The 2012 Olympic and Paralympic Games in London were billed as the “Legacy Games”. The euphoria in the lead up was palpable. London was poised to host a global event that, through the power of sport, promised to have a major impact on health, education and culture, as well as boosting the economy through ambitious infrastructure projects.
Physical education (PE) in primary schools in England was to be a significant benefactor, with the aim to inspire the youngest school-aged children. Renewed investment in PE would be crucial when it came to delivering much of the Games’ legacy. The prime minister at the time, David Cameron, pledged a commitment to school sport in a speech delivered just before the Games started. He said: “The Olympic spirit of taking part can make a real difference to young people,” adding:
Sustaining the momentum of the Games means opening people’s eyes to the possibility of sport. Getting young people to follow their heroes and to take part and to get schools to take part as well …
But as the tenth anniversary of the London Olympics approaches, our research – undertaken over the past six years – tells a very different story. Despite a direct investment of more than £2.2 billion into primary PE since 2012 – making it the highest-funded subject at primary age – most PE lessons in the primary sector are outsourced to sports coaches and instructors who often possess “limited qualifications [and] a minimal knowledge of the pupil recipients”, according to a high-profile cross-party group of MPs and experts called in to investigate the funding.
We have identified a clear failure of this Olympic investment – known as the Primary PE and School Sport Premium (or “Premium”) – to deliver on one of its stated aims of increasing the “confidence, knowledge and skills of all [primary] staff in teaching PE and sport”. We found there is little evidence of any legacy of improved PE teaching within England’s primary school sector. Final-year primary education trainees who took part in our latest research told us it was difficult for them to even observe a primary PE lesson as part of their teacher-training. For most, teaching a PE lesson was not an option.
The London Olympics windfall has instead seen staff teachers sidelined in favour of an army of outsourced providers, looking for business in a well-funded marketplace for the best part of a decade. Many schools say they are happy to pay for this extra expertise, and are happy with the work the private sports coaches do. But there has been a striking lack of auditing of how this taxpayers’ money has been spent.
Our research highlights 61 different permutations of who has been teaching PE to children in English primary schools, ranging from accredited sports coaches to parent helpers and teaching assistants.
With the government still in discussions about the future of the Premium beyond the current academic year, and amid growing budgetary pressures, the failure to build primary PE teachers’ skills could lead to a rapid erosion of provision should the funding be cut.
This has in-part been allowed to happen by the extraordinary lack of accountability over the use of this money. Earlier this year, Ofsted concluded that “it is still unclear what precise and sustained positive effect it [the Premium] is having on teachers’ expertise and pupils’ outcomes in PE”.
So what has happened to the £2.2 billion of taxpayers’ money, and what is the real legacy of London 2012 on the teaching profession? We turned to primary schools and recently qualified teachers to find the answers. Perhaps surprisingly in the wake of London 2012, no such extra funding was invested into secondary schools, so the promise of change through PE was left almost entirely to the primary sector.
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Since 2015, we have analysed more than 1,800 school websites and documents detailing primary PE investment. We have also surveyed 1,200 trainee teachers – the largest study of its kind to investigate trainee teachers in primary PE – and conducted a further survey of 625 trainee teachers.
The aim was to understand and scope their experience of teaching PE. Our culminated findings have huge implications for the future of primary PE teaching.
Primary PE and the school sport ‘Premium’
The post-2012 era triggered a flurry of political interest and financial investment into primary PE. A government document at the time – Inspired by 2012: The legacy from the London 2012 Olympic and Paralympic Games – heralded:
Sport should be a central and important part of any school. Great schools have long known that sporting excellence and participation, alongside strong cultural opportunities, go hand in hand with high academic standards. To support this aim, physical education will remain a compulsory part of the curriculum at all four key stages of education, with a greater emphasis on competitive sport.
The upshot of this publication was the announcement that an initial ring-fenced investment of £150 million per year would be made to primary PE. It would be payable directly to all maintained primary schools in England. The Premium was later doubled in 2017 to £320 million per year – made possible by a tax on sugary drinks.
With investment accrued from three government departments – the Department for Education (DfE), the Department of Health, and the Department of Digital Culture, Media and Sport – the Premium was meant to have a major impact on young people’s education, health and sport participation.
But crucially it was also supposed to improve the confidence and competence of primary teachers to teach PE. This was made explicit through the Premium’s five key indicators as outlined by the DfE – and most obviously the third:
- engagement of all pupils in regular physical activity
- the profile of PE and sport is raised across the school as a tool for whole-school improvement
- increased confidence, knowledge and skills of all staff in teaching PE and sport
- broader experience of a range of sports and physical activities offered to all pupils
- increased participation in competitive sport.
More investment than maths
Initial government guidance about how schools could spend this extra money was flexible. Head teachers were given autonomy to determine how to achieve the goal of improving the quality of PE and sports provision in their schools.
To this day, primary PE remains the highest funded subject in the school curriculum – when you take into account additional funding. As a contemporary comparison, mathematics – a core area of the curriculum, typically taught to children on a daily basis and part of a national standardised annual testing programme – has received a total extra investment of £52 million over nine years, on top of what schools get in the annual budgets. (This includes £11 million of additional government funding since 2013, across primary and secondary schools, to support a “mathematics mastery” agenda.) This extra funding is dwarfed compared to the £2.2 billion provided to primary schools for PE over ten years through the Premium.
And the investment into primary PE continues to rise year on year, with few questions being asked about what impact it is having. But based on our evidence, it would seem that the funding is without infrastructure and accountability, and has created cracks in the foundation of primary PE teaching that might now be irreversible.
In the absence of any transparent and independent review of the Premium, university teacher-training providers in England commissioned the All-Party Parliamentary Group on a Fit and Healthy Childhood to look at the issues around it. The 2019 report highlighted a number of mounting concerns stemming from the funding – the most prominent being how the Premium was left to plug the gaps in school budgets by outsourcing PE to private specialists who were “not qualified” to teach PE. The parliamentary report concluded:
The Premium has seemingly had the unfortunate and unforeseen consequence of virtually ‘ceding’ the subject in its entirety to non-qualified individuals; specifically, sports coaches/instructors with limited qualifications, a minimal knowledge of the pupil recipients and imperfect understanding of key pedagogical matters such as inclusion, progression and assessment.
Ofsted, Her Majesty’s Inspectorate for Schools, has written two critical reports on the effectiveness of the Premium. Its March 2022 report questioned the overall “positive effect” on teachers and pupils alike when it came to PE, while its 2018 report noted that some schools were not following guidance on how the Premium should be spent. Despite these reports, Ofsted is not responsible for auditing the Premium or tracking its spending, compounding the overall lack of accountability around it.
It is important to underline that we do not believe the Premium has been a total failure. Some of the key indicators have been met and many private sports coaches are doing a great job when it comes to teaching primary PE. Indeed, all of the schools we sampled in 2018 were clear that the funding had had a significant impact on how they deliver PE.
Nevertheless, there is a total lack of recorded figures or evidence related to Premium spending – and that is a concern. Investigations attached to our 2018 research revealed that there were significant challenges with accountability, quality assurance and sustainability. And the testimony from head teachers overwhelmingly revealed there was little or no concern for long- or even medium-term strategy in PE delivery.
Removal without renewal
Perhaps an even bigger problem is that this funding was supposed to be sustainable and of long-term benefit to primary education. The word “sustainability” was attached to the Premium from the start. In short, what schools invest in now should have a long-lasting impact in the future. Within the field of conservation, sustainability is often associated with renewal or regrowth; what is lost is then replaced.
But in the context of primary PE, outsourced providers have now replaced swathes of teachers for the best part of a decade. And this has led to the deskilling of a profession which was already lacking confidence and competence to teach PE in primary schools.
Guidance from the DfE states that if Premium funding is used to buy in external expertise, it should be done so to upskill teachers, not to replace them. But according to the trainee teachers we spoke with, this upskilling was only happening in 4.5% of the lessons they observed (where a qualified teacher worked alongside an external sports coach to glean valuable PE knowledge).
There have been warning signs for years. Our earlier research findings revealed that the use of external sports coaches, who do not hold primary teaching qualifications, has been growing for the best part of two decades, raising questions about how such an approach could be sustainable without continued levels of investment.
Another 2018 study we conducted investigated more detailed experiences of seven schools in one local authority. Through semi-structured interviews with head teachers, the study aimed to find out how the Premium had been spent and what impact it had had. The sample of schools demonstrated there were no robust or transparent mechanisms for recording the impact of the funding. This is despite the government stipulating this as a requirement of the Premium, with guidelines published by both the Association for Physical Education and the Youth Sport Trust, linked to the DfE guidance.
What if the funding was pulled?
So what would happen if the funding was removed? One obvious solution would be for primary schools to return to delivering PE via their existing teaching workforce and stop the expensive outsourcing programme. But two decades of government policies have quietly eroded the PE expertise that once could be found in every school. Restoring this would undoubtedly require an increase in school staffing budgets.
When the Department for Education (DfE) published its Qualifying to Teach document in 2002, it specified that trainee teachers were no longer required to hold a subject specialism beyond their basic general primary training (for example, in PE, Science, Art or History).
Consequently, many universities moved from offering three- and four-year undergraduate teaching courses, to one-year postgraduate courses. One likely suggestion for this was to speed up the time it took for teachers to become qualified and reduce the cost of doing so (a standard single honours degree has less than half the hours of a teacher-training degree. So over a three/four-year period the resources required to deliver a teacher-training degree are considerably more expensive). If placements can be done in school too that’s even better as it’s someone else’s staff, time and facility.
With less specialist subject teaching required in schools, this also meant fewer staff were needed and subjects, such as PE, began to be delivered with minimum provision and limited content.
The leaching of specialist expertise from primary PE had begun. We are now two decades on from the DfE’s revised professional standards detailed in Qualifying to Teach and two decades on from outsourced PE “specialists” routinely entering primary schools. In short, most primary teachers under the age of 40 have entered the profession with limited and generalist teacher-training. They don’t always have a related degree and have little opportunity to teach PE.
The inevitable conclusion is that if schools chose to deliver PE via their existing workforce, and if the Premium funding were removed, the quality of provision would be patchy and inconsistent at best. While some schools may well have a PE graduate, others will have no one either interested or qualified to lead the subject.
Is the policy still fit for purpose?
As we await an announcement from government on whether the Premium will continue in 2022-23, it is timely to reflect on what tangible impact the funding has had on the physical education of young people so far.
Nobody in the primary sector wants to see this funding pulled. But the sheer volume of investment, over such a long period and with very little accountability, requires that serious questions are asked about its future.
At the very least, greater accountability and investment into a sustainable PE infrastructure and professional development is needed to ensure that qualified teachers are not permanently absent from the PE curriculum.
One such response has come from a recent Lords Committee report and Westminster debate advocating that PE be made a core subject, alongside English, mathematics and science – a view shared by many within the profession.
It is true that many young people, and teachers, will have benefited from the Premium and its outsourcing legacy through increased opportunities and access to physical activity. But those benefits are not known beyond the point of delivery and are dependent on continued investment in a complex infrastructure of external personnel.
This is not to disparage the role that such a diverse and outsourced workforce has brought to PE and school sport over the last decade, but it does suggest that clarity is needed about what its role is, or could be.
External providers are exactly that: external. They should complement teachers’ expertise, not replace it. In the wake of the pandemic, the health and wellbeing of children is more important than ever. But the value of a subject cannot be based on money alone.
The subject is at a crossroads: it can either continue with high levels of investment to sustain a complex outsourcing workforce or it can commit to a change in policy that focuses on initial teacher-training and continued professional development that starts to build a teaching profession that is confident and knowledgeable in delivering primary PE.
This government has nailed its colours to the mast with its so-called levelling up agenda, which includes action on healthcare, wellbeing and standards of primary educational attainment. If it is serious about delivering these, it cannot ignore how we provide PE at primary level.
Whatever the right direction, if we are not to squander the legacy of London 2012, we should ensure that the physical education of young people is fully integrated into the school curriculum with funding that is both sustainable and accountable.
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The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.army pandemic testing china
War, peace and security: The pandemic’s impact on women and girls in Nepal and Sri Lanka
The impacts of COVID-19 must be incorporated into women, peace and security planning in order to improve the lives of women and girls in postwar countries…
Attention to the pandemic’s impacts on women has largely focused on the Global North, ignoring countries like Nepal and Sri Lanka, which continue to deal with prolonged effects of war. While the Nepalese Civil War concluded in 2006 and the Sri Lankan Civil War concluded in 2009, internal conflicts continue.
As scholars of gender and war, our work focuses on the United Nations Security Council Resolution 1325 on women, peace and security. And our recently published paper examines COVID-19’s impacts on women and girls in Nepal and Sri Lanka, looking at policy responses and their repercussions on the women, peace and security agenda.
This pattern is even more pronounced in war-affected countries where the compounding factors of war and the pandemic leave women generally more vulnerable. These nations exist at the margins of the international system and suffer from what the World Bank terms “fragility, conflict and violence.”
Women, labour and gender-based violence
Gendered labour precarity is not new to Nepal or Sri Lanka and the pandemic has only eroded women’s already poor economic prospects.
Prior to COVID-19, Tharshani (pseudonym), a Sri Lankan mother of three and head of her household, was able to make ends meet. But when the pandemic hit, lockdowns prevented Tharshani from selling the chickens she raises for market. She was forced to take loans from her neighbours and her family had to skip meals.
Some 1.7 million women in Sri Lanka work in the informal sector, where no state employment protections exist and not working means no wages. COVID-19 is exacerbating women’s struggles with poverty and forcing them to take on debilitating debts.
Although Sri Lankan men also face increased labour precarity, due to gender discrimination and sexism in the job market, women are forced into the informal sector — the jobs hardest hit by the pandemic.
The pandemic has also led to women and girls facing increased gender-based violence.
In Nepal, between March 2020 and June 2021, there was an increase in cases of gender-based violence. Over 1,750 incidents were reported in the media, of which rape and sexual assault represented 82 per cent. Pandemic lockdowns also led to new vulnerabilities for women who sought out quarantine shelters — in Lamkichuha, Nepal, a woman was allegedly gang-raped at a quarantine facility.
Gender-based violence is more prevalent among women and girls of low caste in Nepal and the pandemic has made it worse. The Samata Foundation reported 90 cases of gender-based violence faced by women and girls of low caste within the first six months of the pandemic.
While COVID-19 recovery efforts are generally focused on preparing for future pandemics and economic recovery, the women, peace and security agenda can also address the needs of some of those most marginalized when it comes to COVID-19 recovery.
The women, peace and security agenda promotes women’s participation in peace and security matters with a focus on helping women facing violent conflict. By incorporating women’s perspectives, issues and concerns in the context of COVID-19 recovery, policies and activities can help address issues that disproportionately impact most women in war-affected countries.
Policies could include efforts to create living-wage jobs for women that come with state benefits, emergency funding for women heads of household (so they can avoid taking out predatory loans) and increasing the number of resources (like shelters and legal services) for women experiencing domestic gender-based violence.
The impacts of COVID-19 must be incorporated into women, peace and security planning in order to achieve the agenda’s aims of improving the lives of women and girls in postwar countries like Nepal and Sri Lanka.
Luna KC is a Postdoctoral Researcher at the Research Network-Women Peace Security, McGill University. This project is funded by the Government of Canada Mobilizing Insights in Defence and Security (MINDS) program.
Crystal Whetstone does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.economic recovery pandemic coronavirus covid-19 vaccine quarantine recovery canada
CDC Announces Overhaul After Botching Pandemic
CDC Announces Overhaul After Botching Pandemic
After more than two years of missteps and backpedaling over Covid-19 guidance that had a profound…
After more than two years of missteps and backpedaling over Covid-19 guidance that had a profound effect on Americans' lives, the Centers for Disease Control (CDC) announced on Wednesday that the agency would undergo a complete overhaul - and will revamp everything from its operations to its culture after failing to meet expectations during the pandemic, Bloomberg reports.
Director Rochelle Walensky began telling CDC’s staff Wednesday that the changes are aimed at replacing the agency’s insular, academic culture with one that’s quicker to respond to emergencies. That will mean more rapidly turning research into health recommendations, working better with other parts of government and improving how the CDC communicates with the public. -Bloomberg
"For 75 years, CDC and public health have been preparing for Covid-19, and in our big moment, our performance did not reliably meet expectations," said Director Rochelle Walensky. "I want us all to do better and it starts with CDC leading the way. My goal is a new, public health action-oriented culture at CDC that emphasizes accountability, collaboration, communication and timeliness."
As Bloomberg further notes, The agency has been faulted for an inadequate testing and surveillance program, for not collecting important data on how the virus was spreading and how vaccines were performing, for being too under the influence of the White House during the Trump administration and for repeated challenges communicating to a politically divided and sometimes skeptical public."
A few examples:
- CDC Spreads Misinformation On Masking, Not Science
- CDC Admits No Record Of Naturally Immune Transmitting COVID-19
- CDC's Masking Flip-Flop
- CDC Admits It Gave False Information About COVID-19 Vaccine Surveillance
- CDC Admits It Can't Back Claim That Vaccines Don't Cause Variants
- Causing Coronavirus Confusion Again
Walensky made the announcement in a Wednesday morning video message to CDC staff, where she said that the US has 'significant work to do' in order to improve the country's public health defenses.
"Prior to this pandemic, our infrastructure within the agency and around the country was too frail to tackle what we confronted with Covid-19," she said. "To be frank, we are responsible for some pretty dramatic, pretty public mistakes — from testing, to data, to communications."
Expired: Trust the science— zerohedge (@zerohedge) August 17, 2022
Wired: Trust the restructuring https://t.co/JL4G0JQOel
The CDC overhaul comes on the heels of the agency admitting that "unvaccinated people now have the same guidance as vaccinated people" - and that those exposed to COVID-19 are no longer required to quarantine.
Why Is No One at Nike Working This Week?
And will the move gain broader acceptance among American employers?
And will the move gain broader acceptance among American employers?
It may sound like the start of the common rushing-to-the-office-on-a-Saturday nightmare but, more and more, collective time off is being embraced by employees as part of a push for a better work culture.
While professional social media platform LinkedIn (MSFT) - Get Microsoft Corporation Report and dating app Bumble (BMBL) - Get Bumble Inc. Report had already experimented with collective time off for workers, the corporate ripples truly began with Nike (NKE) - Get Nike Inc. Report.
In August 2021, the activewear giant announced that it was giving the 11,000-plus employees at its Oregon headquarters the week off to "power down" and "destress" from stress brought on by the covid-19 pandemic.
"In a year (or two) unlike any other, taking time for rest and recovery is key to performing well and staying sane," Matt Marrazzos, Nike's senior manager of global marketing science, wrote to employees at the time.
Nike Is On Vacation Right Now
The experiment was, not exactly unexpectedly, very well-received — a year later, the company instituted its second annual "Well-Being Week." Both the corporate headquarters in Beaverton, Ore., and three Air Manufacturing design labs with over 1,500 employees are closed for a collective paid vacation from Aug. 15 to 19.
"We knew it would be impactful, but I was blown away by the feedback from our teammates [...]," Nike's Chief Human Resources Officer Monique Matheson wrote in a LinkedIn post.
"Because everyone was away at the same time, teammates said they could unplug – really unplug, without worrying about what was happening back at the office or getting anxiety about the emails piling up."
Of course, the time off only applies to corporate employees. To keep the stores running and online orders fulfilled but not exacerbate the differences between blue and white collar workers, Nike gave its retail and distribution employees a week's worth of paid days off that they can use as they see fit.
Nike has tied the change to its commitment to prioritize mental health. In the last year, it launched everything from a "marathon of mental health" to a podcast that discusses how exercise can be used to manage anxiety and depression.
Rippling Through the Corporate World?
But as corporations are often criticized for turning mental health into positive PR without actually doing much for employees, the collective week off was perhaps the most significant thing the company did for workers' mental health.
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The practice of set office closures has long been common practice in many European countries. In France, not only corporate offices but even restaurants and retail stores empty out over the month of August for what is culturally considered sacred vacation time.
But as American work culture prioritizes individual choice and "keeping business going" above all else, the practice has been seen as radical by many corporate heads and particularly small businesses that may find it more difficult to have such a prolonged drop in business.
But in many ways, the conversations mirror some companies' resistance to remote work despite the fact that one-fourth of white-collar jobs in the U.S. are expected to be fully remote by 2023
"This is the kind of perk that makes employees want to stay," industry analyst Shep Hyken wrote in a comment for RetailWire. "And knowing they can’t completely shut the entire company down, I like the way they are compensating the distribution and retail store employees."depression pandemic covid-19 recovery european france
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