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The article offers information on the policy paper, "Social mobility and elite university," by Lee Elliot Major and Pallavi Amitava Banerjee, published by the Higher Education Policy Institute. Topics discussed include the policy report focusing on access to higher education and its conclusion that it will take almost a century to achieve the Office for Students' goals to provide access to highly-selective universities.

The article highlights the issues raised by "Fulfilling Our Potenial: Teaching Excellence, Social Mobility and Student Choice," the higher education Green Paper published by the British government on November 6, 2015. Topics covered include graduate employability, teaching standards, wider participation in higher education, the role of universities in increasing the productivity of the British economy, Teaching Excellence Framework (TEF), and Research Excellence Framework.

The article focuses on the white paper "Success as a Knowledge Economy: Teaching Excellence, Social Mobility and Student Choice," by David Hughes, chief executive of Learning and work Institute. Topics discussed include the importance of participation to Office for Fair Access, diversity in higher education, and standards for quality higher education.

The article focuses on Great Britain Government's white paper entitled Success as a Knowledge Economy: Teaching Excellence, Social Mobility and Student Choice, regarding access to higher education and higher education participation. It informs that the Government's aim is to go ahead with proposals to make it easier for "challenger institutions" to award their own degrees and it plans to give students more information about teaching standards and job prospects.

The article reports on Great Britain Government's white paper, Success as a Knowledge Economy: Teaching Excellence, Social Mobility and Student Choice, on access to higher education and higher education participation. It informs that the Government's aim is to go ahead with proposals to make it easier for "challenger institutions" to award their own degrees and it plans to give students more information about teaching standards and job prospects.

Presents several published reports on the education system in Great Britain as of June 6, 2003. Plan to extend the title university to specialist higher education institutions in the "Daily Telegraph"; Report by Richard Garner in the "Independent"; Concern on the effect of education budget crisis on school scholarships in the "Times."

Presents newspaper headlines on the British education system in June 2003. Reaction to the plan of National Union of Teachers to conduct an early election of its next general secretary in the "Independent" and "Guardian"; Factors that contributed to the increasing number of teachers leaving the profession in "The Times."

The author reflects on the relevance of the higher education green paper consultation published by the British government to explore the potential of teaching excellence, social mobility, and student interests through reforms. He cites the new government approach to higher education regulation that promotes student interests and decision-making. However, the author reminds the government that not all students take higher education at universities.

The article informs that the new higher education institutions should be established to boost more deprived places. It mentions about the capacity of higher education institutions to rejuvenate areas, with innovative new models of skills-based Higher Education which also have an important role to play in levelling up places.

The article presents the response of the British Government, published in a series of White Papers, to the Augar review of post-16 education. Topics discussed include consultation on new plans to drive up quality of university courses launched by the Government, student loan interest rate for borrowers starting courses from 2023-2024, and reply of David Hughes, Chief Executive of the Association of Colleges, to the Government's announcement.

The article reports on the white paper in Great Britain "Success for a Knowledge Economy," which demonstrates plans for a more responsive higher education sector. These plans include to introduce a Teaching Excellence Framework (TEF), to promote high-quality teaching in higher education, and the link that will have with higher levels of fees. The white paper also draws the attention played by further education (FE) colleges and alternative providers, to be known as challenger institutions.

The article informs on a paper "Isaac Newton Institute: COVIDdiseases--tra-19 and universities" by the Higher Education Working Group at the Isaac Newton Institute on the imapct of COVID-19 pandemic on Great Britain universities. It mentions that transmission importations into the student population from the community AND to the community from student populations do occur.

The author comments on the British Government's response to the Augar review of post-16 education in a series of White Papers. Topics discussed include consultation launched by the Government on plans to drive up quality of university courses and ensure degrees equip students with the skills they need, changes in student loan repayment, and report of the Public Accounts Committee on the Kickstart Scheme for young unemployed people.

The article focuses on the Department of Health and Social Care's efforts to increase medical school places and improve mental health services for children and young people. It discusses aim to double the number of medical school places and have already increased domestic medical school places; investing in additional funding to expand mental health services; and aim to provide mental health support teams in schools and colleges.

The article offers the author's views on the 2017 education consultation paper in Great Britain which expressed the government's belief on the greater and more direct role of universities in improving school quality and student attainment. The government has required higher education institutions to establish a new school and sponsor an academy as conditions in charging higher fees.

The article discusses the release of a British government White Paper entitled "Higher Education: Students at the Heart of the System," launched at a press conference in 2011 by David Willetts, British Minister of State at the Department for Business, Innovation and Skills. According to the article, the White Paper allows for greater competition for student enrollment in more selective courses within British universities.

The article discusses the "Success as a Knowledge Economy" Teaching Excellence, Social Mobility and Student Choice" White Paper on higher education published by the British Government on May 17, 2016, that abandons the plan of Government to force all schools to become academies. Topics discussed include step away from traditional university system to empower access to higher education in local areas through colleges, reputation of British universities, and ranking of higher education system.

The article comments on Great Britain government's White Paper on higher education. It discussed the Government's priorities across the whole of education one year into this Conservative government. It is opined that in this age of globalisation, national policies have to exist in the context of global competition and with both schools and higher education the country has also seen announcements that illuminate this.

The article focuses on the warning of the Sutton Trust regarding working of higher education access regulator as an independent in order to challenge universities and achieve the proportion of disadvantaged students in colleges. It discusses the higher education green paper "Higher education: teaching excellence, social mobility and student choice," which proposes merging the role of the Office for Fair Access into new regulator.

The article reports on the decline in part-time higher education in Great Britain in March 2016. It highlights the comments of Margaret Sharp regarding the benefits of Green Paper for higher education for high-quality teaching and prospect of a good graduate job. It also mentions views of Bryan Davies, member of the Great Britain's House of Lords, for the same.

This article reports on written parliamentary questions on education, children's services and training from the Scottish Parliament from October 31 to November 4, 2005. The Executive has corresponded with officials in Universities Scotland and the Scottish Funding Council on this issue, and will continue to consult these bodies as it develops a contribution to the Great Britain's response to the Commission's consultation paper. The European Commission's proposals for a European Institute for Technology should offer some helpful opportunities for the Scottish higher education sector.

The article lists documents published by the British Department for Business, Innovation and Skills and the British Department for Education, on topics including the growth of British universities, the costs to individuals in British higher apprenticeship programs, and fairer school funding.

This article reports on debates in the House of Commons and the House of Lords of Great Britain that took place from March 17 to 21, 2003. On March 18, a debate on "Universities Research Funding" took place in House of Commons. Whilst most members of parliament were preoccupied with debate on the imminent war against Iraq, a small number met in the debating chamber off Westminster Hall to consider the Government's proposals for university research funding. Jonathan Shaw, member of parliament, opened the debate. He was an opponent of one of the key proposals in the recent higher education White Paper, that research funding should be concentrated on fewer universities. A debate on "Health of School Pupils" took place in House of Commons ob March 18.

Presents information on a policy discussion paper on further education (FE) released by the National Institute for Adult and Continuing Education in Great Britain in March 2004. Risk of giving pre-eminence in the resourcing and strategic planning of colleges; Focus of FE on adult learners; Contribution of FE colleges to higher education.

The article focuses on the colleges in England that won degree-awarding powers to further higher education. It refers to the Hull College Group and its whole network that received the Foundation Degree Awarding Powers (DAPs) for passing Quality Assurance Agency (QAA) scrutiny from the Privy Council. The Hull network that can award foundation degrees includes Hull College, Harrogate College, Goole College and University Campus Scarborough.

The article focuses on a report issued by Universities UK, which reveals that research from British universities is bringing in billions of pounds to the economy. Topics include world-class research at British universities, role of international research collaboration, how university income from knowledge-exchange activities have increased above gross domestic growth (GDP) growth, and need of development of a post-Brexit immigration system.

Deals with issues on the plan of the British government to enable specialist institutions of higher education and other further education colleges to apply for university status. Criticisms on the plan; Importance of providing higher education.

The article presents information on various developments related to parliament of Great Britain. Great Britain's government chosed anti-social behaviour for its cross cutting session of questions and debate across government departments in Westminster Hall. There was one new early day motion on education tabled last week. On Monday 25 October. The Select Committee on Education and Skills met to take evidence for its inquiry on Great Britain eUniversity from Kim Howells, Minister of State at the DfES. Later the Committee will interview Professor Steven Schwartz, chairman of the Admissions to Higher Education Review, on university admissions.

The article focuses on the warning from Great Britain Office for Students (OfS) for universities and other higher education providers on the use of unconditional offers. Topics mentioned include the claim of the agency that the indiscriminate use of unconditional offers is similar to pressure selling which puts providers in breach of consumer law, rise in unconditional offer-making as shown in the OfS research, and the impact of such practice on students' decision making and education access.

The article focuses on research by the Office for Students (OfS), which revealed that young people from more advantaged neighbourhoods are still nearly six times more likely to attend the most selective universities in England despite a significant growth in the use of contextual offers. Topics discussed include findings of the research, and remarks from Chris Millward, director for Fair Access and Participation at the OfS.

The article focuses on a policy note from the Higher Education Policy Institute which used structured interviews with students to explore belonging among student to colleges. Topics discussed include emphasis on identity differences among people, consideration of foster belonging sense by helping higher education professionals, and facilitating connections between students and local communities.

The article presents the delegated legislations related to education in Great Britain. Among these regulations include the Further Education Bodies (Insolvency) Regulations 2019 in Great Britain, the Education (Student Fees, Awards and Support) (Amendment) (EU Exit) Regulations 2019, and the Education (Student Fees, Awards and Support etc.) (Amendment) Regulations 2019. Topics discussed include an overview of these legislations, their coverage, and their amendments.

The article informs that a report "No Platform: Speaker Events at University Debating Unions" by the Higher Education Policy Institute has highlighted university debating unions and the speakers they invite onto campus. It mentions issue of "quiet" no-platforming, the pre-emptive cancelling of events for fear of attracting controversy, which it argued was a more pervasive problem than no-platforming in its traditional form.

The author emphasizes the need for the government of Great Britain to address mental health problems among young people. Topics covered include the statements issued by Prime Minister Theresa May about her government's policy on mental health, adverse impact of funding pressures on mental health provision in schools and colleges, and the number of young people turned away from mental health support in a single year.

The article talks about research grants from the European Union offered to British Universities and the need for British government to develop education related policies and funding that would enhance research collaboration following the Brexit referendum.

The article discusses efforts by universities in South East Asian countries such as Singapore, Malaysia, and Indonesia to compete with top-ranked universities in the United States. Topics addressed include concerns about rapid expansion of higher education systems in Malaysia and Indonesia, as well as Singapore's status as having one of the top ranked higher education systems in the world.

The article focuses on an inquiry of the Great Britain's Women and Equalities Select Committee, concerning the sexual harassment and violence in schools. Information regarding the European Union's (EU) regulation on life sciences, experiences of young adults about sexual harassment and violence at school, and the ability of the British Department of Education (DfE) to manage its programme on educational reform, are discussed.

The article discusses the comments by British Higher Education (HE) Minister David Willetts on the need to provide colleges with freedom to make their own degrees. At the Association of Colleges Annual HE in Further Education (FE) Conference in 2011, Willetts said that the government also desires to see an expansion of new external degrees made by industry and FE. He added that the mix of a local FE college, an awarding body, and regional employers could be a Big Society's vital representation.

The article discusses the successful functioning of universities in Great Britain. It is stated that institutional autonomy and public accountability has lead to the universities achieving a higher level in all terms. However, it is stated that the ministers showing interest in the higher education sector, it is believed that they expect to exercise more control over the universities.

The article focuses on the valuation of the comprehensive all-inclusive nature of further education (FE) needs. The true strength of FE colleges is to give pre-eminence in the resourcing and strategic planning of colleges to tasks, and to put the richness and diversity of education at risk. Furthermore, it also needs to be at the heart of the reforms planned in postcompulsory education, and should be recognized and celebrated for its pivotal role and contribution to an inclusive learning society. Thus, the comprehensive all-inclusive nature of FE's provision is its greatest strength, and its diversity needs to be valued and defended.

Reports the increase in annual college tuition fees in Great Britain. Impact of the government's plans for the higher education sector; Purpose of fee increases; Opinion of Doug McAvoy, general secretary of the National Union of Teachers, on the issue.