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Education

“Nudge-u-cation” could improve education

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Dr David Halpern: Behavioural approaches unlock new solutions

MANY British adults are showing signs of pessimism about the state of education in schools, but are ready to place their hope in teachers who take a more experimental approach, a new survey has found.

The poll of 2,000 adults by the charity Pro Bono Economics, has found that only one in four British people (27%) believe that children today get a better overall primary and secondary school education than they did. As many as 43% say that schools are worse than they were in their day, while just 14% believe that there is no difference compared to the proverbial best days of their lives.

Meanwhile, the public mood among adults implies that there are fewer guarantees of security when it comes to jobs, finances, owning a home and a comfortable retirement.

Comparing today’s school children to their parents:

  • Two-thirds (65%) of British adults think that today’s young people will be less likely to own their own home;
  • 57% say they will have less job security;
  • 54% say they will be less likely to benefit from a good pension;
  • 47% say they will be worse off financially.

On a more optimistic note, only one fifth (27%) of respondents say that today’s children will be less likely to move to a more affluent area than their parents, and just 22% believe they will be less happy with their job and their lives overall. A mere 19% predict that today’s children will be less likely to attend university or go on to further education. But pessimism returns when it comes to comparing the future lives of today’s young people and the current life of their parents: only 6% of respondents feel that they will not be worse off in any way.

In their efforts to help young people reach further education, and improve their life chances and social mobility, some schools have been adopting behavioural science techniques – also known as ‘nudges’ – with the aim of improving academic achievement and attendance. This approach appears to have the support of many members of the public.

With the Education Policy Institute reporting that a large number of local authority-maintained schools are now spending beyond their means, the survey reveals that many now believe it is time to take a new approach to improving children’s education, attendance and grades. Over four in ten (44%) feel that teachers should be allowed to experiment with new approaches, and 26% believe teachers should test new approaches before they are more widely adopted. Only 12% think that teachers should continue as they are, adopting consistent, accepted approaches that are believed to favour academic progress.

“In less than a decade, behavioural science has moved from the fringes to the heart of policy,” says Dr David Halpern, Chief Executive of the Behavioural Insights Team, who delivered the Pro Bono Economics Annual Lecture on Wednesday (March 28) at the Royal Society.

“Successive governments around the world have seen the benefits of introducing a more realistic model of human behaviour to public services. Our own trials in education have shown how interventions as simple and low-cost as a text message can have transformative effects – from increased attendance to improved pass rates. Experimental and behavioural approaches are both unlocking new solutions and improving old ones.”

Behavioural approaches have also helped encourage the much wider use of experimental methods – notably the randomised control trial – in routine policymaking. In the UK, this empiricism has found expression in the ‘What Works’ movement and network, and in the creation of independent What Works centres covering education, crime, early intervention, local economic growth, well-being, better aging and, most recently, youth social work.

In his Pro Bono Economics lecture, Dr Halpern will explore the dimensions and potential of the What Works movement. In particular, he will examine the cutting-edge power of the behavioural approach when it comes to education and social mobility, while identifying the barriers that still limit its enormous possibilities.

Julia Grant, Chief Executive of Pro Bono Economics, commented: “Whether or not our education system really is better or worse than a generation ago, this survey indicates that many British adults don’t believe that young people are being properly prepared for the world beyond school. No matter whether they are planning on university, another form of further education or the workplace, there is a feeling that limits are being put on their life chances.

“The positive we can take from these findings is that people are willing to put aside their scepticism and embrace more experimental approaches to improving children’s learning, attendance, grades and access to further education.

“Collectively, we need to move away from the orthodoxy of approaches that are supported by little or no evidence of their impact and adopt new, experimental approaches that produce evidence to demonstrate their immediate success or failure.”

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Education

Vital support for job seekers and employers in West Wales

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TO MATCH job seekers with employers and career agencies across West Wales, a virtual jobs fair is taking place on Wednesday 9 September.

The free online event will be hosted by Working Wales, which is delivered by Careers Wales, and is in partnership with Job Centre Plus teams across West Wales and the south west and mid Wales Regional Learning and Skills Partnership.

Now, more than ever, job seekers and employers are relying on online support to find jobs and fill vacancies.

The event will run through Working Wales’ Facebook channels and will be split into two regional events covering West Wales mid and south. 10am-11amis for job seekers and employers in Bridgend, Rhondda Cynon Taff, Powys and Neath Port Talbot. 2pm-3pm will focus on Carmarthenshire, Pembrokeshire, Ceredigion and Swansea.

Attendees for the free event will have access to a wide variety of job vacancies from many sectors across West Wales as well as expert careers advice to support with job applications.

Working Wales isfunded by the Welsh Government and the European Social Fund and was launched by the Minister for Economy, Transport and North Wales, Ken Skatesin May 2019.

Within the first year the service has directly assisted over 37,000 people across Wales. Careers Wales chief executive, Nikki Lawrence said “We are delighted to be working with our partners in the west to deliver a virtual jobs fair. Our careers advice and guidance is a vital part of supporting the economy during this pandemic, and these online events allow us to effectively and safely continue reaching and supporting our customers during these challenging times.”

To register your interest in these events, follow Working Wales on Facebook @WorkingWales. If you are an employer with vacancies to fill please also get in touch.

Available to anyone over the age of 16,Working Wales provides a one-to-one, tailored employability advice and guidance service, supporting people across Wales with job searching, CV writing, interview preparation, training and upskilling as well as with redundancy support.

For more information on Working Wales visit: www.workingwales.gov.wales or call 0800 028 4844

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Education

Virtual graduation for Class of 2020

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UWTSD is looking forward to hosting a series of online events to celebrate the academic success of the ‘Class of 2020’.
With formal degree ceremonies due to be held at a later date, UWTSD organised a series of digital celebrations that will take place on Tuesday, July 21, Wednesday, July 22, and Thursday, July 2.
Providing students with an opportinuty to celebrate their academic and personal achievements, the digital events included video messages from the Vice Chancellor, the Provosts, Universty Fellows as well as staff and fellow students.
“The Class of 2020 digital celebrations allowed us to come together – as family, friends and members of the University community – to mark our students’ academic achievements,” says Professor Medwin Hughes DL, UWTSD Vice Chancellor.
“These have been very difficult times for us all and yet students have succeeded, and these digital events help us to celebrate that academic achievement. Indeed, I would like to thank our students for the way in which they’ve responded to this pandemic and the way in which they’ve worked with the University. These celebrations were an opportunity for us to wish our students well for the future and to celebrate their hard work and success.”
Gwilym Dyfri Jones, Provost of the University’s Carmarthen and Lampeter campuses, said: “These virtual celebrations were an opportunity for the University to congratulate its Class of 2020 and to show that it is thinking of each and every one of the graduates at these unprecedented time,.
“It is also an opportunity for us to share our gratitude with the students for their valued contributions to the life of the university and its various campuses during these last few years,” he adds.
“We are proud of our graduates’ achievements and relished celebrating their successes with them in a virtual environment next week.”
Professor Ian Walsh, Provost of UWTSD’s Swansea and Cardiff campuses is immensely proud of the graduates’ achievements.
“During this difficult final term, the students of UWTSD have demonstrated the true meaning of the phrase ‘the best of us’,” says Professor Walsh. “It is fitting that the University takes a moment to celebrate the striking success of the class of 2020.
“Their hard won achievements demonstrate that this generation of UWTSD graduates possess all the necessary resourcefulness, resilience and determination to overcome the most challenging circumstances. In the process they have made their families, friends and lecturers extremely proud.”
James Mills, Group President of the Students’ Union at UWTSD also acknowledges the unprecedented challenges faced by the Class of 2020 and echoes the pride felt by all at UWTSD: “On behalf of everyone here at your Students’ Union we are incredibly proud of the hard work and success of our students over the past few months under incredibly difficult and challenging circumstances and adapted well to online learning.
“We also look forward to welcoming our students back in the next year for their graduation ceremonies on their respective campuses,” he adds.
Due to the Covid-19 pandemic, UWTSD – like all other Universities – had to respond swiftly to the lockdown restrictions with teaching moving on-line and celebrations such as graduation, being postponed.
However, UWTSD has already announced that its campuses will be open and ready to start teaching at the beginning of the new academic year, subject to government guidelines. The University is planning a blended delivery pattern for its programmes in Wales which means a combination of online delivery and on-campus teaching, when it is appropriate to do so.
The University is working to a detailed plan which anticipates various scenarios around the coronavirus context and government directives, much in keeping with the Welsh Government’s traffic light system.
It aims to ensure the safe return of students and staff to the campuses whilst also enabling as much face-to-face teaching as possible in order to ensure that students can enjoy an academic and social programme.

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Education

BAME advisor appointed to education post

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PROFESSOR Charlotte Williams OBE has been appointed by the Welsh Government to lead a new working group to advise on and improve the teaching of themes relating to Black, Asian and minority ethnic communities and experiences across all parts of the school curriculum.
Professor Williams accepted an invitation from the Education Minister, Kirsty Williams, to chair the new ‘Communities, contributions and cynefin: BAME experiences and the new curriculum’ working group.
In 2007, Professor Williams was awarded an OBE in the Queen’s New Year’s Honours List for services to ethnic minorities and equal opportunities in Wales.
Professor Williams said: “I’m delighted and honoured to be leading the working group in advancing this step-change towards integrating Black and minority ethnic history, identity and culture into the everyday learning of every child in Wales. The goal is that the new curriculum will become a shining example of resourcing and enabling broad engagement in learning and teaching with BAME contributions past and present.
“The challenge is to ensure that Black and minority ethnic peoples have a presence across the new Welsh curriculum so that within all of the Areas of Learning and Experience we can hear the sound of their voices, know of their experience, history and contributions, past and present.
“This requires appropriate resourcing because we want all teachers in Wales to be able to rethink their materials and feel confident in the ways of delivering them to reflect this presence. It’s a very exciting prospect. In this way, our curriculum in Wales will ultimately be reflective of our common experience of a vibrant, inclusive, multicultural society.
“We have a rich history in Wales, built on difference and diversity.
“This isn’t about adding an element of Black and minority ethnic history here and there in the new curriculum, but about reimagining learning and teaching across all the elements of the curriculum so that it reflects a Wales that is, and always has been, ethnically diverse, internationalist in its outlook and progressive in its aspirations.”
The First Minister, Mark Drakeford, said: “Our diversity is one of our strengths as a nation and our many histories have combined to shape Wales today.
“I’m delighted Professor Williams will be leading this important piece of work and I look forward to seeing the group’s recommendations.
“The working group will complete a review of learning resources currently available to support the teaching of themes relating to BAME communities and ‘cynefin’ across all parts of the curriculum. The group will also review associated professional learning opportunities and resources. The group will be closely aligned to the review of Welsh history by Estyn, the education inspectorate.
“The Welsh word ‘cynefin’ loosely translates as ‘habitat’ or ‘place’, but also conveys a sense that all human interactions are strongly influenced and determined by both personal and collective experiences, such as through stories or music.”
The group will present their initial findings in the autumn, and a full report in the spring.
Education Minister Kirsty Williams said: “I’m very pleased Professor Williams has agreed to chair the working group.
“I look forward to receiving the group’s recommendations on learning resources to support the teaching of themes relating to BAME communities.
“Wales is made up of a multitude of stories. We must understand and analyse our own cynefin, and make those connections across our communities, nation and the world. It isn’t just about history as a subject, it’s language, literature, geography, and so much more.”
The group will oversee the development of new learning resources in advance of the phased introduction of the new Curriculum for Wales in 2022.

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