Latest news with #ASCL
Daily Mail
3 days ago
- Lifestyle
- Daily Mail
The worrying reason schools are removing analogue clocks - as teachers issue warning
Schools are removing analogue clocks in exam halls because teenagers can no longer tell the time. In some schools throughout the UK, digital clocks have been installed after GCSE and A-level students complained that they couldn't read the correct time, adding to the stress of examinations. Children have to learn to tell the time using an analogue clock by the age of seven – but it appears many quickly forget the skill. Education leaders, teachers and unions said that digital clocks on smartphones and other electronic devices are the main driver behind youngsters losing the skill. Geoff Barton, general secretary of the Association of School and College Leaders, previously said: 'We're aware of some schools replacing analogue clocks with digital clocks in exam rooms. 'Young people taking exams have been brought up in a digital age and many just don't necessarily see analogue clocks and watches as much as older generations did when they were growing up. It's literally a case of changing times.' Students need to be as relaxed as possible in an exam and it adds to their stress if they cannot tell the time, Malcolm Trobe, deputy general secretary at the Association of School and College Leaders (ASCL), a head teacher's union, said. He told the Telegraph previously: 'The current generation aren't as good at reading the traditional clock face as older generation. 'They are used to seeing a digital representation of time on their phone, on their computer. 'Nearly everything they've got is digital so youngsters are just exposed to time being given digitally everywhere.' However, telling the time is still part of the national curriculum in British schools for key stage one (years one and two). Pupils should be able to tell the time to the hour and half past, and draw the hands on a clock face to show these times, according to the government website. They should be able to use the 'language of time' throughout the day. Steve Chalke, founder of Oasis Charitable Trust, which runs about 50 schools, told The Times: 'We use a mix of digital and traditional clocks to overcome this potential problem.' A recent viral post on the Instagram account @endbackpain read: 'Schools are removing analogue clocks because teenagers can no longer read them.' The post prompted much debate, and people were outraged that such a crucial life skill is no longer a given in the younger generation. One outraged commenter wrote: 'That's why you teach them!' 'What the hell are schools for,' a second agreed. A furious third said: 'Failed as teachers.. well done!' and another added: 'Stop the Earth, I want to get off…' Others were quick to share their own experiences, as one person shared: 'I called the dentist office the other day and apologised to them that I would be late. 'My appt was 9:30 so I told her I'd be there at quarter of 10, so the young receptionist said you'll be here at 9:75? I almost died.' 'Back in my day, we used to learn how they work, now you're telling me you can't spend 5 minutes teaching them about clocks?' another wrote. Meanwhile, back in 2019 a survey revealed that half of young adults struggle to tell the time on a clockface with hands. The YouGov survey, of more than 2000 people, raises the possibility that the smartphone generation could eventually lose the ability to read analogue clock faces. The news will come as a huge blow to traditional watchmakers as their market continues to plummet each year. Experts say that the rise of smartphones and smartwatches has left increasing amounts of young people unable to read traditional watches. The research was commissioned by the Marloe Watch Company, a British wristwatch designer. The firm said digital devices had become the 'primary' way for young people to tell the time. Co-founder Oliver Goffe said: 'Generation Zers are our future prime ministers, teachers and doctors. The fact they might not be able to tell the time if they can't find a phone charger could be an issue.'
Business Standard
28-05-2025
- Business
- Business Standard
Asian School of Cyber Laws and GLC Mumbai Launch the Advanced Program on Cyber Law
NewsVoir Pune / Mumbai (Maharashtra) [India], May 28: In a significant step toward advancing legal education in the digital age, the Asian School of Cyber Laws (ASCL) and Government Law College, Mumbai (GLC Mumbai) have jointly launched the Advanced Program on Cyber Law (APCL) -- a rigorous, practice-focused course for individuals who have already completed a Diploma in Cyber Law. The APCL is designed for professionals ready to take on advanced responsibilities in the areas of tech regulation, fintech compliance, digital governance, cybersecurity law, and platform liability. Its launch reflects a growing demand for legal minds who understand the law not just in theory, but as it applies to complex and evolving digital ecosystems. "We're witnessing a shift where legal expertise in technology domains is no longer optional -- it's foundational," said Gokul Narayan, CEO of ASCL. "The APCL course is a response to this shift, created to prepare legal professionals to lead the next decade of digital transformation and governance. Own the digital legal space -- your expertise is needed now more than ever." "The Advanced Program on Cyber Law will offer our students and alumni a path to deepen their expertise in one of the most dynamic and evolving areas of law," Dr. Smt Asmita Adwait Vaidya, Principal, Government Law College, Mumbai. The program spans twelve intensive modules and covers a wide range of subjects, including global privacy laws, legal frameworks for blockchain and NFTs, social media and influencer liability, digital evidence, cybersecurity awareness for legal professionals, and core technology contracts. To supplement the structured course content, the program also includes eight live lectures delivered by leading experts from the fields of law and technology. These live sessions are intended to offer not just academic depth but also opportunities for networking and professional interaction. The course is competitively priced at Rs. 8,850 (inclusive of GST). Enrollment is limited to 150 participants, with admissions on a first-come, first-served basis. With over 75,000 students having completed its Diploma in Cyber Law, ASCL now offers this specialised program as a natural next step for those seeking deeper expertise in the legal aspects of the digital world. Eligibility: Applicants must hold a Diploma in Cyber Law from ASCL or another recognised institution (subject to approval). Application Process: Prospective participants must email their Diploma certificate to cd@ Upon approval, a payment link will be issued. Admission is confirmed upon successful payment. For more information and to apply, visit: Founded in 1999, the Asian School of Cyber Laws is India's pioneer in the field of cyber law and digital legal education. It has trained over 75,000 law students, professionals, and government officials, and remains at the forefront of legal education in the digital era. Established in 1855, the Government Law College, Mumbai, is India's oldest and among its most respected law schools. It has produced generations of India's leading lawyers, judges, and public servants. Follow ASCL on LinkedIn:
Fashion Value Chain
28-05-2025
- Business
- Fashion Value Chain
Asian School of Cyber Laws and GLC Mumbai Launch the Advanced Program on Cyber Law
In a significant step toward advancing legal education in the digital age, the Asian School of Cyber Laws (ASCL) and Government Law College, Mumbai (GLC Mumbai) have jointly launched the Advanced Program on Cyber Law (APCL) – a rigorous, practice-focused course for individuals who have already completed a Diploma in Cyber Law. Launch of the APCL course by Dr. Smt Asmita Adwait Vaidya, Principal, Government Law College, Mumbai and Shuchi Nagpal, COO, Asian School of Cyber Laws The APCL is designed for professionals ready to take on advanced responsibilities in the areas of tech regulation, fintech compliance, digital governance, cybersecurity law, and platform liability. Its launch reflects a growing demand for legal minds who understand the law not just in theory, but as it applies to complex and evolving digital ecosystems. 'We're witnessing a shift where legal expertise in technology domains is no longer optional – it's foundational,' said Gokul Narayan, CEO of ASCL. 'The APCL course is a response to this shift, created to prepare legal professionals to lead the next decade of digital transformation and governance. Own the digital legal space – your expertise is needed now more than ever.' 'The Advanced Program on Cyber Law will offer our students and alumni a path to deepen their expertise in one of the most dynamic and evolving areas of law,'Dr. Smt Asmita Adwait Vaidya, Principal, Government Law College, Mumbai. The program spans twelve intensive modules and covers a wide range of subjects, including global privacy laws, legal frameworks for blockchain and NFTs, social media and influencer liability, digital evidence, cybersecurity awareness for legal professionals, and core technology contracts. To supplement the structured course content, the program also includes eight live lectures delivered by leading experts from the fields of law and technology. These live sessions are intended to offer not just academic depth but also opportunities for networking and professional interaction. The course is competitively priced at Rs. 8,850 (inclusive of GST). Enrollment is limited to 150 participants, with admissions on a first-come, first-served basis. With over 75,000 students having completed its Diploma in Cyber Law, ASCL now offers this specialised program as a natural next step for those seeking deeper expertise in the legal aspects of the digital world. Eligibility: Applicants must hold a Diploma in Cyber Law from ASCL or another recognised institution (subject to approval). Application Process: Prospective participants must email their Diploma certificate to cd@ Upon approval, a payment link will be issued. Admission is confirmed upon successful payment. For more information and to apply, visit: About ASCL Founded in 1999, the Asian School of Cyber Laws is India's pioneer in the field of cyber law and digital legal education. It has trained over 75,000 law students, professionals, and government officials, and remains at the forefront of legal education in the digital era. About GLC Mumbai Established in 1855, the Government Law College, Mumbai, is India's oldest and among its most respected law schools. It has produced generations of India's leading lawyers, judges, and public servants. Follow ASCL on LinkedIn:
Yahoo
19-05-2025
- General
- Yahoo
One in four pupils in England ‘disengage' when they move to secondary, report finds
One in four pupils in England 'disengage' when they move up to secondary school, with enjoyment, trust and a sense of feeling safe declining sharply, according to a new report. After a largely positive experience at primary school where children report high levels of enjoyment, there is a 'steep and lasting' drop in engagement after year 7 when pupils transfer to secondary at the age of 11, the survey of 100,000 pupils in England reveals. Girls are more likely to complain of feeling unsafe or worried, while pupils eligible for free school meals are more likely to report lower levels of trust, enjoyment and belonging – a gap which grows throughout secondary school. The study, published on Tuesday, says lower levels of engagement are linked to absenteeism – a key concern for government after Covid – with the top 25% most engaged secondary pupils 10 percentage points less likely to be persistently absent than those in the bottom 25%. It also finds that primary school pupils are more likely to have a greater sense of agency and believe hard work at school will lead to success compared with secondary pupils, scoring 8.4 out of 10 compared with 6.8 for older students. The research tracked how pupil engagement changed across the 2024–25 academic year and found pupils' average school enjoyment score drops from about 6.0 in year 6 to 3.8 in year 7, which then falls further to 3.2 in year 8. A sense of feeling safe falls from 7.2 in year 7 to 5.9 in year 9 among female pupils, compared with a decline from 7.4 to 6.6 for male pupils. Almost every country with available data sees a decline in engagement as children advance through school, but the report says it is more pronounced in England, 'suggesting that disengagement is not just a symptom of age, but something atypical happening in our context'. The findings come from the Research Commission on Engagement and Lead Indicators (RCELI), led by the ImpactEd group in partnership with the Association of School and College Leaders (ASCL), the Confederation of School Trusts (CST), and other education organisations. The commission chair, Sue John, said: 'It is crucial that we identify the points at which pupils are starting to disengage with school, so that we can intervene to stop a disconnection leading to non-attendance and poorer outcomes. 'This research provides rich and nuanced insights into pupil engagement at a school and classroom level, which will enable leaders to act fast and understand more complex dynamics in their schools, such as what is happening at age 11 for different pupil groups.' Margaret Mulholland, Special educational needs and disabilities (Send) and inclusion specialist at the ASCL, said: 'The transition between primary and secondary school is a hugely important stage of a child's education. 'It can also be an unsettling time where issues with anxiety and behaviour can arise. As this study shows, a drop in engagement during this period can be hugely detrimental to a pupil's wellbeing and attainment.' Leora Cruddas, chief executive of the CST, added: 'There are many factors beyond schools which may be contributing to this picture. We need to delve deeper into what the factors are that are driving this disengagement and how we might reconnect these pupils with schooling.'
BBC News
02-05-2025
- Politics
- BBC News
Cheltenham head says school sixth form sector at 'breaking point'
A headteacher says state school-based sixth forms are so underfunded that things have reached "breaking point".Dominic Burke, headteacher of Balcarras School, in Cheltenham, says he is "worried for the life chances" of sixth formers after a "dramatic drop in funding" over 12 years, with the school receiving £30,000 in capital funding per Association of School and College Leaders (ASCL) said there might be a curriculum reduction and a tightening of teaching hours for students at some sixth forms to cope with "massive underfunding".A Department for Education spokesperson said it will be spending more than £400m over this financial year to support colleges and other institutions. Mr Burke said funding to school-based sixth forms had been cut by 20%, which was putting pressure on all areas of Balcarras said the £30,000 of capital funding allocated to Balcarras annually to maintain the 12,000 sq m (129,000 sq ft) school, built in 1957, was "simply not enough"."Ten to 12 years ago, we used to be able to have some money left at the end of the year to run things properly and to make sure we maintain things. "All that money is now being spent on core things. It's just reducing year on year." Mr Burke added that costs were due to rise next year, as teachers were set to receive a pay rise."My school is running with a pupil-to-teacher ratio of 17.5," he said."It used to run, about 12 years ago, with a ratio of about 15. "That might not sound like much but we are running the school with 10 fewer teachers."That just means that everyone is working harder and class sizes are going up." 'Choices limited' Pepe Di'lasio, general secretary of ASCL, said the lack of funding in sixth forms and the potential reduction in the curriculum would affect students from disadvantaged areas the Di'lasio said: "We've seen a massive underfunding for the last decade for all post-16 support and this has been because it's not part of a protected core funding offer that schools have got."He said it would be "those young people who don't have the ability to travel to a sixth form that is further away" that would be most affected. "And their choices will be limited because they will have to do what they have available to them in their location." A Department for Education spokesperson said: "Despite the challenging fiscal situation we inherited, we will be spending over £400m in financial year 2025-26 to support colleges and other institutions to break down barriers to opportunity and support our mission to grow the economy."The one-off £50m grant we have made available for colleges from April to July will enable these providers to respond to current priorities and challenges, including workforce recruitment and retention, helping to deliver our Plan for Change."
