Educations and career aspirations hard to reach as result of pandemic.
The Covid-19 pandemic has significantly affected all aspects of life, from public health to the economy. Students of all ages have had their education and exam timetables disrupted, and there is talk of the deepest recession the UK has seen for 300 years, with the impact of this predicted to hit young people particularly hard. New research commissioned by EngineeringUK has revealed that educational and career aspirations have already been affected by the pandemic, with just over half (52%) of the 15 to 19 year olds asked agreeing or strongly agreeing that going to university would become more difficult and 41% saying the same of becoming an apprentice. 62% of the 11 to 19 year olds asked agreed or strongly agreed that finding a job in the future has become more difficult as a result of the pandemic. The research makes it clear that the pandemic has had a bearing on young people and the careers they’re thinking about choosing in the future. It reveals over 2 in 5 young people reported that the pandemic has made ‘having a job that you can be certain you can keep’ (44%) and ‘availability of jobs’ (41%) more important to them when considering their future career choices. Considerations such as ‘liking what I do’ and ‘being able to progress in my career’ are sadly lower (33% and 26%). For some young people the pandemic also appeared to raise the importance of having a job that enabled them to make a positive societal contribution, with around a third of respondents indicating that the pandemic has made ‘having a positive impact on society’ (36%), ‘helping people with the work they do’ (34%), and ‘ethics and social responsibility’ (33%) more important when considering career choices. Findings from the research, which surveyed over 1,100 11 to 19 year olds, also suggests that some young people felt their career choices have been constrained because of the pandemic. 30% say the careers they could do has changed as a result of the pandemic and 22% say what they wanted to do as a career has changed. Throughout the survey there were often significant gender differences, with girls/young women more likely than boys/young men to say ‘ethics and social responsibility’ (89% vs 80%) and ‘helping people with the work you do’ (89% vs 79%) were important factors when thinking about jobs they want to do in the future. Exams, home learning and thinking about future education or careers has been tough during lockdown so the survey also looked at whether young people searched out information online, spoke to their parents or took part in any careers activity during this time, with the results showing a gender disparity. Girls/young women were more likely to have used the time to research their futures – 60% of girls/young women, compared to 49% of boys/young men had taken part in a careers activity during lockdown. 44% of girls/young women had discussed career options with their parents, compared with 30% of boys/young men and 27% of girls/young women compared to just 19% of boys/young men had searched for careers information online. Dr Hilary Leevers, Chief Executive of EngineeringUK says: ‘Young people are going to be greatly affected by the pandemic for years to come and they are well aware of it. To hear that children as young as 11 are concerned about their ongoing education and careers is not what anyone wants, but their interest in job security and availability is balanced by an increased desire to benefit people and society. “It is encouraging that the pandemic has resulted in young people being considerably more interested in a career in STEM (science, technology, engineering and maths). Young people know about the role that engineers have played in efforts to combat the pandemic – we need to translate this insight into career aspiration. Interest in engineering careers lags behind that in science and technology so we need to emphasise the opportunities, as the country invests in its infrastructure and net zero, and provide young people with every opportunity to hear about and experience the breadth and societal impact of modern engineering. ‘STEM outreach and work experience needs to be targeted to the schools and students that need it most, including those who are underrepresented in the STEM and engineering workforce and those that are most affected by the pandemic. We need to give these young people the opportunities they deserve and, in turn, we need them to ensure the diversity of thought for a thriving future workforce. ‘We ask that organisations that have been resilient to the impact of the pandemic go above and beyond, supporting young people who may join with their future workforce and that of the wider system – from their supply chain to the wider economy. I also encourage the government to be bold, ambitious and experimental in its support for the next generation and to treat diversity as a priority not as a ‘nice to have’. Together, we can do this and, I truly believe, make a real difference to these young people’s futures”. The findings report, Young people and Covid-19: How the pandemic has affected careers experiences and aspirations, is available online at www.engineeringuk.com/ypcovid
COVID-19 Educational online event watched by eager STEM fans
Big Bang Digital 2020 – science, engineering & Covid-19, the one-day educational online event which took place online in mid-July gave an inspirational and uplifting look at the essential role of science and engineering in a pandemic. Young people had the opportunity to listen and chat to world leading scientists, healthcare professionals, engineers, technicians and other students who have and continue to be vital in the fight against the disease and in keeping essential services and supplies available. The event, watched live by almost 28,000 viewers and viewed by up to 50,000 young people including 4,773 British Sign Language viewers across 24 hours, also played host to exclusive videos from Sir David Attenborough which were part of an interactive session by Plastic Oceans UK on how plastic pollution may well have worsened during the pandemic. Young people were also given the opportunity to ask questions to world-renowned scientist and SAGE member Sir Jeremy Farrar live on air in the Ask the Experts session. Many also joined the GSK workshop to find out more about their work in finding a vaccine. The day also saw a lot of fun with BBC’s Gastronaut Stefan Gates who produced the colours of the rainbow in a science show called Explosion of colour. Viewers also tuned into a session where TV & Radio Science Presenter, Podcaster & YouTuber Greg Foot, who hosted the day, talked to a red panda. The red panda was the on-screen avatar used by an intelligence agent for security reasons as he explained what you should be doing to keep yourself safe and secure online. When polled on the day almost 80% of young viewers said they were inspired to consider a future career in science, technology or engineering, a higher proportion than young people surveyed generally. No doubt so they can be the scientists and engineers of tomorrow, who help prevent future pandemics. It also discovered that 63% of viewers think that people will respect the environment more as a result of seeing the detrimental impact humans can have. Beth Elgood, Director of Communications at EngineeringUK, which organised the digital event, said: “The Big Bang Digital event was a huge success – this was not only evident by the numbers of engaged young people tuning in but also the positive comments we received. To hear that 80% of viewers would consider a future career in science, technology or engineering is so encouraging. We’re really proud that The Big Bang Digital has inspired them and hope it’s long lasting. “We know from research by the British Science Association that almost nine in ten young people do not think scientists (89%) or politicians (92%) are talking to them when discussing COVID-19*, so it was great that the Big Bang Digital was able to give young people insight into the important roles engineers and scientists play in a pandemic, as well as the opportunity for them to ask these experts first-hand any questions they have about the pandemic – an opportunity that otherwise wouldn’t be possible for many.” When asked what they thought about the event, the young viewers made comments, including: “Very informative and enjoyable. Interactive features and the live chat were very useful. Thank you for putting together this event!” “I like how kids can understand Covid-19 by using this website, and you can learn more and meet people who are working here and now.” “I like it because you can hear about all the NHS workers and their stories, and the other important people during the pandemic. I love how you can ask questions to the people on here with a live chat.” “It helped me picture what my parents are going through.” “I’m finding it really interesting and am learning a lot. It’s really good how it’s been related to the times and allows you to hear all the amazing questions and answers, and how we can help in the future, as well as how our lives will be changed.” “This event was a great opportunity for young people to discover more about this pandemic that seems so out of reach.” “Big Bang Digital inspires others to become awesome engineers and to create something new to show the next generation of technology and creativity.” “Big Bang Digital can help you find a good career as I saw the different types of engineering and this is useful for the people who would like to start this career.” During the event viewers were invited to participate in the Meet The Future You Quiz, a careers quiz designed to your skills and passions could lead to an exciting job in the future. 4,900 viewers completed the quiz on the day of the event and an additional 1,369 have done so since. There have also been an impressive 4,194 views of the content since it was made available on demand. The Big Bang Digital 2020 – science, engineering & Covid-19 full stream, as well as individual sessions showcasing the incredible contribution of scientists, healthcare professionals, engineers, technicians and students in responding to the pandemic, is now available to view on demand at www.digitalbigbang.co.uk.
EDT Launches Virtual STEM Education Programmes on TCS iON Digital Learning Platform
Tata Consultancy Services (TCS), a leading global IT services, consulting and business solutions organisation, has supported the Engineering Development Trust (EDT), its long-term STEM skills partner, launch virtual educational programmes for school and college students, through its TCS iON™ Digital Learning Platform. Due to COVID-19 restrictions, experiences of work, technical skills trainings, and EDT programmes have become inaccessible for many students. To address this gap, EDT has adapted its summer programmes to become virtual by leveraging the TCS iON platform. EDT is working with 20 UK universities and 300 corporate partners to deliver the programmes. This summer will see the launch of four virtual programmes, including university taster days, experiences of work and activities, to help students interested in STEM subjects gain meaningful experiences and accreditation through Industrial Cadets. EDT and TCS have worked with universities and corporate partners to create virtual university taster courses on the TCS iON Digital Learning Platform, enabling participants to complete them at their own pace. On completion, students are awarded a Silver Industrial Cadet certification. The TCS iON platform is also extending the reach of TCS’ long established Digital Explorers programme, conducted in partnership with EDT, that aims to inspire the next generation to pursue careers in STEM. While the in-person programme typically saw around 700 participants, the first virtual event already has 9,000 registrations so far. It will include Industrial Cadets virtual work experience and experience days throughout the summer in England and into the autumn term in Scotland. Upon completion, students will receive a Challenger Industrial Cadet certification. “TCS iON is partnering with education institutions across the world to help them navigate the current challenges, and also transition into a digital era where teaching and learning do not have physical boundaries,” said Venguswamy Ramaswamy, Global Head, TCS iON. “We are delighted to once again work with EDT on programmes that inspire interest in STEM education and careers among students in UK. Virtual delivery democratises access, allowing us to reach more students than ever before.” “Experiences of work and connections with industry are critical in providing students the chance to make their own choices for their future and we are delighted to be able to offer these opportunities to young people interested in STEM subjects in a new way,” said Julie Feest, CEO, EDT. “By leveraging TCS iON platform, we are reaching students in new ways and offering them really exciting insights into the world of work. We hope that our virtual programmes will help us broaden our impact across hard to reach areas and focus on disadvantaged young people to answer the issues of widening social divide, equipping them with invaluable skills, introducing them to new people and ultimately making them more employable. I’m excited to see what the future holds for this new way of providing our programmes, and how it can benefit young people to open their eyes to what could be possible for them and their future.” The TCS iON Digital Learning Platform is used by more than 5 million learners worldwide. It enables corporates, institutes and industry mentors to collaborate on various programmes to teach and inspire the tech leaders of the future. Find out more about TCS iON: https://learning.tcsionhub.uk/iDH/uk/home Find out more about the virtual programmes and register: https://membersarea.etrust.org.uk/content/digital-explorers-june-2020
The Missing Months – exciting lessons from lockdown.
For many schools, the missing months from Easter to the summer holidays will be a mystery in terms of what our children learned, certainly until they can run assessments in autumn. The ‘unknown’ can breed fear and certainly our news cycles focus on the negative aspects of shutdown. And yet when you speak to some senior leaders their attitude is positive – enthused even. “I feel quite excited in a funny kind of way because I think there’s many things we can move forward with, I feel we can really get some good gains here – what I describe as accelerators.” – James Greenwood, headteacher, Manor Leas Junior This optimism is supported by data gathered by online teaching and learning resource Learning by Questions (LbQ) who received over 32 million pupil responses during this period and their sister site LbQ@Home which was free for parents and carers also had more than 120,000 users. Whilst not all children will have used the resource, the numbers are significant enough across the UK to give insights into these missing months and some of the key trends in learning that teachers are excited about. 1. The landscape shifted from revision to mastery. In the first few weeks of school shutdowns, teachers stuck to their schemes of learning. Understandably, these were abandoned fairly quickly. The consensus was not to try to move children’s learning on from afar and in a highly anxious climate, but to consolidate previous learning and practise. The data reflects that given the time and space to go deeper, teachers were able to cover more than ‘surface’ content. They could develop those deeper cognitive skills that are the cornerstones of mastery. Shifting focus from revision and preparation for exams including SATs before lockdown to a more even balance between practice and mastery may raise questions about what learning is achievable in the current academic timeframe – and how much of it ends up being more superficial than educators would like? It is also interesting to note that teachers feel that they can still develop mastery skills from a distance using online resources. The top 3 Question Sets for English pre lockdown were: Revision of Yr5/6 Grammar and Terminology Revision of Yr 1 – 6 Grammar & Terminology Year 6 National Curriculum Test Practice (SATs): Set 1 English Grammar, Punctuation and Spelling After lockdown, the Question Sets selected by teachers were less ‘assessment based’: Revision of compound and complex sentences. The difference between plural and possessive s. Use relative clauses. What we learn from this information is that remote learning does not preclude mastery learning and can, in fact, allow time and space perhaps for deeper investigation and understanding than the current academic structure and accountability assessments may not allow for. 2. The landscape is less mathematics orientated and English is on the rise. Perhaps the most seismic shift we have seen has been in subject area. Before lockdown mathematics dominated the learning landscape. 62% of our Question Set usage for KS2 was in mathematics and only 31% English, 7% science – a fairly new addition to the LbQ resource library. But this changed. Mathematics and English are now much closer in popularity with teachers setting work. In fact English (47%) now beats mathematics (41%). The number of times an English Question Set was chosen has jettisoned from 7,757 (1st Jan – 22nd Mar 2020) to 19,064 (23rd Mar – 12th Jun 2020). Within the subject area, focus has also moved. Pre lockdown, over half of the top ten English Question Sets were grammar objectives. This has now changed, and Punctuation leads the charge. Reasons for this may be a paucity in trusted and proven resources for English, that more teachers are discovering LbQ English resources or that KS2 teachers believe their learners need greater support in this area. 3. The landscape has shifted from distinct subject areas to a more cross curricular approach. Whilst grammar, spelling and punctuation retained its dominance as the most practised area of the English syllabus (58%), reading has undergone a change. Fiction has always been popular and perhaps it is no surprise than during lockdown the country has leaned into comedy and fables for brevity. On the LbQ platform “Daft Dog” and “Larry and Dribbles” have been firm favourites amongst the KS2 audience and stories that deal specifically with the Covid crisis have been introduced to help children process some of what is happening around them. “Education should be about learning now. Our experience of the world is cross-curricular. Good cross-curricular or pedagogy should be relevant. Relevance involves the teachers increasing interaction with the world of their children.” – Jonathan Barnes, author of ‘Cross Curricular Learning 3 – 14’ Another strong case for cross-curricular success during lockdown has been in the genre of historical non-fiction. Selected 9% of the time by teachers before the lockdown, this has now shot up to 23%. The genre has now been selected over 2,000 times and titles such as ‘Britain in the Blitz’ have been popular reads. Offering non-fiction reading broadens learners’ exposure and interests into other areas of the curriculum and the introduction of texts for well being may also signpost a move towards increased blurring subject areas eg: English and PSHE, science and geography. Distinct subject areas are possibly even more outdated and inefficient ways of sharing learning than they were before lockdown. 4 Parents support a cross curricular dynamic at home but push for more science. The same cross-curricular approach could be seen on the LbQ@Home site built for parents, home users and teachers who perhaps did not have access to LbQ itself. Fiction remained popular at 14% and comedy high in the rankings. Non-fiction history matched that at 14% and interestingly non-fiction science also reached parity at 13%. Whereas teachers had not increased their interest in science (relegated to 10 or 11% of the usage), the subject took on great popularity within the home. Not only within English non-fiction Question Sets such as the one on Tim Peake, but also
Pupils at West Yorkshire academy produce video to ease coronavirus fears
Ahead of pupils returning to school in September, key worker pupils from West Yorkshire academy Thornhill Junior and Infant School have produced a short video for their fellow classmates explaining what measures have been introduced to ensure their safety. Taking the pupils and parents on a journey of what a new school day will look like, the video explains how the school layout has changed, where washing and hand sanitiser facilities will be made available and the requirements that will be expected from all children. Incorporating a catchy song written by pupils and staff which stresses the sentiment of ‘working together as one community’, the five-minute clip has been produced to alleviate any worries that pupils may have about returning to school. Michael Rowland, Headteacher of the school said: “The last few months has shown the resilience of our community at Thornhill J & I and our willingness to adapt and move forward. “I’m very much looking forward to seeing our pupils return in September and I hope that the pupils who have remained in school have shown that pupil safety is of the highest importance to us and that we will be supporting each child in the transition back to the classroom.” To watch this video in full please visit: https://www.youtube.com/watch?v=gI66JlGNhm0&feature=youtu.be Thornhill Junior and Infant School operates as part of Focus Trust – a charitable multi-academy trust which is based in the North West of England with a vision of providing an engaging and challenging learning environment where the children are happy.
Canva for Education growth fuels $6B valuation
Canva for Education, the free design and collaboration platform for schools that launched at the start of 2020, has seen its total monthly active users increase tenfold since March, highlighting how the tool has played a key role in keeping education alive during lockdown across the world. With the average Canva classroom designing 9.6 times more content than they were pre-lockdown, equating to more than 800 designs being created every hour, education institutions around the globe are reaping the benefits of adopting Canva to power rich online project- and inquiry-based learning. There are now people across 90,000 schools and universities globally, using Canva every month; such a positive result has not only played a significant part in the organization’s recent valuation at US$6billion, it also reaffirms the valuable role Canva plays in leading the charge for the future of education – regardless of whether that takes place in a digital or tangible format. Canva for Education, an entirely free offering for students and teachers worldwide, uses Canva’s intuitive drag-and-drop design tools millions have come to know and love. Tailored to the needs and requirements of schools worldwide, Canva’sEducation platform empowers users to design education-specific content such as worksheets, lesson plans, how-to videos, infographics and presentations – just to name a few, through to an all-new collaboration space, a review workflow, version history plus much more; it is a one-stop-shop for creating and collaborating in the classroom. Georgia Vidler, Director of Product at Canva commented, “The Canva platform is driven by one simple belief; technology should break down barriers, not build them, something that has been more essential than ever during lockdown. The ability to interpret, communicate and present ideas visually is critical for students to thrive in today’s world and prepare themselves to be the leaders of tomorrow. We’re proud of the way we have been able to help classes work together, even when they’re apart.” For similar articles please visit our features section
Pupils’ winning flavour becomes brand new retailed Carb Killa® bar from Grenade®
Grenade ® is excited to announce it’s bringing a brand-new tasty limited-edition flavour to the Carb Killa® range, following the announcement of the winning entry of The National Enterprise Challenge (TNEC). The official masterminds and winning pupils from The Bourne Academy, including Amy Lewis, Lina Salata and Toby Durham – all aged 15 and from Bournemouth – not only unleashed their business minds and creative flairs but showed true entrepreneurial skills with their winning design, which will be taken to market towards the end of the year. What’s more, the three lucky winners will be taken through each manufacturing step of producing the healthier alternative protein-packed Carb Killa ® bar, right from concept to creation: learning about each stage of the process including manufacturing, marketing, and retail. Grenade ® proudly partnered with TNEC last year, providing Key Stage 4 (KS4) pupils with a chance to design a brand-new protein-packed bar. Students were tasked to deliberate all the different elements involved in developing and launching a new protein bar to market, including branding, packaging, ingredients and marketing. In total, 104 schools across the UK participated in the national school competition, proving how popular, appealing, and successful the opportunity was to be involved. Once all entries were submitted, they were shortlisted by an expert judging panel. Consisting of fitness famous couple, Chloe Madeley and James Haskell, professional football freestyler, Liv Cooke, and Head of Innovation at Grenade®, Rob Page, they ranked each entry out of 100 based on metrics such as idea, presentation, design, and brand. The six shortlisted entries were then shared with CEO and founder of Grenade®, Alan Barratt, who made the final decision of the winning group. Alan, comments: “We created this challenge with TNEC to help motivate the next generation of entrepreneurs – getting them set up with a key set of business skills that can be used upon leaving school. The amount of thought, dedication and passion that went into each entry was mind blowing and we can’t thank all the pupils involved enough for their hard work and participation. “TNEC helps pupils get prepared for the world of work, engaging their minds in a way they may not have done so before – and that’s why we wanted to be involved. Adapting to lockdown life in an instant, TNEC transitioned their nationwide competition to an online format so students were still able to participate, allowing them to remain engaged from the comfort of their own homes. “We’re looking forward to releasing the new flavour in the next few months – watch this space, it’s one that won’t disappoint and sure to add more fuel to your tank!” For more information on Grenade® and its Carb Killa® range, visit here.
Passageways partners with The Confederation of Schools Trusts to support boards of academy trusts in England
Passageways, a leading provider of board management software solutions for boards and leadership teams has today announced it is partnering with The Confederation of Schools Trusts (CST), the national organisation and sector body for Academy and Multi Academy Trusts. By partnering with Passageways to implement the OnBoard board portal, CST is able to recommend a solution to its members that will provide a clear line of sight for Trusts to their local governing bodies, with the confidence of having gold standard security. In addition, the portal provides a solution for Trusts that ensures meetings can continue to go ahead remotely, whilst guaranteeing various levels of permissions so all participants can access meeting notes and content to ensure they have full visibility of activity. Passageways technology will allow Trust Boards to manage the complexity of the relationships between them and the local governance level by making individualised decisions more visible. Alongside this, the portal will provide a secure process for voting and approvals, as well as sharing meeting engagement analytics. “Building a strategic partnership with an organisation that provides a quality board platform to all of our members that is secure and easy is an important step for us. We’re delighted to have partnered with Passageways who have developed a product that we think will hugely benefit our members.” Leora Cruddas, CEO of the Confederation of Schools Trusts explains. “We wanted to ensure we would be working with a partner that was able to handle the complex needs of our members and provide a product that was personalised to our specific needs, as well as allowing our trust boards to build strong and resilient governance across their schools.” “Ensuring communication and security across a range of executive and board levels, whilst maintaining visibility is something, we at Passageways, understand well. We know how important it is for board members to continue to have sight of how operations and decisions are being made at lower levels, as well as ensuring the security of confidential documentation” said Paul Stark, Director at Passageways. “We know, now more than ever, that having sight across an organisation is increasingly important and using a leadership meeting management software that’s comprehensive, secure, and simple to use is paramount. We are thrilled that we have been able to offer the Confederation of School Trusts a platform they can depend on to improve their, and their members’ operational efficiencies.” About Passageways and OnBoard Passageways is a SaaS provider of collaboration solutions for boards and employees. It inspires and enables teams to do better, together. OnBoard is a board management software platform that empowers leaders to make agile, smart decisions. That’s why people have voted OnBoard the No.1 board meeting management solution. About the Confederation of School Trusts The Confederation of School Trusts (CST) is the national body and sector organisation for school trusts in England, advocating for, connecting and supporting executive and governance leaders. Visit our website to find out more about our work: www.cstuk.org.uk
QRoutes launches instant eligibility calculator for home to school route travel funding
QRoutes, a provider of software solutions for local authority transport planners, has launched a new product, QPaths, which will automate the assessment of children’s eligibility for home to school route travel transport. Developed in partnership with North Tyneside Council, QPaths will be used by local authority home to school transport departments to help ease the processes of assessing home to school distances. Using routing technology and a GIS map, planners can create a precise view of students’ shortest, safe walking route, in seconds, which determines their eligibility to free school transport. It also integrates with council online portals to assist with more immediate answers and ensuring speedy decisions for parents. Replaces a long manual process with a 30-second search QPaths uses the UK’s most comprehensive maps from Ordnance Survey including its very latest Paths Network, making it reliable and accurate. Previously planners were manually calculating hundreds or even 1000s of applications using Google Maps as a guide. This time- consuming process is replaced by a speedy, reliable and accurate search. Accuracy drives savings on school transport QPaths’ automation offers councils hours in saved time and, with the average travel pass costing between 300 to 400 pounds, its precision could create significant cost efficiencies. The accuracy of the automated tool also reduces the need for human interpretation on whether or not a student is eligible for a pass, making the final decision straightforward and promoting trust in the outcome with parents. And in the event of appeals it also allows interventions by planners with an audit trail of outcomes. Promotes safety and contributes to improvement The QPaths product, which is GDPR compliant and stores no data on students, has other functionality which can improve road and route safety. It is integrated with Google Street View meaning travel routes can be assessed for their suitability, (i.e. are they well-lit or busy). With this tool, planners can easily label unsuitable routes to be blocked when it comes to eligibility assessment. There is also the ability for planners to compare and evaluate changes to routes and perform “what-if” scenarios. For example, if a school has more than one gate or if there are planned site changes, meaning that planners can review the distances to the alternative locations, enabling them to assess the potential impact on students’ home to school journeys. Andrew Fish, Customer Success Manager at QRoutes says: “We are pleased to offer a faster and more accurate solution for planners in education and transport departments. Helping them to free up their time, which will be particularly critical as schools begin to reopen following the impact of Covid-19. Student safety is also a priority for us at QRoutes and we hope that this solution will offer peace of mind to parents that their child’s safety is paramount. “ “This also signals an exciting growth opportunity for QPaths as a company as eligibility assessment is a new business area for us.” North Tyneside, the local authority development partner, comments: “Distance eligibility testing was taking our small team too long, causing potential delays in decisions for parents. We wanted to improve our service to our customers and needed a fast, efficient and accurate way of calculating the safest walking route to school. QPaths provides us with this tool.” Available for purchase immediately, QPaths can be integrated with all major education management systems for the purpose of loading in information on student journeys in need of assessment. If you would like further information, please contact info@qroutes.co.uk