Review of post-16 qualifications at level 3 in England

Our response to this DfE consultation argues for pathway to support sectors and industries working with geospatial data, and supports funding for core maths and the Access to HE Diploma.

Revised education for sustainable development (ESD) guidance

Our response to this QAA consultation welcomes the revised guidance and specific competencies, and argues that geospatial and environmental data skills should be given greater attention.

Regulating quality and standards in higher education

Our response to this OfS consultation expresses concern about proposed approaches to assessing student outcomes, in particular the use of graduate earnings.

National Data Strategy

In our response to the DCMS consultation we advocate for recognition of data skills in the humanities and the importance of geospatial data use

Review of the UK Social Science PhD

Our response to this ESRC consultation highlights issues with UK PhD delivery, including short length, lack of support, limited funding and limited opportunities for growth and progression. It also discusses the need to broaden routes into and out of PhDs beyond conventional academic pathways, and to improve diversity and inclusion.

Higher technical education consultation

Our response to this DfE consultation welcomes the prospect of increased flexibility in qualification delivery, and advocates for geographical knowledge and understanding.

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.

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.

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

Science and Society

Our response to the follow-up consultation on "A Vision for Science and Society" by the Department for Business, Innovation and Skills (now Business, Energy and Industrial Strategy). Our response argues that geography should be recognised more widely as a part-STEM discipline.

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

Higher Education in STEM subjects

A call for evidence on higher education in STEM subjects, particularly the supply of students. Our response reiterates that geography is a part-STEM subject which offers