Education Inequality Raises Alarm in the UK
A new report published by the Education Policy Institute (EPI) in the United Kingdom has revealed that teachers working in disadvantaged areas are less experienced and face higher rates of absenteeism.
According to the report, teachers in secondary schools located in disadvantaged regions have, on average, three years less experience than their counterparts in more affluent areas. Furthermore, teacher turnover in these schools is between 5 and 8 per cent higher than in wealthier schools.
The report also highlighted a significant decline in the number of teachers in science, technology, engineering and mathematics (STEM) subjects who hold degrees in their respective fields. This trend is noted to have a direct impact on the quality of education received by disadvantaged pupils.
To address these challenges, the EPI recommends increasing incentives for teachers and accelerating professional development programmes. It also emphasises the importance of school leadership, noting that effective school leaders can reduce both staff turnover and absenteeism.
Finally, the report calls for more comprehensive research to accurately measure teacher quality. The EPI argues that such studies would help to better understand the impact teachers have on educational outcomes.
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