Violence in British schools: data

More than half of all violent incidents involving children take place within British schools, according to statistics released by the Home Office.

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ALS funding in Further Education: how does your area compare?

The graphic below reveals a postcode lottery of funding for special needs learners in Further Education (FE).

It presents the average cost of Additional Learning Support (ALS) per FE student in each Local Authority (LA) for the year 2009-10, using figures obtained through an FOI request to the National Audit Office.

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IP policy at West Midlands universities part 2

Cross-posted from Student Intellectual Property Rights

This post is intended to be a follow-up to part 1, which I posted previously, and will look at the IP policy of the University of Birmingham, University of Warwick, University of Wolverhampton and University of Worcester. Below I have included a table to briefly summarise the policy of each university.

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IP policy at West Midlands universities part 1

Cross-posted from Student Intellectual Property Rights

Following on from my previous post, I narrowed down my study of university IP policy to West Midlands-based universities. As there are quite a few universities in the region, I will firstly be looking at Aston, Keele and Staffordshire. Once again, below is a brief table to summarise the policy of each university I have just mentioned.

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How influential are re-takes on today’s A-level students?

Last week, it was announced that Michael Gove wanted Universities to have a big influence on the curricula of A-level exams. With Gove’s requests to Ofqual ringing in university’s ears, it’s key to look at some of the elements that could be changed if the A-level system is changed to facilitate better learning at tertiary (degree) level.

The Russell Group of Universities (the elite in academia and research) would be tasked with setting the questions for exams and altering the syllabus to fit with research by Cambridge Assessment (ongoing, and due for a hefty release at the end of this month).

This research suggests that students are offered too many re-sits too frequently and that an a-level examination system should, as the Guardian put it, “include more open-ended questions and encourage more independent study” in preparation for study at a higher level.

So, me being me, I decided to look at any existing data discussing the effect of re-takes on A-level grades and the culture behind them, in advance of the final findings of the Cambridge Assessment Report at the end of the month. Continue reading

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University Governance deconstructed… then constructed again…

If something has a Wikipedia entry that’s difficult to understand, it’s bound to be an intricate, complex, and rarely explained subject.

University governance is one of those subjects. Rarely looked into, examined or explained, (outside of academia at least) the systems behind tertiary education are definitely behind closed doors for the majority of the public. Continue reading

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An introduction to university claims over student IP

Cross-posted by Anthony Williams from Student Intellectual Property Rights.

The world of intellectual property can be murky at the best of times, but where universities can claim IP rights over the work of students, it is especially so. The University College Union says so itself:

“There are real tensions between the rights of creators and users.”

An interesting opening to this world is explained later on in that article:

“It is common for the individual institution to be the first owner of the intellectual property … although many waive their rights to the copyright of standard academic publications.”

The problems that are faced are also accurately summed up here:

“Individual institutions will have differing policies and agreements with regard to the exploitation of intellectual property.”

So, with this already looking like a complicated minefield, just how do individual universities handle this process? Coventry University were my first port of call. Continue reading

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Why America’s Education Isn’t Worth the Money (INFOGRAPHIC)

The United States of America spends more money on education than any other nation in the world. Yet one out of four high school students still don’t graduate and 7,000 high schoolers drop out every day.

In fact, the U.S. spends more on education than it does on defense, welfare, and transportation. Is all the money the country spends on education worth it? Continue reading

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Lead: do academy employee contracts include a “no strike clause”?

A former employee of the Ashcroft Technology Academy is interviewed on The Green Benches blog and suggests that contracts included a “no strike clause”.

The interview covers a number of employment conditions, including less holiday than in state schools; longer hours; more responsibility; and unclear career progression. It also describes a high turnover of staff:  Continue reading

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Can you do anything with schools performance data for Northern Ireland?

Kathryn Torney at TheDetail.tv has been using FOI requests to look into school performance in Northern Ireland. She’s agreed to share her data on Help Me Investigate Education – let us know if you use it for your own work (use the Download link in the upper right on the following links):

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The Adjunct Project aims to promote transparency in higher ed

A new U.S. website, The Adjunct Project, is looking for data on how adjunct, or contingent, faculty are treated at institutes of higher education.

The best part about this is that anyone can submit data. There’s a fairly simple form to fill out and it looks like the information is then added to this spreadsheet.

“Combining our knowledge and resources will help us all to better understand the reality of life as an adjunct professor,” reads the site. “The project is also designed to promote transparency in higher education employment practices for the sake of teachers, students, and parents.”

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Students are increasingly turning to prostitution to fund their studies – or are they?

UPDATE (Feb 29 2012): The Telegraph reports on research that suggests “one in ten students know someone who works in sex trade”. The actual research is somewhat more specific: “A tenth of trainee doctors now claim to know someone who is selling their body” [emphasis added]. This was also at just one London university. Also note that this is second hand, and ‘knowledge’ of prostitution is likely to be passed on, so levels of awareness do not directly reflect incidence (knowledge of a single person’s prostitution could easily be shared by 32 other people, which is the “10%” referred to). Links to previous research are given in the BMJ Student piece (registration required) which the Telegraph has rewritten.

—ORIGINAL POST—

The BBC reported last November that the National Union of Students believe increasing numbers of students are turning to prostitution to fund their studies because of a lack of jobs and the rise in fees. The evidence appears anecdotal and parochial –but it is a story which has a powerful attraction for the media. (Witness the interest in Bristol PhD student Belle de Jour aka Dr Brooke Magnanti). So is it true or not?

The evidence in the BBC report for this appears to be:

  • An interview with an NUS official.
  • The English Collective of Prostitutes says that calls to its helpline from students had doubled.
  • The NUS says 20% of women working in lap dancing clubs are students (data source unknown).
  • A report from the University of Kingston found that the number of students at that university who knew someone who had worked in the sex industry to fund their studies had risen from 3% to 25% in ten years.

At the same time a story for the Brighton Evening Argus quoted an anonymous manager at an escort agency saying that student escorts are expected to go up – but, as Mandy Rice-Davies pointed out – they would say that wouldn’t they?

Interestingly, in the Brighton story and the others, the one organisation not quoted or who refused to be quoted are universities.

With all those caveats about the paucity of evidence, it is still a reasonable assumption that worsening economic conditions might mean that students turning to sex work. And if we think that isn’t a good thing then what are the authorities doing about it?

To find out I suggest we try to establish at individual universities:

  • Whether university / student union welfare departments keep details on the number of students who have approached them because they have become involved, or know a student involved, in sex work and if so what those figures are for the last three years.
  • As a follow-up, and regardless of whether they keep figures, we should ask the welfare departments if they have policies on dealing with students involved in sex work.
  • Finally, we could also send an anonymous query to the welfare department posing as a student thinking about getting involved in sex work for financial reasons and asking for advice.

We could also look around individual universities to see:

  • Whether student newspapers have carried any stories on this issue  – and get copies/links.
  • Whether the local paper has carried any stories on this – and get copies/links.
  • If any sex worker outreach organisations can comment on whether they’ve seen a rise in student numbers (though students are less likely to work on the streets as that tends to be used by women funding their addiction).
  • Whether local escort agencies advertising is targeting students.

Question: are we going to lump, say, lap dancing (legal) with prostitution (illegal) and escort work (a grey area)? I would suggest that we try to differentiate the different types of activities. I also think we shouldn’t forget male escort work and make sure we ask about that.

A student at the University of the West of England is asking these questions for the Bristol universities. Can anybody try other universities?

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