Around 12 per cent of the entire budget for post-16 education in England is being wasted on the 10 per cent of students who fail to complete their studies – a figure that rises to 25 per cent among apprentices.

The analysis, which was carried out for the Local Government Association (LGA) by the Centre for Economic and Social Inclusion, found the cost to the public purse is ?814m.

The report shows that 178,100 16- to 18-year-olds failed to complete post-16 qualifications they had embarked upon in 2012-13 – prompting an outcry from local government leaders, academics and teachers’ leaders.

Schools and colleges are funded according to the number of students they recruit, leading the LGA to say that too many institutions are adopting a policy of recruiting as many students as possible to sixth-form or college courses, instead of ensuring each individual can be steered towards a course suitable for them.

“Councils want every young person to achieve their full potential but too many are still dropping out of post-16 education and training or not achieving a pass grade,” said David Simmonds, chairman of the LGA’s Children and Young People Board.

“Our analysis lays bare the substantial cost of this but the human cost is even greater, with youngsters left struggling with uncertainty and a sense of failure and facing tough decisions about what to do next.”

The LGA warns that the 178,100 dropouts run the risk of becoming “Neets”  – left marginalised by not being involved in education, employment or training.

The dropout rate from AS-levels, the exams worth half an A-level which have been considered a stepping stone to the full courses, was 10 per cent. The A-level dropout rate was 5 per cent. There were 75,000 withdrawals from individual AS-levels and 22,000 from  A-levels.

The cost of dropout and non-achievement was ?316m from AS- and A-levels, ?302m from further education and ?196m from apprenticeships.

The authors say that in recent years the cost to the Exchequer may have been even more costly as AS-level and A-level dropout rates have improved – but warned that the situation could soon become worse.

The LGA is asking all political parties to give councils more freedom to work closely with local employers to provide local solutions to offering the courses that will most help young people in their neighbourhood – instead of leaving them to try to match nationally imposed programmes to local needs.

“Councils are having success in helping young people that do dropout back into learning but fear a failure to reform the centralised ‘bums on seats’ approach to funding further education could leave too many teenagers at risk of dropping out in the future,” Mr Simmonds added.

Professor Alan Smithers, director of the Centre for Education and Employment at Buckingham University, added: “It is the fault of successive governments because we don’t have clear pathways for students at that age.

“Schools want to hold on to them – but then they discover that academic work is not for them. If they then opt for further education colleges or apprenticeships, it is a bit of a muddle.  The ladder from school to university is clear but the ladder from school to employment is anything but. This has to be a high priority for an incoming government to tackle.”

A Department for Education spokesman said: “We have invested ?7.2bn to fund a place for every 16- and 17-year-old in England who wants one. We are reforming academic qualifications and vocational education to ensure young people get the knowledge and skills that they need to move into a job.”

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By: Marie A. Revak, PhD in Online Education

As an instructor new to the online environment, I carefully reviewed the syllabus and the requirements for the course discussions and assignments and incorporated the following ideas from Myers-Wylie, Mangieri & Hardy: a “what you need to know” document that includes policies about late work, formatting, source citations, grading and feedback, and the dangers of plagiarism; a separate “assignments at a glance” calendar that details due dates and submission instructions; a “frequently asked questions” thread in the discussion forum; detailed scoring rubrics for each assignment, and example assignments. As is typical in the online environment, my course was equipped with areas for announcements and discussions and a grade book with a place to post comments for individual students. I used all these formats to communicate with students about course requirements and provide detailed feedback.

From the beginning, some students submitted their assignments without reading any of my sage advice. About a third missed the deadline for the first assignment. Several assignments were missing key components, and some exhibited major formatting flaws. There was a flurry of questions in the discussion forum about the due date and format—answers to which could be found in the numerous documents I had posted. Student frustration mounted when I referred them to existing documents. Indeed, the instant gratification associated with the Internet has “trained students to expect help when they require it—on their schedule” (Creasman, 2012).

I provided feedback by electronically editing each assignment and returning the marked-up documents. I was discouraged when I noticed that students continued to make the same errors on subsequent assignments—proof that they had not incorporated my previous feedback. Had they even seen it? It occurred to me that I would need to find more innovative ways to communicate my expectations.

I have been able to raise expectations and improve the quality of work in my course by implementing the following practices.

Set a tone of “no excuses.” According to McKeachie (1994), when students know what to expect, they can be more productive. In addition to introducing themselves at the start of the course, I ask students to answer the following questions: (1) How will you make time for this course? and (2) What is your “plan b” for computer and/or Internet issues? When students answer these questions they are forced to think about potential issues and solutions before the class begins. Reading about how other students tackle these problems is also helpful.

Introduce another voice. Students listen to other students. During the first week of class, I post an announcement that summarizes advice collected from previous students from the preceding class. As a rule, this advice encourages students to keep up with the readings, follow instructions, work hard, and meet deadlines. Seasoned students will also advise new students to pay attention to the examples and rubrics. This advice is especially helpful to students who are fearful or easily discouraged (McKeachie, 1994). Students will have the opportunity to provide their own advice at the end of the course.

Force engagement with the information. Online students are pragmatic. They need a reason to seek information, especially information that might not directly relate to an assignment that carries a grade. I created an online scavenger hunt quiz based on the course logistics information and awarded extra credit points based on the quiz score. The quiz consists of 12 multiple-choice questions covering the topics of late work, due dates, grading, feedback, plagiarism, formatting, and the course textbook. Students are permitted to take the quiz as many times as they wish during the first week of class. Because my course is asynchronous, most students take advantage of the extra-credit opportunity and therefore become engaged and familiar with the information within the first week when it is convenient for them. Although the extra-credit points are minimal (six points out of 1,000 course points), most students like starting the course with a few extra points in the grade book.

Force engagement with feedback. Research supports corrective feedback as one of the most powerful ways of enhancing student achievement (Angelo & Cross, 1993; Marzano, Pickering & Pollock, 2001; McKeachie, 1994). But it is not the giving of feedback that helps students learn, but the acting on feedback (Chappuis, 2012). I provide feedback to students by electronically editing their individual documents and placing them in a special feedback thread in the discussion forum. One of my biggest disappointments was providing detailed feedback to students and having them make the same mistakes on subsequent assignments. I was spending hours providing feedback, but many students were not learning from my feedback. In fact, I was not even sure that they had found my feedback. To ensure that students find and open their marked-up assignments, I now include a feedback code on the second major assignment. The code consists of the student’s initials and a few numbers (for example, MR456). Students reply to me with their feedback code for a few extra credit points on their next assignment. Most students take advantage of this extra credit opportunity, therefore assuring me that they know where to find their marked-up papers.

Force engagement with peers. Most online courses require weekly discussion postings with responses to classmates. Indeed, “the best online instruction allows for students’ learning to be forged more through interaction with each other and less through instructor lecture” (Creasman, 2012). To encourage participation and ensure that students don’t tune out after they have submitted their minimum number of required postings, I require students to review their classmates’ comments and submit a revised, polished version of their original post. The revised version is posted at the end of the week and is the version that is graded. In addition to commenting on content, I ask peers to provide advice on spelling, grammar, and conventions. I also comment on student forum postings throughout the week. According to Bullen (1998), instructors need to allow adequate time for follow-up discussion and comments. McKeachie (1994) agrees; more comments and more specific comments lead to greater learning. Because the feedback for the discussion forum refers to the draft post, it occurs during and not after the learning, and therefore often improves the quality of assignments that are submitted at the end of the week (Chappuis, 2012).

Provide student exemplars. My course is project-based, and although the course syllabus describes the expectations and provides criteria for the projects, seeing an example of a well-done project will help, direct, and inspire students in their own projects. Kerr (2009) agrees and feels that exemplars support student success and contribute to the development of the learning community. The first time I taught the course, I created my own exemplars. Now that I have taught the course several times, I share actual student examples (with names removed) as exemplar projects.

Provide opportunities for student-to-teacher feedback. Halfway through the course, I ask students to provide me with feedback about how I might improve the course. I ask three questions: What should I start doing? What should I stop doing? What should I continue doing? (Angelo & Cross, 1993). I allow about a week for students to respond, then summarize the results and share with students via the discussion forum. At the end of the course, I ask students the same three questions and one additional question: What advice do you have for future students in this course? The mid-course and end-of-course feedback has helped me shape the course and make subtle changes. As the result of student feedback, I have simplified my late work policy and created an area in the discussion forum for students to share project ideas. I share students’ advice for future students and believe it is one of the first steps in setting high expectations for the incoming class.

Taken together, implementing the practices described above has helped to improve the quality of the work submitted by students in my classes by setting high expectations from the first day of class and maintaining high expectations throughout the course. By raising the tide, I have lifted all boats!

References:
Angelo, T.A., & Cross, K.P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco, CA: Jossey-Bass.

Chappuis, J. (2012). “How am I doing?” Educational Leadership, 70(1), 36–41.

Creasman, P. (2012). Considerations in online course design. IDEA Paper No. 52. Manhattan: Kansas State University, Center for Faculty Evaluation and Development.

Duncan, H. (2005). On-line education for practicing professionals: A case study. Canadian Journal of Education, 28(4), 874–896.

Kerr, C. (2009). Asynchronous online learning communities. Ontario Action Researcher, 10(2), 1–20.

Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

McKeachie, W.J. (1994). Teaching tips: Strategies, research, and theory for college and university teachers. Lexington, MA: D. C. Heath and Company.

Myers-Wylie, D., Mangieri, J., & Hardy, D. (2009). The in’s and out’s of online instruction: Transitioning from brick and mortar to online teaching. Denver, CO: Outskirts Press, Inc.

Marie A. Revak is a faculty member at Jones International University. Previously, she taught at the United States Air Force Academy where she was twice given the Math Department Instructor of the Year award.

Reprinted from Online Classroom, 13.5 (2013): 1-2. ? Magna Publications. All Rights Reserved.

Photo by MorgueFile user HotBlack.

Tags: grading and feedback, online course design, online course management, online student success, online teaching tips, tips for online instructors

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Globalization in business and the expanding multicultural population of the United States have made Spanish translators highly in demand. Students can find online training options in this field at the undergraduate and graduate levels, so read on to see distance learning programs and courses.

Distance learning training programs in Spanish translation are designed to help students not only build strong interpreting skills but also become knowledgeable about diversity issues and cultural competence. A number of four-year universities and colleges offer certificate, bachelor's degrees and master's degrees in translation studies or Spanish that could providing the training students are looking for. After graduating, students may be able to pursue employment in the medical, educational, judicial and literary fields.

Students taking online classes in Spanish translation typically interact with classmates and instructors through a school's course management system. They can download lectures, assignments and learning aids at a time that fits their schedules. Message boards and chat rooms may be used to facilitate class discussions. One thing to keep in mind is that online Spanish classes may require live Web meetings so that distance learners can practice speaking the language. In these cases, microphones, Web cameras and earphones may be required.

Upon completion of online certificate programs - available as both credit and non-credit programs - students should be able to translate medical, legal, literary or business documents. Since the process involves altering written material from one language into another with complete accuracy, it is imperative for prospective translators to demonstrate exemplary writing and editing abilities.

Distance learning certificates are available to translators wanting to expand their current skills or to candidates seeking a preliminary education, which may require an entrance examination and successful completion of an introductory language course prior to admission. Students can choose language combinations - such as Spanish to English or English to Spanish - where several language and writing classes may be offered. Additional courses may consist of the following:

Composition Computer-based translation Editing Translation procedures Terminology

Four-year online bachelor's degree programs in Spanish generally prepare students for careers in translation. Some programs allow students in this major to test out of specific language courses, since they may already be fluent. Because of this, some programs allow students to tailor their coursework significantly.

Online programs in Spanish cover the culture, history and politics of all the people who are united by a single language, so only some of the training will cover translation directly. Courses that prepare graduates to translate idiomatic phrases and references to specific historical events include the following:

South American literature Latin American traditions Intercultural thinking Modern history Global economics

Online Spanish translation certificate programs at the graduate level are open to students who already have bachelor's degrees. Applicants may need to attend an interview, successfully complete an essay written in Spanish and translate a document from English to Spanish and vice-versa. A minimum grade point average (GPA) might be required for enrollment, but applicants with a lower GPA can be admitted, with faculty approval.

Although students take translation and language classes, they may also take various courses, such as interpreting and research, which can include Spanish to English and English to Spanish workshops. Translation students may elect or be required to learn about the following areas:

Medical terminology Legal text translation Business translation Translation theories Translation technology

There are some online graduate courses in Spanish that may be offered as a specialty option within a larger part of a master's degree program. Available to those with bachelor's degrees, these 18- to 24-month programs allow students studying Spanish translation to examine cultural and global issues as an integral part of understanding cultural differences. Programs may be offered as Master of Arts, Master of Science or even Master of Library Science degree programs in Spanish or translation studies.

Although some of the classes are unique within each school's curriculum, the general coursework required for students to earn a master's degree in Spanish translation could include the following:

Cross-cultural communication Translation project management Translation of scientific texts Court interpreting Contrastive stylisticsShow me popular schools

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By: Jennifer Patterson Lorenzetti in Online Education

“Online teaching can be a bit of a juggling act,” says Oliver Dreon, PhD, associate professor in the School of Education at Millersville University of Pennsylvania.

Instructors must be able to handle student concerns, subject material, and delivery modality to create an interesting, engaging course.

In Six Practical Strategies to Improve Your Online Course, Dreon offers proven ideas for taking your online course to the next level and avoiding common student complaints about issues that impede true learning. This seminar explores:

One common student complaint about online courses is a lack of interaction. Students get bogged down in uninspired reading and PowerPoint slides with little or no contact with the professor or fellow students. Dreon suggests providing multiple modes of interaction and making yourself available to students to encourage and facilitate communication in the course.

When students share their complaints about their least favorite online classes, one involves incomplete expectations, such as losing points for arriving at the correct answer to a problem but using a nonstandard method for getting there. Dreon discusses ways to give more complete explanations to students so they are clear on how points will be awarded.

Students protest when classes are a never-ending series of clicking and responding after reading or viewing videos. Overusing the same approach can be boring for students and impede true engagement with the content. Dreon recommends several potential strategies for keeping students engaged during assessments, including giving students choices among several assessment types when appropriate.

Dreon discusses a total of six strategies in depth, giving examples and a sampling of student concerns to bring the challenges of the online classroom to life. Learn more about Six Practical Strategies to Improve Your Online Course. Now available on-demand.

Tags: best practices in online teaching, engaging online students, tips for online instructors

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Research online graduate certificates and master's degree programs in book publishing. This article provides a detailed overview of each type and helps you decide which program is a better fit for your goals. Get information about online courses, program and technical requirements, career prospects and salary to make an informed decision about your education.

Online book publishing programs are normally only available at the graduate degree level. Graduate certificates and master's degree programs are the two most common types. Both program types typically include courses in publishing and book design as well as marketing and communications. Some programs, particularly master's degrees, require an internship.

Before selecting a program, keep in mind that hands-on job experience is often more helpful than an academic credential for getting a job in the publishing industry. While researching programs, find out if programs have a good track record for pairing students with publishing jobs and strong connections with publishers and editors.

In addition to full programs, many schools offer stand-alone publishing courses through their continuing education schools.

If you can't find the right book publishing program for you, consider alternates that cover many of the same concepts. Some related programs include:

MFA in Creative Writing Master's in Communication Master's in Children's Literature

Students enrolled in an online graduate certificate program in publishing are introduced to the world of publishing and the techniques used in presenting literary works to consumers. While on-campus book publishing programs are widely available, the limited online programs tend to focus more on general publishing, but some do offer a specialization in the book production and sale process. Because of advancements in technology, digital e-publishing is also prevalent in many online programs.

Applicants of the online graduate certificate program are often required to hold a bachelor's degree. Coursework a student will encounter might overlap with classes found in marketing, advertising and graphic design programs.

The online graduate certificate in publishing could take a year or more to complete and often consists of four or five courses. Using a computer with Internet access, students log onto an online portal to receive assignments, take exams, participate in discussion boards and communicate with instructors and other students. These certificate programs can be earned completely online and no in-person attendance is required.

General education requirements are usually satisfied in an undergraduate degree program, so coursework consists of publishing related topics. Book publishing classes offer instruction in the design, marketing and distribution of books. Digital publishing courses may include the fundamentals of graphic design. Courses taken in the certificate program can often be applied towards related master's program requirements.

Students study the process of acquiring literary content and creating a finished product to sell to the public. Financial and legal issues involving property rights and funding are also explored.

The various tools used in designing a book are introduced. Students learn how to select appropriate design elements such as font, color and visually appealing layouts.

Students are taught how to determine what readers are looking for and what methods of distribution are most effective. Online methods of marketing - such as blogs and social media - are discussed.

After gaining some knowledge of book publishing in an online certificate program, a graduate could work as an advertising sales agents and promote book sales. According to the U.S. Bureau of Labor Statistics (BLS), the employment of these sales agents is predicted to grow by seven percent from 2008 and 2018 (www.bls.gov). In May 2011, the BLS determined that advertising sales agents earned an average annual wage of $55,430.

Online master's degree programs in publishing provide students with historical and procedural knowledge of the publishing world and provide the skills necessary for graduates to possibly qualify for editorial and marketing careers at large publication houses. Many online graduate degree programs in general publishing are available, but very few focus exclusively on book publishing. Applicants are required to complete a bachelor's degree program before gaining admittance, but the field of undergraduate study is usually not specified.

Depending on how many courses are taken each term, the master's degree in publishing can be completed in 2-3 years. Many degrees can be earned completely online, but some programs offer a combination of online instruction and interactive opportunities on-campus. A few programs also offer internship experiences that will require in-person work. Students complete assignments and tests, view lectures and participate in discussions through an online portal. An Internet connection is required, and students may need to purchase design software, depending on what coursework is offered.

Students are exposed to the publishing process of obtaining materials and the procedures involved with licensing and assigning tasks to the editorial team. The ways to produce a quality product are emphasized.

The structure of a publishing organization is examined in this course. Students learn effective methods of directing business activities and how to provide leadership through the different stages of production.

Students will analyze the relationship between editors and writers and the marketing department. Campaign creation and branding practices are among additional topics covered.

A graduate of an online master's degree program might also qualify for a job as an editor in the book publishing industry. The BLS has projected that there will be no increase in the employment rate of editors during the 2008-2018 decade. Based on May 2011 numbers from the BLS, editors earned an average of $60,490 per year.

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