1. The value of education:
an overview of our work

2. The value of education
When we planned this review focusing on the value of education, we could not have 1. Teach First: improving
anticipated the extent to which the value and cost of education would be a focus of 1 2 classroom practice and pupil
intense national debate. Student fees, the educational maintenance allowance and achievement
‘free’ schools have all sparked sustained national discussion about how we
2. Build the future: the University
understand and calculate value.
is a partner in constructing real
This publication offers a positive view of how the School of Education is contributing schools
to ideas and practice through our research and teaching – that is, how we are adding 3. Back to work: University and
value. We hope it provides insight into our part in the ongoing debate. city join in exciting application of
Professor Jacky Lumby legislation
Head, School of Education 4. Empowering women:
Daniel Muijs increasing female involvement
Professor of Education in leadership roles
5. Under orders: engaging the
Army in post-compulsory
education initiatives
What is value? And what is the value of education?
Value is a multifaceted concept, which means different things to different people
and may take on different meanings in different contexts for the same person.
3 In this review
Value to the University.
Most commonly, value is defined in social or economic terms. Societal value relates
The School of Education is
to those things that are held to be important, good and desirable by a society’s
leading the way 4
members. Some of these are shared across society, and even across societies, so can
be considered to be universal. Others are deeply contested, even within societies, Value to the community.
not least because societal values may come into conflict with one another. Engaging with our city
and region 10
The value that societies attach to education is clear from the fact that primary and often
secondary and higher education are seen as common goods to which all contribute through Value to the nation. Turning
taxation, while the value for the individual is clear from the willingness of large numbers policy into effective practice 14
of people to pay substantial sums for private education, especially higher education.
4 5 Value to the world. Working
with international partners
As educators and educational researchers, our concern lies in how education itself can
contribute value to individuals and society. To the individual, more education bestows to effect global change 22
positional goods, leading to better job prospects and higher earnings across the lifespan, Education and employment.
possibly greater personal development. To society, education is possibly even more Forming public policy 26
important. In a knowledge society, a well-educated population is key to economic
prosperity. In a democratic society, educated citizens are better able to fully participate A major player in leadership
in political life. Education is also closely related to equity and fairness, and the ways in and educational
which education systems operate can serve to exacerbate or minimise social mobility effectiveness 28
and enhance or hinder the life chances of members of disadvantaged communities. Delivering on science,
We hope that articles in this publication will give you a flavour of our work and technology, engineering and
how we contribute to the value of education. Please contact us if you are interested maths. An a-MaZE-ing team 30
in any aspect of our work, or if you feel that we can add value to your work. Challenging barriers to
inclusion 32
Teaching and learning in
the School of Education 34
Research in the School of
Education 35
Front cover. All walks of life: everyone
is affected by education
2 3

3. Value to the University. The School
of Education is leading the way
School of Education initiatives have impacted policy
and practice across the University. From researching the
best ways to provide workplace learning and improving the
teaching of science and maths, to championing an innovative
approach to peer development and heading a successful bid
for the development of two London schools, Education at
Southampton is leading the way.
Gaining skills or just paying the bills?
Young men in low-level retail
employment
Research shows that people perceive employment in the service
economy to be incompatible with ‘manliness’. But men can and do work
in customer-focused, frontline retail positions.
The decline of jobs in traditionally experiences paint a grim picture of access to This research generates serious questions
male sectors, such as mining, steel and these opportunities. They see sector-level about how workplace learning provision
manufacturing, means that more men accreditation (NVQ level 2)as stigmatising can provide genuine opportunities for
(especially young men) are finding work in and indicating inadequacy to prospective advancement and development for a section
sectors previously dominated by women, such employers. Like formal in-house training, of society whose learning experiences
as customer service and care work. This has NVQ qualifications are considered to be and needs are often overshadowed by a
created a more even gender balance in these lacking in quality, inauthentic, irrelevant polarised focus between NEETs (those not in
types of jobs, and this remains the case even and a waste of money for employers and the employment education or training) and those
after filtering transient student employees out government, although, for the respondents, undertaking apprenticeships or in HE.
of the equation. ‘at least it gets us off the shop floor for a bit!’
Learning is effective when it is experiential
With a return to formal education unlikely,
and situated. Expertise, however limited, is
the pursuit of lifelong learning and continuing
cumulatively developed through doing the
development for these young men relies
job.
greatly on workplace learning. But their
4 5

4. Constructive engagement in education
The School of Education has played a major role in helping
constructors Bovis Lend Lease win a contract worth £70m to rebuild
one school and carry out the major redevelopment of another in the
London Borough of Wandsworth.
A team from the School has given expert on the design of the learning environments The University of Southampton joined forces
advice on the design of the new buildings and and it is now working with the schools with Bovis Lend Lease to form a consortium
is helping to develop an exciting programme and Wandsworth Council to help develop last year and successfully bid to become an
of teaching and learning for staff and pupils. a range of support, including leadership approved supplier for the government body,
training and school improvement services. Partnerships for Schools. It led a network of
Keith Smith, Enterprise Officer at the School
The construction phase of the project will ten other universities to achieve a broad base
of Education explains: “I believe this is the
take around two-and-a-half years, but the of expert knowledge and education research.
first time a university has advised on the
aim is that the School of Education will The consortium has since secured contracts
redevelopment of schools in this way. We will
provide support and continued professional to work on 16 schools in the Wandsworth area,
use our knowledge to achieve an inspiring and
development for staff well beyond this period. although this has now been reduced to two
creative environment for the teachers and
while a government review is carried out into
children.” Head teacher of Burntwood, Helen Dorfman,
capital investment in schools.
is impressed with the University’s approach:
The rebuilding of Burntwood School and
“From the start, Keith Smith and his team took For further information contact Keith Smith:
the major redevelopment of Southfields
a collaborative approach, based on thorough m.k.smith@southampton.ac.uk
Community College will start early in 2011.
consultation with staff and creative sessions
During the bidding stage the team advised
with students of all ages, to ensure what was
developed was wanted and unique.”
An artist’s impression of the new-look
Southfields Community College
6 7

5. STEM-ing the tide: Valuing mathematics Encouraging diversity: A valuable alternative to
valuable resources for a and physics why students opt out of peer observation
STEM education The School of Education has engaged with the
strategy to increase numbers of mathematics
STEM subjects The value of annual peer observation in
teaching has often been called into question.
The UK needs a flexible workforce with skills The striking lack of diversity amongst
and physics teachers by establishing subject Taking a different approach, Jenny Byrne,
in science, technology, engineering and students opting to take certain science,
knowledge enhancement (SKE) courses, Doreen Challen and Hazel Brown piloted a
mathematics (STEM) to meet the needs of technology, engineering and mathematics
which run prior to the PGCE for secondary peer development process in the School of
the new, high-level industries and to be able to (STEM) courses is cause for concern for
schools. Education in which staff could develop any
produce technologically complex products. those in education and for those in the STEM
aspect of their pedagogical practice. The
Since it began, the physics SKE course has industries. The reasons are varied and may
The government’s STEM agenda emanates intention was to improve the benefits of peer
seen the number of physics teachers being be attributed to factors such as the media,
from a shortfall in postgraduate skills evaluation and consequently the quality of
trained rise from seven in 2007 to 22 today. schooling or parental influence.
in science, technology, engineering and ‘teaching’ in any of its forms. By engaging
While recruiting physics and engineering
maths, and is intended to raise the number Marcus Grace is leading a team that is looking staff in a system of co-coaching and learning
graduates remains difficult, the School is
of undergraduates in these subjects. But at how these factors impact on each under- conversations with trusted colleagues over
training an increasing number of teachers
teachers in schools are faced with competing represented group in higher education and an extended period of time, it was hoped that
who need to address a physics specialism in
priorities and unless this agenda is translated how the actions of institutions might mitigate peer development would enhance long-term
their science teaching.
into something that can work in the these influences. professional development and result in
classroom it will remain far removed. The mathematics SKE course has been taken improved provision for students.
The project will investigate how students
up by graduates from disciplines as diverse
Ian Galloway and colleagues have developed studying a range of STEM courses at different Evaluation of the project indicates that peer
as history and equine studies, all educated
resources that provide stimulating activities education stages perceive these courses and development has accomplished its aims,
to at least A level standard in mathematics.
linking aspects of STEM and encouraging their future opportunities. Students studying providing an opportunity to plan and create
This has enabled the secondary mathematics
the use of technology. The team categorised STEM subjects will be compared with those a project of value to both the individual and
course to recruit close to its target of 50
the key features of a STEM education, who are studying undergraduate science colleagues. It also appears to have improved
trainees per year, half having progressed from
representing the specific skills the modern courses where the disparity is not as great, the level of dialogue about learning and
the SKE.
student needs in a rapidly changing such as medicine and pharmacy. GCSE and teaching. The merits of this system have
employment market. They then produced A particularly valuable aspect of these courses A level students will form part of this sample been recognised more widely and the
resources for teachers that fitted these is the opportunity for students to have an group to discover what they want from their University has adopted the principles of peer
categories. Teachers will be able to use these extended period of training, gaining not only future science careers. development in its Learning and Teaching
in a wide range of lessons, reflecting the subject knowledge to A level standard but Enhancement policy.
All participants will complete a short
nature of STEM literacy. also pedagogical knowledge and experience.
questionnaire about their background and “It’s the only time that I’ve actually had
The extra time given to debate classroom
For further information contact Ian their feelings and views about science and will critical feedback allowing me to think this
strategies has enthused students and
Galloway: i.galloway@southampton.ac.uk be asked to design a mind map. Groups will be is something I need to go away and work
benefited their performance in the classroom.
recorded to get an idea of how they have come on … the discussions afterwards were very
For further information contact Caro Garrett: up with their conclusions and focus groups helpful in throwing around ideas and finding
c.garrett@southampton.ac.uk convened to gain a deeper understanding. out if we had a shared understanding or not.
That was good, what I was looking for, and
Findings will be presented at an exhibition hopefully feeding through to my teaching
at the end of the school year, involving more effectively.”
the students who took part, their families,
professional societies and members of the For further information contact Jenny
University. Byrne: j.byrne@southampton.ac.uk
For further information contact Marcus
Grace: m.m.grace@southampton.ac.uk
STEM subjects brings considerable benefits to us all. They open up a
world of exciting career opportunities for the students and ensure the
UK continues to produce successful scientists and engineers to work in
this fast growing industry. This in turn benefits the UK economy
David Willetts
Science Minister
8 9

6. Value to the community.
Engaging with our city and region
A close relationship with the community is vital – and mutually
beneficial. Using the local council’s innovative interpretation
of a government scheme, we are looking at how disadvantaged
people can be integrated back into the workplace and community.
An evaluation involving teachers, parents and young people
themselves is showing the value of in-school mental health
support, while our MaSE research centre provides expertise and
a helpful forum for local A level teachers.
Crossing the public–private line:
integrating unemployed people back
into the workplace
Professor Alison Fuller from the School of Education and colleagues
from London’s Institute of Education looked at how Southampton City
Council used Section 106 powers to respond to the state’s welfare to
work priorities and help people back into work.
Section 106 agreements are usually limited to employers to improve their training and
companies building schools or social housing recruitment strategies to encourage
in return for private planning permission. candidates from disadvantaged groups. The
Southampton City Council’s initiative was study has shown that boosting the local
groundbreaking in its use of these regulations economy and improving social welfare are not
to guarantee pre-employment assistance at odds or mutually exclusive.”
for people out of work. When a high-profile
The study was undertaken as part of the
retailer applied to develop a new store, the
ESRC-funded Centre for Learning and Life
council granted permission on condition that
Chances in Knowledge Economies and
the company guaranteed interviews to job
Societies programme (LLAKES), which
seekers who had completed a special pre-
investigates the role of lifelong learning in
employment training (PET) course.
promoting economic competitiveness and
“This case signals the potential use of Section social inclusion.
106 by local authorities,” says Professor Fuller.
For further information contact Alison Fuller:
“We’re now pursuing this with other cities.
a.fuller@southampton.ac.uk
There is much more to discover about how
these regulations can be used to encourage
10 11

7. Widening participation Assessing the value Action research making
in further mathematics of TaMHS physics relevant
Working closely with the School of Chris Downey and Willeke Rietdijk are The Mathematics and Science Education
Mathematics, the Mathematics and Science involving teachers, parents and young people (MaSE) research centre is evaluating a
Education (MaSE) research centre is themselves in evaluating in-school mental national project which aims to train science
supporting local A level teachers, widening health support. teachers in how to inspire school students to
student participation in mathematics and engage with physics through action research.
TaMHS (Targeted Mental Health in Schools)
adding value to a government initiative. is a national initiative led by practitioner There is widespread concern about the
The centre, led by Keith Jones and Ruth teams from primary care trusts, local national shortage of physicists, with fewer
Edwards, is an active partner in the authorities and education which aims to students opting to study physics at school
government-funded Further Mathematics develop intermediate mental health support and hence at university. Funded by the
Support programme. Activities range from in schools for young people aged five to 13 who DFE and the National Science Learning
supporting the regional network of sixth are experiencing difficulties not yet severe Centre, Marcus Grace, Willeke Rietdijk and
form colleges to hosting events such as Maths enough for referral to community mental Caro Garrett are monitoring the value of
Inspiration, the UKMT Team Challenge and health services. the national Action Research for Physics
CensusAtSchool. MaSE also runs revision programme and will be producing a database
Chris Downey and Willeke Rietdijk have
classes and regular enrichment activities for A of teaching strategies that encourage
been commissioned to conduct an evaluation
level students. students to select physics post-16.
of the TaMHS project in Poole, one of 55
With four local sixth form colleges, MaSE was local authorities in the second wave of the Teachers’ concerns about teaching physics, as
awarded funding by the National Centre for initiative. They are gathering a large set well as student attitudes and their aspirations
Excellence in the Teaching of Mathematics for of data, including regular assessments by for further study, are monitored at three
a Further Mathematics Knowledge Network. teachers and parents of each young person’s points during the programme, through
This is enabling the centre to develop a strengths and difficulties and a self-report for questionnaires and focus groups, to establish
package of resources, including ‘video- older children. the impact of teacher training and the
bites’ of professionals using mathematics in action research interventions by teachers in
Intermediate analysis at the halfway stage
industry, to support the teaching of further physics classes. The programme is involving
suggests that there have been significant
mathematics at A level. 110 science teachers, and more than 1,700
reductions in social, behavioural and
students from 65 schools are taking part in the
MaSE provides a variety of opportunities for emotional difficulties reported by both
evaluation. So far, the findings of the research
professional development. This includes an parents and teachers. Interview data from
have been positive. Students’ enjoyment
annual conference for mathematics teachers, a deeper analysis in three schools suggests
of physics classes and their confidence in
where staff from 14 Hampshire sixth form that the young people have formed significant
the subject have increased. More careers
colleges can discuss issues and share good attachments with the in-school TaMHS
information has been given during classes and
practice. With the School of Mathematics, workers and developed strategies that help
they see stronger links between physics and
Ruth Edwards recently led a bid to the them deal with some of the difficulties they
the real world.
national STEM programme to fund a student encounter during the school day. Sociograms
maths competition. data have also been collected in these ‘deep- For further information contact Willeke
dive’ schools to look at the social benefits of Rietdijk: w.rietdijk@southampton.ac.uk
For further information contact Keith Jones: the project for friendships and learning.
d.k.jones@southampton.ac.uk
Additional data that log the nature and extent
of activity of key members of TaMHS staff will
help the Poole team make a detailed case for
cost versus benefits of the project in order to
review its sustainability when central funding
ceases at the end of the 2010/2011 academic
year.
For further information contact Chris
Downey: c.j.downey@southampton.ac.uk
12 13

8. Value to the nation. Turning policy
into effective practice
Our activities have wide implications for national policy and
practice. Apprenticeships have been the subject of political focus
and public concern in recent years. Working with employers,
large and small, research at the School is looking at how policy
can be turned into effective practice. Our ground breaking
work with the armed services is a beacon for post-compulsory
education provision in the UK, while, in the virtual world, our
exciting interactive learning resources are developing the digital
professionals of the future.
The value of Teach
First to schools
A major research project on the impact of
Teach First teachers, led by Professor Daniel
Muijs, has examined their effect on classroom
practice, leadership and pupil achievement.
The Teach First programme encourages top- – Teach First teachers are effective classroom
quality graduates to spend two years teaching teachers
in inner-city schools after graduating. The
– Teach First teachers believe that they can
teachers attend a summer school before being
make a difference to pupils and head teacher
placed and receive additional training while
surveys support this
working in their schools.
– Teach First teachers are leaders in and
The research included questionnaires,
outside their classrooms
face-to-face interviews and analysis of
documentary and performance data. – Teach First teachers are seen as leaders in
Results indicate that while no element alone their schools and as effective practitioners
demonstrates conclusively that Teach First by their second year in the school
teachers have a positive impact, when taken
The project also found that Teach First
together the evidence is compelling. Findings
teachers perform better in schools where
include:
there is a critical mass of Teach First teachers
– Positive pupil outcomes in Teach First and where they are provided with plenty of
schools compared to comparator schools in-school support. Clear school policies and
freedom to take initiative are also important.
– A larger number of Teach First teachers
in the school is related to more positive For further information contact Daniel Muijs:
outcomes d.muijs@southampton.ac.uk
14 15

9. Supporting the armed services
Post-compulsory education and training is
one of the UK’s most vibrant areas of education
provision. The School of Education has built an
enviable reputation in the field, particularly in its
work with the armed services.
Southampton’s School of Education has had far, and career planning enables officers to
close links with DETS(A) (Directorate of progress up the academic ladder, from PGCE
Educational and Training Services Army to postgraduate diploma to master’s. Several
(British Army)) since 2003. Teacher training have embarked on doctoral study.
is provided for officers at their Worthy Down
The success of these programmes has led to
base, with many successfully gaining PGCEs
other units asking the School for support,
and enhancing their army career. We have
including the Royal Signals and the Royal
also developed a bespoke programme for a
Logistics Corps. The police, other uniformed
master’s degree.
services and the those from the region’s
Anyone wishing to enter the Educational and further education and private training sectors
Training Services (ETS) is required to take have requested teacher training. And, in 2008,
the University’s PGCE (Post-Compulsory the Royal Military Academy Sandhurst, which
Education). Taught at the Army School of has an international reputation for military
Education and Southampton, practical training excellence, asked us to provide
teaching experience takes place wherever teacher education for its staff.
the Army operates, from Afghanistan to
For further information contact Alan
Bruneii, from Catterick to Cyprus. Over 140
Harding: a.j.harding@southampton.ac.uk
officers have enrolled on the programme so
16 17

10. The value of the virtual School choice: Improving STEM-related Improving schools Insights from mathematics Influencing mathematics
ARCH121 (Architectural and Design-based
Education and Practice through Content
principle versus reality work experience A leadership, School Improvement and
Effectiveness (LSIE) project is looking at how
education research pedagogy
Tony Kelly’s research highlights potential The vast majority of 14- to 16-year-olds The Nuffield Foundation is funding Keith Charis Voutsina’s research looks at children’s
and Language Integrated Learning using attainment and progress data can contribute
problems with the principle of school choice. undertake work experience, but in 2007 an Jones of the Mathematics and Science early mathematical development and
Immersive Virtual Environments for 21st to school improvement and student learning
Ofsted survey found that some placements Education (MaSE) research centre, with Ann understanding, in particular the interplay
Century Skills) is providing interactive The idea of school choice remains popular,
did not lead to effective learning and the The Fischer Family Trust (FFT) supplies Watson from the University of Oxford and between knowledge of concepts, procedures
learning resources to develop the especially among low-income urban and
CBI found that work experience lacked detailed analyses of individual pupil Dave Pratt from the Institute of Education, to and facts in arithmetical problem-solving.
professionals of the future. immigrant families who believe, with some
learning objectives and employers did not attainment and progress and estimates produce guidelines for teaching key ideas in
justification, that it provides social and In September 2010, Charis attended a
Serious learners are increasingly using 3D fully understand their role in work-related of their academic potential to more than secondary school mathematics.
economic opportunity for disadvantaged ministerial round-table discussion at the
animated virtual environments where they learning. 22,000 maintained schools in England and
groups and may counteract the effect This project will enable teachers and policy- Department for Education, attended by the
communicate through social networking Wales. These data are highly respected and
of wealth and privilege on educational Marcus Grace, Willeke Rietdijk and makers to gain valuable insights from Minister of State for Schools, Nick Gibb,
media and gain experience acting through widely used by schools to inform their self-
outcomes. However, research by Professor Caro Garrett have been funded by the research on mathematics education into how which focused on mathematics pedagogy.
avatars and by adopting and devising persona. evaluation and improvement initiatives.
Tony Kelly has found potential problems with HEFCE Higher Education STEM (science, young people learn the kinds of mathematics
John Wollard, Melanie Smith and PGCE Charis’s latest research focused on low-
the implementation of school choice. technology, engineering and maths) FFT has commissioned Chris Downey, Tony encountered at secondary school level.
Modern Language student Lesley Scopes attaining children’s understanding of the
programme to research the value and Kelly, Daniel Muijs and Priya Khambhaita Research outputs include a book, which
are working with Humanities on ARCH121, First, it is difficult for commercial companies principles underlying simple addition and
impact of STEM-related work experience. from the LSIE to study how presentation of systematically extracts findings from relevant
an EU-funded project which is developing providing schooling to make profits large revealed that, although children could
The research aims to identify gaps and these data affects their interpretability and research from around the world, and a website
a series of interactive digital learning enough to balance the risks involved. If they employ only basic calculation procedures,
weaknesses and explore how these might be usability for a wide audience, including local capturing the main themes of the book
resources aimed at students of 3D animation withdraw from involvement, governments they were able to recognise and use complex
addressed to encourage students to consider authority staff, school leaders, teachers, and linking them to mathematics teaching
architecture and virtual world language must offer them larger subsidies, or shelve arithmetical principles in task situations
studying STEM subjects at higher level. The students and parents. resources in the national STEM e-library:
mediators. schemes if the public rejects such subsidies. that encouraged them to do so. This finding
project will: (www.nationalstemcentre.org.uk/elibrary).
Second, in return for choice, a subtle transfer Attainment and progress data now extend has significant educational and practical
The materials provide supplementary
of agency means that parents must assume – Identify the impacts of STEM-related work from early years education through to the The project is confirming that secondary implications. The teaching of low-attaining
learning material, focusing on mediation
responsibility for educational failure and for experience as perceived by school students, outcomes of higher education. Among a school pupils are introduced to new children often focuses on remedial methods
skills and strategies as applied to the context
engaging with the market, whether or not they teachers and placement organisations number of lines of enquiry, the project will mathematical ideas in their formal lessons to improve their basic skills. The project
of virtual worlds. Content is created using
have the wherewithal to do so competently. conduct statistical analyses to explore the though clusters of concepts that involve new highlights the need to explore teaching
bespoke authoring and other software tools – Explore how the HE sector can assist in
potential of pupil-level attainment and ways of working and potentially confusing approaches that focus not only on low-
and design templates, and learning objects Finally, evidence suggests that the best choice addressing shortcomings to encourage
progress data to inform school improvement mathematical representations. They are attaining children’s difficulties with basic
can be delivered through the Moodle-hosted schemes involve faith schools. However, students to consider STEM-related subjects
and learning at both ends of the compulsory also faced with significant new concepts procedures but also look at challenging and
course support area or other VLEs which unlike the issue of social class, this remains at university
phase of education. It will also investigate the such as algebraic functions, probability and extending their latent conceptual capabilities.
are becoming increasing popular with the ‘elephant in the room’ – obviously present,
– Provide specific guidance for university potential of data to inform the guidance given trigonometry.
educators around the world. The learning but not spoken about. The reluctance of For further information contact Charis
STEM departments on how to set up to young people as they make choices for their
objects incorporate online learning materials policy-makers to debate the faith issue The project is drawing and building on Voutsina: cv@southampton.ac.uk
effective work experience placements for key stage 4 programmes of study, post-16
developed by eLanguages, an eLearning suggests an unwillingness to engage with research findings about early conceptual
school students. education and training, and higher education.
research and development team based in the demands of an increasingly vocal Muslim development in mathematics and
Modern Languages with a proven track record community who want the same routes to The team hopes that the information gained For further information contact Daniel Muijs: incorporating research on the teaching and
of educational and commercial success. These prosperity through education as their non- will lead to more positive work placement d.muijs@southampton.ac.uk learning of mathematics at higher levels of
offer a variety of multimedia options and Muslim fellows. experiences for students, feed their interest schooling.
enhanced interoperability, enabling use in in STEM subjects and increase their
other VLEs and reusability. There is therefore Choice is inherently linked to uncertainty understanding of work in this environment,
For further information contact Keith Jones:
scope for use in a range of other online and and favours those who are risk-friendly – or at d.k.jones@southampton.ac.uk
enabling them to make informed career
blended educational contexts with similar least risk-aware. So, if school choice schemes
choices in future.
teaching and learning aims. are to succeed, whether or not one agrees with
the principle, those from poorer backgrounds For further information contact Marcus
For further information contact John need front-end support from government Grace: m.m.grace@southampton.ac.uk
Woollard:j.woollard@southampton.ac.uk to move away from being merely the passive
recipients of policy.
For further information contact Tony Kelly:
a.kelly@southampton.ac.uk
18 19

11. Evaluating CC4G: Apprenticeship in England: Equal access to adult
girls can do IT benefits and barriers learning
Offering inspiring activities in a girls-only Following new government funding In 2010, the Equality and Human Rights
computer club, the Computer Clubs for initiatives, apprenticeships have become Commission (EHRC) commissioned Alison
Girls (CC4G) initiative aimed to change the the focus of renewed public discussion and Fuller, Peter Jones and Gayna Davey from
perception of IT as a career for women. A team political discourse. Ian Laurie’s research the School of Education to report on the
from the School of Education evaluated its explores the relationships that exist UK’s progress in securing equal access and
success. between organisations involved in England’s outcomes for minority groups in relation
apprenticeship system and their effects at the to adult learning, apprenticeships and the
Funded by the South East England
local level. He is also seeking to understand internet.
Development Agency and targeting 10-to-13
the involvement of those responsible for
year-old girls, CC4GF provided schools with The EHRC was set up to challenge
turning policy into practice.
professionally produced resources designed discrimination, promote equality and
to appeal to young females that were available Focusing on two sectors – retail, and respect for human rights, and to encourage
in voluntary, girls-only computer clubs. creative and cultural – the research aims good relations between people of different
to understand how different organisations backgrounds. Evidence from Alison, Peter
A team led by Professor Alison Fuller
view and use apprenticeships and the and Gayna was included in its first triennial
evaluated CC4G over a four-year period. Club
relationships they have with each other. review, How Fair is Britain?
members’ and non-members’ attitudes to
Nationally, the research looks at how a
and participation in IT were tracked through For further information contact Peter Jones:
government agency such as the National
a range of qualitative and quantitative data p.d.Jones@southampton.ac.uk
Apprenticeship Service or employer bodies
collection methods; in some cases girls were
such as sector skills councils work to promote
tracked until the age of 18. In the second
apprenticeships, how apprenticeship policies
two years of the evaluation, data were also
manifest themselves and what the benefits
collected from boys.
and barriers of apprenticeship are for the
The evaluation suggested that girls’ – and sectors, employers and training providers. At
boys’ – educational and career choices were the local level, key organisations, employers
influenced by a wide range of factors, and and training providers are being asked how
that participation in a voluntary, after-school they view and understand apprenticeships.
club was highly unlikely to have a significant Ian is conducting interviews with a wide
influence on individuals’ choices about IT range of organisations – large and small,
participation. While the vast majority of national and local – to get a full picture of the
CC4G members enjoyed the experience of apprenticeship landscape.
belonging to the club, they shared the views of
The research, which will conclude in
their non-member female and male peers that
September 2012, is being funded by a
‘females can do IT; most just don’t want to
three-year studentship from the Centre for
pursue it post-16 or as a career’.
Learning and Life Chances in Knowledge
For further information contact Alison Fuller: Economies and Societies (LLAKES).
a.fuller@southampton.ac.uk
For further information contact Ian Laurie:
il104@southampton.ac.uk
20 21

12. Value to the world. Working with
international partners to effect
global change
Education research is increasingly relevant in a competitive
global economy. At Southampton, we work with a range of
international partners, adding value to a national perspective
and forging links worldwide. One of our major initiatives is
mapping the representation of women in educational leadership
throughout the Commonwealth. The data collected will, we
hope, empower women working in deeply disadvantaged
communities and give them a voice. Other projects are looking at Empowering women
the value of hybrid qualifications in an uncertain labour market,
improving communication between the EU and central Asia and
as educational leaders
a longstanding partnership between Southampton and Xiamen Professor Jacky Lumby is leading a project
University in China. that will map the representation of women in
educational leadership.
Southampton’s School of Education is leading The most striking value of the project is
an international project, sponsored by the to build capacity internationally, in the
Commonwealth Council for Educational experience offered to researchers in the
Administration and Management (CCEAM), country under scrutiny and in the data and
to map the role women play in leading schools policy implications that will be made available
in Commonwealth countries. This role is to the national and provincial education
seen as important for a number of reasons: as administration. Less obvious but just as
a right in itself, as a model of female success important may be the empowerment offered
for children and young people, and, arguably, to women, often leading schools in deeply
contributing a distinctive management and disadvantaged communities, who have
leadership style. previously had no voice. The research enables
them to offer their experience in order to
Without comparable data, it is difficult
recruit and train more effective leaders.
to assess the extent of over- or under-
representation of women in school leadership For further information contact Jacky Lumby:
in different nation states or whether there are j.g.lumby@southampton.ac.uk
changes over time. Also, without a baseline, it
www.cceam.org
is not possible to determine progress. There
is no one study that gives a global snapshot of
the number of women in school leadership,
nor of their experience when gaining their
post or acting as headteacher. To address
this gap in our knowledge, the first project
has taken place in South Africa and plans are
being made to roll the project out in Cyprus
and Greece.
22 23

13. New university building, Rijeka, Croatia
Xiamen University: Learning from each other Supporting children Hybrid qualifications – Improving international
a valuable partner Historically highly centralised and over-
regulated, higher education in eastern
with autism increasing the value of dialogue
A partnership between Southampton and
Xiamen Universities, which carefully prepares
Europe and central Asia is now moving
The Communication and Social Participation:
Collaborative Technologies for Interaction
vocational education Peter Jones is participating in an ambitious
project to improve cooperation between the
Chinese students for postgraduate study in
towards greater institutional autonomy and
local systems. The trend in the UK is exactly
and Learning (COSPATIAL) project aims to and training EU and central Asia on higher and vocational
the UK, has been an enriching experience for develop interactive technologies for schools Working with partners from Germany, education
the opposite, as the government creates
all involved. to support children with autism. Austria, Denmark and Switzerland, Professor
increasing pressure for accountability and The World Universities Network research
There are now 20 students studying quality control. What can the two approaches Poor social understanding and skills are Alison Fuller, Dr Gayna Davey and Alison group on Global Regionalisms, Governance
the School’s master’s and pre-master’s learn from each other? defining diagnostic features of autism. Williamson are conducting a two-year study and Higher Education is developing
programmes at Southampton and Xiamen A National Autistic Society survey in 2006 exploring the value of vocational education understanding of new supranational visions,
While there is growing interest from UK- and and training in the context of lifelong
Universities. At Xiamen, English is taught reported that parents of children with autism policies and programmes in higher education
US-based researchers in higher education in learning.
through themes developed by Southampton’s consider social skills training to be the area of and experimental forms of regional and
other parts of the world, knowledge transfer
School of Education using English textbooks greatest need in educational provision and the Funded by the EU’s Leonardo programme, interregional governance. Peter Jones is an
and practice enhancement remain limited.
and e-learning resources. The programmes, ‘single biggest gap in support’. It is therefore the project is examining the systems, active participant in the group along with
Natasha Rumyantseva’s research seeks to
taught by Xiamen lecturers who are essential that education research focuses on qualifications and institutions that link colleagues from the University of Bristol,
understand how universities in eastern
specialists in English language teaching, give social skills training, enabling children to vocational education and training (VET) with Pennsylvania State University and the
Europe function and how practice might
Chinese students experience of education maximise their skills and potential. the labour market. Universities of Cape Town, Sydney and
be improved using western knowledge and
as a field of study and set assessment tasks Wisconsin, Madison.
theories. By the same token, she is looking at COSPATIAL is a three-year, €1.65m Teams have discussed their initial findings at
that will be encountered on master’s degree
how the eastern European experience and multidisciplinary project funded by the conferences in Konstanz and Southampton Peter’s contribution builds on research
programmes in the UK.
passion for education might inform higher EC, which involves the Universities of and each of the participating countries has published in the EU–Central Asia
The programme reflects the structure of education reform in the UK. Southampton and Nottingham in the UK, submitted a report. They are now exploring Education Initiative. Launched as part of
undergraduate programmes such as the BA the FBK research institute in Italy and how key stakeholders perceive the practical the EU–Central Asia Strategy, the initiative
The research is linked to teaching.
Education and Training. the Universities of Haifa and Bar-Ilan in reality of hybrid qualifications, with each prioritised higher and vocational education
Dr Rumyantseva works with students from
Israel. The project focuses on two main country carrying out qualitative research and emphasised links with the Bologna
Southampton lecturers make regular visits a variety of backgrounds who aspire to or
types of technologies – collaborative with policy-makers, practitioners, learners Process, the EU agenda for higher education
to Xiamen, contributing to teaching, and already hold administrative positions in
virtual environments and shared active and employers to identify best practice. The reform.
working with staff to support students during schools and universities. As a part of their
surfaces – which have been developed to project aims to influence policy and practice
the application process and their transition to master’s training, students are exposed to In 2010, Peter presented his work in Madrid
support children’s collaboration and social in all partner countries and to contribute to
Southampton. The pre-master’s programme various leadership theories and cutting-edge at the launch of Monitoring the EU’s Central
conversation abilities. Findings on their vital and wide-ranging debates on the value
provides tailor-made language preparation research and learn to conduct their own Asia Strategy, which offers the first assessment
effectiveness will be reported in 2012. of qualifications in a context of economic
for postgraduate study. research projects. Combining an academic of an ambitious strategy to upgrade the
approach with lively discussions of actual The methods for developing these uncertainty. EU’s cooperation with the five states of the
This partnership helps students and tutors case studies, students are able to reflect on technologies are as important as the For further information contact Alison Fuller: central Asia region (Kazakhstan, Kyrgyzstan,
get to know each other at an early stage in leadership practice and extend their practical outcomes. Participatory methods, including a.fuller@southampton.ac.uk Tajikistan, Turkmenistan and Uzbekistan).
their preparation to study overseas. Xiamen knowledge into previously unexplored areas. children with and without autism and Undertaken by independent analysts from
students have made a valuable contribution
teachers in design decisions, have played a the EU and central Asia as part of the EUCAM
to Southampton programmes and enriched For further information contact
key role in shaping the content, usability and project, it looks at the role of the USA, Russia,
the learning experiences of both students and Natasha Rumyantseva:
appropriateness of the technologies in ways China and others in central Asia, as well the
staff. n.rumyantseva@southampton.ac.uk
that support meaningful engagement with present state of politics and economics in the
For further information contact Martin Dyke: tasks in the classroom. Teachers and students region.
m.dyke@southampton.ac.uk have given very positive feedback about
Peter’s work was sponsored by the EU Central
prototypes during pilot testing.
Asia Monitoring (EUCAM) project, jointly led
For further information contact Sarah by the Foundation for International Relations
Parsons: s.j.parsons@southampton.ac.uk and Dialogue (FRIDE) and the Centre for
European Policy Studies (CEPS).
www.cospatial.fbk.eu/
For further information contact Peter Jones:
p.d.jones@southampton.ac.uk
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