
Value for Money in Higher Education
By the House of Commons Education Committee (Published October 2018) This report from the House of Commons Education Committee examines the concept of value for money in higher education from…
By the House of Commons Education Committee (Published October 2018) This report from the House of Commons Education Committee examines the concept of value for money in higher education from…
By Social Mobility Commission (published December 2018) This report from the Social Mobility Commission examines public attitudes to social mobility in the UK. The report draws upon an online YouGov…
…all schools and colleges). 21% of higher education applications from independent schools are for Oxbridge universities, compared to 16% of grammar school applicants, 5% of comprehensive schools and 4% at…
…Education than compared to higher performing non-A-Level students. Non-A-Level routes lead to a much higher proportion of students not progressing compared to the academic routes. Download the report here….
…President of the NAHT travelled down from Blackpool to attend the event. He commented, “this Primary Futures event today at Barham Primary has been a fantastic experience. Two volunteers enjoying…
…mobile phones and Facebook. Did you do the tracking through the course tutors? Initially it was through the college, but we found that the colleges didn’t have good communication…
At this time we have seen renewed recognition and gratitude for the vital role played by our key workers, and the amazing spirit of volunteers supporting them and our communities,…
A report by the UK Commission for Employment and Skills UKCES assesses the current state of research on employability skills, identifies existing good practice, advises on how to develop these…
A report by FreshMinds Research Agency and commissioned by Business in the Community (BiTC), Edge and NEBPN, now the Institute for Education Business Excellence (IEBE) This report examines several themes:…
…the three elements, ‘content’, ‘practice’, and perceived ‘value’ of entrepreneurial education. The author finds three interpretations of content: the technical, competency-based form (“defined as a separate course or project which…