Category: UK

Post-Brexit, UK should not overlook the role of ‘technology’ in providing global education

“Everyone for the foreseeable future is going to be developing work and social relationships, based on virtual networking”

On January 8th, the U.K. parliament voted against an amendment that went unnoticed beyond the few students, educators, and policy advocates who took to Twitter in angst.
The amendment insisted that the government maintain full membership in Erasmus, EU’s student exchange programme, and negotiate terms before the transition period ends in December 2020.

What did the vote mean? What indication it gives as to the faith of the UK’s participation in Erasmus+ post Brexit? From the launch of the program in 2014 to 2018, UK projects received €680 million in Erasmus+ funding, and 167,000 participants from the UK benefited from Erasmus+.

Brexit may mean the country rejects globalisation as an economic model but that doesn’t automatically translate into the rejection of global education. After all, the skills and attitudes gained from intercultural and international learning, as well the values it represents such as freedom and tolerance, are as British as they are European.

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International schools can no longer access the DBS…what next for safer recruitment?

 We ALL have a responsibility to safeguard children. This should be at the core of every recruitment decision made within an international school”

 

ACRO Criminal Records Office senior manager Thomas Mason explains how international schools can still put safeguarding at the heart of every recruitment decision despite no longer having access to DBS checks.

A state of limbo

 In early September 2018, the Disclosure and Barring Service (DBS) announced that they would no longer be accepting DBS checks for international schools where the recruitment decision is not made in England or Wales.

This meant that international schools could no longer access enhanced or even standard DBS checks to assess whether or not applicants were suitable to work with children.

While this may have caused concern for key decision-makers within international schools and the education sector overseas, an alternative product exists, which fills the gap created by the loss of access to the DBS.

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Learning from the US: new ways to evaluate & record skills and competencies

“Seeing online education as a ‘cheaper’ way to deliver higher education has long been debunked in the US”

 

Finding new ways to teach and accredit soft skills has never been more important, writes director and co-founder of UK Education Guide, Pat Moores. In this blog, she explores some of the lessons that educators can learn by observing the practices being adopted stateside.

At a recent presentation at the British Council’s International Education Conference, I was interested to note that none of the attendees at my session had ever heard of Western Governors University (WGU) or Competency-Based Education (CBE).

No big deal, of course, there are well over 5,000 US colleges, so not having heard of one is hardly a crime, but why does WGU matter and why does CBE matter too?

It is estimated 85% of jobs that will exist in 2030 haven’t been invented yet and 65% of children starting school will one day hold jobs that do not exist now. It is widely anticipated that many existing jobs will be replaced by robots/AI.

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UK study: the challenges facing Turkish students

“For many of them, receiving their acceptance letters is only the first of many hurdles”

By the UCAS deadline today, 15 January, thousands of Turkish students will have submitted applications to study in the UK. In this blog, Remzi Gur of Turkey’s Foreign Economic Relations Board discusses the challenges facing Turkish students attending UK universities.

The UK has been one of the most popular international destinations for Turkey’s ambitious student population, with 3,440 currently enrolled in universities around the country. The majority of them are postgraduates, studying business, social science, engineering and law.

Turkish applicants will have spent months, if not years, preparing to apply for competitive places in the UK’s most prestigious academic institutions. However, for many of them, receiving their acceptance letters is only the first of many hurdles. I am worried that the increasing complexity of the student visa processes and rising international tuition fees are driving many students away from the UK.

As The PIE News has reported, every year we hear of more and more Turkish students being denied student visas. The majority face rejections by British consulates in Turkey even after they have received offers to study in prestigious universities. Some agencies in Turkey assisting students with this process have reported visa denial rates as high as 60%.

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What lessons can we learn from PISA ranking leader Finland? 

” In Finland for example, there is no national testing, no school inspections and no school league tables”

The latest  Program for International Student Assessment results has prompted questions about what certain countries are doing better than others when it comes to the quality, equity and efficiency of school systems around the globe. In this blog, head of School at ACS International School Cobham, Barnaby Sandow, explores some of the lessons that can be learned from Finland.

Scandinavian countries are world-famous for promoting happiness and wellbeing – and also for their exceptional education, whether measured in academic results, student happiness or overall progress to learning objectives.

You may have seen the 2019 PISA results recently which illustrated that most countries – particularly in the developed world – have seen little improvement in their performances over the past decade, even though spending on education increased by 15 per cent over the same period.

The report – outlined in this insightful editorial comment  – concludes that huge numbers of graduates are therefore likely to struggle to find their way through life in an increasingly volatile, digital world.

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How European students will be affected by Brexit

“Despite many universities efforts to inform and support each of their students, a sense of uncertainty surrounding the subject is all too familiar”

The 31st October may have passed yet Brexit still looms and, with the UK remaining at risk of a no-deal following their withdrawal from the European Union, many people in education are still questioning exactly how European students will be affected by Brexit.

Despite many universities efforts to inform and support each of their students, a sense of uncertainty surrounding the subject is all too familiar for both EU nationals studying at UK universities and those participating in Erasmus+ programmes which since 1987 have granted all UK and wider European university students and lecturers the opportunity to study or intern abroad for up to a year.

So, what may a ‘no deal’ Brexit mean for European Students? According to Universities UK, whose members consist of both vice-chancellors and principals of institutions across the country, an exploration into the implications for universities and how to minimise risk has revealed that a failed Brexit negotiation will cause further uncertainty about the UK’s commitment and involvement with the Erasmus+ programme.

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How to support and attract European students post Brexit

“Marketing of British higher education institutions needs to be relevant in this time of disruption”

The United Kingdom’s departure from the EU is a complex and controversial political process, now extended until January 2020. We are the second most popular study destination in the world for international students, behind the US, with almost 460,000 international students in 2017/18, with 30.3% of these coming from the EU.

Clearly, international students are very important to the UK’s higher education sector. Although Brexit should not concern European students currently studying in the UK up to Autumn 2020, as they will be granted “home status” by the government, it does pose a difficult level of uncertainty for European students going forward. Students who arrive after we leave the EU will need to apply for European temporary leave to remain in the event of a no-deal Brexit.

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How ‘Safety’ is moving up the agenda for international students & their families

“The pressure is on UK schools to make their schools as attractive as possible when it comes to projecting a ‘safe’ image”

Maryland lawmakers have approved a bill that will allow Johns Hopkins University to form its own, private police force to enforce the law on campus. Meanwhile, in the UK, over the past three years, universities have paid more than £2 million to 17 police forces in exchange for support.

Spending is rapidly increasing and the University of Northampton now has six fulltime police officers seconded to the University for 3 years, at a cost of £775,000. Safety is increasingly front of mind when students are deciding about overseas study locations. In IDP’s annual survey of almost 3,000 students in the five main overseas study destinations (US, UK, Canada, Australia and New Zealand) Canada leads the way in terms of ‘safety’ versus its international rivals, with the UK ranking 4th out of five.

Also, students from China are now reported to be as concerned by the safety of the destination country in which they intend to study as they are the relative academic position of their institution, according to the latest report from the Beijing Overseas Study Service Association.

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Interest in the UK on the rise following the reintroduction of the post-study work visa

“The impact for universities and colleges specifically is crucial”

The UK government’s announcement on September 11 of the re-introduction of the post-study work visa for international students was a welcome piece of news and one with immediate impact. Two weeks post-announcement you can already see the following from IDP Connect data.

  • A significant spike of interest from Indian students
  • Postgraduate interest increasing
  • A major spike in postgraduate interest from Indian students

Although the new “graduate route” won’t come into operation for students starting until 2020-21, previous policy announcements have often had an immediate impact on the online search activity of prospective international students.

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How Scandinavian teaching at a primary school differs from British methods

“Parents receive a more holistic progress report about their child’s development, this may seem somewhat strange to UK parents”

Earlier this year, the Department for Education announced plans to change the way that children across England are tested by using a statutory reception baseline assessment.

The Government hopes to introduce this by autumn 2020, but as we have seen, the decision to test children on communication, language, literacy, and maths when entering primary school, has been controversial debate around how early children should be academically tested.

Many parents and teachers argue that children should not be academically tested at four years old, as it puts too much pressure on them at such an early age, whereas others believe that introducing testing at an early age is vital.

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