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WillSmith456

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Posted: 01 February 2007 at 2:41am | IP Logged
Top International Education Award for Cambridge Educationalist - 23 Jan 2007


In recognition of his exceptional contribution to international education, a Cambridge Educationalist has been awarded the prestigious Promotion of International Education Award from the European Council of International Schools (ECIS). Tom Eason, former Director of International Education, University of Cambridge International Examinations (CIE), was presented with the award by Dixie McKay, Executive Director/CEO of ECIS, and Pilar Cabeza de Vaca, Chair of Board of Trustees, at the ECIS November conference, held in Nice, France.

CIE is the world's largest provider of international qualifications for 14-19 year olds. It is part of Cambridge Assessment, a not-for-profit organisation and a department of the University of Cambridge. For nearly 150 years CIE has worked in partnership with Ministries of Education, qualifications authorities and with examination and assessment boards around the world.

Ann Puntis, Chief Executive Officer of CIE said: "We are very proud to see Tom receive this award. During his time with CIE he showed a real passion for education and we are happy that this is being recognised by ECIS".

Tom Eason began his career as a History teacher in the UK. He joined Cambridge Assessment in 1989 as the Subject Officer responsible for GCSE examinations in the UK. In the early 1990's he became more engaged with international work and acted as a consultant on assessment matters to a number of ministries of Education in Eastern Europe and Asia, and 1998 he became Regional Director, Europe in charge of the Cambridge IGCSE. Before his retirement in 2006 Tom had responsibilities for all facets of work at CIE in his role as Director, International Education.

Tom worked tirelessly during his career to promote CIE's vision of an international curriculum and travelled an incredible 1.1 million miles across the globe. In total he spent around 3 months of his life in the air.

Tom said: "I feel both highly honoured and delighted to have been presented with this award for the Promotion of International Education. I feel that I am receiving the award not so much on my own account but rather as a reflection of the excellent work done by all in CIE in fostering the highest standards in international education. Throughout its history CIE has been a leading force in the field of international curriculum and assessment design and has contributed to the professional development of many thousands of international teachers. It is a record of which we are all justly proud.

It is a particular pleasure for me that the award comes through the generosity of ECIS with which both CIE and I have enjoyed such a close and productive partnership."

ECIS is an international school membership organization, which provides services to support professional development, curriculum and instruction, leadership and good governance in international schools located in Europe and around the world.

Dixie McKay, Executive Director/CEO of ECIS said: "Tom's passion for education and tireless work really makes him stand apart. Throughout his years of service Tom has built lasting friendships and people at all levels of international education have come to trust and believe in him.
ECIS are proud to award Tom the Promotion of International Education Award. Whilst we are sad that Tom has now retired, we look forward to continuing our work with CIE in the future."

Link :- http://www.cie.org.uk/CIE/WebSite/NewsAndEvents/NewsArticles /newsarticle.jsp?oid=17109


Edited by Pensacola.S_02 - 01 February 2007 at 2:42am

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WillSmith456

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Posted: 11 February 2007 at 1:08am | IP Logged

Graduates' earnings stay ahead
Students on campus
Students can expect salary benefits from going to university
University graduates earn on average about a quarter more than young people who leave school after their A-levels, a study has suggested.

Higher education organisation Universities UK measured the economic impact of getting a degree.

It found average additional earnings of 160,000 over a working life.

But there are very wide variations - with arts graduates only gaining a tenth of the additional earnings received from a medicine degree.

The research, carried out by PricewaterhouseCoopers, shows that going to university brings significant benefits to young people when they enter the labour market.

Earnings boost

And the report concludes that there is "no evidence of an erosion of the graduate premium despite increasing numbers of graduates" - as the demand from employers for graduates has also continued to increase.

     
DEGREE EARNINGS PREMIUM
Medicine: 340,315
Engineering: 243,730
Maths: 241,749
Business: 184,694
Average graduate: 160,061
Languages: 96,281
Humanities: 51,549
Arts: 34,494

Source: Universities UK/ PricewaterhouseCoopers

But there are considerable differences in the extent to which individual graduates benefit.

Women gain more financial advantage than men from getting a degree. And men from poorer family backgrounds increase their earnings more than men from more affluent homes.

Degrees such as medicine, law, sciences and languages deliver higher returns than arts and humanities.

While the "graduate premium" in earnings for a medicine degree is 340,315, an arts graduate can expect to receive only an additional 34,494, over a working lifetime.

The Universities UK report also says that graduates are less likely to be unemployed.

These comparisons are with students entering the workplace with A-levels - rather than those leaving after GCSEs. And in practice, a large majority of students who stay in education beyond the age of 16 continue into higher education.

But these latest figures show a much lower figure for the financial benefits of university compared to the amounts quoted by the government during debates over the increase in top-up fees.

The figure of additional earnings of 400,000 was used widely - but this amount was described by Universities UK's chief executive Baroness Warwick as "flawed".

However the PricewaterhouseCoopers researchers have backed the tuition fees system - saying that the increase in fees has not reduced the economic advantage of going to university.

Despite a higher headline charge from the 3,000 per year fees, the report concludes that the "rate of return from the new student support funding regime is a better deal than the pre-2006 arrangements".

"This report provides evidence that despite the expansion of higher education, the graduate premium has been maintained. Higher education is still clearly a worthwhile investment for the individual," said Baroness Warwick.

Higher Education Minister Bill Rammell said the report "confirms what we have been saying for some time now - that graduates, on average, earn more and are more likely to be in a job than those without degrees, and that higher education is likely to be the best investment a student will ever make".

http://news.bbc.co.uk/2/hi/uk_news/education/6347443.stm


Edited by Pensacola.S_02 - 11 February 2007 at 1:09am

WillSmith456

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Posted: 18 February 2007 at 9:45am | IP Logged
New alternative to A Levels popular with Headteachers in the North - 15 Feb 2007

Over 31 head teachers from across Northern England attended an event at Cheadle Hulme School last week to find out more about Cambridge Pre-U, the new alternative to A Levels and IB. The event was attended by both independent schools and state schools across the North, and interest in the new qualification was evident from both sectors. Teachers had the opportunity to find out more about the qualification and about phase 2 of the syllabus development.

Cambridge Pre-U aims to give students the skills and knowledge they need to make a success of their university studies and enable students to hit the ground running during their first year at university. The syllabus is still being developed but will be available to teach from 2008.

The structure of each Cambridge Pre-U syllabus is linear which differentiates it from the UK AS and A Levels, which are modular (assessed by module tests throughout the course). This linear structure proved popular with teachers, who felt it would offer a genuine reflection of students' abilities.

Dr Kevin Stannard, CIE's Director of International Curriculum Development, said: "Cambridge Pre-U has been developed in response to demand from schools and universities. For CIE it is about providing choice for schools. We hope to make Cambridge Pre-U as widely available as possible."

"Cambridge Pre-U will stretch students in different ways. Our syllabuses will assess students' critical thinking and problem solving skills, allow them the opportunity to experience the real joy of studying a subject in depth rather than in bite-sized chunks, and examine practical skills they need for university."

To complete the Cambridge Pre-U Diploma students will study at least three Cambridge Pre-U Principal subjects. In addition, students will submit an Independent Research Report, and a Global Perspectives Portfolio. The Global Perspectives course, in the form of a series of seminars, will encourage students to explore those challenges that will face them as young people in the modern world wherever they may live and work.

Paul Dixon, Headmaster of Cheadle Hulme School, said: "We are very interested in courses which may remove regular modular examination pressure, to give us back more teaching time with all the cultural benefits this will bring. We would also welcome a certificate which will have more discrimination between candidates in the top grades making it fit for the purpose of selecting the highest achieving candidates for the most popular courses at the best Universities."

The event at Cheadle Hulme School not only gave heads the chance to find out more about the exciting new qualification but also launched the phase 2 UK and international consultation on the structure of the Cambridge Pre-U Diploma.

Draft syllabuses of the first 14 subjects went out to schools in the UK and abroad for consultation in October. A further 12 will go out to consultation in the Spring.

Find out more about Cambridge Pre-U and view the phase 2 consultation document at www.cie.org.uk/cambridgepreu.


http://www.cie.org.uk/CIE/WebSite/NewsAndEvents/NewsArticles /newsarticle.jsp?oid=17192

WillSmith456

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Posted: 23 February 2007 at 9:11pm | IP Logged
Home schooling numbers uncertain
Homework
Home-educated children do not have to follow the national curriculum
An attempt to find out how many children in England are being educated at home suggests the number might range between 7,400 and 34,400.

But the study, commissioned by the Department for Education and Skills, concludes there is no accurate picture of the extent of home educating.

And it says the rules governing home education are "too vague".

Parents cited bullying and inadequate local schools as among the reasons for teaching their children themselves.

Home education, where parents choose to educate their children outside school, remains a legal option for families - as long as they provide a suitable full-time alternative.

Dissatisfaction

But this study's attempt to find out how many children are being taught this way was inconclusive - not least because there is no obligation on families to tell their local authorities that they are home educating.

HOME EDUCATION
Estimates between 7,400 and 50,000 children in England
Education is compulsory, attending school is not
Home educated children do not have to follow the national curriculum or take tests
Each child must have "efficient, full-time education suitable to their age, ability and aptitude"
No obligation to register or inspect home-educated children

The sample study of nine local authorities found between 0.09% and 0.42% of school populations being taught at home - but this would not include any children who were not registered as home-educated.

If these figures were applied nationally, this would mean between 7,400 and 34,400 children were being taught at home - most of them in the secondary age group.

But the study concludes that even a full national survey would not be likely to deliver a reliable figure, because many home-educated children would remain unknown to local authorities and home-education organisations.

Vagueness

Common reasons for home educating, the study found, were fears about bullying and unhappiness with the quality or style of education available in local schools.

But the study points to the lack of a clear picture of the scale or motivation of home educators - and questions how the learning of these children could be assessed.

And it also says that there is too much vagueness surrounding what is the "suitable" education that has to provided for children learning at home.

These latest figures for the number of children being taught at home are considerably lower than an often-quoted figure of 150,000 home-educated children.

'School nightmare'

But Ann Newstead, a spokesperson for home education group Education Otherwise said there never had been any clear evidence for the 150,000 figure - and that research from home educators suggested a total in the region of 40,000 to 50,000 children.

HAVE YOUR SAY
Home schooling should be monitored to make sure children are receiving adequate education
Paul Elliot

She echoed the findings of the research, that bullying and fears about the suitability of school for their children's individual needs were among the main reasons that parents opted out of the school system.

In her own children's case, she said schools were unable to provide the type of education needed for their particular special needs.

And she rejected the idea that children taught at home would miss out on the social aspect of school.

Based in Kent, she says she belongs to a support group of 70 families that meets regularly, giving children a chance to socialise and play together.

"For some children, the social side of school can be the worst.

"The playground can be an absolute nightmare for children who, for whatever reason, don't have anyone to play with."

Early start

In terms of the trends among home educators, Ms Ashtead said an increasing number of parents of very young children were now entirely opting out of the school system, teaching at home from infant-school age.

For those who do attend school, a survey suggests that in England and Wales they are doing so increasingly from the age of four, not five as the law requires.

Of 66 councils asked by the Times Educational Supplement, more than half began the year in September and four more were planning to do so from 2008, which would take the total to 68%.

Fewer than one in 10 had an April start, compared with a quarter in 1997.

A third had two starts, September and January, up from a quarter in 1997.

Traditionally children have begun reception classes, as "rising fives", at the start of each of the three terms during the year.


http://news.bbc.co.uk/2/hi/uk_news/education/6389211.stm


Edited by Pensacola.S_02 - 23 February 2007 at 9:13pm

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Posted: 19 August 2007 at 11:22am | IP Logged
Increase in top grades at A-level
Students getting their results
Two years' work leads up to the moment the results are opened
More than one in four UK A-level entries were awarded the top A grade this year, results show.

Figures from the Joint Council for Qualifications showed 25.3% of entries were graded A, up from 24.1% last year.

The improvement in A grades in independent and grammar schools over the past five years has been double that in state comprehensives... (more)

Source: BBC Education

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Posted: 19 August 2007 at 11:24am | IP Logged
Watchdog alarm at 'exam' earpiece
Examear device
The basic model is "especially designed for high school"
England's exams watchdog says the way a tiny wireless "spy" earpiece is being marketed to students is "disgraceful".

The Qualifications and Curriculum Authority said it had been alerted to the Examear device by a teacher outraged by the advertising.

A spokeswoman for the authority said it would take whatever action it could against the Canadian company involved...more

Source: BBC  Education

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Posted: 25 August 2007 at 5:13am | IP Logged
Five good GCSEs 'net 2,200 more'
Pupils discover their results
Fewer than half of teenagers got five good GCSEs in 2006
Employers would pay an extra 2,261 a year to staff with the benchmark five good GCSEs, research suggests. Those with five GCSEs grade A* to C, or their vocational equivalent, would get an average of 13,016 a year, a survey of 271 recruiting managers suggested. This compares with an average salary of 11,412 for a person with just one GCSE or its vocational equivalent. The Learning and Skills Council poll suggested employers would pay new staff an average of 450 more for every GCSE. The LSC researchers tried to calculate the added value of each GCSE to someone's starting salary, to demonstrate the link between qualifications and the wage packet. 'Earnings potential' It did this by asking a group of recruiting managers what they would pay staff with different sets of qualifications as a starting salary and then calculating the average. Managers said they would pay those with two GCSEs an average of 11,624 a year and those with three an average of 12,052. Those with four would average 12,553 and staff with five would net 13,016 on average. The research is backed up by Office of National Statistics data which suggests people with the minimum five GCSEs earn an average of 55 a week more than those without such qualifications. Director of young people's learning at the LSC Julia Dowd said: "We congratulate those who have got their Level 2 qualifications and to those who haven't, the message is that by staying on in learning young people can significantly improve their employability.

"Financial support is available in the form of education maintenance allowance so I would urge all young people to ensure they gain the minimum set of qualifications needed to get on in life or risk seriously damaging their earnings potential."

Some 45.8% of GCSE candidates in England got five good GCSEs in 2006.


Source: BBC News

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Posted: 28 August 2007 at 3:53am | IP Logged
Schools not improved, say bosses

GCSE and A-level results have consistently improved
Business leaders feel educational standards have not improved since 1997, despite official data showing record exam and test results, a report says.
More than half thought education and skills in England had not improved, the Institute of Directors found in a survey of 500 members.

The IoD report also claimed record investment had not led to exam results improving any faster than before.

The government said record investment had improved standards in schools.

'Three Rs'

The report, which is the first in a series on the education system, aims to provide some "necessary context" to the yearly debate on examination results.

It highlights the fact that at primary school, although results are continuing to "creep up", the pace of change is slow.

Four out of 10 still do not achieve the expected standard for their age in reading, writing and mathematics.

It also says although the percentage of pupils achieving five or more GCSEs at grades A* to C has increased - the proportion of those getting the grades in subjects including mathematics, sciences, English and a modern language has fallen.

The fact that the A-level pass rate rose for the 15th year in succession last year and the percentage of those getting grades A to C has doubled since the early 1980s is also highlighted.

But by contrast, the report says, the proportion of those passing the international Baccalaureate has remained stable.

We need a step change in performance if we are to meet future skill needs

IoD director general Miles Templeman


The report also suggests more business leaders thought standards had not improved in the nation's educational institutions.

Some 49% thought education had not improved in schools, 38% in further education colleges and 41% in universities.

And nearly half of its members believes the government's performance on education had been unfavourable to business.

The report suggested there were a number of factors which explained why official statistics and exam results painted a different picture from the one seen by business.

These included the claims that grade standards have slipped and that changes in assessment, such as more coursework, meant that it was now easier to achieve the same level.

'Step change'

It suggested that more pupils passed exams because of an increased focus on preparation - but that this had not necessarily improved learning overall.

The report also suggested that because of the well-known correlation between educational achievement and income, the fact that more people were better off had also raised results.

IoD director general Miles Templeman said there needed to be a focus on performance at all levels, rather than becoming fixated on A-level and GCSE results.

"Even if official statistics are accepted at face value - and the evidence of the independent research suggests a degree of caution - they still illustrate that we need a step change in performance if we are to meet future skill needs.

"This is particularly true with regard to literacy and numeracy skills in the early years."

Children's futures

A spokesman for the Department for Children, Schools and Families said: "The huge increase in education expenditure in the last decade has meant more and better paid teachers, better quality classrooms and higher standards in all schools and childcare.

"Last year saw the highest ever GCSE results for English and maths and standards in the early years are steadily increasing with100,000 more 11 year olds mastering the basics in literacy and 90,000 more in numeracy this year compared with 1997.

"The OECD found last year that a child of five now expects to spend 20.7 years in education which shows that taxpayers' money is an investment in children's futures for the long term."


Shadow Schools Minister Nick Gibb said: "Despite a huge number of initiatives and earnest attempts to tackle some of the deep seated problems in our education system, there still remain problems with literacy and maths in primary school and a decline in the proportion of children achieving good GCSEs in the core subjects."


Source: BBC News // Education

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