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‘Inadequate’ colleges double-digit disaster as English and maths policy blamed. The number of general further education colleges to have been branded ‘inadequate’ by Ofsted since September has hit double figures, exclusive FE Week analysis has revealed.

‘Inadequate’ colleges double-digit disaster as English and maths policy blamed

College leaders have blamed the government’s increased focus on English and maths, pinning what they call “unfair” expectations on colleges for the rise in grade fours. Ten colleges have now been handed the lowest possible grade from the education watchdog since the introduction of the new common inspection framework in September, compared to five in the same period last year. The most recent of these was Telford College of Arts and Technology (TCAT), which had its Ofsted report published on Tuesday (June 14). All 10 colleges were slammed by inspectors for their English and maths provision, with criticism in these areas appearing in the key findings on all 10 reports. She added that “it is expected” Ofsted would focus on English and maths as improving standards in these areas “is a key government policy”. Mathematics and Numeracy as Social and Spatial Practice. BSRLM IP 21 2 9. Increasing provision in English and mathematics through planning.

Helping pupils excel at, and enjoy, mathematics. IOE Research 2015 2016 Brochure. What causes variability in school-level GCSE results year-on-year? Ofqual is today (22 April 2016) publishing research into the pattern of variability in the outcomes of school and college GCSE results as one way of understanding the extent of volatility in the qualifications system.

What causes variability in school-level GCSE results year-on-year?

Overall, in years when specifications and overall cohorts are stable, one might expect the majority of centres with entries in successive years to have very similar outcomes. Most centres display little year-on-year variation. However, some centres display large year-on-year variation and some commentators have expressed concerns that the comparable outcomes approach to awarding, in managing ‘grade inflation’, might be having a differential effect on some centres. Examples often given are of those operating in a more challenging context, for example, those with a significant percentage of students from low socio-economic status backgrounds or with speakers of English as an additional language. Factors which appear to be associated with centre variability are: Employment. Employer Consultation final report2. FUTL81. Variability in Individual Schools and Colleges 2016.docx FINAL.

Skills white paper to propose academic and vocational divide. > Leaked report plan exposes stark choice at 16 > 15 new ‘professional and technical’ routes with apprenticeship or substantial work experience The first skills white paper in a decade will bring an end to mixed provision and make 16-year-olds choose between academic courses leading to university or a new technical professional education (TPE) route into work, FE Week can exclusively reveal.

Skills white paper to propose academic and vocational divide

The document, which it emerged last week had been delayed, is likely to be controversial for fear the plans will create a two-tier system between academic schools and vocational colleges. It will reflect the recommendations of an independent panel, led by Lord Sainsbury and set up by the government to look into TPE reforms, which FE Week understands should be published later this month.

FE Week understands there will be 15 TPE routes, delivered either full-time over two years or through an apprenticeship. Editorial: Simpler at what cost? Nick Linford. Skills for life: improving adult literacy and numeracy. "Higher levels of literacy and numeracy will benefit England both socially and economically.

Skills for life: improving adult literacy and numeracy

More people will have the opportunity to live richer lives. The Department has made substantial progress since 2001 in improving the teaching of literacy and numeracy and making more people aware of the options and wanting to learn. But this is only the beginning. The Department and its partners will need to be creative and responsive if they are to reach another 1.5 million people by 2010. My report sets out some of the steps they need to take if they are to succeed. " Sir John Bourn, 15 December 2004. 040520es. Encl.7 Closing the Gap Strategy. Closing%20the%20attainment%20gap%20in%20North%20Yorkshire. Using Excel for Statistics. Using Excel for Statistics - Tips and Warnings On-line version 2 - March 2001 This is one in a series of guides for research and support staff involved in natural resources projects.

Using Excel for Statistics

The subject-matter here is using Excel for statistics. Other guides give information on allied topics. Contents 1. 2. 3. Research reveals secrets to engaging with NEET risks. Mentoring, group support, relevance to the world of work and flexibility are key to successful programmes to engage students at risk of becoming NEET (not in education, employment and training).

Research reveals secrets to engaging with NEET risks

The final report from a three-year research study into the impact of school-based programmes for engaging with NEETs has been published. It concludes that it should be possible to prevent the majority of 16 to 24-year-old NEETs from falling by the wayside, but only if they receive the right support early on. In England, as of December 2015, there are 690,000 young people aged 16 to 24 who are NEET. The problem is more acute in the north of the country, with the worst NEET rates being recorded in the North West (14.1 per cent), North East (16.1 per cent) and Yorkshire and Humberside (13.1 per cent). The lowest rate is found in the South East (9.4 per cent). The programmes included employer-focused support such as extended work experience and undertaking social enterprise qualifications.

Literacy and numeracy catch up strategies in secondary schools. 120. 120. Low-Performing Students - Why They Fall Behind and How To Help Them Succeed - en. There is no country or economy participating in PISA 2012 that can claim that all of its 15-year-old students have achieved a baseline level of proficiency in mathematics, reading and science.

Low-Performing Students - Why They Fall Behind and How To Help Them Succeed - en

Poor performance at school has long-term consequences, both for the individual and for society as a whole. Reducing the number of low-performing students is not only a goal in its own right but also an effective way to improve an education system’s overall performance – and equity, since low performers are disproportionately from socio-economically disadvantaged families.

Low-performing Students: Why they Fall Behind and How to Help them Succeed examines low performance at school by looking at low performers’ family background, education career and attitudes towards school. The report also analyses the school practices and educational policies that are more strongly associated with poor student performance. Low-Performing Students - Why They Fall Behind and How To Help Them Succeed - en. Members. Browne%20%20A%20Sociocultural%20Study%20of%20Mathematical%20and%20other%20Identities. Haavold%20%20Mathematical%20Competence%20%20What%20is%20it%20and%20what%20ought%20it%20be. Philosophy of Mathematics Education Journal edited by Paul Ernest. Searching databases using Boolean operators. Searching Online Databases. Website evaluation. Boolean Searching. What do we offer? BIS 16 36 impact of poor basic literacy and numeracy on employers. BIS 16 36 impact of poor basic literacy and numeracy on employers.

PEAR - Program in Education, Afterschool & Resiliency. Crossing the Line: Improving success rates among students retaking English and maths GCSEs. Secondary schools should cover the costs of some or all their students who fail to get a C in GCSE English or maths and end up transferring from the school to a Further Education (FE) College to take their resits.

Crossing the Line: Improving success rates among students retaking English and maths GCSEs

Crossing the Line reveals that FE Colleges are left to deal with a far greater proportion of students taking resits in GCSE maths and English compared to secondary schools and sixth form colleges. FE Colleges also take on more students who have received grades below a D and who require more intensive teaching. The numbers bear out the challenge for FE Colleges. For students who completed their GCSEs in 2011 and retook them in 2013: FE Colleges took five times more students than schools (54% compared to 10%) who retook English. The report highlights that currently, the post 16 funding system does not recognise the additional burden that FE Colleges have to take on from the failure of schools to educate their students to a C grade or above. Our research - Cambridge Assessment. Our research The validity of our assessments stems from our evidence-based and research-led approach to all developments.

Our research - Cambridge Assessment

Research is at the heart of everything we do. We have the largest research capability of its kind in Europe, with 80 researchers across the Group. Activities. Universal Basic Skills - What Countries Stand to Gain. Vocational and other qualifications quarterly: April to June 2015. The key findings for this release are: Just under 1.9 million certificates were issued, a decrease of 13% on the same quarter of 2014.

Vocational and other qualifications quarterly: April to June 2015

The number of available qualifications this quarter increased slightly from 21,043 in the previous quarter to 21,214, the highest number recorded in the last five years. The number of certificates awarded for BTEC qualifications at Level 1 / Level 2 has increased greatly compared to the same quarter of 2014 (from 7,400 to 74,000), having been added to the performance tables for 2015. CBI wrong about GCSEs, Government wrong about exam boards – Group Chief Executive.

12 October 2015 Simon Lebus gives evidence-based defence of GCSEs The Group Chief Executive of Cambridge Assessment has rejected a claim by the Confederation of British Industry that England is an “oddball” nation because its young people take GCSEs. In a speech today to the Westminster Education Forum, Simon Lebus said that John Cridland, Director-General of the employers’ organisation, was wrong to claim that England’s exam system was out of step with rest of the world.

Mr Lebus said that a study by Cambridge Assessment’s Research Division had looked at the education systems in more than 50 countries and found that more than half carry out some form of external assessment at the gateway to upper secondary education. Out of tolerance report: GCSE, AS and A level, summer 2015. Edit Your Details - Edit Your Details - GCSE maths research complete. In January we began a research programme looking at differences across the four reformed and accredited GCSE maths specifications – those of AQA, OCR, Pearson and WJEC. The work has comprised four strands: Strand 1 Based on the views of mathematicians, what is the relative mathematical demand of questions in the sample assessment materials of the specifications? Strand 2 Based on a sample of current Year 11 students sitting the sample assessment materials, what is the relative difficulty of questions across the specifications?

Strand 3 Based on maths experts’ views of students’ model answers, which questions from the specifications elicit the best mathematical problem-solving? Some thoughts on perceptions. The latest YouGov report is the 13th annual exploration of attitudes to general and vocational qualifications, as well as to Ofqual.