The early years – moving beyond ‘splashes of colour here and there’

IOE Events.

Our latest IOE debate looked at the start of the educational journey – the early years. What would we need to do in order to secure world-leading early years provision? The answer from our panel is one that arguably applies across the different phases of our education system: we already have world-leading provision, but that’s often in spite of government policy, and is yet to be enjoyed across all provision.

What, then, should be done with government early years policy, and how can we build a world-leading early years sector, not just a scattering of world-leading provision? To answer those questions we were delighted to welcome: Jan Dubiel, early childhood education consultant; June O’Sullivan MBE, Chief Executive at the London Early Years Foundation; Helen Ward, reporter on early years and primary education at The TES; and Dominic Wyse, Professor in Early Childhood and Primary Education, UCL Institute of Education.

So, where is this world-leading provision? According to our panel, Read more ›

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Posted in Childhood & early education, Education policy, IOE debates

Schooling for refugee children: how MOOCs support teachers in the world’s most challenging situations

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 ›

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Posted in International development, Teachers

Despite the government’s best efforts, there has yet to be any reduction in teachers’ workloads

John Jerrim.

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 ›

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Posted in Education policy, International comparisons, Teachers

Schools in England are more likely to receive regular reports of cyber-bullying than those in any other country in the TALIS study. How worried should we be?

John Jerrim.

There has been a lot of talk recently about the harm caused by social media and that young people are experiencing ever-greater levels of cyber-bullying. These relatively new phenomena have implications for teachers and schools, who often have to intervene in cases of unwanted electronic contact and potentially harmful social media posts being shared about their pupils.

But is this really more of a problem in England than elsewhere?

New results from the OECD’s Teaching and Learning International Survey (TALIS) 2018 study suggest that this may be the case. Yet, as always, the devil is in the detail. In a nationally representative survey, lower-secondary headteachers across more than Read more ›

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Posted in Education policy, International comparisons, Teachers

How satisfied are teachers in England with their pay? It depends upon the perspective you take

John Jerrim.

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 ›

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Posted in Education policy, International comparisons, Teachers
UCL Institute of Education

This blog is written by academics at the UCL Institute of Education.

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