Using graduate earnings to judge teaching standards is deeply unfair and will harm social mobility
The government’s teaching excellence framework may have been controversial, but it has enabled the higher education sector to articulate what students, parents and industry are genuinely interested in: teaching, employability, student support, real-world skills and co-curricular activities. Importantly, it has also sought to evaluate universities based on what their students say.
Given higher education’s continuing struggle to gain public recognition for its work and for the value for money represented by a university education, it has been an important development.
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