The Sutton Trust's Oxbridge Admissions Research - Feb 2016Sir Peter Lampl
The research brief looks at undergraduate admissions to Oxford and Cambridge, particularly from a widening participation perspective. The report finds that the application processes both universities go through to select their undergraduates can differ significantly from college to college. At the moment, tests vary by college at Cambridge – where many subjects have different tests at different colleges – and by subject at Oxford; Oxbridge Admissions identifies almost 400 different possible tests beyond A levels that prospective students could have to take.
Both universities have seen increases in the proportion of students from disadvantaged backgrounds over recent years, but there is still a significant way to go before access is equitable for all.
UK boarding schools look for well-rounded students beyond just grades. While test scores and past academic performance are considered, schools aim to accept applicants who will contribute to the school community. Interviews allow schools to assess students' work ethic, interests, and personality. While grades are important, passionate students who may have experienced an academic dip can still gain acceptance if they demonstrate strong soft skills and enthusiasm to participate in extracurricular activities. Schools seek culturally diverse cohorts and adapt their assessments to consider differences in educational systems and cultures across countries.
The Ideal Higher Education Model for My Country (Britain)Emily Johnson
Karl Nielsen argues that the ideal higher education system in the UK would embrace diversity among its constituent universities and include a core course in civics for all graduates. Specifically, Nielsen proposes that universities should specialize in certain areas like research, teaching, or vocational training instead of trying to fulfill all goals. This would allow the system as a whole to better achieve its many purposes. Additionally, Nielsen believes universities should teach courses on critical thinking and theories of justice to produce graduates who understand their civic responsibilities and can help address societal challenges. The current system encourages early specialization and lacks focus on areas with high social returns but low private returns for students.
This report outlines challenges to widening access to creative arts courses in London. Key findings include:
1) BAME and disabled students from London are underrepresented in arts subjects in higher education compared to their population levels in London.
2) Arts subjects are perceived to lack diversity by BAME students and have poor career prospects according to BAME communities.
3) White students from low participation neighborhoods in London are overrepresented in arts subjects compared to other subjects.
4) Despite declines in arts GCSEs, arts A-levels have increased in London, but arts subjects are seen as less important by teachers who worry about their declining status.
The Ideal Higher Education Model for My Country (Moldova)Emily Johnson
The document proposes an ideal model for higher education in the author's country. It identifies flaws in the current system such as corruption, nepotism, and a focus on academic success over knowledge. The proposed model would reform the admission process to consider more than just test scores, require motivation letters and interviews for some fields. It would also align enrollment numbers with job needs through a planning system. Curricula would include mandatory courses like physical education, social studies, and first aid. Exams would primarily be oral to discourage cheating and campus life would support wellbeing. The model integrates student and faculty governance and allows them temporary control of the Ministry of Education to implement ideas and reforms. The goal is to address current issues and create
This document provides information on courses offered at Ruskin College, including certificates, bachelor's degrees, and master's degrees in subjects such as creative writing, history, law, social sciences, and professional qualifications. It summarizes the Certificate of Higher Education in Creative Writing and Critical Practice, which helps students develop writing techniques in prose, poetry and plays, as well as critical reading skills. It highlights opportunities to perform original work and participate in workshops. The program introduces students to a range of adaptations and global writing, applying theoretical frameworks. Students may progress to a BA or pursue careers in publishing or continue writing.
The document discusses recent developments in education in the UK. It notes that while diploma qualifications were initially hailed as important reforms, the Education Secretary Alan Johnson has warned they risk becoming like the old secondary modern qualifications and going "horribly wrong". It also discusses the International Baccalaureate failing to succeed at one school, rising exam fees, efforts to reduce gaming addiction, and new standards for assessing development in nursery-aged children.
The Sutton Trust's Oxbridge Admissions Research - Feb 2016Sir Peter Lampl
The research brief looks at undergraduate admissions to Oxford and Cambridge, particularly from a widening participation perspective. The report finds that the application processes both universities go through to select their undergraduates can differ significantly from college to college. At the moment, tests vary by college at Cambridge – where many subjects have different tests at different colleges – and by subject at Oxford; Oxbridge Admissions identifies almost 400 different possible tests beyond A levels that prospective students could have to take.
Both universities have seen increases in the proportion of students from disadvantaged backgrounds over recent years, but there is still a significant way to go before access is equitable for all.
UK boarding schools look for well-rounded students beyond just grades. While test scores and past academic performance are considered, schools aim to accept applicants who will contribute to the school community. Interviews allow schools to assess students' work ethic, interests, and personality. While grades are important, passionate students who may have experienced an academic dip can still gain acceptance if they demonstrate strong soft skills and enthusiasm to participate in extracurricular activities. Schools seek culturally diverse cohorts and adapt their assessments to consider differences in educational systems and cultures across countries.
The Ideal Higher Education Model for My Country (Britain)Emily Johnson
Karl Nielsen argues that the ideal higher education system in the UK would embrace diversity among its constituent universities and include a core course in civics for all graduates. Specifically, Nielsen proposes that universities should specialize in certain areas like research, teaching, or vocational training instead of trying to fulfill all goals. This would allow the system as a whole to better achieve its many purposes. Additionally, Nielsen believes universities should teach courses on critical thinking and theories of justice to produce graduates who understand their civic responsibilities and can help address societal challenges. The current system encourages early specialization and lacks focus on areas with high social returns but low private returns for students.
This report outlines challenges to widening access to creative arts courses in London. Key findings include:
1) BAME and disabled students from London are underrepresented in arts subjects in higher education compared to their population levels in London.
2) Arts subjects are perceived to lack diversity by BAME students and have poor career prospects according to BAME communities.
3) White students from low participation neighborhoods in London are overrepresented in arts subjects compared to other subjects.
4) Despite declines in arts GCSEs, arts A-levels have increased in London, but arts subjects are seen as less important by teachers who worry about their declining status.
The Ideal Higher Education Model for My Country (Moldova)Emily Johnson
The document proposes an ideal model for higher education in the author's country. It identifies flaws in the current system such as corruption, nepotism, and a focus on academic success over knowledge. The proposed model would reform the admission process to consider more than just test scores, require motivation letters and interviews for some fields. It would also align enrollment numbers with job needs through a planning system. Curricula would include mandatory courses like physical education, social studies, and first aid. Exams would primarily be oral to discourage cheating and campus life would support wellbeing. The model integrates student and faculty governance and allows them temporary control of the Ministry of Education to implement ideas and reforms. The goal is to address current issues and create
This document provides information on courses offered at Ruskin College, including certificates, bachelor's degrees, and master's degrees in subjects such as creative writing, history, law, social sciences, and professional qualifications. It summarizes the Certificate of Higher Education in Creative Writing and Critical Practice, which helps students develop writing techniques in prose, poetry and plays, as well as critical reading skills. It highlights opportunities to perform original work and participate in workshops. The program introduces students to a range of adaptations and global writing, applying theoretical frameworks. Students may progress to a BA or pursue careers in publishing or continue writing.
The document discusses recent developments in education in the UK. It notes that while diploma qualifications were initially hailed as important reforms, the Education Secretary Alan Johnson has warned they risk becoming like the old secondary modern qualifications and going "horribly wrong". It also discusses the International Baccalaureate failing to succeed at one school, rising exam fees, efforts to reduce gaming addiction, and new standards for assessing development in nursery-aged children.
Este documento discute paisagens naturais e humanizadas, fornecendo exemplos de elementos de cada tipo. Ele também descreve planos de observação para descrever paisagens e fornece instruções para construir esboços de paisagens colocando uma grade sobre a imagem e desenhando elementos principais e secundários.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
Este documento es una carta de agradecimiento a la madre del autor por todo su apoyo y cuidado a pesar de los problemas familiares. El autor destaca la comida de su madre, su cariño, apoyo y sinceridad que le han ayudado a convertirse en un mejor hombre. Finaliza diciendo que las cualidades de su madre no caben en una hoja sino en un testamento.
Editing involves manipulating and synchronizing video and audio to tell a story. It includes adding effects, compressing or expanding clips, and using techniques like establishing shots, fades, montages, and transitions to link scenes. Key terms are defined, such as render, fade, montage, transitions, and clips.
El documento habla sobre la necesidad de métodos de construcción de bajo costo en países en desarrollo. Recomienda la técnica de ferrocemento, que es un material similar al hormigón pero más económico y con materiales más fáciles de obtener. El ferrocemento combina mallas de alambre con una matriz de mortero para crear un material resistente y flexible para proyectos de construcción.
The document provides statistics from interviews conducted between November 10th and December 18th, 2014. It details the number of views and minutes watched of videos on YouTube.com/communitiesonline, the device types and demographics of viewers, and tracking information showing 272 clicks on custom links containing the vl.io domain.
This document discusses reasons for immigrating to a new country, including fulfilling dreams, seeking new opportunities, escaping poverty or discrimination, and desiring a better life or education. It mentions ambitions, changing lives, hopes and expectations but also potential challenges like racism, poverty, oppression and suffering that immigrants may face in their new home or in the process of relocating.
The document discusses whether a university education leads to better job prospects and quality of life. It notes that while a degree has traditionally been viewed as important for success, there are some notes of caution:
- While graduates on average earn more over their lifetime, the types of degrees and universities matter, and past performance does not guarantee future outcomes.
- Increasing graduate numbers could lead to oversupply in some fields or time periods, as seen in countries like South Korea.
- Digital Taylorism has standardized some white-collar jobs, allowing them to be done by lower-paid workers overseas or in emerging economies.
- This globalization of skills has weakened the link between education level and earnings potential for many
This document summarizes an article from the Soton Tab student newspaper about issues surrounding tuition fees and student costs at the University of Southampton. It finds that the University made a £15.4 million surplus in 2013/14 despite many students struggling financially. While student numbers have increased, the University has cut accessibility funds for most students. Some key points made are that the University prioritizes growth and profits over student needs, has focused investment on halls rather than teaching spaces, and students feel they are not getting value for the high tuition fees.
Editorial written by Prof. Thomas Wellock, History Dept.Emphasis.docxjack60216
Editorial written by Prof. Thomas Wellock, History Dept.
Emphasis added by Bob Ota
Today's the first day of courses at CWU, so I'm devoting this column to the quality of education on campus. You have no doubt heard of the statistic that the income of college graduates rapidly outpaces their less educated peers. It has led many wavering high school students to give college a try.
Lately, the value of a college degree has been called into question for students who struggle in high school, a significant percentage of our student body. For those who graduate in the bottom 40% of their high school class, the odds against them completing college are 2 to 1. Even if they graduate, most of them won't find employment that requires a college degree, and their employers will grumble about their basic skills, especially in oral and written communication. Colleges take their tuition money but leave these students with mortgage-sized debts and no future.
There is a value in institutions that have a generous admissions policy like CWUs. We offer less advanced students a second chance and many succeed with it. But they need help to overcome their lack of preparation and, more importantly, poor work habits. In both areas, we are failing them with low expectations.
This isn't just the opinion of a cranky professor; our students tell us this is so. The National Survey of Student Engagement polls freshman and seniors at most of America's colleges regarding their college experiences. Compared to our peer institutions, CWU students do less studying (the majority less than 10 hours per week!), campus activities, employment, and family responsibilities. What are they doing with all that spare time? The survey reports that CWU students excel at socializing, watching TV, playing video games, and partying. Our students aren't dropping out because they are over worked and can�'t hack it, and those who graduate enter the working world having spent more time on an Xbox than their studies.
Why don't they work harder? They don't need to. We have created a system that goes easy on students. There are many reasons for this, but today I'll discuss general education courses.
General education courses aim to provide a well-rounded education, but have become a way of mining students for scarce resources. In general education, students choose from a menu of classes in the sciences, humanities, and arts. While creating a marketplace of ideas sounds good, it encourages mediocrity when coupled with a student's inclination to find the easiest path to a degree. Departments make students, and administrators happy when they create large, easy courses with little grading. Students flock to these courses, and administrators reward departments with resources for their efficiency in filling seats.
Students are aided and abetted in their search for the easy A by staff advisors. The well-meaning staffers no doubt want to boost retention rates, but this has a corrosive effect on quality. ...
This document discusses strategies for saving money on a college education, including starting at a community college and then transferring to a four-year university to complete a bachelor's degree. It provides examples of community colleges that have articulation agreements in place to facilitate smooth transfers. Specifically, it discusses Brooklyn College's Transfer Student Services Center, which helps community college students transfer credits and supports their transition to Brooklyn College. The document emphasizes that starting at a lower-cost community college is an affordable way to earn an associate degree and then complete a bachelor's degree at a higher-cost four-year university.
The document discusses ways that universities can provide better value for money based on a survey of current and recent students. Key findings include:
- Four in 10 students said university fees don't represent value for money. More contact time with lecturers and better employment outcomes after graduation would improve perceptions of value.
- Over two thirds of students felt including required textbooks as part of course fees would represent better value. Nearly half thought a provided tablet device at the start would also improve value.
- Case study of Middlesex University providing free digital textbooks through a partnership with Kortext, saving students an estimated £450 each over a three year degree.
The government allowed universities in the UK to charge up to £9,000 per year in tuition fees in 2012. This replaced direct government grants to universities. Many institutions increased their fees to the maximum amount. Students take out government-backed loans to cover fees and living costs, and start repaying the loans once they earn over £21,000 per year at an interest rate up to 3% above inflation. If the debt is not fully repaid within 30 years, the remaining amount is written off. However, about three quarters of graduates will still have some debt remaining after 30 years of repayments. While the figures seem large, most students feel the long-term benefits of a university degree are worth the costs.
- The study aimed to gain a deeper understanding of how students perceive their tuition fees using Interpretative Phenomenological Analysis. It explored the perceptions of different tuition fee paying student groups in the UK during a time of significant tuition fee increases.
- Two main themes emerged: the fairness of tuition fees and the impact of tuition fee changes on perceptions. A lack of knowledge about tuition fees appears to increase stress in students.
- The findings indicate that more responsibility should lie with institutions to educate students about their finances, which may benefit student wellbeing and satisfaction. The study also cautions about policy and structural changes in universities to meet increasing student demands.
The document discusses the evolution of liberal arts colleges. It notes that while a liberal arts education aims to develop broad skills and knowledge, liberal arts colleges have faced challenges in recent decades due to rising costs, competition from other institutions, and students' focus on post-graduation careers. As a result, some liberal arts colleges have closed, merged with larger universities, or expanded their academic offerings. However, liberal arts degrees still provide value, with graduates earning competitive salaries. To remain competitive, liberal arts colleges must effectively communicate the benefits of their education to prospective students.
ENC 1102 THIS PAPER SPELLED OUT THE POSITION / TUTORIALOUTLET DOT COMalbert0055
ENC 1102 Author Note
This paper was prepared for English Composition 1, taught by Professor Heredia.
Are the High Prices of Attending to College in The United States Worth It? PAYING FOR COLLEGE 2
Abstract This paper spelled out the position of the millions of students that nowadays are struggling
because of the higher prices of attending to college in United Stated.
This document provides an overview of factors related to the economics of higher education, including the value of a postsecondary degree, key cost drivers, changes in government aid, and trends in tuition and student loan debt. It summarizes that while college costs have increased, so too has the value of a degree, with 63% of 2018 jobs requiring postsecondary education. It also notes that costs have risen across all industries employing highly educated labor due to increased demand. Government aid and institutional grants have not kept pace with rising costs, contributing to increased student loan debt.
This document discusses how increased immigration to the UK influences the education sector and the business environment of two companies, Waltham Forest College and Costa Coffee. It analyzes how the rise in immigration has affected course prices, competition between educational institutions, delivery of education, employment opportunities, and law enforcement in the UK education sector. The document also proposes developing a 5-year plan for Waltham Forest College to expand branches outside the UK and addresses factors to consider like employment opportunities, cultural diversity, and economic conditions in other countries.
Este documento discute paisagens naturais e humanizadas, fornecendo exemplos de elementos de cada tipo. Ele também descreve planos de observação para descrever paisagens e fornece instruções para construir esboços de paisagens colocando uma grade sobre a imagem e desenhando elementos principais e secundários.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
Este documento es una carta de agradecimiento a la madre del autor por todo su apoyo y cuidado a pesar de los problemas familiares. El autor destaca la comida de su madre, su cariño, apoyo y sinceridad que le han ayudado a convertirse en un mejor hombre. Finaliza diciendo que las cualidades de su madre no caben en una hoja sino en un testamento.
Editing involves manipulating and synchronizing video and audio to tell a story. It includes adding effects, compressing or expanding clips, and using techniques like establishing shots, fades, montages, and transitions to link scenes. Key terms are defined, such as render, fade, montage, transitions, and clips.
El documento habla sobre la necesidad de métodos de construcción de bajo costo en países en desarrollo. Recomienda la técnica de ferrocemento, que es un material similar al hormigón pero más económico y con materiales más fáciles de obtener. El ferrocemento combina mallas de alambre con una matriz de mortero para crear un material resistente y flexible para proyectos de construcción.
The document provides statistics from interviews conducted between November 10th and December 18th, 2014. It details the number of views and minutes watched of videos on YouTube.com/communitiesonline, the device types and demographics of viewers, and tracking information showing 272 clicks on custom links containing the vl.io domain.
This document discusses reasons for immigrating to a new country, including fulfilling dreams, seeking new opportunities, escaping poverty or discrimination, and desiring a better life or education. It mentions ambitions, changing lives, hopes and expectations but also potential challenges like racism, poverty, oppression and suffering that immigrants may face in their new home or in the process of relocating.
The document discusses whether a university education leads to better job prospects and quality of life. It notes that while a degree has traditionally been viewed as important for success, there are some notes of caution:
- While graduates on average earn more over their lifetime, the types of degrees and universities matter, and past performance does not guarantee future outcomes.
- Increasing graduate numbers could lead to oversupply in some fields or time periods, as seen in countries like South Korea.
- Digital Taylorism has standardized some white-collar jobs, allowing them to be done by lower-paid workers overseas or in emerging economies.
- This globalization of skills has weakened the link between education level and earnings potential for many
This document summarizes an article from the Soton Tab student newspaper about issues surrounding tuition fees and student costs at the University of Southampton. It finds that the University made a £15.4 million surplus in 2013/14 despite many students struggling financially. While student numbers have increased, the University has cut accessibility funds for most students. Some key points made are that the University prioritizes growth and profits over student needs, has focused investment on halls rather than teaching spaces, and students feel they are not getting value for the high tuition fees.
Editorial written by Prof. Thomas Wellock, History Dept.Emphasis.docxjack60216
Editorial written by Prof. Thomas Wellock, History Dept.
Emphasis added by Bob Ota
Today's the first day of courses at CWU, so I'm devoting this column to the quality of education on campus. You have no doubt heard of the statistic that the income of college graduates rapidly outpaces their less educated peers. It has led many wavering high school students to give college a try.
Lately, the value of a college degree has been called into question for students who struggle in high school, a significant percentage of our student body. For those who graduate in the bottom 40% of their high school class, the odds against them completing college are 2 to 1. Even if they graduate, most of them won't find employment that requires a college degree, and their employers will grumble about their basic skills, especially in oral and written communication. Colleges take their tuition money but leave these students with mortgage-sized debts and no future.
There is a value in institutions that have a generous admissions policy like CWUs. We offer less advanced students a second chance and many succeed with it. But they need help to overcome their lack of preparation and, more importantly, poor work habits. In both areas, we are failing them with low expectations.
This isn't just the opinion of a cranky professor; our students tell us this is so. The National Survey of Student Engagement polls freshman and seniors at most of America's colleges regarding their college experiences. Compared to our peer institutions, CWU students do less studying (the majority less than 10 hours per week!), campus activities, employment, and family responsibilities. What are they doing with all that spare time? The survey reports that CWU students excel at socializing, watching TV, playing video games, and partying. Our students aren't dropping out because they are over worked and can�'t hack it, and those who graduate enter the working world having spent more time on an Xbox than their studies.
Why don't they work harder? They don't need to. We have created a system that goes easy on students. There are many reasons for this, but today I'll discuss general education courses.
General education courses aim to provide a well-rounded education, but have become a way of mining students for scarce resources. In general education, students choose from a menu of classes in the sciences, humanities, and arts. While creating a marketplace of ideas sounds good, it encourages mediocrity when coupled with a student's inclination to find the easiest path to a degree. Departments make students, and administrators happy when they create large, easy courses with little grading. Students flock to these courses, and administrators reward departments with resources for their efficiency in filling seats.
Students are aided and abetted in their search for the easy A by staff advisors. The well-meaning staffers no doubt want to boost retention rates, but this has a corrosive effect on quality. ...
This document discusses strategies for saving money on a college education, including starting at a community college and then transferring to a four-year university to complete a bachelor's degree. It provides examples of community colleges that have articulation agreements in place to facilitate smooth transfers. Specifically, it discusses Brooklyn College's Transfer Student Services Center, which helps community college students transfer credits and supports their transition to Brooklyn College. The document emphasizes that starting at a lower-cost community college is an affordable way to earn an associate degree and then complete a bachelor's degree at a higher-cost four-year university.
The document discusses ways that universities can provide better value for money based on a survey of current and recent students. Key findings include:
- Four in 10 students said university fees don't represent value for money. More contact time with lecturers and better employment outcomes after graduation would improve perceptions of value.
- Over two thirds of students felt including required textbooks as part of course fees would represent better value. Nearly half thought a provided tablet device at the start would also improve value.
- Case study of Middlesex University providing free digital textbooks through a partnership with Kortext, saving students an estimated £450 each over a three year degree.
The government allowed universities in the UK to charge up to £9,000 per year in tuition fees in 2012. This replaced direct government grants to universities. Many institutions increased their fees to the maximum amount. Students take out government-backed loans to cover fees and living costs, and start repaying the loans once they earn over £21,000 per year at an interest rate up to 3% above inflation. If the debt is not fully repaid within 30 years, the remaining amount is written off. However, about three quarters of graduates will still have some debt remaining after 30 years of repayments. While the figures seem large, most students feel the long-term benefits of a university degree are worth the costs.
- The study aimed to gain a deeper understanding of how students perceive their tuition fees using Interpretative Phenomenological Analysis. It explored the perceptions of different tuition fee paying student groups in the UK during a time of significant tuition fee increases.
- Two main themes emerged: the fairness of tuition fees and the impact of tuition fee changes on perceptions. A lack of knowledge about tuition fees appears to increase stress in students.
- The findings indicate that more responsibility should lie with institutions to educate students about their finances, which may benefit student wellbeing and satisfaction. The study also cautions about policy and structural changes in universities to meet increasing student demands.
The document discusses the evolution of liberal arts colleges. It notes that while a liberal arts education aims to develop broad skills and knowledge, liberal arts colleges have faced challenges in recent decades due to rising costs, competition from other institutions, and students' focus on post-graduation careers. As a result, some liberal arts colleges have closed, merged with larger universities, or expanded their academic offerings. However, liberal arts degrees still provide value, with graduates earning competitive salaries. To remain competitive, liberal arts colleges must effectively communicate the benefits of their education to prospective students.
ENC 1102 THIS PAPER SPELLED OUT THE POSITION / TUTORIALOUTLET DOT COMalbert0055
ENC 1102 Author Note
This paper was prepared for English Composition 1, taught by Professor Heredia.
Are the High Prices of Attending to College in The United States Worth It? PAYING FOR COLLEGE 2
Abstract This paper spelled out the position of the millions of students that nowadays are struggling
because of the higher prices of attending to college in United Stated.
This document provides an overview of factors related to the economics of higher education, including the value of a postsecondary degree, key cost drivers, changes in government aid, and trends in tuition and student loan debt. It summarizes that while college costs have increased, so too has the value of a degree, with 63% of 2018 jobs requiring postsecondary education. It also notes that costs have risen across all industries employing highly educated labor due to increased demand. Government aid and institutional grants have not kept pace with rising costs, contributing to increased student loan debt.
This document discusses how increased immigration to the UK influences the education sector and the business environment of two companies, Waltham Forest College and Costa Coffee. It analyzes how the rise in immigration has affected course prices, competition between educational institutions, delivery of education, employment opportunities, and law enforcement in the UK education sector. The document also proposes developing a 5-year plan for Waltham Forest College to expand branches outside the UK and addresses factors to consider like employment opportunities, cultural diversity, and economic conditions in other countries.
Tuition fees in England could be limited to an average of £6,000 per year while maintaining cost neutrality for universities. A study from London Economics argues that cutting fees could reduce the amount students need to borrow, lowering Treasury lending costs as not all loans are fully repaid. This savings could fund more university places. Currently, students pay up to £9,000 per year in fees through income-contingent loans that are repaid once earnings reach £21,000. However, lower salaries mean loans are repaid more slowly and may not be fully paid back.
This document summarizes and compares university education systems in the United States, United Kingdom, and Mexico. In the US, most universities are private and consist of a 4-year bachelor's degree program, with annual tuition varying greatly between public and private schools. In the UK, university entrance age is typically 18, with tuition costs up to £9,000 per year, and applications made through UCAS. In Mexico, education is constitutionally free, with the top universities being public institutions like the National Autonomous University of Mexico.
The document discusses the role of for-profit education in the US higher education landscape. It notes that while for-profits have faced criticism for aggressive marketing and regulatory issues, they also fill an important niche by serving non-traditional students and offering flexible, career-focused programs. For-profits have pioneered online learning and adapting quickly to workforce needs. The document argues regulators should integrate for-profits alongside traditional non-profits, as both sectors have lessons to learn from each other to better serve students.
Most universities in England plan to charge the maximum tuition fee of £9,000 for some or all courses in the upcoming academic year. This is an increase from the previous year where 62% of universities charged the maximum. The average tuition fee is expected to rise by about £150 to around £8,650. Increasing university fees is having a major impact on students' decisions to attend, with money worries leading some to consider dropping out in order to avoid debt.
This document describes the My Career Scholarship Program, which aims to prepare high school students for college and careers starting in freshman year. The program will have students select a career and college major, then search for and apply to at least one scholarship per month using HBCU Linkup's partnerships and scholarship links. Participating students will improve skills like reading, writing, research, and public speaking as they complete scholarship applications. HBCU Linkup has partnered with Zinch.com to provide a scholarship tracking system matching students to opportunities based on their profiles. The program allows students starting in 9th grade to access thousands of dollars in potential scholarships to fund their education.
Creative writing as a communicative act anrimanamhata
This document summarizes an article about a study of students and teachers in a two-year creative writing program at a Swedish university. The study used interviews to understand how participants perceive their own work and roles as authors. A key finding is that participants describe their writing process using metaphors of "inner" and "outer" creative spaces. The "inner" space refers to a private, detached mental state needed for writing. However, this inner space interacts with external factors like having time and support to write. Balancing the inner creative process with practical concerns like earning a living causes tensions for some. The article examines these findings through theories of communicative action and the negotiation between individual creativity and social contexts.
Is Online Education Effective for College StudentsDavid Compton
This document discusses the effectiveness of online education compared to traditional in-person education. It notes that online enrollment has grown significantly in recent years due to increased flexibility. However, critics argue that online students often underperform and have poorer outcomes, especially those from disadvantaged backgrounds. The document also discusses factors that influence online student success and challenges, such as lack of interaction with instructors, poor time management, and technology issues. While some studies show lower online completion rates, others find no difference in performance between online and in-person students. The document concludes that both formats can be effective depending on the individual student and quality of instruction.
The culmination of a trend, or the start of another? Summer schools have seen phenomenal growth in recent years. A large number of new summer schools have opened their doors in Europe, Asia and elsewhere, while the existing schools have expanded tenfold in less than a decade. In the United States, new models have joined the now familiar ‘third semester’ and ‘faculty-led’ programmes on campuses abroad. Throughout the world, summer education programmes are developing with astonishing speed.
1. Two-year degrees
3 November 2010
Last updated at 12:04
The government is lifting the cap on university tuition fees to £9,000 by 2012. Will it increase
demand for shorter, cheaper courses?
Few people forget their first days at university... The tentative introduction to the fellow fresher next
door, hopelessly trying to navigate around a bewildering campus and wondering why everyone else
seems more intelligent.
But how many would remember anything about their course during the first year?
Recollections are perhaps more likely to be of freshers' week and the student union bar than the
lecture theatre, with students knowing that - so long as they pass the year - their performance will
not affect their final qualifications. So is it worth it?
While the university funding debate focuses on raising the tuition fee cap to £9,000, the new
financial realities are already dramatically altering the student experience.
Institutions are becoming more flexible in their delivery of courses, whether through part-time or
distance learning options.
Not 'cheap alternative'
Mobile phone and internet technology is also likely to play an increasing role in offering
undergraduates pondering £25,000 debts the cheaper option of studying from home, backed by
occasional one-to-one tuition.
Another money-saving idea, mooted by Business Secretary Vince Cable, was to offer more degrees
over two years.
The National Union of Students has given it a cautious welcome, saying extra choice helps students -
particularly those short of funds or who do not want to delay careers.
Continue reading the main story
Two years is nothing - a waste of time - university is about changing you as a
person"
2. End Quote
Charlie Higson
Comedy writer
However, its president, Aaron Porter, says accelerated degrees must not simply be a "cheap
alternative".
"For many subjects the longer degree programme is vital to properly teach the subject," he says. "It
allows the time for students to gain a deeper understanding and creates room for involvement in
extra-curricular activities."
Fast-track, two-year courses are already being trialled at seven English universities, primarily in
business-related subjects and law, with students giving up their long summer break in favour of a
third semester.
Staffordshire University researchers calculated that graduates from its two-year courses ended up
on average £20,000 better off than those studying over three years, once a year's salary and reduced
tuition fees were taken into account.
Their results were also better, it found, by an average of two-thirds of a degree classification.
However, while fast-track students were more likely to be mature and begin courses with a better
attitude, staff remained anxious about the perceived market value of their degrees.
'More intense'
And although the courses received an additional 25% in state funding, the report concluded that
institutions would need to charge students 25 or 50% more per year than for traditional courses for
them to become more widely viable.
Two-year degrees have been the norm at Buckingham since it was opened as the UK's only
independent university in 1976.
Its dean of law, Professor Susan Edwards, says her course covers the same core areas as three-year
degrees and broadly similar optional modules.
She believes it turns out the sort of graduates who work well under pressure that modern firms are
looking for: "It's more intense but we produce students who employers know are going to deliver,
prioritise and be focused."
The first six months' results do not count towards a student's final degree assessment, similar to the
traditional first year at other universities.
That the university's four-term year - 40 teaching weeks separated by three fortnight breaks and a
month off at Christmas - leaves little room for summertime relaxation is no great loss, Prof Edwards
argues.
"What today's students do during the summer vacation is not to read around the subject but they
find work to finance their studies," she says.
3. Despite this, Prof Edwards insists Buckingham's students can still throw themselves into the social
aspects of university life thanks to a thriving student union with a range of societies.
'Academic sweatshops'
The university argues that when living costs are taken into account, its two-year courses prove
cheaper than the alternatives, despite yearly tuition fees of £8,640.
Higher fees, it claims, allows it to fund a high student-tutor ratio (8:1), allowing it to better support
students.
Prof Edwards believes a similar level of support would be essential if students at state-funded
universities were to cope on shorter courses.
However one lecturers' union, the University and College Union, has branded two-year courses
"education on the cheap" which creates "academic sweatshops".
Whatever the verdict on two-year courses, many see the university experience as being about not
just an academic education, but an learning about other aspects of adult life.
Comedy writer and novelist Charlie Higson is a staunch believer in that and says accelerated
learning misses the point.
"Two years is nothing. It's a waste of time," says Higson, who went to the University of East Anglia,
in Norwich. "University is about changing you as a person - emotionally, culturally, spiritually -
breaking away from your other life, meeting new people and having experiences."
The Fast Show star admits his first year was more about drink, drugs and sex than his degree in
English American Literature and Film Studies. Only by the third year was he immersed in his text
books.
Study and social life are about equally important, he reckons.
But while he "never had to show anyone a bit of paper" to prove he had a degree, meeting Paul
Whitehouse and Harry Enfield changed the course of his life.
Higson penned the duo's sketches before making his on-screen debut in the Fast Show. University
also led him to front a band for six years, while he credits the two unpublished novels he wrote as a
student with laying the foundations for his later career as writer of the Young James Bond novels.
"It should be about increasing your potential in every direction. The academic side is part of that but
you need to get a lot of other stuff out of your system too," he adds.
Whether university should simply be preparation for a good job or a life-changing experience is a
matter for debate. But it appears students on the future may have to make more choices other than
where to study and on which course.
http://www.bbc.co.uk/go/rss/-/news/magazine-11676192