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.

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.

Fourth Industrial Revolution Inquiry

We highlight the importance of geospatial technologies and geographical data to the UK's economy, and, in relation to this, the role of geography and geographers in future industrial development

Strengthening QTS and improving career progression for teachers

We welcome the review and strongly support the proposal for a strengthened early career content framework and CPD. We also advocate for a two-year induction period.

Skills Flagship Project

Our response emphasises the value of geography in developing AHSS skills, and aims to better define them.

Building our industrial strategy

Our response to the green paper on industrial strategy pays particular attention to the role of social sciences in developing skills, and the need for a geographical/spatial basis to regional development planning.

Closing the STEM skills gap inquiry

Our written evidence to the House of Commons Science and Technology Committee inquiry into the STEM skills gap.

Response submitted 2017

Purpose and quality of education in England

An inquiry on the purposes and evaluation of education in England. Our response advocates for geography's role in developing skills, supports geography's inclusion in the EBacc, and expresses concern over shortage of specialist teachers.

Response to the Independent Working Group on a Core ITT Framework

Our response emphasises the importance of subject-specific knowledge, pedagogy, skills and community engagement.

A standard for teachers' professional development

Our response to the DfE consultation outlines the Society's CPD work with teachers, and encourages support for sustained CPD throughout teachers' careers.

 

 

Review of the ESRC Doctoral Training Centres Network

Our response evaluates the existing network, and advocates for fieldwork and interdisciplinarity in future developments. We also highlight a lack of flexibility in 1+3 studentships.

College of Teaching Consultation

In our response to The Prince's Teaching Institute we criticise overlap between the proposed role of the College of Teaching, and the work and role of Learned Societies - particularly in the areas of specialist support and CPD, advice to government, and specialist accreditation.

Response submitted 2013

Career Guidance for Young People

We argue that the statutory requirement for careers guidance should be extended, and welcome the proposed extension of advice to Year 8 pupils

Consultation on careers guidance for schools, sixth form colleges and further education institutions

Our response to the DfE consultation on careers guidance provision welcomes the prospect of extending guidance to 12-12 year olds, and 16-18 year olds.

Response submitted 2012

Inquiry on the future of higher education

Our response highlights the employability of geography graduates, and the relevance of geographical skills in industry. We also call for better access to quality information on courses and careers, and funding support for teaching and research.