Leadership

Educating For The Modern World

This CBI/Pearson Education and skills annual report says that education is the number one driver of productivity, business, and economic prosperity. But more than this, a world-class education system is essential for social justice and a fairer society.

According to the report, four in five businesses plan to maintain or increase their spending on training, but there has been a sharp drop in apprenticeship programmes because of the Apprenticeship Levy. Worryingly, the number of businesses engaged with schools or colleges is down by almost 10% – something that must reverse if the education system is to prepare young people for the modern world and work.

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      string(5642) "The move brings back into painful focus thecrisis of languages learning in Great Britain and the government’s woeful lackof a national languages strategy. Its myopic reliance on the currency ofEnglish as a global language is widely disputed as a cogent strategy to expand‘unfettered’ international trade with Europe and the rest of the world. Because  there are now twice as many people in theworld who speak English as another language than native users of the language.  the reality is that native proficiencyin English is no longer a global advantage,Lost export revenues for Britishbusinesses: £46 billion?However, despite the globalisation ofEnglish, a report commissioned for the UK Trade and Investment (UKTI) in 2006 calculatedthat the UK’s deficit in language skills and intercultural agility might be costingit 3.5% of its GDP, a colossal £46 billion per annum. 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This applies atevery level of fluency, from basic knowledge to near-native fluency.”Primary LanguagesIn its 2020 edition of ‘Language Trends’, the British Council whose role is to promote the UK’s trade and business interestsoverseas, catalogues the inequalities in access to high quality languageteaching.Its survey of primary schools where languagesis a statutory part of the curriculum found that:“Over the past three years, thenumber of primary schools availing of opportunities for internationalengagement has steadily decreased. 61% of primary schools reported having noopportunities for international engagement for pupils or teachers,whether teaching is by classteachers, specialist speakers including some HLTAs or specialist languagesteachers, over 70% of teachers have not accessed language-specific ContinuingProfessional Development (CPD) in the last year. 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Leadership

UK’s Huge Languages Skills Deficit Revealed By Erasmus Exit

23 Jan 2021

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Uncategorised

UK’s Huge Languages Skills Deficit Revealed By Erasmus Exit

23 Jan 2021

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Leadership

Educating For The Modern World

7 Nov 2018

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      string(372) "... and levels in the Framework     · Ensure that accredited courses place greater emphasis on enabling pupils to understand the changing social significance of religion in the modern world    · When reviewing the Framework, consider whether the two attainment targets for RE are an effective basis for planning and assessment.Local authorities, in ..."
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      string(613) "A report on religious education in schools and the impact of locally agreed syllabuses.  
Recent world events have raised the profile of religious education significantly and schools have new responsibilities to promote community cohesion. Those with responsibility for RE therefore have the task of ensuring that children and young people are able to make sense of religion in the modern world and issues of identity and diversity. This report looks at the progress made in enhancing the provision for religious education in recent years.

Folder: Leadership Briefings Issue 2.08 (20)"
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      string(2601) "become the statutory basis for locally agreed syllabuses, allowing for some local determination of specific content to reflect local circumstances· the Framework could become the basis for the inclusion of RE within the National Curriculum· Consider ways in which SACREs might be enabled to play a stronger role in promoting the priorities of community cohesion and educating for diversity.The Qualifications and Curriculum Authority (QCA) should:· Develop further guidance to support the effective use of the Framework in constructing agreed syllabuses· Provide further opportunities for SACREs to share good practice    · Extend the range of accredited courses for RE to ensure that the needs of all students are met    · Secure greater continuity and progression in RE for the 11 to 19 years age group by aligning the assessment criteria for accredited courses with the attainment targets and levels in the Framework     · Ensure that accredited courses place greater emphasis on enabling pupils to understand the changing social significance of religion in the modern world    · When reviewing the Framework, consider whether the two attainment targets for RE are an effective basis for planning and assessment.Local authorities, in partnership with their SACREs, need to:· Consider ways in which SACREs can be better supported to enable them to fulfil their responsibilities effectively    · Use the Framework rigorously in reviewing their agreed syllabus, and thoroughly assess the impact of their existing syllabus on standards and the quality of planning and assessment    · Consider how the work of SACREs might support further the promotion of community cohesion and educating for diversity.Secondary schools should:· Improve the quality of curriculum planning and assessment, particularly at Key Stage 3    · Use their locally agreed syllabus more systematically and effectively to improve provision for RE.Primary schools should:· Improve the quality of teachers’ RE subject knowledge    · Focus on RE in the course of whole-school development work, where appropriate.All schools should:· Ensure that RE contributes strongly to pupils’ understanding of the changing role of religion, diversity and community cohesion.Providers of ITT should:· Strengthen the arrangements for selecting and training RE subject mentors to ensure that trainees receive high quality training.NotesAuthorRaspal Chima, Questions PublishingDate CreatedJuly 2007Enquiries to:rchima@qiis.co.uk (Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
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Leadership

Making Sense Of Religion

9 Jul 2007