UK Education
Update
Issue
Four, November 2002
Contents
New
Secretary of State for Education in England
Following the sudden resignation of Estelle Morris, Charles Clarke has
been appointed Secretary of State for Education in England.
Ms Morris cited a number of reasons for her resignation including having
to deal with the modern media. She has been in the limelight following
her handling of a series of education issues, including the recent A-level
examination results (see below). Prime Minister Tony Blair made clear
his confidence in her work and deeply regretted her resignation.
Charles Clarke was Parliamentary Under Secretary of State for School Standards
in July 1998. He was appointed Minister of State at the Home Office in
July 1999 and became Minister without Portfolio and Labour Party Chair
in July 2001.
Independent Inquiry into England’s A-Level
Results
In September 2000 a substantially changed post-16 curriculum, known as
Curriculum 2000, was introduced to students in England, Wales and Northern
Ireland. Most notably, the A-level examination, which students sit at
the conclusion of their high school career, and which determines entry
to higher education, was split into two qualifications: the AS Level (taken
at the end of one year and a qualification in its own right) and the A2
Level (taken at the end of one further year of study). The new system
came into full effect for students seeking entry to higher education in
2002.
A number of head teachers complained that examining boards (most notably
Oxford, Cambridge and RSA or OCR), moved the “grade boundaries”
for the course work in some subjects, which resulted in some students
receiving lower grades than those recommended by the examiners. Adjusting
the boundaries (or moderation) is normal practice in all examinations
and is done to ensure that standards are maintained and uniform from year
to year.
An independent inquiry
resulted in the OCR exam boards reviewing over 300,000 exam scripts and
revising the grades of 1,089 students (of which 168 missed out on their
first choice of university). Some involved in the process say that the
number of revised grades was no more than the normal amount of moderation
in any given year.
Some also attributed
the better grades to better structured curricula, better teaching and
more effective learning. Also, students can now resit their AS level thus
improving their overall A-level score the following year.
It is suggested that
head teachers’ reactions to the initial results stemmed from their
complaints that the new examination system was introduced too quickly
without a clear statement of the new standards expected.
The following action
has been taken to improve the delivery of AS and A2 levels in 2003: a
task force has been established and additional guidance has been issued
to schools on the required standards; a small group of independent educational
specialists has been assembled to assist with the concluding second phase
of the A-level inquiry. The group will review and comment on evidence
on a number of issues including a) the responsibilities of, and relationship
between, the QCA, the Department for Education and Skills and the awarding
bodies; and b) the setting, maintaining and judging of A-level standards.
For more information:
www.dfes.gov.uk/alevelsinquiry/–
Department for Education and Skills
www.qca.org.uk –
Qualification and Curriculum Authority
education.guardian.co.uk/schools/
- The Guardian newspaper
news.bbc.co.uk
– BBC news online
Welsh
Baccalaureate May Replace A-levels
Nineteen schools in Wales are currently taking part in a six-year Welsh
Baccalaureate pilot project. The new qualification, based on the respected
International Baccalaureate, has been adapted to meet specific Welsh curricular
needs (such as Wales in global context, additional language skills). Key
skills (working with others, IT skills, communications, and improving
personal performance) are integrated into the qualification. It is hoped
that the Bac’s flexibility (it has three entry levels) and the required
work experience will encourage students, at risk of dropping out, to stay
on at school.
If the pilot is successful, it is thought the Welsh Bac could replace
A-levels in Wales. Some universities have already indicated they would
accept the qualification for admissions.
For more information:
www.wbq.org.uk -
Welsh Baccalaureate
www.wjec.co.uk/ -
Welsh Joint Education Committee
www.learning.wales.gov.uk/
- National Assembly for Wales
www.iwa.org.uk/news/press
-Institute of Welsh Affairs (policy think tank)
www.ibo.org/ - International
Baccalaureate Organisation
Northern Ireland to Abolish Transfer Tests
Following the publication of a report summarizing the responses to the
consultation on post-elementary education in Northern Ireland (Burns Report),
the Education Minister has announced that the last Transfer Tests will
take place in November 2004. The test, also known as the 11 plus, streamlines
children into the next stage of their academic career depending on their
ability. Most of the rest of the UK has non-selective entry to high school
education. Key messages from the consultation process are that the current
system must change as it does not provide equal opportunity for all children;
the system must now focus on individual learning abilities with a wide
range of curricular options; there should be a common curriculum to age
14 at which time a student can make choices best suited to individual
needs and abilities.
There will be a further round of meetings with key education partners
throughout Northern Ireland and the Minister will announce his proposals
for the way forward in December.
For more information:
www.deni.gov.uk –
Department of Education Northern Ireland (go to Post-Primary Review)
Scotland’s National Debate on Education
Scotland is preparing to set out its own vision for the future of education.
In March it launched a National Debate on Education inviting public responses
to a wide range of issues in education. The results point to overwhelming
support for the comprehensive school system (non-selective, all ability
schools) and a broad curriculum. However, there is concern over the number
of tests students sit and a call for a more flexible curriculum. Other
matters of concern include behavior in the classroom and the level of
resources for schools. The findings from the debate will help form a long
term strategy for education in Scotland.
For more information:
www.scotland.gov.uk/education/nd_homepage.htm
(Sources:
Scottish Executive News online; BBC news online 10/9/02)
Report on the Successful Curriculum in Primary
Schools in England
There is evidence that a growing number of primary (elementary) schools
are returning to topic work after four years of running the literacy and
numeracy strategies to the detriment of other curriculum areas. Whilst
acknowledging the place the strategies have played in raising standards,
ministers recognize that creativity has suffered as a result of an over-emphasis
on basic subjects (English, math).
The Office for Standards in Education (OFSTED) has produced a report on
this issue after concluding a study on 31 successful primary schools.
The report concludes that “it is possible to meet the requirements
of the national curriculum and still maintain an appropriate emphasis
on literacy and numeracy.” Some key factors are identified that
contribute to success:
- The head teacher’s
leadership is vital to create a strong sense of teamwork
- The head teachers
all support school reform, recognizing the importance of the National
Literacy and Numeracy Strategy
- Head teachers
have the freedom to make decisions about the curriculum based on their
school’s circumstances and needs (within the broad framework of
the national curriculum)
- Training can be
provided, where curriculum planning is concerned, to reduce teachers’
workload
The report also concluded
that, given proper training and support, the successful model identified
in the 31 schools can be replicated at others.
To read more, go to www.ofsted.gov.uk
and find “The Curriculum in Successful Primary Schools” under
“What’s New”.
School
Leadership Developments
- National
College for School Leadership
Prime Minister
Tony Blair has formally opened the first National College for School
Leadership (NCSL) at the University of Nottingham. The NCSL has been
running for two years at the University of Nottingham but now has
purpose-built facilities to run courses and host conferences for aspiring
head teachers. The college has taken over the running of three national
training programs - the National Professional Qualification for Headship,
the Leadership Programme for Serving Heads and the Leadership and
Management Programme for New Headteachers - from the Department for
Education and Skills.
- Head Teacher
Qualification in Wales
The Welsh Assembly is considering the introduction of a mandatory qualification
for all new head teachers. This would be designed to meet the needs
of schools in Wales and would be similar to the National Professional
Qualification for Headteachers in England which will become statutory
in 2004. The closing date for the consultation process is mid-November
2002 and with a proposal that the qualification will be mandatory from
1 September 2005.
The consultation document can be viewed at: www.wales.gov.uk/subieducationtraining/content/Consultation/index_e.htm
- International
Head Teachers Program
The British Council, in partnership with the Department for Education
and Skills and the National College for School Leadership, is offering
head teachers the opportunity for professional development on an international
level. The USA is one of several countries hosting head teachers from
England for study visits lasting up to 10 days. In groups of ten, with
one experienced head teacher chosen as the facilitator, they can “shadow”
an international colleague, share “best practice” from home
and learn from their host. Participants take part in pre- and post-placement
seminars and are encouraged to disseminate their findings.
For 2002/03, head teacher visits are planned for Baltimore, Philadelphia,
Chicago, and Washington, DC with such themes as: Leadership and Management;
Raising Standards; Inclusion; Basic Skills Development; Partnership
with Parents and Community Involvement.
For more information:
www.ncsl.org.uk/
- National College for School Leadership
www.britishcouncil.org/education/headteachers/
- International Headteachers Programme
- Fulbright
Teachers Exchange Update
For the 2002/03
academic year, sixty-six US teachers have swapped jobs with a UK teacher
as part of the Fulbright Teacher and Administrator program. Following
a successful pilot last year, teachers can now undertake a direct
exchange for one semester or six weeks. Traditionally exchanges have
been for one full year but the shorter program will provide more flexibility
for teachers wishing to benefit from an international experience.
For more information:
www.fulbrightexchanges.org
Teacher Retention Study
Recruitment on graduate
teacher training courses is at its highest level for seven years. However,
there is still a need for more teachers in shortage subjects such as math,
science and languages. Dr Margaret Moyo-Robbins of the University of Central
England has conducted a study of 87 former teacher training students which
found disaffection and disillusionment. Six years after qualifying, 23%
were dissatisfied or unsure about teaching as a career and 10 were planning
to leave within the next five years. The study concludes that simply attracting
more students onto courses is not enough, more effort should be made to
retain existing teachers. Many cited workload as a major cause of dissatisfaction.
For more information:
www.ed.uce.ac.uk/research/
- Faculty of Education, University of Central England, Birmingham
Scottish Project Addresses Youth Behavioral Problems
An evaluation of a
pilot project, known as The Matrix, has shown that it is helping to reduce
anti-social behavior among vulnerable young children. The project aims
to intervene early, providing intensive support to families with children
aged 8 – 11 who have been referred on grounds of offence or have
multiple risk factors. The program of intervention has impacted positively
on the children’s school attainment and behavior, and is viewed
as a valuable resource by teachers. The project has been confined to districts
in central Scotland but is set to expand throughout the country.
For more information:
www.scotland.gov.uk/publications/recent.aspx
Prestigious Universities Plan to Merge
The University of
Manchester and the University of Manchester Institute of Science and Technology
(UMIST) look set to merge into one “super university” with
30,000 students by Fall 2004. The governing councils of both institutions
voted for the proposed merger which is now subject to satisfactory funding
arrangements being made and agreement of the universities’ courts
early in November. A new name for the university has not yet been confirmed.
University College
London and Imperial College, both colleges of the federal University of
London system, are considering a merger which could take place as early
as next Fall. Students have protested at not being involved in the merger
talks and have called for a referendum in November.
Officials at the institutions
say that academic reasons, as opposed to funding issues, are driving the
trend towards mergers. It is hoped that the merger will make them key
players in an increasingly competitive global higher education market.
(Source:
Guardian Unlimited 10/14/01; 10/23/02)
Upcoming Events/Conferences
Children as
Readers: How library services help young people discover the pleasures
of literature.
1 - 6 December
Derbyshire, UK.
This event presents
an exciting and stimulating opportunity for children's and education library
managers to come together, to explore the role of library services in
helping children and young people discover the pleasures of literature
and develop as readers.
Research has shown,
both the impact that reading can have, on the social, intellectual and
emotional development of children and young people and the important contribution
of library services in supporting reading access.
This seminar will
enable participants to discuss key issues with experts in the field, to
increase their awareness of new developments, and to share and explore
best practice and innovation. It will also enable participants to interact
with key UK children's authors and publishers and to go away with new
ideas and plans for the future development of their own services.
Full details can be
found at:
www.britishcouncil.org/networkevents/2000/0232p.htm
More information on
The British Council's "International Networking Events" can
be found at: www.britishcouncil.org/networkevents/index.htm
For More
Information
If there are any topics
you would like to see covered in future editions of the Update, please
contact: alison.corbett@us.britishcouncil.org,
Education Research Officer, The British Council USA
This, and previous
issues of the UK Education Update, can be viewed here.
Additional contacts
jenny.scott@us.britishcouncil.org
Director Education, The British Council USA
andy.mackay@us.britishcouncil.org,
Director, The British Council USA
judith.grant@worldnet.att.net
, Consultant to the British Embassy
British Embassy website; www.britainUSA.com
To add or remove a
name from the distribution list, please email alison.corbett@us.britishcouncil.org
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