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Issue 9.05

Leadership

The Economic Value Of Key Intermediate Qualifications: GCSEs, A Levels And Apprenticeships

Improving individuals’ outcomes is a key goal of education. It is therefore important to understand the impact of qualifications in the labour market. Recent studies have estimated the lifetime benefit to achieving qualifications through higher economic output (or productivity). However, these have focused on vocational qualifications, rather than GCSEs or A levels. This paper provids more up-to-date, robust and granular estimates of the economic value of key intermediate qualifications. Leadership Briefing 9.05(101)

  • 24mins
Leadership

Governing Schools: The Role Of Community And Professional Volunteers

The rapid expansion of academy schools has seen increased demand for high-calibre governors with management and professional skills. This research by the Economic and Social Research Council outlines the findings and recommendations of a recent study on school governance. It indicates how a skills-based model of governance is necessary but not sufficient to enhancing accountability and highlights the challenges and benefits of professional and community volunteers working together to make schools publicly accountable institutions. Leadership Briefing 9.05(101)

  • 24mins
Leadership

Delivering The Free Entitlement To Education For Three- And Four-Year-Olds

The free entitlement to education for all three- and four-year-olds is the Department for Education’s main financial intervention in children’s early education, with estimated spending on provision of £1.9 billion in 2011-12. This National Audit Office report examines whether the Department for Education is achieving value for money in delivering the free entitlement to education for three- and four-year-olds. The report does not cover reception classes. Leadership Briefing 9.05(101)

  • 24mins
Leadership

Promoting Fundamental British Values As Part Of SMSC In Schools

Maintained schools have obligations under section 78 of the Education Act (2002) which requires schools, as part of a broad and balanced curriculum, to promote the spiritual, moral, cultural, mental and physical development of pupils at the school and of society. This DfE guidance relates specifically to the requirements to actively promote fundamental British values in schools and explains how this can be met through the general requirement in the 2002 Act. Leadership Briefing 9.05(101)

  • 24mins