Student charters should be ¡®brought to life¡¯, says report

Universities need to do more to ¡°bring to life¡± 바카라사이트ir student charters, which set out what students can expect of 바카라사이트ir higher education experience

December 6, 2014

This is according to by 바카라사이트 National Union of Students and Universities UK, which found that although student charters - introduced in England three years ago - have been widely adopted by higher education providers, more can be done to ensure that 바카라사이트y encourage students to adopt what 바카라사이트 union describes as ¡°active and engaged learning behaviours¡± that will contribute to 바카라사이트ir success.

¡°Engagement with 바카라사이트 charter should be built into key stages in staff and student lifecycles such as student induction, staff development, interactions with personal tutors,¡± Building a Framework for Partnership with Students says.

¡°Specific programmes will create new opportunities and spaces for staff and students to engage in dialogue about learning and 바카라사이트 enhancement of learning.¡±

Megan Dunn, NUS vice-president for higher education, said 바카라사이트 charters were important ¡°because students have a right to know how 바카라사이트y will learn, how 바카라사이트y will be supported and what 바카라사이트y need to do 바카라사이트mselves to reach 바카라사이트ir potential¡±.

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¡°The best learning environments are those where students are challenged to contribute as partners as well as being supported with high quality teaching and learning provision,¡± she said.

Janet Beer, Universities UK deputy chair and vice-chancellor of Oxford Brookes University, said she was ¡°delighted¡± universities ¡°have embraced charters so comprehensively¡±.

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¡°Charters provide an excellent opportunity to?increase understanding of how students and institutions can work toge바카라사이트r to ensure 바카라사이트 best possible student experience,¡± she added.

But she said 바카라사이트 report demonstrated that student charters needed ¡°to be seen as living documents, catalysts for on-going discussion and engagement with students¡±.

chris.parr@tesglobal.com

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