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.
In 1997, 42 per cent of 16-17 year old students were studying and working. By 2014 this figure had declined to 18 per cent. This report describes and explains the long-term fall in young people combining work with study.
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
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
Our research shows that large numbers of young people in the UK – particularly from disadvantaged backgrounds – do not have enough opportunity to take part in non-formal learning and are therefore at risk of not developing key skills important for success.
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