The latest news isn’t very promising.
About 40 universities report coronavirus cases – BBC News
Health minister Helen Whately said “it must be really tough” for students, but they wanted outbreaks “under control”. Universities were working hard to be able to resume some face-to-face learning, the health minister said. But some students have questioned why they were told to leave home when most teaching is being done remotely.
Students ‘scared and confused’ as halls lock down – BBC News
Up to 1,700 students at Manchester Metropolitan University and hundreds at other institutions, including in Edinburgh and Glasgow, are self-isolating following Covid-19 outbreaks. In Manchester, students are being prevented from leaving by security.
It’s difficult dealing with all this uncertainty, but perhaps I just need to re-think things?
The value of uncertainty – Aeon
Understanding our own relationship with uncertainty has never been more important, for we live in unusually challenging times. Climate change, COVID-19 and the new order of surveillance capitalism make it feel as if we are entering a new age of global volatility. Where once for many in the West there were just pockets of instability (deep unpredictability) in a sea of reliability – albeit sometimes in disagreeable structures and expectations – it lately seems as if there are just pockets of stability in a swirling sea of hard-to-master change.
Five rules for thinking about risk during the coronavirus pandemic – Wired UK
Navigating the constant risk assessment that life has now become is frustrating, but changing how we think about risk can make things easier. WIRED spoke to two experts in how humans perceive and respond to risk to figure out how adjusting our attitude to uncertainty can help us make better decisions
One certainty I’m still clinging to is that everything will be OK in the end. If it’s not OK yet, it just means we’re not yet at the end. I was happy to jump to the end of this roundup of expert opinion on how the next year may
The Road Ahead: Charting the coronavirus pandemic over the next 12 months — and beyond – STAT
Perhaps by the holidays in December 2021, life will feel safe enough that memories of the anxiety and fear of spring 2020 start to blur. After all, the typical final act of health emergencies is “global amnesia,” when people forget the lessons of what they just lived through.
But let’s return to the topic we started with.
“Online art school is not art school”: The future of creative higher education in the age of Covid-19 – It’s Nice That
Amid much controversy, institutions began digitising all interactions and creative output months ago as part of their emergency response to the global crisis. Aside from the exam results fiasco of last month, students and tutors alike have been told to embrace the “new normal” this coming term, even if their creative futures depend on it. We’ve seen an uproar from students around the world questioning how teachers are able to measure creativity through a screen. It begs the question: if online learning proves to be successful, what does that mean for the future of creative higher education?
Ed-tech mania is back – The Chronicle of Higher Education
[The] problem for today’s charismatic technologists is that the types of disruption they envisioned haven’t happened. MOOCs, adaptive tutors, chatbots, artificial intelligence, virtual reality, learning analytics, and other recent innovations have played very minor roles in higher ed’s crisis pivot to online learning. Instead, the pandemic has seen us embrace two dominant technologies. The first is the learning-management system — a place to distribute and collect resources online. Learning-management systems were theorized in the ‘60s and ‘70s, commercialized in the ‘90s, and made open source in the ‘00s. The other major technology we’ve embraced is similarly old school: it was called “videotelephony” when it debuted in the 1930s, and it has gradually morphed into today’s videoconferencing. Faculty members have simply turned from the classroom lectern to their home-office webcam without the assistance of chatbots or AI tutors.
Universities should be two-thirds empty to avoid “almost inevitable” Covid spikes. As if I wasn’t worried enough about my son just starting university…
Yes, there’s a global pandemic, but that doesn’t stop the university league table business.
Oxford University takes top spot in Guardian’s annual university guide – The Guardian
This year’s Guardian university guide sees Oxford moving up from third to first, while the University of St Andrews stays in second place and Oxford’s ancient rival Cambridge drops to third after occupying the top spot for nine years.
There were a number of significant worries about what the start of this academic year might look like for university recruitment. But perhaps things will be OK.
The results comes as British universities are becoming cautiously optimistic that most have avoided the worst scenarios anticipated following the worldwide coronavirus outbreak and the exam grading turmoil that engulfed UK schools. Several institutions have said that student recruitment has held up across the board, with few domestic students opting to defer their studies, while international students numbers appear not to have fallen as feared.
There’s no shortage of advice out there, for universities …
Higher education: reopening buildings and campuses – GOV.UK
This guidance is designed to help HE providers in England to understand how to minimise risk during the coronavirus (COVID-19) pandemic and to provide services to students to ensure they can have an enjoyable experience, while staying as safe as possible. We recognise that providers have been working to prepare for safe reopening and this update is designed to support finalisation of these preparations and provide clarity on some issues raised by providers.
… as well as students.
‘Don’t buy grated cheese’: student cooking tips by top chefs – The Guardian
Cooking as a student can be tough because you often have a small kitchen. In our kitchen in student halls there were four burners on the hub. Two didn’t work and the others timed out after an hour for safety. You’re also sharing a fridge. So the key is to start simple.
Photo by Alan Hardman
How will schools be able to reopen? – BBC News
In England, ministers say schools should prepare to begin to open for more pupils from 1 June. This would be for those in nursery and pre-school, Reception and Years 1 and 6 at primary school. At secondary school and college, Years 10 and 12 would return first. Only a tiny fraction of the regular school population are likely to attend. Schools in Wales will not reopen on 1 June, while those in Scotland and Northern Ireland may not restart before the summer holidays.
Many teaching unions and councils, including my own, have major reservations.
Ministers under pressure over schools return date – BBC News
The decision to begin reopening schools came after the reproduction, or R number – the number of people that one infected person will pass the virus on to, on average – came down across every part of the UK. But multiple research groups, including those at the University of Cambridge, show it varies across the country – it has come down most in London but is higher in the north-east of England.
Leeds City Council statement on re-opening primary schools – Leeds.gov.uk
Due to a variety of factors, it would be impossible for all schools to operate to the Government’s timetable of opening Reception, Year 1 and Year 6 from June 1. While some schools will begin to gradually expand their intake from this date, Leeds will not expect all our schools to open to all those pupils from day one.
Only time will tell if this is the right step to take. Italy, which closed its schools at the end of February, initially for just a week, isn’t expecting them to reopen until mid-September, if not later. Teachers, parents and children alike have had mountains to climb, and they’ve still got perhaps four more months to go.
Italian lessons: what we’ve learned from two months of home schooling – The Guardian
The Digital Economy and Society Index rates Italy 24 out of 28 European countries in its “digitalisation index”, and last year Italy’s national statistics agency, Istat, reported that 23.9% of Italian families have no access to the internet. As one teacher said to me: “We’ve discovered how democratic pencil-and-paper is.” The attempt by many teachers to get less-privileged students the necessary laptops and internet connections is one of the untold stories of this crisis. By 19 March, the ministry of education claimed to have distributed 46,152 tablets throughout the country. Since then, an emergency budget has created a €70m fund for providing computers to those without. Even if the necessary hardware is distributed, one special educational needs teacher told me that online classes just don’t work for children who need bespoke lessons: “Those who are already doing well at school are now doing even better, but those who were struggling are just falling further behind.”
They aren’t the only ones. Here’s the view from China.
The coronavirus exposes education’s digital divide – The New York Times
Students in some places have hiked for hours and braved the cold to listen to online classes on mountaintops, the only places they can get a decent cell signal, according to Chinese news reports. One high schooler in Sichuan Province was found doing homework under a rocky outcropping. Two little girls in Hubei Province set up a makeshift classroom on a wooded hillside.
For children of the millions of migrant laborers who work far from home to keep China’s cities cleaned and fed, another problem is a lack of supervision. These “left-behind children,” as they are called in China, are raised mostly by their grandparents, who are often illiterate and cannot help with homework even when it is not delivered via smartphone app.
I don’t think our position is that much better.
Outdated IT systems pushed to the limit by large-scale remote working, say schools – The Independent
Technology in many schools is like the “dark ages” compared with other sectors, the headteachers’ union warned. … One headteacher is desperately trying to raise funds as he says funding cuts have left the school without the cash to carry out critical IT upgrades needed to run a “virtual school” for 1,200 pupils.
Some central support has been made available, from the big players…
UK schools will get tech support from Google and Microsoft – Computer Weekly
The government has also written to organisations overseeing schools and children’s social care, such as local authorities and trusts, to advise them how they can order devices as part of its £100m investment to provide internet access and computers to disadvantaged children.
… as well as from some lesser-known software companies and training providers.
UK education providers are helping teachers, parents and students respond to the impact of COVID-19 worldwide – GOV.UK
Century Tech creates personalised learning pathways for students and powerful data for teachers to ensure that every child gets tailored, high quality education. They are offering free maths, English and science resources here.
Personalised learning pathways sounds a little dry. How could we jazz up what Century Tech are offering? What buzzword comes to mind?
‘AI teachers’ to be offered to British students off school due to coronavirus – The Telegraph
“AI teachers” will be offered to every student in the UK that is forced to miss school due to the coronavirus, it has been announced. … Like a human teacher, the virtual tutor tracks how a student learns, adapts to their strengths and weaknesses and constantly adjusts lesson plans.
The educational impact of this pandemic is not restricted to just schools, of course.
Breaking: All University lectures to be online-only in 2020-21 – Varsity
A leaked email seen by Varsity outlines plans for all lectures in the 2020-21 academic year to be conducted virtually. Head of Education Services, Alice Benton wrote to Senior Tutors today (19/05) to inform them that the ‘General Board’s Education Committee’ has ‘agreed that, since it is highly likely that rigid social distancing will be required throughout the next academic year, there will be no face-to-face lectures next year.’
University of Cambridge shifts lectures online for 2020/2021 academic year – Cambridge Independent
The University told the Cambridge Independent: “The University is constantly adapting to changing advice as it emerges during this pandemic. Given that it is likely that social distancing will continue to be required, the University has decided there will be no face-to-face lectures during the next academic year. Lectures will continue to be made available online and it may be possible to host smaller teaching groups in person, as long as this conforms to social distancing requirements. This decision has been taken now to facilitate planning, but as ever, will be reviewed should there be changes to official advice on coronavirus.”
Online lectures ‘likely’ to continue at Edinburgh Uni for ‘some time to come’, VC warns – The Tab
In an interview on Radio 4 Today, Peter Mathieson said having “hundreds of students packed into in lecture theatres” would probably not be “safe or possible” when asked about Cambridge University’s recent decision to move all lectures online until Summer 2021. … “We haven’t talked about a fully online model,” he said. “Lectures may be online and we were doing that anyway – we’re very good at that, but actually small-group teaching will continue.”
That’s just as well. As we saw above with schools, moving online is not without its challenges.
Universities beware: shifting classes online so quickly is a double-edged sword – The Guardian
But can this rapid shift to online teaching and learning actually work in the long term? Several problems have already emerged. Online teaching needs more than just the basics. Lecturers need access to a computer that supports teaching software and a reliable internet connection. Meanwhile, for students, even basic hardware and software are far from guaranteed in many homes, as families share equipment and internet providers struggle with increased traffic.
So yesterday, two weeks before the scheduled end of the term, kids across the country had their last school day. An early end to the term. An end to the school year?
Coronavirus: how to help children through isolation and lockdown – The Conversation
The UK has become the latest country to close schools in a bid to slow down the spread of the novel coronavirus. This is a game changer for families, displacing children from friends, learning and their school community. To help them through what could be months of isolation and potentially lockdown, we need to consider how this new world looks and feels to them. […]
Questions about limiting screen time are a little moot, now.
Accept that they will also need to talk with friends and process what is happening around them, so tune into the value of the technology they are glued to, and actively encourage face time and group chats. It is best to talk with teenagers as the near-adults they are, emphasising the positives – the experts are working round the clock.
But what about GCSE and A-levels?
Fears that cancelling exams will hit BAME and poor pupils worst – The Guardian
The education secretary, Gavin Williamson, will give more details about what will replace exams on Friday, but it is likely that GCSE and A-level results will be awarded based on predicted grades. He promised an appeal process for pupils who are unhappy with the results they are given, to ensure that the system is as fair as possible. Experts warned that the changes would disadvantage black and minority ethnic, working-class and other marginalised students, who are already under-represented in top universities.
Mock results and predicted grades won’t be used in isolation, though.
Coronavirus: Teacher assessments for GCSEs and A levels – Tes
“Ofqual will develop and set out a process that will provide a calculated grade to each student which reflects their performance as fairly as possible, and will work with the exam boards to ensure this is consistently applied for all students,” the Department for Education said in a statement.
The DfE have some FAQs, with more detail.
Coronavirus (COVID-19): cancellation of GCSEs, AS and A levels in 2020 – GOV.UK
3. How will you address the fact that students from disadvantaged backgrounds are more likely to have their grades under-predicted?
We are not awarding students their predicted grades. Ofqual, the independent qualifications regulator, will develop a fair and robust process that takes into account a broad range of evidence, including teacher assessment and prior attainment. Ofqual will make every effort to ensure that the process agreed does not disadvantage any particular group of students.
Pupils who do not feel their calculated grade reflects their performance will have the opportunity to sit an exam, as soon as is reasonably possible after schools and colleges open again.
4. Will all students get their predicted grade?
No, we know that simply using predicted grades would not be fair to all students. The calculated grade will take into account teachers’ assessment of the likely grade as well as other factors such as prior attainment, so students’ final grades will not necessarily reflect their predicted grades.
One of our kids is expecting to start university this September…
18. What will young people with university offers do?
The grades awarded to students will have equal validity to the grades awarded in other years and should be treated in this way by universities, colleges and employers. There is no reason for the usual admissions cycle to be disrupted.
We welcome the constructive approach taken by the main university representative body, Universities UK, who have said that universities will be flexible and do all they can to support students and ensure they can progress to university.
We can only wait and see.
Universities condemn ‘catastrophic’ plan to link fees to graduate pay – The Guardian
Dr Jason Scott-Warren, a lecturer in English at Cambridge University, says: “The idea of measuring the success of degrees by graduate earnings is despicable and we can only hope that future governments will abandon this market logic.”
It seems that concept of linking value of education to earnings is spreading to other areas. Anything that mentions Ofsted is usually trouble.
Alarm at Ofsted-style plan to rank universities by graduate earnings – The Guardian
In November the Conservative manifesto set off alarm bells in universities by promising to tackle “low-quality courses”. Now senior academics close to Westminster say the government is pressing on with this in a plan that could replicate the four Ofsted categories used for schools, flagging up university courses the government considers inadequate. […]
Controversially, graduate earnings are expected to be the bar by which the government will judge courses. Higher education experts warn this would damage the arts and humanities, where starting salaries are typically much lower than in disciplines such as medicine or law. […]
Prof Alec Cameron, vice-chancellor of Aston university, in Birmingham, says: “Salary is evidence of things, including where you live, what sector you’re in, and what sort of job you are pursuing. We should push back against the idea that a good salary is an adequate measure of how much a job matters to society.”
How can anyone think this is a good idea?
It’s great to see some universities overhauling their applications processes to become more diverse, but something that caught my eye earlier was this new kind of offer being made to applicants.
‘Conditional unconditional’ offers on the rise – BBC News
Conditional unconditional offers give students a place – regardless of their A-level grades – on condition they make the university their firm first choice. Critics say they encourage students not to work hard to get the best A-levels.
You could say that about any kind of unconditional offer, of course. As Mike Ratcliffe, Nottingham Trent University’s Academic Registrar, explains below, this new type of offer does have the worrying feel of ‘pressure selling’ about it.
The evidence against conditional unconditionals doesn’t stack up – Wonkhe
One concern expressed around conditional unconditional offers hinges on when a conditional offer made via UCAS is converted to an unconditional offer if the student accepts that provider as their firm choice, in particular if there is an arbitrary time limit. This is the source of the potential, it has been suggested, for universities to engage in “pressure selling”. In our view, there should be no need to require a student to choose before they have all their offers or outside of the standard UCAS decision dates.
But going back to that point about potentially disincentivising students to do well at their A-Levels, he suggests that’s less of an issue.
Another concern is whether applicants with conditional unconditional offers are more likely to coast through the remainder of their level 3 qualifications and thus miss their predicted grades. National data show it is the applicants with higher predicted grades who miss their grades the most; at NTU it is these very students to whom we make conditional unconditional offers. Our statistical modelling suggests that only a tiny proportion (1.2%) of the variables explaining our students’ propensity to miss their predicted grades can be attributed to holding conditional unconditional offers. This is consistent with the UCAS analysis in its End of Year Cycle report in 2018 which concluded: less than 2 per cent of applicants that missed their predicted A levels by two or more grades in 2018, did so as a result of holding an unconditional firm.
I was amused by this other article on WonkHE from Paul Greatrix, the Registrar from Nottingham’s other university, about the latest developments in online courses—‘nanodegrees’. I don’t think he’s a fan.
Stack ‘em high, sell ‘em cheap – get your micro-credentials here – Wonkhe
But despite all the hype around MOOCs and the like, universities and their traditional offerings have proved remarkably resilient and therefore the logical next step was for the MOOC providers to start offering actual qualifications themselves. Not traditional awards of course but excitingly named micro-credentials, nano-degrees and micro-masters courses all of which were described as ‘stackable’ qualifications and would, again, destroy universities with all of their tedious, fusty old style qualifications. […]
It remains to be seen whether there is significant demand for these excitingly labelled new programmes and whether they will prove as popular as these extremely small awards previously promoted on Wonkhe.
But given the treatment that MOOCs, advocates of ‘unbundling’ higher ed and those who favour the ‘uber-isation’ of HE receive in Audrey Watters’ wonderful list of the 100 worst ed-tech debacles of the last decade you have to ask if MicroBachelors™ or the like are going anywhere fast.
What would you do with 17 rejection letters?
A doctoral student wore a skirt made of rejection letters to defend her dissertation
The skirt communicated what her presentation didn’t: the grueling, bumpy process she went through on her way to her major moment in front of a committee of five professors on Oct. 7.
“The dissertation presentation is in this narrative form, where … it looks like everything went smoothly in my process from start to finish,” said Kirby, 28, who for the past 4½ years has been a doctoral student in environmental science and policy. “So I wanted something in my presentation that shows that really isn’t how it goes. There are a lot of roadblocks along the way.”
For a number of weekends now, my son and I have attended several university open days, touring facilities and listening to presentations in lecture theatres up and down the land. These photos of blackboards by Jessica Wynne look quite familiar—and equally incomprehensible.
A photographic survey by Jessica Wynne of chalkboards filled by mathematicians
Wynne tells Colossal that she enjoys photographing the dusty work surfaces because of “their beauty, mystery and the pleasure of creating a permanent document of something that is ephemeral.” The “Do Not Erase” photo series, soon to be published in a book by Princeton University Press for release in 2020, includes boards from institutions and universities around the world. Wynne hopes that viewers can appreciate the aesthetic of the worked surfaces while “simultaneously appreciating that the work on the board represents something much deeper, beyond the surface.”
I’ve just got round to reading this weekend’s Art & Letters Daily newsletter. More coffee is required before I properly engage with these questions, I think — the first, about the value of the arts; the second, the value of higher education.
What’s the point?
These feel like such dire times, times of violence and dislocation, schism, paranoia, and the earth-scorching politics of fear. Babies have iPads, the ice caps are melting, and your smart refrigerator is eavesdropping on your lovemaking (and, frankly, it’s not impressed).
Fascists, bigots, and guys who plan to name their sons Adolf wake up every day with a hateful leer on their faces and the Horst Wessel Song in their hearts—if you’re an ignorant, misogynist, xenophobic, racist against science, I guess times have never felt better. But for the vast rest of us—and please know, please believe, you and I greatly outnumber them—for the rest of us, things can seem so much worse than they did back in 2010, when a decent, thoughtful, level-headed, rational, and humane black man was living in the White House.
It has all seemed to fall apart so quickly. Looking around, it’s hard not to wonder who or what is to blame. I think it might be me. No, hear me out.
(This quote from George Bernard Shaw might help here.)
Does meritocracy stall social mobility, entrench an undeserving elite, and undermine trust in higher education?
An attack on meritocracy is invariably an attack on higher education, where meritocrats get sorted and credentialed. So the turn against meritocracy prompts big questions. Has meritocracy in fact failed? Is it time for universities to rethink the definition of merit, and, more broadly, higher education’s role in American life? Are meritocracy’s critics too sweeping in their indictment? Is it still — flaws and all — the fairest way to organize society? If we do away with it, what comes next?
We put these questions to 10 scholars and administrators from across the academy. Here are their responses.
For all you lazy students out there, here’s a way you can present any Wikipedia article as a real academic source.
M-Journal subverts academia by morphing Wikipedia into a reliable source
Caveat lector, let the buyer beware. These are the words at the end of the Wikipedia page that informs users that attempting to use Wikipedia as a reliable source of cited material comes with a continuous and present risk. Across academia it is a known operating fact that Wikipedia is not an accepted source for research papers and the lot. That hasn’t stopped students from using it and thanks to M-Journal, disguising it.
As the article goes on to say, it’s “ingenious as much as it is ridiculously dubious.”
Website M-Journal will turn Wikipedia articles into “real” academic papers
One of the funnier parts of the M-Journal is that if your teacher does ask for a link to the academic paper, the site will generate a fairly convincing-looking link. But it has a fake paywall, so you can’t see the whole thing.
And we all know that no one ever goes past the paywalls on academic journals.
(Not that the ‘real’ ones are necessarily any better, of course.)
This whole scheme will only work if academics are kept in the dark, otherwise the game is up. Let’s hope the word is getting out — I think the sector has enough fakery problems without this adding to the mix.
I’ve worked in a number of universities and know that it’s not easy being a university student; lots to worry about. And I know it’s not easy being the parent of a university student; lots to worry about. I’ve been the former, and in a year’s time, if all goes well, I’ll be the latter.
In this article for WonkHE, Alan Sutherland from Surrey SU considers the problems universities and parents have with each other’s expectations, and a possible way forward.
Parents are at the sharp end of marketisation
The 2019 UCAS application cycle is almost complete, and at the time of writing almost half a million undergraduates will be starting at a UK university in a few weeks time.
What part, however, are parents allowed and expected to play in the next few years? After a harrowing experience with a gaggle of angry parents, I thought it wise to take a closer look at the parental experience.
Another year, another A-level results day, another set of the usual stories in the media. This one caught my eye, though, about Labour’s plans to change the university application process timeline, removing the need for predicted grades.
A-level results: a minority of students achieve predicted marks, so yes the system should be reformed
It’s generally accepted that going to university plays a significant part in shaping lives, and the skills gained there help to sustain a thriving society. So it seems odd that at the heart of this process is guesswork – with the bulk of university offers based on predicted grades.
Indeed, Labour has announced plans to replace offers based on predicted grades with a new “fairer” system of post-qualification admissions. Under Labour’s plans, students would apply for their higher education place after receiving their results instead of the current system of predicted grades – which the party says penalises disadvantaged students and those from minority backgrounds.
My first reaction with these kinds of plans is to almost faint at the thought of the upheaval everyone would have to go through. Hundreds of universities, thousands of schools, millions of students. Would there have to be a pilot implementation with just a few schools? Or just a few universities? How would that work? Would that create a two-tier system? Could it really all be turned around in such a short timeframe? What if it all went wrong?
But then, if other countries can do it, why can’t we?
All of which makes Labour’s most recent suggestions of reforming the system a step in the right direction. Indeed, a 2019 report from The University and College Union revealed that post-qualification admissions were the global norm, and that countries the UK often benchmarks against – such as Germany, Singapore, Australia and the US – all use this system.
The OECD’s top five countries with the highest performing graduates also use post-qualification admissions – so it’s possible that students in those countries are being better matched to institutions and thriving accordingly.
University application processes are in full swing, but here is some reputationally damaging news from Lancaster University.
Lancaster University hit by cyber attack, hundreds of students’ personal data stolen
The full scale of the cyber attack was revealed yesterday (July 22), when university chiefs confirmed that hackers had breached IT systems and accessed student records … It said it regretted that the breach has led to fraudulent invoices being sent to some undergraduate applicants demanding large sums of money.
Two days later, and the police have arrested someone for it.
Man arrested over UK’s Lancaster University data breach hack allegations
Names, addresses, email addresses and phone numbers were among the categories of data visible to the hackers. Fraudulent invoices were sent to some, the university admitted. With overseas applicants (of which Lancaster had 575 last year from non-EU countries and 375 from other EU countries) paying fees measured in the tens of thousands of pounds per year, the potential for high returns is great.
Our sources added that around half a dozen students had paid these fraudulent invoices. The highest undergraduate fees for overseas (non-EU) students is Lancaster’s Bachelor of Medicine, Bachelor of Surgery (MBChB) course at £31,540.
It’s more than a little embarrassing, as Lancaster University is one of a number of universities offering degrees in cyber security…
Cyber Security MSc – Lancaster University
In addition to the taught modules, you will also work on an individual research project, supervised by two academics from two of the four departments. Through this project, you will obtain an in-depth understanding of the theoretical and practical aspects of cyber security and technology. You will put the skills and knowledge you have developed throughout the year into practice and gain experience of tackling real-world cyber security issues.
Well, there’s a ‘real-world cyber security issue’ for you.
It need not always be about the money.
A debate is under way about the cost of higher education
But the most powerful arguments for free university are about values rather than economic efficiency. To politicians like Mr Sanders, a post-secondary education is a part of the basic package of services society owes its members. There are broad social benefits to a well-educated citizenry, because new ideas allow society as a whole to prosper and cultivating an informed population in an increasingly complex world probably takes more than 12 or so years of schooling. Amid constant technological change, a standing offer of free higher education may represent an important component of the social safety-net. Universality reinforces the idea that free education is not an expedient form of redistribution, but part of a system of collective insurance undergirding an egalitarian society. To progressive politicians, means-tested services send the message that government programmes are for those who cannot help themselves, whereas universal programmes are a means by which society co-operates to help everyone.
Another weekend saw another trip to a university’s Open Day, and another PowerPoint presentation full of league table statistics…
Unknown pleasures: exciting new uni rankings
As this commentary from my colleague Professor Mike Merrifield observes using university league tables is not a great way to choose where to apply for a university place both because of the way they are compiled and their inherent flaws.
But there are plenty of them out of there and they never stop coming. And we are now in peak league table season. So, put your sceptical face on and have a look at a couple of the most recent major offerings.
Vast differences exposed in graduate outcomes
New data published today shows the wide variation in graduate outcomes depending course and institution.
Government reveals student loan contribution
Data published today shows forecasts for student numbers, the cost of student loans and loan repayments in England.
It’s no surprise to learn that, according to research from the Office for National Statistics, many graduates do not have jobs that make full use of their degrees. What might that mean for the debate around expanding student numbers? David Kernohan from Wonkhe tries to unpick the issues.
Are graduates overeducated and underpaid?
Twenty-nine point two percent of graduates are over-educated for their job role five years or more after graduation. Though we can assign some of these to personal choice – either a focus on non-work goals (for example starting a family), or a commitment to low-paid employment (for example for artists and nurses), – we have to contend with the fact that a sizeable proportion of graduates are not in graduate employment more than five years on, however loosely defined that is.
Graduates in non-graduate roles do enjoy a slight premium over their non-graduate colleagues, and are likely to see speedier progression as they remain in their roles. But this is far from the “graduate premium” so often used as a policy justification for student borrowing.
There will be some who, on reading this report, will leap to blaming the graduates themselves, or the institutions that taught them. A purely instrumentalist view of higher education would suggest that they should never have attended university in the first place. But it is equally valid to argue that our employment market is not adequately rewarding people for the skills they bring to the jobs they do – and that the notion of a “graduate job” does not cover the jobs that we all benefit from having graduates do.
This press release from DfE paints a more positive picture, as you’d expect, but this too isn’t without its concerns.
Graduates continue to benefit with higher earnings
The figures show that a degree continues to be a worthwhile investment, however it also revealed that gaps in earnings still exist between different groups of the working age population – with male graduates earning £9,500 more than female graduates, and white graduates also earning £9,500 more than black graduates.
Two extremes of the use (no use, misuse) of technology in education.
Ghanaian teacher Richard Appiah Akoto faced a difficult problem: He needed to prepare his students for a national exam that includes questions on information technology, but his school hadn’t had a computer since 2011.
So he drew computer screens and devices on his blackboard using multicolored chalk.
The article continues:
After Akoto’s story went viral last March, Microsoft flew him to Singapore for an educators’ exchange and pledged to send him a device from a business partner. He’s also received desktops and books from a computer training school in Accra and a laptop from a doctoral student at the University of Leeds.
Government pledge to ‘beat the cheats’ at university
In the first of a series of interventions across the higher education sector, Damian Hinds has challenged PayPal to stop processing payments for ‘essay mills’ as part of an accelerated drive to preserve and champion the quality of the UK’s world-leading higher education system.
Hinds calls on students to report peers who use essay-writing services
The true scale of cheating is unknown, but new technology has made an old problem considerably easier. In 2016, the higher education standards body, the Quality Assurance Agency (QAA) found about 17,000 instances of cheating per year in the UK, but the number of students using essay-writing services is thought to be higher as customised essays are hard to detect. A study by Swansea University found one in seven students internationally have paid for someone to write their assignments.
Even in these Brexit endtimes, I still don’t think we appreciate how relatively straightforward things are for us here.
Knowledge is power: Uzbekistan lifts ban on political science
Uzbekistan will resume teaching political science this year, according to a presidential decree signaling the return of a subject said to have been decried as pseudoscience by the previous leadership.
Though limited to only one state-run university, the move announced on Thursday highlights the Central Asian nation’s modernization drive after decades of isolation under late president Islam Karimov. […]
Karimov’s successor, former prime minister Shavkat Mirziyoyev, has launched a broad reform program and moved to abolish some of his predecessor’s most restrictive and bizarre policies, such as bans on buying foreign currency, painting faces at soccer games and playing billiards and snooker.