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      string(361) "... among young adults. Greater educational attainment brings increasing rewards. On average across OECD countries, full-time workers with upper secondary or post-secondary non-tertiary education earn 23% more than those without, while those with a tertiary degree earn 54% more than those with an upper secondary education. However, these ..."
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      string(5366) "Teachers at the top of the pay scale earn more than double the salaries of those starting their careers in England, according to this new OECD report. On average in England, teachers’ pay at the top of their salary scales is 152 per cent higher than for those at the start of their careers – at preschool, primary and secondary level.This is nearly twice the OECD average of 78 to 80 per cent. Statutory salaries of teachers (and school heads) in public educational institutions increase with the level of education they teach. In most OECD countries and economies, they also increase with experience.In most OECD countries and economies, they also increase with experience. On average, the statutory salaries of teachers with maximum qualifications at the top of their salary scales are 78 to 80 per cent higher than those of teachers with the minimum qualifications at the start of their career at pre-primary, primary and general lower and upper secondary levels. In England and Scotland, maximum salaries are 152 per cent and 33 per cent higher than minimum salaries at each level of education respectively.The report analyses the pay gap between teachers with “maximum qualifications” at the top of the salary scale and those with “minimum qualifications”, who are just starting out.Main Findings:The employment advantage of an upper secondary vocational qualification over a general one tends to weaken over the life-course. On average across OECD countries, the employment rate of 25-34 year-old adults with an upper secondary or post-secondary non-tertiary vocational qualification (82%) is similar to that among 45-54 year-olds (83%), whereas employment increases from 73% to 80% among those with a general qualification. In contrast, the employment advantage for tertiary-educated adults widens among older age groups. Earnings are also lower: while adults with an upper secondary vocational qualification have similar earnings to those with a general one, they earn 34% less than tertiary-educated adults on average across OECD countries. Poorer labour-market prospects may have contributed to the decline in the share of adults with an upper secondary vocational qualification across the generations: 21% of 25-34 year-olds held such a qualification in 2019 compared to 26% of 45-54 year-olds on average. In contrast, the share of tertiary-educated adults has risen from 35% among the older generation to 45% among young adults. Greater educational attainment brings increasing rewards. On average across OECD countries, full-time workers with upper secondary or post-secondary non-tertiary education earn 23% more than those without, while those with a tertiary degree earn 54% more than those with an upper secondary education. However, these averages mask significant variation depending on the fields studied. Among adults with upper secondary or post-secondary non-tertiary attainment, those with a general qualification and those with a vocational qualification have similar relative earnings. The difference in relative earnings between adults with a general and vocational qualification is 5 or less percentage points in about one third of the countries with data. However, in a small group of countries, Austria, Finland, France, Germany and the United Kingdom, the difference in the earnings advantage is between 15 and 20percentage points in favour of a general qualification. Three years after graduation, young graduates with a bachelor’s or equivalent degree earn 62% more than those with an upper secondary qualification who completed their education at the same time. The earnings advantage varies from less than 25% in Norway and Sweden toabout100% or more in Chile, Lithuania and Turkey. The earnings advantage of educational attainment generally widens as peoples’ careers progress. On average across OECD countries, 25-34year-olds with tertiary education can expect to be earning nearly 50% more when they reach 45-54 years old. Those with an upper secondary or post-secondary non-tertiary education will earn about 20% more on average and those with below upper secondary education earn about 10% more. On average, salaries rise faster for those with a general upper secondary or post-secondary non-tertiary qualification than for those who with a vocational one. However, the differences between the two streams remain small in most countries. Across all levels of attainment, the gender gap in earnings persists. Women in OECD countries with below upper secondary education who work full time earn 77% of the earnings of their male peers. The gender gap is similar for women with an upper secondary or post-secondary non-tertiary education and for women with tertiary education. Three years after graduation, young adults with a master’s or equivalent degree earn more than their peers with a bachelor’s or equivalent degree as well as those who only attained upper secondary education. In half of countries with available data, the earnings of recent master’s graduates are more than double the earnings of recent graduates from upper secondary programmes, and the earnings advantage varies from about 50% in Latvia, Norway and Sweden to almost 200% in Chile.Link: Education at a Glance 2020"
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Distance Education

Education at a Glance 2020

6 Oct 2020

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      string(2900) "This report by the Scottish Government shows that the attainment of looked-after children has been slowly rising. However, experts say the figures are almost certain to get worse as a result of the coronavirus pandemic and lockdown. Of the looked-after children who left school in 2018-19, 65 per cent failed to achieve a qualification equivalent to National 5 or better, as compared with 15 per cent of all school leavers, and 17 per cent left with no qualifications, as compared with just 2 per cent of all leavers.Looked-after children were also almost seven times more likely to be excluded. Attendance was significantly lower (87 per cent, as compared with 93 per cent), and 42 per cent of care-experienced pupils who left school in 2018-19 did so in S4 or earlier, against 12 per cent of school leavers more generally.Now a charity that works with care-experienced young people is calling for the government to provide tutoring for looked-after pupils, mirroring a scheme being introduced in England.Main Findings:Education outcomes for looked after children have improved over the last 6 years. However, there are still large gaps compared with all pupils.Looked after leavers who were in foster care or with friends or relatives had higher attainment than other placement types.The attendance rate has fallen for looked after pupils over the last six years. School attendance was 87% for pupils looked after within the last year – down from 89% in 2012/13, compared with 93% of all pupils in 2018/19.The attendance rate for pupils looked after in a foster care placement is higher than the attendance rate for all pupils.Leaver attainment was 35% for looked after school leavers with 1 or more qualification at SCQF level 5 – up from 23% in 2012/13, compared with 85% all pupils in 2018/19.Looked after school leavers are less likely to go to positive destinations than  school leavers in general, especially higher education. The percentage of looked after leavers in positive initial and follow-up destinations has increased over the last six years. 71% of looked after school leavers were in positive follow up destinations, up from 63% in 2012/13, compared with 93% of all pupils in 2018/19.Exclusion rates for pupils looked after within  the year have fallen over the last six years. School exclusions were 152 per 1,000 looked after pupils, down from 280 in 2012/13 compared with 22 of all pupils in 2018/19.The exclusion rate for looked after pupils was around seven times as high as for all pupils in 2018/19.A lower proportion of looked after children achieve the Curriculum for Excellence (CfE) level relevant to their stage compared with all children across all organisers.Achievement of CfE levels is lowest for those looked after at home and those looked after in residential accommodation.Link: Education Outcomes for Looked After Children 2018/19"
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Leadership

Education Outcomes for Looked After Children 2018/19

8 Sep 2020

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Distance Education

Education in Times of Crisis: Teachers’ Views on Distance Learning and School Reopening Plans During COVID-19

12 Aug 2020

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      string(3230) "Start a New ChapterWhether you are blind, partially sighted, dyslexic or have another disability that makes you unable to read standard print, Calibre Audio Library brings the joy of audio books to everyone.  Calibre was set up over 40 years ago by a mother whose partially sighted son struggled to read the printed word. To solve the problem, she set up an audio library so he could enjoy books just like his friends. Since then, Calibre Audio Library has grown into a national charity that has over 14,000 members across the UK.Why are audio books so important?‘Audio books enable children with dyslexia and other print disabilities to develop literacy skills. They enhance their learning and they can reap the same rewards from reading as others. Audio books can be used as a replacement to reading print or as a supplement. Regular reading alongside listening allows the reader to make relationships between the sounds and print, improves word recognition and increases reading speed’ says Michael Lewington, Director of Calibre Audio Library. Struggling readers often have a comprehension age higher than their reading age. This means that audio books can be an equaliser. By bridging the gap between comprehension and reading levels, audio books can be an important tool in a child’s growth. ‘I cannot tell you how valuable Calibre is to my son. He is dyslexic and can get very demoralised at the reading material given to him at school. Calibre has enabled him to read books by a wide range of authors that are appropriate to his age and interest level. It has opened a world for him which he didn’t think he would be able to access’Michael Lewington, Director of Calibre Audio LibraryCalibre Audio LibraryCalibre has nearly 11,000 unabridged titles available to anyone over 16 and nearly 3,000 titles especially for students under 16, grouped by key stage or study level for guidance. Books can be borrowed on MP3 CD, USB memory stick, streamed or downloaded via the Calibre Audio Library app, so they really can be taken anywhere.We offer a Group Membership for schools and organisations for an annual subscription fee of £18 (inc. VAT).Alternatively, parents can buy individual lifetime memberships for their child for a single one-off payment of £20 per child (£35 for over 16s).Each membership includes a personalised service, 24 hour access to our library via the internet, unlimited numbers of books to stream or download, newsletters and updates on new books added to our library. We post the MP3 CD’s and USB memory sticks direct to your home. To join or for more information contact our membership services team:01296 432339 membershipservices@calibre.org.uk www.calibre.org.uk‘Thank you from myself and my daughter for giving her access to your library. Meg is 9 and very dyslexic. Audio books have been great for her and she loves the worlds of Enid Blyton and Roald Dahl amongst others. Who doesn’t? For a child who loves stories but has great difficulty reading, it would be a shame if she couldn’t get to experience these books at her age!’Audio books mean children won’t miss out.Calibre Audio Library registered charity no. 286614, VAT no. 138840202"
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Assistive Technology

Education for Everyone

4 Dec 2018

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      string(4654) "Blog by Sonia BlandfordMy thanks to you all for participating in our second Achievement for All Every Child Included in Education conference. I am extremely grateful to our speakers, panellists, exhibitors and delegates for your contributions and for your commitment to inclusion, education and social mobility.A year ago, Born to Fail? Social Mobility, A Working-Class View was published by John Catt, in which I defined social mobility as the opportunity to make choices. My message focused on an alternative way of thinking, changing the way people think, act and behave, understanding that there is a different way to live. At the heart of this change is mutuality, the sharing of values, investing in all children and their families to enable everyone to have the confidence, education, health and capability to make choices based on their own context, values and needs. Choices that are not determined by class, but by heritage, location and self-efficacy. Choices that are respectful of individuals. Choices that are non-judgemental, not defined by movement between classes or areas. Choices that provide opportunities for everyone to be included, to belong. Choices that prepare the way for everyone to succeed in life, in education, health, employment and housing.Today, schools and education settings are experiencing challenges generated by a lack of investment, guidance and support. We are a country that commits more funding to higher education than any other in the developed world, yet we are in the lowest quartile for early years funding.1Exclusions are at their highest since 2007, with 48,000 fixed term or permanent exclusions last year.2 Over 50% of those excluded have a diagnosed special educational need. In the summer, only 17% of Children Looked After achieved 5 GCSEs A* – C or 4 and above. Startling statistics that reveal the outcome of generations of policies that have failed to ‘Close the Gap’.3Every Child Included in Education is a manifesto that is based on evidence and common sense, written in collaboration with educational leaders and practitioners, politicians, parents and carers. We are not seeking a platform – we are seeking change through action. The Every Child Included in Education campaign exists to make social mobility real for all children and their families and to improve the lives of disadvantaged, vulnerable and underachieving children and young people in England. Every Child Included in Education is seeking all stakeholders, including ministers, commissioners, senior government officials, business, public and third-sector leaders to increase collaboration, support and training for all providers and services across the country. Working collectively, Every Child Included in Education will deliver against five co-developed priorities outlined in its manifesto, including:Promote kindness and wellbeing in education, business and third-sector settings, where every child and young person is included every dayFurther investment across all phases of education, beginning with the early yearsGreater focus on teachers as professional learners through recruitment, retention and CPDReduce children and young people being excluded in education and close the gap for SEND – too often the marginalised and forgotten groupIncreased recognition of parents, carers and wider communitiesThrough Every Child Included in Education, Achievement for All is collaborating with leaders from business, education (state and independent across all phases and type, including Regional School Commissioners, Opportunity Area Boards, Teaching Schools Alliances and Research Schools, the 5% Club, The Prince’s Trust Task Force 2030), public and third sectors, parents, carers, children and young people. Collectively we can deliver social mobility (choice) for all.EditorProfessor Sonia BlandfordNOTESOECD (2018). Education policy outlook 2018: Putting student learning at the centre. Paris: OECD. https://read.oecd-ilibrary.org/education/education-policy-outlook-2018_9789264301528-en#page1Gill, K., Quilter-Pinner, H., & Swift, D. (2017). Making the Difference: Breaking the Link Between School Exclusion and Social Exclusion. London: IPPR. https://www.ippr.org/files/2017-10/making-the-difference-report-october-2017.pdfAndrews, J., Robinson, D., & Hutchinson, J. (2017). Closing the Gap? Trends in Educational Attainment and Disadvantage. London: IPPR. https://epi.org.uk/wp-content/uploads/2017/08/Closing-the-Gap_EPI-.pdf"
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Editorial/Opinion

Education that truly is for every child

4 Dec 2018

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