NIF 20131129 Sport Post Conflict - 10 Sean Barr - WELB

Sean Barr (WELB) presentation at YMCA-RESPECT conference, "Sport Development in a Post Conflict Society", University of Ulster Magee, Derry-Londonderry, Northern Ireland, 29/11/2013

Transcript

1. Respect Conference Educational Underachievement and Community Partnerships 29th November 2013 University of Ulster Magee
2. Paradigm Shifts •  19th Century - Biological •  20th Century - Psychological •  21st Century - Sociological
3. Key Indicators
4. Social Deprivation •  Social class is the biggest predictor of how well you do at school. •  The richer you are the more likely it is that you will do well at school. •  The more unequal a society is the greater the gap in health, education, crime rates etc. etc. •  The gap between the ‘haves’ and ‘have not's has risen sharply since the 70’s •  Why do some children from socially deprived backgrounds do well? •  Why do more able poor children do less well than less able richer children?
5. Family •  80% of learning happens outside of school. •  Mothers level of education crucial. •  Families under income stress are likely to suffer multiple deprivations. •  Almost all parents want to see their children succeed. •  Parents previous experience of education largely determines their level of engagement with schools •  Why are some children resilient enough to overcome sometimes horrendous family backgrounds? •  Why are some families ‘hard to reach’? •  What do successful schools do to engage with all families?
6. Schools •  Only 20% of learning happens inside schools. •  80% variation within individual schools. •  Internal school improvement alone is unlikely to close the attainment gap. •  ‘Standards’ agenda may have led to a widening of the attainment gap. •  Countries with schools with the lowest ‘socio – economic’ mix do better •  Why do some schools serving socially deprived communities seem to do much better than others? •  How do good schools develop strong links with parents and the wider community? •  What key skills do good school leaders possess and encourage?
7. Community •  Children from communities with high social capital achieve better outcomes. •  Children from communities that work in partnership with local schools achieve better outcomes. •  Children from communities that see education as much more than schooling achieve better outcomes. •  Community regeneration can contribute positively to better outcomes •  Why do children from some communities do better than some other children? •  How do you build social capital? •  How can communities best support education? •  How can communities best support schools? •  How can communities best support vulnerable families? •  How can communities best support area regeneration?
8. Gender •  Boys generally don’t achieve as well as girls. •  Poorer boys do particularly badly in our education system. •  Boys are more likely to draw attention to themselves •  Boys tend to do better in mixed settings. •  Why are boys more likely to be found at the extremes of society? •  Is there a gender bias in schools and in broader society? •  Why do other education systems not have such ingrained gender issues?
9. Evidence Based Interventions • Early Interventions – 0-3 • Family Support • Early Teenage Years
10. Sport and Education •  Magnet or Repellent? •  Winning or Well-being? •  Competition or Collaboration?
11. Thank You Sean Barr