Dr Alex Bols, FRSA’s Post

Though I’m not yet formally in post, I’m happy to share the GuildHE manifesto containing key recommendations for the next government. Our focus must remain on championing the diversity of our sector. It’s richness is derived from its wide variety of providers; some large, some medium-sized, some small; some more traditional, some very new; some providing on-campus, off-campus, blended learning or all 3; all delivering to towns, cities and regions across the devolved nations, enabling students of all ages to undertake lifelong learning that improves their lives, careers and experiences. There is no one-size fits all, and unless we think creatively, we risk losing the diversity that makes UK HE so attractive to both domestic and international students. Not only that, a less attractive, strong and robust system would weaken the UK’s soft power around the world at a time we need to be showing ourselves as deep and meaningful collaborative partners to tackle global challenges. I look forward to working with my GuildHE team and many of you in (and outwith) the sector to secure the strength and diversity of our sector!

Looking forward to participating in this discussion Monday around state higher education policy engagement!

📚 Exploring the Flaws in Our Education System 📚 There are many often overlooked issues plaguing our education systems. From outdated curriculums to lack of equitable access, we uncover the multifaceted challenges students, teachers, and educational institutions face in today's world. Roster CEO Ollie Bell discusses some of the flaws and the three things needed to provide high quality and effective education programs. Ollie Holt Tom Downing Nabil Hadi Dan Strode Sarah Weller OPENFORMAT #EducationReform #InclusiveEducation #FutureOfEducation

Check out this helpful resource the TC higher ed team has put together!

Beginning Fall 2025, we have made the cost of a Hartwick education more direct to reflect our commitment to our students’ financial well-being and to an environment of transparency in higher education. https://lnkd.in/eB3i_gX2

Hon David Seymour, Associate Minister of Education, has shared goals for reintroducing the charter school model into our education system in the hope of maximising student achievement for all. Our latest insights, 'Implementing charter schools in New Zealand', considers the lessons learned from the past, and internationally, indicating that large-scale structural change in and of itself rarely delivers the promised gains in academic performance. Click below to see the key considerations needed to support the successful delivery of Seymour's intended outcomes. https://lnkd.in/g2TaEZb8 Peter Chew, Julie OToole

We know that education is the key to children building the best life they can whatever their background - and quality of teaching is the most significant school-based factor influencing educational outcomes. We welcome the new government’s commitment to recruiting 6500 new specialist teachers, and to retaining and upskilling the current workforce, making a world-class education available to every child in the UK and breaking down barriers to opportunity. Our Education Strategy Lead Dave Gibbs explores the full value of subject-specific teacher CPD and why government investment in this area pays for itself: https://bit.ly/3ALGLFn

I was struck by the report on the BBC website (6 March 2024) that Birley Academy in Sheffield could lose funding because of ‘underperformance’. The report says that the community college, which has 1,000 pupils on roll has been inspected twice by Ofsted since 2017 and was rated as ‘requires improvement’ on both occasions. As a result, the school may well lose funding. I am not able to comment on the validity of the inspection findings.  What struck me was that reducing funding was an odd ‘punishment’ although it can be seen as a clear marker of an ostensibly public service, such as a school, being in a market.  Who will suffer from funding being reduced? The staff at the school or the children or both? Will having less funding help the staff improve the school? Presumably the idea is that they will have to try harder! I can feel Mrs Thatcher's ideology at work here! In a time where, arguably, economic rationality seems the dominant ideology this might have skewed our collective thinking? Ball (2003) claimed that schools exist in a time of punishment and reward for compliance with policy where public naming and shaming are accepted. In this we have allowed Ofsted to become a reality definer. A teacher once said to me “I know we are a good school because Ofsted says so”. There would have been a time when if a school was struggling like this the LEA, remember them, would have mobilised their resources to help the school on the basis that this would be the best for the children who attend that school. I find it very revealing that the report makes no mention of ‘children’ or ‘students’. It is almost as if they are merely a means for the school to ‘score’ well on the quantifiable and measurable criteria that ‘really’ matter. What do people think? https://lnkd.in/eScgcwgp

Check out this week's fantastic guest blog by Jo Malone, FRSA from our friends The Foundation for Education Development. Jo introduces a groundbreaking education policy shift that promises to shape the future of education. Don't miss out on this must-read blog ahead of our upcoming joint NGA-FED forum! Click here for more: 👉 https://lnkd.in/ehXKSRSj   #EducationPolicy #FutureofEducation #GuestBlog

What will education look like in 2054? 📚 "Al systems will continuously update educational content based on the latest research, global events and student feedback, ensuring that the curriculum remains relevant and comprehensive." Rory Steel, Head of Academy at Digital Jersey, gives us a glimpse into the educational landscape in his piece from the Jersey Evening Post's Digital Day. Read his article here (page 13): https://bit.ly/3vXmH0s