Thursday, 25 August 2022

How educated you are effects how long you work for

Educational inequality plays key role in how long you work for, according to new research by the University of Cologne.

The study, conducted by Institute for Sociology and Social Psychology researchers Jana Mäcken and Lea Ellwardt, analysed the differences in voluntary and involuntary labour market exit between lower and higher educated workers in 15 European countries.

They found that in 13 of the 15 countries, people with less educational qualifications were more likely to leave the labour market by being let go, or made redundant, than higher educated people.

This is because increased education provides individuals with opportunities to exit the labour market voluntarily as it is typically associated with more attractive, stable, high-income, and healthier working conditions.

“The demographic change represents one of the greatest financial challenges for European pension systems and, to counteract this, political measures – such as raising statutory age, or cutting early retirement options - have been adopted in almost all European countries.

“However, these measures affect older workers differently based on their level of education and runs the risk of exacerbating social inequalities. As lower income workers are more likely to leave the labour market involuntarily, this could widen the pension gaps after the end of working lives, this is known as the social gradient,” says Dr. Jana Mäcken.

This social gradient was largest in Czech Republic, Germany and Portugal, and was the smallest in the Netherlands and Denmark.

The research reveals that for lower educated workers, it is more difficult to reach the new political goal of extending workers lives.

For this reason, the researchers suggest policies that provide training opportunities specifically for low-educated workers to help reduce educational inequalities in labour market.

Furthermore, stricter employment protection legislation would lead to a smaller social gradient in involuntary labour market exit.

The study was published in the Journal of Social Policy.

https://portal.uni-koeln.de/en/sub/uoc-home.

Wednesday, 24 August 2022

Students recall online course content better when taking notes as a team, research finds

Students who collaborate together on note-taking activities perform better than individual note-takers when recalling course content from online lectures, while individual note-takers perform better on tasks focused on academic writing, finds new research from Nazarbayev University Graduate School of Education.

Matthew Courtney, Assistant Professor at NU GSE, and colleagues compared individual and collaborative note-taking and how the completeness of students’ notes is associated with performance on quizzes and academic writing tasks. 

They focused on 186 students on a course dedicated to learning how to compose a manuscript for an academic journal. Video lectures for the 10-week course were uploaded online.

Students were separated into two conditions, individual note-taking or collaborative note-taking, and used Google Docs to make notes on video content. Those in the collaborative group were asked to do so in small groups of three to five.

Towards the end of each week, students took an online quiz testing their knowledge of the video content. Students enrolled in the scientific writing course also submitted five individual writing assignments.

The researchers found that collaborative note-takers performed better in the weekly quizzes, indicating better recall of content, whereas individual note-takers performed better on the writing assignments, indicating better skill application.

The findings also show that note completeness, the extent to which notes accurately reflect meaningful information from the videos, has no effect on collaborative note-takers’ recall of course content and a negative impact on their skill application. However, note completeness has a positive impact for individual note-takers on both recall and skill application.

Prof Courtney said "Prior research has noted that students are often very poor note-takers. Findings from our study suggests that collaborative note-taking provides an antidote, as students working together create higher quality notes to improve recall. 

"However, despite benefits to recall, collaborative note-taking may not be the most effective way to learn to apply knowledge as a skill as applying knowledge to a real-world problem requires more than just recall.”

These findings were first published in the journal The Internet and Higher Education.




Monday, 15 August 2022

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Thursday, 12 March 2020

Coronavirus Planning - FREE GCSE and A level podcasts

Leading UK audio education service, Audiopi, is offering schools free access to their GCSE and A Level podcast tutorial service for two months to help mitigate the possible impact of Coronavirus.

Created by subject experts, and used by schools globally, Audiopi’s podcasts cover a wide range of GCSE and A-Level subjects, providing a perfect distance learning solution.

Produced to exam board standards and specifications, the podcasts can be easily accessed at home or on the move via the Audiopi website or app.www.audiopi.co.uk

David Piggins, CEO and Founder of Audiopi said: ‘This is a crucial time for students in the UK with exams just around the corner.

"If schools do need to close it is very important their students have an effective way to continue with their studies and revision programmes.

"We are offering schools access to our podcast tutorial service for free to ensure that this can happen.

"It's to be hoped that this will be prove to be unnecessary but, quite rightly, schools are putting in place their contingency plans now.

"If the worst does come to the worst, we suspect things will happen quickly.”

Any school wanting to access Audiopi’s service can secure instant access by contacting Audiopi here: https://www.audiopi.co.uk/contact or via email at info@audiopi.co.uk

Should parents find it necessary to provide direct and additional support to their children Audiopi also offers its service directly to students and parents on a monthly subscription basis.


(Image by Gerd Altmann from Pixabay)

Tuesday, 3 March 2020

British Science Week: Award-Winning Blogger Launches Free Resources for Parents and Schools

A digital campaign to provide parents and teachers with free learning resources is being launched ahead of British Science Week – 6-15 March 2020.

31 Days of Learning will give schools and families free access to a range of fun learning activities, bringing the wonder of science and creative subjects into classrooms and homes.

Hosted by the UK’s No.1 Parenting Blog Kiddycharts.com, this special digital event will provide parents and teachers with exciting experiments, crafts, projects and games to bring STEM and STEAM learning to life.

From making rainbow slime to growing fruit and vegetables, the activities will help children to get hands-on with science, and to see the links between art and STEM subjects.

Launched on 1st March, a new activity will be made available on the KiddyCharts website every day throughout the month.

Covering Science, Maths, Languages, Literacy and Art, the free resources include activities to boost awareness around mental and physical health. One project encourages children to create a journal to help them to recognise their emotions, while another looks at healthy eating.

Ranked as the leading UK Parenting Blog by Rise Global, Kiddycharts.com is the only UK Blog that's also a registered social enterprise, with most profits going to charity.

For example, all proceeds from the 31 Days of Learning campaign will go to Reverence for Life, a charity that supports local UK and International charities in their work to help homeless, disadvantaged and vulnerable people and children affected by HIV/AIDS.

Helen Neale, KiddyChart’s creator said: “31 Days of Learning will give parents and teachers access to fantastic free resources just in time for British Science Week. We’ve recruited some of the UK’s best-known bloggers to help us, and each day they’ll provide an exciting new activity for kids, helping them to learn about the world around us while raising money for a really important cause.”

Teachers and parents are encouraged to visit www.kiddycharts.com from 1st March to start downloading the free resources. The content will also be available via Twitter, Pinterest, Facebook and Instagram using the hashtag #31DaysOfLearning.

When did Helen Neale set up KiddyCharts? Almost 10 years ago, with the aim of sharing free resources and advice for parents and schools.

It now reaches over thousands of kids and parents every month, with an offering of everything from free colouring to learning based activities to do in school and in the home.

Helen is an IDM-qualified digital marketer, who also works with Channel Mum.

Helen can be found on all forms of social media including:
Twitter: www.twitter.com/kiddycharts
Facebook: www.facebook.com/kiddycharts
Pinterest: www.pinterest.com/kiddycharts
Instagram: instagram.com/kiddycharts

Pictured is a fun science experiment blows up a balloon using baking soda and vinegar. This free activity will be available on Day 1 of the campaign provided by blog: Daisies and Pie  https://daisiesandpie.co.uk/