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The stench of failure is soon covered by the smell of success

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Edited by Jonathan Vernon, Thursday, 21 Aug 2014, 09:53
From E-Learning III

 

Fig.1 Education and qualifications. The fun of it. True or False? 

I paraphrase, no doubt from someone else paraphrasing, but it was said in relation to the results our children picked up last week and are getting today. I'm a parent in the camp of having one of each. We want them to do well, we want them to move on from. 

Results are always relevant to context and so often scrambled by personal circumstances; where you are 'at', family life, health, maturity and so on. 

The worst advice I got age 12 or 13 was to keep my options broad; I became a magpie, rather than a specialist. Whilst it is hard to expect a young person to know what it is they want to do, once they know it is this focus, having a goal, that motivates them to do well.

Permalink 1 comment (latest comment by Zara Wilson, Friday, 22 Aug 2014, 14:10)
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Design Museum

The playing field for education in the UK is both muddled and uneven

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Edited by Jonathan Vernon, Wednesday, 31 Aug 2011, 04:53

Competition is a good thing, but the playing field is both muddled and uneven.

Remember, funding for higher education isn't simply from the State, but through corporates and research grants. What is more the UK has a long established history of private education at all stages; many parents plan to pay for their children's education, and where able set funds aside for tertiary education too through savings schemes.

Online support for learning, either blended or 100% at a distance, has become viable for ALL in tertiary education, so they are doing it. Even undergraduates on campus expect the kind of online facilities and support that may until recently been the sole domain of the distance learning student.

In the private sector, where I came from, creating commercial product at any stage: primary, tertiary and secondary was difficult for one simple reason - both students and institutions expected the resources to be free. One model therefore was to have content sponsored. Indeed that's how I came to succeed in producing careers materials (video) because it was all financed in advance by sponsors and distributed for free. DVD and online based course materials failed because no one would pay for it.

Ten years ago I prepared a report for my employer regarding the production of commercial learning materials, one offs for specific age groups and subjects. My conclusion was don't, unless it is all paid for upfront. Even the secondary sector is deeply affected by the BBC and their wonderful, free 'bitesize' series to support GCSEs.

There must be research on perceptions of UK universities. The cache of the long-established Oxbridge and Russell Group institutions must be substantial. From an employee point of view there are those who will divide hundreds (or thousands) of applications for a few graduate positions into two piles: Oxbridge or not.

Unsound and unfair, but if faced with ostensibly the same grade, but from different instituions, how do you differentiate short of seeing everyone for a first interview or reading exam papers for yourself?

The answer from the student's point of view used to be the CV thick with extra-curricula activities; I wonder if the future student should pack an e-portfolio, evidence of their worth and potential once away from the student 'desk'.

The last two decades has seen the private secondary sector buy into/ buy up primary sector 'prep' schools even establish pre-prep schools. I wonder to what degree this long-term relationship can be maintained into the tertiary sector?

The Eton Brand, for example, as a University, would be a valid offering in a global market.

 

 

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Permalink 2 comments (latest comment by Jonathan Vernon, Monday, 2 May 2011, 22:17)
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