UK HE
'The proposals form part of a new blueprint for the future of Britain's universities...
Sir Martin Harris, the head of the Office for Fair Access, will conduct the review, which will report in the new year. It will also draw up guidelines which are aimed at getting more children from state schools and poorer families...
into institutions such as Oxford, Cambridge, Bristol and Edinburgh. ... Lord Mandelson, whose department oversees universities, said: ''What we are saying is that nobody should be disadvantaged or penalised on the basis of the families they come from, of school they attended and the way in which simple assessment based on A-level results might exclude them.'
Sir Martin Harris, Director of Fair Access, is to consult with vice-chancellors and report back to Government in four months on the action that could be taken to widen access to universities.
Removing the chief incentive to study hard at school is striking. The plan appears proud that it will penalise prepared, able students (the wealthier will go overseas, the poorer will be stuck) and erode some strengths of the UK's til now successful HE sector (already wrestling the complications of visa system changes). Simultaneously encouraging private schools to offer more access to the disadvantaged, then letting the disadvantaged know that their attendance at a good institution may penalise them at a later date seems interesting, possibly 'courageous'.
It isn't clear what grounds students should be admitted on, and how their suitability or capability for a course is to be assessed. In the absence of study and academic achievement, or private study, how is 'aptitude' to be measured? The Oxbridge entrance exams, created in the nineteenth century to open the Universities beyond the Eton-Harrow set to those skilled in the subject they wished to study were abandoned as certain schools (Eton-Harrow set etc) became adept at coaching students to sit them and deprived students, unless they were capable of getting up to the mark solo, usually lacked the support structures for the extra study necessary.
How on earth is 'aptitude' to be identified and what is it meant to be aptitude for? After all, an ability to play an instrument excellently shows learning skills which won't necessarily translate to study of maths.
So, how is suitability or capability for a course is to be assessed - UK national examinations or institutional exams both being ruled out as appropriate measures?
It appears on the face of the comments in the article that if a student has the magic, unassessable 'aptitude' universities may not be allowed to take into consideration the fact that a student has either not studied or not assimilated the information required for them to follow or cope with their intended course of study.
The divorce of Universities from the ministerial schooling portfolio means that the department conveniently (or rather not) is not mandated to explore and put in place the additional support students may need prior to university application, just to look at new ways of getting underprepared students in and for the universities to somehow find the extra resources to help them cope and remedy deficiencies earlier in the education system (assuming identification of all those to be shunted to the HE stage has been faultless). Years of funding and effort to reduce drop-out rates while increasing access haven't changed the picture - trying to do it under other labels isn't going to help. Perhaps more intermediate university preparation courses at Community Colleges to fill in between A-level and uni. would, but which minister should that fall to?
Setting students up to arrive underprepared for university is doing the individual even fewer favours than the institution.
Other links
While there is emerging evidence that students who don't perform well at A-level due to contextual factors go on to outperform their better-qualified colleagues at university for current intake it won't necessarily apply to all widened intake down the line - the weight given to the various factors in each individual case shouldn't be an averaged rating imposed by government.
It is good that The role of schools also needs to be looked at as well as universities for "a change in priorities if we are going to achieve more," Lord Mandelson added. and that more mature students rather than immediate school leavers are expected but there are some factual subjects where a gap of a few years after earlier study makes the transition to university much harder.
It should also be noted that many of the biggest discoveries and core successes of an academic's or researcher's career are done in their twenties. Not that mature students are 'past it' but for a successful life in academia a lifetime in academia is usually necessary - it can take that long to get results from an idea you've had. Elite universities in particular prepare students for top level HE and research sector work in the UK and globally, and that isn't a path best started on late - a long time is essential to building up the body of knowledge to found and maintain your reputation.
the key to widening participation in higher education, for those who apply directly from school and college, lies in raising awareness earlier on in the education process and in increasing attainment levels in schools and this is why universities have developed extensive partnerships with schools and colleges Yes.
Other campus news
http://www.independent.co.uk/news/education/education-news/labours-campus-revolution-1814183.html Professor David Watson, from the Institute of Education, said: "This route is full of risk. You don't just purchase a degree like you might a frozen meal or a car - you have to make it your own through putting in more than a fee."...
Sir Martin has been told to report by the spring, so his recommendations will be available for use in an election campaign. The results from the Government's inquiry into fees will not report until the summer. ...
A third strand of the blueprint calls for tomorrow's universities to produce the skilled workforce necessary to compete in a 21st-century world economy. As a result, resources will be increased for so-called "Stem" subjects: science, technology, engineering and maths. Mandelson denies that non-Stem subjects will suffer as a result.
http://www.timesonline.co.uk/tol/life_and_style/education/student/article6902064.ece
http://www.independent.co.uk/news/education/education-news/richard-garner-there-is-much-to-be-recommended-in-mandelsonrsquos-blueprint-1814036.html
http://www.independent.co.uk/opinion/leading-articles/leading-article-the-value-of-higher-education-1814145.html
http://www.independent.co.uk/news/education/education-news/what-are-universities-for-1814045.html
http://news.bbc.co.uk/1/hi/education/8339454.stm
http://www.guardian.co.uk/education/mortarboard/2009/nov/03/higher-education-framework
http://www.guardian.co.uk/commentisfree/2009/nov/03/mandelson-higher-education-students-consumers
http://news.bbc.co.uk/1/hi/education/8340552.stm
http://www.guardian.co.uk/education/2009/nov/04/higher-education-uk-economy
http://uk.reuters.com/article/idUKTRE5A302W20091104
http://www.guardian.co.uk/education/2009/nov/04/higher-education-uk-economyThe Strathclyde study used data from the Office for National Statistics, the Higher Education Statistics Agency and information from all 166 higher education institutions in the UK to measure the impact of universities on the economy.
It found that universities generated more than £59bn for the economy in 2007-08, a 25% rise on the £45bn they produced four years before that.
*There are fears government spending on higher education could be slashed by 20% to 25% after the election. Ministers have already ordered universities and colleges to make £400m in efficiency savings. ...
later edit: 09/11/09 Letters furore http://www.timesonline.co.uk/tol/comment/letters/article6905004.ece
later edit: 10/11/09 The cost of measuring public services http://www.ft.com/cms/s/0/00e63c1c-cd9a-11de-8162-00144feabdc0.html?nclick_check=1 in the Financial Times. The article doesn't discuss any associated efficiency savings or quality maintenance achievements which could justify such costs, however the judging by the expansion in university central administration to supply target or quota data and other metrics, the relationship to improved core functions isn't always clear. The imposition of such metric analysis and their relationship to funding doesn't seem likely to radically change should the party in government alter, given that the Tories started it all.
Sir Martin Harris, the head of the Office for Fair Access, will conduct the review, which will report in the new year. It will also draw up guidelines which are aimed at getting more children from state schools and poorer families...
into institutions such as Oxford, Cambridge, Bristol and Edinburgh. ... Lord Mandelson, whose department oversees universities, said: ''What we are saying is that nobody should be disadvantaged or penalised on the basis of the families they come from, of school they attended and the way in which simple assessment based on A-level results might exclude them.'
Sir Martin Harris, Director of Fair Access, is to consult with vice-chancellors and report back to Government in four months on the action that could be taken to widen access to universities.
Removing the chief incentive to study hard at school is striking. The plan appears proud that it will penalise prepared, able students (the wealthier will go overseas, the poorer will be stuck) and erode some strengths of the UK's til now successful HE sector (already wrestling the complications of visa system changes). Simultaneously encouraging private schools to offer more access to the disadvantaged, then letting the disadvantaged know that their attendance at a good institution may penalise them at a later date seems interesting, possibly 'courageous'.
It isn't clear what grounds students should be admitted on, and how their suitability or capability for a course is to be assessed. In the absence of study and academic achievement, or private study, how is 'aptitude' to be measured? The Oxbridge entrance exams, created in the nineteenth century to open the Universities beyond the Eton-Harrow set to those skilled in the subject they wished to study were abandoned as certain schools (Eton-Harrow set etc) became adept at coaching students to sit them and deprived students, unless they were capable of getting up to the mark solo, usually lacked the support structures for the extra study necessary.
How on earth is 'aptitude' to be identified and what is it meant to be aptitude for? After all, an ability to play an instrument excellently shows learning skills which won't necessarily translate to study of maths.
So, how is suitability or capability for a course is to be assessed - UK national examinations or institutional exams both being ruled out as appropriate measures?
It appears on the face of the comments in the article that if a student has the magic, unassessable 'aptitude' universities may not be allowed to take into consideration the fact that a student has either not studied or not assimilated the information required for them to follow or cope with their intended course of study.
The divorce of Universities from the ministerial schooling portfolio means that the department conveniently (or rather not) is not mandated to explore and put in place the additional support students may need prior to university application, just to look at new ways of getting underprepared students in and for the universities to somehow find the extra resources to help them cope and remedy deficiencies earlier in the education system (assuming identification of all those to be shunted to the HE stage has been faultless). Years of funding and effort to reduce drop-out rates while increasing access haven't changed the picture - trying to do it under other labels isn't going to help. Perhaps more intermediate university preparation courses at Community Colleges to fill in between A-level and uni. would, but which minister should that fall to?
Setting students up to arrive underprepared for university is doing the individual even fewer favours than the institution.
Other links
- http://www.independent.co.uk/news/education/education-news/mandelson-to-prioritise-university-science-funding-1813750.html (Recommended article)
While there is emerging evidence that students who don't perform well at A-level due to contextual factors go on to outperform their better-qualified colleagues at university for current intake it won't necessarily apply to all widened intake down the line - the weight given to the various factors in each individual case shouldn't be an averaged rating imposed by government.
It is good that The role of schools also needs to be looked at as well as universities for "a change in priorities if we are going to achieve more," Lord Mandelson added. and that more mature students rather than immediate school leavers are expected but there are some factual subjects where a gap of a few years after earlier study makes the transition to university much harder.
It should also be noted that many of the biggest discoveries and core successes of an academic's or researcher's career are done in their twenties. Not that mature students are 'past it' but for a successful life in academia a lifetime in academia is usually necessary - it can take that long to get results from an idea you've had. Elite universities in particular prepare students for top level HE and research sector work in the UK and globally, and that isn't a path best started on late - a long time is essential to building up the body of knowledge to found and maintain your reputation.
the key to widening participation in higher education, for those who apply directly from school and college, lies in raising awareness earlier on in the education process and in increasing attainment levels in schools and this is why universities have developed extensive partnerships with schools and colleges Yes.
- http://www.dailymail.co.uk/news/article-1224995/Lord-Mandelson-Good-A-levels-secure-place-universities.html Oxford, Cambridge and Bristol would be made to set targets to widen the social mix of their students, possibly linked to financial incentives. but increases in university funding have been ruled out, so that just means penalising the universities if the goverment's experimental measures don't work. Supporting underprepared students, or students with additional needs is costly. It can be done with enough funding but, contrary to popular belief, even elite universities aren't awash with money. They spend on bursaries and they are given very generous donations tied to specific shiny new things, but getting sufficient funds for basic running and support costs for existing academics and courses is hard for all. Not to mention that funding is expected to go down over the next 5 years *
- http://www.dailymail.co.uk/news/article-1224995/Lord-Mandelson-Good-A-levels-secure-place-universities.html#ixzz0VtNfVGSR
- Oxford Mail in Brief, 4/11/2009, p.15, More than 1,100 extra state pupils applied to study at Oxford University this year.
- http://www.timesonline.co.uk/tol/life_and_style/education/article6900740.ece collaborating with businesses on more practical research and focusing on “employability”, under a ten-year plan announced by Lord Mandelson, the Business Secretary, whose remit includes higher education. What about employability in the £59bn UK HE sector? Universities need to do independent and pure research, not just provide a publicly-subsidised research unit for UK businesses.
- http://www.ft.com/cms/s/0/0a1d2f30-c8ad-11de-8f9d-00144feabdc0.html?catid=88&SID=google
- http://www.guardian.co.uk/education/2009/nov/03/peter-mandelson-university-review-modernisation The government cannot order universities to change their admissions procedures but can reduce their funding if they don't. The document describes how universities have enjoyed a "benign financial climate" in recent years. OK to an extent but tell that to the closed Physics department at Reading or the world-leading Textiles Conservation Centre at Southampton, closed as of 31 October 2009.
Other campus news
http://www.independent.co.uk/news/education/education-news/labours-campus-revolution-1814183.html Professor David Watson, from the Institute of Education, said: "This route is full of risk. You don't just purchase a degree like you might a frozen meal or a car - you have to make it your own through putting in more than a fee."...
Sir Martin has been told to report by the spring, so his recommendations will be available for use in an election campaign. The results from the Government's inquiry into fees will not report until the summer. ...
A third strand of the blueprint calls for tomorrow's universities to produce the skilled workforce necessary to compete in a 21st-century world economy. As a result, resources will be increased for so-called "Stem" subjects: science, technology, engineering and maths. Mandelson denies that non-Stem subjects will suffer as a result.
http://www.timesonline.co.uk/tol/life_and_style/education/student/article6902064.ece
http://www.independent.co.uk/news/education/education-news/richard-garner-there-is-much-to-be-recommended-in-mandelsonrsquos-blueprint-1814036.html
http://www.independent.co.uk/opinion/leading-articles/leading-article-the-value-of-higher-education-1814145.html
http://www.independent.co.uk/news/education/education-news/what-are-universities-for-1814045.html
http://news.bbc.co.uk/1/hi/education/8339454.stm
http://www.guardian.co.uk/education/mortarboard/2009/nov/03/higher-education-framework
http://www.guardian.co.uk/commentisfree/2009/nov/03/mandelson-higher-education-students-consumers
http://news.bbc.co.uk/1/hi/education/8340552.stm
http://www.guardian.co.uk/education/2009/nov/04/higher-education-uk-economy
http://uk.reuters.com/article/idUKTRE5A302W20091104
http://www.guardian.co.uk/education/2009/nov/04/higher-education-uk-economyThe Strathclyde study used data from the Office for National Statistics, the Higher Education Statistics Agency and information from all 166 higher education institutions in the UK to measure the impact of universities on the economy.
It found that universities generated more than £59bn for the economy in 2007-08, a 25% rise on the £45bn they produced four years before that.
*There are fears government spending on higher education could be slashed by 20% to 25% after the election. Ministers have already ordered universities and colleges to make £400m in efficiency savings. ...
later edit: 09/11/09 Letters furore http://www.timesonline.co.uk/tol/comment/letters/article6905004.ece
later edit: 10/11/09 The cost of measuring public services http://www.ft.com/cms/s/0/00e63c1c-cd9a-11de-8162-00144feabdc0.html?nclick_check=1 in the Financial Times. The article doesn't discuss any associated efficiency savings or quality maintenance achievements which could justify such costs, however the judging by the expansion in university central administration to supply target or quota data and other metrics, the relationship to improved core functions isn't always clear. The imposition of such metric analysis and their relationship to funding doesn't seem likely to radically change should the party in government alter, given that the Tories started it all.