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code of admissions for schools. The report

 What on Earth has happened to geography?

 
New research reveals a startling gap in British children's knowledge of the world

One in five British children under the age of 14 cannot find the UK on a map of the world, reveals new research to be published tomorrow.

And one in 10 children were unable to name any of the world's seven continents, the study found. National Geographic magazine questioned more than 1,000 children aged between six and 14. The results highlighted disturbing chasms in their geographical knowledge.

Fewer than two-thirds of children (60 per cent) were able to locate the UK's closest political ally, the US, and despite Iraq dominating headlines in recent years, 86 per cent failed to locate it.

Professor Alan Smithers, director of the Centre for Education and Employment Research at the University of Buckingham, described the findings as "rather frightening".

"These results underline the need for education to concentrate on the essentials," he said. "How are children going to be able to get as much out of their lives if they fail to understand the shape of the world?"

Scottish children were found to be the most geographically aware in the UK - with 67 per cent scoring highest on identifying England, the US, France, China and Iraq on a world map. More Scottish pupils [98 per cent] were also able to name London as England's capital city than English children [97 per cent].

A spokesman from the Department for Education and Skills said: "Geography is a compulsory part of the National Curriculum for all children between the ages of five and 14. That means all pupils should develop an understanding of where places are. All 14-year-olds should be taught to use atlases and globes, and maps and plans at a range of scales."

Chris Keates, general secretary of the National Association of Schoolmasters/ Union of Women Teachers (NASUWT) called the magazine's findings "nonsense". She added: "The constant desire for groups to produce statistics to do down the English education system is quite appalling and does nothing to recognise the excellent work of children and staff."

                                                                                  News by Independent 22 October 2006
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university | studying languages | wrestling | Elisa di Rivombrosa | LECCE | business | Language course in Italy to learn to speak Italian language | In Kabul a few years ago, I was flicking through the TV channels in a hotel room with some friends. Aljazeera came up, and we watched for fully five minutes before realising that nobody in the room spoke any Arabic. | A wave of government initiatives, targets, and short-term measures are failing to address deep-seated problems in the education system, leading academics have warned. | A report from the Nuffield Foundation published yesterday said that "policy busyness" by ministers fell short of the radical reform needed to keep young people in education. | The Nuffield study, led by Professor Richard Pring of Oxford University, warned that unprecedented numbers of policy initiatives, including national targets, new qualifications and short-term funding schemes, were unlikely to produce significant improvements in the education and training system for under-19s. | The report highlighted "the persistence of deep-seated problems concerning the structure of the system". It added: "Policymakers tend to address symptoms of these deep-seated problems rather than tackling their underlying causes. Moreover, in responding to symptomatic problems, Government has attempted to implement a whole range of policies at a very fast pace." | The report called for a "complete overhaul" of the way teenagers are assessed at school and college, and warned that the introduction of university top-up fees "could militate against increasing and widening participation" in higher education. | Sarah Teather, the Liberal Democrat education spokeswoman, said: "The Nuffield Foundation have hit the nail on the head. The consequences of the Government's misguided policies and never-ending initiatives are staring us all in the face. | "When one in four young people quits education altogether at 16, something is going seriously wrong. | "League tables have created perverse incentives where schools are forced to focus on their ranking rather than doing what's best for their pupils." | Nick Gibb, a shadow Schools minister, said: "The Nuffield review is more evidence that the plethora of government initiatives in education is producing little effect on standards as a whole." | Steve Sinnott, general secretary of the National Union of Teachers, warned that the introduction of measures such as new GCSE-level specialist diplomas would still leave 16-year-olds outside education or training. | He added: "There still seems to be little understanding of the limits to schools' capacity to absorb change or of the need to foster the teaching profession's ownership of initiatives." | Dr Ken Boston, chief executive of the Qualifications and Curriculum Authority, the Government's exams regulator, denied that reforms would be ineffective. He said: "I disagree with the statement that the reforms are unlikely to produce significant improvements to the education and training system as a whole." | The Department for Education and Skills also defended its reforms. A spokesman said: "Assessing pupil progress is necessary to achieve higher standards, and this year we have seen a further rise in the number of young people achieving five good GCSEs. | "This is further evidence that the reforms and investment we have made in our schools, together with the hard work of teachers and pupils, is raising standards and providing more young people with more opportunities. | "We need to make sure that the system is working for every teenager, and that is why we are taking forward radical changes to 14-19 learning that will further raise attainment, tackle 'drop-out', ensure that every child leaves school with the basics and provide more choice for young people."
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