Supplementary guidance for schools on inspecting skills, September 2010

This guidance is intended to support the key tasks of inspectors in making judgements regarding: whether all pupils have the communication, numeracy and ICT skills needed to access the whole curriculum; and how well the wider curriculum itself develops pupils’ skills

EDUsummIT 2011 Report from TWG3: Teacher Professional Development

A summary of the discussion and recommendations from the International Summit on ICT in Education 2011 working group on professional development of teachers

Spotlight on Earth Science Symposium: An Overview

On September 18-19, 2006, James Madison University (JMU) hosted a one and half day symposium entitled, “Spotlight on Earth Science,” highlighting current resources and technology available for earth science teachers, and invited teachers to share effective practices learned in their program coursework through the two Mathematics and Science Partnerships (MSP) funded by the Virginia Department of Education. The symposium supported a pooling of expertise among participants to initiate the definition and resolution of the persistent issues in earth science education in Virginia. A total of ninety-six teachers, university faculty, curriculum supervisors, policymakers, and business/government/industrial representatives participated. Three themes were addressed: 1) Best Practices in Earth Science Teaching, 2) Curricular and Assessment Issues in Earth Science, and 3) Earth Science Teacher Education. The two MSP projects, Virginia Earth Science Collaborative (VESC) and Innovative Teachers in Earth Science in Tidewater (ITEST), addressed only one aspect of the earth science issues in Virginia: the shortage of qualified earth science teachers. Building on the successes of these projects and the symposium, the Virginia Mathematics and Science Coalition commissioned a task force to explore the problems and potential solutions raised by participants in symposium. Future anticipated outcomes include the development of graduate programs in geoscience education and engagement in funded projects in geoscience education to suit the needs of students, teachers, and school divisions

Alternative approaches to education provision for out-of-school youth in Malawi:The case of Complementary Basic Education

Young people in Malawi face many challenges. Primary education is struggling with poor internal efficiency, low quality and poor educational outcomes. Access to post-primary education is limited and highly selective. The majority of young people who exit the formal education system dropout in the primary cycle. Few out-of-school youth have had access to technical, vocational or entrepreneurial training, or the chance to develop key skills to support and sustain livelihoods in the country’s predominantly rural-based economies. Until recently education and skills development for out-of-school youth was given scant attention at the national level. However, in response to growing concerns about the ability to meet Education for All (EFA) targets and to support poverty alleviation strategies, the Malawi government now acknowledges the need for alternative approaches to basic education in order to cater for out-of-school children and youth. In 2006, the Complementary Basic Education (CBE) programme was launched in Malawi, first piloted and then expanded across several rural districts in Malawi. This background paper presents an overview and analysis of the role of Complementary Basic Education in the educational provision for out-of-school youth. In doing so, it focuses on the expectations, participation and outcomes of older learners, as well as the challenges faced in the delivery of curriculum content and practical pre-vocational skills training in light of the differing needs of children and youth. It explores the interface between basic education and skills development and reflects on lessons to be learnt with regard to the design, implementation and mainstreaming of complementary and non-formal education programmes

A review of the research literature relating to ICT and attainment

Summary of the main report, which examined current research and evidence for the impact of ICT on pupil attainment and learning in school settings and the strengths and limitations of the methodologies used in the research literature