Wider professional practice and development in education and training
Additional to the Global Monitoring Reports, each area also includes a link to a number of informative blogs. The two blogs below provide particularly interesting reading and look at two contemporary issues which link to both social and political issues; the literacy gap and comparative assessment systems.
Table of Contents
- Tutorial Video
- Reading Materials
- 'The Structure of Shaping Factors of Education Systems’ by Mugo, Wolhuter & Steyn
- 'UNICEF (1989) FACT SHEET: A summary of the rights under the Convention on the Rights of the Child’
- 'Teacher Policy Development Guide Summary’ from UNESCO (2015)
- 'SDG 4: Education’ from UNESCO
- Additional to the Global Monitoring Reports, each area also includes a link to a number of informative blogs. The two blogs below provide particularly interesting reading and look at two contemporary issues which link to both social and political issues; the literacy gap and comparative assessment systems.
- 'Literacy skills gaps: how do they change over time by wealth and by gender?'
- 'How far does media coverage of international large-scale assessment help hold governments to account for their education commitments?'
- 'Q&A’s: Children’s Green Paper – article by The Guardian (2003) & Every Child Matters (DfE, 2003)
- 'Every child matters’ UK government
- 'Legislation – Safeguarding (England)
- 'The Future of Education and Skills: Education 2030’ by OCED (2018)
- This first piece of reading provides an overview of the aims and framework of an important piece of research which intends to influence future policy and practice in education across the globe.
- This second short report examines the environmental, economic, and social challenges that the world of education faces as we head towards 2030. It discusses the need for schools to promote ‘learner agency’ and focus on broader education goals which will help transform and support children in creating successful and sustainable communities.
- 'Future Skills: What you need to know’ – Blog by Sue Alderman (Pearson, 2018)
- 'Maintained School Governance: Structures and Role Descriptors' from the Department for Education
- 'Does Governance Matter for School Improvement’ by Ranson, Farrell, Peim & Smith (2004)
- 'Improving Governance’ (Ofsted, 2016)
- 'What makes a quality curriculum?’ – UNESCO (2016) p.1-12
- 'A vision for education – beyond five-year policy cycles’ from SSAT Vision 2040 Group (2014)
- 'The Role and Performance of Ofsted’ – Institute of Education, University of London
- 'Education Policy’ by Bell & Stevenson (2006) p. 1-23
- 'Teachers Standards’ – Department for Education (2011)’ webpage on the website
- 'SEND Code of practice 0-25 years’ – A Quick Guide (NASEN)
- Presentation
- Good Practice Example
- Good Practice Example
- Good Practice Example
- In this poignant, funny follow-up to his fabled 2006 talk, Sir Ken Robinson makes the case for a radical shift from standardized schools to personalized learning -- creating conditions where kids' natural talents can flourish.
- ‘Our Vision & Values | St Matthew's C.E. Primary School An example of a school's Vision and Values: Christian Values shared by the children.’ Their commitment to their children’s education helped St Matthew’s be recognised by UNICEF as a school where children’s rights are valued and promoted.
- Evidence Opportunities
- Extended Learning
- Click to read ‘Professional Standards for FE Teachers’ from the Education and Training Foundation.
- The Education and Training Foundation has also produced the ‘Initial guidance for users of the Professional Standards for Teachers and Trainers in Education and Training – England’.
- Click to read more about ‘Continuous enhancement of educational quality – fostering a quality culture' in the AMEE Guide No. 147. Written by Renée E. Stalmeijer , Jill R. D. Whittingham , Guy W. G. Bendermacher , Ineke H. A. P. Wolfhagen , Diana H. J. M. Dolmans and Carolin Sehlbach
- The UK Standing Committee for Quality Assessment and the QAA have produced ‘The revised UK Quality Code for Higher Education’. The Code ensures that the Code will continue to fulfil its role as the cornerstone for quality in UK higher education, protecting the public and student interest, and championing UK higher education’s world-leading reputation for quality.
- Think And Challenge
- Evidence Opportunities
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