Education
Minister calls time on Initial Teacher Training
EDUCATION MINISTER, Huw Lewis has announced he is to reorganise the whole system of initial teacher education training in Wales.
The Minister’s announcement follows publication of a critical Estyn report on the North and Mid Wales Centre for Teacher Education which the Minister has described as “very disappointing”.
Estyn’s report concludes that both the North and Mid Wales Centre’s performance and its prospects for improvement are unsatisfactory. It also identifies aspects where the centre is failing to comply with statutory requirement for initial education teacher training.
The Minister said: “The North and Mid Wales Centre for Teacher Education has had some two years since shortcomings were identified to develop and improve its provision. However this report shows the necessary improvement has not been made. Frankly, this is not good enough.
“This latest report leaves me in no doubt that more needs to be done to accelerate the process of improvement in ITET provision across the whole of Wales.
“We need an ITET sector that can act as a key driver in building workforce capacity, particularly as we prepare for the new Curriculum for Wales. This is something that the school sector, local authorities, Consortia and the public are all, quite rightly, calling for.
“I am meeting Vice Chancellors in November, including those leading on current ITET and will be clear that I am calling time on the current system of initial teacher education training in Wales and moving to a focussed improvement plan, designed and delivered across the education system.
“Going forward, participation in genuine collaboration will be a requirement for any institution who wishes to play a part in the initial training of teachers.
“We know it is possible to deliver radical change in a short time frame – the recent news about the progress of the South East Wales Centre for Teacher Education and Training proves that.
“But improvements cannot stop there. We simply must deliver systematic improvements, with more effective collaboration between ITET centres in Wales, more partnership with Consortia, local authorities and schools, more learning from the best from elsewhere and more challenge.”
In 2009, following a report by Professor John Furlong, the Welsh Government reorganised Initial Teacher Training in Wales into three centres: one based in North Wales, one serving South-East Wales and the other Mid and West Wales.
At the time the Welsh Government claimed that concentrating teacher training and education into fewer centres would drive up standards of training and produce consistency of results.
Critical reports have, however, followed into both South East Wales’ provision and that of North Wales.
While a recent report from Estyn demonstrated some improvement in South East Wales’ centre, the same report concluded that ‘the centre was “not able to show the impact of the systems on trainees’ outcomes’
Huw Lewis has suggested that further radical reform is required to change the system again: “The landscape of ITET in Wales will be different. For those ITET centres that genuinely want to work with us to improve and provide genuinely sector leading practice then the door is open but – if you are not prepared to raise your game then you will not be part of our future vision for Wales.”
The Minister announced that he and Professor John Furlong would be holding two summits in December and January to engage the ITET sector in challenging reform.
This complements the task and finish group that Professor John Furlong is already leading to revise current ITET statutory criteria for accreditation and to implement change so the ITET system is more robust and fit for purpose.
The reform of ITET in Wales, the effective delivery of the New Deal and the implementation of a new curriculum for Wales are key parts of the Welsh Government’s ongoing programme for Education reform.
The Minister’s announcement has received short-shrift from opposition AMs, who have pointed out that the Welsh Government appears only now to be seeking to remedy flaws in the system of teacher training to which its own 2009 reorganisation of the sector has contributed.
Focusing on the challenges of equipping teachers to deliver a new curriculum, Aled Roberts AM, Welsh Liberal Democrat Shadow Minister said: “There is a widespread consensus that the Labour Government in Wales has failed to address the fact that teacher training has not been of a high enough standard to serve the needs of Wales either now or in the future.
“The Estyn report into the North and Mid Wales centres at Bangor and Aberystwyth is extremely disappointing and is the most recent example of reports raising concerns with regard to the quality of training provision in Wales.
“There are major curriculum reforms on the horizon in Wales and we need a profession that is properly equipped for such change and which is in receipt of ongoing support through continuing professional development following qualification.
“The Welsh Liberal Democrats believe in empowering teachers to be able to take a lead so they have more responsibility in innovation and are able to work collaboratively with other teachers in the development of their practice. We would also look to attract and increase the quality of new entrants to the teaching profession.”
Making concrete proposals for the future of teacher training, Mid and West AM Plaid Cymru’s Shadow Minister for Education, Skills and the Welsh Language Simon Thomas, a Carmarthen West and South Pembrokeshire candidate said: “We have had Labour Education Ministers since 1997 responsible for the education of our children. This unsatisfactory report into the North and Mid Wales Centre for Teacher Education is another example of a culture of complacency in Cardiff Bay.
“A Plaid Cymru Welsh Government would give our teachers and classroom assistants the time to teach so that they can focus on ensuring the development of core skills in schools.
“By working with teaching unions and staff, Plaid Cymru will reduce red tape and bureaucracy so that head-teachers can lead their schools and more time is spent teaching children, rather than completing paperwork. The best way to spread good teaching practice is between schools, peer to peer.
“We will consider for all teachers to be educated at a Masters Level with a focus on classroom techniques. We will look to establish one professional-led body to deal with Continuous Professional Development to take politics out of education as happened in Scotland.”
“We need the powers over pay, terms and conditions to facilitate the best allocation of resources – it is only a Plaid Cymru Welsh Government that can deliver this.”
Welsh Conservative Shadow Minister for Education, Angela Burns AM, told us: “We’ve long said teacher training in Labour-run Wales needs urgent improvement.
“It’s clear significant failings persist and I am extremely unhappy to read of another poor Estyn report on the North and Mid Wales Centre.
“Changes are not happening quickly enough and it’s our pupils and hard-working staff who are taking the brunt of it.
“While Labour’s minister is taking some steps to address the clear problems, it’s simply not fast enough.
“16 years of Labour rule have left our education system in tatters. That requires fresh thinking and a new approach.”
Education
Pupils take centre stage for dance competitions
MORE than 230 Pembrokeshire pupils have taken part in exciting dance competitions at primary and secondary school levels.
Sport Pembrokeshire hosted the primary school dance competition on March 19th at Fishguard Leisure Centre.
Seven schools from across the county and more than 160 pupils took part, including both boys and girls from school years 3-6.
All style and street dance were the categories that teams, solos and duos could enter. There were 55 solo performers entering the street dance solo category.
Pupils from Ysgol Bro Gwaun performed a group dance and some performed brilliant solos for the primary pupils to watch.
Finola (FF Dancers), Kelly (Kelly Williams School of Dance) and Lowri (Lowri Jones School of Dance) judged the high standard of competitions with dance coaches Lucy Kerrison and Kelci Francis helping out during the day.
They are all thanked for their help and expertise as putting on an event of this nature would not be possible without their valuable input.
Forty eight medals, 22 trophies and numerous certificates were presented, including awards for stand-out performers.
The atmosphere was great and it was brilliant to see the pupils taking part, getting creative and showcasing their skills, all with a smile on their faces.
The secondary schools dance competition was hosted on Thursday, 29th February at Haverfordwest Leisure Centre.
In total 77 girls from school years 7-11 competed in various categories such as teams, duos and solos. These included street, all style, freestyle, jazz and cheer.
Finola and Kelly judged the day with the help from Lucy and Kelci. Kelci, a former Ysgol Harri Tudur pupil, also gave showstopping performances.
It was a great day with a fantastic atmosphere and very rewarding to see so many girls taking part in sport and enjoying every minute.
Some of the schools who attended are now through to the UDOIT Dance Competition in Cardiff.
Hundreds of pupils have enjoyed school dance competitions over recent weeks.
Education
Second Pembrokeshire Chess Tournament celebrates youth and skill
THE SECOND Pembrokeshire Chess Tournament drew participants from 21 schools across the region, culminating in a day of intense competition and camaraderie.
The tournament, reported by Vicky Brown, saw young chess enthusiasts gather for a day marked by strategic gameplay and exceptional talent. Henry Burton from Redhill emerged victorious, claiming the top spot in a closely contested field. The duo of Steffan Hughes and Huw Holliday, also from Redhill, followed closely in second place, while Osian Griffiths (Ysgol Caer Elen), Bryn Williams (Milford Haven Community School), and Iolo Hughes (Redhill) shared the third place, showcasing the depth of talent present among the participants.
In recognition of outstanding sportsmanship, Carys Callan from Redhill was honoured with the ‘David Pinch Award’, embodying the spirit of fair play and respect that marked the tournament. A special mention was given to Tyler Davison-Hall from Johnston CP School for participating in the Game of the Tournament, further highlighting the event’s competitive yet friendly atmosphere.
The tournament benefitted significantly from the expertise of Ian Eustis from the Welsh Chess Union, who served as Arbiter, ensuring the smooth running of the games. The event was also supported by Martin Jones and Scott Hammett, who took on the roles of stewards, and the Friends of Redhill (FOR), who managed the refreshments, contributing to the day’s success.
The local chess community, including participants and spectators, expressed their appreciation for the organisational efforts that made the event possible. For those interested in furthering their chess skills, the Pembrokeshire Chess Club extends an invitation to meet on Tuesday evenings in Steynton. Martin Jones, contactable at 07884384131, is available for further details regarding membership and participation.
Looking ahead, Redhill is poised to host its next chess tournament on Saturday, 8th June, promising another opportunity for young chess players to demonstrate their skills and passion for the game. The success of this event not only highlights the thriving chess scene in Pembrokeshire but also sets the stage for future tournaments that continue to inspire and engage the youth in the noble game of chess.
Education
Difference between homeschooling and distance learning
IN the ever-evolving panorama of schooling, alternatives to standard classroom settings have gained enormous interest – homeschooling and distance studying. As technology continues to reshape our method of getting to know, it becomes essential to apprehend the nuances that differentiate these academic pathways. This weblog publishes objectives to delve into the differences between homeschooling and distance studying, dropping mild on their precise features, blessings, and potential drawbacks.
Defining Homeschooling and Distance Learning
Homeschooling and distance-gaining knowledge, even though sharing a few commonplace grounds, range basically in their execution. Homeschooling entails the mother and father taking over the role of the primary educators for their youngsters, designing and implementing a personalised curriculum. This approach offers flexibility, catering to character studying patterns and pace.
On the other hand, distance mastering refers to an academic device in which students acquire instruction remotely and regularly through online structures. It can be facilitated via conventional schools or dedicated online establishments, supplying an extra formalised approach than homeschooling.
Flexibility and Customisation
One key differentiator between homeschooling and distance-gaining knowledge is the extent of flexibility and customisation each offers. Homeschooling offers unparalleled flexibility, permitting families to conform the curriculum to fit the child’s wishes, pastimes, and learning fashion. This personalised technique fosters deep expertise in topics and encourages a love for gaining knowledge.
In comparison, distance studying, even as bendy in phrases of the region, may additionally have a more inflexible curriculum set by means of an academic institution. The customisation options are confined to the pre-hooked-up structure, doubtlessly proscribing the adaptability wished for by college students.
Educational Resources and Support
Another crucial issue to consider is the provision of tutorial sources and support in homeschooling and distance learning environments. Homeschooling regularly relies heavily on the creativity and resourcefulness of parents, who can also make use of various materials, online sources, and network activities to complement the mastering revel.
Distance learning, however, tends to provide a greater prepared help system. Students enrolled in distance study applications generally have the right to access a broader range of resources provided by the organisation. However, the extent of individualised attention may additionally vary, with some college students thriving within the independence of distance learning, while others may additionally feel a lack of customised assistance.
Technology Integration and Accessibility
In the digital age, technology plays a pivotal position in both homeschooling and distance studying. Homeschooling families have the power to choose the quantity of technology that is integrated into their curriculum. Some may additionally opt for a more traditional method, whilst others include online structures, instructional apps, and digital assets.
In contrast, distance learning heavily relies on era for content shipping, communication, and assessment. This can be superb, presenting college students with treasured digital literacy abilities and publicity to digital collaboration. However, worries concerning display time and the ability to handle technological issues can also stand up.
Addressing Concerns and Seeking Feedback
Before delving into both homeschooling and distance studying, it’s critical for dads, moms, and students to cope with worries and seek comments from dependable assets. Platforms like Scamfighter offer sincere comments on diverse academic offerings. To read writingpapersucks review, which includes “Is SpeedyPaper reliable”, can provide insights into the studies of others. Additionally, exploring questions like “Is myassignmenthelp.com good?” and perusing paper help reviews can help in making knowledgeable selections. Visit scamfighter for trustworthy feedback.
Addressing Socialisation and Extracurricular Activities
Beyond lecturers, socialisation and extracurricular sports are vital additives of properly-rounded training. Homeschooling can also face scrutiny in this factor, as critics regularly have specific concerns about the capacity lack of social interplay. However, homeschooling households regularly actively interact with community companies, sports activities teams, and cultural businesses to offer adequate possibilities for social development.
Distance getting to know while making an allowance for socialisation through digital ways may also pose demanding situations. The absence of face-to-face interactions can affect a pupil’s ability to develop vital social abilities. Educational institutions presenting distance mastering packages may additionally need to discover innovative methods to foster virtual communities and extracurricular involvement to deal with this problem.
Parental Involvement and Time Commitment
One huge issue influencing the choice between homeschooling and distance learning is the level of parental involvement and time dedication required. Homeschooling demands tremendous funding of time from the mother and father, who act as both educators and facilitators. This dedication may be rewarding but may also pose challenges for families with time constraints.
In assessment, distance mastering often presents a more established method, lowering the direct time commitment from parents. However, parental involvement remains important in tracking development, supplying support, and ensuring a conducive learning environment. Striking a balance between independence and parental steerage is prime for success in a distance getting to know putting.
The Role of Assessments and Grading
Assessment methods and grading structures vary significantly among homeschooling and distance-gaining knowledge. In a homeschooling environment, evaluation techniques can be tailor-made to in shape the character student’s needs, emphasising understanding over standardised trying out. Grading may be more qualitative, focusing on the mastery of concepts rather than comparative performance.
In contrast, distance-gaining knowledge often incorporates standardised assessments and grading structures to measure pupil development uniformly. This method aligns with traditional instructional fashions, offering a clear benchmark for academic achievement. However, it could no longer absolutely capture the depth of knowledge and personal increase emphasised in homeschooling.
Conclusion
Both homeschooling and distance studying present viable alternatives to standard schooling, each with its precise advantages and challenges. The decision between the two should be primarily based on personal preferences, studying patterns, and the level of involvement desired. By expertise the distinctions mentioned in this weblog and looking for dependable comments, parents and college students can make informed selections, ensuring a satisfying and powerful instructional enjoyment.
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