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Widening Participation-Review EPI-TASO 2020.Pdf
1 About the authors David Robinson, Director, Post-16 and Skills. David’s background includes six years at the Department for Education, as the lead analyst first on school accountability and then on capital funding. David was the lead analyst and designer for the government’s current 16-19 accountability arrangements and led on the analysis and research that informed the reforms to accountability primary and secondary schools. He also led the economic analysis of the department’s capital funding proposals during the 2015 Comprehensive Spending Review. Since joining EPI David has authored the following EPI reports: ‘16-19 education funding: trends and implications’; ‘Post-18 education and funding: options for the government review’; ‘UTCs: are they delivering for young people and the economy?’; and ‘Further Education Pathways: Securing a successful and healthy life after education’ . Viola Salvestrini, a Senior Researcher at the Education Policy Institute. Before joining EPI, Viola worked as a research economist at the Universities and Colleges Employer Association, and at the London School of Economics. She led research on inequality, gender and ethnicity gaps in education and in the labour market. Viola is now completing her PhD at Queen Mary University. About the Education Policy Institute The Education Policy Institute is an independent, impartial, and evidence-based research institute that promotes high quality education outcomes, regardless of social background. We achieve this through data-led analysis, innovative research and high-profile events. Education can have a transformative effect on the life chances of young people, enabling them to fulfil their potential, have successful careers, and grasp opportunities. -
Student Protection Plan
Nottingham Trent University Student Protection Plan UKPRN: 10004797 Legal Address: 50 Shakespeare Street, Nottingham, NG1 4FQ, UK Contact Point for Enquires about this Plan: Deputy Vice Chancellor (Academic Development and Performance) Student Protection Plan for 2020/21 academic year: Nottingham Trent University 1. Scope and identification of Risks Introduction: In accordance with the requirements of the Higher Education and Research Act 2017, this plan inform students of what they can expect should a course, campus or institution close. This Student Protection Plan (hereafter “the Plan”) aims to demonstrate that Nottingham Trent University (NTU) has considered how students can continue or complete their studies or be compensated if this is not possible. The University recognises that in the event of a significant course or campus closure it will be expected to work closely with the Office for Students and its own student body to ensure that students’ interests are protected through any such change. Nottingham Trent University is a large, established, high performing and financially stable provider. We would like to reassure both our students and applicants that the risks outlined in this Plan are all very low and in the case of closure extremely low. Examples of risks to which this Plan would apply: • Loss or restriction of University status or its degree awarding powers or its designation for student support or student intake; • Decision to close the institution, a campus or a specialist facility; • Long term disruption to your course -
University of Exeter Ib Requirements
University Of Exeter Ib Requirements Is Gerard socialistic when Wes fixating nationally? Virgilio is antimicrobial: she beautifies contemptuously and befogging her Baalism. If out-of-place or subjunctive Hamid usually enchants his lockers tricing amusingly or taper censurably and injunctively, how treen is Phillipe? Epq is assessed at least two institutions very high density of friends to harvard school requirements exeter is available, you the welsh baccalaureate Is Exeter University posh? Exeter Free 200 IBConsultingGeneral Interview Questions from JP Morgan. Here is inside list of universities who attain not rely heavily on the ukcat score University of. In both exeter college you in comparison for membership with the medicine at grade c is a good your qualification equivalencies we do pets make you discuss our requirements of university exeter! A quality-assured university programme validated by the University of Exeter. A matrix which details the IB entry requirements to pay top 50 UK universities. What niche the largest town in Devon? University acceptance IB Maths Resources from British. Advice on entry requirements application progress and pre-application. Undergraduate Law Degree Entry Requirements ULaw. Your IA maths exploration this linked site gives the full kitchen of assessment criteria you will. In addition follow these materials we how an interview. Activities between the University of British Columbia and Exeter include the joint. University of canterbury mba mpcursosonline. Entry Requirements For the pre-Masters courses typical entry requirements. Cambridge architecture interview questions ubiRecruit. Cranking the old plymouth France & Irel At Plymouth. 2 Phillips Andover Academy 2 Pitzer College 2 Purdue University Dec 12 2016. -
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!DRAFT ‐ DRAFT‐ DRAFT‐ DRAFT ‐ DRAFT ‐ DRAFT ! RVR1 – Devon and Cornwall, 31 January – 3 February 2010 CDG – Mike Osborne, Jean‐Marie Filloque, Chris Shepherd, Angelica Kaus LP – Caroline Chipperfield with Rebekah Southern Individuals Consulted: see appendix 1 Programme of meetings: see appendix 2 Executive Summary Regional Characteristics The characteristics of the region for the purposes of the PURE project have been highlighted in the regions RP. The project area is the Peninsula of Devon and Cornwall, two neighbouring counties in the South West of England with a combined population of 1,664,500, 1,135,000 in Devon and 529,500 in Cornwall. Both counties have a rural element, a strong maritime heritage, are tourist regions and important retirement locations. The Peninsula area embraces numerous heritage sites, national parks and some of the nation’s finest tourist sites, notably the internationally renowned Eden Project. Devon and Cornwall share significant common features and have similar challenges and ambitions. In terms of administration, Cornwall has a single unitary authority whilst Devon consists of a County Council with 8 local government districts and 2 separately administered Unitary Authorities. Both Devon and Cornwall are actively engaged with the South West Regional Development Authority (SWRDA) and the Government Office of the South West (GOSW). Whilst the area’s attractiveness as a rural location is a positive feature, its distance and remoteness from the rest of England creates logistical problems for businesses wishing -
The Conference Programme
1 Contents Letter from Organisers and Acknowledgements ................................................................................... 3 Welcome Message for the Inaugural University of Bristol School of Education Online Doctoral Conference ............................................................................................................................................. 4 Keynote Speakers ................................................................................................................................... 5 Professor Robin Shields ...................................................................................................................... 5 Dr Liz Jackson ..................................................................................................................................... 6 Workshop series ‘Making and Mapping with Mr Benn’ ........................................................................ 7 The Conference Programme ................................................................................................................ 10 Day 1 Schedule: Friday, 5th June ....................................................................................................... 10 Day 2 Schedule: Saturday, 6th June .................................................................................................. 13 Friday Abstracts ................................................................................................................................... 16 Morning sessions ............................................................................................................................. -
Can Active Collaborative Learning Improve Equality?
Can Active Collaborative Learning Improve Equality? Uwe Matthias Richter, Anglia Ruskin University, United Kingdom Rachel Berkson, Anglia Ruskin University, United Kingdom The European Conference on Education 2019 Official Conference Proceedings Abstract Across UK Higher Education, there is a strong drive to improve equality for students from diverse backgrounds reflected in government and university strategies and policies. One priority is the attainment gap, where students from some ethnic minorities and other disadvantaged backgrounds experience worse outcomes than expected. The national regulator, the Office for Students, allocated funding for projects to improve equality for all students. Anglia Ruskin University (ARU) is a modern university in the East of England. It serves a diverse group of students, including above sector average numbers of BME students, students from regions with low participation in HE, and students from low income families. ARU partnered with two other UK universities on one of the Office for Students ‘Addressing Barriers’ projects. In keeping with ARU’s strategic commitment to active learning, we aimed to scale up adoption of an Active Collaborative Learning approach, Team-Based Learning (TBL). TBL is a structured approach where students collaborate in permanent teams, and uses a mix of flipped learning, team work on authentic problems and feedback to ensure accountability. TBL has been demonstrated to improve engagement, participation and outcomes, with particular benefits for low performing students. We will present the evidence for impact on improved student outcomes, and narrowed gaps for disadvantaged groups of students as part of scaling up TBL across the institution. We will conclude with an outlook on how active collaborative learning together with other strategic measures can improve equality and student success in HE. -
INTO Takes You Higher Success at a World-Class University Starts Here
INTO takes you higher Success at a world-class university starts here www.intohigher.com 2 INTO Life changing INTO specialises in deeply embedded, long-term partnerships that transform the capacity, reach and competitive positioning of universities. Major private investment supports innovation targeted to deliver a distinctive, first-class student experience within a university-led partnership enhancing brand quality and academic reputation. INTO 3 90% student progression to a university of their choice in the UK and US INTO brings ambitious students and leading universities together. We provide 87% student satisfaction an exceptional education experience to across all our study centres help you succeed in a fast-moving, 1:9 teacher to student ratio and small globally competitive world. classes deliver a first-class study experience www.intohigher.com Study in the UK page 18 Study in the USA page 40 Study in China page 48 4 INTO Your choice of leading universities INTO 5 Over 80 UK universities accepted our Every ambitious student wants to INTO STUDent PROGRESSION students onto their degree programmes in live and study at a leading university. Destination UNIVERSITY RANKING* 2009/2010 At INTO we turn that ambition into Aston University 29 reality with 90% of our students Cardiff University 34 Progression officers providing academic progressing to a university of Durham University 6 and social opportunities to engage in King's College London 16 university life their choice. Lancaster University 10 Loughborough University 16 Choosing to study overseas will give you an Placement services to support your Newcastle University 25 university application advantage at every stage of your life. -
Where Next for Widening Participation and Fair Access? New Insights from Leading Thinkers
With a Foreword from Professor Les Ebdon CBE DL Where next for widening participation and fair access? New insights from leading thinkers HEPI Report 98 Cover illustration: Artist unknown. Efforts have been made to trace the copyright holder prior to publication. If notified, HEPI will be pleased to rectify any errors or omissions at the earliest opportunity. Foreword Professor Les Ebdon CBE DL Director of Fair Access to Higher Education Today, the doors of higher education are open to thousands of people who would have been shut out in the past. Many universities and colleges have made great progress in widening participation and improving fair access. But considerable challenges remain. I am the fair access regulator for England, and this report covers the whole of the UK, which of course has different higher education systems in its various parts. But one thing that they all, sadly, have in common is that they do not yet provide true equality of opportunity. There are still stark gaps between different groups of people at every stage of the student lifecycle, in terms of whether they apply to higher education and where they apply to; whether they are accepted; the likelihood of having to leave their course early; the level of degree that they get; and whether they go on to a rewarding job or postgraduate study. While we celebrate improvements in access for disadvantaged young people, we must not forget that for older students and those studying part-time, the trend is steeply downward. And we must not allow headline figures about rising applications to distract us from the troubling issues of non-completion rates and different degree and employment outcomes, particularly for students from Black and Minority Ethnic backgrounds. -
Herefore Rather Simplified, Painting a Homogenized Picture
STUDENTS IN CHANGING HIGHER EDUCATION LANDSCAPES One-day conference, University of Surrey, 14th June 2019 Venue: Lecture theatre block (LTA and LTB) Across many countries of the world, higher education landscapes have changed significantly over recent years. Market mechanisms have become more prominent, and politicians have become increasingly concerned about graduates’ transitions into the labour market. In some nations, although not all, students are now expected to make a substantial contribution to the cost of their higher education and, across mainland Europe, the Bologna Process has reshaped the nature of students’ experiences considerably. This one-day conference seeks to explore understandings of students in this shifting context. Further information: The conference is being organised by the ‘EuroStudents’ research team (Rachel Brooks, Achala Gupta, Sazana Jayadeva and Anu Lainio) – further details are available at www.eurostudents.net. The registration fee for the conference will be £50 (to include lunch). 9:45 – 10:00 Coffee and welcome 10:00 – 10:45 Keynote Venue: LTB RILLE RAAPER, Durham University Troubling the notion of student as consumer: Fabrications, contradictions and political engagement 11:00 – 13:00 Panel 1: Students in international and transnational educational contexts LIN MA ‘International-ness’? The case of East Asian University of Bristol international students in the UK JIHYUN LEE Transitional and transnational University College London opportunities? Higher education choices of non-EU international students in the UK PRIYANKI GHOSH A UK based study into international student University of Surrey participation in theatre within university theatre societies and its impact on their challenges and sense of belonging Venue: LTB JINGRAN YU Imaginative travellers: A case study of the University of Manchester students at a British branch university in China MANUEL SOUTO-OTERO Student mobility and European identity Cardiff University A. -
Taught Handbook 2017-2018
University of Bristol Faculty of Biomedical Sciences SWBio DTP: Research Methods for Life Sciences Taught Handbook 2017-2018 Page 1 of 24 WELCOME Dear Students, Welcome to the SWBio DTP. I’m sure you are excited at the prospect of starting your postgraduate study. In this first year you will undertake a taught course, of which I am the Course Director. For the taught course you will undertake two rotation projects, as well as an integrated series of other units. Together, this provides you with many of the key skills you will need to allow you to succeed and make excellent progress in your following years of study. Please read this handbook thoroughly, which contains all the key information for your taught first year. Each of you are registered at your home institution, but this taught first year is based at the University of Bristol, in the Faculty of Biomedical Sciences. Importantly this means that University of Bristol regulations govern this first year. During this year you will all come together as a group for various aspects of this course, at each of the institutions that make-up the DTP– universities of Bath, Bristol, Cardiff, Exeter and Rothamsted Research. If you have any questions or require any further information, please contact Ruth Batterham ([email protected]) or me ([email protected]). Finally, I’m sure you have already been in touch with Samantha Southern. You will get more emails from her during the year and I ask that you reply to Samantha swiftly, since this helps this programme run to the benefit of each and everyone of you. -
Access and Participation Plan 20-25
Canterbury Christ Church University Access and Participation Plan, 2020/21 to 2024/25 1. Assessment of performance 1.1 Higher education participation, household income, or socioeconomic status Access Canterbury Christ Church University (CCCU) is proud of its record in attracting students from under- represented groups. For example, the proportion of 18-year-old undergraduate entrants to CCCU from POLAR4 Quintile 1 neighbourhoods increased from 14.4% in 2013/14 to 18.8% in 2017/18, closing the participation gap in comparison with the national population for this age group (see Figure 1 below). Working collaboratively with local partners and schools and colleges, we have also identified a gap in attainment at KS4 (5 GCSEs at grades 4-9 including English and Maths), which research indicates is a predictor of progression to HE; there is a 16% gap in good attainment between POLAR3 Q1 outreach participants and the Local Authority average (HEAT data). POLAR4 Q1 students are one of the target groups identified in section 2.2 below. Success: Continuation There were no statistically significant gaps in the OfS dashboard Continuation data for POLAR quintiles. Among all undergraduates, full-time or apprenticeship, the difference in the continuation rate between Q1 and Q5 at CCCU ranges from 1% to 5%, with the smallest gaps in the most recent two years. This is explored through intersectional analysis in section 1.6 and through target PTS_6. Success: Attainment Again, there were no statistically significant gaps in the APP Attainment dataset in the comparisons between POLAR quintiles for all students. In four of the five years, the proportion of first degree full-time or apprenticeship students obtaining a ‘good’ degree was higher among students from disadvantaged quintiles (Q1-2 compared with Q3-5), although the difference was not statistically significant. -
Dear University of Exeter Council / Falmouth University Board of Governors
FXU Penryn Campus Penryn Cornwall TR10 9FE Tel: 01326 255861 Dear University of Exeter Council / Falmouth University Board of Governors, I am writing this on behalf of the students of the University of Exeter, Cornwall Campuses / Falmouth University, to both University Governing bodies, with regards to student accommodation issues. The University will have received a copy of the motion students submitted to the FXU on 23rd February 2016 in which we made the institutions aware of concerns students have raised to us at our recent Annual General Meeting. The submission and the subsequent unanimous student vote in favour of the motion means that FXU are now mandated to the act upon the following statement: “FXU should lobby the University of Exeter, Falmouth University and FX Plus to oppose any expansion of student numbers at this time, until a sustainable solution to the housing crisis is found and agreed upon by all parties, including the local town councils of Falmouth and Penryn, and the FXU.” The mandate comes about as students have foreseen there being substantial problems for both returning students and new students looking for accommodation in the private sector; in both the short and longer term. This letter is FXU’s first formal step in response to this mandate. It is important for us to state that FXU is committed to supporting our two universities to be even more successful and, as a result, completely understand that they naturally want to grow further. We also understand that this growth could bring real benefits to students, staff, our two universities and to the local community.