Transcript Document
15th February 2013 Do we prepare learners successfully for progression? What employers say about school and college leavers The majority of employers who recruit young people find them well or very well prepared for work Proportion of employers who recruit young people and their views on how well prepared they are2 26% 16% 14% • willing to learn new skills 52% 58% 58% • willing to work differently • bringing fresh perspectives and ideas 23% 18% 11% 1% 6% 3% 16 year old school leavers been 17-18 year old school/college leavers been under 24 year old university/higher education leavers been Well prepared Very well prepared Poorly prepared Very poorly prepared However CBI project to Government that their members report: • 33% report dissatisfaction with the levels of numeracy and literacy • 61% find that leavers have poor self- management • 69% are concerned they lack business and customer awareness Graduate leavers are reported to have a lack of problem solving skills, weaknesses in team working and inadequate work experience 85% of under 17s believe education has helped prepare them for work. This falls to 53% for over 17s Sources: Reed in Partnership (2010), Learning from Experience? Young people and unemployment, London Edge Learner Forum – Youth Voices on Employability CBI/ Pearson education and skills survey 2012 (542 small, medium and larger employers) NESS 2009 Over 50% of lecturers think that new undergraduates are underprepared for degree level study Strengths • ICT • Teamwork • Intellectual curiosity • Presentation skills Transitional challenges • Academic writing • Self-directed study • Independent inquiry and research • Critical thinking skills • Note-taking 87% that there is too much ‘teaching to the test’ A lack of preparedness results in a steep learning curve, sometimes leading to students failing courses or dropping out of university Source: Cambridge Assessment 2012 The challenge of preparing for progression is even bigger. ‘learning how to learn in preparation for a lifetime of change’ David Milliband ‘Since we cannot know what knowledge will be needed in the future it is senseless to try to teach it in advance. Instead our job must be to try to turn out young people who love learning so much, and who learn so well, that they will be able to learn whatever needs to be learnt’ John Holt – author and educator Verbs used to describe this style: Tell, transmit, direct, fill, inform Verbs used to describe this style: Develop, mould, shape Do our teaching styles help? Verbs used to describe this style: Lead, guide, help, show, point the way Verbs used to describe this style: Cultivate, nurture http://www.longleaf.net/ggrow/SSDL/CartoonsTeaching.html As long ago as 1987 Chickering & Gamson stated ‘Learning is not a spectator sport. Students do not learn much just by sitting in class listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves’ Post 16 Opportunities • Focus on subjects they feel passionate about • Specialise and deepen thought and expand understanding • Move from learning for the exam to learning to make connections and see the relevance • Learn not just content but method • Work collaboratively more frequently with others • Develop independence with mentor support Post 16 Challenges • Experience a smooth transition to college • Become clearer about their opportunities and the ability to identify the relevance of what they learn • Become reflective of own and others experience • Gain confidence in their own decision making • Learn how to manage their lives • Prepare to take their place in the adult world Resourcefulness • Be curious and playful with ideas • See links between different events and experience • Apply logic and reasoning • Use imagination and intuition • Draw on full range of resources Need to develop Learning Power Capacities Resilience • Being able to lose themselves in learning • Create their own best environment for learning • Keep going in the face of difficulties Reflectiveness • Think about where they are doing, actions needed, time and resources and likely obstacles • Monitor and review how things are going Reciprocity • Work collaboratively • Empathise and listen • Be able to stand alone in learning Employment Skills Gap • Fastest growing sectors are: financial & business services, construction and other public services (incl. education, care & health) • Need: Managerial, professional and technical skills • Government has recognised this and is shifting focus to intermediate & higher level skills with improved vocational routes to higher education Future Developments Study Programmes from September 2013 • Core programme (academic, technical, vocational, foundation) • English & Maths • Tutorial • Substantial work experience • Employability and entrepreneurial skills • enrichment ‘I believe he has ideas about becoming a scientist’…….. ‘On his present showing this is quite ridiculous’ “……. would be a very good pupil if she lived in this world." "great originality must be curbed at all costs" was "very naughty“ He later wrote …"Where my reason, imagination or interest were not engaged, I would not or I could not learn." "He will never amount to anything“. He later wrote ‘the only thing that interferes with my learning is my education’ Hopeless. Rather a clown in class. He is just wasting other pupils' time. Certainly on the road to failure."