Two interim points about the coalition’s student finance proposals, which are still unclear in important respects.
One is that the structure of the graduate contribution system should be separated from the level of taxpayer funding of universities. It may be that the Government has cut too deeply, taking away 80 per cent of the teaching budget, which [...]
Number 421 in my series of Questions to Which the Answer is No is asked by Alice Instone in a letter to today’s Independent. She painted the picture of Cherie (right) which was reported on 4 November:
Your article “Rich and ruthless: how Cherie sees herself?”* was prompted by a miniature I have painted of Cherie [...]
This is a pertinent question given the current cuts, the transformation over the last few years of students into consumers of higher education and, most fundamentally, the replacement of the idea of “knowledge for its own sake” with “skills” deemed beneficial to the economy.
Number 420 of my Questions to Which the Answer is No has been asked by Jim Pickard at the Financial Times, using research by Patrick Casey at the Full Fact blog. Casey was suspicious of the story, which was used by Ed Miliband in the Commons last week, as a curiously unsourced piece of do-gooding alarmism.
The Tea Party’s idea of liberty is that of the spoilt adolescent. They want government to keep out of their lives and not tell them what to do – until they’re in trouble and need Mom and Pop to rescue them.
Many thanks to Luke Bozier.
I have only just got to page 227 of Jonathan Powell’s The New Machiavelli, which seems to contain the smoking gun: the evidence that links Gordon Brown to the attempt to bring Tony Blair down by exploiting the false allegations of loans for peerages in 2006.
While not yet thrown on the quango bonfire, the Training and Development Agency for Schools (TDA), which deals with teacher training, and the National College for Leadership of Schools and Children’s Services are clinging for life, put on detention and under review.
A conventional discussion in historiography is that of the relative significance of continuity and change in understanding historical events and movements. My first undergraduate history essay asked this question about the Norman Conquest.
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