Education and Employers Research Digest- September 2024
Full summaries of all publications contained in the Digest are available by clicking the link embedded titles.
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This report demonstrates Ireland's strong performance in reading, mathematics, science, and equity outcomes internationally across primary and post-primary levels. Moreover, the socio-economic gap in educational attainment is narrower than on average across OECD countries. The education system outperforms many other countries and exhibits above-average socio-economic fairness and equity. However, despite these accomplishments, differences in outcomes persist for students from disadvantaged backgrounds and Traveller and Roma students. Similar to other countries, gender gaps are also visible, particularly at the post-primary level. Despite improvements over the last decade, gaps between DEIS and non-DEIS schools persist.
The report provides useful guidance for those efforts in the US, encouraging a twin focus on helping more low-income students complete bachelor’s degrees and strengthening the middle-skills pathway to good jobs by helping community colleges, workforce-development programs, unions, and other stakeholders collaborate with industry to design high-quality training for in-demand jobs.
Michael Scott, Jenna Julius, Sarah Tang & Megan Lucas
This report presents a study to better understand how patterns of choice and subject combinations at Level 3 have changed over the past twenty years, and to explore the impact of the narrowing of the post-16 curriculum as a result of the virtual elimination of AS levels in Year 12.
This report calls for decisions about technology in education to prioritize learner needs after an assessment of whether its application would be appropriate and equitable and provides a compass to use for youth and students from around the world when using technology in education.
Jo Van Herwegen, Julie Dockrell, Michael S.C. Thomas, Chloe Marshall, Rebecca Gordon & Thomas Masterman
This report presents findings from a systematic review and meta-analysis of what targeted approaches work for students with SEND and in what contexts. One key recommendation is to enhance the quality of the research on SEND interventions, particularly by facilitating access to larger sample sizes and longer-term outcome measurements across diverse schools.
Elnaz T. Kashefpakdel, Jordan Rehill &Anthony Mann
CALL FOR EVIDENCE
Department for Education (England): The Curriculum and Assessment Review chaired by Professor Becky Francis CBE, has launched a call for evidence. The review seeks evidence from young people and parents, teachers and lecturers, leaders, experts, and employers on how the curriculum and assessment system can ensure all young people are prepared for life and work.
Read more about the review here and respond to the call for evidence here.
We believe no child should be constrained by stereotypes or the expectations of others. We know that if young people hear firsthand about the world of work, they work harder, get better grades and are more likely to break down barriers.
They should have the chance to start as early as possible, and that is why we launched the nationalI am #InspiringTheFuture campaign.
Any views expressed in the publications featured in this newsletter are those of the authors and do not reflect the views of Education and Employers.
