Creative Teaching & Learning

Survey highlights UK drowning problem

The latest research findings released by the Royal Life Saving Society shows that one in 10 people know someone who has died as a result of drowning, with nearly one in five knowing someone who has nearly drowned.

The survey was carried out as part of the charity’s national annual campaign Drowning Prevention Week, which aims to promote water safety and cut down the number of accidental drowning incidences in the UK, as well as raise money to support families affected by drowning and near drowning.

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      string(357) "... achieving the rites-of-passage experiences young adults expect – moving away from home, buying a property, getting married, having children.At the heart of the problems with Britain’s HE expansion has been many universities recasting themselves from being centres of academic excellence dedicated to educating the academically able into ..."
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      string(353) "Lower entrance requirements and irrelevant courses are creating a glut of graduates but a shortage of qualified job applicants. David Craig and Hugh Openshaw highlight that massive student debt and devaluation of degrees are becoming the norm and that young people are bearing the brunt of a system that rewards aggressive recruitment policies."
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      string(5049) "money loaned to students by taxpayers will be repaid. Within 20 or so years, taxpayers will find themselves footing a bill of close to £100 billion of unpaid student loans. But by then most of today’s politicians will long since have retired with their lucrative MPs’ pensions, seats in the Lords and a few company directorships. So, why should they worry? As for the hundreds of thousands of students who will graduate with little to no chance of ever finding a graduate job, much of their working lives will be blighted by their massive debts which will hinder their chances of achieving the rites-of-passage experiences young adults expect – moving away from home, buying a property, getting married, having children.At the heart of the problems with Britain’s HE expansion has been many universities recasting themselves from being centres of academic excellence dedicated to educating the academically able into becoming corporate, profit-making businesses. Many of them have taken on the attributes of businesses – overpaid chief executives, marketing departments, armies of management consultants to develop mission statements and new management structures and a continual focus on the bottom line – profit. For these businesses, the name of the game has been to introduce and expand the courses which are cheapest to run and which are likely to attract the largest numbers of fee-paying students, irrespective of whether those students have any chance of finding a job after graduation.As for the universities, they seem to be drowning in money since the fees increase. In just a few years, university reserves have shot up from around £14 billion to over £44 billion. This has led to a building spree as universities splash the cash on new facilities and campuses in the expectation of ever-rising student numbers.It’s possible that our HE expansion will continue. A survey conducted by the Institute for Education prior to the 2012 fees increase from £3,000 a year to over £9,000 a year found that 97 per cent of parents wanted their children to go to university. But there’s also a real chance that our universities have created a massive bubble and history has shown us that, in time, all bubbles burst. Already some school-leavers and parents are starting to question the value of a degree and are choosing apprenticeships and starting jobs rather than university. Partly due to this and partly due to a fall in the number of 18- to 19-year-olds, the number of people applying to university has declined in the last three years. The reaction from universities, eager to fill their courses with lucrative students, was immediate – a staggering rise in the number of unconditional offers to school-leavers from 2,985 in 2014 to 67,915 this year – a move many critics compared to ‘bribery’. However, as ever more graduates flood onto the jobs market with huge debts and little chance of a job enabling them to repay those debts, disillusionment in a university education may spread and universities might be accused of profiteering at students’ expense and be engulfed in similar scandals to those of MPs over their expenses and of bankers after the 2008 crash. Already we’re seeing students suing their universities for misleading them into taking courses that had no chance of ever living up to the golden promises in the universities’ marketing prospectuses and several universities have been forced by the Advertising Standards Authority to withdraw inaccurate claims in their marketing materials.As more people become aware of the gap between the universities’ marketing and reality, our universities may face a crisis of falling applications and thus falling revenue. The challenge will be how they deal with this crisis. What they should consider are things like offering students more flexibility with one-year diplomas and two-year degrees, reducing the numbers of useless courses and the numbers of students on the most useless courses and curbing the over-supply of students on vocational courses like Psychology and Law. At the same time, the Student Loans Company should reconsider whether someone with 3 Ds or worse at A level really should be automatically entitled to borrow up to £50,000 of taxpayers’ money when the likelihood of them repaying this is vanishingly small.Sadly, it looks unlikely that our increasingly bloated university sector will come together to pro-actively manage the possible fall in student numbers and income. Instead, we can expect a free-for-all in which the universities fight aggressively to recruit course fee fodder in the hope that someone else will go bust before they do, thus leaving fewer institutions squabbling over an ever-diminishing cake. We can look forward to interesting times in the UK’s HE system.This article is based on the book “THE GREAT UNIVERSITY CON: How we broke our universities and betrayed a generation” by David Craig and Hugh Openshaw, published by The Original Book Company. "
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Leadership

Higher Education and the Betrayal of the Next Generation

12 Sep 2018

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      string(322) "... executive’ level. It is often in the pre-supervisory roles that people get their first taste of the difficulties of workingwith other people.In a survey of 60 UK companies (Oliver and Vincent 2000), the three mosteffective ways of developing people at work were found to be coaching, work-based ..."
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      string(5630) "job, it is common to see organisationsimplementing actions that are intended to maximise such development.The more enlightened organisations are recognising the value of personaldevelopment as a retention tool. A recent Hay Group study on retentionshowed that the primary reason employees leave organisations is that they feelthey are not adequately using their skills and abilities. Most employees thinklong term about their careers and want to know that they are able to use theirskills, and develop new ones, in order to make career progress. Examplesinclude:Increased focus on formal or informal coaching and mentoringprogrammes.A managed approach to job moves, one that takes account of individualdevelopment priorities as well as the defined job accountabilities required.It may explicitly countenance a degree of risk or compromise with respectto short-term job deliverables, if the longer-term outcome is effectivedevelopment.A development focused approach to role design, that pays attention to thecreation of the best possible development opportunities within roles as wellas the more tangible job outputs required.Programmes to facilitate less traditional job moves, such as lateral cross-functional transfers, or international secondments, which broaden andenrich individual experience.Growing Tomorrow’s School Leaders © Hay Group 2006 page 15 of 78In recognition of the fact that development does not result only from jobmoves, a developing tendency to identify wide-ranging projectopportunities with specific development objectives attached.Creation of more formal infrastructures to identify and capitalise uponexisting on-the-job development opportunities.An emphasis that is now more on opportunity planning than careerplanning, in order to help individuals and their managers to focus on howbest to develop the required attributes rather than the next step up the careerladder.Individually-driven development contracts, based on an honest view of theorganisation’s assessment of current potential and supported by theorganisation, but ultimately owned by the individual.4.4 Evidence of what leadership development activitiesworkIn a McKinsey report (1998) it was reported that only 3 per cent of the 6,000executives occupying the top 200 positions in 50 large US corporationsstrongly agreed that their organisation developed talent quickly andeffectively. In no area of executive development – job rotation, traditional(internal and external) training programmes or mentoring – did a majority ofthese executives believe that their employers were doing a good job.Organisations develop executives in various ways; for example, by givingthem feedback, coaching, mentoring, job re-design, assignments and training.There is now a substantial amount of research showing which specificexperiences have the most developmental potential. These experiences can besorted into four broad categories: on-the-job assignments; working with otherpeople (specifically hierarchical superiors); hardship and setbacks (‘learningfrom experience’); and ‘other’ which includes training programmes andexperiences outside of work. McCall (1998) identified 16 differentdevelopmental experiences:AssignmentsEarly work experiencesFirst time supervisionBuilding something from nothingFix it/turn it aroundProject/task forceIncrease in job scopeGrowing Tomorrow’s School Leaders © Hay Group 2006 page 16 of 78Hardships and setbacksIdeas failure and mistakesDemotions/missed promotionsSubordinate performance problemBreaking a rutPersonal traumasOther peopleRole models (superiors with exceptional qualities)Values playing out (snapshots of senior leadership behaviour thatdemonstrate corporate values)Other eventsCoursework (formal courses)Purely personal (experiences outside of work)This list is highly significant in that it indicates the wide variety of activities,other than formal training programmes, which impact on the development ofpotential leaders, and underlines the fact that leadership development beginslong before a person reaches ‘executive’ level. It is often in the pre-supervisory roles that people get their first taste of the difficulties of workingwith other people.In a survey of 60 UK companies (Oliver and Vincent 2000), the three mosteffective ways of developing people at work were found to be coaching, work-based assignments and internal training. If coaching is done effectively it doesnot require major investments in training provision or time away from theworkplace. Coaching is directly related to work which removes the problem ofhow to transfer learning from training courses and other types of developmentback to the job.But there are issues about how effective generally is coaching. The studyfound that the group which is least committed to the development of people isthe line managers, the very people who many organisations rely on to do thecoaching. 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Leadership

Growing Tomorrows School Leaders: The Challenge

6 Jul 2017

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      string(5254) "ResourceTACKLING BULLYING IN SCHOOLSOriginal DocumentTackling bullying in schools – A survey of effective practice. This 21-page document by Estyn, the Wales inspectorate for education and training, reports on effective practice in tackling bullying. The report highlights progress made, and how the most effective schools have well-developed strategies that are part of school life. The report includes case-studied projects that seek to curb bullying by mobile phones – an increasing problem across the UK – and on home-to-school transport.KeywordsBullying, strategy, best practiceSummaryBullying is aggressive or insulting behaviour by an individual or group, often repeated over a period of time, that intentionally hurts or harms. Research shows that bullying can have a destructive impact on the lives of young people. For some, it can have long-term effects causing distress and damage to social and emotional development. This report highlights some of the best practice in schools for dealing with bullying.Main findings:Best practice occurs where positive leadership promotes a strong ethos of respect for all members of the school community, including respect for difference and diversity.Best practice also occurs where:· Schools deploy staff to ensure that opportunities for bullying and other types of oppressive behaviours are kept to a minimum;· All teaching and non teaching staff share the responsibility of ensuring that the school is a safe place;· School staff themselves do not use bullying strategies, such as sarcasm or derogatory names or nicknames, in dealing with pupils;· School staff regularly consult pupils about bullying and other issues; and· Pupils feel confident that their views and concerns are listened to by adults and will be dealt with effectively.The most effective schools include voluntary and community organisations and groups to make their school safe. All adults in these schools, including the staff, parents and transport companies work and plan together to make the school a safer place. Members of local communities, police and voluntary organisations work with effective schools to ensure that pupils are safe, both whilst on school premises and also whilst travelling to and from the school.In the most effective schools:· Pupils communicate their concerns through a range of well-developed strategies that become part of school life, such as ‘suggestion’ boxes where pupils can indicate their concerns anonymously on a range of issues, including bullying, if need be;· Advocacy services encourage pupils to talk about their concerns with outside providers; and· Careful records of incidents of bullying, their frequency and severity identify where and when pupils are most vulnerable and inform policy and practice.The most effective LEAs recognise the importance of taking a wide view of the issues surrounding bullying. These authorities co-ordinate training and advice to schools, including support from voluntary agencies. A number of LEAs produce good information for pupils.A number of LEAs designate officers to co-ordinate the approach to bullying issues across schools. These officers may be teachers seconded from their schools, advisory teachers for personal and social education, or members of the educational psychology service. Having a designated officer sends a clear message that the LEA takes the issue seriously and has a strategic vision for supporting and improving school practice.ActionRecommendationsThere are a number of ways in which schools and LEAs can improve what they do to prevent bullying and respond effectively when bullying does occur. Schools should:· Provide a clear definition to pupils and parents of what bullying is and why it is unacceptable;· Consult with staff, pupils, parents and other interested groups on strategies for reducing incidents of bullying;· On the basis of this consultation, draw up an anti-bullying policy that meets the needs of the school and is reviewed periodically;· Create an environment where pupils feel able to talk openly about a range of concerns;· Audit school routines on a regular basis so as to keep to a minimum the places and times where pupils may be vulnerable to bullying;· Use the curriculum to support the anti-bullying message;· Promote issues relating to diversity in a positive light;· Make training available to adults who supervise groups of pupils;· Record incidents of bullying carefully and use this data to inform policy and practice;· Work closely with their LEA in order to develop a range of expertise and resources; andIntroduce some of the ‘good practice’ strategies and tactics from the case studies in this report.LEAs should:· Provide clear leadership and practical support for schools in developing their anti-bullying strategies;· Provide school staff, and other adults, with good training in promoting safe schools; and· Liaise with agencies from the voluntary sector and use their expertise to formulate comprehensive anti-bullying strategies.NotesAuthorRaspal Chima, Questions PublishingDate CreatedJune 2006Enquiries to:rchima@qiis.co.uk (Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
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Leadership

Tackling bullying in schools – A survey of effective practic

1 Jan 2005

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      string(5119) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.SURVIVING OR THRIVING? THE STATE OF THEUK’S MENTAL HEALTHKeywordsMental healthproblems,stressors,population,teachers, self-reported, lifecircumstances,supportSummaryThis NatCen report commissioned by the Mental Health Foundation aims to understand theprevalence of self-reported mental health problems, levels of positive and negative mentalhealth in the population, and the actions people take to deal with the stressors in their lives.The report highlights that we are not all on level playing field when it comes to experiencing goodmental health. There are steps that we can all take individually to protect and sustain our mentalhealth but our ability to do so is affected by our life circumstances and by social disadvantage such asloneliness and low income. The report argues for a universal approach to support everyone’s bettermental health, including placing greatest priority where the risks are greatest.Key Findings: ■ Only a small minority of people (13%) report living with high levels of good mental health. ■ People over the age of 55 report experiencing better mental health than average. ■ People aged 55 and above are the most likely to take positive steps to help themselves dealbetter with everyday life – including spending time with friends and family, going for a walk,spending more time on interests, getting enough sleep, eating healthily and learning new things. ■ More than 4 in 10 people say they have experienced depression. Over a quarter of people saythey have experienced panic attacks. ■ The most notable differences are associated with household income and economic activity –nearly 3 in 4 people living in the lowest household income bracket report having exprienced amental health problem, compared to 6 in 10 of the highest household income bracket. ■ The great majority (85%) of people out of work have experienced a mental health problemcompared to two thirds of people in work and just over half of people who have retired. ■ Nearly two-thirds of people say that they have experienced a mental health problem. This rises to7 in every 10 women, young adults aged 18-34 and people living alone.Conclusions ■ Current levels of good mental health are disturbingly low. The barometer of success of any nationWeek Commencing 5th July 2017https://www.mentalhealth.org.uk/sites/default/files/surviving-or-thriving-state-uk-mental-health.pdfhttps://www.mentalhealth.org.uk/sites/default/files/surviving-or-thriving-state-uk-mental-health.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.is the health and wellbeing of its people. We have a long way to go before we can say that weare a thriving nation. Although we have made great strides in the health of our bodies and our lifeexpectancy, we now need to achieve the same for the good health of our minds. ■ The survey suggests that our collective mental health is deteriorating. Overall most of us reportexperiencing a mental health problem in our lifetime. However, young adults report this ata higher level, despite having had fewer years in their lives to experience this. While theremay be an element which reflects a greater ease at acknowledging a mental health problem,nevertheless this suggests a real and emerging problem. It is possible that it is linked to greaterinsecurities in life expectations for work, relationships and homes. The reasons and solutionswarrant investigation. ■ The figures show that the experience of poor mental health, while touching every age anddemographic, is not evenly distributed. If you are female, a young adult, on low income, livingalone or in a large household, your risks of facing mental ill health are higher.Recommendations: ■ A National Thriving Mental Health Programme to spread public understanding about how to lookafter our mental health and to build community resilience. ■ A Royal Commission to investigate effective ways to prevent poor mental health and to developgood mental health, and highlighting opportunities to reduce risks. ■ A Mentally Thriving Nation Report each year to track progress, emerging issues and actionsrequired. ■ A ‘100% Health’ Check to help people to manage their mental health and reduce their risks as wellas identifying where they need professional mental health support. ■ Fair Funding for Mental Health Research, commensurate with the scale of mental health problemsin our society.WEB LINKSurviving Or Thriving? The State Of The UK’s Mental Healthhttps://www.mentalhealth.org.uk/sites/default/files/surviving-or-thriving-state-uk-mental-health.pdf"
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Leadership

Surviving Or Thriving? The State Of The UK's Mental Health

1 Jun 2017

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