Consultations
We respond regularly to consultations and calls for evidence from government departments, Parliamentary Select Committees and other bodies.
Improving adult basic digital skills
Our response notes that draft standards do not sufficiently recognise important geographical digital skills and privacy issues around geospatial data.
Improving students’ ability to make the right choices about higher education for them
We recommend the inclusion of subject bodies as key information providers and highlight the Society's provision of subject choice advice.
Guidance on the Implementation of Plan S
We welcome proposals that facilitate fair, inclusive and transparent knowledge production, but urge more consideration of uneven impact on disciplines and advocate for hybrid journals, green open access and embargoes.
Degree Classification: Transparent, Consistent and Fair academic Standards
In our response to the QAA consultation, we do not support the idea of an external advisor on academic standards, and note that proposed classification descriptors should be related to Subject Benchmark Statements.
Independent Review of the Teaching Excellence and Student Outcomes Framework (TEF)
We support the aims of TEF but express concern that its metrics (including student satisfaction and employment outcomes) do not capture teaching excellence and do not explore nuances in localised provision.
The Draft Education Inspection Framework
We strongly support the introduction of a ‘quality of education’ judgement and the publication of Ofsted subject reviews. We also comment on the wording of Intent, Implementation and Impact statements.
Society Publishers Accelerating Open Access and Plan S (SPA-OPS)
We reaffirm our commitment to a transition towards a sustainable open science/research ecosystem and offer reflections on the various open access models and business plans discussed in the consultation document.
Knowledge Exchange Framework Consultation
We argue for a broader understanding and subsequent assessment of knowledge exchange and collaboration. We also call for more attention to relative opportunities when determining clustering.
Right to Privacy (Article 8) and the Digital Revolution
Our written evidence to the Joint Committee on Human Rights calls for scrutiny of how geospatial data is collected and shared, and how this impacts privacy.
Subject content for digital Functional Skills qualifications
The Department for Education sought views on whether proposed subject content will develop the digital skills needed for work and everyday life. Our response focused on the further development of spatial literacy and the use of digital map apps and websites.
Higher technical education consultation
National Data Strategy call for evidence
In our reponse to the DCMS consultation, we identify examples and opportunities for geospatial data use, advocate for geospatial training, and raise issues around personal privacy.