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How UK paternity leave compares to the rest of Europe

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BBC Three dads hold their babies. The picture is overlaid on a brightly coloured orange and yellow textured background.BBC

Paternity leave policies vary across Europe – but the UK’s offer is one of the least generous

Becoming a new dad can be significantly impacted by the amount of paternity leave available to fathers, and a report published this week suggests UK dads fare poorly compared to what’s on offer elsewhere in Europe.

BBC News spoke to dads in different countries about how much time they can take off work after the birth of their children – and how that’s changed fatherhood for them.

A man smiles at the camera alongside his young daughter

Jamie Fox has a three-year-old daughter and is expecting his second child

When Jamie’s daughter Kiara was born three years ago, he says it was “incredibly difficult”.

“I had to watch my partner struggle looking after our child,” Jamie says. “The biggest thing I remember was the crying. My daughter clearly needed support and my wife was noticeably struggling and exhausted.”

A few weeks after Kiara was born, Jamie’s mother-in-law flew from Zimbabwe to support the family, because Jamie was only entitled to statutory paternity leave.

Rules in the UK allow new fathers and second parents in full-time employment to take up to two weeks off work. That applies to all partners, regardless of gender, after the birth, surrogacy or adoption of a baby, but not those who are self-employed or dads earning less than £123 a week.

Those eligible receive £187.18 a week, or 90% of their average earnings, whichever is lower. This works out as less than half of the National Living Wage.

Jamie, from Ashford in Kent, says the statutory pay “was frankly pennies”.

He and his partner are now expecting their second child, in August – something they began saving for before Jamie’s wife Zanele even fell pregnant.

Jamie says his “frustration” about paternity pay led him to attend the world’s first “dad strike” earlier this week, when fathers from across the country protested outside the government’s Department for Business and Trade in Westminster.

“Seeing things change relatively recently in other countries… why are we not keeping up?” Jamie says.

A man with a beard miles at the camera holding his daughter

Spain has increased the amount of time off work for new dads in recent years – Octavio had eight weeks off with his first child, and four months with his second

For Octavio, spending four months at home with his daughter Alicia has made “a tremendous difference”.

He split his paternity leave into two parts – six weeks – which was mandatory -immediately after Alicia was born, and the remaining 10 weeks when his wife went back to work.

“The extended quality time with Alicia allowed us to develop a strong bond that I believe wouldn’t have formed as deeply otherwise,” says Octavio, a computer engineer from Seville.

Over the past few years, Spain has increased the amount of time given to new fathers. In 2019, dads were entitled to five weeks off work. But from 2021, that was extended to 16 weeks at full pay, including for those who are self-employed. There is no cap on the salary paid. It means parental leave is now equal between mums and dads in Spain.

“These changes have truly made a significant difference,” says Octavio.

A man smiles a the camera next to his daughter, who is holding the side of his face

Antoine has benefitted from France’s updated paternity leave laws

France has also made progressive steps on paternity leave in recent years.

Antoine is an architect who lives on the outskirts of Paris, and has benefitted from the changes. When his son Thibault was born five years ago, Antoine, who works full-time, was entitled to two weeks paternity leave.

But in September 2020 paternity leave in France doubled, meaning Antoine got four weeks off work when his second child was born in 2023.

“It allowed me to support my wife and children,” he says. “Fathers should be allowed to be more present during these family life periods that enrich all relationships and allow them to fully take their place as full-time parents.”

France’s paternity leave rules mean dads – including those who are self-employed – must take a week off work immediately after their child is born. Pay is covered by the employer for the first three days, but after that is state-funded.

The remaining 21 days, which can be split into two chunks, are optional and can be taken anytime within the next six months. Pay is capped at €3,428 (£2,921) a month.

A man in a winter hat stands holding his baby, wrapped up in woollen clothing

André has split his paternity leave into two

André, who was born in Portugal and spent nine years living in England, says the prominent role played by dads in Denmark was one of the first things he noticed when he moved there.

“You see dads strolling around with their kids and young babies,” André says. “I was like: ‘Wow, I’m not used to this.'”

Dads in Denmark, including those who are self-employed, can take up to 24 weeks off work at full pay by the state.

After eleven weeks, the remaining 13 can be transferred to the birth partner if wanted, so they can use them as extra maternity leave. One of the parents can postpone up to 13 weeks of parental until their child is aged nine.

André decided to split his parental leave – taking two weeks immediately after his baby Miro was born and saving the remaining 11 weeks – so he can look after his nine-month-old son when his partner returns to work.

“In Denmark, it’s expected that the partner is more present,” André says. “You’re not only connecting with your child, but you want to develop the family as a whole together.”

Dr Kamil Janowicz A man in glasses stares off to the side of the camera and clutches a small baby to his chestDr Kamil Janowicz

Kamil, a psychologist and post-doctoral researcher at SWPS University, says paternity leave gave him confidence as a father

Dads with full-time jobs in Poland are entitled to two weeks of paternity leave. But unlike in the UK, the salary is paid at 100%, which Kamil says was “great”.

Shortly after his daughter Marianna’s first birthday, Kamil took another nine weeks of non-transferable parental leave.

This extra leave can be taken before a child’s sixth birthday. It is available to both parents, as long as they are employed, and is paid at 70% of a full-time salary.

“For many families, the 70% nine weeks is very low,” Kamil says, “but… when I took the leave my wife started going back to work. I earned 30% less, but she started earning more, so it was beneficial for our family.”

Kamil says those extra nine weeks alleviated a lot of “stress” as his wife transitioned back into work after a year off on maternity leave.

“I was confident,” Kamil says. “I felt as though I was doing a good job – and my daughter felt good with me.”

A man in a checked red jacket smiles at the camera and holds a small baby close to his chest

By the time he has used his full parental leave allowance, Mattias’ son will be almost one

Mattias, from Stockholm, says comforting his three-month-old son is “the best feeling I’ve ever experienced”.

Mattias is able to take advantage of one of the most generous paternity leave policies in the world. Parents in Sweden, including those who are self-employed, can share up to 480 days of parent leave, with 90 days reserved specifically for each parent.

Ringfencing time off for dads was first introduced in Sweden in 1995, with the introduction of a “daddy month” – 30 days just for fathers. This use-it-or-lose-it model increased to 60 days in 2002, and 90 days in 2016.

The first 390 days for each parent are paid at 80% by the government, up to a monthly salary cap of SEK47,750 (£3,590). After that, there’s a daily statutory compensation of SEK180 (£14).

Mattias took six weeks off when Otto was born and will use another nine months of parental leave from November.

“We could share the load in the beginning when everything was new,” Mattias says. “Those six weeks allowed us to be parents together – that made a huge difference. “

Paternity leave – the view from the UK

Some companies, both in the UK and abroad, pay out of their own pocket for enhanced paternity leave policies beyond the statutory minimum. But research from 2023 showed just 12% of fathers from low-income households had access to their full entitlement of employer-enhanced parental leave and pay.

Alex Lloyd-Hunter, co-founder of The Dad Shift, says “money is the single biggest barrier” to dads taking time off work and wants the government to fund better paternity leave for all dads.

A report, published this week by the Women and Equalities Committee (WEC) said statutory pay in the UK was “completely out of kilter with the cost of living”. It suggested the government should consider increasing paternity pay to 90% or more and paternity leave to six weeks in a phased approach.

The report also looked at shared parental leave, introduced in 2014, which allows parents to share up to 50 weeks of leave and up to 37 weeks of pay after the birth or adoption of a child. The review found many families considered it “unnecessarily complex”. It is used in fewer than 2% of all births and a report from 2023 suggests almost half (45%) of dads were not even aware shared parental leave was an option.

“We know the parental leave system needs to be improved,” a spokesperson for the Department for Business and Trade said, adding the government would review maternity leave, paternity leave and shared parental leave.

They also pointed to changes which mean dads will soon no longer have to be employed by a company for 26 weeks to be entitled to statutory paternity leave.



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Education

9 AI Ethics Scenarios (and What School Librarians Would Do)

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A common refrain about artificial intelligence in education is that it’s a research tool, and as such, some school librarians are acquiring firsthand experience with its uses and controversies.

Leading a presentation last week at the ISTELive 25 + ASCD annual conference in San Antonio, a trio of librarians parsed appropriate and inappropriate uses of AI in a series of hypothetical scenarios. They broadly recommended that schools have, and clearly articulate, official policies governing AI use and be cautious about inputting copyrighted or private information.

Amanda Hunt, a librarian at Oak Run Middle School in Texas, said their presentation would focus on scenarios because librarians are experiencing so many.


“The reason we did it this way is because these scenarios are coming up,” she said. “Every day I’m hearing some other type of question in regards to AI and how we’re using it in the classroom or in the library.”

  • Scenario 1: A class encourages students to use generative AI for brainstorming, outlining and summarizing articles.

    Elissa Malespina, a teacher librarian at Science Park High School in New Jersey, said she felt this was a valid use, as she has found AI to be helpful for high schoolers who are prone to get overwhelmed by research projects.

    Ashley Cooksey, an assistant professor and school library program director at Arkansas Tech University, disagreed slightly: While she appreciates AI’s ability to outline and brainstorm, she said, she would discourage her students from using it to synthesize summaries.

    “Point one on that is that you’re not using your synthesis and digging deep and reading the article for yourself to pull out the information pertinent to you,” she said. “Point No. 2 — I publish, I write. If you’re in higher ed, you do that. I don’t want someone to put my work into a piece of generative AI and an [LLM] that is then going to use work I worked very, very hard on to train its language learning model.”

  • Scenario 2: A school district buys an AI tool that generates student book reviews for a library website, which saves time and promotes titles but misses key themes or introduces unintended bias.

    All three speakers said this use of AI could certainly be helpful to librarians, but if the reviews are labeled in a way that makes it sound like they were written by students when they weren’t, that wouldn’t be ethical.

  • Scenario 3: An administrator asks a librarian to use AI to generate new curriculum materials and library signage. Do the outputs violate copyright or proper attribution rules?

    Hunt said the answer depends on local and district regulations, but she recommended using Adobe Express because it doesn’t pull from the Internet.

  • Scenario 4: An ed-tech vendor pitches a school library on an AI tool that analyzes circulation data and automatically recommends titles to purchase. It learns from the school’s preferences but often excludes lesser-known topics or authors of certain backgrounds.

    Hunt, Malespina and Cooksey agreed that this would be problematic, especially because entering circulation data could include personally identifiable information, which should never be entered into an AI.

  • Scenario 5: At a school that doesn’t have a clear AI policy, a student uses AI to summarize a research article and gets accused of plagiarism. Who is responsible, and what is the librarian’s role?

    The speakers as well as polled audience members tended to agree the school district would be responsible in this scenario. Without a policy in place, the school will have a harder time establishing whether a student’s behavior constitutes plagiarism.

    Cooksey emphasized the need for ongoing professional development, and Hunt said any districts that don’t have an official AI policy need steady pressure until they draft one.

    “I am the squeaky wheel right now in my district, and I’m going to continue to be annoying about it, but I feel like we need to have something in place,” Hunt said.

  • Scenario 6: Attempting to cause trouble, a student creates a deepfake of a teacher acting inappropriately. Administrators struggle to respond, they have no specific policy in place, and trust is shaken.

    Again, the speakers said this is one more example to illustrate the importance of AI policies as well as AI literacy.

    “We’re getting to this point where we need to be questioning so much of what we see, hear and read,” Hunt said.

  • Scenario 7: A pilot program uses AI to provide instant feedback on student essays, but English language learners consistently get lower scores, leading teachers to worry the AI system can’t recognize code-switching or cultural context.

    In response to this situation, Hunt said it’s important to know whether the parent has given their permission to enter student essays into an AI, and the teacher or librarian should still be reading the essays themselves.

    Malespina and Cooksey both cautioned against relying on AI plagiarism detection tools.

    “None of these tools can do a good enough job, and they are biased toward [English language learners],” Malespina said.

  • Scenario 8: A school-approved AI system flags students who haven’t checked out any books recently, tracks their reading speed and completion patterns, and recommends interventions.

    Malespina said she doesn’t want an AI tool tracking students in that much detail, and Cooksey pointed out that reading speed and completion patterns aren’t reliably indicative of anything that teachers need to know about students.

  • Scenario 9: An AI tool translates texts, reads books aloud and simplifies complex texts for students with individualized education programs, but it doesn’t always translate nuance or tone.

    Hunt said she sees benefit in this kind of application for students who need extra support, but she said the loss of tone could be an issue, and it raises questions about infringing on audiobook copyright laws.

    Cooksey expounded upon that.

    “Additionally, copyright goes beyond the printed work. … That copyright owner also owns the presentation rights, the audio rights and anything like that,” she said. “So if they’re putting something into a generative AI tool that reads the PDF, that is technically a violation of copyright in that moment, because there are available tools for audio versions of books for this reason, and they’re widely available. Sora is great, and it’s free for educators. … But when you’re talking about taking something that belongs to someone else and generating a brand-new copied product of that, that’s not fair use.”

Andrew Westrope is managing editor of the Center for Digital Education. Before that, he was a staff writer for Government Technology, and previously was a reporter and editor at community newspapers. He has a bachelor’s degree in physiology from Michigan State University and lives in Northern California.





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Bret Harte Superintendent Named To State Boards On School Finance And AI

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Bret Harte Superintendent Named To State Boards On School Finance And AI – myMotherLode.com

































































 




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Blunkett urges ministers to use ‘incredible sensitivity’ in changing Send system in England | Special educational needs

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Ministers must use “incredible sensitivity” in making changes to the special educational needs system, former education secretary David Blunkett has said, as the government is urged not to drop education, health and care plans (EHCPs).

Lord Blunkett, who went through the special needs system when attending a residential school for blind children, said ministers would have to tread carefully.

The former home secretary in Tony Blair’s government also urged the government to reassure parents that it was looking for “a meaningful replacement” for EHCPs, which guarantee more than 600,000 children and young people individual support in learning.

Blunkett said he sympathised with the challenge facing Bridget Phillipson, the education secretary, saying: “It’s absolutely clear that the government will need to do this with incredible sensitivity and with a recognition it’s going to be a bumpy road.”

He said government proposals due in the autumn to reexamine Send provision in England were not the same as welfare changes, largely abandoned last week, which were aimed at reducing spending. “They put another billion in [to Send provision] and nobody noticed,” Blunkett said, adding: “We’ve got to reduce the fear of change.”

Earlier Helen Hayes, the Labour MP who chairs the cross-party Commons education select committee, called for Downing Street to commit to EHCPs, saying this was the only way to combat mistrust among many families with Send children.

“I think at this stage that would be the right thing to do,” she told BBC Radio 4’s Today programme. “We have been looking, as the education select committee, at the Send system for the last several months. We have heard extensive evidence from parents, from organisations that represent parents, from professionals and from others who are deeply involved in the system, which is failing so many children and families at the moment.

“One of the consequences of that failure is that parents really have so little trust and confidence in the Send system at the moment. And the government should take that very seriously as it charts a way forward for reform.”

A letter to the Guardian on Monday, signed by dozens of special needs and disability charities and campaigners, warned against government changes to the Send system that would restrict or abolish EHCPs.

Labour MPs who spoke to the Guardian are worried ministers are unable to explain essential details of the special educational needs shake-up being considered in the schools white paper to be published in October.

Downing Street has refused to rule out ending EHCPs, while stressing that no decisions have yet been taken ahead of a white paper on Send provision to be published in October.

Keir Starmer’s deputy spokesperson said: “I’ll just go back to the broader point that the system is not working and is in desperate need of reform. That’s why we want to actively work with parents, families, parliamentarians to make sure we get this right.”

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Speaking later in the Commons, Phillipson said there was “no responsibility I take more seriously” than that to more vulnerable children. She said it was a “serious and complex area” that “we as a government are determined to get right”.

The education secretary said: “There will always be a legal right to the additional support children with Send need, and we will protect it. But alongside that, there will be a better system with strengthened support, improved access and more funding.”

Dr Will Shield, an educational psychologist from the University of Exeter, said rumoured proposals that limit EHCPs – potentially to pupils in special schools – were “deeply problematic”.

Shield said: “Mainstream schools frequently rely on EHCPs to access the funding and oversight needed to support children effectively. Without a clear, well-resourced alternative, families will fear their children are not able to access the support they need to achieve and thrive.”

Paul Whiteman, general secretary of the National Association of Head Teachers, said: “Any reforms in this space will likely provoke strong reactions and it will be crucial that the government works closely with both parents and schools every step of the way.”



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