Who are we? Baseline data on the MaCE team, 2018/19 N=27/40 - - PowerPoint PPT Presentation

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Who are we? Baseline data on the MaCE team, 2018/19 N=27/40 - - PowerPoint PPT Presentation

Sep 03, 2022 219 likes •874 views

Who are we? Baseline data on the MaCE team, 2018/19 N=27/40 About us Country of Origin Respondents Roles Higher Education Experience Age started secondary education 9 7 5 2 0 Eleven Twelve Thirteen Fourteen Fifteen Sixteen

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Who are we? 
 Baseline data on the MaCE team, 2018/19

N=27/40

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About us

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Country of Origin

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Respondents Roles

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Higher Education Experience

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Age started secondary education

2 5 7 9 Eleven Twelve Thirteen Fourteen Fifteen Sixteen Seventeen Eighteen

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Age finished / left secondary education

2 4 6 8 Fifteen Sixteen Seventeen Eighteen Nineteen Twenty Twenty-one Twenty-two

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Quality of Secondary Education

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Factors that affect the quality of secondary education

1 3 4 5 Standards Resources Feedback Disciplined Teacher qualifications Teacher absence Motivation Positive Negative

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Rating for Curriculum

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Factors that affect the quality of curriculum

1 2 2 3 Flexibility Choice Inspiring Relevance Pedagogy Challenge Expectations Holistic Positive Negative

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Quality of Teaching

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Factors that affect the quality of teaching

2 3 5 6 Challenge Support Relationships Value students Enthusiasm Discipline Bully / intimiate Knowledge Pedagogy Differentiation Tired Positive Negative

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Quality of Relationships with Teachers

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Factors that affect relationships with teachers

1 2 3 4 Valued students Nurture Disciplinary Nurtured Teachers like me Did not know me Positive Negative

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Factors that Support Learning in Secondary Education

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Other Factors

  • Individual perseverance
  • Individual determination
  • Labelling students within school
  • Wider family / peer support
  • The socio-cultural context of education
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Factors that Obstruct Learning

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Respondents with Breaks in Schooling

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Reasons for Breaks in Secondary Education

  • Curriculum irrelevant
  • Choices limited
  • School moves
  • Country moves
  • Other employment
  • Gaps of many months
  • One gap – many gaps throughout schooling.
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Impact of Breaks in Secondary Education

  • Lack of qualifications
  • Low self-confidence
  • Low motivation
  • Low expectations / aspirations
  • More likely to engage in risky behaviours
  • Insecure / imposter syndrome
  • Social exclusion.
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How Equitable was Secondary Education Overall?

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Higher Education Experience

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Years of Higher Education

2 4 5 7 1 2 3 4 5 6 7 8 9 10+

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Mode of Study

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Quality of Higher Education

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Overall quality of higher education

1 1 2 2 Teacher qualifications Support Safe Relevance Lonely Resources Communication Positive Negative

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Quality of Higher Education Curriculum

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Factors that affect the curriculum quality in HE

1 2 3 4 Contemporary Pedagogy Holistic Challenge Interest Relevance Interaction Variety Positive Negative

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Quality of Pedagogy in Higher Education

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Factors that affect teaching in HE

1 3 4 5 Pedagogy skill Interst / engage Liked me Digital Flexibility Feedback Support Positive Negative

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Quality of Relationships with HE Staff

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Factors that affect relationships with staff in HE

1 3 4 5 Involvement and interest Support Respect Approachability Digital Class size Academic / personal balance Time / access Positive Negative

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Factors that affect learning in HE

3 6 9 12 Motivation Safety Resources Theory / practice / work Environment Other demands Learning needs / disabilities Positive Negative

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Respondents with Breaks in HE Study

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Reasons and Impact for Breaks in HE Study

  • Employment
  • Change of direction
  • Other commitments
  • Travel
  • Family
  • All led to positive impact.
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Equity of HE Experience Overall

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Factors that affect equity in HE

1 1 2 2 Cost Ownership Responsibility Diverse student needs Resourcing Support from home

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Self-assessment

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Ability to read and understand background literature

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Understand the concepts used in the project

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Work with co-researchers

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Meet and talk to young people

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Ask the right questions when I am with young people

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Research ethically

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Code data

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Develop findings from the data

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Write up a paper

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Co-construct solutions

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Complete the assignment

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I can solve most problems if I invest the necessary effort

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Reasons for starting MaCE

2 4 6 8 Social justice Research Collaboration Impact Work with YP Knowledge gains Relevance Internationalism Challenge Interest in ESL Personal relevance

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Fears about the project

2 3 5 6 Scale Research Pressure Health Academic literacy Questionnaires English lanaguage Making impact Supporting studentsAble to understand

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Hopes for the project

2 4 6 8 Co-creation Fun Improve work with YP Give YP voice Confidence Supports my future