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Parents Prefer Degrees Combining Work and Study for their Children
August 22, 2019
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Three-quarters (75%) of parents think high-quality work experience is the best way to develop the skills employers want, according to the Chartered Management Institute (CMI)

Its survey of parents of 11- to 18-year-olds showed that, with record numbers of young people going through university clearing this year, parents rate degree programmes that combine work and study over traditional university degrees.

Nearly two-thirds of parents (64%) favoured a degree apprenticeship with a major company like Rolls-Royce over a degree at Oxford or Cambridge (36%). Nearly three-quarters (73%) rated a degree that combines full-time work with study over a traditional three-year university degree based on lectures and seminars alone (27%).

Almost three-quarters of parents (71%) also thought the opportunity to develop management, enterprise and leadership skills was important.

The research was published ahead of the announcement of GCSE results on 22 August.

Speaking to HR magazine, head of policy at CMI Rob Wall said that businesses are generally well prepared to provide rewarding, structured work experience placements.

“We know that employers really value work-ready young people and what they can offer. Previous research has found that most employers are already offering structured work experience placements and many of them are working directly with schools to make this happen. We also believe that the government’s T-Level qualifications will really help to see more work experience placements on offer,” he said.

Wall added that some businesses may still encounter challenges when implementing work experience placements, however. “There are often difficulties with knowing how to reach out to young people, and for some companies it can be difficult to find the time and resources to feel like they can give young people the best experience,” he said. “We know that there’s always more that employers can do; particularly around providing specific technical opportunities and reaching out to educators.”

Wall offered his suggestions for how employers can provide successful work experience placements.

“We’d say that providing a good induction, which gives students the opportunity to understand the business, is really important. Secondly, they need to make sure they’re well prepared through developing a work plan where they get a sense of what it’s like around the business,” he said.

“Employers should provide them with a mentor or buddy to ensure they’re feeling properly supported, or even to just make sure that they’ve got someone to go to lunch with, and provide feedback to let them know how they got on. HR can play an important role in supporting managers to do this and setting the right culture and policies. If they get it right they can get future talent and help to train the workforce of the future.”

The CMI polled 1,003 parents of children aged 11 to 18 years old.

ESFA Update: 21 August 2019

Latest information and actions from the Education and Skills Funding Agency for academies, schools, colleges, local authorities and further education providers.

Documents

ESFA Update further education: 21 August 2019

ESFA Update academies: 21 August 2019

Items for further education
Reminderyou must submit your 2019 to 2020 data returns on Submit Learner Data
Informationqualification achievement rate (QAR) technical specification documents for 2018 to 2019
Informationearnings adjustment statement (EAS)
Informationupcoming roadshow for apprenticeship main providers

Items for academies

Actionimpact of McCloud judgement on academy trust financial statements for 2018 to 2019

There is no local authority edition of ESFA Update this week.Published 21 August 2019

Ofsted Introduces its New Education Inspection Framework (EIF)
August 22, 2019
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Following a consultation, we will inspect using our new education inspection framework (EIF) from September 2019.

The new framework sets out how we will inspect:

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  • state schools
  • further education and skills providers
  • non-association independent schools
  • registered early years settings
Changes to inspections

Inspection will focus on the real substance of education, the curriculum.

Inspectors will spend less time looking at test data, and more time looking at what is taught and how it is taught. They will consider how a nursery, school, college or other education provider achieves its results.

We want to make sure that good results flow from teaching a broad, rich curriculum and reflect real learning, not just intensive preparation for a test.

We will be grading schools and other providers on the areas that matter most to parents:

  • the quality of education
  • behaviour and attitudes
  • personal development
  • leadership and management
What inspections will include

Inspectors will look at how a school contributes to pupils’ broader development, including their character, citizenship and resilience. They will also look at how the school manages behaviour, low-level disruption and bullying, so that parents can be assured that the school is one in which pupils are safe and able to learn.

Inspectors will check that school leaders are behaving with integrity by putting children’s interests first. This includes checking that schools do not enter pupils for qualifications that are inappropriate for the child but that may have a positive impact on the school’s published performance data.

Inspectors will also check that schools are not removing pupils from the school’s roll without a formal, permanent exclusion when this is not in the child’s best interests. We refer to this as ‘off-rolling’.

Inspection reports

We want to give parents clear and helpful information. This is to reassure parents about the education children are receiving now, as well as informing choices about their children’s future education.

Our reports will be shorter and clearer. They will tell parents what it’s like to be a child in that school, what the school is doing well and what it could be doing better.

We will keep our current grading system of:

  • outstanding
  • good
  • requires improvement
  • inadequate

It is not just about exam results.

Reports will tell you what behaviour is like at the school, how it tackles bullying, and whether children are learning the things they need to learn to get ahead in life.

We hope the changes we are making will help parents to make informed decisions about their children’s education.