Getting Back To Work

This report by the Institute for Employment Studies sets out IES’s assessment of the economic challenges that we will face from this crisis, and evidence-based proposals for our labour market response.

Early analysis suggests that groups at particular risk in this recession are likely to be young people and the lowest paid, with women more adversely affected than men. Young people are particularly adversely affected by downturns and are likely to be significantly affected by this one too.

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Leadership

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      string(514) "This DfE report looks at the current provision and operational practice of work experience and work-related activities at schools and colleges in England. It follows on from  recommendations made in the Wolf review, which advocates a period of work experience, or a more extended work placement, as a core part of programmes for all post-16 students, whether following an academic or a technical curriculum, in order to support them in developing their work readiness."
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      string(1811) "and■ The quality and content of opportunities delivered.■ Most work experience coordinators (87 per cent) saw their institution’s offer as ‘very’ or ‘quiteeffective’.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.■ While overall levels of satisfaction were high, students and employers reported areas ofdissatisfaction. For students, this typically stemmed from the nature of the role and whatwas perceived to be poor planning, such as a limited range of tasks and insufficient workto do. Employer dissatisfaction was typically the result of lack of engagement and/ ornegative attitudes from students, both commonly prompted by hastily arranged or poorlymatched placements.■ Schools and colleges felt there was scope to improve their work experience placementoffer by addressing sectoral gaps, given that employer-based issues were often thereason for a lack of placements. Students suggested improvements around monitoringand evaluation practices, such as placement visits undertaken by staff that students knowwell, to encourage young people to be honest and forthcoming about their experiences.■ Schools and colleges identified multiple benefits of work-related activities, with softemployability skills – ‘communication and interpersonal skills’ (97 per cent) and ‘increasedconfidence’ (95 per cent) – the most frequently mentioned.WEB LINKWork Experience And Related Activities In Schools And Collegeshttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/601373/Work_experience_and_related_activities_in_schools_and_colleges.pdf"
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Leadership

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      string(1439) "Recognise that they will usually have to take the lead in establishing productive working relationships with employers.· Ensure that liaison and communication with employers are systematic, sustained and well documented· Share good practice routinely across departments and across vocational sectors within their organisations· Involve employers more effectively in the initial assessment of learners and in their progress reviews, in evaluating courses and in improving the quality of provision· Share their plans for involving employers with their own staff at all levels.Employers should:· Take more responsibility for engaging with providers and in shaping provision to meet their own needs.Sector Skills Councils and other bodies representing employers should:· Improve mechanisms to enable smaller providers and the employers they work with to influence the development of provision nationally and locally.· Encourage employers to become more actively involved with providers to ensure that they obtain the education and training they need.Local and regional strategic groups, and local authority partnerships should:· Ensure that smaller, niche and independent providers are properly represented on groups responsible for local strategic planning.NotesAuthorRaspal Chima, Imaginative MindsDate CreatedOctober 2010Enquiries to:raspal.chima@yahoo.co.uk (Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
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Leadership

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7 Oct 2010

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      string(4860) "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.FULFILMENT@WORKKeywordsFulfilment, work,employees,teachers,classrooms,senior teachingstaff, retirement,societal pressure,workforce, statepension SummaryThis research by Randstad Education has found that classrooms are facing a mass exodus ofsenior teaching staff as the baby boomer generation nears retirement, coupled with societalpressure to leave the workforce at state pension age.The research reveals there is a pervasive societal pressure for older employees to leave theworkforce at state pension age – and teachers feel this tension more acutely than average. Nearlyfour-fifths (79%) of teachers report feeling this pressure, compared to 75% of typical workers. Inaddition, 36% of employees in the education sector say this pressure is ‘significant’, while only 15% ofteachers say they don’t feel this pressure.The implications of this perception could be severe – with nearly a third (32%) of teachers saying theyplan to retire early as a result. Believing that “they won’t be wanted in the workforce when older” isthe key motivation behind this accelerated retirement plans, listed by 85% of education workers whointend to retire early.  The remaining 15% expect to retire early because they are worried about agediscrimination in schools.The research, which surveyed more than 2,000 people, showed that 38% of teachers were contentwith their career progression – 1% above the national average.The paper also revealed that despite this level of job satisfaction, the teaching sector did not growduring the sample period of 2009 to 2012.The research also looked at what helps persuade workers to stay in the workforce for longer.Main Points: ■       Overall, it is older workers who feel most strongly that they are being pushed from the workforce.Four in ten employees (42%) who started working before 1975 said they would retire earlybecause they feel “like they won’t be wanted in the workforce when older” – a much moresignificant proportion than any other age group. ■ Only 27% of workers who joined the workforce between 1975 and 1984 reported the samefeelings, 28% between 1985 and 1994, 26% between 1995 and 2004 and just 26% after 2005. ■ Education workers differed from the UK norm in terms of what factors would persuade them tostay in teaching longer than planned.Week Commencing 18th January 2016https://www.randstad.co.uk/ugc/documents/ContentHub/Randstad%20Fulfilment%20Report%202014_Client_Version.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/359483/DFE-RR286_-_Are_free_schools_using_innovative_approaches.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. ■ The largest proportion of teachers (45%) answered that a change of their role to become more ofa mentor figure, with the opportunity to pass down their teaching wisdom, would help them stay inthe job for longer. This compared to just 38% of workers across all industries, showing teachersvalue the chance to share their work experience with younger, and more junior colleagues morehighly than in other sectors. ■ The second biggest factor that could persuade teachers to delay their retirement, for 43% of thosepolled, would be the provision of flexible working arrangements, enabling them to fit their careeraround other responsibilities in later life, such as caring for a loved one. ■ The availability of phased retirement to help smooth the transition from working to full retirementwas also a popular option, with 38% of teachers saying this would help keep them in schools forlonger. ■ With regular changes to the curriculum and prescribed thinking on teaching strategies, as well asthe more prominent role of IT in classrooms, retraining schemes were cited by 27% of teachers,while a quarter (25%) answered that a change in attitude within the education sector to becomemore accepting of older teachers would have a positive impact. ■ In order to improve the retention of older teachers in the education workforce, schools need toprovide better support for older staff through increasing the availability of flexible working or job-shares, and implementing phased retirement programmes. Crucially, these initiatives need to bebetter publicised to help change the perception of older education workers.WEB LINKFulfilment @work Reporthttps://www.randstad.co.uk/ugc/documents/ContentHub/Randstad%20Fulfilment%20Report%202014_Client_Version.pdf"
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Leadership

Fulfilment @work Report

14 Jan 2016

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Leadership Briefing 5.12 (60)"
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      string(4320) "ResourceA REVIEW OF PREVENTATIVE WORK IN SCHOOLS AND OTHER EDUCATIONAL SETTINGS IN WALES TO ADDRESS DOMESTIC ABUSEOriginal DocumentA Review Of Preventative Work In Schools And Other Educational Settings In Wales To Address Domestic Abuse. This review by the National Foundation for Educational Research looks at school based work to address domestic abuse and preventative work in schools and other educational settings to address domestic abuse. It incorporates a literature review around what works well in terms of initiatives to address domestic abuse, identifies examples of good practice and makes recommendations on the key components of a successful programme.KeywordsDomestic Abuse, initiatives, preventative work, schools, educational settings, healthy relationshipsSummaryThis review by the National Foundation for Educational Research looks at school based work to address domestic abuse and preventative work in schools and other educational settings to address domestic abuse. It incorporates a literature review around what works well in terms of initiatives to address domestic abuse, identifies examples of good practice and makes recommendations on the key components of a successful programme.Key Findings:· 26 Domestic Abuse Initiatives (DAIs) were identified as operational in Wales. Of these, the four largest were the All-Wales School Liaison Core programme, the Spectrum Programme, Keeping Safe and Crucial Crew.· The most common themes addressed in the DAIs in Wales are:· The components of a healthy relationship· Legal issues surrounding domestic abuse· How to spot the warning signs of a potentially abusive relationship· The different forms of domestic abuse· Exploring power and control in relationships· Gender issues and stereotypes· The sources of help and support available for those experiencing domestic abuse.· DAIs are needed to eradicate domestic abuse, to raise awareness of it and of sources of help and support among children and young people. Schools have a vital role to play in this. · DAIs should be tailored to suit the age, needs, and comprehension levels of their audiences. A ‘one size fits all’ approach to their delivery is not appropriate.· DAIs in Wales are typically delivered to large numbers of children and young people in assemblies or as year groups. · Practice in signposting young people to help and support for domestic abuse and related issues is generally good in Wales, but the appropriateness of the sources of help and support is an issue. · Schools staff do not have sufficient training in domestic abuse and related issues, which might lead to them dealing with disclosures incorrectly. · Schools vary considerably in terms of their attitudes to DAIs; some are unwilling to acknowledge the extent of the problem and are far less willing to have DAIs delivered in their institutions than others.· The needs of children with ALN/disabilities are not being met through DAIs currently being delivered in Wales. · Factors which underpin the effective delivery of DAIs are identified as challenging attitudes which perpetuate domestic abuse, using interactive and contemporary techniques and resources especially visual and audio-visual ones, challenging gender-based stereotypes, incorporating sexual exploitation, and having the support of senior management staff in schools.· Monitoring and evaluation of DAIs in Wales is not undertaken systematically. This is largely due to staffing and funding constraints.ActionRecommendationsKey recommendations for schools in Wales include:· Ensuring all staff receive domestic abuse training, which is provided by specialist personnel and agencies.· Ensuring counselling sessions are provided after DAI delivery.· Following correct procedures following disclosures of domestic abuse.· Ensuring non-schools staff deliver DAIs, but that a teacher remains present during delivery to maintain discipline.· Ensuring parents are informed about the content and aims of DAIs prior to delivery, and that they are encouraged to reinforce their key messages in the home.NotesAuthorRaspal Chima, Imaginative MindsDate CreatedMay 2011Enquiries to:raspal.chima@yahoo.co.uk (Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
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Leadership

Preventative Work In Schools And Other Educational Settings In Wales

26 Apr 2011

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