Baker Dearing Educational Trust’s Post

Almost half a million students completed the National Student Survey (NSS) 2024, and results for #CravenCollege beat the sector benchmark in most areas. The NSS is a high-profile annual survey which gives students the opportunity to give honest feedback on their experiences at university or college. It is published yearly and is a key component of the quality assurance and wider regulatory landscape in UK higher education. Read the full story here: https://bit.ly/3WplWYF #EnrichingLives

To what extent do my assessment practices permit for, value, and let shine the diversity of learners? This study is great food for thought and a wonderful contribution to assessment and inclusivity, diversity, equity, accessibility (IDEA) scholarship.

A Comprehensive Guide to Birmingham University's Access Course Birmingham University offers a well-structured Access Course designed to provide individuals with the necessary skills and qualifications to pursue higher education. This program is particularly beneficial for those who may have faced barriers in accessing traditional routes to university education. Below is an overview of what prospective students can expect from the Access Course at Birmingham University. What is the Access Course? The Access Course at Birmingham University is tailored for adult learners, often those aged 19 or older, who do not have traditional qualifications such as A-lev... > Readmore https://lnkd.in/erEzkmSm

This recent report by the IB showed that University outcomes (enrollment, offers from more selective universities, staying enrolled) for IBCP students in the USA are on average above those of regular high school graduates. There is no comparison to Diploma students, but our first graduating cohort of IBCP students here at UWC Maastricht were given offers at many of the great institutions that our Diploma students are attending, often with very generous financial assistance from the UWC Davis Scholars programme. Hopefully news like this goes some way to dispelling the uncertainty that many of our UWC students feel when choosing whether to select the IB Career-related Programme.

Georgia Institute of Technology provost Steve McLaughlin sat down with #NACAC member Rick Clark, the institution’s inaugural executive director of strategic student access, to discuss Clark’s new role and how institutions can expand #collegeaccess. https://lnkd.in/efXyX7fB

Wouldn’t I’d be good if there was actually a joined-up approach to tertiary education in the UK? Paul Ashwin sets out a vision for how this might be achieved. #highereducation #leadership #universities #curriculum #learningdesign

Higher education aims to educate diverse and unique professionals. However, assessment still relies upon standardisation, namely, that all students should demonstrate their achievement in ways that are largely comparable, if not identical. Herein lies the fundamental paradox between student diversity and assessment. In our new study with Mollie Dollinger and Rachel Finneran called ‘There was very little room for me to be me’, we explore the lived tensions between assessment standardisation and student diversity. We discuss how diverse students must 'fit in the box' of assessment, as phrased by one of our participants. Our study is conducted in the context of placements, but the findings will surely resonate beyond this immediate context. This makes us wonder: If students cannot bring who they truly are to these assessments, who and what are we actually assessing? Likely, the answer is standardised, normalised versions of students – the parts of them that ‘fit in the box’ – that neither value the full range of their strengths nor encourage inclusive, diverse higher education. Read the whole study here, it's Open Access! https://lnkd.in/g2dVhJmH

Our first Education Insights Director's View of 2025 from Sam Derby... 👀 Subscribe to get our education research round-up, shared every Wednesday: https://buff.ly/3X6gJny "Some of the biggest stories this week focus on the long-term impact of education policy implementation. The Tony Blair Institute report connects a decades-long focus on standards in education with a corresponding decline in behaviour. Despite perceptions highlighted in some areas of the media, climate change awareness in Year 11 students is reported as being very low, and the continued gravitation towards London and the South East of highly skilled workers continues to create a 'skills chasm' in the rest of the country. For our part, the latest edition of our premium Education Insights report focuses on a foundational skill for education: literacy. When the education research and development industry focuses its attention on these long term areas then some hugely effective interventions and solutions can be developed. Check out the preview articles below to get a taste of our premium service. Sam"

The latest report by Edge Foundation finds strong support for vocational learning 💡 After polling 2,000+ adults regarding the Advanced British Standards proposal, Edge Foundation found: → 82% of respondents think young people should be encouraged to explore technical or vocational options in education → 81% think technical or vocational qualifications should be as respected as academic ones → Over half said attitudes towards people taking technical or vocational pahtways have become more positive Discover more insights in the full report here: https://lnkd.in/eMKF4DVc #Learning #VocTech #Vocational #Upskilling #Education

We’re thrilled to announce that Melbourne International School has been Fully Accredited by the Accrediting Commission for Schools Western Association of Schools & Colleges (ACS WASC). This prestigious certification reflects our commitment to delivering high-quality education and ensuring ongoing improvement in all areas of student learning and development. WASC (Western Association of Schools and Colleges) is a nonprofit organization that provides accreditation to schools, colleges, and universities in the United States and internationally. The accreditation process involves a thorough evaluation of a school’s academic programs, student services, and overall effectiveness. It ensures that the institution meets high standards of quality and continuously works toward improvement, providing students with a strong and supportive learning environment. WASC accreditation is recognized as a mark of excellence and a commitment to educational success. This accreditation is recognized worldwide, which means that students who graduate from a WASC-accredited school are well-prepared to meet the entry requirements for top universities across the globe. For our students and their families, WASC accreditation offers the assurance that we meet rigorous academic standards and are dedicated to continuous growth. It also means that our school is recognized for providing a safe, enriching environment where every student can thrive. We couldn’t have achieved this milestone without the support of our amazing staff, students, and community. Here’s to continuing our journey of excellence and building a brighter future for all! #inclusiveeducation #WASC #EducationalExcellence #StudentSuccess #ProudMoment #FutureReady #CommunityPride