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Girls must choose career or motherhood, says top head

Leading headteacher tells schoolgirls they need to choose between career or motherhood. Head Vivienne Durham (C Teachers must tell ...

Monday, 28 March 2016

Teachers need to keep learning and growing

If you are new to teaching,then it is important to note that it is not a profession for the cynical or indifferent. Over the years ,the best teachers can be identified by their enthusiasm and interest in pedagogy. They are not characterised by their own high academic performance, but by a thirst for passing on the benefits of education.
They may be unorthodox, idiosyncratic, employing a variety of approaches to get children to want to learn and to question what they are being taught. They are typified by their passion, their non-negotiable standards, breadth of interests, high expectations, understanding of how children learn, empathy, an insistence on greater self-discipline and by their relationship with their pupils.
Interestingly, children know who the best teachers are, even if they try and avoid them in favour of the more popular variety who may make their lives easy. They often criticise them to their parents for being too demanding and only realise later the opportunity they have squandered.
These are the teachers who entered the profession in order to make a difference. And they do.

'The importance of Great teaching on children's success' by Peter Tait

We seem to be no closer to establishing what the most important factors are that make children succeed, apart from brilliant teachers.

As a society, we spend an inordinate amount of time, resources and money looking at how to improve the quality of education in our schools.

The questions we ask ourselves are always the same. How do we improve the quality of teaching and learning? (and its corollary, our examination results?) How do we make our children more motivated and competitive? And how do we get children to value and ‘own’ their education?
And yet, after all the talk of new methodologies and curricula; after new and different methods of teaching and models of assessment; after all the time and money spent on technology; after the personalisation of education and differentiated teaching; after learning styles and habits of mind; after mindfulness and Every Child Matters; after the debates about continuous and formative assessment; and after all the constant tinkering, bureaucratic and legislative, with their greater focus on data and compliance, we seem to be no closer to establishing what are the most important factors that make children succeed.
The only consistent factor we can identify is the role of the teacher, whose abilities and skillset, knowledge and enthusiasm are crucial in determining the success or otherwise, of the children they teach.
Teaching, after all, is about engagement, about getting children to listen and switch on. The best investment any government can make is to get the most effective, the most talented, the best teachers they can in front of the children.
By best, I don’t mean those who are the best qualified, but those teachers who know how to enthuse and connect with children regardless of their own levels of education. I mean those teachers who can properly engage with children and teach them by inspiring and challenging them.
Sometimes the pathway dictates that the process comes down to hard work rather than inspiration, but teaching is all about the relationship between teacher and pupil more than anything else.
Children will work harder for a teacher they respect, even if they demand more and insist on discipline and high standards. One can only speculate what would have been the impact if all the money spent on technology had gone instead into lowering the teacher-pupil ratio and improving the identification, selection and training of the most effective and passionate teachers. Where would we be now? In a somewhat better place, I would suggest.
I look back at outstanding teachers from my own teaching career and remember, in particular, one woman, whose ability with children was legendary. She was strict, uncompromising, but children wanted her approbation.
One particular year she took on a particularly difficult class of Year 4 children, two of whom had considerable physical and intellectual difficulties and could not even print their names and yet finished the year with impressive cursive writing – achieved through repetition, practice, discipline and unwavering high expectations.
She made such a difference to their young lives and all who were fortunate enough to have her as a teacher.
Good teachers don’t need the security of extra resources and technology that, evidence suggests, can detract rather than add to the learning process.
While they may use resources to embellish their lessons, they will not allow the resources to become the lesson. The best teachers are always wanting to do and find out more about their own craft, pushing out the boundaries of their learning and teaching, which is why many exceptional teaches re-work or even discard their teaching notes on a regular basis and look for new topics, and ways, to teach.
Peter Tait, former headmaster of Sherborne Preparatory School

The 10 hardest universities to get into


10. University of Warwick
Overall rank: 7 

This Coventry campus university squeezes into the top 10 with an average UCAS score requirement of 480. The maths department is particularly highly regarded – one professor has recently been awarded the world’s most prestigious maths award, the Fields Medal.
The Scottish capital’s university does not make the top ten in the overall league table, but maintains a high level of entry standards with an average entry requirement of 482. Its prestigious alumni helps it to remain a sought after place of study – graduates signed the United States’ Declaration of Independence, founded Ivy League universities and brought modern medicine to China.

University of Bristol is the most competitive West Country university for entry, with an average UCAS score required of 486. It founded Britain’s first drama department, which continues to produce a high calibre of actors and comedians – Matt Lucas, David Walliams, Simon Pegg and Charlotte Ritchie all cut their teeth at Bristol.

7. University College London
Undergraduate entry requirements to UCL range from A*AA-AAB at A level. It prides itself on being the first university in England to admit students of any race, class or religion. Its UCAS entry requirement is 500.

       
6. University of St. Andrews
The highest ranking Scottish university, St. Andrews, has an entry requirement of 516. The oldest university in Scotland, it claims to treat references which give evidence of clear potential as a very important factor when considering applicants – something which worked a charm for Prince William and Kate Middleton, who met while studying at St. Andrews.
                                                 
5. Durham University
  Durham operates a collegiate based system, whereby students apply to study in an academic department and join a college community. Its average UCAS score is 521.
                                         
4. London School of Economics (LSE) 
LSE specialises in anthropology, criminology, international relations and sociology. Entry requirements range from A*AA-AAB at A level, with an average UCAS score of 532. It also tops the list of most popular university in the UK for billionaires, according to Wealth-X and UBS Billionaire census 2014.

3. Imperial College London
  Imperial has the highest standards of all the London universities, with a UCAS requirement of 566. It specialises in practical application of science. Its research departments specialise in global health, climate change and sustainable sources of energy technology, and has one of the largest research incomes in the UK. Entry requirements range from A*A*A*- AAB at A level.

2. University of Oxford 

 Missing out on the top spot to its esteemed rival Cambridge, the oldest university in the English-speaking world still has exceptionally high standards of entry with an average UCAS entry score of 571. Applicants must get between A*A*A*-AAA at A level. Most students must sit a written test or submit written work, plus undergo a gruelling interview procedure by college tutors.
1. University of Cambridge

 The toughest university to get into with a score of 601, Cambridge requires A*A*A at A level for undergraduate science courses and A*AA for arts and psychological and behavioural science. This is not surprising for a university that has produced 90 Nobel Prize winners, more than any other institution. Applicants should also expect to undergo interviews and assessments.

                                         




Teachers could strike over academisation

Teachers  in the uk have threatened to strike following plans to turn every school into an academy, which could lead to disruptions before the end of the summer.

Teachers have threatened to strike following plans to turn every school into an academy, which could lead to disruptions before the end of the summer.
The National Union of Teachers (NUT) is set to debate a motion on joint industrial action and it is expected to call on the Government to halt its academisation agenda.
The teaching union will call for a "dispute" with Nicky Morgan, Education Secretary, to seek more funding and improve pays and conditions.
The motion will also urge members to seek coordinated action with other unions and to look to have a "one-day strike before the end of summer term".
The last time there was a national teachers' strike was July 2014, when around 3,000 schools across the country fully closed their doors over pay.

The world's top universities by subject

Where are the best places to study maths and English? League tables published today reveal that UK universities lead the way in eight subjects.
Harvard topped the tables in 12 different subjects

Universities in the UK are leading the way in maths, English, history and art, according to annual rankings.
Following analysis of subject strength at world institutions, major global league tables have revealed that UK universities provide the best courses in eight of the 42 subjects analysed.
Four universities feature in the top placed rankings, including the University of Oxford, which leads in four subjects, and the University of Cambridge, which leads three.
However, the rankings were dominated by US universities, with Harvard and the Massachusetts Institute of Technology (MIT) topping the tables in 24 subjects between them.
Wageningen, Netherlands
Published by Quacquarelli Symonds (QS), researchers garnered the opinions of 76,798 academics and 44,426 employers to inform the results, alongside the analysis of 28.5 million research papers.

Top world universities by subject

  1. Accounting and Finance: Harvard, US
  2. Agriculture and Forestry: Wageningen University, Netherlands
  3. Anthropology: Harvard, US
  4. Archaeology: University of Cambridge, UK
  5. Architecture/Built Environment: Massachusetts Institute of Technology (MIT), US
  6. Art and Design: Royal College of Art, UK
  7. Biological Sciences: Harvard, US
  8. Business and Management: Harvard, US
  9. Chemistry: MIT, US
  10. Communication and Media Studies: University of Southern California, US
  11. Computer Science: MIT, US
  12. Dentistry: University of Hong Kong, Hong Kong
  13. Development Studies: Harvard, US
  14. Earth and Marine Sciences: ETH Zurich, Switzerland
  15. Economics and Econometrics: MIT, US
  16. Education: UCL Institute of Education, UK
  17. Engineering – Chemical: MIT, US
  18. Engineering – Civil and Structural: MIT, US
  19. Engineering – Electrical & Electronic: MIT, US
  20. Engineering – Mechanical: MIT, US
  21. Engineering – Mining and Mineral: Colorado School of Mines, US
  22. English Language and Literature: University of Oxford, UK
  23. Environmental Sciences: University of California, Berkeley, US
  24. Geography: University of Oxford, UK
  25. History: Universities of Oxford & Cambridge, UK
  26. Law: Harvard, US
  27. Linguistics: MIT, US
  28. Materials Science: MIT, US
  29. Mathematics: University of Cambridge, UK
  30. Medicine: Harvard, US
  31. Modern Languages: University of Oxford, UK
  32. Nursing: University of Pennsylvania, US
  33. Performing Arts: Juilliard, US
  34. Pharmacy and Pharmacology: Harvard, US
  35. Philosophy: University of Pittsburgh, US
  36. Physics and Astronomy: MIT, US
  37. Politics and International Studies: Harvard, US
  38. Psychology: Harvard, US
  39. Social Policy and Administration: Harvard, US
  40. Sociology: Harvard, US
  41. Statistics and Operational Research: MIT, US
  42. Veterinary Science: University of California, Davis, US

Friday, 25 March 2016

US eases educational travel to Cuba, $1m for 100k Strong

President Barack Obama with Cuban President Raúl Castro in 2015. 
Students in the US are now permitted to visit Cuba to conduct “people-to-people educational travel”, under new rules announced before President Obama’s visit to Havana. Under the new rules, individuals can to take study trips to Cuba, provided they engage in “a full-time schedule of educational exchange activities intended to enhance contact with the Cuban people, support civil society in Cuba, or promote the Cuban people’s independence from Cuban authorities”.President Obama  also announced new Cuba-specific funding for the 100,000 Strong in the Americas initiative to support regional cooperation and study abroad opportunities.

Campus clashes, falling rand pushing SA students to look overseas

South Africa’s rand has plummeted in value since December, but students are more eager than ever to study at universities overseas as unrest disrupts campus life at institutions across the country.
Since October, student protests have been held on university campuses first against rising tuition fees, then about outsourcing staff and most recently about the use of Afrikaans as a language of instruction.
Last month four universities, North-West University, the University of Pretoria at Hatfield and Groenkloof, and the University of the Free State in Bloemfontein had to close their campuses after arson attacks during the clashes.Liza Manoussis, owner of Global Education agency, said she has seen greater interest from students as a result of the unease, especially those already studying in South African universities.
“My inbox is full of applicants who are on campus who’ve done one year or two years and want to move,” she commented. “Students are passing on lower GPAs, [which won’t be recognised at overseas universities], so parents are saying let’s just get them out from now and start again.”In January, the Department of Education estimated the total damage made during the protests at 13 university campuses from October to January was R145m ($9.4m). After clashes this month the costs to repair broken statues and burnt buildings will undoubtedly rise.

Appreciate Teachers By Understanding What They Do

Unlike many careers, teaching is well understood. Nearly everyone has attended school and has had experience interacting with teachers. In their minds, there is no question as to what teachers do because 15 (or however many) years ago, they were sitting in a classroom learning from a teacher. People also don't seem to look to teachers as a source of advice, and rarely is teaching seen as a rewarding career. This, to me, is an indication that, unlike many other careers (even non-prestigious ones), there is an assumption that teaching hasn't changed in the last 15-20 years, and that teachers don't hold enough expertise to be able to provide a huge financial reward.
The Reality is that teaching is not what it was 15 years ago. Teachers are expected to track student data, integrate technology, map their teaching to standards and be familiar with the diverse ways in which their students learn, while also doing daily things like taking attendance, getting students to lunch on time, tying shoes, resolving conflict, grading homework, and all the while making sure that all of their students learn. They also work with families and with the community, creating partnerships and navigating the difficult world of interpersonal relationships. Teachers tend to be highly educated (usually at their own expense), with their certification often dependent on continuous learning. The teaching career at this point in time is as demanding and professional as some of the most prestigious careers.

The next time you talk to a teacher, ask them why they got into teaching. Ask them about their favorite reading strategies, or a recent project their students worked on that they are really proud of. Ask them for advice for your own child's education. Ask them for their opinion on the Common Core Standards, IB programme, IPC, IGCSC, WAEC, NECO, National curriculum or for their favorite learning website or tool in the classroom. If they have some great suggestions, ask them a favor -- ask them to send those resources to you by email, or write them down on the spot.
For true, you will agree that best way to appreciate a teacher is to appreciate the hard work that they do and their high level of expertise by allowing them to share the positive and professional aspects of their career. Too often, we focus on the negativity that surrounds the profession in the news, and conversation turns to working conditions, class size, union issues or other outside forces that teachers have little control over.

Outstanding Uganda’s teacher unionist receives national honour medal

Former Education International’s Executive Board member Teopista Birungi Mayanja has been given by the president the Uganda’s medal of the Order of the Golden Jubilee in the education field.


On 8 March, International Women’s Day, Birungi Mayanja received from the hand of Uganda’s President H.E. Y.K Museveni the medal of the Order of the Golden Jubilee for her contribution to education nationally and globally, as a teacher, an advocate for education, founder of the very dynamic Uganda National Teachers’ Union, an education manager, a sport teacher, an athlete; and for her nomination to the International Commission on Financing Global Education, along with 20 other high-level people in September 2015.

Why Educators Need to Promote Themselves

Back when I was a classroom teacher, my principal -- to whom I rarely spoke -- came by one day to tell me that one of my math students had gotten the highest score in the school on a standardized math test. "Good for him," I said. "He deserves it!"
Another time, an outside observer was attending one of my classes. Afterwards, she told me the lesson was one of the best she had seen that year. "Well, this is a great group of kids," I replied.
Both of those responses were accurate, but incomplete. And they are typical of how many educators talk about their work and accomplishments. Why do we have trouble acknowledging our contributions to good outcomes? Most educators need to get better at talking about their work because most Policymakers often talk about educators, rather than with them. Why don't they acknowledge their expertise? Perhaps it's because of how educators talk -- or don't talk -- about their accomplishments.

We have a history of hundreds, if not thousands, of successes that make us memorable. You start by consciously examining your past and present life and by taking the time to dig out those golden nuggets -- the ones that have substance and weight -- from which to build meaningful and memorable stories and messages about you.
Below are suggested ways to promote yourself by some experts
Always be ready. Every day, remind yourself of the positive things you are accomplishing right now for your school and students so that you can share them at a moment's notice, whether it's sitting around the dinner table with relatives who can't figure out why you went into teaching or talking to a policymaker touring your school.
Don't let your numbers do all the talking. The current overemphasis on test scores for exams like WAEC, SAT, IGCSC might make you think that nothing else matters, but letting people know how you've overcome obstacles to help students get great results on standardized tests and (just as importantly) letting people know the success you've seen outside of standardized test scores will help both supervisors and the general public to see educators in a new light.
Learn how to accept compliments. People in general -- and educators in particular -- often respond to compliments in ways that minimize, deflect, or deny them. Accepting a compliment doesn't mean that you're conceited; rather, it means you have a healthy self-image and are a valuable person who deserves credit.
Overall, the key to successful self-promotion, or bragging, is conveying authenticity -- sharing your story about your work and accomplishments in a way that feels natural.

What do you think? Do educators need to brag more often about their accomplishments? Share your thoughts in the comments below.

Wednesday, 9 March 2016

'But you can't start a sentence with a conjunction,' primary pupil writes to children's author

Joanna Nadin, conjunctions, literacy, national curriculum, grammar

Joanna Nadin is a children’s author who has published more than 50 books. She writes speeches. She goes into schools and talks to children about writing.
But she has also committed, in the eyes of the national curriculum, an unforgivable sin: she has started a sentence with a conjunction.
In case she was unaware of her crime against all that is grammatically correct in the world, one of her primary-aged readers has written a letter to advise her of it.
“Dear Joanna,” the letter states. “In your book The Stepmonster you start a sentence with the word and. We have been taught not to start with a conjunction. Why have you done this on page 5?”
What do you think?

5 ways you can help a friend suffering from depression

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Depression is the leading cause of disability in the world. In the United States and some parts of Africa, close to 10 percent of adults struggle with depression. But because it’s a mental illness, it can be a lot harder to understand than, say, high cholesterol.
One major source of confusion is the difference between having depression and just feeling depressed. Almost everyone feels down from time-to-time, but Clinical Depression is different. It’s a medical disorder, and it won’t go away just because you want it to. It lingers for at least two consecutive weeks and significantly interferes with one’s ability to work, play or love. Chances are you know someone who suffers from depression. Here are some ways you can help.
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1. Help find help: If you know someone struggling with depression, encourage them – gently – to seek out help. You might even offer to help with specific tasks, like looking up therapists in the area or making a list of questions to ask a doctor. To someone with depression, these first steps can seem insurmountable.
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2. Be informed: If they feel guilty or ashamed, point out that depression is a medical condition just like asthma or diabetes. It’s not a weakness or a personality trait, and they shouldn’t expect themselves to “just get over it” any more than they could will themselves to get over a broken arm. The more you know about mental illness, the better able you are to understand what they are going through, and to support them.
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3. Don’t downplay it: If you haven’t experienced depression yourself, avoid comparing it to times you’ve felt down – comparing what they’re experiencing to normal, temporary feelings of sadness can make them feel guilty for struggling.
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4. Stamp out stigma: Even just talking about depression openly can help. For example, research shows that asking someone about suicidal thoughts actually reduces their suicide risk. Open conversations about mental illness help erode stigma, and make it easier for people to ask for help. And, the more patients seek treatment, the more scientists will learn about depression, and the better the treatments will get.
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5. Continue the conversation: Because depression’s symptoms are intangible, it’s hard to know who might look fine, but is actually struggling. Just because your friend may seem fine one day, don’t assume that they’ve ‘gotten better’. Remain supportive.

Monday, 7 March 2016

How to build the perfect workplace by Geoff Colvin

The secret to attracting and holding onto the world’s best talent isn’t about the perks—it’s about relationships.

The one thing absolutely everyone knows about working at Google is that you get free, gourmet-quality food all day long. Stuffed quail, lavender pecan cornbread, aloo gobi,fresh fruits and vegetables, Gruyère mac and cheese—just go get it. Many know also that Google provides free gyms, free massages, and generous parental leave, plus cash bonuses when a baby is born; dogs are welcome. Beautiful offices are about to be upgraded in a spectacular planned new headquarters in Mountain View, Calif., the New York Times reported in late February (though details on the campus were sketchy at presstime). So when people see that Google  GOOG -2.20%  is No. 1 on Fortune’s new ranking of America’s Best Companies to Work For—for the sixth time—they understandably figure the reason must be those incredible employee perks. But that isn’t why. Knockout perks aren’t the reason any company makes this list. The essence of a great workplace is just that: an essence, an indispensable quality that determines its character.
Understanding that quality—understanding it well enough to build a corporate organization around it—has long been a goal of great companies. And it’s getting rapidly more valuable too. That’s because as the economy changes, employers who don’t know the secret will be at a deepening disadvantage to those who do.
Which brings us back to those famous Google perks. The truth is, while the most sought-after talent doesn’t generally flock to a company because of certain benefits and giveaways (nice as they may be), the perks themselves can teach us about the company’s essence—why, that is, some employers are such super-powerful magnets for the world’s best employees year after year. Listen to what an ex-Googler told Quora.com about Google’s nonstop free buffet: It “helps me build relationships with my colleagues.”
Hold on—food helps build relationships? It does when it’s used right. Data-obsessed Google measures the length of the cafeteria lines to make sure people have to wait a while (optimally three to four minutes) and have time to talk. It makes people sit at long tables, where they’re likelier to be next to or across from someone they don’t know, and it puts those tables a little too close together so you might hit someone when you push your chair back and thus meet someone new—the Google bump, employees call it. And now we begin to see the real reason Google offers all that fantastic free fare: to make sure workers will come to the cafeterias, where they’ll start and strengthen personal relationships.
That is, the food is just a tool for reaching a goal, and the goal is strong, numerous, rewarding personal relationships. Success obviously requires more than free food, but we’re glimpsing the explanation of workplace greatness. That same Googler said, “The best perk of working at Google is working at Google,” and the No. 1 reason he gave was the people: “We are surrounded by smart, driven people who provide the best environment for learning I’ve ever experienced.” (For more on the company’s people strategy, see “Google’s 10 Things to Transform Your Team and Your Workplace” in this issue.)
Here’s the simple secret of every great place to work: It’s personal—not perkonal. It’s relationship-based, not transaction-based. Astoundingly, many employers still don’t get that, though it was the central insight of Robert Levering and Milton Moskowitz when they assembled the first 100 Best list in the early 1980s. (For their insights into this year’s ranking, see their introduction to the list.) “The key to creating a great workplace,” they said, “was not a prescriptive set of employee benefits, programs, and practices, but the building of high-quality relationships in the workplace.” Reaching far deeper into people than corporate benefits and cool offices ever can, those relationships are why some workers love their employers and hate to leave and why job applicants will crawl over broken glass to work at those places.In the past, of course, plenty of non-great places to work have managed to succeed without mastering this understanding. And many, no doubt, will continue to thrive. But all evidence suggests that this track is about to get much harder. Big, deep structural changes in the economy are likely to boost the advantages that great employers already enjoy in the marketplace and penalize even more the companies that fall behind.
It isn’t just because human capital is growing more valuable in every business. That trend has been going on for decades as ever fewer workers function as low-maintenance machines—turning a wrench in a factory, for example—and more become thinkers and creators. The remarkable thing is that while most trends eventually peter out, this one just keeps going. Intangible assets, mostly derived from human capital, have rocketed from 17% of the S&P 500’s market value in 1975 to 84% in 2015, says the advisory firm Ocean Tomo. Even a manufacturer like Stryker gets 70% of its value from intangibles; it makes replacement knees, hips, and other joints loaded with intellectual capital.
Companies will continue to gain a competitive advantage by attracting and keeping the most valuable workers, which is reason enough to become a great workplace. But interestingly, there’s a shift here as well—namely, in who is considered valuable. For decades—since Peter Drucker coined the term in the late 1950s—the MVPs were the so-called knowledge workers. But that term is no longer an apt description of the most prized personnel. The straightforward reason is that knowledge is becoming commoditized. Information, simple or complex, is instantly available online. Knowledge skills that must be learned—corporate finance, trigonometry, electrical engineering, coding—can be learned by anyone worldwide through online courses, many of them free. They can even be performed by a clever algorithm. Knowledge remains hugely important, but it’s gradually becoming less of a competitive advantage.
As technology takes over more of the fact-based, rules-based, left-brain skills—knowledge-worker skills—employees who excel at human relationships are emerging as the new “it” men and women. More and more major employers are recognizing that they need workers who are good at team building, collaboration, and cultural sensitivity, according to global forecasting firm Oxford Economics. Other research shows that the most effective teams are not those whose members boast the highest IQs, but rather those whose members are most sensitive to the thoughts and feelings of others. MIT professor Alex “Sandy” Pentland, a renowned data scientist who directs that institution’s Human Dynamics Laboratory, has aptly summed up the new reality: “It is not simply the brightest who have the best ideas; it is those who are best at harvesting them from others. It is not only the most determined who drive change; it is those who most fully engage with like-minded people. And it is not wealth or prestige that best motivates people; it is respect and help from peers.”
Yup, these are the new corporate MVPs.
Many companies will struggle with finding and luring these top workers—as well as employing them in ways that get the most out of their interpersonal skills. But the best companies to work for are, mostly, already there. Creating and building relationships is the essence of what they do. Consider SAS, the giant software firm that’s one of the few companies to appear on our 100 Best ranking every year since we started publishing it in 1998. The firm surveys employees annually on the state of their relationships: Are they getting open communication and respect from fellow employees? Are they being treated like human beings? Or look at another regular on the 100 Best, the Wegmans supermarket chain. Here’s a typical employee comment: “Co-workers really care about each other on both a professional and personal level.” The perks at these companies are pretty darn good. But it’s the employees themselves that make them great places to work.

You’ve realized by now that we’re talking about culture, the way people behave from moment to moment without being told. More employers are seeing the connection from culture and relationships to workplace greatness to business success. Deloitte’s latest annual survey of 3,300 executives in 106 countries found that, for the first time, top managers say culture is the most important issue they face, more important than leadership, workforce capability, performance management, or anything else. “Culture” was Merriam Webster’s 2014 word of the year. It’s everywhere. Yet as employers increasingly grasp its importance, they also realize they have no clue where to begin in creating the culture they need.
Let the 100 Best offer a few hints. They focus on four elements of culture that make the most difference:
Mission. These companies are pursuing a larger purpose, and company leaders make sure no one forgets it. Whole Foods is improving customers’ health and well-being; USAA is supporting members of the U.S. military and their families; REI is helping people enjoy the outdoors sustainably. When employees are all pursuing a mission they believe in, relationships get stronger.
Colleagues. Several of the 100 Best also appear on lists of companies where it’s hardest to get hired; 14 of them, including Twitter, St. Jude Children’s Research Hospital, and the Container Store, attract more than 100 applicants for every job opening. Those companies can hire the cream of the crop, creating a self-reinforcing cycle; the best people want to go where the best people are.
Trust. We all know this: Show people that you consider them trustworthy, and they’ll generally prove you right. Many of the 100 Best let employees work whenever they want, and they work far more than if they were punching a clock. Riot Games, maker of League of Legends, even offers unlimited paid vacation; strong relationships prevent employees from abusing the policy.
Caring. Every company says it values employees. The 100 Best don’t say it; they show it. This is where some of those celebrated perks do count. Google, for example, offers an employee benefit it has never publicized: If an employee dies, his or her spouse receives half the employee’s salary for a decade. No words could send as clear a message. A true culture of caring goes beyond perks and includes daily behavior—see Leigh Gallagher’s story on Marriott in this issue.
And yes, in case you harbored doubts, the 100 Best really do outperform other companies as investments. Analysis of the publicly traded firms in the rankings from 1984 through 2009 by Wharton’s Alex Edmans found that a portfolio of 100 Best Companies exceeded its expected risk-adjusted return by 3.5% a year. That’s what Wall Street calls alpha, and 3.5% annually over 25 years is a stupendous performance. The puzzle is how it’s possible. Why don’t investors realize that great places to work are also great investments, and bid up the stock price as soon as Fortune’s annual list is published, eliminating the subsequent outperformance? Edmans exhaustively investigated several hypotheses and concluded that investors just don’t get it—they simply don’t understand that great workplaces work better.
A corollary is that most employers don’t get it either. Why do they let the 100 Best clean their clocks year after year, when the secret is no secret at all? The answer is a mystery. We know 100 companies that hope the others never figure it out.

Lack of School Nurses Impacts Students Health, Academics

At a time when schools have more students with serious medical conditions, many schools cannot expand nursing coverage or are reducing it. School nurses say educators must recognize their vital role in keeping students safe and able to learn, and make hiring nurses a priority.


 In African,  children with chronic medical conditions are enrolled in public schools than ever before, many educational districts are eliminating or not expanding nursing positions because of budget cuts  -- forcing many schools to fall back on school personnel to provide medical services. The lack of nurses not only impacts chronically-ill students, but overall student performance by keeping more children healthy. And some fear cutbacks and outsourcing care to non-medical personnel could have life-threatening consequences.

The school nursing shortage in Nigeria educational system,has evolved from a scheduling problem to a serious health and liability risk.I stand to be corrected, Nigeria does not at the moment have a current national standard for the number of nurses per school or child. What we see is a wide disparity between the states in terms of the number of students per nurse.
On the positive side, 40 percent of privately owned schools have improved the nurse-student ratio over the past year. So it's not all doom and gloom. We are seeing some more Private school owners who understand school nurses' effect on attendance and students' ability to learn. However, we will like to see more in our public schools.