Shadowing Practice: The Right Education for Everyone - Learn English Speaking with Video

Thank you very much, Damian, and my thanks also to Mandy for hosting us here at the college today.

Now, I took my very first steps into elected politics as a local councillor in South London.

For two years, I was the chairman of the Education Authority in Merton.

It was an experience I will never forget, because I saw how vital good schools

and colleges are to a community how the hopes and aspirations

which parents have for their children and

which young people have for their futures are bound up with the quality of education on offer

and here in this fantastic setting in a building from Derby's proud past

which today is helping to define a fantastic future for this city

and county as part of Derby College the immense value of great local institutions providing people with an education

that truly works for them is clear now I drew on my experiences in South London

when I first became an MP

and made my maiden speech in Parliament on the subject of education in 1997 I said then

that the aim of education policy should be to provide the right education for every child

that for some children that will be an education that is firmly based in learning practical and vocational skills.

For others, it will be an education based on academic excellence.

A lot has changed in the last 20 years, but that core principle that the needs of every child

and every young person deserve to be met still drives my vision of the education system our country needs.

And the need for such a system has never been greater.

First, because the new technologies

which are shaping the economy of the future will transform the world of work

and demand new knowledge and skills in the decades ahead.

Technologies like artificial intelligence, biotech

and new advances in data science have the potential to drive up living standards

and open new possibilities for human achievement and personal fulfilment.

But if we're to seize those opportunities, if we're to make Britain a great engine room of this

technological revolution in the 21st century we need to make the most of all of our talents.

Now the sixth form students I met at Featherstone High School in Southall this morning

and the young people studying here at Derby College will be

starting their careers in the new economy of the 2020s and 2030s.

To give them the skills they need to succeed we need an education

and training system which is more flexible and more diverse than it is today.

One which enriches their lives with knowledge gives each of them a great start in life

and is there for them when they need it.

And there's another reason why we must act now to deliver that education system that truly works for everyone.

Because the Britain of the 2020s will be a Britain outside of the European Union pursuing a new course in the world.

And I want the Britain which these young people will be living in to be a self -confident, outward -looking Britain.

The best friend and ally of our EU partners but also Britain which is out in the world,

forming even closer ties with friends and allies right across the globe.

We will learn together, collaborating in research which makes new scientific breakthroughs and improves our understanding of the world.

We will trade together, spreading opportunity and prosperity ever more widely.

And we will stand together in support of the shared values

which unite Britain with so many other like -minded countries – in Europe, yes, but across the world, too.

To become that Britain, where a thriving economy drives up living standards and creates greater security and opportunity for everyone,

and where the prosperity which economic growth generates is more fairly shared in our society,

we need education to be the key that unlocks the door to a better future.

Through education, we can become a country where everyone, from every background, gains the skills they need to get a good job

and live a happy and fulfilled life to achieve

that we must have an education system at all levels

which serves the needs of every child and if we consider the experience

which many young people have of our system as it is today it's clear

that we don't have such a system today now imagine two children currently in secondary school and thinking about their futures.

One is a working -class boy from here in Derby.

He aspires to a career as a lawyer

but he doesn't have a social network to draw on with any links to the profession

and he doesn't know if someone like him can make it.

The road he will have to take to achieve his dream

is much more challenging than the one his counterpart who is privately educated will face.

Almost a quarter of the students at our research -intensive universities

come from the 7 % of the population who go to private school.

And the professions which draw their recruits primarily from these institutions remain unrepresentative of the country as a whole,

skewed in favour of a particular social class.

For the boy from a working -class home here in Derby, the odds are stacked against him.

And as a country, we will all lose out when we do not make the most of everyone's talents and ability.

And now imagine a second child.

She's a girl from a middle -class background who is privately educated.

Her dream is to be a software developer, and she wishes she could go straight into the industry.

But she faces another set of pressures, which tell her that studying academic A -levels

and making a UCAS application to a Russell Group university is what the world expects of her.

The idea that there might be another path, just as promising and better suited to her individual hopes and dreams, simply doesn't occur.

In each case, the system is not working for the individual or for our country.

Paul Johnson of the IFS recently wrote about the experiences his two sons had of leaving school.

One, a natural fit at university, found the application process simple and straightforward.

The other, who wanted to pursue a technical course, found it much more difficult because everything points to university as the default.

Roughly half of young people go to university and roughly half do not.

But in the 20 years since we introduced tuition fees, public debate on tertiary education has been dominated by a discussion of how we fund

and support those who go to university

and there's been nothing like the same attention paid to how we support the training

and develop the skills of the young people who do not.

Most politicians, most journalists, most political commentators took the academic route themselves and will expect their children to do the same

and there remains a perception that going to university is really the only desirable route

while going into training is something for other people's children

if we're going to succeed in building a fairer society

and a stronger economy we need to throw away this outdated attitude for good

and create a system of tertiary education that works for all our young people

that means equality of access to an academic university education

which is not dependent on your background and it means a much greater focus on the technical alternatives too.

One of the great social achievements of the last half century

has been the transformation of an academic university education from something enjoyed almost exclusively by a social elite into something

which is open to everyone.

But making university truly accessible to young people from every background is not made easier by a funding system

which leaves students from the lowest income households bearing the highest levels of debt, with many graduates left questioning the return they get for their investment.

And for those young people who do not go on to academic study, the routes into further technical and vocational training today are hard to navigate.

The standards across the sector are too varied, and the funding available to support them is patchy.

The UK's participation rate in advanced technical education,

teaching people skills which will be crucial for the future is low by international standards.

The latest annual figures show that fewer than 16 ,000 people completed higher qualifications through the further education system.

That is compared to almost 350 ,000 undergraduate degrees which were awarded last year.

This imbalance has an economic cost, with some businesses finding it hard to recruit the skilled workers they need

100

but it also has a social cost in wasted human potential

101

which we too often ignore

102

so now is the time to take action to create a system

103

that is flexible enough to ensure that everyone gets the education

104

that suits them and that's what the review

105

which i'm launching today sets out to deliver and in doing

106

so it will build on the enormous progress we have already made in raising standards in our schools since 2010.

107

The success of every young person in whatever they go on

108

to do in life is shaped by the education they receive at school.

109

And Conservatives have put restoring rigour and high standards in our primary and secondary schools at the heart of our education reforms.

110

We launched a major expansion of the Academy programme, putting school teachers in charge of raising standards in their schools.

111

And we also went a step further, creating free schools to give teachers, universities and charities the chance to bring greater innovation and specialism to the mix.

112

I've always believed in the great potential which free schools have to improve the lives of children.

113

That's why I put them in the Conservative Election Manifesto in 2001 as Shadow Education Secretary.

114

And now free schools score some of the very highest results at GCSE.

115

The range of reforms which we put in place are leading to improved outcomes for young people.

116

1 .9 million more children are being taught in schools that are good or outstanding.

117

The attainment gap is shrinking at primary and secondary school, and England is improving internationally.

118

The job is not yet done, but we're making excellent progress, and enormous credit is due to the teachers whose hard work has driven these improved outcomes.

119

On top of the firm foundation of a great primary

120

and secondary education and the reforms we're putting in place to introduce high -quality tea levels,

121

we now need to ensure that options open to young people as they move into adulthood are more diverse,

122

that the routes into further education and training are clearer, and that all options are fully accessible to everyone.

123

And that's why I'm today launching a major and wide -ranging review into post -18 education.

124

The review will be supported by an expert panel, and I'm delighted that Philip Auger has agreed to chair

125

that panel it will focus on four key questions how we ensure

126

that tertiary education is accessible to everyone from every background how

127

our funding system provides value for money both for students

128

and taxpayers how we incentivize choice and competition right across the sector

129

and finally how we deliver the skills

130

that we need as a country this is a review

131

which for the first time looks at the whole post -18

132

education sector in the round breaking down false boundaries between further

133

and higher education so we can create a system

134

which is truly joined up universities many of

135

which provide technical as well as academic courses will be considered alongside colleges institutes of technology and apprenticeship providers

136

there are huge success stories to be found right across the sector at every level and by taking a broad view,

137

Philip and his expert panel will be able to make recommendations which help the sector to be even better in the future.

138

Our universities are world leaders and jewels in Britain's crown.

139

16 British universities are in the world's top 100 and four are in the top 10.

140

I want to know how we can build on that success

141

and at the same time ensure that people from all backgrounds share the benefits of university study.

142

So the review will examine how we can give people from disadvantaged backgrounds an equal chance to succeed.

143

That includes how disadvantaged students and learners receive maintenance support, both from government and universities and colleges.

144

But the review will also look more widely and examine our whole system of student funding.

145

There are many aspects of the current system which work well.

146

Universities in England are now better funded than they have been for a generation.

147

And sharing the cost of university between taxpayers as a whole

148

and the graduates who directly benefit from university study is a fair principle.

149

It's enabled us to lift the cap on the number of places, which was in effect a cap on aspiration, so universities can expand and so broaden access.

150

But I know that other aspects of the system are a cause for serious concern,

151

not just for students themselves but parents and grandparents too and this is a concern which I share.

152

The competitive market between universities which the system of variable tuition fees envisaged has simply not emerged.

153

All but a handful of universities charge the maximum possible fees for undergraduate courses.

154

Three -year courses remain the norm

155

and the level of fees charged do not relate to the cost or quality of the course.

156

So we now have one of the most expensive systems of university tuition in the world.

157

We've already begun to take action to address some of these concerns.

158

We scrapped the increase in fees that was due this year

159

and we've increased the amount graduates can earn before they start repaying their fees to £25 ,000.

160

The review will now look at the whole question of how students

161

and graduates contribute to the cost of their studies including the level terms and duration of their contribution.

162

Our goal is a funding system which provides value for money for graduates

163

and taxpayers so the principle

164

that students as well as taxpayers should contribute to the cost

165

of their studies is an important one I believe as do most people including students

166

that those who benefit directly from higher education should contribute directly

167

towards the cost of it that's only fair the alternative shifting

168

the whole burden of university tuition onto the shoulders of taxpayers as a whole would have three consequences.

169

First, it would inevitably mean tax increases for the majority of people who did not go to university

170

and who on average earn less than those who did.

171

Second, it would mean our universities competing with schools and hospitals for scarce resources which in the past meant they lost out,

172

putting their international preeminence at risk.

173

And third, it would mean the necessary reintroduction of a cap on numbers, with the Treasury regulating the number of places an institution could offer

174

and preventing the expansion which has driven wider access in recent years

175

and that is not my idea of a fair or progressive system

176

but philip and his colleagues will also look beyond universities to examine choice

177

and competition right across the sector and recommend practical solutions this will build on reforms

178

which are already in train to increase the options which are available across further and higher education.

179

Over the last few years, reforms to technical education have improved every aspect of the offer available to young people.

180

We now have higher standards for apprenticeships and vocational courses.

181

T -levels are on the way, which will provide a high -quality technical alternative to A -levels.

182

A new network of institutes of technology will specialise in the advanced technical skills our economy needs.

183

This review will now identify how we can help young people make more effective choices between these different options.

184

That could include giving young people better guidance about the earning potential of different jobs

185

and what different qualifications are needed to get them so they can make more informed decisions about their futures.

186

But this isn't just about young people.

187

Retraining throughout the course of your career to change jobs

188

or gain promotion would only become more necessary as new technologies have an impact on our economy.

189

We need to support flexible, lifelong learning, including part -time and distance learning, something which the current funding system does not always make easy.

190

So by focusing on these four key priorities, making tertiary education accessible to all, promoting choice and competition in the sector,

191

delivering the skills our economy needs, and getting value for money for students and taxpayers,

192

we can give every young person access to an education that suits their skills and aspirations,

193

one which opens up possibilities for their future and helps them into a rewarding career.

194

Almost 30 years ago, when I was in charge of that local education authority, an incoming Conservative Prime Minister, who like me went to a state school,

195

said that the great task of the coming decade should be to make the whole of this country a genuinely classless society.

196

Eighteen months ago, when I became Prime Minister, I spoke of my desire to make Britain a great meritocracy.

197

Today, our ambition for the Britain we will build outside the EU must be just as great, and it must be matched with the determination to turn that ambition into reality.

198

because by voting to leave the eu in 2016 millions of

199

people across this country were not just choosing to leave the

200

european union they were sending a clear message about how our society

201

and our economy works or rather doesn't work in too many communities

202

if we're truly to make good on the instruction of the

203

referendum we need to reconnect everyone in our society to a sense of fairness

204

and opportunity we need to make britain a country where everyone

205

can go as far as their talents will take them

206

and no one is held back by their background or class where education

207

is the key to opening up opportunity for everyone the vision

208

i have for the britain we will build is of a country

209

which is fit for the future delivered through bold social and economic reform

210

that's why we're building an education system which unlocks everyone's talents

211

and gives them the skills they need to go as far

212

as their hard work will take them it's why we support the market economy

213

and back entrepreneurs and wealth creators but step in when businesses don't play by the rules

214

and it's why we're making the uk the very best place in the world to start and grow a high -tech business,

215

while also making sure that new technologies work for everyone in society.

216

If we get it right, we can build a country that truly works for everyone.

217

A country where your background does not define your future, and class distinctions are a thing of the past.

218

Where a boy from a working class home can become a high court judge, thanks to a great state education.

219

And where a girl from a private school can start a software business, thanks to a first class technical education.

220

That's my vision for a fairer society and how we will deliver it.

221

A society where good, rewarding work is available for everyone.

222

An economy with the skills it needs to succeed.

223

Britain as the great meritocracy.

224

A country that respects hard work, rewards, effort and industry.

225

Where a happy and fulfilled life is within everyone's grasp.

226

Thank you.

📺 Zelfde Kanaal

Elon Musk & Rishi Sunak Interview IN FULL

IELTS PrepTOEFL PrepBusiness English

✨ Aanbevolen Video

President Obama on the Importance of Education

3,257

28 zinnen

Million-Dollar Lessons: Deborah Meaden Shares Her Secrets to Wealth | This Morning

Business EnglishDaily ConversationHigh School Students

1,347

5 zinnen

Barack Obama's speech to graduates

Business EnglishDaily ConversationHigh School Students

257 zinnen

Piers Morgan's scathing verdict on incoming PM Andy Burnham

Business EnglishDaily ConversationUniversity Students

47 zinnen

Speak Out B2. Unit 7D. BBC Street Interview. 3rd edition

Business EnglishInterview EnglishDaily Conversation

43 zinnen

Become a teacher: Secondary Mathematics Teacher Degree Apprenticeship | UCL Institute of Education

Business EnglishUniversity StudentsWorking Adults

134 zinnen

"Everyone needs to be valued" – Princess Diana Speech on Homelessness (1995)

Daily ConversationHigh School StudentsUniversity Students

151 zinnen

Eddie Mair's powerful and forensic scrutiny of the business secretary's press conference | LBC

Business EnglishDaily ConversationUniversity Students

22 zinnen

Ministry of Education Condemns Ascot Primary Graduation Gown Controversy | TVJ News

Daily ConversationHigh School StudentsUniversity Students

Woordenschat en spreektips bij deze les

Deze video bevat 226 zinnen en 3272 woorden om na te spreken. Het gesproken deel duurt 20:29. De spreker praat in een natuurlijk tempo van ongeveer 160 woorden per minuut, dicht bij een alledaags gesprek. 86% van de woorden hoort bij de 3.000 meest gebruikte Engelse woorden; de rest kun je beter vooraf bekijken.

Belangrijke woorden in deze video

15 woorden uit de video die het leren waard zijn, met uitspraak en betekenis:

Woord	Uitspraak	Betekenis
taxpayer zelfstandig naamwoord	/ˈtakspeɪə/	belastingbetaler
accessible bijvoeglijk naamwoord	/əkˈsɛs.ɪ.bəl/	toegankelijk
tuition zelfstandig naamwoord	/tjuːˈɪʃən/	bijscholing, bijles
tertiary bijvoeglijk naamwoord	/ˈtɜː.ʃi.ə.ɹiː/	tertiair
earn werkwoord	/ɝn/	verdienen
contribute werkwoord	/kənˈtɹɪb.jut/	bijdragen
principle zelfstandig naamwoord	/ˈpɹɪn.sɪ.pəl/	principe, beginsel
reward zelfstandig naamwoord	/ɹɪˈwɔɹd/	beloning, prijs
examine werkwoord	/ɪɡˈzæmɪn/	onderzoeken
flexible bijvoeglijk naamwoord	/ˈflɛk.sɪ.bəl/	buigzaam
vocational bijvoeglijk naamwoord		met betrekking tot een roeping/aanleg
practical bijvoeglijk naamwoord	/ˈpɹæk.tɪ.kəl/	praktisch
achievement zelfstandig naamwoord	/əˈt͡ʃiːv.mənt/	prestatie
roughly bijwoord	/ˈɹʌf.li/	grofweg
define werkwoord	/dɪˈfaɪn/	bepalen, determineren

Phrasal verbs die je zult horen

Woord	Betekenis
break down werkwoord	stukgaan, kapot gaan
throw away werkwoord	weggooien

Grammatica in deze video

De structuren die de spreker het meest gebruikt, met de exacte woorden uit de video:

Structuur	In de video
Present perfect have/has + voltooid deelwoord — iets uit het verleden dat nu nog telt	has changed · has never been · has been dominated
Lijdende vorm be + voltooid deelwoord — het gaat om wat er gebeurt, niet om wie het doet	are bound · be met · are stacked
Betrekkelijke bijzinnen who / which + zin — extra informatie over een persoon of ding	system which is · Britain which is · research which makes

Uitspraak om op te letten

De spreker gebruikt 21 samentrekkingen en verkorte vormen, zoals we're, doesn't, I'm. Spreek ze kort uit, zoals je ze hoort.

De “th”-klanken: sixth /sɪksθ/, thrive /θɹajv/
De klanken “sh” en “zh”: tuition /tjuːˈɪʃən/, tertiary /ˈtɜː.ʃi.ə.ɹiː/, profession /pɹəˈfɛʃ.ən/, ambition /æmˈbɪʃ.ən/, qualification /ˌkwɑlɪfɪˈkeɪʃən/
Lange woorden — let op de klemtoon: accessible /əkˈsɛs.ɪ.bəl/, tertiary /ˈtɜː.ʃi.ə.ɹiː/, prosperity /pɹɑˈspɛɹ.ɪ.ti/, qualification /ˌkwɑlɪfɪˈkeɪʃən/, disadvantage /ˌdɪsədˈvæntɪd͡ʒ/

Zo oefen je met deze video

Luister de hele video één keer zonder te spreken en noteer de woorden die je niet kent.
Begin op 0,75× snelheid, spreek zin voor zin na en ga terug naar normale snelheid zodra het makkelijk gaat.
Neem jezelf op en vergelijk met het origineel; let daarbij op woorden als taxpayer, accessible, tuition.

Wat is de Shadowing-techniek?

Shadowing is een wetenschappelijk onderbouwde taalleermethode die oorspronkelijk is ontwikkeld voor professionele tolkentraining en gepopulariseerd door polyglot Dr. Alexander Arguelles. De methode is eenvoudig maar krachtig: je luistert naar native Engelse audio en herhaalt het onmiddellijk hardop — als een schaduw die de spreker volgt met slechts 1–2 seconden vertraging. In tegenstelling tot passief luisteren of grammaticadrills, dwingt shadowing je hersenen en mondspieren om echte spraakpatronen tegelijkertijd te verwerken en te reproduceren. Onderzoek toont aan dat het de uitspraaknauwkeurigheid, intonatie, ritme, verbonden spraak, luisterbegrip en spreekvaardigheid aanzienlijk verbetert — waardoor het een van de meest effectieve methoden is voor IELTS Speaking-voorbereiding en echte Engelse communicatie.

Shadowing-techniek: lees de volledige stap-voor-stap-gids →