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Skills boost for the North as maths school to open in Liverpool


Talented young people in the North West are set to benefit from world-leading maths education with a brand new specialist school backed by a top university.

The University of Liverpool Mathematics College is set to become the first of its kind in the north of England and will follow in the footsteps of successful schools opened by King’s College London and the University of Exeter.

When the school opens, it will welcome 80 talented A level pupils per year to study subjects like maths, further maths and physics.

Minister for the School System, Lord Agnew said: I am pleased that the University of Liverpool has risen to the challenge to give the mathematicians of tomorrow an opportunity to take their talents to the next level. I visited King’s College London Mathematics School earlier this year and was humbled by the students I met there – their ambition and ability is incredible.

Academic standards are rising, with 1.9 million more children in good or outstanding schools than in 2010. As we move forward, we want more leading universities to open maths schools and offer broader outreach in their region. This will give even more young people the opportunity to excel in maths, providing them with the knowledge and skills for future success.

The Chief Secretary to the Treasury, Liz Truss said: Maths powers our economy. Studying it to A level and beyond could add around 10% to the future earnings of students, putting more money in their pocket and giving them more job opportunities.

Today we are hosting northern universities in Parliament because we know fewer students in the North of England study maths compared with the South, and we want to change this.

That is why we introduced the maths pupil premium, to help more students study maths for longer and put them in a great position to take up skilled jobs.

Professor Dame Janet Beer, Vice-Chancellor of the University of Liverpool said:  The University of Liverpool Mathematics College will be a hub for the most able young mathematicians in the Liverpool city region so they can develop their knowledge and skills through the study of maths and related subjects. In today’s global economy it is essential that the UK develops the potential of our most able maths students and this initiative will help respond to that challenge.

Once open in 2020, it will give gifted mathematicians from all backgrounds the chance to boost their skills and learn from some of the best minds in the country.

In partnership with local schools, the college will work to raise aspirations and attainment levels in mathematics across the region and, alongside other schools, colleges and organisations, will provide professional development programmes for maths teachers throughout the region.

The University will also work with employers in the region to establish partnerships, giving pupils the chance to gain real business experience and the opportunity to see how their skills will support their career choices moving forward

Maths is one of the most in-demand skills in the labour market and the Royal Society has outlined maths as the key skill required by employers by 2030. It is also already the most popular subject at A level, with over 84,000 pupils choosing to study it. This is an increase of 20% since 2010. The government is determined, through its modern Industrial Strategy, to increase the number of young people studying maths, helping them to secure good jobs and boosting the UK economy.

The University of Liverpool Mathematics College also supports the aims of the Northern Powerhouse, which will create a globally-competitive northern economy with a flourishing private sector, a highly-skilled population, and world-renowned civic and business leadership, all of which will be supported by a boost to maths skills.

The most selective maths universities in the country are being encouraged to consider opening a maths school. It will give pupils access to a stretching maths curriculum as well as excellent mentoring and careers guidance by specialists at the university. Maths schools will receive an additional £350,000 to support significant outreach work with a focus on students from disadvantaged backgrounds and girls. This will ensure that pupils from all backgrounds will have the opportunity to link up with some of the best maths institutions in the country.



New T Levels mark a revolution in technical education

The first 52 colleges and post-16 providers to teach new T Levels have been named as Education Secretary Damian Hinds set out his vision for a world-class technical education system.

T Levels are courses, which will be on a par with A levels and will provide young people with a choice between technical and academic education post 16.

Courses in construction, digital and education & childcare will be first taught from September 2020. A further 22 courses will be rolled out in stages from 2021, which will cover sectors such as finance & accounting, engineering & manufacturing, and creative & design.

In his response to the T Level consultation, also published today, the Education Secretary committed to working with businesses and learning from our international competitors to ensure these new qualifications lead to a generational shift in technical education.

As the new colleges and other post-16 providers were named today, the Prime Minister said:

Everyone should be able to have access to an education that suits them, but we know that for those that don’t choose to go to university, the routes into further technical and vocational training can be hard to navigate.

That’s why we’re making the most significant reform to advanced technical education in 70 years to ensure young people have gold standard qualifications open to them whichever route they choose.

T Levels provide a high-quality, technical alternative to A levels ensuring thousands of people across the country have the skills we need to compete globally – a vital part of our modern industrial strategy.

More here


New Chief Executive Appointed

Derek Kozel has now been appointed Chief Executive of Investment in Young People Ltd.

Derek takes over from Kevin Smith who is retiring from the executive role but will become the Non-Executive Chair of IiYP.

The former Chair of Young Chamber Ltd, Neville Reyner CBE, DL has been appointed as Honorary Life President of IiYP for his outstanding support for the development of Young Chamber and for IiYP.


Why Business & Management Degrees are popular

‘Business studies graduates are more likely to be employed three months after graduating than other graduates’.

Business and management degrees are popular university courses because they open doors to more careers than other undergraduate degrees. Graduates are recruited directly into industry and commerce. The route into work for graduates with arts degrees or more general degrees is often an expensive master’s degree.

Major employers such as PWC and Ernst and Young take business studies graduates from highly-rated business schools because their graduates have experience of work and know about finance and strategy. Many business degrees offer a year in industry as part of a four-year course and all degrees include some form of work placement.

Amrit Nahbubani, 25, who studied accounting and finance at Warwick University’s business school, was offered a job at Ernst and Young after he completed his year in industry with the company. Three years after graduating, he is earning £45,000 as an assurance executive with Ernst and Young.

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Geraldine Hackett, www.independent.co.uk


Elearning market worth over $200bn by 2024

eLearning Market size is set to exceed USD 200 billion by 2024; according to a research report by Global Market Insights.

A major factor contributing to the high growth of the e-learning market is the rising shift towards flexible education solutions in the corporate and the academic sector. These solutions allow students and employees operating in a range of verticals such as healthcare, BFSI, information and telecommunication to have access to quality training but are dispersed over a large geographical area. The rapid scale of globalization has necessitated the need for language and sensitivity learning. MNCs are moving their employee base to foreign locations, leading to the increase in demand for these services. Furthermore, the government of various organizations, such as India, China, and Japan are aiming at improving the literacy of the general population, primarily in rural and semi-rural locations that have very limited access to schooling and educational infrastructure.

eLearning apps can be operated from a range of devices and are not restricted to only a single system. Additionally, these solutions are highly customized to cater to the varying learning capabilities of the user. The high penetration of the internet on a global scale has increased the availability of authoring and design tools, making it easier and inexpensive to develop the apps and is a major factor promoting the growth of the e-learning market. The Adobe Presenter 11, for instance, is an e-learning development tool that enables to turn Power Point presentations into materials that can be visually presentable and accessed by the organization’s online learner community.

More here

Learning News, April 2018 www.learningnews.com



Government’s Review of Post-18 Education and Funding invites views

The independent panel supporting the Government’s Review of Post-18 Education and Funding invites views to inform its work.

The independent panel appointed to inform the Government’s Review of Post-18 Education and Funding has launched a call for evidence.

The panel is seeking views from all interested parties on the four areas it has been asked to consider:

  • Choice: identifying ways to help people make more effective choices between the different options available after 18, so they can make more informed decisions about their futures.
  • Value for money: looking at how students and graduates contribute to the cost of their studies, to ensure funding arrangements across post-18 education in the future are transparent and do not stop people from accessing higher education or training.
  • Access: enabling people from all backgrounds to progress and succeed in post-18 education, while also examining how disadvantaged students receive additional financial support from the government, universities and colleges.
  • Skills provision: making sure we have a post-18 education system that is providing the skills that employers need.

Chair of the review panel Philip Augar said:

This is an ambitious and wide-ranging review. We begin with no preconceptions. Our priority is to undertake a thorough examination of the evidence and to hear from a broad range of stakeholders who like us are committed to ensuring the system works for everyone.

I very much hope that many of you will contribute to our call for evidence so that the review will be able to deliver a system that incentivizes choice and competition, improves access and delivers the skills the economy needs in a way that provides value for students and taxpayers.

The call for evidence will run until Wednesday 2 May 2018. The independent panel will publish their report at an interim stage and the review will conclude in early 2019.




Gender gap in university applications at record high

Gender gap in university applications at record high, Ucas figures show. Females students are a third more likely to apply to degree courses than their male peers, new data from the university admissions body reveals.

The gap between females and males applying for university reaches record high, new figures reveal.

In England, young women are now 36 per cent more likely to apply to degree courses than young men – a rise of 1 percentage point on last year, official Ucas data reveals.

There were 29,100 more undergraduate applications from 18-year-old women in England compared to their male peers, figures for 2018 show.

Following last month’s Ucas deadline, the total number of people applying to study full-time at a UK institution dropped slightly by 0.9 per cent, compared with the same point last year, standing at 559,000 applicants.

Ucas said that the drop should be viewed in light of a 2.5 per cent decline in the number of 18-year-olds in the UK, and added that figures show that school leavers are more likely than ever to apply.

But across the country, university application rates among 18-year-olds varied. The North East, Yorkshire and Humber and the East of England all experienced falls for the first time in five years.

And the most advantaged 18-year-olds in the UK are still 2.3 times more likely to apply to university than their disadvantaged peers, the data shows.

Today’s figures also revealed a further decline in the number of applications from older students  – with the first-time application rate for 19-year-olds in England dropping once again to 8 per cent.

Alistair Jarvis, Chief Executive of Universities UK, said: “While the strong demand from 18-year-olds is positive, the continuing drop in mature applicants must be addressed by government if we are going to meet future skills needs.”

He added: “If the country is to thrive, particularly in the light of Brexit, it needs more, not fewer, skilled graduates.”

More here

Eleanor Busby, Education Correspondent, Independent

Number of EU students applying to UK universities surges

More EU students have applied to study at UK universities this year despite industry-wide fears that the Brexit vote would make it less appealing, new Ucas figures show.

The number of EU and international students applying for university places in the UK has increased to more than 100,000 for the first time – a rise of nearly 8 per cent on last year, data reveals.

The weaker pound and the government’s commitment to help fund places has helped to boost interest among non-UK students this year following the Brexit vote, the university admissions body has said.

Today’s figures show that the number of EU applicants increased by 3.4 per cent to 43,510, meanwhile the number of international applicants rose by 11.1 per cent to 58,450 – the highest on record.



Drive to raise education standards in areas most in need

New Education Secretary unveils plans to drive up standards by supporting underperforming schools and increase opportunities in areas most in need.

Raising education standards by supporting underperforming schools and offering young people more opportunities to make the best of their lives are at the heart of a package of measures announced today by Education Secretary Damian Hinds.

Aimed particularly at disadvantaged areas across the country, today’s moves include:

  • More than £45million awarded to successful multi-academy trusts to help tackle underperformance and improve schools in areas that lack capacity;
  • 75 projects sharing £25million to provide more support for schools, many of which will increase pupils’ literacy and numeracy skills; and
  • The publication of the next six Opportunity Area plans in Bradford, Doncaster, Fenland and East Cambridgeshire, Hastings, Ipswich and Stoke-on-Trent.

The announcement builds on the government’s record of 1.9million more children now in good or outstanding schools than in 2010, England’s pupils now amongst the world’s best readers and GCSE and A levels reformed to match the best education systems in the world.



Engineering – Govt campaign to inspire the next generation

The Year of Engineering will see government and industry tackle a major skills gap and inspire the engineers of tomorrow.

A pioneering campaign to transform the way young people see engineering and boost numbers entering the profession has been launched today (15 January 2018).

Ministers from across government are joining forces with engineers, industry experts and hundreds of businesses to change perceptions around engineering – and highlight the scale of opportunity that careers in the industry hold for young people in the UK.

2018 is officially the Year of Engineering and will see a national drive in all corners of the country to inspire the young people who will shape our future.

Engineering is one of the most productive sectors in the UK, but a shortfall of 20,000 engineering graduates every year is damaging growth. There is also widespread misunderstanding of engineering among young people and their parents and a lack of diversity in the sector – the workforce is 91% male and 94% white.

The new campaign is aimed at filling those gaps and changing misconceptions, and will see government and around 1,000 partners deliver a million inspiring experiences of engineering for young people, parents and teachers.

Activities will include:

  • a Siemens See Women roadshow aimed at inspiring women, including more black, Asian and minority ethnic girls, into pursuing STEM careers
  • a brand new children’s book on engineering from Usborne
  • the Science Museum and London Transport Museum will be capturing children’s imaginations with interactive exhibitions
  • schools will get the chance to go behind the scenes at Airbus to meet engineers working on the Mars Rover
  • Thales in the UK will be inspiring inventors of the future with robot clubs in primary schools
  • Sir James Dyson, through the Dyson Institute, the James Dyson Foundation and the James Dyson Award, will continue to invest in inspiring young engineers by providing opportunities to apply engineering principles to projects that solve real world problems

More here