Comments for Education strategy 2010 http://consultation.dfid.gov.uk/education2010 Fri, 30 Oct 2009 12:00:39 +0000 http://wordpress.org/?v=2.8.2 hourly 1 Comment on 6.5 Questions: supporting youth into the workforce by Colette (15), on behalf of PlanUK's Youth Advisory Panel http://consultation.dfid.gov.uk/education2010/6-employment-and-growth/6-5-questions-supporting-youth-into-the-workforce/comment-page-1/#comment-114 Colette (15), on behalf of PlanUK's Youth Advisory Panel Fri, 30 Oct 2009 12:00:39 +0000 http://consultation.dfid.gov.uk/education2010/?p=56#comment-114 We believe that education should create a link to the workplace and further education. It is important that young people are encouraged to be ambitious: - There should be links with universities through encouraging university students to come to the schools and talk about their experience - There should be more vocational training to provide for young people of all abilities – perhaps training to help them get jobs We believe that education should create a link to the workplace and further education. It is important that young people are encouraged to be ambitious:
- There should be links with universities through encouraging university students to come to the schools and talk about their experience
- There should be more vocational training to provide for young people of all abilities – perhaps training to help them get jobs

]]> Comment on 5.5 Questions: changing classroom processes by Colette (15), on behalf of PlanUK's Youth Advisory Panel http://consultation.dfid.gov.uk/education2010/5-improving-quality/5-5-questions-changing-classroom-processes/comment-page-1/#comment-113 Colette (15), on behalf of PlanUK's Youth Advisory Panel Fri, 30 Oct 2009 11:58:39 +0000 http://consultation.dfid.gov.uk/education2010/?p=70#comment-113 We think that there should be less emphasis on academic achievement and testing and more emphasis on quality of teaching and student enjoyment. When teaching is of a poor quality this can demotivate students and stop them wanting to go to school We think that there should be less emphasis on academic achievement and testing and more emphasis on quality of teaching and student enjoyment.

When teaching is of a poor quality this can demotivate students and stop them wanting to go to school

]]> Comment on 4.3 Questions: gender and fair treatment by Colette (15), on behalf of PlanUK's Youth Advisory Panel http://consultation.dfid.gov.uk/education2010/4-access-and-equality/4-3-questions-gender-and-fair-treatment/comment-page-1/#comment-112 Colette (15), on behalf of PlanUK's Youth Advisory Panel Fri, 30 Oct 2009 11:56:31 +0000 http://consultation.dfid.gov.uk/education2010/?p=83#comment-112 When girls reach puberty they have specific difficulties that should be provided for including access to sanitary towels and proper bathroom facilities. When girls reach puberty they have specific difficulties that should be provided for including access to sanitary towels and proper bathroom facilities.

]]> Comment on 4.3 Questions: gender and fair treatment by Colette (15), on behalf of PlanUK's Youth Advisory Panel http://consultation.dfid.gov.uk/education2010/4-access-and-equality/4-3-questions-gender-and-fair-treatment/comment-page-1/#comment-111 Colette (15), on behalf of PlanUK's Youth Advisory Panel Fri, 30 Oct 2009 11:55:21 +0000 http://consultation.dfid.gov.uk/education2010/?p=83#comment-111 Violence within schools is a major issue that prevents parents sending their children to school and can affect children’s learning: - Sexual violence is a particular reason for parents not wanting to send their daughters to school for fear of abuse from teachers - Corporal punishment affect students relationships with teachers and stops them listening/interacting with teachers. Students would be reluctant to go to class if they were afraid of being beaten - There is a fear that corporal punishment can get out of hand and teachers could become too violent - Teachers should have anger management training Violence within schools is a major issue that prevents parents sending their children to school and can affect children’s learning:
- Sexual violence is a particular reason for parents not wanting to send their daughters to school for fear of abuse from teachers
- Corporal punishment affect students relationships with teachers and stops them listening/interacting with teachers.
Students would be reluctant to go to class if they were afraid of being beaten
- There is a fear that corporal punishment can get out of hand and teachers could become too violent
- Teachers should have anger management training

]]> Comment on 5.5 Questions: changing classroom processes by Colette (15), on behalf of PlanUK's Youth Advisory Panel http://consultation.dfid.gov.uk/education2010/5-improving-quality/5-5-questions-changing-classroom-processes/comment-page-1/#comment-110 Colette (15), on behalf of PlanUK's Youth Advisory Panel Fri, 30 Oct 2009 11:53:06 +0000 http://consultation.dfid.gov.uk/education2010/?p=70#comment-110 We believe that young people need to have access to emotional support within schools, this could include: - There should be a form of peer support for instance through using student unions so that students may talk about their problems and national issues with other students - Teachers should be trained in counselling and taught to empathise with students and interact with them appropriately and supportively - Young people should have safe spaces where they can talk about problems at home/school etc with a trained counsellor - Young people need positive role models whether this is with students or teachers or people from outside the school We believe that young people need to have access to emotional support within schools, this could include:
- There should be a form of peer support for instance through using student unions so that students may talk about their problems and national issues with other students
- Teachers should be trained in counselling and taught to empathise with students and interact with them appropriately and supportively
- Young people should have safe spaces where they can talk about problems at home/school etc with a trained counsellor
- Young people need positive role models whether this is with students or teachers or people from outside the school

]]> Comment on 4.1 Increasing access, delivering equality by Colette (15), on behalf of PlanUK's Youth Advisory Panel http://consultation.dfid.gov.uk/education2010/4-access-and-equality/4-1-increasing-access-delivering-equality/comment-page-1/#comment-109 Colette (15), on behalf of PlanUK's Youth Advisory Panel Fri, 30 Oct 2009 11:50:19 +0000 http://consultation.dfid.gov.uk/education2010/?p=87#comment-109 There should be more support for students with dyslexia and other learning disabilities with further opportunities to learn in different more practical ways than just pen and paper. There should be more support for students with dyslexia and other learning disabilities with further opportunities to learn in different more practical ways than just pen and paper.

]]> Comment on 6.1 The links of education, skills, employment and growth by Colette (15), on behalf of PlanUK's Youth Advisory Panel http://consultation.dfid.gov.uk/education2010/6-employment-and-growth/6-1-the-links-of-education-skills-employment-and-growth/comment-page-1/#comment-108 Colette (15), on behalf of PlanUK's Youth Advisory Panel Fri, 30 Oct 2009 11:48:32 +0000 http://consultation.dfid.gov.uk/education2010/?p=64#comment-108 We believe that the school curriculum should include more than just reading and writing and the basic academic skills: - There should be a sufficient amount of personal, social and health education including lessons about drugs/alcohol and sex and relationships education - Students should also have life skills education to prepare them for independence and the working environment and also should be taught about how to care for their personal wellbeing - There should also be some citizenship and political education to teach students about how the government system works and give them a broader outlook of their country We believe that the school curriculum should include more than just reading and writing and the basic academic skills:
- There should be a sufficient amount of personal, social and health education including lessons about drugs/alcohol and sex and relationships education
- Students should also have life skills education to prepare them for independence and the working environment and also should be taught about how to care for their personal wellbeing
- There should also be some citizenship and political education to teach students about how the government system works and give them a broader outlook of their country

]]> Comment on 5.6 Questions: good governance and sustainable development by Colette (15), on behalf of Plan UK's Youth Advisory Panel http://consultation.dfid.gov.uk/education2010/5-improving-quality/5-6-questions-good-governance-and-sustainable-development/comment-page-1/#comment-107 Colette (15), on behalf of Plan UK's Youth Advisory Panel Fri, 30 Oct 2009 11:45:12 +0000 http://consultation.dfid.gov.uk/education2010/?p=68#comment-107 We think that young people should have a role in decisions made by the school through school councils and decision making bodies. We think that young people should have a role in decisions made by the school through school councils and decision making bodies.

]]> Comment on 6.1 The links of education, skills, employment and growth by Anton Immink http://consultation.dfid.gov.uk/education2010/6-employment-and-growth/6-1-the-links-of-education-skills-employment-and-growth/comment-page-1/#comment-104 Anton Immink Thu, 29 Oct 2009 15:01:50 +0000 http://consultation.dfid.gov.uk/education2010/?p=64#comment-104 I work with businesses around the world who are crying out for vocationally skilled workers. MDG focus on primary education is useful, but the rest of the training/education sector has been neglected as a result. DFID should seek input from local chambers of commerce/producer associations to understand their bottlenecks for growth. A skilled workforce is often number 1. Effective management is also essential. Colleges and universities should be supported to develop nationally comparable qualification frameworks that will enable lifelong learning. If these can be regional it will also help labour migration to areas where certain skills are needed most. I work with businesses around the world who are crying out for vocationally skilled workers. MDG focus on primary education is useful, but the rest of the training/education sector has been neglected as a result. DFID should seek input from local chambers of commerce/producer associations to understand their bottlenecks for growth. A skilled workforce is often number 1. Effective management is also essential. Colleges and universities should be supported to develop nationally comparable qualification frameworks that will enable lifelong learning. If these can be regional it will also help labour migration to areas where certain skills are needed most.

]]> Comment on 8.2 Deciding where to invest by Jiliah Situn http://consultation.dfid.gov.uk/education2010/8-making-investments-measuring-results/8-2-deciding-where-to-invest/comment-page-1/#comment-103 Jiliah Situn Fri, 23 Oct 2009 14:44:23 +0000 http://consultation.dfid.gov.uk/education2010/?p=17#comment-103 I agree and support your approaches in how to decide where to invest. Documenting and presenting a business case is important. I have no further comment. Thank you. I agree and support your approaches in how to decide where to invest. Documenting and presenting a business case is important. I have no further comment. Thank you.

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