Children in Need: Education, Wellbeing and the Pursuit of GDP

Children in Need: Education, Wellbeing and the Pursuit of GDP

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Children in Need: Education, Wellbeing and the pursuit of GDP (Gross Domestic Product). In schools all around the country the wellbeing of our children is being tested as never before. Children are placed under enormous pressure to 'perform' in national examinations just so that schools can raise their standing in national league tables and are only viewed by the government as a commodity in order to raise the national Gross Domestic Product (GDP). Blunt attempts to increase academic rigour have resulted in more children failing. Our education system used to be the best in the world. However, the latest statistics show that forty percent of children are failing. One in six teachers are identified as struggling and as many as four hundred thousand pupils misbehave regularly whilst in school. Children who do not conform are expelled, even those with special educational needs. The school curriculum has changed little in a hundred years and the examination system is not fit for purpose, unable to stretch the brightest or provide value for the less able. Pushy parents farm their children off to childcare and then leave them glued to a computer screen while they take a well earned rest. Our children are suffering, but who cares? We are crying out for an education system that works for all children, one that puts the wellbeing of each child first. We are still waiting.
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Product details

  • Paperback | 160 pages
  • 152.4 x 228.6 x 9.4mm | 299.37g
  • Createspace
  • United States
  • English
  • black & white illustrations
  • 1507871546
  • 9781507871546

About Colin Andrew

I am an educational consultant and author specialising in behaviour management, inclusion, raising achievement and teaching and learning (science). I have been in the teaching profession for over thirty eight years, specialising in science and design and technology. In 1989, along with a colleague, I started an integration project involving children with severe learning difficulties. The project received national recognition in the media and became the longest running of its kind in the UK at that time. From a place due for closure following re-organisation in 1993, the school at which I taught received national acclaim for raising its achievement via national league tables. The department I led was regularly in the top 25% in the country and the subject I taught, electronics, was in the top 5%. I have maintained an average value added score of more than 1 since that time, using the many of the techniques developed as part of the integration project. I moved to Jersey, in the Channel Islands, and took on the role of behaviour support as part of the school's B.E.S.D team. At the time there was little expertise around and I had to develop many of my own strategies. As a result of experience gained I was commissioned to write, 'Understanding Challenging Behaviour in the Inclusive Classroom' (Routledge). I have delivered in-service training on the subject as well as advising the local authority in respect of their inclusion policy.
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