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Education

Positive PISA results welcomed

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WALES’ Minister for Education, Kirsty Williams has welcomed the nation’s significant improvement in the Programme for International Student Assessment (PISA) study.
PISA is a worldwide study by the Organisation for Economic Co-operation and Development in member and non-member nations intended to evaluate educational systems by measuring 15-year-old school pupils’ scholastic performance on mathematics, science, and reading in PISA.
The PISA assessment is regarded, with some misgivings among educational experts, as a guide to education policies’ performance across 79 participating countries.
For the first time since Wales began participating separately in the PISA studies, Wales has caught up with the international average in all subjects. The results record Wales’ best ever scores in reading and maths and improvement in science
Kirsty Williams said: “For the first time, Wales is in the international mainstream, thanks to the efforts of our teachers and students.
“We have caught up, we are continuing to improve in all areas and, as a nation, we must be determined to keep up this momentum.
“This is positive for teachers, parents and students and the nation as a whole, but not perfect.
“We can go further still.”
Following the 2015 results, the Education Minister set a challenge to improve the proportion of top-performing learners.
The number of high performing students in reading rose from 3% in 2015 to 7% in 2018, with a 4% to 7% increase in maths and a 4% to 5% increase in science.
Wales saw an improvement in its ranking compared to other participating nations.
Kirsty Williams added: “Today’s news is positive for our young people and education system. We are continuing to improve in all areas and we’ve got more top performers than ever before.
“Our increase in high-performers is a big step forward. It’s a culture change for Wales. But there’s still more to do, as we’re not quite at the OECD average for this aspect yet.
“Not only have our overall scores gone up, but we’ve also reduced the attainment gap. We can be proud that in Wales we truly partner equity with excellence.
“We are heading in the right direction with our reforms. Our National Mission has charted the right course. The OECD is telling us to move forward with confidence.
“That’s why we are delivering the biggest ever investment in our teachers, have developed the biggest ever professional learning programme and are striding ahead with our new curriculum.”
UCAC, the Welsh education union, has called for all concerned to make wise use of the data.
Dilwyn Roberts-Young, UCAC General Secretary said “This year’s PISA results provide a wealth of information about various aspects of our education system. The headlines are comparatively encouraging – and everyone concerned is to be congratulated on that. However, we must be careful to go beyond the headlines.
“It appears that some of the reforms that have already been implemented are beginning to pay off. But we must remember that the major reforms to the curriculum, assessment arrangements and accountability systems have yet to be put in action. We now need to concentrate on effectively implementing those reforms over the coming years if they are to help us on our journey towards improving education for all in Wales.
“The report draws attention to concerns about pupils’ wellbeing – with higher than average levels being reported of feeling miserable or worried. Also, schools in Wales were more likely to report that insufficiencies of physical resources – especially textbooks and ICT equipment – were hampering their efforts.
“UCAC strongly believes that we need to keep to the reform route that we have set, whilst ensuring sufficient levels of funding, resources and time for teachers. Alongside those reforms, we need to continue and expand our efforts to support the wellbeing of everyone within our school communities.”
Commenting on the results in Wales in the 2018 Programme for International Student Assessment (PISA), Eithne Hughes, Director of the Association of School and College Leaders (ASCL) Cymru, said: “PISA results have not been kind to Wales in the past, and this latest set of results is a real boost at a time when we are introducing a transformational new curriculum in Wales. We are delighted that performance in maths has continued an upward trend and with the recognition that Wales is roughly in line with the OECD average in reading, science and maths.
“Of course, we want to do a good deal better than this in the future and our national ambition is to make our education system among the very best in the world.
“We would always caution people against over-claiming or over-blaming any one factor on the difference in results between countries. PISA is just one measure of an education system and cannot possibly tell the full story about our schools.
“However, today’s results are a positive step forward, and we extend our congratulations to our students and teachers.”
David Evans, Wales Secretary of the National Education Union, said: “Pisa offers some benchmarking against other countries but it is only one measure of performance and we would do well to avoid any suggestion that a Pisa ranking is the ‘be all and end all’ of a country’s educational performance. It is not!
“This years’ results clearly show that Wales has improved in all 3 areas tested and we know that the Welsh Government has set a target for the next round of tests that will place our results above the OECD average if achieved. We are confident that our members’ professionalism and desire to provide the best education service will bring improvements in every performance measure but are conscious that we need to ensure that our priorities for youngsters in our schools are the correct ones.
“Providing the necessary resources and tools to embed the new curriculum in Wales has to be a primary focus which will reap its own rewards. That and striving to secure pupil happiness and wellbeing should be the emphasis for the Welsh Government going forward.”

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Education

Major prize for UWTSD lecturer

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A UWTSD academic has been awarded the prestigious Henry Stopes Memorial Medal.
Based at the University’s Lampeter campus, Dr Martin Bates accepted the outstanding contribution award from the Geologists’ Association during an online ceremony on Friday 7 May. This prize is awarded just once every three years for exceptional work in the archaeological field and specifically ‘on the Prehistory of Man and his geological environment.’
During his career, Dr. Bates has been involved in several major discoveries within the UK archaeological field including the Dover Bronze Age Boat, the Clactonian Elephant butchery site in Ebbsfleet, the Harnham terminal Lower Palaeolithic site near Salisbury.
He discovered the Happisburgh human footprints in Norfolk (the oldest presently know in the world outside Africa).
It was noted during the presentation that the Henry Stopes Medal had been awarded to Dr Bates for his “significant contributions to understanding the geological environment of prehistoric human occupation of Britain and elsewhere over the last 40 years.”
It was also noted that in the spirit of the Geologists’ Association he was “generous with his time and expertise to colleagues, students and members of the public alike.”
Following the awards ceremony, Dr Martin Bates commented: “It is incredible to be recognised in this way and I’d like to thank the Geologists’ Association for this honour.  
“However, this award really reflects the support I have received through my career from a whole range of specialists who have provided me with the data I have used in my research. Without them I would not have been able to do what I have done”
“I think this all goes back to my very early days spent on the beaches of West Wales being dragged along on Saturday fieldtrips led by my father for students studying geology at Aberystwyth.  He has a lot to answer for!”

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Education

Students relying on free school meals fell further behind

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THE ATTAINMENT gap between disadvantaged primary school pupils and their classmates has grown in mathematics by one month since the onset of the pandemic, according to interim findings published this week by the Education Endowment Foundation (EEF).

The findings are drawn from an ongoing EEF-funded study that aims to understand changes to the gap which might have occurred due to the periods of partial school closure resulting from the Covid-19 pandemic.

While disadvantaged pupils’ outcomes in mathematics seem to have been hit hardest by the first national lockdown, the attainment gap did not widen (or shrink) during the Autumn 2020 term.

Thar suggests that gaps caused by Covid are unlikely to close without intervention.

The research is based on assessment data collected by FFT Education from 132 primary schools prior to and after the first national lockdown.

The report did not measure the impact of school closures on overall learning progress (sometimes referred to as learning loss) but, instead, looked at the differences in progress between pupils eligible for free school meals and those that are not.

Data from reading and maths assessments (PIRA and PUMA tests) taken in Autumn 2019 was used as a baseline to track the trajectory of the attainment gap.

Pupils whose data was included in the sample were all in Years 1 to 5 (5-to-10-year-olds) during the academic year 2019-2020.

Reading and maths tests were administered to these same pupils on their return to the classroom in September 2020, and then again towards the end of the Autumn term 2020.

Disadvantaged pupils’ performance in the tests was compared to that of their classmates to examine changes to the attainment gap which might have resulted from the first period of partial school closures.

The analysis of these results indicates that pupils from socio-economically deprived backgrounds have fallen further behind in maths since the onset of the pandemic.

Contrary to previous estimates, this study found no discernible change to the disadvantage gap in reading.

The findings also highlight the difficulty of combatting educational inequality in classrooms.

Data collected from PIRA and PUMA assessments taken at the end of the Autumn term 2020 indicate the return of all pupils to school in September has not been sufficient in narrowing the gap.

Further analysis is currently underway.

A final data set will be collected in June 2021 to examine whether the disadvantage gap narrows, widens, or remains stable.

Sir Peter Lampl, chairman of the Education Endowment Foundation (EEF) and founder and chairman of the Sutton Trust, said: “Today’s research gives us more evidence of the enormous impact school closures have had on young people, especially those from low-income homes.

“The research indicates the need for long-term, sustained support for schools as they work to accelerate the progress of their disadvantaged pupils.

“To mitigate against the long-term impact of lost learning, large government funding is required. The cost of failing to act now will be a catastrophe for young people from low-income homes.”

Professor Becky Francis, CEO of the Education Endowment Foundation, said: “The pandemic has brought the significance of social and educational inequality into sharp focus.

“Research studies like this one are providing clear evidence that substantial existing gaps have grown further due to the disruption to learning caused by the pandemic.

“In strategizing an approach to recovery, we are presented with the opportunity to go beyond restoring the learning lost during partial school closures, and work towards rebalancing the scales for disadvantaged pupils.”

Researchers from FFT Education said: “Our study makes a fresh contribution to the research on the effects of COVID.

“We find that attainment gaps between disadvantaged students and their peers have widened slightly in maths, but not reading.

“We also find that there were surprisingly weak associations between school responses to COVID – for example, phoning students during the lockdown – and attainment.”

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Education

Skills competition beats Covid restrictions

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THE ADVANCED Manufacturing Skills Academy at the University of Wales Trinity Saint David (UWTSD) recently hosted the finals of Skills Competition Wales.

Entrants visited the Academy on April 21 and 22 to complete challenges as part of the CNC section of the competition, which focuses on cutting metal using a computer-controlled machine.

Due to Covid-19 restrictions, the entrants completed their challenges two at a time in a controlled environment using machines that are well spaced apart.

Some of the entrants are apprentices at the Academy, which opened its doors last year with the aim of building the skills needed to deliver technologies that keep Wales’ manufacturing industry globally competitive.

It provides students with technical training to degree level, all within one facility in the IQ building in SA1, Swansea.

Working in partnership with three leading manufacturers – Mazak (machine tool supplier) Renishaw (measuring/inspection equipment) and Sandvik Coromant (material cutting tools supplier) the Academy is fully equipped to cater for the needs of a multitude of industry sectors.

The apprentices at the Academy are all currently employed trainee mechanical engineers who have been given the opportunity to study at the Academy as part of their apprenticeship programme to further enhance their technical skills using modern, high-end industry-standard equipment.

“We are able to provide them with full exposure to the technology and allow them to have valuable machine time without the added pressure often found within a manufacturing environment,” says Lee Pratt, manager of the Academy at UWTSD.

“To say I’m proud of these young engineers is an understatement!

“Given the limited amount of time to prepare for the skills competition due to COVID restrictions, they have gone above and beyond and are a credit to their employers.

“A big thanks to Adam Youens and the team for organising such a great competition, Mark Aspinall from competition sponsors Quickgrind and our 3 judges Steve Franklin, Steve Cope and Andrew John. I’m sure next year will be even bigger and better. On to the next competition now!”

Lee said hosting Skills Competition Wales was an important step in highlighting the work of the Academy as well as creating opportunities for its apprentices.

“This competition was an exciting opportunity to raise the profile of the Academy within the industry sector and hopefully attract further business,” said Lee. “We entered the apprentices into the competition to not only give them a platform to display their talents nationwide but also enhance their training with us.

“We believe that by taking them out of their comfort zone and placing them in a competition environment will expose them to some of the demands and pressures found daily in a modern manufacturing environment.”

The competition was held over a two-day period, during which competitors had seven hours to produce a component from a 2D drawing and 3D CAD (computer-aided design) model with the use of CAM (computer-aided manufacturing) software and a CNC (computer numerical control) machining centre.

If the Academy’s apprentices are successful in the competition, they will be invited to attend the awards ceremony, which is usually held in Cardiff but is likely to be online this year due to Covid-19.

“We will then be putting them forward to compete in the World Skills Competition and hopefully gain squad selection,” said Lee. “They will then undertake a two-year training programme building up to the global competition due to take place in France 2023.”

The Advanced Manufacturing Skills Academy at the University of Wales Trinity Saint David (UWTSD) hosted the finals of Skills Competition Wales

The competition comes at the end of a very positive first year for the Academy. It has run a highly successful pilot course with its first cohort of apprentices and has received some excellent feedback from industry, with employers reporting a significant rise in both ability and confidence amongst their apprentices.

“We are looking to further expand this training to upskill the existing workforce through a suite of bite size training modules in various disciplines,” said Lee.

This comes at a time when the impact of Covid-19 has heightened the need for these skills within the various industries served by the Academy.

Graduates equipped with high-level skills have a vital role to play in helping to stimulate economic growth during these uncertain times and beyond, and UWTSD has been working closely with Welsh Government, local authorities, and industry partners to deliver the skills and opportunities that will help rebuild the fabric of communities in Wales.

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