International Education

Matthew Lynch published in International Education

Which countries must do more to help children who fall behind at school?

Gijsbert Stoet, University of Glasgow

Many of the world’s leading economies can do more to help struggling teenagers to get a better level of education that will equip them for later life. A new report from the Organisation for Economic Co-operation and Development (OECD), looking at why low-performing students fall behind at school, has found that much remains to be done to reduce the number of children that perform poorly in maths, reading and science skills.

One of the most striking aspects of the report is just how many children are low performers, even in highly-developed nations such as the UK, Australia, or the US. I find it shocking that one in six children in the UK has a low level of reading comprehension skills – 17% of those tested in both the UK and US, and 14% in Australia.

The new report is based on data taken from the OECD-funded Programme for International Student Assessment (PISA), the world’s largest and most influential educational survey. It aims to raise educational standards by providing detailed information about successful and less successful educational systems.

Every three years, 15-year-old children around the world take the two-hour PISA test. It focuses on some of the most fundamental academic skills: reading comprehension, mathematics, and science literacy. The new report is based on the 2012 PISA round, in which nearly half a million children participated.

The average score in OECD countries for each skill is around 500 PISA points. For example, in the UK, children’s scores in reading comprehension ranged from 121 to 788 points, with a national average of 499 points. Low performance is defined as a score below (approximately) 400 PISA points. According to the OECD, a low performer does not have the skills required to participate fully in a modern society.

The numbers of low performers in mathematics are worse than in reading – 22% in the UK, 20% in Australia and 26% in the US. Of course, it is possible that a child is a low performer in only one of the skills, but the numbers of children performing poorly in all of the three skills is still worryingly high: 11% in the UK, 9% in Australia, 12% in the US and 13% in France.

Which countries do best

There are considerable differences between countries. Those that generally score highly in PISA are, unsurprisingly, also the countries with the fewest low performers. Generally, East Asian countries and economic regions are successful in PISA (with the Chinese cities Shanghai and Hong Kong leading the league table) and have relatively few low performers. But there are European countries that have a similar level of success. For example, Estonia has one of the highest PISA scores in Europe, and only 3% of children are low performers in all three skills, leading the European league table.

There are no simple explanations for why some countries do better than others – many factors play a role. These include the educational levels and income of parents, their engagement, and whether or not children live in an urban or rural area. We should not only look at the leaders of the league table, but also at countries which are culturally and geographically similar.

Take Ireland, for example, which has 10% low performers in reading and 17% in mathematics and has seen a considerable reduction in low performers between 2006 and 2012. In Ireland, only 7% of low-performing children skipped school at least once in the two weeks before the PISA test, compared to 27% in the UK and 45% in Australia. Ireland’s data also shows a lower level of segregation by educational achievement. Such comparisons suggest that dealing more effectively with truancy and a more equal distribution of low performers across schools might help to drive down the numbers of low performers in other countries.

Gender gaps persist

This new OECD report also reports gender differences among low-performers. From other research, we already know that boys fall behind in education around the world, and in the UK in A-Level and GCSE exams. In particular, boys fall behind in reading, and girls, to a lesser extent, in mathematics.

Gender gaps at age 15.
OECD, PISA 2012 Database

These gender gaps are also reflected in the new report. As the graph above shows, more boys than girls are low performers in reading and science, whereas more girls are low performers in mathematics. Policies aimed at reducing gender inequalities have so far not been effective in resolving these gaps. A new approach is needed.

One of the problems that the report does not address is that countries with a larger mathematics gap often have a smaller reading gap and vice versa. This is enormously challenging, because some of the countries, such as Iceland or Finland, that are able to eliminate the mathematics gap affecting girls, have a particularly large reading gap affecting boys.

How to raise achievement

The final chapter of the report lays out a series of policies to tackle low performance levels. It gives examples of successful approaches, which include language training for non-native speakers and improving the quality of pre-primary education, which has happened in Germany. It also suggests that schools could foster high academic expectations, and use networks of schools to disseminate best practise.

It concludes that the percentage of low performers in any country can be reduced within a couple of years, if government is willing to reform the education system. While the number of low-performing children in the OECD is disappointingly high, with the appropriate educational reforms, based on evidence, a lot can be done to improve the situation.The Conversation

Click here to read all our posts concerning the Achievement Gap.

 

Gijsbert Stoet, Reader in Psychology, University of Glasgow

This article was originally published on The Conversation. Read the original article.

  • no reactions
0
Share
Matthew Lynch published in International Education

Malala: Education, not drones, is key to fighting terrorism

Nobel Peace Prize recipient Malala Yousafza has a message for President Obama: stop fighting terrorism with more violence, and invest those resources in education.

Speaking to a crowd at the Forbes Under 30 summit in New York City, the 17-year-old Pakistani young woman said that she believes attacks against terrorists through drone technology and other ground violence only further the problem. Killing a few terrorists will not squelch the larger problem —  only education can do that. She said she had expressed those very sentiments to President Obama in a private meeting.

She did not outline his response to her thoughts, but merely said that he had “political” answers to her concerns.

The sentiments that Malala holds are actually pretty American in scope. In policy and practice, we believe that educating our children is a better use of energy than the futility of changing the minds of those already entrenched in one belief system or another. There seems to be a paradox though in how we behave here in the States, and how we act when dealing with issues outside the country. Instead of looking for a long-term solution to issues like terrorism, like the education Malala is emphasizing, we handle the immediate problem (that seems to return again with even greater fury).

Perhaps the “political” answers that the President gave to Malala are the necessary ones in order to keep us safe. But perhaps Malala’s suggestions should still be taken seriously, as a simultaneous initiative that could lead to long-term peace.

Do you think higher levels of education can really combat the terrorist mindset?

 

 

 

  • no reactions
0
Share
Matthew Lynch published in International Education

Why U.S. Education Must Evolve to Stay Ahead

**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.**

A guest post by Jim Milton

In my travels abroad last year to visit some international higher education clients, I was very encouraged by the progress that many of them have made in raising the quality and accessibility of higher education through technology. It was also clear to me that the U.S. higher education system remains the gold standard for the rest of the world. There is no more respected or admired system, even as we face growing challenges domestically.

From São Paulo to Mumbai, these institutions look not only to our most venerated Ivy League schools and research institutions as the touchstones for their own growth and success, but they also recognize the sheer number of choices in the United States – from career schools to community colleges to faith-based institutions – along with the diversity of students across income levels and backgrounds.

Back home, though, we see a superstorm of challenges that could threaten our standing as the beacon for higher learning throughout the world. Not only are skyrocketing tuition and student-loan debt posing a threat to an otherwise inclusive and diverse higher education landscape, there are now widening skills gaps in the job market that threaten the continued growth and success of our economy.

This is particularly true of “mid-skills” jobs, which require some post-secondary education but less than a four-year degree (e.g., systems and network specialists, healthcare workers, paralegals, mechanics, welders, retail and manufacturing workers). According to a survey of more than 800 human resources executives throughout the country by Accenture, 69 percent of employers say that their inability to attract and retain mid-skills talent frequently affected the performance of their companies1.

One reason for the mid-skills gap has to be today’s deeply ingrained mindset that the bachelor’s degree is the only viable path to productive, successful lives. Many of us wisely establish prepaid tuition plans for our children when they are very young, but typically with four-year institutions in mind. It’s what William Symonds, Director of the Global Pathways Institute at Arizona State University, calls the “one road to heaven” approach2. But even if 80 percent of U.S. high school students graduate and go on to four-year institutions, and 50 percent of those students drop out of college, the road comes up short for 60 percent of students in our system.

To use my own family as an example, all three of my children were on the path to traditional colleges from an early age, including my son, who went straight from high school to Drexel University in Philadelphia—clearly a great school. But he left after a year and then completed a few additional classes at a community college. Ultimately, he was drawn to the restaurant business. After attending a brief restaurant management training program through his company, he now manages one of the locations, earning a good salary with profit sharing and plenty of opportunity for career growth. How much sooner would he have landed on the right career path if we had guided him to other education options early on? Why not a culinary or restaurant management program? What could the high school counselor have suggested to him?

Decades ago, high schools in this country offered both vocational and college preparatory tracks, but today, vocational programs are either nonexistent or stigmatized as a last resort. Instead, high schools push students en masse toward four-year institutions, eliminating a key way that young people are introduced to these kinds of careers.

While community colleges continue to add more career-oriented programs, the fact remains that they are doing double and triple duty on limited budgets. They prepare students to transfer to four-year institutions and provide remedial education to students who are lacking certain academic fundamentals, as well as offer career programs that quickly fill up from the demand.

This brings us to proprietary career schools. Sometimes lost in the negative news around this sector is that many of these schools provide the best path to those critical mid-skill careers. These colleges produce 51 percent of associate degrees in computer science and information technology, including mid-skill positions – such as network administrators and programmers – that are so critical to our economy3. What’s more, a study by Northwestern University economist Jonathan Guryan observes that only 18 percent of associate-degree students and 12 percent of students who are enrolled in certificate programs at for-profit institutions have nonprofit alternatives in the same fields of study nearby4.

Career schools also play a critical role in continuing education. Mid-skill workers who have already completed postsecondary programs can gain new skills and credentials based on industry needs. Take cybersecurity, for example. Whether it’s healthcare, IT or business, there is an incredible need for those with baseline occupational expertise to gain additional training in cybersecurity. Career schools adapt quickly to workforce demands like these.

In comparing one system or approach to another, we often get lost in the fact that they have different but equally important missions in our economy. Traditional four-year institutions provide the foundation for future leaders and innovators across industries. Community colleges remain an important link and partner to those four-year institutions. Career schools, with their emphasis on mid-skill careers and highly focused, flexible and affordable programs, will continue to be an indispensable part of that higher education mosaic. Diversity remains our strength.

Technology’s Role in this Evolution

The solutions to our challenges in higher education aren’t limited to filling the mid-skills gap or embracing any one model. Containing costs and student loan debt, increasing student retention and improving outcomes are top priorities for public, private and proprietary institutions alike.

What’s encouraging to see both here in the United States and abroad is that more traditional schools are embracing new technology and delivery models (and, dare I say it, business practices) to improve results. They are reaching more diverse candidates through enabling technologies and offering them more ways to succeed, including online learning, flexible terms and hybrid delivery models.

Traditional institutions are becoming as adept at serving the single mother of two who’s pursuing her nursing degree part time as they are the student right out of high school. They are offering competency-based programs, stackable credentials and other nontraditional alternatives to help students to achieve their goals faster and more cost-effectively.

Each new innovation or academic model will have its challenges. Institutions, as well as state and federal agencies, are still trying to create uniform standards for competency-based education, for example. What’s important is to keep encouraging new ideas, keep the ball rolling on them and have a flexible enough foundation to adapt and change with the needs of our economy—this is how our higher education system will continue to be the envy of the world.

____

Jim Milton is CEO of Campus Management Corp., a global solutions provider to higher education.

References:

  1. Finding the Middle. How businesses can manage the talent pipeline to close the middle-skills employment gap. Accenture. 2014. accenture.com
  1. Reimagining the Road to Career Development, William Symonds, Director, Global Pathways Institute. July 1, 2015. http://globalpathwaysinstitute.org/wp-content/uploads/2015/07/2Global-Pathways-   Institute_July01_2015.pdf
  1. The For Profit Postsecondary School Sector: Nimble Critters or Agile Predators? Harvard University Research. 2012. http://capseecenter.org/wp-content/uploads/2012/02/ForProfit_Nimble-Critters_Feb-2012.pdf
  1. Report on the Proposed Gainful Employment Regulation. Jonathan Guryan,  Ph.D.,  Northwestern  University. Charles River Associates. May 2014. http://www.career.org/news-and-media/press-releases/upload/Guryan-CRA-Public-Comment2.pdf

 

  • no reactions
0
Share
Matthew Lynch published in International Education

Teens fight for better global educational opportunities

Across the globe, 15 year olds came together recently to stand up for an issue that impacts the education of kids around the world: poverty. As I’ve discussed here before, students with underlying issues like poverty, hunger or neglect are often unable to function at a necessary level in K-12 classrooms. All of the best academic initiatives in the world cannot fix a broken home or an empty stomach, which is why these issues must be addressed inside schools for academics to improve too.

The “action/2015” initiative shares my sentiments. Students who are 15 years old today are calling on world leaders to put policies in place to eradicate hunger, violence against women and children, and poverty in order to make the world a better place by 2030. This global group of students recently made their case to the U.S. State Department, calling for everything from clean drinking water to better educational opportunities for children across the globe.

In an interview with National Public Radio, Toluwanimi Sola-Adeyemi of Lagos said that she is petitioning for more reliable electricity in her home country of Nigeria and that when the power goes out, it affects everything from safe drinking water to ability to go to school. Other students are asking for things like better opportunities for education in third-world countries, particularly for women.

It is great to see these young people taking such ownership of these world issues, particularly access to education. With their determination and the help of the world leaders today hopefully we will be closer to equal access to education and eliminating poverty across the globe by 2030.

  • no reactions
0
Share
Matthew Lynch published in International Education

10 mandatory websites for international students

**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.**

A guest column by Julie Petersen

When you applied to a school in a different country, you were enthusiastic about the change. You expected to meet tons of friends and benefit from your freedom as much as possible. However, international studies come with huge responsibilities that will bring you back to reality.

Before you even start adapting to the new environment, you’ll realize that it’s hard to manage your expenses, understand your professors, and complete all academic projects you’re expected to submit. That’s why you need to rely on the following websites, which are meant to make the life and studies of an international student less stressful.

Educational Resources for International Students

  1. Elevate. This is your personal brain trainer! Elevate is an app that enables you to develop a comprehensive sets of reading, speaking, listening, and writing skills. They are all important for your education! The app is very entertaining, so you won’t even realize you’re boosting your English skills along the way. It doesn’t matter whether you get the correct answer or you make a mistake; you’ll always get a chance to practice more and become better.
  2. Common Errors in English Usage. No matter how hard you tried to master English grammar and vocabulary throughout your studies, it will be difficult to express yourself entirely in this language. You’ve been focused on grammar and syntax rules, but do you know which mistakes to avoid? At this website, you’ll get access to detailed explanations of the common errors in English usage. When you learn how to avoid these slips, you’ll instantly become a better speaker and writer.
  3. CliffsNotes. At this website, you’ll find effective study guides, literature notes, and test prep materials that will make your studies much easier. In addition, CliffsNotes offers words of the week and tips on how to enhance your lifestyle. When you don’t have a time to read a particular book for class, the literature notes in this database will save you from a bad grade.
  4. International Student. This website is a necessary addition to your set of tools. It enables you to search for products and services for international students, such as insurance, loans, textbooks, prepaid SIM cards, and more. You can also use the Student Job Search tool if you’re ready to start making money throughout your studies abroad. The blog is awesome; it offers information on different majors, so you’ll understand which degree will ensure you the best future.
  5. AU-Assignment-Help.com. At this website, you can get professional writing assistance for any academic project. The project was launched by Australian educators, who understood that most students faced difficulties when they had to write essays, assignments, research papers and other projects. When you ask for help, you’ll be paired with a tutor who understands the particular area of study, so you’ll get detailed guidance through the planning and writing process. This learning experience will certainly help you meet the expectations of the professors in your university.

Tools that Help You Balance Your Lifestyle

  1. WhatsApp. WhatsApp is available as a web-based tool and an app for Android and iOS. It will enable you to catch up with your friends and family at any time. If you have a girlfriend back home, it will be easier to maintain the relationship knowing that you’re always be available for each other. In addition, WhatsApp is a great tool for organizing study sessions and meet-ups with your new friends.
  2. Google Maps. When you find yourself in an unknown city, it’s hard to get to the right places on time. That’s why you have Google Maps – a tool that will always help you find the right way. The tool works well in warning you about crowded traffic. It also shows bike routes, so you’ll have no problem finding your way regardless of the type of transport you choose.
  3. Converter Plus. The new currency can make spending confusing. You might never be aware of the amounts you spend, so you can easily end up wasting $20 on tea. Don’t make such mistakes. Converter Plus is an awesome app that enables you to convert currencies and units in an extensive list of categories. Suddenly, you’ll understand that the need to convert Celsius to Fahrenheit and Meters to Feet is not that frustrating after all.
  4. OnTrees. When your budget is limited, it’s difficult to decide what expenses are mandatory and which ones you can live without. OnTrees will help you manage your money effectively. You can track your activity and see how much you are spending on a daily basis. Then, you can analyze the expenses according to type, data and account. When you have such detailed presentation of your expenses, it will be easier for you to plan them thoughtfully.
  5. Eventbrite. You don’t want to miss a concert, an exhibition, or another cultural event in the new city? Eventbrite will help you realize the lifestyle you imagined when you planned your studies in another country. The tool enables you to search by location and buy tickets for different events you are interested in. Plus, you’ll see which of your friends are attending, so you can easily find company.

International students have to invest double efforts if they want to achieve the goals they have set. The new environment imposes many challenges, but there is no issue you cannot overcome without commitment. You’ll also need the right resources to support you on that journey, so you should start exploring the above-listed websites with no delay.               

____________

Julie Petersen is a young blogger and writer, who features the latest educational and career trends in her articles. At present time she is working on her first ebook dedicated to e-learning technologies. You can contact her via LinkedIn.

  • no reactions
0
Share
Matthew Lynch published in International Education

The Vicious Cycle of (un)Education in Pakistan

**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding a P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.**

By Khaula Mazhar

In Pakistan there are basically three levels of schools. The top ranking schools, the middle ranking schools and the lowest ranking schools.  Unfortunately the ranking has more to do with how much the Pakistani parent can actually spend on education rather than academic results. In Pakistan education is a privilege, not a right.

The sad fact is the top ranking schools are extremely expensive private schools owned by business savvy entrepreneurs whose main interest is to keep up their personal prestige as well as finance their round the world trips.  That being said however, these private schools are mainly O-Level Schools in urban and suburban areas. They have to adhere to certain standards, if they wish to remain affiliated with the Cambridge system, resulting in a higher standard of academics. O-Level schools charge the highest fees, so remaining in the Cambridge system has a huge monetary attraction. The students are encouraged and supported to maintain their grades and in most cases the teachers are well-trained, dedicated individuals. At least that is how the school starts its journey.

The problem arises when the school attains an impressive reputation for academic excellence among its competitors. As with the rise of empires there is always the inevitable fall, it is true for private schools as well. The growing waiting lists for admissions into top schools are inversely proportional to the academic standard in most cases, especially where there is sole ownership rather than a board of directors. The culprit is greed, misuse of authority and the loss of dedication to working for the coming generations.

To keep up with the demand to give more admissions to more students, the private school owner must supply more buildings and more staff.  This should be a simple enough task however the reality of the expenditure can be daunting especially when it infringes upon the comfort of the school’s owner. Expenses must be cut elsewhere. Unfortunately it is the staff and students that ultimately pay. To meet the expenses current staff must forgo the yearly salary increment, mediocre teachers lacking proper training are hired on minimum salaries and fees are hiked a good percentage on a yearly basis. Not to mention the one-time admission fee (costs and arm and leg for the average upper middle class working father). It only takes a year for the standard to slip, and since the students are required to maintain a certain level of grades so as not to tarnish the school’s results. Parents have no choice but to pay for tutors or look for another school if their child is removed, in which case they would have to pay admission fees to any school willing to give an admission.

The reality of this situation is clearer when we see the average salary of teachers as compared to the monthly school fees. In one top ranking school (now on a steady decline) the average monthly fees for one child in Pre-nursery to grade two is around RS 16 000 ($157) and reaches up to RS 20 000 for higher grades. The average Pakistani family has at least three children. Sending them to school is no easy feat.

The average teacher’s monthly salary ranges from RS 13 000 to RS 20 000 only ($127-$197). So for teaching to a class of at least thirty, the teacher is paid the equivalent or less than the fees of one single student. Teachers quit on a regular basis burdened by the work load and the pathetic salaries. The teachers that do stay on don’t exactly have the incentive to give it their best.  In the end parents end up paying dearly for school fees plus tuition fees in the hope of providing their child with a proper education. And they are the lucky ones.

The average middle class family can’t afford a top ranking school and has to settle for the neighborhood private schools, which follow the Matric system. The lower fee structure although more reasonable, is still quite an expense with monthly fees ranging around RS 5000 and up per child and the average salary being RS 50 000. If there are three children, that comes to RS 15 000 at least. That is 30 % of the total household income.

The teacher’s qualifications range from Intermediate (what would be grade 14) to Bachelors, mostly with no teacher’s training at all. The training is done on the job. Students come home from school and then study with tutors, usually of equally mediocre capabilities. Getting an admission into any post secondary school of worth is a large improbability for most of these children. And so the cycle continues when they go out to get jobs.  Unless one has a degree from a well-reputed academia one must settle for a second-rate job.

The lowest ranking schools are the government schools. The government spends an embarrassing 2% of the budget on education. Due to the insignificant funding there is a lack of motivation among the under-qualified teachers, who are regularly transferred on the basis of prejudice and nepotism. The lack of teaching staff causes an overload of work on the remaining teachers. All this results in a poor and sometimes even hostile environment which encourages students to bunk.

Children who do attend are faced with sitting in dilapidated classrooms, sometimes without electricity or even desks. The majority of the children won’t ever complete their schooling, will end up working less than minimum wage jobs then try to raise a family on that. And so the vicious cycle continues.

—

Khaula Mazhar, children’s book author, has a ten year teaching experience from Pakistan where she also wrote for Dawn Newspaper. After moving back home to Canada she continues to pursue her writing when she can. She blogs at Blog Her, createmyapp.com and MuslimMoms.ca and writes articles for Examiner.com.

  • no reactions
0
Share
Matthew Lynch published in Equity, International Education

Male graduates earn more than female graduates: study

Alexandra Hansen, The Conversation

Male university graduates earn more than their female counterparts and the pay gap will likely increase with the more time spent in the workforce, according to new research.

A study by Graduate Careers Australia found an aggregate gender wage gap of 9.4% in favour of male graduates, which decreased to 4.4% when allowances were made for controls such as the courses studied by males and females.

This means more males enrol in courses with higher earnings such as engineering, whereas humanities, which provide less monetary return, are studied mainly by women.

However, the 4.4% gender wage gap couldn’t be explained by these factors, and is potentially due to inequalities in workplaces.

When looking at specific occupations, the study found male graduate nurses and primary school teachers earned more than their female counterparts.

Statistics from 2013 show the gender wage gap across the board in Australia is 17.5%, leading to the conclusion that the pay gap increases with time in the workforce.

Author of the study Edwina Lindsay said this greater figure examines the aggregate gap within the broader Australian labour market, and does not control for vital determinants which may mediate the gap, such as age and career breaks in employment which stem from family responsibilities.

However, she said many studies have shown the pay gap widens with age.

Ms Lindsay said females need to be given more information about career choices and should be encouraged to consider training for occupations that are often traditionally thought of as male roles.

“Implementing education campaigns and programs that encourage the participation of women in STEM subjects (Science, Technology, Engineering and Mathematics) during secondary schooling could see the aggregate wage gap in favour of males reduced for future generations,” she said.

Currently, field of education choices of men and women can be influenced by gender stereotypes socialised at a young age, she said.

“This may help to explain the notable differences in the fields of education studied by young men and women in Australia.”

Eva Cox, Professorial Fellow at the University of Technology, Sydney, said the debate shouldn’t be how to get women in to these higher paying jobs, but rather why jobs dominated by males are better paid than jobs dominated by females.

“The question here ignored is whether salaries are higher because of more intrinsic value in a STEM degree, or whether the gender composition of the workforce influences the way it is valued,” she said.

“On that basis one can question whether the differences between fields of education pay levels are in themselves gender biased. Why is engineering of so much more value than social work?”

Ms Cox said rather than thinking of ways to get more women in higher paid areas, we need to raise pay rates in feminised occupations.

Executive Director of the Australian Centre for Leadership for Women Dr Diann Rodgers-Healey said the wage gap had remained unchanged for almost 20 years.

To remedy the gap, we need to address gender-based direct and indirect discrimination so assumptions aren’t made about the industries, careers, positions and job assignments for women, she said.

The Conversation

Alexandra Hansen, Editor, The Conversation

This article was originally published on The Conversation. Read the original article.

  • no reactions
0
Share
Matthew Lynch published in International Education, Teachers

Schools are struggling to recruit teachers, survey finds

**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.**

A guest post from VoicED

A recent survey, published by the National Association of Head Teachers, has discovered that approximately 64 per cent of schools leaders are findings recruitment for teachers difficult, especially in core subjects such as English and maths.

The survey also uncovered that around 1 in 3 school leaders felt that newly qualified teachers (NQTs), working at their school, were not prepared for the classroom, with reports of NQTs finding controlling classes hard, as well as not being knowledgeable enough in some subjects.

The findings come at a time of increasing concern about the crisis in hiring and retaining school staff.

Of the 1,000 members of the National Association of Head Teachers surveyed, 61.8 per cent claimed that they had faced difficulty finding senior teachers, on the upper pay scale.

40.5 per cent claimed that a lack of talent was the main factor in struggling to recruit teachers, whilst 41.4 per cent said that the main reason was the low quality candidates applying for their positions.

When looking at which subjects are hard to recruit for, the survey found that 40 per cent of the head teachers in the survey were finding it hard to recruit maths teachers, whilst 32 per cent were finding recruiting for English teachers hard.

The survey also discovered that around 33 per cent considered the NQTs at their school to be unprepared for working at a school. Of the 33 per cent who said this, 73 per cent said that this was due to them not being able to manage a classroom.

Also, 58 per cent said that it was because the NQTs lacked subject knowledge and 56 per cent said that it was because they did not understand teaching, learning and child development enough.

53 per cent said that the NQTs were not able to analyse and use data and 50 per cent said that they were not good enough at lesson planning.

Louis Coiffait of the National Association of Head Teachers said of the survey findings:

“It’s time to be frank; we’re facing a recruitment crisis at all stages of the education system. Until we address it at each of those stages, there’s no chance that we’ll have the quantity or quality of head teachers we need in the future.”

The findings were released just a fortnight after a teaching union warned that 2 in 5 teachers are not in the classroom a year of qualifying.

___________
The VoicED Community is a place for education professionals to share their opinions about topics spanning the entirety of the education sphere – from the curriculum to new resources, and from remuneration to SEN support. This piece originally published on VoicED.org.uk and is republished here with permission.

  • no reactions
0
Share
Matthew Lynch published in International Education, Policy & Reform, Teachers

How an induction year can make all the difference to novice teachers

Maureen Robinson, Stellenbosch University

New teachers have several options once their degrees are finished. Some want to study further, whether in their subject area or cutting across to broader issues like special needs education or education policy. Others hope to travel, teach overseas and learn about different countries’ school systems.

In South Africa, according to an internal planning report by the Department of Higher Education, more than 15,000 new teachers are expected to graduate from universities in 2015.

Research shows that the first year at work is toughest for novice teachers. Some may be barely older than their learners, or daunted by having to manage large classroom groups. Some may feel intimidated that they have to master enough content knowledge to teach all the subjects in the primary school curriculum. Some may feel overwhelmed by the social problems in the community surrounding the school.

How best can the education system support these new teachers in such a way that they become competent and confident while also retaining their passion, enthusiasm and idealism? One possible intervention is induction, where novice teachers receive structured mentoring and support by more experienced teachers in their first year or two at work.

This has worked well in countries as diverse as Switzerland, France, China, New Zealand and Japan – and there is evidence to suggest it could be very useful in South Africa.

A long term investment

The South African Council of Educators has mooted the introduction of an induction year from 2017. The statutory body believes that induction can promote the image of teaching by helping to identify those who are not able to live up to the profession’s required ethical standards.

I recently attended a presentation by independent education specialist Martin Prew for the Centre of Development and Enterprise in Johannesburg. Prew argued that induction enhances teacher effectiveness, strengthens teaching skills, helps with professional socialisation and, most importantly, has been shown globally to lower teacher attrition.

Nobody will contest the value of providing support to novice teachers. But the nature of this support, and how best to implement it, still needs much discussion.

Stanford University’s Linda Darling-Hammond, who has researched the issue extensively, told the Centre of Development and Enterprise there were several key factors for effective induction. These include:

  • trained mentors who can give useful feedback;
  • opportunities to view and analyse good classroom practice;
  • a reduced load for beginner teachers;
  • shared planning time; and
  • additional learning experiences such as seminars about assessment, how to work with parents, and so on.

This is much more than the general orientation to school rules and policies that often goes under the guise of induction. It requires far more time and commitment than is often available to senior teachers in the busy school year.

What, then, are some of the issues that should be considered as South Africa sets about designing an induction programme for new teachers?

Time, training, cost and certification

The first issue is time. This must be built into the crowded school day so that new and experienced teachers can get together and talk in earnest and thoughtful ways about their challenges, interventions and suggestions. Those designing the induction system must ensure that the pressures of a full curriculum and a myriad of administrative tasks do not mean such talk remains perfunctory, without analysis and reflection.

The second issue is that of training. An experienced teacher is not the same as a good mentor. Once mentors are identified, they themselves may need guidance on how best to support new teachers. The question of who will provide this training is at this stage not clear.

Cost is the third issue. School-based mentoring, which is sensitive to the context of the individual teacher and school, and is grounded in practice, has been shown to be most effective in the long run. However, a standardised model of mentor training will be cheaper to implement, as one set of guidelines can be developed and teachers can be trained in a centralised venue.

Finally, there is the matter of certification. Presently it is universities which have the legal competence to provide qualified teacher status. If full qualification status becomes dependent on passing the induction year, a new framework of certification will need to be developed with its own rules and requirements, as well as its own bureaucracy and quality assurance mechanisms.

It is very doubtful that this is desirable in a system which already struggles with the capacity to carry out its work.

An important discussion

None of these considerations should detract from seriously considering the introduction of teacher induction. Any intervention that can support new teachers and add value to the teaching profession is worth exploring.

All those involved in teacher preparation should look forward to a deep discussion about the purpose and potential of induction, and careful planning as to how this might be achieved.

The Conversation

Maureen Robinson, Dean, Faculty of Education, Stellenbosch University

This article was originally published on The Conversation. Read the original article.

  • no reactions
0
Share
Matthew Lynch published in Equity, International Education

What fewer women in STEM means for their mental health

Jennifer Drake, University of Toronto

“You’re in engineering!?! Wow, you must be super-smart…”

It has been over 10 years since I was a first-year engineering undergraduate student; but when I remember the time a fellow female student made this comment, I can still feel a visceral, bodily reaction: my muscles tense, my heart rate increases, my breath quickens.

Comments like these on the surface appear as compliments. But when unpacked, they reveal subversive attitudes about women in STEM (science, technology, engineering and math).

As I think back to this encounter, there are two aspects that stay with me. First was the surprised, skeptical tone of the other student’s voice that conveyed it was surprising and unusual (or, to put it more crudely, freakish) that I was in engineering. Second was the attitude that since I was in engineering, this could be explained only if there was something exceptional or outstanding (or, once again, freakish) about me. Women remain an underrepresented group in STEM. In Canada, women account for 23% of engineering graduates and 30% of mathematics and computer graduates. In the United States, women are 12% of the engineering and 26% of the computing workforce.

The reality is that STEM professions are most commonly male and it remains surprising when these professional roles are held by women. The large gender imbalance means that women may naturally feel they’re outsiders at school and at work. This situation is often uncomfortable and mentally demanding, when even just showing up and doing your job comes with constant social stresses and anxiety. Ironically, the difficulties that they (we) encounter often dissuade the next generation of women from joining us. It’s a self-reinforcing cycle that we need to break.

Fight or flight, designed for quick response

Because of their underrepresentation, women in STEM often regularly question their place in these professions. When things feel uncomfortable – like when I was confronted with that comment a decade ago – our brains can overinterpret the situation as an imminent threat. And there’s an evolutionary reason for that physical response.

Stress is an adaptive response to perceived threats. It’s how the body reacts to these situations. Anxiety is stress that lingers after the immediate threat is gone; it’s experienced as a feeling such as embarrassment, fear or worry.

Fight-or-flight is a physiological response.
Jvnkfood, CC BY-SA

This stress response evolved in human beings to help us navigate a wild, dangerous and unpredictable world. When faced with imminent danger, like a pouncing tiger, our bodies have evolved an automatic reaction to help us react fast. Stress hormones are released, the heart beats harder and faster, breathing becomes rapid and muscles tense, ready for action.

This automatic response prepares our bodies for possible actions: fight or flight! From the perspective of evolutionary adaptation, it’s in our best interests NOT to distinguish between life-threatening and non-life-threatening dangers. Act first, think later. In the African wilds in which early humans roamed, the consequence of underreacting could mean death.

Good during lion attack, less good during daily life

In modern life, we don’t have to worry much about attacks from lions, tigers or bears. But adaptive mechanisms are still very much a part of our brain’s biology.

The flight-or-flight response is intended to be short-term. The problem comes in when stress becomes a daily part of life, triggering a physiological response that’s actually detrimental to health over the long term. Repeated and long-term releases of the stress hormone cortisol cause changes in brain structure that leave individuals more susceptible to anxiety and mood disorders, including depression. When exposed to long-term stress, the brain structure called the hippocampus shrinks, affecting one’s short-term memory and ability to learn.

Subtle cues can make female students feel marginalized.
World Bank Photo Collection, CC BY-NC-ND

Messages you don’t belong can be stressful

These physical stress responses can unfortunately run at a constant low level of activation in people who are made to feel like they don’t belong or aren’t good enough – such as women in STEM. Social situations like my undergraduate encounter – and their ramifications – are a part of day-to-day life.

The effects of stress on women in STEM fields are often already obvious during their undergraduate studies. A study of women in engineering at the University of Waterloo has shown that female students tend to have lower overall mental health. Women in STEM fields are more likely to report higher levels of stress and anxiety and higher incidences of depression.

Sadly, the percentages of women working in these fields have remained stagnant for decades. In 1987, women represented 20% of the STEM workforce in Canada. In 2015, their numbers remain unchanged at 22%. In the United States, the reality is very similar, with women representing 24% of the workforce. Confrontational reactions like “You’re in engineering!?!” communicate the message that as a woman, one may not belong in the social group of engineering. The brain perceives these kinds of social interactions as threatening, dangerous and stressful.

The social cues that women may not belong in male-dominated STEM fields can often be subtle. For example, researchers have shown that the presence in labs of objects considered stereotypical of computer science, such as Star Trek and video game posters, are perceived as stereotypically masculine and can dissuade women from expressing interest in topics like computer programming.

Moreover, seemingly complimentary “Wow, you must be super-smart!” comments also communicate an even more troubling possibility that, in order to belong in this group (of men), as a woman, one must be exceptional. Women + Engineering = Super Smart.

But what if a female student is not exceptionally intelligent? What if she is only ordinarily smart? Or, even more troubling, what if she does not believe that she is smart at all? In her mind, she becomes a sheep in wolf’s clothing, an impostor who has tricked those around her into accepting her into a group where she does not belong. From the brain’s perspective, this is literally interpreted as being in the lion’s den.

Women can flourish in STEM, but it can mean shutting out the noise.
USAID Asia, CC BY-NC

STEM should welcome everyone

So what can be done? If we are to increase the participation of women in STEM fields, we must make workplace and educational environments inclusive. In order to thrive, female students need to believe that they belong in technical professions, in both academia and the private sector.

The social marginalization caused by gender imbalances in STEM programs can be mitigated. Targeted intervention programs that foster social belonging and coping mechanisms to deal with stress and threat can help women develop skills to handle the mental challenges caused by gender inequality and help women integrate into their male-dominated environment.

Connecting female students with female professional role models such as mentors or instructors has also been extremely effective at improving women’s self-concept and commitment to STEM.

Finally, campaigns like the #Ilooklikeanengineer hashtag disrupt our common stereotyping of STEM professionals and help support a cultural shift.

The rates of female representation in STEM will not change overnight. It will probably be at least another generation before parity becomes an achievable target. But it’s through changing these attitudes and stereotypes that we will reduce some of the social stresses on women in these fields, helping women choose STEM as a career path, stay in these fields, and most importantly, remain healthy and happy.

The Conversation

Jennifer Drake, Assistant Professor of Civil Engineering, University of Toronto

This article was originally published on The Conversation. Read the original article.

  • no reactions
0
Share