATIONAL STRATEGY

The Scottish Executive has issued a new International Lifelong Learning Strategy which aims to position Scotland as a world leader in international post-secondary education.

With colleges and universities at the heart of the strategy, it seeks to:

• Attract talent to Scotland and offer a high quality experience

• Facilitate the universal employability of all students in Scotland

• Participate actively in European and international policy development

• Lead development, capacity building and sustainability projects

• Foster international partnerships and other strategic alliances

The strategy is a collaborative project which includes the Scottish Executive, Education UK Scotland at the British Council, representatives of colleges and universities and Scottish businesses. They will now work on an action plan to implement the strategy.

For more details, read International Lifelong Learning – Scotland’s Contribution.

HIGHER EDUCATION: MORE INTERNATIONAL STUDENTS CAN WORK IN THE UK

The Scottish Executive has announced that the successful Fresh Talent initiative will be extended.

Fresh Talent enables eligible students to live and work in Scotland for up to two years following graduation. Students who hold a postgraduate certificate or a diploma will now be eligible to participate.

Find out more about Fresh Talent: Working in Scotland.

Following the success of Fresh Talent, the Home Office in England has announced the launch of the International Graduates Scheme (IGS). International students who graduate with a full degree from any UK university will be eligible to stay in the UK to seek employment for 12 months after the completion of their course.

During their leave under IGS, participants can take any type of employment or self-employment. If they want to remain in the UK beyond their leave under IGS in order to pursue their career, they can switch into various employment or self-employment categories (if they meet the relevant requirements). Students will be able to change their status from student to worker without leaving the UK.

Find out more about the International Graduates Scheme.