In December 2015 we published the statistical article “EducationalDestinations of KeyStage4 and Post- 16Learners, 2012/13”. This is an update to that article, with 2015/16destinations for the 2014/15 leaver cohorts. Since this article was last published, more complete information on learners’ programmes of study has become available in the post-16 data collections. Therefore, learning programme codes have been used to more precisely determine the leaver cohort and a learner’s destination, rather than learning activity codes used previously. Information is therefore not directly comparable with previous years.
Our initial analysis of the matched datasets showed that some learners had been matched to multiple data-sources and therefore had multiple destinations. These instances can occur due to collaborative arrangements between school sixth forms and FE institutions. Other examples might include learners progressing to learning at an FE institution, withdrawing and subsequently enrolling at a sixth form in the same academic year.. Further to this, some learners who were matched to LLWR were recorded as undertaking multiple learning programmes in 2012/13.
The literature has emphasized the importance of school attainment as a key determinant of choices at age 16 (see for example Dickerson and Jones, 2004; Rice, 1999). The idea is that ability and attainment affects the likelihood of remaining in education, a person’s likely success if they do remain in full time education and also potentially their economic returns to any qualifications they may acquire. We therefore include a number of prior attainment measures. Specifically, we use the NPD/PLASC dataset to create two measures of academic achievement at age 16, i.e. KeyStage 14 4 (GCSE 15 ), which is the national exam taken at age 16 before leaving compulsory school. The first measure is a synthetic continuous score averaging scores in different GCSE subjects. We use a capped average point score 16 that takes into account the pupil's eight highest grades. This score has been standardised so that the variable has mean 0 and standard deviation 1 within the LSYPE total sample in wave 3. The second measure of school attainment is a dummy indicating whether the pupil achieved at least 5 GCSEs with grades A*-C, to see whether there are discontinuities at this threshold. This is an important threshold in the education system, affecting the likelihood of being accepted in certain types of post compulsory institution, and can therefore influence the actual possibility of enrolling in specific types of post-16 provision. Both GCSE measures at KeyStage4 include GCSE equivalents.
After matching had taken place, the post-16 unique identifiers along with other fields were used to cross-check the candidate identifiers allocated. The chances of successfully matching a record depend on: the number of common fields; the similarity of their values; and how effectively they discriminate between candidates. To improve the chances of a correct match the identifying fields are cleaned and reformatted to form a set of standard matching fields in each dataset.
The North Carolina Agricultural and Technical State University’s School of Nursing was established in 1953. The school offers a traditional Bachelor of Science in Nursing (BSN) degree, consisting of 124 semester credit hours (including 77 credits in the nursing major); an Accelerated Bachelor of Science in Nursing (ABSN) for second degree bachelor’s students, consisting of 64 credits in the nursing major, in addition to any unmet general education or prerequisite requirements; and a Bachelor of Science in Nursing Completion (BSNC), which enrolls licensed RNs with associate degrees and requires 39 credits in the major in addition to any unmet general education or prerequisite requirements. The BSNC is also known as the RN-to-BSN degree program. Because students in the BSNC or RN-to-BSN program have already passed the NCLEX-RN and hold licensure, NC A&T’s NCLEX-RN first-time writer pass rates include only those students in the traditional and accelerated BSN programs. The ABSN program is smaller than the traditional BSN, but its pass rates have been higher than those of the traditional program, with 23 of 24 test takers from the accelerated program passing the NCLEX-RN at first writing in the past four years. The NC A&T School of Nursing was initially accredited by the National League for Nursing in 1971 and has maintained continuous accreditation since. In the fall of 2011, NC A&T’s current nursing accreditor, the Accreditation Commission for Education in Nursing (ACEN), placed the institution on warning status due to students’ performance on the NCLEX-RN. At that time, the school was also placed on warning status by the NC Board of Nursing, and an improvement report was required by the UNC Board of Governors because of these pass-rate concerns. Since that time, several significant changes have occurred in the administration, faculty composition, curriculum, and student body at the school. A subsequent visit from an ACEN site visit team in Spring 2014 resulted in a recommendation that the warning status be removed in response to improvements in licensure examination pass rates and improvements in the nursing curriculum; that decision is pending review by the full, national accrediting board.
Progress measures Binary indicators have been added to the KS2 data to indicate whether pupils should be included in the progress measures and whether they have made the expected level of progress. Pupils need to have both KS1 and KS2 results to be included in the progress measures unless they achieved W, level 1 or level 6 at KS2. The KS2 result used for most pupils (approximately 95%) will be their test result. However, where pupils do not have a 'marked' test result, the keystage 2 teacher assessments will be used instead. For pupils who are working below the level of the test, the teacher assessment will be capped at level 2 but for other pupils, the teacher assessment is used as provided by the school. For full details of the progress measures methodology, see the performance tables.
The voluntary sector grants budget offers funding to local voluntary organisations that provide a positive contribution to the Council’s priorities and the well-being of Hillingdon residents, e.g. Age UK, Citizen's Advice Bureau and Royal Voluntary Services. In 2014/15, the amount awarded from the core grants budget was £1,751,956, with similar spend in previous financial years. This compares starkly with many neighbouring local authorities who have sought to cut such discretionary budgets in recent years.
Following publication of the first Dementia Prevalence Calculator in 2013 which showed that the CCG’s dementia diagnosis rate for 21011/12 was below the national and regional averages, the CCG created a Living Well with Dementia programme involving a full range of local government, health and voluntary sector partners. The programme has started work with our practices to improve diagnosis rates in two areas, firstly by ensuring that all diagnoses are properly coded and recorded and secondly by trialling new tools that offer speedier and more consistent screening methods. Since the launch of the programme in August 2013 we have seen a significant increase in the number of diagnoses recorded and although we do not feel it realistic to meet the target of 67% before the 2015/16 year, we are confident that in 2014/15 we can double the increase in percentage rates seen in 2013/14 to reach 61%.
Level 6 tests in English reading, English grammar, punctuation and spelling, and mathematics were available as part of the suite of keystage 2 tests in 2014. Schools could choose whether to administer them in addition to the levels 3-5 tests. The level 6 tests were externally marked. STA directly managed the associated reviews service in 2013. Although the process was managed by STA’s test operations supplier in 2014, the service mirrored the 2013 level 6 and the 2014 levels 3-5 review services.
Since 2010, an individual review service has involved a review of marking of the entire test script. This checks that the published mark scheme was applied to the agreed national standard throughout the test script. The review marker reviews the mark awarded for each item or question against the mark scheme to confirm it has been correctly applied. Since 2011, schools have been provided with the option to highlight any specific item(s) or question(s) they wish to bring to the review marker’s attention. This gives schools the opportunity to highlight specific concerns. Both practices continued in 2014 for both the levels 3-5 and level 6 individual review services.
Pupils in England also participate in the Programme for International Student Assessment (PISA), organised by the Organisation for Economic Co-operation and Development (OECD). This assessment aims to compare standards of achievement for 15 year olds in reading, mathematics and science, between participating countries. This study is based on pupils from a sample of schools.
In the near-term, Tholons sees the Philippines to remain the de-facto choice, in as far as traditional BPO services sourced from the key North American market is concerned. Concrete initiatives are also in place to diversify the country‟s services offerings, and if successful, the transition to provide larger volume high-value services (i.e. ITO and KPO) should allow for a more sustainable IT-BPO industry. Manuel Ravago adds, “We believe that the question regarding long-term sustainability and growth of the country‟s IT-BPO industry will hinge on the ability of Government and stakeholders to properly transition its existing talent pools to adapt from its current BPO-orientation towards higher value services. This transition should be focused on undertaking systemic improvements across the country‟s IT-BPO ecosystem. Improvements pertaining to education and curriculum development, Telco infrastructure, and supporting industry-policy frameworks, are among the critical enablers that should be considered by stakeholders. The Philippines IT-BPO industry, because of its vast talent base, and favorable cost proposition, has the innate opportunity to develop Capability Hubs or Centers of Excellence across the archipelago. Doing so would have the benefit of diversifying the country‟s services outsourcing portfolio while at the same time, alleviating rising labor costs and associated saturation issues in Manila NCR and Cebu City.”
‘As register was taken the LSA checked the knees of a child who had fallen in the playground and then listened as the teacher explained which children were going to be the days 'helpers'. She assisted the teacher by finding the 'helpers' names to be displayed. For the next ten minutes she watched the whole class teaching session on mathematics, which she was to follow up with two groups afterwards. She then took four children who were of the same (lower) ability and of mixed gender. She first repeated the exercise of writing the numbers 1 to 5 on large ‘post-its’ and displayed them on a whiteboard in the wrong sequence. She was interrupted twice by children working on the computer who did not know how to operate the programme, but dealt with this very efficiently. When teaching the group she kept all individuals on task, drawing their attention to the order of the numbers that others were trying to correct and asking open-ended questions. One child slid down in his seat and stretched back, appearing to lose concentration, but she was quick to notice this and brought him back into the discussion. The LSA used the same strategies of reinforcing counting 1+1 as the teacher, and helped reinforce this concept. Children were then asked to write their own numbers on smaller post-its to place in sequence in their maths books. As each child worked she checked that their number formation was correct and asked children to tell her the number they were writing. She was very patient when children who had finished alerted her to this fact and asked them to wait a moment. The quality of interaction she engaged in with individual children was high, for example, asking children to point to numbers with 1:1 correspondence as they counted, and asking them which number came before, after or next. This 'reinforcement' group seemed to gain confidence by her use of praise and worked for a period of twenty minutes on the topic.’
753 Another subject for possible discussion between DfEE and, this time, QCA and, possibly, the main Examination Boards, is how to get better information though to school level about assessment and accreditation of Key Skills. As is pointed out in Chapter V, some projects and schools struggled to find their way through what they found to be a complex, and sometimes impenetrable, bureaucratic maze. In too many cases, the impression was that for certain staff in the main Examination Boards, standalone Key Skill accreditation for Working with Others and Improving own Learning and Performance at KS4 was a marginal activity, with relatively few people able to offer authoritative guidance. Some projects found their way through this difficulty by means of particular contacts and helpful individuals; but others got nowhere, with the result that some student work that might have qualified for accreditation simply did not do so.
Figure 2 shows that the proportion of pupils achieving the expected standard increased for all ethnic groupings when compared to 2013. As in previous years, pupils from an Indian background had the highest percentage achieving in 2014 at 84%. Travellers of Irish Heritage and those from a Gypsy/Roma background had the lowest percentages achieving at 33% and 28% respectively. Pupils from a white and black Caribbean background saw the largest improvement in 2014 with the proportion achieving increasing by 7 percentage points from 64% to 71%.
Destefano, Shriner and Lloyd (2001) trialled an approach to training for general and special education teachers making accommodation decisions. They started by exploring students’ IEPs, the relevance of the curriculum and accommodations used during instruction. The training then considered accommodations appropriate to the students in tests. The process involved direct training of 10-15 hours plus ‘many more hours of informal consultation and feedback’. The authors noted the need for professional development in this area. They also felt that before training the teachers had tended to allow accommodations to all students with disabilities regardless of their assessment needs. The authors concluded that their study highlighted issues of ‘knowledge and procedural needs’ for special and general educators, maintaining the individuality of assessment decisions in system-wide testing and ‘systematic planning for the scope and duration of professional development investments.’ The
Concerns about safety may discourage learners from venturing beyond their used, trusted Web 2.0 tools: “If I ever went on something new – which I don’t go on now – something like people can register, I don’t know, then I wouldn’t feel safe, even though I know I haven’t given anything away, but if I’m on something like MSN, or something.” (Female, Year 8, high, #W2) Many learners indicated that because of safety concerns, they kept their social networking profiles private. A number of learners suggested that media reports informed their perceptions of the internet as a dangerous place. Learners who held these perceptions of the internet as dangerous categorised Web 2.0 technologies as places where deception and enticement were significant dangers: “People say you have to be over 16, or 18, and some people say you have to be over 13 [to use Bebo] but I don’t really trust people on it…they could be lying. Loads of stuff goes on.” (Female, Year 8, unknown use) Risk may be perceived to be ever-present, even if learners do not allow it to inhibit their Web 2.0 use: “I do enjoy using [MySpace] but there’s always, like, dangers of it, so I do take it into consideration, but there’s always a chance you can get cyber-bullied on there” (male, Year 10, low use). Thus risk, from learners who note safety concerns as a factor in how they use or do not use Web 2.0 technologies, is mostly focused against unknown individuals but also against peers who perpetrate bullying or, more likely, insensitivity. “And loads of people get offended by [friend rankings] and it’s like… there’s these, loads of people are kind of like ‘Oh I got moved down their friends list and so they don’t like me any more’ kind of thing.” (Female, Year 10, unknown usage, #W3)
The Cabinet Secretary stated: “Over the coming weeks I want to explore the issue further with the Minister for Commonwealth Games and Sport, who has responsibility for equality issues, and I encourage Jenny Marra and others to come forward to discuss the matter with ministers. There will be a willingness to have that discussion to ensure that we find for stage 3 an amendment that keeps us within devolved competence—alas— but which signals our very clear intention to make progress on improving diversity and equality in governance structures.”
After the beginning of Islam, the Prophet Muhammad was followed by 4 great Caliphs - under whom the extent of their empire grew quickly. It quickly expanded through the Middle East especially under Umar - who was a great warrior and just leader. However as Muslim influence expanded there were a number of different groups within Islam that vied for power and in the 760s a great new Islamic city was built in Baghdad, a city which grew rich on trade etc. This city rivalled Mecca in many ways. Apart from its great armies that invaded Europe and destroyed the old Roman Empire, Islam became a focal point for medieval discoveries in Science and