by James Anthony
Sadly, it may come as no surprise that earlier this week a government report revealed that Norfolk is one of the worst areas in the country for social mobility. Often stereotyped as a rural backwater and with a disappointingly spot on reputation for appalling educational standards and failing children’s services in recent years, it is awful that the government appear to be finding this acceptable and are not increasing funds for social mobility in our county.
While it is unfortunately not too surprising that rural Norfolk isn’t great for social mobility, the equally poor ranking for the city of Norwich will shock many. Our fine city is often hailed as some sort of utopia, full of educated professionals, left wing representation and a good jobs market, but the embarrassing fact is that Norwich isn’t always as perfect as we think. Outside of the affluent city centre and Golden Triangle, there are areas of real deprivation – and no serious attempt by our Tory government is being made to fix this.Continue Reading
by Laura Potts
Education is amazing. It encourages the growth of passion for any number of subjects, and opens doors for many to enter into the field that that passion leads them towards, where their research work is often vital to the discovery of all sorts of new and exciting things.
However, the modern system that has emerged as society has ‘advanced’ does not always prioritise the curiosity and growth that education cultivates over more material concerns such as financial gain. The increases in the various fees and costs associated with higher educational institutions and the shrinking of the creative curriculum at earlier levels often means that a passion for a subject is no longer enough. But as with any monolithic trend, alternatives have sprung up down the years.
by Alex Powell
Recently I’ve started teaching as part of my PhD, and through doing so I‘ve been learning a few things myself. The most striking thing I have noticed is how skewed and extreme expectations are for people in various academic roles. Why do we assume that a lecturer in any given subject should know everything there is to know about that subject off the top of their head?
by Lewis Martin
Back in March, the MinoriTory government announced the idea of running fast track two year degree courses in the hope of saving students money. Last week the Times Higher Education supplement revealed that surveyed students from lower socio-economic backgrounds would be more likely to take this option up if it existed. Could the Tories’ apparently hare-brained scheme in fact be justified?
By Alex Powell
Late last month, we saw the release of the first batch of Teaching Excellence Framework (TEF) results. The TEF has been the subject of significant student opposition, with a Save the Student survey suggesting that as many as 76% of students oppose the implementation of the TEF. I was an opponent of it myself, particularly of links made between TEF scores and the ability of institutions to raise their tuition fees, though this plan has been postponed until 2020.
by Bradley Allsop
We live in turbulent times. The political establishment has been rocked again and again this last year. The government is embattled in a way it hasn’t been for 7 years and that rarest of things in British politics, change, is peeking its head above the parapet. What’s more, for the first time in my lifetime, it seems my generation is willing to be an active participant in all this. June’s election saw the highest rise in youth turnout in British political history – it reached its highest absolute level since 1992. It falls to those of us already engaged to fan this flame and help it spread beyond the ballot box, building the political courage and competencies of our fellows. Nowhere offers a better opportunity for us to do this than on university campuses.
by Laura Potts
Last week, the first set of Teaching Excellence Framework (TEF) rankings were released for 2017. The TEF is fairly complicated and students are rarely informed of how it works, or the possible implications it holds for the future of education. In short, it is a framework of metrics or measures introduced by the Tory government, ostensibly to assess teaching in higher education institutions in England. These metrics categorise two areas: student satisfaction and graduate earnings / employability. A lot of the data comes from the National Student Survey that final year students are often pressured to take part in. This years’ rankings gave some unexpected results for some of the UK’s most prestigious institutes, with many not doing as well as expected – only 8 of the 21 elite Russell Group universities were awarded ‘Gold’. This suggests that we should be cautious about taking the TEF results as accurate representations of institutions.