Developing Character Skills in Schools, 2015-2016

<P>Abstract copyright UK Data Service and data collection copyright owner.</P><br>Increasing emphasis has been placed on character education in recent years, including significant investment by the Department for Education (DfE) in projects aimed at developing desirable character traits in children and young people through the Character Innovation Fund. Character education can be defined in various ways, and can be seen to overlap with concepts in the literature such as 'non-cognitive skills' or 'social and emotional skills'. The primary aim of this survey was to gain a representative profile of provision within schools, colleges and other educational institutions, as well as providing an understanding of the issues that institutions face in delivering character education.<br>
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For the purpose of this survey, character education was defined as any activities that aim to develop desirable character traits in children and young people. Ultimately, character education seeks to prepare children and young people for well-rounded and successful adult lives; supporting improved academic attainment, employability and citizenship. This survey was commissioned in order to understand what schools in England currently do to try and develop desirable character traits among their pupils, and to explore their experiences of putting this provision into place. The DfE intend for this evidence to provide a basis for future work, including research into effective practice and gaps in provision. The survey forms part of a wider, mixed methods project exploring mental health and character education provision in schools and colleges across England. A sample of 6,907 primary schools, secondary schools (with and without sixth forms), post-16 institutions (FE colleges and sixth form colleges) and other less common types of institutions (including Pupil Referral Units (PRUs), alternative provision and special schools) in England was drawn from the most up-to-date extract from Edubase (March 2016) for the dual topic survey of mental health and character education provision. The survey of character education was carried out in the final term of the 2015-2016 academic year. The related survey covering mental health, <I>Supporting Mental Health in Schools and Colleges, 2016-2017</I>, is available under SN 8354.<br>
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本数据集摘要的版权归英国数据服务中心（UK Data Service）与数据采集版权所有者共同所有。

近年来，社会对品格教育（Character Education）的重视程度与日俱增，英国教育部（Department for Education, DfE）亦通过品格创新基金投入大量资源，支持旨在培育儿童与青少年优良品格特质的相关项目。品格教育的定义维度多元，其内涵与学界提及的“非认知技能”“社会情感技能”等概念存在重叠。本调查的核心目标是全面刻画英国中小学、高等院校及其他教育机构的品格教育开展现状，并深入了解各类机构在推进品格教育过程中面临的现实挑战。

本次调查将品格教育定义为：一切旨在培养儿童与青少年优良品格特质的活动。从根本而言，品格教育旨在助力儿童与青少年成长为全面发展、成就卓越的成年人，同时助力提升其学业成绩、就业竞争力与公民素养。本调查受委托开展，旨在了解英格兰地区各学校当前为培养学生优良品格所采取的举措，并探究其落实相关教育方案的实践经验。英国教育部（DfE）期望本调查所得证据能够为后续工作提供支撑，包括针对优质实践模式与教育供给缺口的相关研究。

本调查是一项覆盖英格兰地区中小学与高等院校心理健康及品格教育开展现状的大型混合方法研究项目的组成部分。本次双主题心理健康与品格教育调查的样本，取自2016年3月更新的最新版教育数据库（Edubase），涵盖英格兰地区共计6907所学校与机构，包括小学、含或不含第六学级的中学、16岁后教育机构（职业教育学院（FE colleges）及第六学级学院），以及其他小众类型机构（包括学生辅导单位(Pupil Referral Units, PRUs)、替代教育机构与特殊学校）。品格教育专项调查于2015-2016学年的最后一个学期开展。相关心理健康主题调查《中小学心理健康支持（Supporting Mental Health in Schools and Colleges, 2016-2017）》可通过编号SN 8354获取。