A report examined the impact of mothers' participation in learning during adulthood on the subsequent attainment of their children in English and maths at key stage 3. Taking into account the influence of background factors, in particular mothers' prior education, the results showed no association – mothers' adult learning showed no added value for their children's achievements between key stage 2 and key stage 3.
Source: Ricardo Sabates and Kathryn Duckworth, The Impact of Mothers' Learning on their Children's Academic Performance at Key Stage 3: Evidence from ALSPAC, Research Report 32, Centre for Research on the Wider Benefits of Learning/University of London (020 7612 6291)
Date: 2009-Jul
The equality and human rights watchdog examined the education and career aspirations of young people aged 14-18. It found that the 'overwhelming focus on academic achievement' could cause a fear of failure, with options such as vocational training and apprenticeships not sufficiently promoted as alternatives. Almost one-half of girls from a working-class background had a 'profound fear of failure' which was seriously affecting their chances at school and work.
Source: Jason Benetto, Staying On, Equality and Human Rights Commission (020 3117 0235) | Naomi Haywood et al., Engaging All Young People in Meaningful Learning After 16: A Review, Research Report 25, Equality and Human Rights Commission (web publication only) | Gregor Jackson and Annabel Hudson, Engaging All Young People in Meaningful Learning After 16: A Survey, Research Report 24, Equality and Human Rights Commission (web publication only) | Laura McLarty and Rhetta Moran, Engaging All Young People in Meaningful Learning After 16: A Qualitative Study, Research Report 26, Equality and Human Rights Commission (web publication only)
Links: Report | EHRC press release | Research report 25 | Research report 24 | Research report 26 | BBC report | Guardian report
Date: 2009-Jun
A report examined the differences in the participation of men and women in higher education, and in their success when there. On virtually all measures, women outperformed men.
Source: Male and Female Participation and Progression in Higher Education, Higher Education Policy Institute (01865 284450)
Links: Report | Summary | Telegraph report | Guardian report | BBC report | THES report
Date: 2009-Jun
An analysis of contextual value added scores for state schools in England during the period 2005-2007 (measuring pupils' progress between key stage 2 and GCSEs) found that girls in girls-only schools made more progress than girls in co-educational schools. (GCSE = General Certificate of Secondary Education)
Source: Where Do Girls Do Best? Value added (VA) during the first five years of secondary school, Good Schools Guide (Telephone)
Links: Summary | GSG press release | Telegraph report | Guardian report
Date: 2009-Mar
A report evaluated a programme aimed at increasing the number of women entering and remaining with sectors and occupations where they were under-represented (and where skills shortages existed). 62 per cent of employers stated that the initiative had been very successful in meeting previously identified skills gaps.
Source: IFF Research Ltd, Evaluation of Women and Work Sector Pathways Initiative, UK Commission for Employment and Skills (01709 774 800)
Links: Report
Date: 2009-Mar
An article used a gendered and feminist perspective to examine the extent to which notions about excellence and diversity were in tension with each other in the management of the higher education sector.
Source: Rosemary Deem, 'Leading and managing contemporary UK universities: do excellence and meritocracy still prevail over diversity?', Higher Education Policy, Volume 22 Number 1 Links: Abstract
Date: 2009-Mar