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WonderWall - Tertiary Education

We gathered a bunch of students, teachers, workers, and bosses to get their honest opinions on the state of tertiary education in the UK. And here’s what they had to say.

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    Edward

    Edward

    Ed, from Battersea in London, shares his thoughts on improving tertiary education. He emphasizes the importance of practical learning and apprenticeship-style courses. Ed believes universities should align more closely with industry and offer relevant courses. He also suggests students gain work experience before pursuing further studies. Financial barriers are another challenge that needs addressing.

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    Harvey

    Harvey

    Harvey Wade from Winchester shares his thoughts on tertiary education. Inspired by Ken Robinson's ideas, he believes education should focus on resilience, adaptability, and finding a passion for learning. Collaboration, diversity, and leadership skills are also important. Tertiary education should prepare individuals to be the kind of human society needs.

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    Kian

    Kian

    Kian from West London believes the purpose of education is to acquire knowledge, but it needs to adapt to modern times. With access to information readily available, tertiary education should focus on teaching students how to learn and ask the right questions. Real-world experience, travel grants, and emphasis on creativity are his proposed solutions.

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    Abba

    Abba

    Abba Bako suggests improving the current tertiary education system by focusing on practical experiences and analysing which degrees are beneficial. He emphasizes the need to upskill and adapt to the demands of the job market, particularly in the growing fields of technology and digital AI. Bako also recommends providing more opportunities for studying abroad to broaden horizons.

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    Fiona

    Fiona

    Fiona from London believes tertiary education should involve real-world experiences, not just classrooms. She advocates for more placements and practical opportunities, similar to apprenticeships. She praises Switzerland's system of requiring a year's paid work experience before or during university. Fiona personally found more richness in her studies after gaining work experience.

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    Ghoko

    Ghoko

    In this talk, Ghoko from Wimbledon discusses potential changes to tertiary education. He suggests introducing more optional compulsory courses, utilizing data analysis to assess degrees' job outcomes, increasing internships, and involving employers in designing tailored certifications. Ghoko also highlights the importance of digital skills and vocational qualifications as entry points into the job market.

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    Gigi

    Gigi

    Gigi suggests that tertiary education needs to change by allowing alternative forms of work submission and accepting different means of expression. She also proposes incorporating modules that teach students how to apply their subjects in the real world, connecting what is learned in university to future careers. Access is also highlighted as an important issue to address.

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    Isobel

    Isobel

    Izzy from North London believes that tertiary education in the UK needs several changes. Firstly, university education should be made free to address barriers to access. Secondly, entry requirements should be reassessed to include important qualities beyond academic achievements. Lastly, there should be a focus on holistic personal and professional development, not just job placement.

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    John

    John

    John, residing in the south-east of England, criticises the tertiary education system in the UK. He argues that it fails young people and is unfit for the economy and labour market. John calls for a complete overhaul, proposing sub-degree level qualifications and emphasising STEM and engineering to prepare for future job demands.

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    Kasia

    Kasia

    In this discussion about tertiary education, Kasia suggests that universities should focus on building independence and personal finance skills while also providing more opportunities for work experience. Kasia also proposes the inclusion of relevant hard skills in each degree program to better prepare students for the professional world.

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    Kierri

    Kierri

    In this discussion, Kierri shares their views on tertiary education. They highlight the benefits of university in building independence and confidence, but also note the lack of necessary skills for challenges. They suggest offering classes on diverse topics and better support for mental health and finances. Challenging racism and introducing more flexibility in university programs are also mentioned.

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    Nova

    Nova

    Nova Arkney in Tottenham Hale, London discusses tertiary education in the UK. She suggests that the going-away aspect of university is valuable, but acknowledges its inaccessibility. Nova proposes expanding apprenticeships, introducing programmes that combine work and study, and adopting a more flexible approach to career paths.

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    Sophie

    Sophie

    Sophie from Gateshead discusses challenges in tertiary education. She believes there is an imbalance between the cost of higher education and the amount of teaching time received. University degrees often lack practical focus and fail to prepare students for careers. Sophie suggests adapting to new industries and providing hands-on skills.

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    Divergent learning

    Will

    One area for improvement in tertiary education is the inclusion of both convergent and divergent learning. Convergent learning, such as exams and essays, is common, while divergent learning, with multiple right answers, is less frequent. Ken Robinson's TED talk highlights the loss of creativity in education and the need for problem-solving in the age of automation.

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