Alternative providers (APs) play an increasingly important role in widening access to higher education, promoting innovation in programme design and delivery, and enhancing student choice.
Yet there is a continuing perception among APs that they suffer from the lack of a “level playing field” in the way public and private institutions are regulated, inhibiting their capacity to operate effectively in the higher education market.
The interaction between deprivation and education is a critical relationship with profound implications for a country’s economic prosperity and the social mobility of its citizens. This is highlighted by the Welsh Government which states that: ‘A good education is critical to better life chances and a commitment to achieving this has been an important part of the culture of modern Wales since devolution’. Because of this the Welsh Government commissioned the National Foundation for Educational Research (NFER) to carry out a research study to replicate research undertaken for a report on deprivation and education published by the Department for Children, Schools and Families (2009).
Sets out EU research policy. After 10 years of action at EU level to develop and promote the role of science in society, at least one thing is very clear: we can only find the right answers to the challanges we face by involving as many stakeholders as possible in the research and innovation process. Research and innovation must respond to the needs and ambitions of society, reflects its values, and be responsible
official YouTube channel of Learning Technology and Innovation (LTI) at the London School of Economics and Political Science (LSE). 36 minute recording of event held in October 2014 covering the DigiLit Leicester project, a partnership between the Council, De Montfort University, and 23 secondary schools. Over the last two years, the project has developed a shared definition of what digital literacy looks like situated in professional practice, identified strengths and gaps across the city, and been instrumental in developing confidence across Leicester’s secondary and specialist education schools workforce.
EDUCAUSE Publishes “Study of Undergraduate Students and Information Technology, 2014″
For the 2014 student technology use study, ECAR also collaborated with 213 institutions to collect responses from 75,306 undergraduate students about their technology experiences. These are from usa, Canada and some EU nations but not the UK.
This collection of Information Literacy (IL) Resources from around the world is divided into 42 language lists and includes selected resources – from websites, books, journals and other kinds of publications – that were provided by contributors from different countries and institutions and compiled by Dr Forest Woody Horton Jr.
Universities challenged: funding higher education through a free-market ‘graduate tax’, Peter Ainsworth calls for tuition fees to be replaced with a payment method by which universities receive an agreed proportion of a graduate’s future earnings Published by Institute for Economic Affairs