Sharing more voices than ever before...
Discover the fourth edition of the Pearson School Report. Over 14,000 voices, including teachers, learners, colleges, tutors and home educators, joined the conversation.
Perspectives on life and learning in further education
The new Pearson College & Schools Report reveals how students and tutors see learning today and how colleges are adapting to tech, expectations and careers.
Supporting transformation and improvement across your trust
Every trust has a unique set of needs. That’s why we’ll work with you to create the best package of teaching, learning and training solutions for your schools, teachers and learners.
A milestone for education and skills in the UK – and it’s just the start. As we turn recommendations into further action, we’ll keep working with students, teachers, partners and sector experts to drive manageable and truly impactful change.
Our brand-new research with Cebr outlines how investment in digital transformation for state-funded UK schools could make a difference to the future of education and our economy.
We’re drawing on our experience of delivering onscreen assessments in more than 115 countries to shape what’s next for GCSE, International GCSE and A level exams.
As well as already offering onscreen exams in selected subjects, we're working alongside the education community to harness technology where it can positively impact schools' and students' assessment experiences.
Generative AI brings into focus the importance of the most human skills, such as creativity and critical thinking.
Find out more about how we’re thinking about the impact of GenAI and AI literacy in education.
The exemplifications for the end-of-KS2 tests have just been released with videos to support the paperwork, and while we’re fairly familiar with the curriculum this is the first time we have seen examples of what those objectives look like in practice. So what have we learned?
Key Stage 1 SATs have long been controversial. But with tests this year the first to be linked to the new curriculum, they feel more high-stakes than ever. With this in mind here are 5 ideas to help you to prepare your children and minimise stress while maximising results.
With assessment a key focus of school improvement plans for most primary schools this year, here are 8 questions to ask yourself to help you evaluate whether your assessment system is the best it could be.
Statistics show large increases in students studying vocational qualifications in subjects most critical for UK economy.
Today, Pearson publishes entry and achievement data for students completing level 2 (First) and level 3 (National) BTEC qualifications between 1 September 2013 and 31 August 2014.
The statistics show that students are choosing to study subjects identified as the most important for economic growth, revealing a 17% rise in level 3 (sixth form) students taking STEM (Science, Technology, Engineering and Maths) focused BTECs, with an increase of students at level 3 of 27% taking Applied Science, 12% taking ICT and 17% taking Engineering. A recent report by the CBI outlined how a healthy supply of STEM-skilled employees at all levels is required for a flourishing UK economy and rising living standards[1].
Bucking the trend that sees sciences as traditionally 'male' subjects, there was a big increase of 27% in girls taking this subject. As a result, more girls (54%) than boys (46%) gained Applied Science level 3 BTECs this year.
ICT and Engineering remain male-dominated subjects. 83% of students taking ICT at level 3 are male and so are 95% of those taking Engineering at level 3. Nevertheless, the percentage of female students taking these subjects has increased since last year by 11% for ICT and 53% for Engineering.
The girls that do take these subjects also out-perform their male peers:
After Ofqual’s announcement that GCSEs will be graded 1 to 9, Lesley Davies, vice president of quality, standards and research at Pearson, had this to say.
Businesses want the education system to improve at giving young people the skills they need for work, says the 2014 CBI/Pearson Education and Skills survey.
In the survey of 291 companies employing nearly 1.5 million people, over half (61%) are concerned about the resilience and self-management of school leavers and a third (33%) with their attitude to work. By contrast, nearly all firms (96%) are satisfied with young peoples’ IT abilities when they enter the workplace.
Firms want primary schools to focus on developing literacy and numeracy (85%) with around one-third not satisfied with these skills among school leavers. Half (52%) are urging schools to develop a greater awareness of working life among 14-19 year olds with support from businesses. Companies are prepared to play their part with two-thirds (66%) willing to take on a larger role in the school careers system.
