On the poverty of student life On the poverty of student life considered in its economic, political, psychological, sexual, and particularly intellectual aspects, and a modest proposal for its remedy Published by UNEF, Strasbourg 1966 First published in 1966 at the University of Strasbourg by students of the university and members of the Internationale Situationniste. A few students elected to the student union printed 10,000 copies with university funds. We might very well say, and no one would disagree with us, that the student is the most universally despised creature in France, apart from the priest and the policeman. There are reasons for this sudden enthusiasm, but they are all provided by the present form of capitalism, in its overdeveloped state. Up to now, studies of student life have ignored the essential issue. Modern capitalism and its spectacle allot everyone a specific role in a general passivity. At least in consciousness, the student can exist apart from the official truths of "economic life."
Scottish Funding for Research Research Excellence Grant The Research Assessment Exercise (RAE) 2008 gave us a measure of the quality of research carried out in Scotland. Following RAE 2008, SFC replaced its Main Quality Research Grant and Research Development Foundation Grant with the Research Excellence Grant (REG) in academic year (AY) 2009-10. The funding model for REG accommodates the results of the RAE 2008, and continues to underpin the structure and value of the dual support system. (Under the dual support system, the UK Research Councils provide grants for specific projects and programmes, while SFC provides block grant funding for universities to carry out ground-breaking research of their choosing.) In broad terms, developing the policy for REG was informed by these needs or requirements: SFC is reviewing the underlying model for the distribution of REG in advance of the Research Excellence Framework in 2014. Additional information Research Postgraduate Grant
Destroy the University by André Gorz 1970 André Gorz 1970 Destroy the University Source: Les Temps Modernes #285, April 1970;Translated: for marxists.org by Mitchell Abidor. The university cannot function, and we must thus prevent it from functioning so that this impossibility is made manifest. The occasions and the ways of making it come to a head are subject to discussion. The open crisis in the university in France goes back to the beginning of the 1960’s, to the Fouchet Plan. The ideology of the academy is that of the equality of chances for social promotion though studies. The contradictory character of this demand remained masked as long as the right was, in theory, recognized for all while, the practical possibility to use it was denied to the vast majority. These administrative limitations – numerous clausus, exams for university entry – are such delicate matters politically that the successive governments of the Fifth Republic have retreated before their application.
N Ireland - Higher Education Policy & Funding - Department for Employment and Learning Higher Education Policy in the Department consists of two branches: Higher Education Policy Branch and Higher Education Widening Participation branch. Higher Education Policy Branch The aim of Higher Education Policy branch is to develop, communicate and evaluate higher education policy for Northern Ireland, in consultation with the sector, and other regions of the United Kingdom and Republic of Ireland. The main business areas of Higher Education Policy Branch are: Quality Assurance and Teaching and Learning - Higher Education Policy manages a range of teaching and learning initiatives and activities and, to this end, assesses, approves and appropriately manages funding allocations to support the core activities of Northern Ireland Higher Education Institutions.International Activity - this is an area of growing importance for the Department in the context of an increasingly international labour market and increased competition for international students worldwide.
I Quit, I Think Prologue - Page 2 Page - 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 I Quit, I Think I was New York State Teacher of the Year when it happened. An accumulation of disgust and frustration which grew too heavy to be borne finally did me in. To test my resolve I sent a short essay to The Wall Street Journal titled "I Quit, I Think." Page - 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 Education is Ignorance, by Noam Chomsky (Excerpted from Class Warfare) DAVID BARSAMIAN: One of the heroes of the current right-wing revival... is Adam Smith. You've done some pretty impressive research on Smith that has excavated... a lot of information that's not coming out. You've often quoted him describing the "vile maxim of the masters of mankind: all for ourselves and nothing for other people." NOAM CHOMSKY: I didn't do any research at all on Smith. He did give an argument for markets, but the argument was that under conditions of perfect liberty, markets will lead to perfect equality. He also made remarks which ought to be truisms about the way states work. This truism was, a century later, called class analysis, but you don't have to go to Marx to find it. The version of him that's given today is just ridiculous. But even more interesting in some ways was the index. I want to be clear about this. This is true of classical liberalism in general. It's the same when you read Jefferson. CHOMSKY: ... CHOMSKY: That's an eighteenth century idea. ...
Higher education: It's become our crisis Already faced with cuts before the crisis, education now looks to be one of the sectors hardest hit, and not merely financially. Kirsten Forkert looks at the current conflict in higher education and the difficulties faced by those trying to protect it We need to consider UK higher education in the context of a situation where neoliberalism, in some ways, has been destabilised economically but remains hegemonic on an ideological level. At this point in time, the banks have not recovered, unemployment is predicted to surpass 3 million next year, but in that confidence game that is the economy, there is still an underlying sense that if we think things are normal and start shopping again, then things will be (and apparently the banks, even those that were nationalised last year, have started paying executive bonuses again). After generations of the internalisation and naturalisation of free-market ideology it's become very hard to imagine that there could be any other way of doing things.
Adventures in the sausage factory: a cursory overview of UK university struggles, November 2010 – July 2011 Nearly a year after the attenuation of a wave of further and higher education struggles against state-led ‘decomposition’, Danny Hayward looks back at the faultlines within this resistance and the future which follows its defeat Decomposing Higher Education: Stage One During the 1990s, as the transition of the British economy to a giant services station continued apace, and as British manufacturing shriveled into a kind of nostalgic mantelpiece ornament, British politicians and ‘independent observers’ cast about in search of a new ‘driver’ for long term British economic growth. In their quixotic quest for a saviour, or at least for a convenient footstool for the financial services sector, the politicians turned to the universities. And the British universities seemed the perfect solution to Britain’s long term macro-economic discontents. The slow death of this particular accumulation fantasy concluded on 12 October 2010 with the publication of a report on university ‘sustainability’.
Interim assessment of UCAS acceptances – 2013 cycle, 4 weeks after A level results day This analysis reports UK and EU domiciled UCAS acceptances by intended academic year of entry between the entry years of 2010-11 and 2013-14. Reporting acceptances by the academic year they are recruited to, rather than by the UCAS admissions cycle in which they were accepted, is a better guide to the change in the number of those starting higher education in a particular academic year. These statistics reflect the position recorded exactly four weeks after GCE A level results day. Acceptances at this point have varied between 97 per cent and 99 per cent of the final totals over recent cycles. For entry into 2012-13 there was a net increase of 7,800, (+2 per cent) between this point and the end of the 2012 cycle. The number of acceptances by entry year at this point can differ from the final number of higher education enrolments recorded on statistical returns. Key statistics The four largest (numerically) changes by domicile group and institution country are:
The business of schooling While “business partnerships” have a long history in state schools, the increasing marketisation of comprehensive education has seen such arrangements propagate across the sector. This blog details my experience, as an education worker, of the creeping business ethos of an inter-city secondary school. Capital's interest in the education system should be immediately evident to anyone who undertakes even a cursory inquiry into the the nature of state education. There are times, however, when capital's raw hegemonic intentions become crystal clear. My school is not an academy. Inside the school, corporate posters can be found throughout the building. In the applied subjects, business is built into the very curriculum. The most blatant example I found of this was a Y7 worksheet I found. I should note that the school does often try to reinforce some idea of ethical consumption—looking at things like Fair Trade and environmental issues and doing so across the curriculum.
The housing question Aufheben's incredibly detailed and comprehensive history and analysis of housing and the working class in UK. Introduction For the vast majority of people living in a capitalist society housing is an ever-present concern. Finding somewhere to live, finding the money to pay the rent or to keep up the mortgage repayments, negotiating contractual obligations with landlords or mortgage lenders, solicitors and estate agents, are all familiar and recurrent problems. However, the very ubiquity of housing in our everyday lives has often meant that the political and social importance of housing is overlooked by those interested in the social question. Whereas the US and much of Europe experienced a prolonged economic slow down following the dot.com crash three years ago, the UK has been able to sustain its economic growth. An important factor that has allowed the UK to ride out the dot.com crash was the rather fortuitously timed expansion of public expenditure.
Anarchism and education Anarchism has had a special interest on the issue of education from the works of William Godwin[1] and Max Stirner[2] onwards. A wide diversity of issues related to education have gained the attention of anarchist theorists and activists. They have included the role of education in social control and socialization, the rights and liberties of youth and children within educational contexts, the inequalities encouraged by current educational systems, the influence of state and religious ideologies in the education of people, the division between social and manual work and its relationship with education, sex education and art education. Various alternatives to contemporary mainstream educational systems and their problems have been proposed by anarchists which have gone from alternative education systems and environments, self-education, advocacy of youth and children rights, and freethought activism. Early anarchist views on education[edit] William Godwin[edit] Max Stirner[edit]