Archive for the Education Category

A Modest Proposal

Posted in Education, Science Politics with tags , , , , on March 7, 2011 by telescoper

Last week I posted a short item about the looming Kafka-esque nightmare that is the Research Excellence Framework. A few people commented to me in private that although they hate the REF and accept that it’s ridiculously expensive and time-consuming, they didn’t see any alternative. I’ve been thinking about it and thought I’d make a suggestion. Feel free to shoot it down in flames through the box at the end, but I’ll begin with a short introduction.

Those of you old enough to remember will know that before 1992 (when the old `polytechnics’ were given the go-ahead to call themselves `universities’) the University Funding Council – the forerunner of HEFCE – allocated research funding to universities by a simple formula related to the number of undergraduate students. When the number of universities suddenly increased this was no longer sustainable, so the funding agency began a series of Research Assessment Exercises to assign research funds (now called QR funding) based on the outcome. This prevented research money going to departments that weren’t active in research, most (but not all) of which were in the ex-Polys. Over the years the apparatus of research assessment has become larger, more burdensome, and incomprehensibly obsessed with “research concentration”. Like most bureaucracies it has lost sight of its original purpose and has now become something that exists purely for its own sake.

It’s especially indefensible at this time of deep cuts to university budgets that we are being forced to waste an increasingly large fraction of our decreasing budgets on staff-time that accomplishes nothing useful except pandering to the bean counters.

My proposal is to abandon the latest manifestation of research assessment mania, i.e. the REF, and return to a simple formula, much like the pre-1992 system,  except that QR funding should be based on research student rather than undergraduate numbers.

There’s an obvious risk of game-playing, and this idea would only stand a chance of working at all if the formula involved the number of successfully completed research degrees over a given period .

I can also see an argument  that four-year undergraduate students (e.g. MPhys or MSci students) also be included in the formula, as most of these involve a project that requires a strong research environment.

Among the advantages of this scheme are that it’s simple, easy to administer, would not spread QR funding in non-research departments, and would not waste hundreds of millions of pounds on bureaucracy that would be better spent on research. It would also maintain the current “dual support” system for research.

I’m sure you’ll point out disadvantages through the comments box!


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`Difficult to Defend’

Posted in Education, Finance with tags , , on February 26, 2011 by telescoper

My copy of the Times Higher arrived a little late this week, so I’ve only just seen the latest evidence that the Westminster government’s plans for English Higher Education are degenerating into farce.

For a start it seems that the government made a serious error in believing that the Office For Fair Access (known to its few friends as OFFA) actually doesn’t have the legal authority to impose fee levels on universities. The government had assumed that they would be able to prevent all universities charging the maximum £9K allowed under the new rules. But they can’t.

Since the increased tuition fee is being offset by cuts of up to 80% in teaching budgets it’s no surprise that universities want to maximise the income from fees. Oxford, Cambridge, Imperial College and UCL have all already indicated that they will go for the maximum, which isn’t surprising since these are among the leading universities in the country. It may be that some universities, perhaps from the ex-Poly sector, might try to go for the `pack ’em high and sell ’em cheap’ approach to undergraduate degrees, but a more challenging issue is what the middle-grade universities will do. Will they try to compete on price, or will they fear that charging less than £9K will get them branded as second-rate?

However, if all universities charge £9K – which has always seemed to me to be the most likely outcome – then this costs the government much more than it anticipated, because it has to provide a much higher amount in loans. David Willetts has argued that the £9K limit is `difficult to defend’, claiming that despite the cuts a fee of this size would lead to a 40% increase in teaching resource. This isn’t actually true because universities will have to devote a large slice of the fee income to supporting less-well-off students and they are also being hit by huge cuts in capital funding, which will have to be made up some way. Methinks Willett’s famous two brains might have got their wires crossed.

Whether the £9k level is defensible or not, the government appears powerless to stop universities charging it, so is threatening to penalise research grants or to cut the number of student places if too many try it. This looks like panic to me.

The current state of British Higher Education policy is difficult to defend in other ways too. In among the figures spun out by Willetts is one that reveals that 80% of UK students are in subjects outside the area of Science, Technology, Engineering and Mathematics (STEM), which attract a lower level of central funding than STEM disciplines. However, the differential is not as large as you might think: there’s only a factor two between the lowest band (D, including Sociology, Economics, Business Studies, Law and Education) and the STEM band B (including my own subject, Physics). The real difference in cost is much larger than that, and not just because science subjects need laboratories and the like.

To give an example, I was talking last week to a student from a Humanities department at a leading University (not my employer). Each week she gets 3 lectures and one two-hour seminar, usually run by a research student. That’s it for her contact with the department. In my School, a typical student can expect around 20 contact hours per week including lectures, exercise class, laboratory sessions, and a tutorial (usually in a group of four). The vast majority of these sessions are done by full-time academic staff, not PDRAs or PhD students, although we do employ such folks in laboratory sessions and for a very small number of lectures. It doesn’t take Albert Einstein to work out that 20 hours of staff time costs a lot more than 3, and that’s even before you include the cost of the laboratories and equipment needed to teach physics. In the current system, however, students pay the same fee for STEM and non-STEM subjects.

This situation not only works as a powerful disincentive for a university to invest in expensive subjects, such as physics, but also rips off arts students who are given very little teaching in return for their fee. It is fortunate for this country that scientists working in its universities show such dedication to teaching as well as research that they don’t try to do what our cousins in the arts do. I sense a growing consensus, however, that we’re being ripped off too.

I suppose it could be argued that the big cuts in teaching grant in England do something to redress this anomaly, as the central funding element for Arts & Humanities subjects is cut to zero in the new funding regime. On the other hand, however, if universities do charge £9K for all subjects then the differential between arts and sciences will turn out to be lower than 2:1, as the central funding element for STEM subjects is far less than £9K. On the other other hand, if STEM subjects were to charge a higher fee than the others then demand would probably collapse.

To get another angle on this argument, consider the comments made by senior members of the legal profession who are concerned about the drastic overproduction of law graduates. Only about half those doing the Bar Professional Training Course after a law degree stand any chance of getting a job as a lawyer in the UK. Contrast this with the situation in science subjects, where we don’t even produce enough graduates to ensure that schools have an adequate supply of science teachers. The system is completely out of balance.

I don’t see anything in the post-Browne era that will alter this ridiculous situation. STEM subjects will continue to be strangled and universities will continue to overproduce graduates in other areas. Somebody has to get a grip. I doubt the Westminster government is capable of doing this. It has already delayed its planned White Paper on Higher Education, providing yet another indication that it has completely lost the plot.

Or maybe it’s making a complete botch of the situation deliberately, as part of a cunning plan to encourage universities to go private?


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A First Problem in Astrophysics

Posted in Education, The Universe and Stuff with tags , , , , on February 25, 2011 by telescoper

When I first arrived at Cambridge University (nearly 30 years ago) to begin my course in Natural Sciences, eventually leading to a specialism in Physics, one of the books we were all asked to buy was the Cavendish Problems in Physics. One of the first problems I had to solve for tutorial work was from that collection, and I have been setting it (in a slightly amended form) for my own students ever since I started lecturing. I thought I’d put it up here because I think there might be a few budding theoretical astrophysicists who’ll find it interesting and because it provides a simple refutation of a crazy theory that has been doing the rounds on Twitter all morning.

I like this problem because it involves a little bit of lateral thinking, because not all the information given seems immediately relevant to the question being asked, but you can get a long way by just writing down the pieces of information given and thinking about how you might use simple physical ideas to connect them to the answer.

If you haven’t seen this problem before, why not have a go?

Using only the information given in this Question, estimate the ratio of the mean densities of the Earth and Sun:

i) the angular diameter of the Sun as seen from Earth is half a degree

ii) the length of 1° of latitude on the Earth’s surface is 100km

iii) the length of a year is 3×107 seconds

iv) the acceleration due to gravity at the Earth’s surface is 10 m s-2.

HINT: You do not need to look up anything else, not even G!

The answer you should get is that the mean density of the Earth is something like 3.5 times that of the Sun, although the information given in the question isn’t all that accurate.

In fact the mean density of the Earth is about 5500 kg per cubic metre, and that of the Sun is about 1400 kg per cubic metre; the average density of the Sun is just 40% higher than water, which is perhaps surprising to the uninitiated….

The density of solid iron on the other hand is about 7900  kg per cubic  metre, and even higher than that if it is compressed…

UPDATE: I’ve added my Solution.

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Meet the Panel …

Posted in Education, Science Politics with tags , , , , , , , on February 21, 2011 by telescoper

Just a quick post to pass on the news that the Higher Education Funding Council for England (HEFCE) has announced the list of panel members for the forthcoming Research Excellence Framework (REF), a massive exercise in bean counting which will drag on until 2014.

Much as I enjoy ploughing through HEFCE’s fascinating documents, in this case I went straight to the Physics (& Astronomy) sub-panel, which is:

All estimable folk and a good selection of different expertise. There’s also a good geographical spread with members from the English regions, Scotland, Northern Ireland, and of course Wales. Oh, wait a minute. Not Wales. Apparently Wales doesn’t merit any representation on the Physics REF panel. Nor did it last time. Why am I thinking to myself “here we go again”?

To be perfectly honest, I don’t really understand why Welsh universities are being forced to take part in the REF anyway. Or those from Scotland and Northern Ireland for that matter. The REF is driven by an English agenda which is certainly at variance with Welsh priorities. Whereas in England, HEFCE is allocating funding using a formula involving an exceedingly steep weighting towards “internationally leading” research, here in Wales the equivalent body HEFCW is resisting the urge to concentrate research cash so heavily according to such a doubtful measure of research quality.

And don’t get me started on the so-called “impact” measures. All I can say about them is that Kafka would have been proud.

The Welsh Assembly Government has recently taken steps to protect Welsh students against the effects of Higher Education cuts imposed by Westminster. However, there will be substantial cuts in resource to Welsh universities in order to pay for this. At the same time as making “efficiency savings”, as is appropriate for the age of austerity, we’re also being forced to participate in a monstrously wasteful bureaucratic exercise of little relevance to the needs or aspirations of Welsh universities.

I think there’s a strong case for HEFCW to show a bit of real independence and withdraw from the REF altogether.


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Harriet Presents…

Posted in Education with tags , on February 18, 2011 by telescoper

Now here’s a short video called a (presented by the legendary Harriet Parfitt) explaining the joys of studying  in the School of Physics & Astronomy at Cardiff University. It’s somewhat spoiled by the appearance of yours truly (filmed during a recent first-year  Astrophysical Concepts lecture) but apart from that it’s really rather good!


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The Welsh University Challenge

Posted in Education, Finance with tags , , , on February 13, 2011 by telescoper

Last week I received an email from BBC Wales asking me to get in touch with one of their reporters. It turned out to be about a blog post I wrote some time ago concerning the recent decision by the Welsh Assembly Goverment to pay the fees of Welsh domiciled students wherever they go to study within the UK. The reporter had read my post and wanted to “pick my brains” for a story she was working on. I didn’t have time  last week as I was too busy, but I found out yesterday that the BBC had indeed run a story.

According to the BBC version, the policy of paying for Welsh students to go to English universities will cost the Welsh Assembly Government £51.7 million in 2015-6 although,  according to their projections, this will be more than offset by an expected £83.5 million coming from English students electing to study in Wales (who will have to pay their own fees).

The net cost of this policy will be about £97.6 million in the same year, allowing for the assumed net profit from English students, which will be met by cutting the core teaching grants to Welsh universities by about 35% – this is less than the cuts in England, but big cut nevertheless.

But these calculations depend on several assumptions. One is what level of fees are charged. If all English universities charge £9K (which is possible) then the outflow of cash related to Welsh students going to England increases. If Welsh university fees are capped at £6K (which also seems likely) then the cash inflow decreases. In fact, in this scenario the differential between  money in and money out completely disappears.

Moreover there is the question of how many students move in each direction. It’s possible that in the Age of Austerity more students will be forced to study near their family homes, which will also alter the balance. In addition, student places are being cut  in Wales while there is a possibility that the cap on numbers in English universities will soon be lifted. This raises the possibility that Welsh students may be forced to study in England anyway, as they might not be able find a place in Wales. We’re certainly not going to benefit much in the School of Physics & Astronomy at Cardiff University from the current boom in applications, as our numbers have been cut since last year despite applications going up by 50%…

On the other hand – and I’ve anecdotal evidence for this from talking to parents at UCAS admissions days – there seems also to be a feeling that the WAG’s commitment to students is serving to convince a number of English residents that the Welsh universities are in safer hands than those in England.

So, although I strongly support the WAG’s reasons for wanting to help Welsh students as much as possible there remains considerable uncertainty about how things will pan out over the next few years. It could get very grim if reality departs significantly from the projections.

One of the arguments put forward by Leighton Andrews (the Welsh Assembly Minister responsible for Universities in Wales) is that the policy of paying for Welsh students to go to England was in fact a commitment made the Labour-Plaid Cymru coalition that controls the Welsh Assembly. That’s fair enough,  but of course it makes one wonder what will happen if the balance changes with the Welsh Assembly Elections due in May 2011.

Only when we know the complexion of the new WAG will we learn whether it might revisit the policy. I’ve heard many arguments for and against, but it still strikes me as very strange to see the devolved administration spending so much of its hard-earned budget in England. That £50.7 million would go a long way if it were kept in Wales.

All things considered, however, despite all the difficulties I think the situation is much more positive for universities in Wales than in England.

Incidentally, another sensible idea being discussed by Leighton Andrews is that Welsh schools might be forced to ditch “soft” A-level subjects, such as (inevitably) Media Studies, in favour of “quality” ones (presumably including mathematics and physics). Perhaps he should do the same for Mickey Mouse degrees in Welsh universities too?

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Admissions

Posted in Education with tags , , on February 11, 2011 by telescoper

Busy day today, necessitating an early start and a packed morning followed by a trip to the Big Smoke later on.

I thought I’d use my daily post to try a little experiment.

Yesterday I mentioned that applications to do Physics courses in the School of Physics & Astronomy at Cardiff University had increased enormously since last year. That prompted a couple of people to contact me, via email and Twitter, to admit that the same thing is happening at their institutions. With UCAS reporting that applications nationwide are up by only about 4%, I’m a bit confused as to what is going on.

I don’t know how many of my (1000+) daily readers work in UK universities, let alone which ones or whether they’re in a position to know what undergraduate applications are doing, but I would be very interested to hear whether this pattern is being repeated and whether it’s just physics that’s booming.

So, in lieu of a proper blog post for today, let me invite you to take part in a straw poll through the comments box. Where are you? What’s your subject? Are your applications up?

Do tell.


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Decline and Fall

Posted in Education, Science Politics with tags , , , , , , , , on February 7, 2011 by telescoper

There’s an interesting discussion going on over at the e-Astronomer Andy Lawrence’s blog about truth, lies and astronomy grant funding.

The centrepiece of Andy’s post is the following graph, which is based on the most accurate available figures, showing how the number of postdoctoral research associate (postdoc) positions funded (first by SERC, then by PPARC, and then by STFC) in Astronomy has evolved over the last couple of decades, along with the number of permanent academic staff employed in UK universities.

To be precise it shows the number of new postdoc posts funded each year; since a postdoc position typically lasts 3 years, the total number of postdocs at ay time is roughly 3 times the number shown.

A few things are immediately clear. One is that both the number of academics and the number of postdocs grew steadily over the period covered by the graph, until 2006 after which there was a steep decline in the number of postdocs to a level substantially lower than the number funded in 2000. It’s not a coincidence that STFC was created in 2007.

The numerical growth of the UK astronomical community coincided with a  general expansion of the number of academics in the University resulting from the growth of funded student  numbers, but it also was also accompanied by improved access to large facilities. It also happened to be a time of high achievement by British astronomers, who played major roles in large projects that uncovered many deep secrets of the Universe, such as the existence of cosmological dark matter and dark energy.

Further details of the achievements of UK Astronomy over the last decade are given by our own Bill Frindall, Paul Crowther (see his page for references):

Astrophysics: UK space science (astrophysics) is ranked 2nd in citations (1999-2009), while UK physics ranks 5th internationally (1997-2007). According to Section 3 of the RCUK Review of Physics, combining these two categories places the UK 2nd to the USA overall – see bibliometric analysis. According to the IoP Survey of Academic Appointments in Physics, the UK astronomy academic community grew by 14 per cent in the 5 years leading up to 2008, compared with 12% for physics overall. From 2003/04 to 2007/08 physics departments expanded by 14%, equal to the wider UK average for all disciplines (see Sustainability of the UK research workforce report from RCUK. Undergraduate applications (admissions) to physics grew by 19% (11%) between 2002-2007 according to the DIUS Research Report 08-21. Astrophysics formed one of the case studies for a CSHE (UC Berkeley) science communication report from Jan 2010.

All this expansion didn’t come cheap, of course, but in my view  it was entirely justified on the grounds of scientific excellence. That used to count for something among the science policy makers, but those times seem to have gone. Not that the collateral benefits were negligible, as you can see from the above.

I’ll grant that it is not easy to establish what fraction of STFC’s budget should be spent on its “core” science and how much on managing facilities, but I think the balance has obviously gone way too far in one direction. I’m not the only one to think so. The probably deliberate decision to clobber astronomy grants flies in the face of the Institute of Physics Review of International Perceptions of UK Physics, carried out in 2005, which says

In summary, the state of astrophysics and solar system physics is relatively healthy at this time. Morale is good in the research community, particularly among the young, and wise investments seem to have been made since the 2000 review. Attention will need to be paid over the next five years to foster the astronomical observing community so as to recoup the investment in large telescope access.

STFC has done many things since its creation in 2007, but fostering the astronomical observing community is definitely not amongst them. Instead it has slashed the postdocs needed to collect, reduce and analyse the data coming from the facilities we paid so much to access.

I still don’t know what UK astronomy did to deserve the kick in the teeth it received in 2006 which precipitated the steep decline shown in the graph. Remember that this was before the credit crunch, which really took hold in 2008, so the cuts imposed STFC were clearly not in response to that. The message consistently being put out by the STFC Executive at the time was that it was spending “too much on science exploitation”, i.e. on doing science, and that a larger slice of the cake needed to be devoted to facilities and operations.

I suspect that the backlash against astronomy was led by senior figures in the Treasury who did not, still do not, and probably never will, see science as worth doing for its own sake rather than as a way of subsidising industry. I suspect also some senior figures in  UK Physics were not sorry to see the astronomical arrivistes get their comeuppance. I have encountered a number of distinguished physicists – usually of the condensed matter persuasion – who clearly resented the new wave of astronomers arriving in their departments. As long as they bring in more students, take on heavy teaching loads and don’t ask for expensive equipment then astronomers are fine, but what they do isn’t really proper physics is it?

But precisely who it was that was behind the strange demise of British astronomy is now not the main issue. The real question is what can be done about it starting from where we are now.

As things stand under the current STFC leadership, the grant line will stay roughly level in cash terms for the next three years. Adding in the effect of inflation that means the number of postdoc grants will slowly dwindle. Better than the last few years, but hardly grounds for celebration. The steady attrition of grant funding will eventually push many excellent university research groups over the edge and prematurely terminate many promising scientific careers.

STFC will be looking for a new Chief Executive very soon, and that raises at  the admittedly faint hope that some things might change for the better. What we need is a someone  who is prepared to champion fundamental research because he or she actually believes in it;  the  bedgrudging attempts of the current Chief Executive simply don’t convince in this regard.

Whether we get someone who fits the bill remains to be seen. If we don’t the future for UK astronomy looks very bleak.


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Follow My Leader

Posted in Education, Science Politics with tags , , , on February 2, 2011 by telescoper

News broke today about  the dreaded “Letter from HEFCE” to heads of English higher education institutions informing them of their funding allocations for the near future. The cuts outlined in the funding letter were not entirely unexpected, but have nevertheless generated quite a lot of reaction – see, e.g., here. For those of you who can’t be bothered to read the Circular Letter, it is of the form:

Dear Vice-Chancellor or Principal,

You’re screwed.

Yours Sincerely,

HEFCE

One of the ramifications of the decisions made by the Higher Education Funding Council for England (for that is HEFCE) is that funding will be further cut for research rated a “mere” 2* in the 2008 Research Assessment Exercise. For those of you who prefer meaningless words to meaningless numbers-with-asterisks, 2* is translated in the HEFCE dictionary as “internationally recognised”. Obviously a waste of money then. By 2013 the only research that will be funded at all under the QR formula will be 3* (“internationally excellent) and 4* (world leading). Of course “world leading” won’t include “nationally leading”, as by then there won’t be anyone in England left to follow the survivors; everyone left after the cull will be doing their best to be a  “leader” in order to avoid being labelled a “follower”,  a crime for which the punishment is, apparently, death.

I only hope that this mad policy dismantling the Great Pyramind of Research from the bottom upwards isn’t pursued here in Wales too, otherwise I’ll soon be sitting next to the radiator in the local Wetherspoons drinking cheap beer with the rest of the prematurely terminated. For the time being, until HEFCW decides what do do, we in Wales have a stay of execution.

All this reminds me of a story I heard at a conference dinner years ago. I happened to be sitting next to someone Mrs X – the spouse of a physicist who shall remain nameless – who had for a time worked on undergraduate admissions for a Humanities Department of a  big American Ivy League university. One application for a place had been accompanied by a lukewarm recommendation from a high school teacher, containing a statement along the lines of John is definitely a follower rather than a leader. On this slim evidence of potential, my dining companion Mrs X decided to offer little Johnny a place.

Bewildered to hear that John had been admitted, the aforementioned teacher telephoned the Department and was put through to Mrs X. “But I thought I made it clear in my reference what I thought! Was the decision to let him in some sort of administrative error?”

“No,” said Mrs X.

“Let me explain. Every year this Department takes in about 500 undergraduate students. Virtually every  recommendation letter says this student is a leader rather than a follower. In the light of this huge number of leaders, I feel it is my duty every year to ensure that the Department contains at least one follower.”


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Disturbing Admissions

Posted in Education, Politics with tags , , , on January 18, 2011 by telescoper

In a rare moment of wakefulness during yesterday’s Board of Studies, I listened to a report from our departmental admissions tutor about the state of play with applications for entry onto our physics courses next year. It was good news – applications are up more than 50% on last year – but this was tempered by the fact that our quota has gone down slightly, owing to the presence of a cap on student numbers. I’m not sure whether the increase, perhaps caused by students trying to get into university before the fee  goes up to £9K, is echoed around the country, but it seems likely that competition for places will be intense this year, with the almost certain result that many students  will be disappointed at being unable to get into their first choice university.

Coincidentally, I noticed a story on the BBC at the weekend suggesting that the whole timetable of university admissions might change. What the government is planning remains to be seen, but there’s no doubting the system is far from perfect and if we had the opportunity to design a process for university admissions from scratch, there is no way on Earth we would end up with a system like the current one.

As things stand, students apply for university places through UCAS before they have their final A-level results (which don’t come out until July). Most applications are in by January of the year of intended admission, in fact. The business of selecting candidates and making offers therefore makes use of “predicted grades” as supplied by teachers of the applicant.

According to the BBC news

..under the current system those from poorer backgrounds typically have their grades under-predicted.

I simply don’t know whether there is any information to back this up – in my (limited) experience most teachers systematically overestimate the grades of their pupils – but if it is the case then it would be a good reason for changing the timetable so that potential students could apply once they have their results in the bag. They can do that now, of course, but only if they take a gap-year, applying for admission the year after they have their A-levels.

But the inaccuracy of predicted A-level grades is not the only absurdity in the current system. Universities such as Cardiff, where I work, have to engage in enormous amounts of guesswork during the admissions process. Suppose a department has a quota of 100, defining the target number students to take in. They might reasonably get a minimum of 500 applications for these 100 places, depending on the popularity of university and course.

Each student is allowed to apply to 5 different institutions. If a decision is made to make an offer of a place, it would normally be conditional on particular A-level grades (e.g. AAB). At the end of the process the student is expected to pick a first choice (CF) and an insurance choice (CI) out of the offers they receive. They will be expected to go to their first choice if they get the required grades, to the insurance choice if they don’t make it into the first choice but get grades sufficient for the reserve. If they don’t make either grade they have to go into the clearing system and take pot luck among those universities that have places free after all the CFs and CIs have been settled.

Each university department has to decide how many offers to make. This will always be larger than the number of places, because not all applicants will make an offer their CF. We have to honour all offers made, but there are severe penalties if we under or over recruit. How many offers to make then? What fraction of students with an offer will put us first? What fraction of them will actually get the required grade?

The answers to these questions are not at all obvious, so the whole system runs on huge levels of uncertainty. I’m amazed that each year we manage to get anywhere close to the correct number, and we usually get very close indeed by the end.

It’s a very skilled job, being an admissions tutor, but there’s no question it would all be fairer on both applicants and departments to remove most of the guesswork.

But there is the rub. There are only two ways I can see of changing the timetable to allow what the government seems to want to do:

  1. Have the final A-level examinations earlier
  2. Start the university academic year later

The unavoidable consequence of the first option would be the removal of large quantities of material from the A-level syllabus so the exams could be held several months earlier, which would be a disaster in terms of preparing students for university.

The second option would mean starting the academic year in, say, January instead of October. This would in my opinion be preferable to 1, but would still be difficult because it would interfere with all the other things a university does as well as teaching, especially research.  The summer recess (July-September), wherein  much research is currently done, could be changed to an autumn one (October-December) but there would be a great deal of resistance, especially from the older establishments; I can’t see Oxbridge being willing to abandon its definitions of teaching term! And what would the students do between July and January?

The apply-after-A-level idea has been floated before, about a decade ago, but it sank without trace. I wonder if it will do any better this time around?


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