Al Carlile

This is an interesting blog from the Staff and Educational Development Association blog https://lnkd.in/eF3jZvTz How much does our academic CPD offer address these issues? How does the whole academic community learn from and value the different perspectives of its members?

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📈 Our SEND School Improvement programme focuses on 7 key areas—from Intent to Provision Mapping—helping leaders create and embed actionable plans to enhance SEND provision and outcomes. Learn more today ⬇️

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Check out these roles!

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Three key insights on AI’s role in shaping the future of education

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The inevitable has happened…if your university needs a hand figuring out how to navigate the upcoming fee increase, please contact the experienced consultants at Dataqubed Ltd. The fee increase will not just be about system(s) but will necessarily require thinking about policies, process and communication strategies, transition implementation and supporting mixed economy charging (e.g. continuing vs new students). #dataqubedltd #tuitionfees #studentrecordsystems #studentjourney #studentexperience

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Unlock the full potential of your educational institution with a tailored Learning Management System (LMS) designed specifically for academic needs. ✅ Course Delivery and Management. ✅ Assessment and Evaluation. ✅ Engagement and Collaboration. Learn more ahow you can transform your institution with eLMS today! ▶ https://lnkd.in/eGbZzwnq #eLMS #LearningManagement #EssingtonITS #HelpingPeopleLearn

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An excellent oppertunity to be part of a promising project in environmental sciences.

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We're going on tour! if you'd like to join our SME masterclass this year, see below 👇

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Very proud to have been involved in this project. This has involved deep collaboration, planning, evaluation and TIME. On a personal level, what have I learnt from the experience? Quite a lot and obviously more to come! 1. Digital assessment can be made accessible and contemporary, but requires due consideration on its audience, familiarisation, testing and evolution. 2. Working with leading-edge platforms requires enhanced collaboration, especially within an evolving digital assessment environment. I have no doubt that assessments can only strengthen in their validity and will attract a greater audience, perhaps a proportion of which may have experienced a historic lack of accessibility. 3. Learning from 'sticking points' and identifying alternative ways of working and implementation. Digital assessment may not hold all the answers, but there are definitely not insurmountable issues and platform will evolve to meet future challenges. At Ascentis we are proud to bring this announcement into the public domain. If you do wish to be involved in a centre 'pre-test' then please navigate to the relevant link on our qualification page https://lnkd.in/g6UFc3wG

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https://lnkd.in/eCy3yqqk Extract from executive summary of this report: "Key policy changes appear to have impacted on student subject choice, particularly with respect to Humanities subjects. The most substantive change to the post-16 landscape in recent years have been reforms to AS- and A-level qualifications that were introduced from September 2015.2 A particularly notable aspect of this reform for studying subject choice was the decoupling of AS- and A-level qualifications, which meant that AS results would no longer count towards an A-level qualification as they had in previous years. This contributed to a rapid reduction in qualification entries with the average number of Level 3 qualifications per student dropping from 5 in 2015 to 3 in 2019.3"

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Today Advance HE published a blog co-authored by our DVC, Prof Deborah Johnston MBE, articulating our position that effective partnership with PSRBs will be key to enabling the pedagogic innovation needed to prepare graduates to become the workforce of the future. In the blog post, we invite contributions that showcase examples of working with a PSRB to innovate accredited provision, such as through pedagogic innovation, inclusive academic delivery, or novel assessment methods. We are particularly interested in strategies for overcoming challenges, resolving issues and achieving consensus and the impact on students, staff, employers and PSRBs.  Marc Griffith, Antony Moss, Patrick Christie https://lnkd.in/enqeHHX4

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The least bad part of the Accord implementation plan is its approach to distributing places between qualification levels and courses. It seems like the default position will be to give universities flexibility to meet student demand, within their EFTSL cap. However ATEC and the minister will have power to intervene if enrolments diverge too far from the government-approved patterns. The FEE-FREE Uni Ready places will have much higher funding per EFTSL than enabling courses, a genuine improvement. https://lnkd.in/g3eyrade

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This report explores the use of artificial intelligence (AI) in education, highlighting its ability to personalise learning, streamline administration, and integrate into curricula. It emphasises the need for careful deployment, addressing data privacy and access equity. Targeting policymakers and educators, the report advocates for collaborative efforts to ensure AI positively transforms global education systems, enhancing outcomes for all. https://lnkd.in/gEYrQmRh

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Selecting the appropriate Learning Management System (LMS) in UK Higher Education is crucial for enhancing educational delivery. Determining the extent of customisation and effectively managing architecture and infrastructure are key considerations in this process. LearningMate offers expert guidance to navigate these complexities, ensuring the chosen LMS aligns with institutional needs. #HigherEdTech #LearningManagementSystem

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Many of our #LicensedHN partners are finding genuine value in delivering Pearson's HTQs. If you are a #UKuniversity and would like to know more about delivering HTQs under licence with us, get in touch today! 🚀 💡 🎓 #Highereducation #HEI #HigherNationals #HTQ

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Bravo to the International Higher Education Commission (IHEC) Oxford International Education Group Rt Hon Chris Skidmore & all those involved in this report. It is worth noting that there has been no, Non-EU #graduateoutcomes data from HESA: Higher Education Statistics Agency since 2019, & at that point knowing how critical this data would be to the sector Asia Careers Group SDN BHD stepped in immediately to fill this significant data gap. Since then ACG has collected over 70,000 UK international graduate’s #career journeys, for over 60 UK universities & has undertaken this work unfunded by government &/or sector bodies. This data is now readily available to all UK #universities committed to “investing in international #futures” & data can be collected retrospectively for institutions if needed. The annual institution subscription cost is £9,950. Alternatively a report on the entire data set 70,000+ UK Non-EU graduates, could be made available to government &/or sector bodies for £350,000, if there is in fact a appetite to invest on behalf of a UK #highereducation sector under significant financial pressure at the present time. As one can imagine this has been a significant financial undertaking & one #hesa has been unwilling to take on. Let us hope the UK sector is now truly committed to understanding Non-EU #graduateoutcomes & supporting the transition of their #overseasstudents to the workforce both in the UK & even more importantly back in their home countries. Data also exists for all 40 #Australian universities should governments & or sector bodies wish to benchmark UK graduate outcomes against another English speaking study destination. “Graduate outcomes data was also a big part of the report – or the lack of it, which has been highlighted before by other organisations. “HESA stopped calling international students to save costs; the UK government mandated a 10% efficiency saving for HESA, & telephone follow-up… was a significant expense,” the report said, adding that such a decision was a concern for institutions & student bodies. Low response rates also mean a lack of evidence of the #employability of the UK’s #internationalstudents, – a critical decision-making factor for #students who are looking to the UK as a #study destination.” A Universities UK International report found just 3% of international student’s said they’re university #careersservice helped them find a job, up from just 2% in 2019. We all have to do a far better job in making good on our promise to international students & their successful transition to the workforce. Asia Careers Group SDN BHD AGCAS AUIDF British Council BUILA Education New Zealand | Manapou ki te Ao International Education Association of Australia (IEAA) Jisc Office for Students National Association of Graduate Careers Advisory Services (NAGCAS) Russell Group of Universities UCAS UKCISA Universities Australia Universities Scotland Universities UK

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Worth Reading: This article examines the role of university leadership in supporting funding applications, identifies funding opportunities emerging from relationships and networks, and discusses the services provided by research support offices. https://lnkd.in/e7jEVuHv

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