Enhance the Attractiveness of Studies in Science and Technology WP 6: Formal Hinders Kevin Kelly Trinity College Dublin WP 6 Co-ordinator.

Slides:



Advertisements
Similar presentations
GCSE mathematics linked pair pilot qualifications presentation November 2010.
Advertisements

Core Pre-K Standards Review & Comment
Pedagogic Research The Nature of Cross-Cultural Teaching and Learning
Australian Curriculum
Overview for Parents and Guardians Fall 2010
13 June 2012 Raising standards, improving lives 1.Moving to outstanding post-16 provision 2.Changes to school inspection January Proposals for.
PARTICIPATION AND ADOPTION OF THE COMMON CORE STANDARDS INITIATIVE 1 Transforming Education in Kentucky Felicia Cumings Smith Associate Commissioner Michael.
Progress on Risk Assessment......continued Ms. Albana Gjinopulli, MPA Mr. Stanislav Buchkov.
TERMS OF REFERENCE FOR RESEARCHERS. Output 1: Current economic interdependence between the two communities assessed and recommendations for reinforced.
Seminar for Teacher Assistants LS Public Assessment Hong Kong Examinations and Assessment Authority.
Performance management guidance
A Teaching and Learning Cycle:
School statistic collections Summary of previous years, results, issues and proposed changes to future years collections.
Government policy and attitude towards languages
Cambridge International Examinations (CIE) N.M. McIvor, Deputy Principal.
Barbara M. Altman Emmanuelle Cambois Jean-Marie Robine Extended Questions Sets: Purpose, Characteristics and Topic Areas Fifth Washington group meeting.
Destinations What do you aim to achieve through the publication of destination measures? We have made it very clear that we want to put more information.
Chapter 7 Correlational Research Gay, Mills, and Airasian
Draft Chapter 2 Reporting of National Contexts Survey Results National Coordinators Meeting Madrid, February 2010.
ADN Prerequisite Validation Study Center for Student Success February 14 th 2002 Sacramento, California William Armstrong, Ph.D. Brad C. Phillips, Ph.D.
Pedro Lourtie LLP Project: ATTRACT ” Enhance the Attractiveness of Studies in Science and Technology ” WP 7 - Attracting students to studies in science.
DEVELOPING SECONDARY STRATEGY. 2 Staffordshire Context: County Council Mission Statement To make Staffordshire “A great place to live, work, visit and.
1 A proposed skills framework for all 11- to 19-year-olds.
Slide 1 of 19 Lessons from the Foundation Learning provision for the new 16 to 19 Study Programmes Discussion materials Issue 1: Attendance, retention,
Raising Academic Standards for all School Development Planning Initiative.
BECTa ICT Research Conference – June 2002 Intro  Survey Details  Secondary Surveys conducted July 2000 and June/July 2001  Sponsored by Fischer Family.
National Curriculum 2009/18847(2). What has come before? Ministerial agreement on national goals Hobart Declaration (1989) Adelaide Declaration (1999)
The Effect of Computers on Student Writing: A Meta-Analysis of Studies from 1992 to 2002 Amie Goldberg, Michael Russell, & Abigail Cook Technology and.
The revised Common Inspection Framework for further education and skills Charlie Henry HMI Principal Officer Special Educational Needs and Disability Natspec.
Defining general and subject specific language competences for mainstream education The Norwegian Framework for Basic Skills Jorunn Berntzen, Strasbourg,
INTERNATIONAL LABOUR ORGANIZATION Conditions of Work and Employment Programme (TRAVAIL) 2012 Module 13: Assessing Maternity Protection in practice Maternity.
1 Women Entrepreneurs in Rural Tourism Evaluation Indicators Bristol, November 2010 RG EVANS ASSOCIATES November 2010.
Year 1 First Placement University of Hull BA Primary Teaching Year 1 Mentors’ Meeting June 2014.
Widening Participation in Higher Education: A Quantitative Analysis Institute of Education Institute for Fiscal Studies Centre for Economic Performance.
VCE VET Scored Assessment For assessors of VCE VET programs VCAA February / March 2008.
Update on the MA Task Force on Evaluation of Teachers and Administrators Presented to the Board of Elementary and Secondary Education Associate Commissioner.
By: HANIM MOHAMED (MP ) SITI FATIMAH ZAINI (MP091421)
Miranda Stephenson Getting to know the reformed GCSEs and new National Curriculum for science.
Tax Administration Diagnostic Assessment Too l PREPARING FOR A TADAT ASSESSMENT.
Brussels RURAL WINGS IP RURAL WINGS User needs analysis (WP 3 D3.1) Mid term Review Meeting.
Primary Assessment Arrangements for 2016 January 2016.
The FDES revision process: progress so far, state of the art, the way forward United Nations Statistics Division.
The Future of Inspection April 2005 David Hinchliffe.
VCE Texts and Traditions Accreditation period Units 1–4: 2010–2014.
What is Research?. Intro.  Research- “Any honest attempt to study a problem systematically or to add to man’s knowledge of a problem may be regarded.
The aims of this briefing: Give a greater understanding of the new National Curriculum To explain why Depth and Mastery of Learning is important To give.
Key Stage 2 SATs 2016 Childer Thornton Primary School.
Enhance the Attractiveness of Studies in Science and Technology WP 6: Formal Hinders Kevin Kelly Trinity College Dublin WP 6 Co-ordinator.
STG 5 The National Curriculum: Science Primary and Secondary.
11 PIRLS The Trinidad and Tobago Experience Regional Policy Dialogue on Education 2-3 December 2008 Harrilal Seecharan Ministry of Education Trinidad.
Assessment Background September 2014 – New National Curriculum introduced into schools Years 1 and 2 (KS1), Years 3 and 4 (Lower KS2), Years 5 and 6 (Upper.
Raising standards improving lives The revised Learning and Skills Common Inspection Framework: AELP 2011.
Monitoring Attainment and Progress from September 2016 John Crowley Senior Achievement Adviser.
Hertfordshire County Council The Role of the Secondary Assessment Co-ordinator Day One 5 th July 2005.
Year 6 Assessment and SATs Information Monday 9 th May – Thursday 12 th May 2016.
Comparison of Students’ Understanding of Functions throughout School Years in Israel and England Michal Ayalon 1, Anne Watson 2 & Stephen Lerman 3 1&2.
NEW NATIONAL CURRICULUM ASSESSMENT FRAMEWORK 2016.
PARENTS’ INFORMATION SESSION -YEAR 6 SATS 2017
Information for Parents Key Stage 3 Statutory Assessment Arrangements
WPS Assessment Information Evening
An Overview of Accounting in the new Junior Cycle Specification
The Extended Essay at AISG-
KS1 Statutory Assessment Tests 2018
An Overview of Economics in the new Junior Cycle Specification
Accountability Update
PARENTS’ INFORMATION SESSION -YEAR 6 SATS 2017
Second Language Vocabulary Acquisition
Toward a New Paradigm for Student Success
Subject Pilot Teaching Excellence and Student Outcomes Framework (TEF)
Session 1: The report on CIS-members´ views on the experience in the implementation of the economic aspects of the WFD.
Presentation transcript:

Enhance the Attractiveness of Studies in Science and Technology WP 6: Formal Hinders Kevin Kelly Trinity College Dublin WP 6 Co-ordinator

WP 6: Formal Barriers Origins of WP6: Are there students who want to study engineering at third-level but who are prevented from doing so? What are the barriers in their way? Aim: To examine the formal barriers to engineering education at third-level For example: University admission requirements School systems which compel students to choose a particular path early on Financial circumstances and access issues

Development of the Work Package Expanding the focus of WP6 –Formal barriers only part of the issue –Needed to examine the subtle factors that can have a significant impact Examination of the pre-university education system –What are the structural factors that contribute to a student choosing engineering? –Assessment of formal barriers AND influencing factors (e.g. exposure to STEM subjects, career guidance, etc)

Actions performed so far Formulation of documentation template for circulation to partners Documentation of education systems in partner countries Preliminary analysis of results Comparison framework for national results

Documentation of education systems in partner countries Aim: To collect data on key aspects of the primary and secondary education systems, and university admissions practices, in all partner countries Example of topics covered: Structure of school system STEM subjects taught Teacher training Devised: April – June 2010 Revision and Agreement: June - October 2010 Sent to all ATTRACT partners: October 2010 Consolidation commenced: February 2011

Comparison Framework Aim: To provide a framework for readily comparing the education systems in partner countries under key headings – required in each work package Current status: Preliminary model devised to present comparison data Combination of charts, tables and textual info used Detailed information from each partner country will be added

Comparison Framework Categories for comparisons: General information about partner universities Pre-university education in each partner country Career Guidance provision for school students University admissions practices Financial situation for third-level students

Comparison Framework – Sample of preliminary data Overview of partner universities

Comparison Framework – Sample of preliminary data % of second-level students by type of school/curriculum

Purpose: To document the progressive hours of student exposure to engineering-relevant STEM subjects throughout the primary and secondary education cycles STEM Subjects covered: Maths (incl. Applied Maths) Physics Chemistry Other STEM (ICT, technical graphics, construction studies, etc) Comparison Framework: Exposure to STEM subjects over time

Student exposure to STEM subjects over time

Career Guidance

University Admissions

Statistical Analysis Aim: To examine factors affecting student success at summer exams, in the context of the formal barriers to third-level education assessed within WP 6 Point of Enquiry: What factors in the pre-third level education system impact on success at third level?

Statistical Analysis Background: HEA Study (October 2010) Examined factors affecting student progression, including: –Prior attainment in Maths –Prior attainment in English –Overall prior educational attainment –Field of study –Student characteristics (e.g. gender, age, socio-economic background) Findings: −Prior attainment in Maths was single strongest predictor of successful progression in higher education

Statistical Analysis: TCD Data Examined: entrants through CAO and leaving certificate 2078 students Of these, 168 were engineering students Data Analysis: Logistic regression was used to examine the following variables: –CAO points –Gender –CAO score in English –CAO score in Maths –Average of CAO scores in Maths and Physics –Average of CAO scores in Maths and Applied Maths The logistic model was of the form y=1/(1+exp(-u)) where u is a linear combination of the independent variables. The output of the regression therefore is the value of the weighting coefficients for u.

Results of Statistical Analysis: TCD Main findings: CAO results overall had a significant predictive power Results in Maths and English had no additional predictive capability Gender has a substantial impact on success at first year exams across Trinity College as a whole Applied Maths may have some predictive power, but more data is needed to confirm this Findings when considering engineering students only: Gender has no impact Further examination of CAO results in English may be worthwhile as there is a suggestion of some predictive power

Challenges and obstacles Definition of scope of comparison Formulation of headings for comparison Acquisition of data Distillation of data into coherent summary Difficulty in comparing very different education systems

Involvement of stakeholders Why & what typology –Missing data/more data –Other headings/metrics –Effectiveness/appropriateness of barriers In what way (activities and expectations) –Determined at project level –Circulation of draft documents –Comment/feedback process

Next Steps Gathering of outstanding data (late May 2011) Completion of comparison framework (early June 2011) Gathering evidence of effectiveness of current barriers (September 2011) Analysis of results & preliminary conclusions (end September 2011) Drafting of WP 6 final report (January 2012)

Final comments The number of formal barriers is not particularly high but the underlying systems are so different as to make comparison extremely difficult. This is a recurring theme in the project as a whole. The effectiveness and appropriateness of barriers depends crucially on the structure of the education system.

Thank You