TL;DR: I’m interested in your thoughts about this the current problems in UK higher education, and how they can be fixed.

I recently read an opinion piece in the Guardian about the problems currently faced by UK universities and their students. These problems aren’t new, but they’re getting worse year by year, and Simon articulates them particularly well.

It seems to me that there are three main criticisms of our current university system: that it is too costly for students while failing to fund the universities adequately; that degrees do not provide enough value to students; and that there are too many students attending university, especially (so-called) “low value” degrees, but increasingly also “high value” areas such as STEM.

The main solutions being presented are replacing students loans with a “graduate tax”, shuttering low-quality institutions and degrees, and sending more students to apprenticeships or trade schools rather than universities.

My view on this, as someone who has recently graduated university, and will be returning next year to begin studying for a PhD, is conflicted. I can definitely see that these problems are real, but I’m not convinced by the solutions being offered.

Firstly, I don’t think most people discussing these issues and offering their solutions are addressing the most fundamental problem, which is that universities have forgotten how to, or simply stopped, actually teaching. Many degrees only teach you what you need to know to pass the exams and produce acceptable coursework, which is not the point of a university degree.

This is a very challenging issue, because obviously universities must assess their students. But the purpose of a degree, its value, lies not in the assessment, nor even in the certificate awarded upon its completion (despite what many people believe), but in how you can learn and grow to have a deeper and more rounded understanding of your degree area, and the world at large. A university degree should make you a more curious person and build your critical thinking, enabling you to think through and approach many problems intelligently. But instead universities are continuously lowering the bar necessary to pass, because failing students is too costly for them, and thus also lowering their teaching standards.

The problem, it seems to me, is that the purpose of university is to educate, yet many who graduate university do not display the level of education, understanding and intelligence we would expect them to have achieved after investing at least three years of their life and tens of thousands of pounds in their education. This is not a crisis of too many students, but of a lack of quality in teaching. It seems to me that this has been driven by the funding model, which incentivises universities to grow their cohort size in order to receive more funding. Of course, this makes it harder to teach them all, and thus promotes the lowering of assessment standards so that students of sub-par quality - whether it be their work ethic, prior education, or simply learning at university that lacks - can graduate successfully.

If this is our problem, then I don’t think any of the proposed solutions serve to ameliorate it. This problem is equally common to humanities as it is STEM subjects, so the issue is not in students studying in “low value” degree areas. Whilst an apprenticeship might provide better value to a student in terms of the skills they would acquire, it is addressing a different goal and need to a university education. And while a graduate tax might be fairer than our current loan system (which favour high earners who can pay the loan off faster), it would not solve the currently perverse financial incentives universities are subject to.

The solution to this is obvious, but a hard sell. It is necessary to remove the financial incentive for universities to grow their cohort sizes. It seems to me that we must either fix, or at least cap, the funding universities receive, such that it does not grow with larger student bodies. Perhaps it should instead be linked to some performance metric, or maybe the faculty size - the more lecturers and other teaching staff the university employs, the better its funding. Of course, a complete solution to this will require a lot of thought and nuance, but I think it’s clear that the basic issue is the funding model.

The value to be gained (as a society) from a well educated population is massive, but we are currently selling hopeful high school students up the river with underwhelming university degrees that don’t educate them properly. I believe it’s the wrong answer to say that these students should give up on their dreams of a university education. We need to fix the funding model so that universities are incentivised to provide as high quality teaching as possible, not to provide the lowest level acceptable to as many students as possible.

Apologies if I've chosen the wrong topic for this one. My request is broad, so I'm not sure where it should go. Could have fit into an "education" topic, but that doesn't exist so… 🤷‍♂️

I stumbled onto the Manga Guide to Databases, and I'm having a lot of fun reading through it. It's reminded me of other media that is explicitly designed to teach a topic in a fun way. A few examples that stand out:

• The Little Schemer (book)- Teaches recursion in a really intuitive way through a narrative.
• Go! Go! Nippon! ~My First Trip to Japan~ (game)- Teaches you about Japan and Japanese culture through a visual novel.
• How Heavy Are the Dumbbells You Lift? (anime/manga)- Does more storytelling than teaching, but there's still a fair bit of teaching in here about how to get started working out

I really enjoy this kind of media, and I'd like to find more of it. What other media have you found that fits this description? Topic and medium doesn't matter as long as the delivery is effective. I don't even care if the media seems designed explicitly to teach the topic or if learning is just a pleasant side-effect of engaging with it.

Hello tilderinos! I'm currently on the hunt for a new job, and it's been a very long time since I've had to do any kind of real interviewing to compete for a position. I'm looking for some general tips and, if anyone is experienced in the field of education, tips specific to teacher interviews.

My strengths in interviews are that I'm generally a confident speaker, I know my field well, keep pace with recent developments, and have an enormous amount of experience to draw from.

My weaknesses are that I tend to ramble (adhd!), I lose track of multi part questions (adhd strikes again!), and I'm terrible at quickly recalling specific examples from my mountain of experience. I also feel that, especially when interviewing for positions a bit outside my experience (Eg a 2nd grade teaching position) I come across as naive at best and ignorant at worst.

I also generally have a hard time selling myself with words. I'm very much a man of action, and would love to demonstrate my skill firsthand, but that isn't terribly easy to do in an interview setting.

I hope this topic isn't too selfish of me and I appreciate any feedback I get! Thank you all.

My son loves reading time before bed, but he’s only 3.5 so the books have mostly been picture books until now. Lately though he’s been getting more into stories with plots and an extended narrative, but entirely in the form of movies. There aren’t a lot of kid’s books to go around with the sorts of dramatic stories he likes, they’re more like “caterpillar eats food” and “train engine climbs a hill with grit and determination” type stuff. And whenever I’ve tried to have him just lay down and listen to me read a story without any pictures to stare at he has absolutely no interest. He really likes having pretty visuals to look at.

I know when I was a small child these sorts of board/picture books weren’t really a thing in India. The pre-sleep ritual was usually “storytime” instead, where my parents would tell us stories. I’m a little bit concerned that my kid has been so accustomed to always having visual cues presented to him that it’s stunting his imagination a bit, like failing to exercise his capacity to visualize ideas and concepts for himself without being anchored by some artist’s depiction.

So I’m curious to hear from other parents or caregivers/educators (@kfwyre?). Did you find there was a natural transition point between going from picture books to telling/reading stories? Was there any sort of work you had to do to enable it? Are there “exercises” I can work on to help my son exercise his imagination? I have been working with him to have him tell me stories about his day, which he does pretty well. But his stories are always quite grounded and he’s usually telling me what he’s actually done and seen. When my nephews and nieces were his age they tended to spin out a lot of random stories that pretty obviously did not happen, and I assume this is because they had more experience being told stories themselves rather than just factual reporting about the happenings around them.