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.”
Aberystwyth Vice Chancellor pays tribute to community-wide efforts to control COVID-19
ABERYSTWYTH UNIVERSITY’S Vice Chancellor has paid tribute to local organisations and workers for efforts to control cases of COVID-19 in the area.
Marking the anniversary of the initial lockdown, Professor Elizabeth Treasure said that the actions of organisations such as Ceredigion County Council and Hywel Dda University Health Board had saved lives and she offered her heartfelt thanks.
Professor Treasure said: “I wanted to take this opportunity to outline my gratitude to those local partners who have worked so hard to combat COVID-19 transmission locally. Their efforts have saved lives over the past months, and we will no doubt need to continue to support them over the coming weeks and months.”
Following the Welsh Government’s decision to allow all students back to university campuses after the Easter break, Professor Treasure thanked the wider community for its support over the course of a difficult year since the start of the pandemic.
Professor Treasure added: “I am very pleased that the Government has decided that students can return for in-person teaching after the Easter break. I have received a great deal of positive feedback about the responsible actions of our students over recent months from other sections of our community.
“We are all helping to make a difference – contributing in our own ways to those life-saving efforts.
“We are fortunate to live in a community which is inclusive and welcoming, and I am so grateful for the wide support for all our work.”
On Monday 15 March 2021 the Welsh Government announced that students could return to universities after Easter for in-person teaching. Further practical details are expected to be released by the Welsh Government over the coming weeks.
As has been the case from the outset of the pandemic, Aberystwyth University is adhering to Welsh Government guidance as it plans for the return of students to Aberystwyth and to a COVID-secure campus.
In addition to initial significant contributions of PPE for healthcare workers, since the start of the pandemic the University has provided locations in Aberystwyth for public COVID-19 testing facilities and a mass vaccination centre.
U-turn on compulsory lifesaving lessons in Welsh secondary education
SCHOOLS in Wales will now teach first aid and lifesaving skills as part of the new curriculum.
Wales will join England and Scotland by introducing first aid and lifesaving kills to their national secondary education curriculum.
Kirsty Williams, Education Minister had previously rejected the calls for emergency resuscitation skills to be compulsory in school.
Cardiopulmonary resuscitation (CPR) was introduced in the secondary school curriculum in England in September 2020.
Local authorities in Scotland have also committed to introduce lifesaving skills to their secondary education curriculum.
The British Heart Foundation had backed the campaign for CPR to be taught in schools.
In a long fought battle, Suzy Davies, a Welsh Conservative Member of the Senedd for South Wales West, secured the commitment from the Welsh Education Minister in the course of debating amendments to the new Curriculum and Assessment (Wales) Bill, which will make sweeping changes to the way Welsh children are educated.
The new curriculum for Wales is planned to come into force from 2022.
Children, parents, families and medics have long argued that regular teaching of CPR in particular will raise our children to have the skills and confidence to step in and save the life of someone in cardiac arrest if they encounter them outside a hospital setting.
The commitment was included in the Welsh Conservative manifesto for the Assembly election in 2016, and Suzy Davies, the Shadow Education Minister, said:
“After 10 years campaigning for this, I was beginning to wonder if it would ever happen.
“From securing cross-party support for this in my early days as an Assembly Member, through several debates and pitches to different Ministers, on to my own proposed legislation which found favour among Senedd Members, it was difficult to understand why Welsh Government was so resistant.
“In this country, our chances of surviving a cardiac arrest outside hospital are as poor as 10%. In countries around the world where teaching CPR and defibrillator use is compulsory, those odds improve dramatically. These skills are quick and easy to learn and easy to remember.
“ Alun Davies MS – himself a cardiac arrest survivor – has rightly argued that we should be able to learn these skills at any time in our lives and that defibrillators should be a commonplace feature of our public landscape. I couldn’t agree more – but how simple it is to ingrain these skills from an early age and raise generation after generation of lifesavers.”
Under the new curriculum, teachers must follow statutory guidance made by Ministers to support various aspects of the new way of teaching. After changes guaranteed by the Education Minister, this guidance will now instruct teachers that they should teach lifesaving skills and first aid: It is no longer optional.
The mandatory teaching of life saving skills and first aid (not just CPR) has been supported by the medical profession, including paramedics and fire service co-responders, as well as charities like St. John’s Cymru, British Heart Foundation, Calon Defibrillators, Cariad and the Red Cross.
It is taught through many youth groups, including Torfaen Sea Cadets who trained Aneurin Metcalfe, the young man who saved someone’s life only this week.
Styling their way to the top
FOUR hairdressing learners: Holly Mathias, Jenna Kilgallon, Helaina Thomas and Leah Rees, recently earned themselves a place in the next stage of the Concept Hair Magazine Learner of the Year Competition.
The candidates were invited into the College to show their fully presented entries as evidence and then submitted them remotely to the Concept Hair Magazine judges in December.
The categories for the competition were: Festival Hair, Red Carpet, Old School Barbershop, Celebration of Colour and Safari.
The unique styles allowed the learners to show off their creative hair styling skills from plaits to updos, to bold colour creations.
Charlotte Jones, Hairdressing lecturer was over the moon with the learners’ success; “We were all so impressed with the creativity, dedication and enthusiasm of all the students who took part in the competition. Also, the students who supported the entries during the day and the models who gave up their time to be involved. They should all be very proud of what they have achieved. The results were amazing!”
The students worked to COVID regulations ensuring all the correct PPE and procedures were followed.
Finalist, Holly Mathias entered three categories which included; Styling Level 2 – Festival Theme, Hair Up Level 2 – Red Carpet and Avant Garde – Safari.
Holly shared her experience; “Taking part in the Concept Hair competition, has really boosted my confidence and proved that hard work really does pay off. The support from the staff at Pembrokeshire College is outstanding. I would recommend everyone to take part in this competition as not only is it an amazing experience, but it really allows you to think outside the box and be as creative as you can! I would 100% take part in this competition again.”
Holly plans to go into full-time employment when she completes her course and hopes to one day work on cruise ships or even own her own salon.
The next stage involves the candidates submitting photographic entries on the 12th March where six will be shortlisted for the national finals which is set to take place virtually in April.
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