Tag: Department for Education

The press release issued by the Department for Education on 23 May 2011.

Despite having undertaken training to achieve equivalent teacher training qualifications, qualified teachers from America, Canada, Australia and New Zealand still have to undertake further training and assessment before they are deemed ready to teach in schools in this country.

Michael Gove has today announced that the government intends to make changes so that teachers trained in these countries will be able to teach in our schools automatically. We will consult on how best to achieve this change later in the year. Speaking in Parliament today he said:

One of the aims of my department is to make sure that the most talented people possible are teaching our children and it is already the case that teachers from the European Economic Area can teach in our schools.

Today I want to extend that freedom to teachers from the Commonwealth countries such as Canada and New Zealand and Australia and I hope that other Commonwealth countries like South Africa, Jamaica and Singapore can join in due course.

Research looking at international teaching qualifications shows America, Australia, Canada and New Zealand have teacher training systems that are equivalent to those in the UK. Ministers therefore will be amending the relevant regulations to recognise the qualifications held in these countries. This will allow well-trained teachers from these countries to work in schools as if they held qualified teacher status.

The school or local authority sponsoring the teacher will have to continue to check the suitability of the teacher including their qualifications and any necessary background checks. In addition they will still have to meet existing immigration criteria set out by the UK Border Agency (UKBA).

The proposed changes are subject to a statutory consultation and could come into effect from early 2012. Ministers have also commissioned further research to see if the same changes could be applied to teachers from any other countries in future.

The press release issued by the Department for Education on 19 May 2011.

Tim Byles, CEO of Partnerships for Schools, is to leave his post after nearly 5 years.

The Secretary of State for Education, Michael Gove, would like to thank Tim Byles for his work, especially his contribution to the government’s successful reforms on academies and free schools.

Michael Gove said:

I would like to thank Tim Byles for the commitment to public service he has shown over the last 5 years. I would like to wish him the very best in everything he does after his departure from Partnerships for Schools.

Ruth Thompson, former Director General of Higher Education at the Department of Business, Innovation and Skills, has been appointed as interim Chief Executive of Partnerships for Schools.

The press release issued by the Department for Education on 16 May 2011.

A speech by John Hayes.

Good afternoon everyone.

I want to start by thanking Alan Tuckett both for his kind words of introduction and for the many other things he has done since he arrived at NIACE in 1988.

As I’m sure you all know, Adult Learners Week 2011 will be Alan’s last as Chief Executive.

And I think that today, as we celebrate the 20th Adult Learners Week in NIACE’s 90th anniversary year, it’s a good time for me to acknowledge publicly the scale of Alan’s contribution to adult learning.

His example continues to inspire and challenge all of us who believe, like Henry Ford, that “Anyone who stops learning is old, whether at twenty or eighty”. And long may it continue to do so.

I know that Alan recalls clearly, as will some of you, just how bleak the prospects for adult learning looked back in 1991, when the first Adult Learners Week was held.

Funding changes were in the offing and it seemed unlikely that they would be for the better.

When policy-makers spoke about it at all, the term of art for informal learning was often “flower-arranging classes”.

And even where qualifications-bearing courses were concerned, people sought to distinguish between those which were economically useful and those which were economically useless.

Altogether, further education lagged far behind a higher education sector gearing up for its huge post-1992 expansion.

Contrast that picture with the position today.

Of course, not everything is perfect, but twenty years on, our movement is in a position of genuine strength.

For example, the changes that I have been able to announce in the last year alone give a proven, professional further education sector an unprecedented level of control over its own affairs and the incentive to engage more closely than ever before with local people, employers and community groups.

Moreover, the social, economic and cultural importance of adult learning and the part that those who provide it play in ensuring our national wellbeing have been lauded by virtually everyone in Government, from the Prime Minister down.

Of course, some people will sniff that Governments show what they really care about with money rather than words. But even if so, they cannot have failed to notice that in the tightest Budget of modern times, funding for informal learning has been protected by George Osborne and funding for Apprenticeships substantially increased.

But perhaps best of all, the insidious old idea that further education can be regarded as a less good version of higher education has been consigned to the dustbin of history, where it belongs.

As you will already be aware, it is the turn of the UK to host the prestigious international WorldSkills competition this year. I feel honoured and proud to be the Skills Minister overseeing this event for the UK and very much hope that you will join me in participating in the event in October. The WorldSkills London 2011 event will help us enormously in our shared task of raising the prestige of vocational skills and sharing expertise with 52 visiting countries.

In the run up to WorldSkills London 2011, a year-long programme of competitions and events has been organised to encourage people across the UK and internationally to ‘have a go’ at a skill that shapes our world- there are some “have a go” opportunities here today. This has already created a remarkable level of energy with a many schools, colleges and employers engaged across the UK as we enter the five month countdown to the event. And I know that NIACE is playing its part in promoting the value of adult and community learning through a range of activities connected to WorldSkills London 2011.

NIACE’s work and the annual showcase of Adult Learners Week have helped to teach Britain that no learning is wasted and that no form of knowledge or skill can be considered a luxury.

They have shown that the most important question is not whether one sort of learning is intrinsically more valuable than another, but whether the learning that a person is offered takes them closer to who they want to become, whether that person is more self-aware, more dexterous, more rounded, or simply better-paid.

Just as ambitions vary from one learner to another, so, too, do the ways in which they learn best, because learning is for everyone.

Winston Churchill once said “I am always ready to learn although I do not always like being taught”.

In that, his view was not unlike that of many of the people coming out of our schools system today, especially those who find themselves labelled as “NEETs”.

We must give them the opportunity to find out that there is more than one way to make learning their route towards a happier, more secure future.

For example, everyone knows that formal learning enables people to develop skills and achieve qualifications that get them employment. But, as hundreds of thousands of youngsters are finding out for themselves, that doesn’t necessarily mean sitting in a classroom. It could just as easily mean learning on the job by doing an Apprenticeship.

And other kinds of learning are important too. The kind of learning that happens through community volunteering, personal projects, reading groups, the University of the Third Age, or informal adult learning.

Learning like this inspires people today as it did in the heyday of bodies like the Workers’ Educational Association, when NIACE was first founded.

It has taken those who used to talk disparagingly about flower-arranging a surprisingly long time to realise that learning for its own sake develops the personal skills and self-esteem that can help people onto first step on the ladder towards structured learning and sustainable employment.

And learning that starts informally often leads to other things – friends, a new leisure interest, getting involved in community action, a hobby that becomes a successful small business or a volunteering experience that turns into a job opportunity. Learning opens doors – into people’s inner selves as well as to the outside world.

While I’m on that subject, some of you will know that we are reviewing our approach to informal adult learning to ensure that we are making the most of its potential.

This summer, we will launch a formal consultation on proposals emerging from the review process. And I’d like to ask all of you to encourage all your networks and contacts to contribute. The outcomes of the review will be published in late autumn 2011, to enable implementation to begin in August 2012.

The things I have been talking about so far are only the backdrop to why I am here today.

I’m absolutely delighted to have been invited to give awards to people engaged in two fields that I’m particularly passionate about: craft skills and community activism.

Let me say a little more about each:

I am especially excited to be awarding the Learning through Craft Award. The celebration of craft skills is of great social and cultural importance and we don’t yet do it enough in this country.

The more we recognise the skills of master-craftsmen and -women, the more people will admire their achievements, look up to them and in due course emulate them.

That’s why my Department is working with a wide range of bodies, including NIACE, to develop an exciting action plan that will help to reinvigorate demand for craft skills and raise their prestige.

Lydia Wall, the recipient of the Learning through Craft Award, is certainly someone to admire. She has shown enormous tenacity to overcome barriers, including homelessness that would have daunted most of us to start her own millinery business.

Another group of people that I personally admire greatly are the Community Learning Champions. They promote and support learning wherever they go – among friends, relatives, neighbours or the people they meet at the school gates and in local shops.

To be absolutely frank, I didn’t know much about them until I went to their conference a few months ago. They are a grassroots movement whose effect for the better on people’s lives is out of all proportion to their visibility, and their achievements certainly deserve to be much more widely known.

At their conference, I heard inspirational stories from learning champions and saw for myself just how they’re turning round their own lives and the lives of people around them.

Now you can hear their stories too.

In a moment we’ll look at a short film about this year’s Community Learning Champions award-winners. They have had a major impact by reaching out to disadvantaged communities in Norwich, using their own experience to inspire and support others.

For many of these champions, the remarkable achievement is that they have gone on to actually take part in informal learning, often for the first time since leaving school.

Theirs, and all the awards presented today, show what can be achieved with determination and the right kind of help and support at the right time. They reflect the fact that learning, in all its guises, enables people to achieve their dreams, change their own lives and support others to make the most of themselves.

So I hope you’ll join me now in applauding all our award-winners.

Thank you.

The press release issued by the Department for Education on 13 May 2011.

Michael Gove today welcomed the contribution that independent schools can play in supporting or sponsoring academies. Speaking at the Wellington Academy, he also said that academies offer high quality training and professional development for their teachers.

658 schools are now academies. A third of all secondary schools are either already an academy, or on the way to becoming one. More than 40,000 teachers now work in academies.

Speaking about the role of independent schools he said:

Independence has made Britain’s private schools the best in the world. Greater independence will ensure more of Britain’s state schools become world class as well. That’s why it makes sense for private and public to work together.

Commenting on the benefits to teachers he will say:

There are still those who continue to criticise our policy of letting schools choose to become academies. They claim that academy status is a threat to staff pay and conditions. This is nonsense.

Academies, more than others, know how important it is to attract and keep good teachers. That is why they place a high premium on providing excellent development opportunities for staff.

It is time that the opponents of academies recognised that the landscape has changed. Every month more and more great professionals are teaching in academies, and despite scare stories, those teachers are getting a great deal.

Some of the benefits to teachers include:

• Average pay for full-time classroom teachers in academies is higher than that for maintained schools. £35,700 compared to £34,700. Teachers in academies also tend to be younger.
• Teachers in academies have more freedom over how they teach – as academies have freedom over the curriculum.
• Academies place a high premium on good training and development for their staff. Including:
  • training days at Oxbridge and other top universities
  • giving them access to MAs both in the UK and at Harvard
  • opportunities to work with successful businesses
  • learning from classroom observation, often in specially fitted classrooms designed to help observation
  • bonus awards, private medical cover, interest free loans for season tickets and bicycle purchase
  • working with teachers in other schools to share skills

He will say that unions in particular should welcome these opportunities. For years they have demanded better opportunities for staff development, and better pay. Academies are providing just that.

The press release issued by the Department for Education on 13 May 2011.

Sir,

It is true that we are only selecting the very best applications from groups who want to run new, taxpayer-funded free schools (‘Most applicants to run free schools are turned down’, 11 May 2011).

The fact that we have had such a strong response to free schools and academies shows a clear demand for more good local schools, where heads have control – not bureaucrats or ministers. Figures released this week show that more than 1,000 schools have applied to become academies, and nearly a fifth of all secondary schools now enjoy academy freedoms.

Children from the poorest backgrounds have been let down the most by inequalities in our schools system. So I am delighted that excellent new free schools will be set up in disadvantaged areas like inner-city Bradford and Edmonton, London.

Our reforms are about creating a generation of brilliant schools, free from meddling and prescription, that provide more children with the type of education previously reserved for the rich.

Lord Hill of Oareford

Parliamentary Under Secretary of State for Schools

The press release issued by the Department for Education on 12 May 2011.

The government today announced plans to ensure that more young people leave school or college with a good grasp of English and maths.

It means that those who have failed to get a C or better in GCSE English or maths will study the subjects until they get good qualifications.

The move will address concerns that standards of literacy and numeracy among young people are not good enough.

This year’s annual skills survey from the CBI found that more than two-fifths of firms are not satisfied with the basic literacy of school and college leavers. More than a third are unhappy with levels of numeracy. In 2010 only 55% of young people managed a C or better in GCSE English and maths.

The recommendation was among those proposed by Professor Alison Wolf when she published her review of vocational education in March.

All her recommendations were today accepted by Education Secretary Michael Gove as the government published its response to the review. Professor Wolf has agreed to take a formal role within the government to help implement them.

In her report Professor Wolf proposed a package of radical reforms designed to overhaul the current flawed system. She said that:

• thousands of 14- to 16-year-olds are on vocational courses which the league table system encourages but which do not help children progress
• more than 300,000 16- to 19-year-olds are on courses which do not lead to higher education or good jobs
• high-quality apprenticeships are rare and an increasing proportion are not offered to those aged 16 to 18
• the current funding system should be revamped because it offers perverse incentives that work against young people’s best interests
• too many young people leave school or college without good English and maths

Education Secretary Michael Gove said today that the Government will:

• ensure all young people study maths and English to age 18 until they get a good qualification in those subjects. Ideally this will be a C or better at GCSE but high-quality alternatives will be identified following a consultation this summer
• reform league tables and funding rules to remove the perverse incentives that have devalued vocational education. This will mean more young people take the high-quality qualifications that lead to university and good jobs
• consult with employers, schools, colleges, universities and Ofqual this summer to define the criteria that the best vocational qualifications must meet
• introduce a new measure to assess the performance of both higher- and lower-attaining pupils. This will ensure schools and college do not focus only on students on the C/D grade borderline
• consider paying businesses which take young people on to high-quality apprenticeships. Apprenticeships will also be simplified and made easier to offer
• support 14- to 16-year-olds enrolling in colleges so they can benefit from the excellent vocational training available there
• offer training to maths teachers so they continue improving and learning once qualified. This will be in place by this autumn.

When Prof Wolf published her review, the government immediately accepted 4 recommendations:

• to allow qualified further education lecturers to teach in school classrooms on the same basis as qualified school teachers. This requires a change in the law
• to clarify the rules on allowing industry professionals to teach in schools. This will be ready for the coming academic year
• to allow any vocational qualification offered by a regulated awarding body to be taken by 14- to 19-year-olds
• to allow established high-quality vocational qualifications that have not been accredited to be offered in schools and colleges in September 2011.

Michael Gove said:

The weaknesses in our current system were laid bare by Professor Wolf’s incisive and far-reaching review. The changes we will implement as a result of her report will take time but will transform the lives of young people. I am pleased Professor Wolf has agreed to work with us to implement them.

For too long the vocational education system has been devalued by attempts to pretend that all qualifications are intrinsically the same. Young people have taken courses that have led nowhere.

Good qualifications in English and maths are what employers demand before all others. Young people must be able to demonstrate their understanding of these subjects.

We will reform league tables, the funding system and regulation so children are given honest information and take the right courses. We will make sure that employers are more involved in the system. We will encourage them to offer more high-quality apprenticeships.

Our reforms will ensure that vocational education is again given the high status it deserves.

Professor Alison Wolf said:

For 20 years we have toyed around with vocational education but succeeded only in creating a bureaucratic and expensive system that limits the life chances of too many young people.

There are many excellent vocational qualifications, teachers and institutions – they are the examples that should be the norm. They prove that vocational education is a great choice for many young people.

I am delighted that the government has agreed to implement the changes I have proposed. They must be made if vocational education is to be a great choice for all young people, as it is in so many other countries, and I look forward to working with the government in taking them forward.

Skills Minister John Hayes said:

Vocational education matters because it enriches lives, inspires ambition and builds economic prosperity. But, as Alison Wolf has detailed, many qualifications offered to young people fail to provide progression to higher learning or employment.

Today we have outlined how we will take forward key recommendations in her report; spreading opportunity by encouraging and supporting all that is excellent in vocational education, including apprenticeships, helping us produce a new generation of craftsmen and women capable of building Britain’s future.

The press release issued by the Department for Education on 9 May 2011.

The CBI has today published their annual Education & Skills survey 2011, which shows that many employers are concerned with the basic skills levels of school and college leavers.

Responding to the survey, a Department spokesman said:

The CBI is absolutely right to raise concerns about the standards of English and maths of so many of our young people.

45 per cent of young people did not get a C or better in GCSE English and maths at 16. And just 4% of those who fail then go on to achieve this from 16 to 19.

Yet it is good qualifications in these key subjects that employers demand before all others – that’s why we are prioritising them.

The recruitment of specialist maths teachers, introducing a phonics-based reading test for 6-year-olds and restoring the rigour of GCSE and A level exams are all part of the overall package to raise participation across the board.

The press release issued by the Department for Education on 28 April 2011.

The Department for Education is looking at the induction arrangements for newly qualified teachers to see how they can be refined, improved and updated to better meet the needs of teachers and schools.

Qualified teachers who are employed in maintained schools in England must, by law, have completed an induction period after their initial training. The induction period usually lasts for 3 terms.

The current regulations and guidance on statutory induction were last updated in 2008, run to more than 70 pages and are based on the needs of the school system in 1999. Some schools say that current process is bureaucratic and can be a barrier to recruiting and retaining good teachers.

The department will informally consult with key stakeholders such as headteachers, induction co-ordinators and newly qualified teachers.

It will consider things like:

• how induction can support and challenge newly qualified teachers to improve their confidence and quality of teaching in their first year of practice;
• the level of regulation needed in induction and whether schools should play a greater role in induction arrangements than they currently do;
• the role of new teaching schools in future induction arrangements;
• how quality assurance of new teachers can be secured for all schools including academies, free schools and independent schools.

Schools Minister Nick Gibb said:

The countries that provide the best education are those that value teachers most highly and train them to the highest standard. We have some of the best teachers in the world, but it is vital that their training and development keeps pace with what schools and pupils need.

Our schools white paper ‘The Importance of Teaching’ sets out how we will do this by reforming initial teacher training, creating new teaching schools and improving professional development.

This is the first step towards a less bureaucratic and more fit for purpose induction programme for our newest teachers, to set them on the path to a successful career.

The department will formally consult on new regulations for the statutory induction period in the autumn term. The consultation will run for 12 weeks. We expect that new arrangements will come into force by September 2012, along with the revised Teachers’ Standards.

The changes to induction arrangements will apply to maintained schools in England. They will also apply to independent schools, academies, free schools and other settings that wish to provide statutory induction for their newly qualified teachers.

The press release issued by the Department for Education on 21 April 2011.

Following a number of stories in the media about public sector pensions, a government spokesperson said:

Former Work and Pensions Secretary Lord Hutton has made it clear that change is needed. People are living longer – in the early 1970s life expectancy of a 60-year-old was around 18 years: now it is around 28 years. This has meant that the value of public service pensions has increased, with most of these costs falling to employers and taxpayers. The Government has accepted Lord Hutton’s recommendations as a basis for consultation with public sector workers and will set out proposals by the autumn that are affordable, sustainable, and fair to both the public sector workforce and taxpayers.

In addition, when addressing the ATL Union Conference on 20 April 2011, Schools Minister Nick Gibb said about pensions:

…We have already been clear that we don’t want to see a race to the bottom in pension provision – and that public service pensions should remain a gold standard.

A good pension has long been an important part of the overall reward package that teachers expect.

Our priority is to ensure that continues to be the case. Opt out rates from the Teachers Pension Scheme are extremely low and we want to keep them that way. But we won’t be able to achieve all of this if we ignore the realities of the cost pressures that all pension schemes are facing as life expectancy increases.

The combination of more teacher pensioners and the increase in their life expectancy has meant that the cost of teachers’ pensions increases every year. In 2005 to 2006, the cost of paying teachers’ pensions was around £5 billion. By 2015 to 2016, the cost is forecast to rise to almost £10 billion.

This is why long term reform of public service schemes is needed – and why teachers and other public service scheme members are being asked to pay a higher pension contribution from April 2012.

From the start, the Government has made its commitment to protecting accrued rights absolutely clear. All the benefits that have been built up in a teacher’s pension will not be affected by any reforms recommended by Hutton. This means there is absolutely nothing to be gained by teachers seeking to retire earlier than they have planned.

The Government has accepted Lord Hutton’s recommendations as the basis for discussions with all the trades unions. There have already been some constructive discussions between the TUC and the Government. The aim is to agree a package of principles for pensions reform by the end of June. I fully understand the strength of feeling here in this room – but I strongly urge the ATL to wait for the outcome of those discussions before deciding on whether to take further action…

The press release issued by the Department for Education on 12 April 2011.

Schools Minister Lord Hill today congratulated the winners of the National Governors’ Association’s ‘Outstanding School Governance Awards 2011’.

Governing bodies are responsible for schools, their standards and their conduct. Governors aim to ensure that children are attending schools which provide them with a good education and support their well-being. Over the past decade the responsibilities of governing bodies have grown, and this continues with the increasing autonomy the Government is giving to schools.

There were two awards presented: one for outstanding governing bodies and one for outstanding clerks to governing bodies.

Lord Hill said:

“Many school governors and clerks make an outstanding contribution to the job of running their own school and of helping to set the standards for all governing bodies. Today’s winners highlight some of the best and I am delighted to have the chance to congratulate and thank them.

Governing bodies should be the key strategic body for a school. We want to attract more excellent school governors and have more effective governing bodies supported by trained clerks. That is why we are making it easier for schools to choose more flexible governing bodies made up of people equipped with the right mix of skills to suit the needs of their particular school.”