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The Society has recently responded to several government and sector consultations, advocating for the ways in which geographical skills, knowledge and understanding underpins good decision-making and improves understanding of the world around us. We have also shared our views on the delivery of high-quality learning, teaching and assessment in geography and complementary subjects in both schools and universities, and on how data about graduate employment outcomes are being considered and used.
Regulating quality and standards in higher education
We responded to an Office for Students (OfS) consultation on the regulation of quality and standards in higher education, noting our concern about proposed approaches to assessing student employment outcomes. We encouraged the use of Subject Benchmark Statements as an important route by which employers and the wider geographical community can contribute to a common, subject-specific reference, including for future professional recognition in some cases. We expressed concerns, also raised by others, about the use of a metric based on ‘professional and managerial’ jobs (which are poorly categorised) and the potential for annual income to be used as proxy for assessing course or graduate quality. Geography degrees deliver positive outcomes for graduates, and the wider economy and society, beyond those measured by paid employment. We also asked the OfS to reconsider the use of a single baseline and the absence of other benchmarking, as we believe these will not take into account significant regional or subject/sector-specific variations.
Read our full response
Post-16 qualifications at Level 3 in England
In a response to the Department for Education on the landscape of post-16 qualifications at Level 3 (equivalent to A Level) in England, the Society argued for improvements to pathways supporting sectors and industries working with geospatial data, in particular the importance of geospatial data skills and the benefits to be gained from unlocking the value of location data. In the response, we also recognised the crucial role of Core Maths qualifications for preparing students for the significant mathematical and statistical components of university study in geography.
Read our full response
Education for sustainable development
The Society welcomed the publication of draft updated guidance for universities on embedding Education for Sustainable Development (ESD) into their curriculums, as published by the Quality Assurance Agency (QAA). We noted geography’s leading role in this area, especially in supporting critical engagement with the Sustainable Development Goals. We recognised the importance of ESD for, and not just about, sustainable development, and the passion and commitment of young people to a more equitable and just world. Our response also highlighted the increasingly important role that geospatial and environment data and skills will play in solving problems, considering futures, addressing sustainable development, and improving students’ employability prospects in these fields, and recommended more attention be given to ‘spatial thinking’ and to the development of complementary skills to critically analyse, interrogate and visualise data about issues and challenges.
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Erasmus+ Programme
Members of the Society’s Research and Higher Education Committee were signatories to a letter sent to the Secretary of State for Education by the University Council of Modern Languages, expressing concern at the withdrawal of the UK from the Erasmus+ Programme, a scheme which offers unparalleled access to personal and professional development for UK students, trainees, and organisations. The letter notes that the Turing scheme, proposed by Government as a replacement, lacks reciprocity, does not support staff mobility, and is not being funded on a multi-annual basis, all of which would prevent organisations in building long term and lasting partnerships of trust and opportunity.
Read our full response
If you would like to learn more about the Society’s work advocating for the impact and benefits of geography, and geographical learning and practice, you can explore our case studies, consultation responses and other resources, or get in touch by email at policy@rgs.org.