MANY British adults are showing signs of pessimism about the state of education in schools, but are ready to place their hope in teachers who take a more experimental approach, a new survey has found.
The poll of 2,000 adults by the charity Pro Bono Economics, has found that only one in four British people (27%) believe that children today get a better overall primary and secondary school education than they did. As many as 43% say that schools are worse than they were in their day, while just 14% believe that there is no difference compared to the proverbial best days of their lives.
Meanwhile, the public mood among adults implies that there are fewer guarantees of security when it comes to jobs, finances, owning a home and a comfortable retirement.
Comparing today’s school children to their parents:
- Two-thirds (65%) of British adults think that today’s young people will be less likely to own their own home;
- 57% say they will have less job security;
- 54% say they will be less likely to benefit from a good pension;
- 47% say they will be worse off financially.
On a more optimistic note, only one fifth (27%) of respondents say that today’s children will be less likely to move to a more affluent area than their parents, and just 22% believe they will be less happy with their job and their lives overall. A mere 19% predict that today’s children will be less likely to attend university or go on to further education. But pessimism returns when it comes to comparing the future lives of today’s young people and the current life of their parents: only 6% of respondents feel that they will not be worse off in any way.
In their efforts to help young people reach further education, and improve their life chances and social mobility, some schools have been adopting behavioural science techniques – also known as ‘nudges’ – with the aim of improving academic achievement and attendance. This approach appears to have the support of many members of the public.
With the Education Policy Institute reporting that a large number of local authority-maintained schools are now spending beyond their means, the survey reveals that many now believe it is time to take a new approach to improving children’s education, attendance and grades. Over four in ten (44%) feel that teachers should be allowed to experiment with new approaches, and 26% believe teachers should test new approaches before they are more widely adopted. Only 12% think that teachers should continue as they are, adopting consistent, accepted approaches that are believed to favour academic progress.
“In less than a decade, behavioural science has moved from the fringes to the heart of policy,” says Dr David Halpern, Chief Executive of the Behavioural Insights Team, who delivered the Pro Bono Economics Annual Lecture on Wednesday (March 28) at the Royal Society.
“Successive governments around the world have seen the benefits of introducing a more realistic model of human behaviour to public services. Our own trials in education have shown how interventions as simple and low-cost as a text message can have transformative effects – from increased attendance to improved pass rates. Experimental and behavioural approaches are both unlocking new solutions and improving old ones.”
Behavioural approaches have also helped encourage the much wider use of experimental methods – notably the randomised control trial – in routine policymaking. In the UK, this empiricism has found expression in the ‘What Works’ movement and network, and in the creation of independent What Works centres covering education, crime, early intervention, local economic growth, well-being, better ageing and, most recently, youth social work.
In his Pro Bono Economics lecture, Dr Halpern will explore the dimensions and potential of the What Works movement. In particular, he will examine the cutting-edge power of the behavioural approach when it comes to education and social mobility, while identifying the barriers that still limit its enormous possibilities.
Julia Grant, Chief Executive of Pro Bono Economics, commented: “Whether or not our education system really is better or worse than a generation ago, this survey indicates that many British adults don’t believe that young people are being properly prepared for the world beyond school. No matter whether they are planning on university, another form of further education or the workplace, there is a feeling that limits are being put on their life chances.
“The positive we can take from these findings is that people are willing to put aside their scepticism and embrace more experimental approaches to improving children’s learning, attendance, grades and access to further education.
“Collectively, we need to move away from the orthodoxy of approaches that are supported by little or no evidence of their impact and adopt new, experimental approaches that produce evidence to demonstrate their immediate success or failure.”
Seren and Sbarc kick off new series of books with a story to coincide with Rugby World Cup
WELSH Government and WRU announced a partnership to encourage more school children to use Welsh.
They have been inspiring school children to use Welsh in and out of the classroom for a while, but Siarter Iaith mascots Seren a Sbarc have now moved on to the next level with their very own book. Released as part of a partnership, the book will be issued to all primary schools in Wales to encourage children to read more Welsh and to cheer Wales on in Welsh.
The book, Seren a Sbarc yn Achub (Cwpan) y Bydysawd (Seren a Sbarc Save the Universe (Cup)), written by Elidir Jones and illustrated by Huw Aaron, tells the tale of the heroic characters fighting off monsters and villains using the skills they have learnt through rugby and speaking Welsh.
The book gives children and parents fun way of learning and using Welsh through rugby, as the nation eagerly watches Wales on their World Cup journey.
All primary schools in Wales will receive copies of the book to help inspire the next generation of Welsh speakers as part of the Siarter Iaith.
Minister for International Relations and Welsh Language, Eluned Morgan, said: “As rugby fever grips the country, children right across Wales will be reading about the heroic antics of Seren and Sbarc as they fight off monsters with their fantastic Welsh and sport skills! This exciting project with the WRU is a great way of inspiring the next generation of Welsh speakers, and future rugby players. Rugby is a sport that brings the nation together and the Welsh language is a big part of that.”
To launch the book, Seren and Sbarc joined pupils of Ysgol Bro Allta in Ystrad Mynach for a busy day of rugby practice and sending good luck messages to the Wales team. Dragons players Aaron Jarvis and James Benjamin also joined the Year 5 and 6 pupils as they carried out tasks from the WRU Digital Classroom resource, launched to inspire pupils to achieve in all areas through rugby.
Ceredigion Schools Succeed in Exam Results
The GCSE exam results published today (22 August) by the WJEC show that very high standards are being maintained in Ceredigion schools.
98.8% of entries for WJEC exams were graded A* to G, with 24.9% of the entries achieving A* and A grades. 72.5% of entries were graded A* to C.
Councillor Catrin Miles is the Cabinet member responsible for Learning Services. She said, “We are delighted with Ceredigion pupils’ achievements in a wide range of subjects. They have proven once again that hard work and commitment leads to success. I would like to sincerely thank staff and governors for their leadership and their continued support for our pupils. We wish the young people of Ceredigion the very best as they confidently progress on their chosen path.”
The following table provides the figures for Ceredigion and Wales:
Grade A* – A 24.9% 18.4%
Grade A*-C 72.5% 62.8%
Grade A*-G 98.8% 97.2%
Compared with the Welsh average, an additional 6% of Ceredigion entries achieved A*-A grades and, in the case of A*-C grades, Ceredigion’s entries achieved almost 10% more than the Welsh average.
GCSE joy at Ysgol Uwchradd Aberteifi
There was delight at Ysgol Uwchradd Aberteifi yesterday as students celebrated the GCSE results.
Headteacher Nicola James said: “In a year when key performance measures have changed, it is pleasing to note that our Capped 9 score (the pupils’ best 9 GCSE results including Numeracy, Literacy and Science) has increased to over 400.
“Our focus is on maximising the progress of every pupil across a broad range of subjects, and most of our students sat between 12 and 14 GCSEs or equivalent qualifications.
“We are proud of the achievements of all our students, which are the result of their hard work and the input of our excellent teaching and support staff who ensure high quality learning experiences and pastoral care for all students.
“I congratulate everyone on their success.”
There were many noteworthy individual successes, including: Catrin Rees 9A*, 4A; Sarah Greenshields 8A*, 6A; Emily Cross 6A*, 6A, 2B; Lleucu Berwyn 5A*, 6A, 1B; Lol Maskell 4A*, 7A, 4B; Tessa Hieatt 2A*, 9A, 3B; Georgia Harrington 2A*, 8A, 4B; Lowri Adams-Lewis 2A*, 8A, 3B,1C; Ewan Kelly 2A*, 6A, 5B; Ashleigh Gordon 2A*, 6A, 4B, 1C; Hatty Francis 9A, 4B, 1C; Amy Dangerfield 8A, 5B, 1D; Rhys Hughes 1A*, 6A, 7B; Emily Holmes 7A, 4B, 2C.
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