…ive education. These cuts are also contradictory to the Government’s own ambitions laid out in the Plan for Growth, which not only recognises the economic value of the creative industries but the wider value of creative education and skills in driving innovation and enterprise. We are also deeply concerned that funding will be diverted through the small and specialist institutions, resulting in provision being heavily concentrated in London and in…
…reats challenging the UK economy, government reports since 2018 indicate only a 6% reduction in the lack of cybersecurity technical skills, maintaining a 48% of all UK business surveyed in 2021 primarily due to unfilled recruitment and continuous rise in threats causing an increased talent demand. In the latest calendar reporting period, West Midlands remains a geographic hotspot for all core cyber security job vacancies. Our IoC-Cyber Security Sk…
…t’s plans: “the present implementation timeline is not feasible, particularly given the unfolding impact of the Covid pandemic”. The statement concludes by urging the government not to remove funding for applied general qualifications such as BTECs “unless an impartial, evidence-based assessment has concluded that it is not valued by students or employers”. The organisations will continue to work together through the new #ProtectStudentChoice camp…
…ited. As we know from evidence collated during the course of the pandemic, Covid-secure measures adopted by universities has kept risk of transmission on campus low. We have been calling for this return for many months, and our member universities are ready and prepared to welcome their students back to make the most of this final term and to help power the nation’s recovery from the pandemic. The Graduate Employment and Skills guide also announce…
…ssion argues that the two proposals will have unintended consequences, namely that they will adversely affect a growing, world -eading part of the UK economy and make it more difficult for the government to deliver on its levelling up agenda. They will also have a disproportionate impact on students from disadvantaged backgrounds. Commenting on the proposals, University Alliance CEO Vanessa Wilson said “We have been clear in our submission that cu…
…ndustries and an enabling force for recovery. The proposals are also directly contradictory to the strategic ambitions laid out in the Government’s Plan for Growth, which not only recognises the economic value of the creative industries but the wider value of creative education and skills in driving wider innovation and enterprise. London-based Alliance universities stand to lose over £2m each in 2021-22 because of the proposals to withdraw target…
…of all shapes and sizes will also be central to the nation’s recovery from Covid-19. As the recently published Knowledge Exchange Framework revealed, members of the University Alliance mission group, which I chair, are particularly skilled at working with local partners in both the public and private sectors to support growth and regeneration. We work with further education partners and local businesses to deliver higher-level skills, ensuring tha…
…t government review, the PM has made no commitment for the remaining higher education students to be allowed to return to campus and in person teaching from 12th April. This is despite overwhelming evidence that our university campuses remain Covid secure with minimal outbreaks and risk to the wider community. We will continue to work closely with the Minister for Universities and Department for Education senior officials to make the case for the…
…e benefited from the Hope Programme, reporting feeling less anxious, depressed, stressed, and instead more activated, grateful and hopeful. Digital delivery has been scaled up significantly in response to the COVID-19 pandemic, providing resources and a community to help people manage their health conditions in these difficult times….
…pandemic and to the reported death toll in their country and internationally. Many children may return to school knowing of someone who has died. In this respect, we have much to learn from the experiences of those children affected by the earthquakes in Christchurch, New Zealand. “Schools there, kept a register of the deaths within a family, or other significant traumatic events, to guide and inform staff as children returned. Subsequent evidenc…
