England and Wales lag behind competitor nations in the proportion of people with higher technical skills. In this pamphlet, Scott Kelly proposes three overarching reforms to ensure employers have access to the skills they need. There should be a well-defined set of institutions where the core mission is to deliver technical and professional qualifications. Work-oriented qualifications at higher levels should be validated and funded by the same processes. Public policy should acknowledge and addr
With the number of further education (FE) colleges in financial difficulty expected to rise rapidly, there are fundamental structural problems which might require decisions at a regional or sector-wide level.
"There is also a continuing and concerning gap between the recruitment of students from less advantaged and more advantaged backgrounds, in favour of the latter. This is especially true at the nation’s most selective universities. The report recommends that the Office for Budget Responsibility investigate the current student loan system, especially in the wake of funding changes announced in the Summer Budget 2015."
This report presents the results from the Lad Culture audit conducted between December 2014 and February 2015. It provides an analysis of existing policies, training, education and support services in place within SUs and institutions to tackle lad culture. and sexism The findings are based on the thirty five SUs that responded to the survey and the twenty SUs that sent through supporting policy documents for the audit. of those surveyed only 51% had formal policies on dealing with sexual harassment
The following analyses are primarily taken from the HESA Student Record 2013-14 and the HESA Destinations of Leavers from Higher Education Survey 2012-13. In addition, the progression information is based on two consecutive years of HESA Student data and uses the methodology developed for the Performance Indicators which HESA calculates and publishes on behalf of the four UK funding bodies.
Published in July 2015 by UCEA with the support of EIS, GMB, UCU, Unison and Unite on behalf of New JNCHES, this report flows from the commitment made in the New JNCHES agreement for 2014/15 to undertake joint work on gender pay in higher education, specifically to build on the New JNCHES Equal Pay Survey 2013.
The review explored the current use of metrics for research assessment, drawing on evidence from a wide range of sources. It considered the robustness of metrics across different academic disciplines, assessing their potential contribution to the development of research excellence and impact within higher education
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