Does education raise people's productivity or does it just signal their existing ability?

As has been widely documented, the COVID-19 pandemic has led to 'significant' learning loss. While many have called for catch-up measures, there are counterarguments based on the hypothesis that education itself is a waste of time and money (Caplan, 2018) which imply that such measures aren't necessary: as long as young people are ultimately awarded educational qualifcations (e.g. GCSE and A level grades) reflecting their ability then they will be able to progress in their lives regardless. At the heart of this debate is the fundamental question of whether education is a worthwhile investment from society's perspective, acting to drive economic growth by making individuals happier, healthier and more productive. Or whether it is merely an expensive way for individuals to signal their pre-existing productivity and, hence, to help education institutions and employers choose between applicants. This question has been the subject of research for many years, and in this briefing note we present the evidence from the most rigorous quantitative studies

The path increasingly travelled: Vocational entry qualifications, socioeconomic status and university outcomes

Many countries have introduced flexibility in their admissions equivalents for tertiary education, allowing students to apply with vocational rather than academic qualifications at upper secondary level. However, entrants with vocational qualifications are generally less likely to succeed at university. Students from disadvantaged backgrounds are also, on average, less likely to succeed: they are more likely to drop out, or graduate with a lower class degree, even when they have the same prior attainment scores and take the same university course. Rich individual-level data in England drawn from administrative records allow us to link outcomes at university with social background and attainment and qualification routes at school, going back to lower secondary level, before academic and vocational pathways diverge. We can thus use the English example to explore whether the relative lack of success of students from low socioeconomic status (SES) backgrounds is in part because they are more likely to enter university with non-traditional qualifications that offer less effective preparation for study. Our results reveal a significant penalty associated with entering university with these vocational qualifications. Controlling for qualification type reduces the SES gradient in dropping out of university by 42%, and graduation with a lower class degree by 28%, although significant SES gradients in success still remain. There is a tension between allowing students from lower SES backgrounds to use vocational routes to enter university and these persistent gaps in university outcomes. Countries using both vocational and academic routes as pathways to university should be aware of this potential conflict

What role do teaching mentors play in supporting new university lecturers to develop their teaching practices?

We examine the support mentors provide to new lecturers as part of a postgraduate programme designed to familiarise them with university teaching. Drawing on qualitative data collected from 13 new lecturers and nine mentors, we document the support new lecturers’ call upon to shape their practice. We identify important issues surrounding the significance of mentor choice, in terms of a mentor’s experience, position and knowledge of their role, which determine the effectiveness of professional learning. Difficult issues were observed relating to prioritisation and workload for new lecturers and their mentors, and as a consequence the wider networks of colleagues and peers that new lecturers drew upon were seen as an essential source of advice. Indeed, the extent of their use depended on assistance available from mentors. Our data indicate the need for careful framing of mentoring relationships in terms of professional development and teaching enhancement to ensure the benefits of these interactions are realised. Equally both parties need to be encouraged to use reflection to scaffold interactions to promote professional learning. Our data also identify the need for recognition for those performing mentoring roles, to ensure they can dedicate necessary time so that productive relationships are sustained for the duration over which support is required

Inequalities in young peoples' educational experiences and wellbeing during the Covid-19 pandemic

While the health risks of Covid-19 for young people are low, they have borne a heavy cost of the pandemic through intense disruption to their education and social lives. These effects have not been experienced equally across social and demographic groups. Using data from a nationally representative survey of 4,000 young people linked to their education records, we study inequalities in young people's experiences of the Covid-19 pandemic. We find particularly stark inequalities by socio-economic status, with young people from poorer families facing disadvantage on multiple fronts, particularly in their experiences of home learning, returning to school, and exam cancellations compared to more advantaged young people. Gender and ethnic inequalities were more mixed, though young females reported significantly lower wellbeing scores than males. This evidence suggests that the pandemic has exacerbated existing inequalities, meaning policymakers concerned with increasing equity and social mobility now face an even bigger task than before

Grade Expectations: How well can we predict future grades based on past performance?

The Covid-19 pandemic has led to unprecedented disruption of England's education system, including the cancellation of all formal examination. Instead of sitting exams, the class of 2020 will be assigned "calculated grades" based on predictions by their teachers. However, teacher predictions of pupil grades are a common feature of the English education system, with such predictions forming the basis of university applications in normal years. But previous research has shown these predictions are highly inaccurate, creating concern for teachers, pupils and parents. In this paper, we ask whether it is possible to improve on teachers' predictions, using detailed measures of pupils' past performance and non-linear and machine learning approaches. Despite lacking their informal knowledge, we can make modest improvements on the accuracy of teacher predictions with our models, with around 1 in 4 pupils being correctly predicted. We show that predictions are improved where we have information on 'related' GCSEs. We also find heterogeneity in the ability to predict successfully, according to student achievement, school type and subject of study. Notably, high achieving non-selective state school pupils are more likely to be under-predicted compared to their selective state and private school counterparts. Overall, the low rates of prediction, regardless of the approach taken, raises the question as to why predicted grades form such a crucial part of our education system

Higher education, career opportunities, and intergenerational inequality

The UK government has expressed a desire to increase social mobility, with policies to help achieve this aim focused on reducing inequalities in educational attainment. This paper draws together established and new information about the contribution that higher education can make to social mobility using a life-course approach, considering differences by family background in terms of university attendance and achievement, as well as occupation and earnings following graduation. We find substantial socio-economic differences at each stage. Young people from poorer backgrounds are, on average, less likely to go to university than their richer peers. Even among the selected group who do go to university, they are less likely to attend the highest status institutions, less likely to graduate, and less likely to achieve the highest degree classes. These differences in degree outcomes contribute to the lower average earnings of graduates from poorer families, but earnings differentials go well beyond those driven purely by degree attainment or institution attended. The evidence strongly suggests that, even after taking these factors into account, graduates from affluent families are more likely to obtain a professional job and to see higher earnings growth in the labour market. We discuss the implications of these findings for the prospects of higher education as a route to greater social mobility

Hydration and health: a review

Summary Water is essential for life and maintaining optimal levels of hydration is important for humans to function well. Water makes up a large proportion of our body weight (60% on average), distributed between the intracellular (inside cells) and extracellular (water in the blood and in between cells) compartments. Water is the major component of body fluids, such as blood, synovial fluid (fluid in the joints), saliva and urine, which perform vital functions in the body. The concentration of solutes (osmolality) in body fluids is closely controlled, and even very small changes in osmolality trigger a physiological response; either to increase body water by reducing urinary output and stimulating thirst; or to excrete excess water as urine. Generally, body water is maintained within narrow limits. However, if water losses are not sufficiently replaced, dehydration occurs. Extreme dehydration is very serious and can be fatal. More mild dehydration (about 2% loss of body weight) can result in headaches, fatigue and reduced physical and mental performance. It is also possible to consume too much water and in rare cases this can result in hyponatraemia (low levels of sodium in the blood). We can get water from almost all drinks and from some foods in the diet. Food provides about 20% on average and this could vary widely depending on the types of food chosen. We also get water from all the drinks we consume, with the exception of stronger alcoholic drinks like wines and spirits. All these can contribute to dietary water, but also have other effects on health both positive and negative. The major concerns with regards to beverages are their energy content and their effect on dental health. With obesity levels continuing to increase it is important for many in the population to control their energy intake, and drinks as well as foods must be considered for their energy content. With regards to dental health, there are two concerns; dental caries and dental erosion. Dental caries are caused by a reduction in pH due to bacterial fermentation of carbohydrates, and so the frequency of consumption of drinks containing sugars is a concern for risk of caries. Dental erosion occurs at a lower pH and is caused by the consumption of acidic foods and drinks, in particular, citrus juices and soft drinks containing acids. Individual water needs vary widely depending on many factors including body size and composition, the environment and levels of physical activity. Thus it is very difficult to make generic recommendations about the amount of water to consume. The FSA currently recommends drinking about 1.2 litres per day (about 6-8 glasses)

The impact of mitigation measures on perinatal outcomes during the first nine months of the COVID-19 pandemic: a systematic review with meta-analysis

Acknowledgements Thank you to the authors who provided additional primary data for use in this meta-analysis.Peer reviewedPublisher PD

Young people today: news media, policy and youth justice

The new sociology of childhood sees children as competent social agents with important contributions to make. And yet the phase of childhood is fraught with tensions and contradictions. Public policies are required, not only to protect children, but also to control them and regulate their behaviour. For children and young people in the UK, youth justice has become increasingly punitive. At the same time, social policies have focused more on children's inclusion and participation. In this interplay of conflict and contradictions, the role the media play is critical in contributing to the moral panic about childhood and youth. In this article, we consider media representations of “antisocial” children and young people and how this belies a moral response to the nature of contemporary childhood. We conclude by considering how a rights-based approach might help redress the moralised politics of childhood representations in the media

Non-pharmacological interventions to reduce the risk of diabetes in people with impaired glucose regulation : a systematic review and economic evaluation

Background The prevalence of type 2 diabetes mellitus (T2DM) is increasing in the UK and worldwide. Before the onset of T2DM, there are two conditions characterised by blood glucose levels that are above normal but below the threshold for diabetes. If screening for T2DM in introduced, many people with impaired glucose tolerance (IGT) will be found and it is necessary to consider how they should be treated. The number would depend on what screening test was used and what cut-offs were chosen. Objective To review the clinical effectiveness and cost-effectiveness of non-pharmacological interventions, including diet and physical activity, for the prevention of T2DM in people with intermediate hyperglycaemia. Data sources Electronic databases, MEDLINE (1996–2011), EMBASE (1980–2011) and all sections of The Cochrane Library, were searched for systematic reviews, randomised controlled trials (RCTs) and other relevant literature on the effectiveness of diet and/or physical activity in preventing, or delaying, progression to T2DM.The databases were also searched for studies on the cost-effectiveness of interventions. Review methods The review of clinical effectiveness was based mainly on RCTs, which were critically appraised. Subjects were people with intermediate hyperglycaemia, mainly with IGT. Interventions could be diet alone, physical activity alone, or the combination. For cost-effectiveness analysis, we updated the Sheffield economic model of T2DM. Modelling based on RCTs may not reflect what happens in routine care so we created a ‘real-life’ modelling scenario wherein people would try lifestyle change but switch to metformin after 1 year if they failed. Results Nine RCTs compared lifestyle interventions (predominantly dietary and physical activity advice, with regular reinforcement and frequent follow-up) with standard care. The primary outcome was progression to diabetes. In most trials, progression was reduced, by over half in some trials. The best effects were seen in participants who adhered best to the lifestyle changes; a scenario of a trial of lifestyle change but a switch to metformin after 1 year in those who did not adhere sufficiently appeared to be the most cost-effective option. Limitations Participants in the RCTs were volunteers and their results may have been better than in general populations. Even among the volunteers, many did not adhere. Some studies were not long enough to show whether the interventions reduced cardiovascular mortality as well as diabetes. The main problem is that we know what people should do to reduce progression, but not how to persuade most to do it. Conclusion In people with IGT, dietary change to ensure weight loss, coupled with physical activity, is clinically effective and cost-effective in reducing progression to diabetes