As the recent demonstrations have shown, both existing and prospective students are deeply unhappy about the sharp rise in tuition fees. This is a situation that already is, to some extent, bound to the lower university applications, but complete confusion over how the system actually works is set to cause more damage.

As well as this, another survey revealed that 55% of respondents have said that going to university is now less, or much less, attractive thanks to the new system for tuition fees.

Paul Davis, managing director of student management system provider, Perspective, commented: “The rise in tuition fees has already clearly riled a large percentage of young people; no doubt leading some being put off from applying to university. This further lack of understanding could quite easily lead to even more looking elsewhere to further their education.”

Martin Lewis of Money Saving Expert, who is chair of the Independent Taskforce on Student Finance Information, commented on the matter saying: “The communication of tuition fees by all parties over the last few years is a national scandal. They’ve left us as a nation ill-equipped and uneducated about how this crucial and very different form of finance works. We need to start a war on this ignorance – after all, if students don’t understand the true cost, how can they decide if it’s worth it?”

Paul continued: “Although it’s a little while yet before the new fees systems starts, this really needs to be resolved sooner rather than later before any lasting, and avoidable damage is done.”

Perspective is a provider of learning management software with its Collaborative Learning Manager product utilised by over 60 local authorities and, Sunesis implemented by companies and training providers around the UK. For more information visit www.perspective-uk.com.

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It is a therapy service that is provided by Julia Charlesworth, who is a trained speech therapist based in Boroughbridge. The service will be provided to children under 16 and the website for the service can be found at www.clear-talking.co.uk.

Parents who want their children to take advantage of the service will need to have a referral from their GP or their school. Ms Charlesworth has said that she founded the service because there is a growing demand for children to be treated who are suffering from speech difficulties.

Previously Ms Charlesworth has been working as a speech therapist with the NHS. Her qualifications come from the University of Central England, where she studied Speech and Language Pathology.

She has also worked in clinics in the past, as well as community settings, and she started her career in Darlington where she was a generalist. She developed a specialism working with deaf people in the south of England but eventually moved to the North East.

She has commented about the service, “Parents can sometimes find it hard to get the help they need for struggling children. They are regularly concerned that speech difficulties mean that a child’s social skills will be affected.

The service I’m providing will diagnose and treat children with a wide range of difficulties. It will help them overcome conditions such as dyspraxia, unclear speech and also help children who are just slow at putting words together. The service is designed to fit in with the busy lives of modern parents.”

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The Association of Colleges conducted the survey and has been released at the launch of Colleges Week. The survey involved 500 students who were studying for their GCSE’s. Interestingly the study found that over 60% of students could name A-Levels as a post GCSE option, hardly any could name any other sort of academic option.

Only 7% of pupils are able to name Apprenticeships as a post-GCSE qualification.

• Only 26% of pupils are able to name NVQs
• Only 19% of pupils are able to name BTECs
• Only 9% of pupils are able to name Diplomas
• Only 3% of pupils are able to name Foundation learning courses

Joy Mercer, Director of Education Policy at the Association of Colleges, comments:

“The research released today highlights the confusion among pupils about their post-GCSE options. They are having to make serious decisions which will significantly impact on their futures, without enough information about the choices available to them. These findings show that parents have a hugely important role in helping their children to fully understand all of their options.

“Parents and young people have a chance to find out more this autumn by taking part in a Have a Go event at a local College or by visiting the WorldSkills 2011 event.”

The study found that half of all pupils do not feel that they have received enough advice from their school or academy in planning their future career. It also reveals that only half receive advice from a specialist careers advisor.

“Young people deserve to know about all of the post-GCSE options available to them and their peers – including Apprenticeships. These results suggest that guaranteed face-to-face guidance from an independent source would be preferable to asking schools and academies to be the primary source of advice.”

Despite being unable to name many of the options available to them after their GCSEs, the survey found that most pupils feel assured that they are making the right choices for their future with 69% confident they have the right information to achieve their post-GCSE goals.

Ms Mercer said: “There is perhaps an element of overconfidence among young people, believing that they are making the right decision based on having all of the information they need. However, there is clearly a gap in knowledge and understanding about the wide variety of options open to them.”

Pupils also said that the advice that they receive from their parents about the options available to them after their GCSEs is more useful than that received from teachers or careers advisors.

Ms Mercer concludes: “It’s not about whether one option is better than another, it’s about ensuring that our children can make an informed choice about their future. We would encourage parents to speak to their children early to ensure they are aware of all the options open to them.

“We would also urge young people to ask about options themselves. Parents and pupils can find out more about post-GCSE alternatives by visiting their local College during Colleges Week, take part in a series of ‘Have a Go’ taster events, or even speak to the national careers advisory service, which will be represented at the WorldSkills 2011 event, the world’s largest international skills competition, taking place at ExCel London between the 5th and the 8th October 2011.”

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Money not being saved for University fees

This is a nerve wracking week for A level students as they await their results on Thursday, and to tie in with this, the provider of instant online credit information, Equifax, have done a study into how what preparations families have made towards the costs of future university educations.

The study was held amongst users of their online credit report service, and it revealed that many families feel that they will be unable to support their children financially if they go to university. The current pressures on finances, coupled with expected rise in tuition fees for 2012 has meant that saving for a further education has been sacrificed.

Those who responded to the survey were asked by Equifax if they thought their children would be going to university, and 77/120 (64.2%) of respondents said yes. Nearly 50 % however, 60/13- respondents, said that were not currently saving towards the further education of their children. 120/146 (82.2%) also said that neither were their children saving to help put themselves through university.

The external affairs director for Equifax, Neil Munroe, said that whilst the response to the research had been small, the results reflected the views of individuals who were financially active and were, by means of completing the survey, interested in the education of our country’s future generations. He added that the issue of financing further education was clearly a big worry that was increasing.
“The fact of the matter is that that the majority of students will graduate with some level of debt. It is therefore essential that they try to manage their spending the best they can whilst studying to help reduce their overall level of debt which can influence their future after graduation.

“We also believe they should take control of their finances from the outset of adulthood, understanding all the factors that will influence their future ability to participate in society. Their credit information is a fundamental part of that process and they need to be aware of all the data held on their credit report and how it is used and assessed by lenders.”

Equifax believes that many students are unaware that any late payments and unpaid bills, even just for mobile phone or Cable and Satellite TV accounts will show up on their credit report and have a long-term impact on their credit rating. It therefore, urges students to get a copy of their credit report every year to ensure they understand what information will be used when they make applications for credit in the future.

The Equifax Credit Report, with the facility to access credit information for the first 30 days free, is accessible simply by logging onto www.equifax.co.uk. If the customer does not cancel before the end of the 30 Day Free Trial, the service will continue at £6.99 per month, giving them unlimited online access to their credit information and weekly alerts on any changes to their credit file. It also includes an online dispute facility to help them correct any errors on their credit file simply and quickly.

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This learning disability, Dyslexia, is categorised by difficulties in writing, spelling, reading, listening and even speaking.  In numerous cases the condition appears to be inherited. Children with dyslexia exhibit early difficulties and the condition manifests in their inability to understand reading skills, understanding separate word sounds and breaking down words into parts. The letters b and d are often transposed.

Putting thought into language and then language into thought presents great difficulty for dyslexic people. A dyslexic child, although not retarded, has brain patterns that are to some extent different.  They will have to work hard to attain rudimentary language ability.  Concentration may waver especially if the child has no interest in a particular subject.  These children do well with kinaesthetic, a hand on approach.

There has been a great deal of discussion as to the best way of teaching a dyslexic person.  Some authorities favour the full language style while others prefer phonics.  Various programmes are available to assist in teaching such as All about Spelling, Sequential Spelling and Spell to Read and Write and these all use different methods.

Some of these programmes begin with phonograms progressing to word building while others begin with phonograms and lead on to syllables before word making.  ABC Reading, Barten and Wilson are other programmes which use the Orten Gillingham method which is based on language and uses all the senses and follows a definite system.

While these programmes are good there are other inexpensive ways of assisting the child.  Though these ways are not difficult, but a great deal of time and dedication are needed.  All dyslexic children are different and where some may be severely hampered others may show only mild effects. With the modern day home teaching aids, the task of teaching the child is made far easier.

Above all parents with a dyslexic child should not despair. There are many examples of clever and famous people throughout history for instance Winston Churchill, Einstein and Thomas Edison all of whom were dyslexic. Parents should take comfort in this and remember that if progress is interrupted by a backward step it is still progress because of the two forward leaps the child will make.

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A broad spectrum of disability and difficulty is cover in SEN. There may be specific problems or wide ranging ones. For example a child may have problems with just one area of learning like numbers or letters, while another may have problems interacting with other children or with adults.

The parent knows their child better than anyone, so if your child is pre-school, visit your GP, do not wait for an upcoming routine check. Ask the GP’s opinion and if your child is in pre-school, speak with a teaching assistant or even directly to the teacher when available.

You can also ask help from the Special Needs Coordinator (SENCO) at the school who is in charge of organizing help for SEN children. By law schools have to provide education for all students regardless of the student’s abilities or special needs.

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When they were asked the question of whether they agree with sex education being taught in schools from a young age, 59% responded with a ‘No’. Although sex education isn’t a compulsory subject, it is widely taught in schools and is one of the most hotly debated amongst parents. Of the 59% who said it shouldn’t be taught in a classroom environment, 41% thought that it was an inappropriate subject for children, while 28% thought that it should be an ‘opt-in’ subject.

This would effectively give parents the choice as to how they wanted their children to learn about sex. It is clearly a sensitive subject and the main issue seemed to be the age at which children starting receiving sex education. More schools teach sex education than don’t and the parents think they should be consulted about such subjects.

A further 22% thought that ‘it might encourage children to ask more about sexuality and sex,’ whilst one in ten, 9%, feared that ‘sex would be trivialized,’ if taught to younger children in schools.

According to the research, just under half of the total respondents, 48%, also thought that sex education should not be part of the school curriculum until at least the age of 13 and, even then, the majority, 65%, said it should mostly be about contraception. 36% claimed that they thought it should focus more on relationships between men and women.

Furthermore, when asked ‘Have you already been asked about sex by your children?’ just under two third, 61%, answered ‘yes.’ 47% of these same parents admitted that their child was aged between 4 and 5 when they first asked the question, whilst 36% said they were aged between 6 and 7 when they first asked.
When asked ‘How did you react when you were asked about sex by your child?’ over a third, 38%, admitted to feeling ‘embarrassed.’ One in three, 32%, ‘didn’t know what to say,’ whilst 13% ‘redirected their children to the 2nd parent’ for them to deal with it and 7% just ‘ignored the question.’

Andy Barr, co-founder of BabyChild.org.uk, commented on the study’s findings:

“We wanted to ask parents how they felt with regards to sex education at school and the fact that it is a subject taught to many children. I am not surprised by the results of the study, with the majority of parents against the idea of sex education in a school environment. This is a sensitive subject and parents have their own way to approach it and want to control what their children know, even more so at a young age.”

He continued:
“Children are constantly exposed to sexuality with TV, magazines and through various other forms of media. It’s our role to make sure that what they hear, know or learn is suitable for their age.”

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For children, there are many perks of being able to speak a second language, whether they are younger, aged 8 to 11, or more grown up, aged 11 to 17. Although they may be learning English in their regular lessons at school, you may find their progress could be greatly enhanced by a summer school. A residential or daily course combines bespoke specialist teaching with leisure activities to help make the experience memorable and enjoyable for them.

The benefits of learning at an English summer school include:

Teaching tailored to your child

A summer school can offer learners one key element that other language-learning situations cannot: a period of time in which the focus is on improving English and nothing else. Away from distractions at home, children are free to speak and write in English. Most importantly, specialist teachers can give extra attention to those topics individual students might find difficult, meaning ‘problem’ areas can be polished and improved in a caring and supportive way.

Increased confidence

It may seem daunting if it’s their first trip away from home, but the chance to bond with other children from different countries round the world is a broadening experience. They will complete the course with new confidence and a host of friends to visit in other countries for future holidays!

The all-round experience

A summer school in the UK not only includes classroom-based grammar learning; students will also gain from learning the language in other lessons, as well as seeing the country where it is spoken. Is your son particularly interested in art? Is your daughter a budding athlete? Whatever they are interested in, they can enrol in extracurricular classes taught in English.

They can also experience the UK, from the gorgeous countryside to fantastic lively cities, through day trips organised by the school. Not only a rounded experience, a summer school is also all inclusive: the accommodation, meals and supervision of your child can be arranged, meaning you know their experience will be a safe and happy one.

These aspects all sound great, but what are the top five questions parents should ask when deciding if a summer school is right for their children?

1) How proficient is their English? Pick a course of a level and age range suitable for your child, and don’t be afraid to contact the school directly to ask for examples and guidance – they’ll be happy to help.

2) Are they happy travelling alone? Could a friend or sibling go too? If they are apprehensive, consider the option of a Parent & Child summer school, which will mean you are there to support them and you’ll have the chance to brush up on your English, too.

3) How long would they like to go for? At a leading language school such as one run by SKOLA London summer schools usually run for one week, but term-time and longer courses are also an option.

4) What are you hoping to gain? It’s important that you discuss with your child the many great advantages the school will give them in addition to improved English. Courses where you stay with them can be a reassuring option if they are at all nervous.

5) What accreditation does the school have? It may sound obvious, but you need to consider what the school can offer, as well as what your child is looking to achieve. Alongside thorough research, and reading recommendations from the testimonials of previous students and parents, accreditation with authoritative organisations such as the British Council is a reassuring stamp of approval.

So, all that’s left is for you to begin researching. Happy hunting for this summer’s language-learning adventure!

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With access to the internet being in nearly every household, it is no real surprise that children are seeing porn more frequently. No parent wants to think of their child seeing pornography, but unfortunately they do. This Video is extremely helpful and can help all concerned.

According to a survey of 9-19 year-olds’ online activities (UK Children Go Online), conducted by LSE:

• More than half of teens (57%) have seen porn online
• 36% have accidentally found themselves on a pornographic website when looking for something else
• 25% have received pornographic junk mail by email or instant messaging
• 10% have visited a pornographic website on purpose
• 9% have been sent pornography from someone they know
• 2% have been sent pornography from someone they met online

Their responses to seeing porn also make interesting reading:

• 54% say they did not think too much about it
• 14% didn’t like it
• 20% thought it was disgusting
• 8% wished they had never seen it
• 7% thought it was interesting
• 7% enjoyed it

Parentchannel.tv has unveiled a video clip which offers some great tips for teens and parents as well as keeping the conversation out in the open

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