Coronavirus: education officials to discuss possible school closures in England

By: Sally Weale.

Teaching unions and school leaders are to hold talks with the education secretary, Gavin Williamson, on Monday to discuss plans for schools and colleges in England as they start to negotiate the impact of the growing coronavirus emergency.

The government has until now resisted pressure to close schools as other countries have done, but there is mounting concern in the sector about how schools will continue to function with growing numbers of staff required to self-isolate.

The education secretary is also expected to address concerns about potential disruption to GCSEs and A-levels this summer, amid calls from some to delay examinations until September or even postpone until 2021, which could result in pupils having to repeat the current year.

School leaders are also expected to raise concerns about the impact of any potential closures on children in poverty and those who are vulnerable and depend on school for food and security. They will also call for all inspections by Ofsted to be cancelled to allow headteachers to focus on the current emergency.

Before the meeting with teachers’ leaders, the government issued updated guidance to schools reiterating its recommendation that they should remain open. The guidance acknowledged, however, that some could be forced to close if too many staff had to self-isolate, causing “operational issues”.

The guidance, published by the Department for Education and Public Health England, advises that pupils and staff who develop a continuous cough or fever at school should be sent home. Children who become unwell at school should be isolated while they wait to be collected, ideally in a room behind a closed door with an open window and separate bathroom where possible.

Staff dealing with suspected cases of Covid-19 do not need to go home unless they develop symptoms themselves. In most cases, closure would not be needed, the guidance says. “If there is an urgent public health action to take, the educational setting will be contacted by the local Public Health England protection team who will undertake a risk assessment and advise on any actions or precautions that should be taken.

“PHE will rarely advise a school to close but this may be necessary if there are so many staff being isolated that the school has operational issues.”

Among those due to attend the meeting is Paul Whiteman, general secretary of the National Association of Head Teachers. Speaking before the talks, he said: “School leaders are obviously concerned about the impact on exams and assessments but right now their main priority is keeping children safe.

“It’s important that we all work together to do the maximum we can. We will be working jointly with the secretary of state to establish a credible plan for schools and colleges in the coming weeks.

“We will use the meeting to bring some clarity and direction. Vulnerable children and families are uppermost in our minds. For some children a day at school is a place of sanctuary and nourishment as well as a place of education.”

Geoff Barton, the general secretary of the Association of School and College Leaders, who is also due to attend the meeting, added: “The concerns we will be raising with him are the challenges of keeping open schools and colleges when a growing number of staff are away from work because they are self-isolating; the potential for disruption to GCSE and A-levels and what contingencies will be put in place; and how we ensure children in poverty do not go hungry and that vulnerable young people are safeguarded if schools are closed.

“We aim to work through these issues in order to arrive at constructive solutions about the way ahead. School and college leaders are showing calm and assured leadership in these difficult times and we can reassure the public that everything that can be done to support young people will be done.

On Sunday, Hamid Patel, the chief executive of Star Academies, which runs a string of outstanding state schools in London, Birmingham, Manchester and other cities, called on the government to “do the unthinkable” and postpone this summer’s exams immediately, along with Sats tests to be taken by England’s primary school pupils, to save lives during the peak infection period of May to June.

“Cancellation is the only sensible and humane option. It will go a long way to ensure the success of the ‘delay’ phase of the government’s strategy. It could save tens of thousands of lives because it will ensure good decision-making, and good decision-making by individuals is central to how we manage this crisis,” Patel said in a comment piece published by the Guardian.

The Department for Education confirmed the meeting was taking place, but made no further comment.

Source of the article: https://www.theguardian.com/education/2020/mar/16/coronavirus-education-officials-to-discuss-possible-school-closures-in-england

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Learning for empathy: A world effort to build peace through education

Asia/ Japan/ 19.08.2019/ Source: www.japantimes.co.jp.

In a classroom on a recent Saturday, junior high school students were gathered in small groups discussing death, specifically whether they would consent for their organs to be harvested after they passed away. “I am willing to donate my organs because at that time I will no longer care what happens to my body,” one student told the class. “I will be glad if my body can be useful to others in need after my death.” Many students shared similar viewpoints.

The topic came up during moral education classes in mid-July during an open day at Funabashi Kibou Junior High School in Tokyo’s Setagaya Ward, where parents had been invited to observe special classes addressing life values. Moral education classes are not meant to judge if students’ opinions are right or wrong, or instruct them how they should think. Instead, the classes aim to encourage reflection and listening to others’ viewpoints to promote critical thinking and empathy — the ability to understand other people’s feelings and the basis for living together in peace.

“To survive in the world peacefully, we must show empathy to others. We must understand feelings of others,” said Mamtaz Jahan, an assistant English teacher from Tejgaon Government Girls High School in Dhaka, who observed the classes with a group of teachers, school leaders and officials from Bangladesh, Indonesia and Pakistan. After the session, parents were also invited to speak with teachers about morals and ethics in daily life and how to address these topics with children.

The visit was part of the UNESCO project “Learning for Empathy: A teacher exchange and support programme,” sponsored by the Japanese government. The project targets teachers as key influencers in social transformation linked to the sustainable development goals, particularly SDG4.7 highlighting the appreciation of cultural diversity and promotion of a culture of peace and non-violence.

Teachers can have a direct impact on strengthening students’ resilience to discriminatory and violent narratives as well as model values of respect and trust. In many countries, school leaders and teachers share similar concerns and challenges in terms of the quality and relevance of learning in the 21st century, when societies are rapidly changing in terms of technology, human relationships and how we relate with the natural environment.

The empathy project offers education professionals from different countries opportunities to learn from each other, find inspiration and generate changes in mind-set. The group visited schools and community learning centers in Tokyo to learn what Japan does to make learning meaningful, motivating and empowering, and exchange ideas with Japanese teachers and students.

“We come here from Bangladesh, Pakistan and Indonesia to learn about how the education system is running in Japan,” Jahan said, adding that she wanted to know how Japan had incorporated SDGs in education, particularly SDG4.7 promoting a holistic view of learning based on the three pillars of cognitive, socio-emotional and behavioral dimensions.

The global indicator established for Target 4.7 measures the extent to which Education for Sustainable Development (ESD) and Global Citizenship Education (GCED) are mainstreamed in national education policies, curricula, teacher education and student assessments. Japan has long-standing experiences in inclusive quality education with many schools, including those visited, promoting topics such as sustainable development and peace.

Omori Dairoku Junior High School in Ota Ward is one of the most active UNESCO Associated Schools in Japan, actively promoting ESD through a whole school approach. School teachers collaborated to develop the SDGs Calendar as part of the school curriculum, integrating learning of and for SDGs in all teaching subjects throughout the school year. For example, ninth grade social studies focused in April on protecting democracy (SDG17: Partnership for the Goals) and in May on protecting human rights (SDG17 and SDG10: Reduced Inequalities).

“Learning for empathy is a universal value, but nowadays I think we have to think more about how to integrate it into the field of education, not only in the school, but also at home and in the community,” said Gilang Asri Devianty, a teacher from State Junior High School 2 in Cileunyi, West Java.

Education, including learning for empathy, involves three levels of learners, teachers and the broader education community, which also covers parents and community members.

For example, in addition to the usual parent-teacher association, Hasune Daini Elementary School in Itabashi Ward runs learning-support sessions led by volunteers in the community, many of whom are parents, helping students who cannot keep up with classes.

“We cannot live by our own. We are social beings, so we have to work with the others. To do so, we have to know and understand the others so we can coordinate, cooperate and collaborate,” Gilang said. “I think the very basic thing as a teacher, when we try to educate the students to have empathy toward each other, is to teach them how to accept differences, meaning not judging.”

The world is experiencing a rise of intolerance and conflict despite growing interconnectedness and interdependency among people and nations. Education can help to prepare learners to be active and responsible contributors to sustainable development and world peace. In the Asia-Pacific, an immensely culturally and linguistically diverse region, this is a particularly vital role.

Part of that mission is deconstructing prejudices about “others,” help to instill healthy self-esteem, and raise awareness about basic human rights and values. Education has a role to play in creating a strong sense of belongingness for people who feel excluded or marginalized as well as give them opportunities to develop skills for non-violent expression, communication and action through collaboration.

“I think one of the immediate problems is clashes of identities,” said Muhammad Israr Madani, an Islamic scholar and madrassa teacher at the International Research Council for Religious Affairs in Pakistan. “There are a lot of conflicts between different identities based on their ethnicity, religion, sectarian[ism] and language. Sometimes, identity crisis can create extremism.”

During the visit, participants also went to Mita High School in Minato Ward, to talk with about 30 students who are members of the school’s UNESCO Committee. Each country and the UNESCO Committee made presentations and discussed how empathy was taught in their countries, including challenges and what young people are most passionate about.

Madani said he believed that Pakistan needed to participate in such exchange programs, which would help people with different identities understand each other better. “We need to promote empathy through teacher training,” he said, emphasizing the need for proper teacher training on peace-building and conflict-resolution skills.

The visit ended with participants presenting plans that they would implement respectively in Bangladesh, Indonesia and Pakistan, taking into account challenges identified in their local contexts. Despite the differences in language, ethnicity and other factors, empathy — a key to learn to live together — is a thread that unites us all together.

Source of the notice: https://www.japantimes.co.jp/opinion/2019/08/19/commentary/japan-commentary/learning-empathy-world-effort-build-peace-education/#.XVqVjugzbIV

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New NZ digital curriculum set for 2020, are schools ready?

Oceania/ New Zealand/ 06.07.2019/ Source: www.rnz.co.nz.

The Education Review Office last year slammed the way schools and the Education Ministry were preparing for the introduction of the new digital technologies curriculum in 2020, a just-published report shows.

It shows the office warned the ministry in December that many schools would fail to meet their obligation to start teaching the curriculum in January next year when it becomes mandatory for children in Years 1-10.

The Education Ministry told RNZ things had improved since the review office surveyed schools last year and all schools would be ready to start teaching the subject.

But the Principals’ Federation and the Auckland Primary Principals’ Association said many schools were poorly prepared.

The new curriculum includes teaching children as young as five the basic principles of computer coding.

The review office report said schools had made slower-than-expected progress toward introducing the curriculum and school leaders had indicated they needed more time and resources.

It said some schools and principals were not taking seriously their obligation to introduce the curriculum and indicated boards of trustees needed to get tough on their principals.

«The lack of commitment by some school leaders to this compulsory curriculum content is of concern. Boards of trustees should consider including a component in their principal’s appraisal focusing on meeting the obligation to implement the DT [digital technologies] curriculum content from January 2020,» the report said

It said delays in setting up a coherent support programme were to blame for much of the problem.

«Too many schools did not know about the DT curriculum content, where to find the best information, or what PLD [professional learning and development] options were available to them. Too many schools have not started to look at the DT curriculum content, and, of those that have, too few have sufficient understanding, knowledge and skills to start to implement the Digital Technology curriculum content,» the report said.

The report said only 35 percent of schools reported that both senior leaders and teachers knew about the new curriculum and their obligation to start teaching it from January 2020.

«More schools must start to engage seriously with what is required of them if they are to meet their curriculum obligations,» the report said.

The curriculum was introduced by the previous government which committed $40 million to resources and training to support it.

The ministry’s deputy secretary for early learning and student achievement, Ellen MacGregor-Reid, said the ministry improved its support for schools in light of the report and over the past 12 months momentum had grown.

«We think that all schools will be ready to start teaching the digital curriculum and that that teaching will develop over time,» Ms MacGregor-Reid said.

She said teachers were motivated to start teaching the curriculum.

«We know there’s been a growing momentum in them engaging in the supports we’re offering, 12-and-a-half-thousand teachers alone have engaged with the digital readiness programme which is just one of the supports and it’s on that basis that we’re confident that schools will be teaching the digital curriculum from next year.»

The president of the Principals’ Federation, Whetu Cormick, said some schools were not ready to start teaching aspects of the curriculum such as the skills behind computer programming.

«In some schools that won’t be happening because we won’t be ready for it. Schools will do their very, very best to put this in place and I’m sure they will be planning for that next year but we have to question will teachers actually have the skills to do it themselves in every single classroom throughout every single school,» he said.

Mr Cormick said he had doubts about the number of schools that had received training in the new curriculum.

«I know my own school hasn’t and I’ve spoken to lots of school leaders who haven’t participated in any professional development. We’ve even heard reports that they found the application process difficult and they were declined.»

Auckland Primary Principals’ Association president Heath McNeil said he was not aware of any schools that would not introduce the curriculum next year as required.

However, he said schools would have varying degrees of familiarity with the curriculum, which he said should be included in daily teaching rather than taught once-a-week as a discrete subject.

Mr McNeil said the teacher shortage and high degree of churn among staff in Auckland schools had hampered their preparations for the curriculum.

In addition, training for teachers had been under-resourced.

«A compounding factor was that the professional learning and development were contestable rather than if-you-want-it-you-get-it. So if we want two-and-a-half thousand schools to implement something, we need to resource two-and-a-half thousand schools,» he said.

Mr McNeil said the current industrial action being taken by primary and intermediate school principals who belonged to the Educational Institute (NZEI) was also affecting schools’ preparations. The principals were refusing to participate in any ministry initiatives, including training for the digital technologies curriculum.

Souce of the notice: https://www.rnz.co.nz/news/national/395986/new-nz-digital-curriculum-set-for-2020-are-schools-ready

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Australia: Online programs changing literacy education

Oceania/ Australia/ 22.07.2019/ Source: au.educationhq.com.

Technology is playing a significant role in teaching literacy, with online education programs gaining increasing recognition and presence in schools

LiteracyPlanet, a comprehensive program which works alongside traditional teaching methods, is seeing encouraging results from school users. Students are seen to build confidence in their literacy skills after using the program, particularly when they’ve started below their grade standard.

The Queensland-based company will demonstrate the program within The Education Show at the National Education Summit, from Friday 30 August and Saturday 31 August 2019.

Educators will have a chance to try Word Mania at the Melbourne event, based on one of LiteracyPlanet’s most popular exercises.

Education events are welcome opportunities for Literacy Planet to meet with educators in the field and discuss ways they can further support the development of English literacy in Australia. LiteracyPlanet CEO Adam McArthur says they are looking forward to sharing some of the program’s latest updates which highlight the benefits of using technology in education at the National Education Summit.

“Technology can play a significant role in teaching literacy. The ability to save time and differentiate between students of different abilities easily is a huge benefit of using programs such as ours. LiteracyPlanet gives teachers the power to create elegant lesson plans and intervention programs, so they can spend less time planning and more time teaching,” LiteracyPlanet CEO Adam McArthur said.

Through their work with schools around Australia, LiteracyPlanet has seen firsthand the emerging challenges in teaching spelling and literacy.

“Many schools are facing challenges in teaching students who have a diverse range of literacy skills, which can be a difficult, time-consuming task for teachers when using traditional methods.

“At LiteracyPlanet, we’re seeing results from our schools that are very encouraging. Our program gives teachers the ability to easily differentiate between students, see their results and put in place remediation or intervention programs. This approach greatly benefits the student and saves teachers a lot of time,” McArthur said.

LiteracyPlanet will participate within The Education Show, a free expo and key event at the National Education Summit, an innovative professional development event for principals, school leaders and educators from K-12.

Held at the Melbourne Convention and Exhibition Centre, the Show features 100+ exhibitors showcasing the latest cutting-edge learning and teaching resources along with programs, support services and technology to educators from across Australia. Visitors can also attend the Free Education Program, as well as the Free Spotlight Stage where exhibitors will provide in depth information about their service, program or resource.

To register for the free expo at The Education Show, visittheeducationshow.com.au

The Education Show

When: Friday 30 August – Saturday 31 August 2019

Where: Melbourne Convention and Exhibition Centre

More Info: http://www.theeducationshow.com.au

Facebook: http://www.facebook.com/theeducationshowau

Source of the article: https://au.educationhq.com/news/61666/online-programs-changing-literacy-education/

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New GCSEs put pupils under more pressure, say school leaders

Europe/United Kingdow/21.08.18/Source: www.theguardian.com.

Students to receive results with grades 9-1 after changes initiated by Michael Gove

The tougher standards demanded by the new style of GCSEs being awarded for the first time this year have put pupils under a great deal of additional pressure, according to school leaders.

Hundreds of thousands of pupils in England will receive their results this week, with grades from 9 to 1 replacing the familiar A* to G.

Geoff Barton, the general secretary of the Association of School and College Leaders, said the “bar has deliberately been set at a higher level” as a result of changes initiated by the former education secretary Michael Gove.

“The new exams are harder, contain more content, and involve sitting more papers,” Barton said. “We are worried about the impact on the mental health and wellbeing of young people caused by these reforms and it is our view that such a substantial set of changes as this should have been introduced in a more managed and considered manner.

“It is to the credit of schools that they have responded to this situation by providing their students with extensive pastoral support in order to alleviate stress and anxiety despite severe funding pressures.”

Hailed as the most significant change in the examination system since O-levels were replaced 30 years ago, the “more demanding, more fulfilling and more stretching” exams were introduced to help the UK better compete internationally, Gove said in 2013.

The fruits of that effort will be seen on Thursday when the results of 20 of the new GCSEs are published, including those in biology, history and Spanish.

Gove’s changes stripped out assessed work that had accounted for a substantial proportion of marks towards the final grades. In chemistry and biology, for example, non-exam assessments accounted for a quarter of a candidate’s marks, but in the new GCSEs everything depends on the final exams.

Assessment remains in some subjects, such as dance and foreign languages, but even then the proportion of non-exam marks awarded has been cut substantially, from 60% to 25% in the case of German and French.

Ofqual, which regulates public examinations in England, has pledged to maintain continuity in the proportion of grades awarded. Cath Jadhav, the director of standards at Ofqual, said exam boards would use statistics to counteract any dip in results caused by teachers being less familiar with the content and pupils having less support material.

“Across all subjects, grade boundaries will be set this summer to ensure that students this summer are treated fairly and are not disadvantaged by being the first to sit new GCSEs,” Jadhav wrote in a blogpost explaining the way grades would be set.

According to Ofqual, the new grade 7 will start at the same standard as the former A grade, meaning 9, 8 and 7 grades replace the old A* and A. The 9 is equivalent to the top half of A* awards, while an 8 encompasses the bottom portion of A* and the top part of an A, making comparisons with the old grades difficult.

“Grade 9 is not the same as the old A* grade. It’s a new grade designed to recognise the very best performance. So in every subject there will be fewer grade 9s awarded than A*s in the old GCSEs,” Jadhav said.

Last year maths, English language and English literature were the firstsubjects to be examined under the new system. About 2,000 pupils gained 9s in all three subjects. As few as 200 pupils have been forecast to achieve a full set of 9s in eight or more subjects this year.

“It was already very hard to achieve the top grade of A* under the old system, and it is even harder to achieve the top grade of a 9 under the new system,” Barton said. “Young people striving for those top grades may therefore feel disappointed if they do not achieve them, even though they have done exceptionally well in the grades they do achieve.”

Because a number of courses, including economics and design and technology, will not offer the reformed exams until next summer, parents will be confronted with children holding a mixture of numbered and lettered grades.

The previous C grade will be fixed to the same boundaries as the new grade 4, but both a 4 and a 5 will be regarded as a pass grade in the same way as a C, with the Department for Education describing a 5 as a “strong pass”.

The new combined science GCSE will be awarded as a double grade, to reflect the greater amount of content being taught. As a result, candidates will be awarded double grades ranging from 9-9, 9-8 and so on, down to the lowest 1-1 grade.

The changes do not affect Wales and Northern Ireland, which are retaining the old GCSE grades. Scottish students sit exams under a separate system.

Source of the notice: https://www.theguardian.com/education/2018/aug/20/new-gcses-put-pupils-under-more-pressure-say-school-leaders

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