Archive for the Education Category

3/4 of UK students interested in studying abroad!

By Nela Statečná

Graduate Prospects, which is the UK’s official graduate career support service, launched an extensive survey during March 2012, to find out the number of the students, who are planning to study overseas. Bernadette Griffiths, the author of the article in the Student Times, discussed the results and their impact on the UK universities.

Out of the total of 500 students and school leavers, who were interviewed for this survey, 73% were strongly interested in studying abroad, and 24% were thinking about the option. Only less than 4% of the students dismissed the possibility of studying overseas entirely.

The survey further tried to uncover different reasons, which lead the students to make the decision to study overseas. It showed that 33% had their main motivation the desire for adventure, whereas 26% wanted to build an international career and gain some work experience. Around 8% of the interviewed students said that the main reason for choosing a university abroad is their dissatisfaction with the UK system, and 18% admitted that it would be their financial situation deciding for them because it is often cheaper to get their education abroad. The good reputation of the universities overseas played a crucial role for nearly 16% of the surveyed students.

When the students were asked about the destination where they would like to study the most, more than 34% answered the United States or Canada, while about 28% chose various European cities. The questions in the survey also aimed to find out what reasons could possibly discourage the students to leave the UK and study abroad. Around one third answered that it would be their financial situation. About 27% thought that their inadequate language skills could deter their decision to leave, and 14% were worried that their degree, earned from the overseas university, may not be recognised by their future employers.

According to Mike Hill, chief executive of Graduate prospects, this survey proved that although there was the rising concern that increasing the university fees in the UK will lead the students to overseas universities, the bigger motivation is still the wanderlust. The number of the students, who want to study abroad because of their dissatisfaction with the UK system, is not as striking as many people expected. The results also revealed that studying abroad is becoming more popular but at the same time many students have no clear idea of what the studying outside of the UK really require.

Based on the survey results, the UK universities can estimate that the number of the students, who will want to study abroad, will be to a great extend, determined by a strong incentive – the travel adventure. It would be, therefore, very wise to make sure that these students understand all the conditions, which they need to meet before they decide to earn their degree abroad because the possibility to travel will be only one part of it.

UCAS drop plans to change admission system

The UCAS admission service have cancelled plans to change the admission process which would have allowed students to apply for degree courses after receiving their A-level results. A recent article in The Telegraph called the dropped plans the “biggest shake-up of university admissions for 50 years” scrapped due to “insurmountable opposition from academics, teachers and examiners.”

The change was originally proposed following a series of reports including research last year by academics at the University of Warwick . The report last year found that University applications based on predicted grades were “unfair and inefficient”, as they placed “higher hurdles” on poorer students or so called “late developers” who may score highly despite lower predicted grades.

This “inherent unfairness” of applications based on predictive grades, was also recognised by a government published report in 2004, which found that “predicted grades were unreliable and that “tossing a coin” would be as fair as much of the interviewing process.”

UCAS set out its proposals for a “post qualification application system” last autumn but has since found that there was little enthusiasm for the change among teachers, Universities and examiners. The recently published report which announced the dropping of the proposals stated “it simply would not be feasible to shoe-horn a post-results model into the current academic year”.

UCAS instead announced plans to improve the clearing process towards a fairer, managed, online process designed to be more transparent. The changes to the clearing system were broadly welcomed as a way to reduce the “annual chaos and stress” of the clearing system.

Liam Burns, President of the National Union of Students, said that while the clearing proposals were welcome the failure to adopt a post qualification system represented “another missed opportunity to grasp the nettle and demonstrate a sustained commitment to….a fairer way for students to apply to university.”

Mary Curnock Cook, UCAS chief executive recognised the persistent potential problem of the current system as she stated “the challenge remains to secure more accountability and accuracy of predicted grades.”

Building a sense of Global Citizenship

Global Citizenship

The idea of Global Citizenship is one which has increasingly emerged in education, as our concepts of nationality and identity have changed over time. Through a coming together of social, economic, cultural and technological factors the world undoubtedly a vastly different place to 100 years ago. Globalisation is the theory that the world has become increasingly interconnected and interdependent as a result of these changes. This process of Globalisation has led to the idea that an Individuals identity is no longer tied to his or her country of citizenship but rather to the World at large.

The theory behind a common humanity and fundamental human rights is closely tied to the idea of Global Citizenship, namely that as humans we all have the right to be treated equally and in turn treat each other equally. Each of these terms is strongly debated among academics and there is no set definition about what constitutes humanity, what (if any) rights are universal and what it means to be a global citizen (or whether such a concept can truly exist).

While academics can debate the extent, causes and meaning of this change, many of us feel more connected to others around the world, particularly as the result of the internet and modern communication tools. We are now able to see events from the other side of the world unveiling live, are able to communicate to people thousands of miles away and are able to visit countries more easily and more accessibly. Global Citizenship therefore is the idea that as Individuals we should consider our actions and responsibilities in a global context. According to Oxfam Education “Global Citizenship is a way of thinking and behaving. It is an outlook on life, a belief that we can make a difference.”

At Lattitude Global Volunteering we see our vision of a world where all young people contribute to a more dynamic, caring and tolerant society as responsible global citizens. We see it as our mission to give young people the opportunity to experience the world beyond their community and to truly engage with it, to seek to develop young people’s awareness and responsibilities towards themselves and others, and equip them with vital life skills.

Global Citizenship therefore is not only a responsibility but an opportunity. An opportunity to develop skills, experience and awareness and become more engaged with the world around us.

Studying Abroad: Overseas Universities tempt UK Students

This year presents one of the most significant shake ups to the UK higher education system in decades with rising tuition fees, reduced University budgets and reduced courses on offer. But UK Universities also face increasingly large competition from abroad to attract bright students. The changing landscape of the higher education system has presented a unique opportunity to overseas Universities to appeal to some of the UK’s most promising young people. A recent article on the BBC News website highlighted the increasing number of UK students aiming to head to the United States and other countries abroad.

According to BBC News, “Dr Seldon, one of the UK’s most prominent head teachers, says that ambitious teenagers are looking further afield than ever before in their university choices.”

Pupils from across the UK are looking at Universities in the US, Australia, Europe, China and South Africa as an alternative option to studying at home. While studying abroad may appear prohibitively expensive at first glance (in the US the top bracket Universities above $50,000 (£32,000) per year), many Universities offer attractive financial subsidies and means tested support.

Jason Parisi, a UK national studying at Yale, told the BBC that he was surprised by the resources available, “Whatever you want to do, as long as you provide the motivation, you’ll get the funding.”

As well as competition on price, foreign Universities offer Students more choice of courses, appeal to a sense of adventure and may offer a more International approach. In Europe there are an increasing number of courses taught in English in countries like Germany, Sweden and Holland that offer full degree programmes with little or no fees involved. This year a group of Dutch Universities, including Maastricht University and Utrecht University, toured the UK with the aim of recruiting more UK students and have gone on record saying they wish to be a part of the UCAS admission system.

This weekend sees the Student World Fair being held in London with representatives from universities in 19 different countries competing to attract UK students. Given the increasing cost of studying at home, it is likely the trend and appeal of studying abroad will continue in the years to come. In response UK Universities will need to adapt to the threat of truly global competition as Michael Farthing, chairman of the 1994 Group of research Universities warned; “Ensuring that UK universities have the support needed to thrive on the world stage is a key factor in driving growth, and should be at the heart of the government’s economic strategy”.

What are universities for?

By Roberta Geraci

With the recent news regarding reduced UCAS applications, a reduction in the number of University places and the 2012 Student fees increase, there has been an increasing debate about the role of Universities in today’s society. In a recent article in The Guardian Stefan Collini outlines the premise of his new book titled, What are Universities For?

According to Stefan Collini, we need to return to asking the fundamental question of what Students aim to achieve by attending University and a return to education at the heart of University institutions. Collini argues that the fast rate of change in the higher education sector has effectively begun to create a situation where students are effectively “consumers” that are only concerned with getting jobs. With the 2012 Student fees increase, Universities have been forced to act more like businesses which Collini argues poses a real threat to Universities and our society.

He argues that “the single greatest defect of the new funding arrangements is not the whole elaborate machinery of loans itself, expensive and unfair though that is: it is the core notion of universities as businesses “competing on price” (ie “variable fees”) and the half-baked market ideology that informs it. And this in turn reflects an impoverished notion of what universities are “for”.”

The debate about the role of Universities is reflected in the criticism of the expansion of courses offered by Universities over the last two decades. Often the media criticise these “newer” University courses such as golf course management, sport science and media studies, yet Collini argues “it is worth emphasising, in the face of routine dismissals by snobbish commentators, that many of these courses may be intellectually fruitful as well as practical.”

The Student fee increases were hailed by advocates as a way to reduce the number of so called “Mickey-mouse subjects” with the benefit of offering more traditional and “educational” courses. Yet, a recent report suggests that while the number of courses on offer may be diminishing, it is actually at the expense of standalone courses in subjects such as science, foreign languages and the humanities as a result of reducing University budgets.

Sir Richard Roberts, writing in the UCU report stated “One of the hallmarks of a British education in my earlier years was the very breadth of subject matter that could be studied and that our policies are now seeking to restrict.”

The fear of Universities acting as businesses was reflected by Professor James Ladyman, professor of philosophy at the University of Bristol, who expressed his concern at the new funding environment. He stated “universities will look at concentrating their resources on courses which they believe will deliver the highest financial return” as opposed to those which offer the greatest benefit to Students.

The debate about increased Student fees looks set to continue and the answer to the question, what are Universities for?, is increasingly prudent when students are being asked to make such a large financial investment. The pursuit of education for educations sake is in danger of becoming a pursuit only for the wealthy. Collini argues in summary, that there “remains a strong popular desire that [Universities] should, at their best, incarnate a set of “aspirations and ideals” that go beyond any form of economic return.”

University Places Cut by 15,000

By Roberta Geraci

The government announced this week that University places would be cut by up to 15,000 as it disclosed full details of the higher education budget for the next academic year.

The Government plans to withdraw the additional 10,000 places which were allocated last year to cope with the increased applications, and the Higher Education Funding Council for England has been given instructions to remove a further 5,000 extra places which are normally used to aid universities that over-recruit. In addition fines will be issued of £3,800 for each student recruited over the strict limits.

The information was detailed in a letter a letter to higher-education spending watchdogs from the Business Secretary Vince Cable and the Universities minister, David Willetts which justified the cuts as it would expose “Government to higher than budgeted costs which cannot be absorbed at a time of financial constraint”.

The news has been met by students with “outrage” according to the Telegraph as the drop in the number of places coincides with the increasing fees in the 2012/2013 academic year.

The National Union of Students President, Liam Burns said: “As the country stands on the brink of recession and youth unemployment reaches record levels, ministers have effectively cut places by 15,000 and extinguished hope for many prospective students and set back economic recovery in the process.”

The news was accompanied by cuts to the state funding for teaching of £830m or 18% when compared to last year. David Willetts, the Universities Minister, defended the cuts as he explained: “We are increasing the total funding available to the sector… and our reforms will enable successful universities to expand if they wish to do so. However it is also essential that the sector works collaboratively to lower their costs.”

The Government’s aim is to offset the reduction in state funding with the increase in student fees, and while it is predicted that there will be fewer applicants for University places this year, (link to previous article) the cuts are still likely to mean some will miss out.

Pam Tatlow, of million plus, a University think tank, said: “The reduction in the total number of student places is likely to dash the aspirations and ambitions of many well-qualified applicants.”

While the next academic year likely marks a turning point in the higher education system, the Government have managed to push through the majority of the changes without further legislation as the Higher Education Bill looks set to bedropped or delayed and is likely to “not be part of the government’s legislative programme in the Queen’s Speech.”

UCAS Deadlines and predictive grades

The deadline for applying for a University place through the UCAS system passed on January 15^th, with many young people understood to have either missed out on the deadline or as having chosen not to apply. The predicted drop in the number of people applying through the UCAS system is thought to be as high as 23,000 when compared to last year.

While many prospective students have blamed the fee increases for the fall in the number of applications, there have also been suggestions that young people have been discouraged to apply to certain institutions, as top Universities appear to be demanding higher A* grades. As prospective students seek to get better “value for money” from their courses, high-ranking Universities are believed to be heavily oversubscribed. A recent article in The Telegraph suggests that Universities including “Oxford, Nottingham, Bath, York, King’s College London and University College London were making greater use of the A* during the admissions process” in order to limit the number of applications.

According to the chairman of the Headmasters’ and Headmistresses’ Conference, Kenneth Durham; “It would appear some universities are introducing tougher entry standards to manage places and avoid over-recruiting.”

One of the dangers with the UCAS system is that offers are allocated based on predictive grades and therefore those students who are not predicted the higher A* grades may miss out on a place at some of the top Universities, even if they later go on to achieve an A*. According to a spokesman for the Department for Business, Innovation and Skills “Ucas are currently looking at the accuracy of A* predictions and this will enable the sector to judge whether they are sufficiently accurate to be used in the applications process.”

The worry is that a number of potentially high achieving young people have been discouraged to apply for the top Universities as a result and instead have either chosen to reapply next year or to apply to another University. In order to achieve an A* pupils must score over 90% in all second year A level exams.