Young Scots only just over half as likely (5.9% to 10%) to be lazy sods according to top English journalists

Above from the Times, 94.1% of young people are in education, work or training. How many of the others have decided to be house husbands, wives or carers? Nearly all of them?

I wonder what is the situation in England is after their superior Pisa rating based on a handful of high-performing schools?

In the Telegraph last year, 1 in 10? 10%. Maybe Pisa is a useless predictor?

8 thoughts on “Young Scots only just over half as likely (5.9% to 10%) to be lazy sods according to top English journalists”

  1. Have not read The Times article, but does it mention how many are school leavers with additional support needs?

    Is there an equivalent in the rest of the UK for this 👇

    https://youngpersonsguarantee.scot/node/2

    “The Young Person’s Guarantee brings together employers, partners and young people. It aims to connect every 16 to 24 year old in Scotland to an opportunity. This could be a job, apprenticeship, further or higher education, training or volunteering. It could also be an enterprise opportunity.”

    ” Employers

    Create, support, build your business
    More than 1000 organisations across Scotland are involved in the Young Person’s Guarantee.

    Developing the Young Workforce (DYW) has all the information you need.”

    ” Young people

    Education, experience, employment
    Want to get more involved with the Young Person’s Guarantee?

    Search more than 40,000 jobs, apprenticeships, courses and volunteering opportunities – find your future!”

    Liked by 5 people

    Reply

  2. ‘Maybe Pisa is a useless predictor?’

    Just the ‘invitation’ needed to share yet another, recently encountered critique of Pisa rankings with those readers of TuS who have developed an interest in this famed OECD initiative in international comparative education (with my emphasis):

    From Sjøberg, S. & Jenkins, E. (2022) PISA: a political project and a research agenda, Studies in Science Education, 58:1 (https://www.tandfonline.com/doi/full/10.1080/03057267.2020.1824473 )

    ‘Conclusion: As a major international comparative study, PISA differs from much earlier work in the field of comparative education. It is quantitative rather than qualitative and is UNDERPINNED BY A PRIORI ASSUMPTIONS about the relationship between science and mathematics test scores and economic development. As noted above, those assumptions and the calculations derived from them are open to challenge.

    ‘Moreover, as a quantitative survey, PISA DATA CAN TAKE NO ACCOUNT OF THE MANY DIFFERENT BELIEFS, ASSUMPTIONS, PEDAGOGICAL PRACTICES, AND CULTURAL, SOCIAL, ECONOMIC AND POLITICAL CONTEXTS WITHIN WHICH SCHOOLING TAKES PLACE AND WHICH, AMONG MUCH ELSE, INFLUENCE STUDENT PERFORMANCE AND ATTITUDES.

    ‘The fact that PISA tests take no account of these factors means that ITS GLOBALISING INFLUENCE RUNS THE RISK OF REDUCING SCHOOL CURRICULA TO A NARROW NORM the outcomes of which that can be measured.

    ‘In addition, if, as PISA asserts, the project seeks to assess how well students’ scientific education equips them to respond to the problems they are likely to face in their future lives, ANY ATTEMPT TO DO SO THAT IGNORES THESE VARIABLES SEEMS UNLIKELY TO CONSTITUTE A VALID BASIS upon which to compare and rank countries, regions and economies.

    ‘Despite such severe limitations, the PISA initiative has raised the profile of science and mathematics education, although in doing so, it may also have HAD THE EFFECT OF DEVALUING THE IMPORTANCE OF OTHER SCHOOL SUBJECTS AND THE CURRICULUM A WHOLE. It has also unquestionably opened up a variety of research perspectives, and, as noted above, a number of issues that deserve investigation. These benefits of PISA are not inconsiderable but they NEED TO BE SET ALONGSIDE THE DIFFICULTIES IN MEASURING WHAT THE TESTING PROGRAM CLAIMS TO MEASURE. PISA SCORES AND RANKINGS ARE NOT FACTS, NOR ARE THEY OBJECTIVE OR NEUTRAL OUTCOMES OF THE PROJECT. There is therefore an important task facing the science education community, namely to give the PISA project the rigorous scholarly examination community it deserves.’

    Svein Sjøberg is Emeritus Professor of Science Education at Department of Teacher Education and school Research at the University of Oslo and Edgar Jenkins is Emeritus Professor of Science Education Policy at the University of Leeds.

    Liked by 7 people

    Reply

  3. Can you find the FIGURES FOR ENGLANDS SCHOLL PERFOMANCES

    ABOUT TIME WE STARTED QUOTING LIKE FOR LIKE

    WE CANNOT STAND BY LISTENING AND READING HOW BAD SCOTS ARE
    LETS SPREAD THE MUCK ON ENGLISH PERFORMANCE

    IF IT IS HONESTLY AVAILABLE AND MORE IMPORTANT HONEST TO START WITH

    Liked by 3 people

    Reply

  4. 1 in 20 people on the spectrum. Even more not diagnosed? Inclusion.

    ‘Journalists’ should do more research. Not bothering with proper research results in ignorance. The Times is owned by a tax evading, criminal non Dom, who should be in jail. Not a UK citizen interfering in political business in order to, illegally, tax evade. Printing unreasonable nonsense.

    Liked by 1 person

    Reply

  5. 1 in 20 people on the spectrum need consideration when in job opportunities and placements. The environment should be considerate. Everything in the world has been invented and developed by those on the spectrum. Autistic, ADHD, Dyslexic etc. Great employees with consideration.

    Liked by 2 people

    Reply

Leave a comment

This site uses Akismet to reduce spam. Learn how your comment data is processed.