20 June 2013
Location: Roehampton University
This event is aimed at PGCert course leaders and tutors and will be facilitated by Fran Beaton, University of Kent, and Sally Bradley, Sheffield Hallam University.
The event has four main aims:
A brief overview of the policy contexts which have affected the development of PGCerts in the sector. These include, for example, the debate about professionalisation (Commons Select committee) and the inclusion of qualifications in KIS.
The accreditation process: experiences of course leaders. SEDA-accredited programme: John Lea, Canterbury Christ Church University. HEA-accredited programme Jo Peat, Roehampton University
Curriculum Development: PGCerts in the disciplines. Creative and Performing Arts (Hilaire Graham, University of the Arts); Medical Education (Elizabeth Miles, St George’s Tooting); Engineering (Sue Moron-Garcia, University of Birmingham)
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Higher education has never been primarily about learning actual things or actual skills. It has always been (and I mean all the way to the first universities) about peer acceptance for the graduates and meeting the requirements of the institution for the students. That’s not to say that a lot of people don’t learn lots of useful things while attending university. But if that was enough lawyers wouldn’t need the bar, doctors wouldn’t need their residency and university teachers would not have to learn everything all over again when they start teaching a new subject.
Mills continued his conscilience by saying that he is skeptical about a lot of university instruction. But I think that is the wrong approach to take. University instruction has always been just abominable. The vast majority of classes most university students have attended throughout history were taught by drones more or less competent in their subject sometimes reading out of a textbook sometimes cracking a joke. If that really mattered how would have we ever gotten to where we are now? Massive innovation and erudition as far as the eye can see. Even those we disagree with (like the neocons and creationists for me) cannot really be accused of a lack of intelligence or erudition. We talk about the need for better historical education but some of the worst political decisions have been taken by people who studied history meticulously (and it’s no good saying “if they had only read that one paper I wrote on that issue”). We talk about the need for better science education but some of the best innovations have come out of school drop outs who flunked the foundational STEM subjects. Why on earth would we think tinkering around with instruction would make a dent in any of that?
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