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DECC UK Department of Energy and Climate Change : UK-India partnership through education, skills and entrepreneurship

UK-India/August 29, 2017/Source: http://www.4-traders.com

Delighted to be here and interact with this next gen group from different educational streams.

The UK and India have a long relationship and we are looking towards partnering India in the future particularly in education, skills and entrepreneurship. I am glad to know that a significant number of students from the Heritage school and colleges go to the UK for higher studies and work.

The UK welcomes the brightest and best international students to our world-class universities.

A British education is a quality-mark and a passport to global success. The UK is home to some of the oldest and most respected universities in the world, and some of the very best. The UK hosts four of the world’s top 10 universities (Cambridge, UCL, Imperial College London and Oxford) and is home to 30 of the world’s top 200 universities.

Oxford has been ranked the best university in the world by Times Higher Education World University rankings. Oxford knocked five time champion California Institute of Technology into second place as Cambridge and Imperial College joined the top 10.

A British education offers excellent value for money. British degree courses are more intense than in many other countries, with students receiving top quality education in a shorter period, costing less overall than other destinations like Australia, the US and Singapore.

Studying in the UK is a truly international experience. We attract more overseas students than any other country except the US. The UK is a diverse, multicultural society, home to an Indian diaspora of 1.5 million.

And it is not that students always pay for the courses themselves. The UK in India hosts the largest Chevening Scholarships and Fellowships country programme in the world, with a £2.6 million budget to fund about 130 fully funded scholarships and fellowships for future Indian leaders. Besides scholarships for Masters’ programmes, short term fellowships are offered in financial services, journalism, cyber security, science & innovation and leadership & management.

The British Council will be familiar to all of you. I believe the Heritage School has a very effective ongoing partnership with the British Council. The council offers the GREAT scholarships for a range of subjects ranging from engineering and law to art and design and information technology across England, Scotland, Wales and Northern Ireland.

The Commonwealth Scholarships for students from developing Commonwealth countries are offered Master’s, PhD, and split-site (PhD) study in the UK. These scholarships are funded by the UK’s Department for International Development. On average 60 Indian students are supported by the Commonwealth programme each year.

I know some of you feel that it is difficult to get a UK visa. The student visa process is straightforward for genuine students. In 2016, 95% of student entry clearance visa applications were approved, a number that has risen every year since 2010, and the issue rate in India is 91%.

A recent research done by the British Council revealed that one in 10 current world leaders have studied in the UK. Notable alumni from UK universities include the former Australian Prime Minister Tony Abbott, Queen Margrethe II of Denmark, and Hassan Rouhani, the Iranian president.

Around 38% of Nobel Laureates who have studied at universities abroad, studied in the UK – more than any other country.

Earlier this year the first Newton Prize Competition was held in India with a prize of £1 million. The competition focused on public health and wellbeing, including issues such as anti-microbial resistance, disease, healthcare, and nutrition.

The UK Science Ministry also announced a series of research programmes from the Newton Fund worth up to £80 million to address global challenges affecting people in India. The investments were announced on the sidelines of the India-UK TECH Summit in New Delhi – India’s premier science and technology showcase.

The new programmes take the total joint UK-India investment in research through the Newton Fund up to £200 million by 2021, demonstrating the fund as a major bilateral initiative in India. It brings together the world class excellence of the UK and India to address global challenges through science and technology.

India is currently the world’s ninth largest economy, and is predicted to become the third largest by 2050. It is currently the world’s fastest growing economy. However, it is also home to a third of the world’s poor, ranks 142nd on the World Bank’s ease of doing business index and 94th on transparency international’s corruption index. Additionally it is the third largest emitter of greenhouse gases despite 300 million people lacking access to energy.

India’s economic success and development are vital to the global economy, to UK interests across South Asia and to global priorities like the sustainable development goals.

In this context, the target action areas include improvements in the business environment, skill development, employment generation, energy security and developing smarter cities as engines of growth.

The TECH Rocketship Awards from our Department for International Trade supports globally aspirational start-ups across sectors with a technology backbone. The focus over the last few years has been on innovations that impact energy, education, health and finance sectors.

The exchange of ideas and skills is a two way process. The Generation UK-India Programme supports young people from the UK gain skills and experience in India over the next five years. For example – in partnership with TCS for 1,000 internships for UK students. Generation UK-India will work with Indian institutions to create opportunities for young people in the UK to undertake cultural immersions placements, teaching partnerships and work placements.

The UK India Education and Research Initiative in its first two phases has supported over 1000 new education and research partnerships that aim to deliver long term prosperity benefits for both the UK and India. The programme has also facilitated 25,000 exchanges of academicians, researchers, staff and students, creating lifelong links between the UK and India and over 35 million young people have benefitted through train the trainer programmes.

I see education, skills and entrepreneurship as the backbone of the UK-India future partnership and hope the next gen in both countries will take advantage of the opportunities available to become Living Bridges connecting the people of both nations across political, economic and social platforms.

Source:

http://www.4-traders.com/news/DECC-UK-Department-of-Energy-and-Climate-Change-UK-India-partnership-through-education-skills-and–25017970/

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Britain trails Poland, Baltic states, and parts of former Yugoslavia on education spending

Britain/ August 29, 2017/ By: Jon Stone/ Source: http://www.independent.co.uk

The figures follow a row at the general election over planned school cuts

The UK is trailing behind a number of central and eastern European countries on its levels of education spending, according to the latest official EU-wide figures on the subject.

Latvia, Lithuania, Estonia, Poland, and Slovenia all spend a higher proportion of their GDP on education than Britain, the Eurostat figures released on Monday show.

The stats follow a row at the general election about the Conservatives’ planned cuts to schools, which the Institute for Fiscal Studies said would see funding fall by 3 per cent by 2021 under plans laid out in the Tory manifesto.

The latest EU-wide figures, which relate to 2015, show Britain spends 5.1 per cent of its GDP on education, while Estonia spends 6.1 per cent, Latvia 6.0 per cent, and Slovenia 5.6 per cent. The EU average is around 4.9 per cent.

In March the cross-party Public Accounts Committee warned that the biggest school funding shortages in England since the ‘90s were threatening to damage schools standards.

A report by the committee said that there was a “collective delusion” in Government that spending cuts in the education system could be achieved by making efficiency savings.

The Association of School and College Leaders (ASCL) head teachers’ union warned at the time that the Department for Education “does not seem to understand the pressures that schools are already under”.

Across Europe the highest levels of education spending in terms of GDP are are Denmark (7.0 per cent), Sweden (6.5 per cent), and Belgium (6.4 per cent).

By far the lowest spending was in Romania, which spent just 3.1 per cent of its GDP on education.

The Treasury has failed to earmark more cash for education or schools since the election, but Education Secretary Justine Greening in July announced that she was raiding the free schools budget to bolster the core schools budget by £1.3 billion.

Ms Greening said in July that schools funding “is at a record high because of the choices we have made to protect and increase school funding even as we faced difficult decisions elsewhere to restore our country’s finances”.

Labour’s shadow education secretary Angela Rayner told The Independent: «Properly funding education is an investment in our future. These figures are the latest sign that Tory cuts are taking education backwards.

“That’s why Labour’s national education service would restore funds to our schools and colleges, abolish university tuition fees and guarantee free lifelong learning so that everyone can retrain and reskill throughout their lives.»

Source:

http://www.independent.co.uk/news/uk/politics/uk-school-spending-eu-international-behind-poland-baltic-states-yugoslavia-a7916126.html

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School closures considered as part of education estate shake-up

Reino Unido / 26 de agosto de 2017 / Por: Jamie Buchan / Fuente: https://www.thecourier.co.uk

Council bosses are considering closing ageing, under-capacity schools as part of a radical shake-up of education services across Perth and Kinross.

The local authority has revealed its options for 10 older primaries in the biggest estates review for a generation.

Now parents are being urged to make their voices heard when a public consultation gets under way next week.

A study was launched last summer and looked at conditions of school buildings, pupil numbers and occupancy rates.

Primaries in the first phase of the review are Abernyte, Balhousie, Blairingone, Braco and Greenloaning, Forteviot, Logiealmond, Methven, North Muirton and St Ninian’s.

The first of a series of drop-in events will be held at St Ninian’s, Dunkeld Road, on Wednesday.

The school is only at a third of its 150-capacity.

Options include keeping the primary open, but removing its religious status and creating a new non-denominational catchment.

The local authority is also considering retaining the school and using vacant rooms for other council services. For example, the building could host Gaelic language classes for pupils throughout the city.

Another of the four proposed options is to close the school and send pupils elsewhere.

The parent council hope that the local authority go with option one — “do nothing”.

A spokeswoman said: “The parent council feels that this option is highly likely to be the outcome if all parents attend to give their views at the drop-in meeting.

“If parents confirm to Perth and Kinross Council that they are happy with their children’s educational attainments, this will be a strong argument for doing nothing given that educational attainment is one of the council’s highest priorities.”

She said that a survey carried out in June showed that all parents enjoyed that the school was small and had a “supportive nurturing atmosphere.”

The parent council’s spokeswoman said that closing the school was “extremely unlikely.”

She said: “This plan involves sending children to other catchment schools, but many of these schools are themselves being reviewed and area in a far worse-off position than St Ninian’s due to the condition of the building, or a lack of staff.”

Other options being considered by education bosses include the closure of Balhousie Primary and moving its pupils to a new build unit at North Muirton School.

Another suggestion is to keep Balhousie open and refurbish it.

A meeting to discuss the future of Braco and Greenloaning primaries will be held on September 12.

Options which will be considered include continuing to mothball Greenloaning — or shut it down completely — and keep pupils at Braco.

Re-opening Greenloaning and splitting lessons between the two schools is another proposal, while bosses are also considering a review of the catchment area.

Options for other schools on the list are expected to be revealed in the coming days.

Perth and Kinross Council has stressed that no decisions have been taken.

Fuente noticia: https://www.thecourier.co.uk/fp/news/local/perth-kinross/497896/school-closures-considered-as-part-of-education-estate-shake-up/

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Reino Unido: GCSE results 2017: “Tireless” work of staff and students lauded at City of London Academy Islington

Reino Unido/Agosto de 2017/Fuente: Islington Gazatte

Resumen:  Los resultados arrojaron que el 91 por ciento de los estudiantes lograron el equivalente de 9 a 4 en inglés (el equivalente de A * a  C bajo el nuevo sistema de calificación), 67pc de estudiantes lograron cinco A * a  C pases (incluyendo inglés y matemáticas), mientras que 18pc de todos los grados eran A * o  A. La directora Clare Verga dijo: «Estoy encantada de que todos los estudiantes reciban sus resultados hoy y estoy agradecida a todos los involucrados en asegurar estos éxitos». La Corporación de la ciudad, clasificada como el mejor patrocinador multi-academia en el país para el progreso de los alumnos por el Departamento de Educación, patrocina la academia. Henry Colthurst, presidente del consejo educativo de la corporación, dijo: «Estamos muy orgullosos de lo mucho que nuestros estudiantes han trabajado y estamos encantados de que este trabajo duro se haya traducido en resultados tangibles que les permitan seguir la educación y el empleo Oportunidades de formación de su elección.

The results saw 91per cent of students achieved the equivalent of 9 to 4 in English (the equivalent of A* to C under the new grading system), 67pc of students achieved five A*to C passes (including English and maths), while 18pc of all grades were an A* or an A.

Principal Clare Verga said: “I am delighted for all students receiving their results today and am grateful to all involved in securing these successes.”

The City Corporation, ranked as the top multi-academy sponsor in the country for pupil progress by the Department for Education, sponsors the academy.

Henry Colthurst, chairman of the education board at corporation, said: “We are very proud of how hard our students have worked, and we are delighted that this hard work has translated into tangible results which will enable them to pursue the further education and employment training opportunities of their choice.”

Selin Hasgul, left, hugs her friend Rukem Guvenc, after they both received an A* each in their GCSE results at City of London Academy Islington, on 24th August, 2017. Picture: Catherine DavisonSelin Hasgul, left, hugs her friend Rukem Guvenc, after they both received an A* each in their GCSE results at City of London Academy Islington, on 24th August, 2017. Picture: Catherine Davison

Eamon Martin, vice-chairman and a City, University of London sponsor governor, added: “We are absolutely thrilled for our students – whose hard work has clearly paid off with an excellent set of results. I know that the Academy staff are tireless in their commitment towards our students. They too can take great credit for these results.”

Fuente: http://www.islingtongazette.co.uk/news/education/gcse-exam-results/gcse-results-2017-tireless-work-of-staff-and-students-lauded-at-city-of-london-academy-islington-1-5162683

 

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United Kingdom: Brighton Board of Education Approves Pay Hike for Hourly Workers

 United Kingdom/ August 22, 2017/Source: http://whmi.com

The Brighton Board of Education has ratified a contract change for hourly workers in the Brighton Area Schools that calls for a 2% wage increase for the 2017-18 fiscal year.

The board approved the contract provision unanimously at its meeting last week. The membership of BESPA – the Brighton Educational Support Personnel Association – had already approved the contract overwhelmingly. BESPA involves about 100 secretaries, food service employees, para-professionals and ancillary service personnel. This year the workers will be in the fourth year of their five-year contract.

Superintendent Greg Gray tells WHMI that the hourly employees are a hard working group and deserve compensation that is commensurate with their work load. The district also reached tentative agreement with the Brighton Education Association, representing the district’s 300 teachers. That tentative agreement also includes a 2% pay increase. The teaching staff will be voting on the contract Aug. 28th and 29th, and the board will vote on it at its meeting on the 28th. (TT)

Source:

http://whmi.com/news/article/29139

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Mates chinas en aulas inglesas

Europa/Reino Unido/20 Agosto 2017/Fuente:lavanguardia /Autor: CARINA FARRERAS

En el informe de PISA 2015, publicado este año por la OCDE, los estudiantes ingleses habían bajado la puntuación en matemáticas, situándose en una discreta posición de 492, en la media, pero alejados de la cabecera claramente marcada por países de origen asiático además de Estonia, Suiza, Canadá y Finlandia. Los asiáticos, además de estar en un buen lugar en conjunto, tienen una gran proporción de alumnos “excelentes” (uno de cada cuatro).

En un marco de preocupación por el descenso de la competencia matemática de los niños ingleses, considerada una competencia clave para el futuro del país, el gobierno británico apuesta por introducir cambios en la escuela importando metodologías como la china. Según The Guardian, el próximo curso la editorial Harper Collins traduciría del chino 36 libros de matemáticas de primaria. Oxford University Press ya publica Inspire Maths, basado en material de Singapur.

El Ministerio de Educación británico está dispuesto a pagar la formación en matemáticas chinas de profesores de apoyo de primaria y liberar a los maestros para que aprendan la nueva metodología. Los expertos creen que este esfuerzo puede ser vano porque resulta difícil trasladar a las aulas anglosajonas lo que sucede dentro y fuera de las chinas.

En la metodología china, según The Guardian, cada lección se concentra en un solo concepto matemático, que se trabaja en gran profundidad

En la metodología china, según The Guardian, cada lección se concentra en un solo concepto matemático, que se trabaja en gran profundidad, y la clase no se mueve hasta que cada niño ha dominado bien la lección. Si aún así queda algún rezagado, los profesores se ocupan fuera de la clase de enseñarle la materia hasta que aprende de modo que a la siguiente clase todos parten de la misma base. De hecho, los profesores de primaria, a diferencia de los maestros generalistas de España, son especialistas en la materia que se han formado cinco años en enseñanza de primaria de matemáticas. Su horario laboral se divide entre las horas de clases (pocas), la evaluación de los resultados obtenidos, generalmente realizada con otros compañeros que han asistido como observadores al aula, y la preparación de materiales y retos motivadores creados en función de las aficiones de los alumnos.

A diferencia de Europa, que enseña la mecánica de las matemáticas (la fórmula) en China se explica su significado y se usan todo tipo de material manipulativo o tan antiguos como el ábaco. Para el matemático Claudi Alsina, el tablero con bolas, que dejó de utilizarse en Europa en la edad media, es fundamental porque se sabe que en la mente del que aprende se activa con la visualización, “ver el movimiento del ábaco facilita el cálculo mental”.

A su juicio, no sirve sólo traducir los libros porque es un tema de actitud de los alumnos, de las familias y de la sociedad. “Las familias orientales aprecian al máximo el aprendizaje de las matemáticas hasta el punto que se ve bien dedicar clases extraescolares a esta materia cuando aquí el tiempo libre se conciben para otro tipo de aficiones”, añade. Los profesores son buenos, los alumnos aplicados y las familias apoyan. “En España, depende del profesor”, continúa, “si tienes suerte, puedes aprender de forma fabulosa, pero si no la tienes…”. No obstante, destaca que actualmente existe un amplio movimiento de innovación docente, que hace uso de las nuevas tecnologías, que enseña por competencias, para no sólo saber sino saber cómo aplicar.

La metodología canadiense o finlandesa coincide con la china en tratar de captar el interés del alumno y en proponer retos atractivos. Difiere de la china en la exigencia y expectativa puesta en el alumno y en la menor importancia de los deberes. El canadiense John Might, creador del programa Jump Math, premiado como uno de los mejores proyectos del mundo, apunta a los profesores como la clave del todo el proceso. Su interés es terminar de una vez por todas con la fortuna o desgracia de que “toque” un buen profesor, como manifestaba el doctor Alsina.

“Todos los profesores deben estar bien formados para atraer a los alumnos y proponer que resuelvan problemas desafiantes”, explica Might. A su juicio, la enseñanza debe ser más conceptual, “para que el aprendizaje tenga sentido” y, como los asiáticos, se debe procurar la progresión de todo el alumnado. “A un edad tan temprana como 10 años sólo el 50% de los alumnos está al nivel que pensamos que es normal y eso no hace reflexionar a los profesores que siguen creyendo que la culpa es de los niños”. Por ello aboga por desmenuzar los conceptos, no querer ir rápido, dar poca información en cada clase y repetir mucho. Aprender de forma cooperativa mediante retos. “Es un aprendizaje progresivo, aparentemente lento pero, sin duda, sólido”. Como define Carlos Dorce, profesor de la UB, la enseñanza de las matemáticas debería ser como la de la música, que llega a toda la clase aunque sólo los más aventajados terminan afinando el violín.

Fuente de la noticia: http://www.lavanguardia.com/vida/20170818/43623030339/colegios-britanicos-utilizan-libros-texto-orientales.html

Fuente de la imagen: http://www.lavanguardia.com/r/GODO/LV/p4/WebSite/2017/08/18/Recortada/img_tperez_20170815-174247_imagenes_lv_getty_gettyimages-452995672-007-kE0E-U435

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Reino Unido: Going through university clearing? Then make sure you do these four things

Europa/Reino Unido/Agosto del 2017/Noticias/https://theconversation.com/

Every year, in August, thousands of students in the UK receive their A-level results and discover whether or not they have got the marks needed to take up a place at their chosen university.

If they fail to make the grade – or exceed them – students telephone university clearing centres, to try and find a more suitable course. Twenty years ago, getting a place through “clearing” was seen as something of a failure. Now it is not. Not only are grades often higher in clearing than the original prospectus listing, but students can “adjust” their offer to secure a better place.

For the students making these calls, it can often be a nerve wracking time, filled with unknowns and uncertain outcomes. So to try and find out what makes these calls a success, we transcribed and analysed 300 calls at a clearing contact centre last summer. We looked at how people spoke on these calls, as well as what they said. We were able to identify common patterns in the way the calls unfolded and what made a difference to the final outcome.

So to try and make things a little easier if you are going through clearing, we’ve put together some tips based on our analysis.

1. Do your research

Clearing may seem like a mad dash to the finish, but while there is an element of time pressure in trying to get on a course at a university of your choice, it’s still worth taking time to research which universities or courses to apply for.

It was revealed in our research that university websites are updated more rapidly than UCAS’s, so prepare for your call by checking the grade requirements and spaces beforehand.

If you have your heart set on a particular university, make a list of all the available courses you would be willing to study at that institution. Flexibility will help you, but make sure it’s a course you actually want to do as it’s a big commitment.

2. Know who’s who

It’s also worth having a look at who the key members of staff are in your relevant department or subject area. Our research showed that when students’ grades did not meet the requirements, they sometimes asked to be transferred to the relevant department – but for these students, just asking to be transferred did not always work.

We found that having the name of the programme director or admissions tutor for the course was more likely to result in a transfer. So make sure you look these up ahead of phoning, and have these names to hand throughout the call.

Don’t be clueless when it comes to clearing. Pexels.

3. Have all your information ready

When you phone a clearing centre, make sure you are in a quiet place where you can concentrate. Have your laptop, tablet or computer in front of you, and pen and paper by your side to scribble down any last minute notes. Make sure you have all your grades clearly written out so you can refer back to them at a moment’s glance.

As well as doing this, make sure you have any other relevant information to hand from the offset. This could include details of extenuating circumstances surrounding your A-level performance – as this might change what universities will offer.

Our research showed that call takers at clearing lines don’t know about these circumstances, and don’t ask about them either. So if you don’t mention them, the call will close without you maximising your chances of an offer. And remember that unless you have nominated them on your UCAS form, your parents cannot call on your behalf.

4. Don’t waste time

In our research, we saw a number of instances where students made repeat calls – presumably to try and speak to a different call taker – to see if they could get a place that way. But our analysis showed that repeat calling simply wasted everyone’s time – slowing down call takers and other callers. In the calls we analysed, there wasn’t one case where repeat calling produced an offer when the original call did not.

The take home lesson here is to understand that you only get one chance to call a university clearing helpline – so make sure it counts. It’s also worth knowing that many university clearing lines are open well into the evening, and even the week following results day so don’t feel disheartened if you can’t get through when you first call – lines are likely to be busy. Be patient but persistent and you’ll get through eventually.

Fuente :https://theconversation.com/going-through-university-clearing-then-make-sure-you-do-these-four-things-82460

Fuente Imagen:

https://lh3.googleusercontent.com/sgRJBVmYf3yiknfhBhyTyLdbWC0WJgG1HXmbqlclo1GtgBDRm29GiyaQuwJmSNZzIaOvKA=s85

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