Relationships and Sex Education (RSE) in secondary schools and Relationships Education (RE) in primary schools will become compulsory from September 2020 in England. UK Government guidance for schools was issued in February 2019 and much welcomed by academics, teachers, regulatory bodies (e.g OFSTED) and young people who had criticised current provision, delivery and content of … Continue reading Are Sheffield Teachers Prepared for New Sex Education Guidelines?
Category: Education
Responding to Augar: Debating Sub-Degree Level Qualifications
BY NICK HILLMAN, DIRECTOR OF THE HIGHER EDUCATION POLICY INSTITUTE (HEPI) Will increased demand for sub-degree level qualifications at Levels 4 and 5 as envisaged by the Augar Review actually materialise? Many influential people rushed to condemn the Augar report, in some instances seemingly before they had even read it. At the Higher Education Policy … Continue reading Responding to Augar: Debating Sub-Degree Level Qualifications
Augar and the Impact on the English Higher Education Market
Professor Colin McCaig, Centre for Development and Research in Education, Sheffield Institute of Education We now know what Augar recommended: reduced fees for students; a longer repayment period (which doesn't reduce repayment); no accumulation of interest during study period; restored means-tested maintenance grants; access to similar support for those studying at sub-degree levels. These are … Continue reading Augar and the Impact on the English Higher Education Market
SIPS Doctoral Poster Competition: A Student’s Perspective
BY RUTH SQUIRE, PHD CANDIDATE (SHEFFIELD INSTITUTE OF EDUCATION) On 10th April I joined ten other doctoral students in presenting a poster at the SIPS Doctoral Student Poster Competition. Now in its third year, the competition and associated event present an opportunity for PhD students across the University to showcase their research and receive feedback … Continue reading SIPS Doctoral Poster Competition: A Student’s Perspective
‘Reading’ the 2017 manifesto statements in Education and HE policy
The two main educational headlines from the party manifestos in 2017 are the Conservative's endorsement of more Grammar Schools, and Labour's pledge to abolish tuition fees, re-introduce maintenance grants and write off student debt. They both represent radical breaks from their parties' recent previous manifesto statements, but neither necessarily break new ground or threaten to lose party support. So how do parties decide what to put in their election manifestos? How should we 'read' the story of the 2017 election?
