Diana Laurillard and Eileen Kennedy, UCL Knowledge Lab
More than half the world’s refugees are children. Most of these children will spend their whole childhood away from home, with little access to education. In the context of the Syrian crisis alone, more than 2 million of that nation’s children have dropped out of school within Syria or in neighbouring host countries.
Our research aim is to test whether this kind of very large-scale educational challenge can be addressed by using the global platform of a MOOC as part of the solution.
Teachers can have an enormous impact on the lives of such children, providing continuity and support for physical, cognitive and social needs, in addition to education. In Lebanon, where a quarter of the population is made up of refugees from both Syria
and Palestine, teachers carry the responsibility for providing the basic schooling for Read more ›
Five years ago, when results from the TALIS 2013 survey were released, there was one thing that particularly caught the attention of education policymakers, unions and school leaders – teacher workload. This study revealed how lower-secondary teachers in England had one of the longest working weeks anywhere across the world.
This subsequently led to a huge policy effort by the Department for Education to reduce teachers’ workloads. Amongst other things, this included setting up numerous workload review groups, reducing the data burden being placed upon schools and publishing advice and guidance to school leaders about how teachers’ workloads could be reduced.
Today, results from the latest wave of the TALIS survey (conducted in 2018) has been released. This provides the first real opportunity, using genuinely comparable data, to consider Read more ›
Pay is a key concern of teachers in England. It is one of the key aspects of their employment conditions, with previous research suggesting that pay is closely linked to the recruitment and retention of teachers.
At the same time, teacher pay is an area where there has been a lot of change in recent years. Reforms were introduced in 2013 that reduced the link between teachers’ pay and their length of service, while also giving schools more freedom to set starting salaries. Moreover, up to 2018 the public sector pay cap was in place, limiting annual salary increases of teachers in England to one percent.
This then begs the question, how satisfied are teachers in England with their pay? Evidence from TALIS 2018 provides important new evidence on this issue. Read more ›
Today, new results have been released from the TALIS 2018 survey – a study of the teaching profession conducted within more than 40 countries across the world. Along with Sam Sims, I co-authored the national report for England.
The survey, conducted amongst a large, nationally representative sample of primary and lower-secondary teachers, included several questions about job satisfaction. As an international survey, we can therefore compare the job satisfaction of teachers in England to teachers in other countries. Also, as the second time TALIS has been conducted in England, we can also examine trends in teacher job satisfaction over time.
This blog will be short and not-so-sweet. The results Read more ›