Iran Blocks Hundreds of Baha'i Students from University Course Selection Iran's national testing organization has blocked hundreds of Baha'i students from university admission by withholding their entrance exam results. The National Organization for Educational Testing displayed "under review" messages instead of test scores when Baha'i students tried to access their results online. Authorities also prevented them from selecting university courses, researcher Erfan Sabeti reported on X. Sabeti posted a screenshot showing the blocking message that appeared when students logged into the testing organization's website to view their national university entrance exam rankings and scores. The move affects hundreds of Baha'i students seeking admission to higher education during the current academic year. At least 129 Baha'i students were similarly excluded from universities last year, according to reports from rights groups monitoring the community. In previous years, the testing organization used "incomplete file" notifications to deny Baha'i students access to their exam results and university admission. A 2018 confidential decree from Iran's Supreme Council of Cultural Revolution mandated preventing Baha'is from entering universities and expelling any students later identified as Baha'i. Educational discrimination against Baha'is also extends to elementary and secondary levels, where many children face administrative and security pressures that force them to abandon their studies. Iran does not recognize the Baha'i faith as an official religion. The persecuted religious minority faces systematic restrictions on employment, education, and other aspects of public life. #bahaisofiran #persecutionofbahais #denialofeducation #HumanRightsViolations https://lnkd.in/gfe9qbSd
Iran Blocks Baha'i Students from University Admission
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In a major development, three British and one Cypriot university, have been granted licenses by the Greek Ministry of Education under new legislation making it easier for international campuses to be set up. #UK #Cyprus #Greece #education #UKuniversities #transnationaleducation #branchcampuses #internationaluniversities Ministry of Education, Lifelong Learning and Religious Affairs Kevin Shakesheff Keele University Greece The Open University University of Nicosia The PIE https://lnkd.in/dn5vnitu
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Freedom of speech in the Act is defined by reference to the Convention, hence—surprise, surprise!—anything that falls within A17 is not protected. The reminder that universities must act compatibly with the Convention also means that a proportionality analysis eg via A8(2) or A11(2) is going to be required whenever a Convention right is engaged. For example, it won’t not enough to do the reasonably practicable steps analysis and think one can get away with a time, place, manner restriction without checking that it won’t be a disproportionate interference in, say, A11 or competing A10 rights rights. This all could have been more straightforwardly stated in the guidance, and I’m sure the sector would Welcome any revisions to that effect. But it’s still good to hear from the horse’s mouth that some of the folly being whipped up has no traction.
Lawyer + Academic + Writer (Specialism in Academic Freedom, Free Speech on Campus and Discrimination)
ICYMI - Arif Ahmed confirms Article 17 speech is not covered by the duties under the Higher Education (Freedom of Speech) Act 2023. He also reminds universities that the law says no public body can act incompatibly with the rights in the Convention (which presumably means he is mindful of Article 8, 9, 11, A1P1, which are frequently engaged in contentious campus disputes). https://lnkd.in/ePC4jWdy
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More than half of young students study close to home. Disadvantaged students are even more likely to study locally. Cuts to Social Sciences, Humanities, and Arts for People & the Economy are making it harder than ever for those students to access the courses.
Today the British Academy launches a major new report urging action to tackle a growing crisis in our universities. More than half of young UK students study locally, with those from disadvantaged backgrounds particularly likely to stay close to home. Cuts to courses mean more regions than ever are ‘cold spots’ for access to many SHAPE subjects — with even more at risk. With 56% of UK students studying within 90km of home, regional access matters. Some of the report’s key findings: 📍Cold spots have emerged in the North, South West & East of England, parts of Wales, Scotland & Northern Ireland. 📍Biggest loss of provision at lower-tariff levels – concerning, given strong links between attainment & socioeconomic disadvantage. 📍Languages, Anthropology, Theology, and Celtic Studies are among the hardest hit. If trends continue, English, History and Drama could follow. As we await the post-16 White Paper, the British Academy is calling for: ✅ An urgent review of HE funding ✅ Regulators to monitor provision with an ‘at-risk’ regional register + subject premium ✅ Government to help universities collaborate effectively with clearer guidance about competition law Read the full report: https://lnkd.in/eeFhwB77
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#University #Finances - #regional #accessibility and #course #pressure An insightful report (with 3 recommendations) from the The British Academy The British Academyon the finance led crisis in UK #universities In addition to whole universities , certain courses within universities are at risk -mainly in the #arts and #humanities The counter argument is that #market #forces should prevail. The unfortunate result be regional ' #cold #spots ' both for #highereducation and/or #cultural subjects such as #theology #languages #anthropology and #celtic studies. Those subjects may only be researched and taught in a small number of well #endowed #ancient #universities - which , notwithstanding those universities Widening access programmers are nevertheless perhaps less accessible to those very students from #backgrounds of #socioeconomic #disadvantage. Department for Education Department for Education York St. John University Higher Education Policy Institute Times Higher Education Education Policy Institute
Today the British Academy launches a major new report urging action to tackle a growing crisis in our universities. More than half of young UK students study locally, with those from disadvantaged backgrounds particularly likely to stay close to home. Cuts to courses mean more regions than ever are ‘cold spots’ for access to many SHAPE subjects — with even more at risk. With 56% of UK students studying within 90km of home, regional access matters. Some of the report’s key findings: 📍Cold spots have emerged in the North, South West & East of England, parts of Wales, Scotland & Northern Ireland. 📍Biggest loss of provision at lower-tariff levels – concerning, given strong links between attainment & socioeconomic disadvantage. 📍Languages, Anthropology, Theology, and Celtic Studies are among the hardest hit. If trends continue, English, History and Drama could follow. As we await the post-16 White Paper, the British Academy is calling for: ✅ An urgent review of HE funding ✅ Regulators to monitor provision with an ‘at-risk’ regional register + subject premium ✅ Government to help universities collaborate effectively with clearer guidance about competition law Read the full report: https://lnkd.in/eeFhwB77
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It's so exciting to have our report out in the world. In the report, we identify the emergence of subject 'cold spots' across social science, humanities and arts disciplines. You can read about what's happening in subjects like Languages, Linguistics and Classics, and what could be happening in History, English and Drama. Our analysis also highlights issues surrounding fair access to a diverse range of degrees in prospective students' local areas, with more and more studying in their local area. With big thanks to colleagues Dr Lynton Lees (for her graft and vision), Sarah Cowan (her support and leadership) and Pablo Roblero (his data and visualisation skills).
Today the British Academy launches a major new report urging action to tackle a growing crisis in our universities. More than half of young UK students study locally, with those from disadvantaged backgrounds particularly likely to stay close to home. Cuts to courses mean more regions than ever are ‘cold spots’ for access to many SHAPE subjects — with even more at risk. With 56% of UK students studying within 90km of home, regional access matters. Some of the report’s key findings: 📍Cold spots have emerged in the North, South West & East of England, parts of Wales, Scotland & Northern Ireland. 📍Biggest loss of provision at lower-tariff levels – concerning, given strong links between attainment & socioeconomic disadvantage. 📍Languages, Anthropology, Theology, and Celtic Studies are among the hardest hit. If trends continue, English, History and Drama could follow. As we await the post-16 White Paper, the British Academy is calling for: ✅ An urgent review of HE funding ✅ Regulators to monitor provision with an ‘at-risk’ regional register + subject premium ✅ Government to help universities collaborate effectively with clearer guidance about competition law Read the full report: https://lnkd.in/eeFhwB77
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FACULTY ON THE FRONT LINES DEFENDING ACADEMIC FREEDOM & FREEDOM OF EXPRESSION — IN #MindHandHeart MODE FOR A #BetterWorld Repost • American Association of University Professors on Instagram • Michel DeGraff is a tenured professor of linguistics at Massachusetts Institute of Technology. In this interview, he discusses his MIT Linguistics proposal for a course on language, linguistics, and decolonization, focusing on Haiti and Palestine/Israel. He explains that his proposal was denied, and after he objected, he faced significant repercussions: he was removed from his department, his pay raise was withheld, and his salary was frozen. “Faculty on the Front Lines” is a series documenting the stories of AAUP members. While some of these participants have shared their experiences with the press, this project aims to provide additional context for their individual narratives. The goal is to draw attention to partisan interference and violations of academic freedom by giving affected individuals a chance to tell their own stories in their own voices. These stories are a small sample of a disturbing trend in higher education. Colleges and universities are increasingly taking alarming measures to silence educators who speak out on issues of social justice, often targeting them, in part, for the scholarship that made them desirable hires. Contingent faculty have been denied renewal without cause, and faculty have been fired for their speech. This is the type of academic freedom and freedom of expression that the AAUP exists to defend; however, the views expressed in these videos are of the individual featured, not of the AAUP. All interviews were recorded and edited by Anna Feder in August and September 2025. #highered #highereducation #aaup #facultyonthefrontlines #defendhighered #academicfreedom #freespeech #education #academia #socialjustice #linguistics #nature
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I am excited to share our latest article, just published in the Review of Educational Research: "Unveiling Narratives: A Systematic Literature Review on the K–12 Schooling Experiences of Asian American, Native Hawaiian, and Pacific Islander Students" Co-authored with Se Woong Lee and Xinyi Mao, this systematic review analyzes the last two decades of empirical research to shed light on the complex schooling experiences of AANHPI students in the United States. 🔍 Key highlights: Stereotypes like the "model minority myth" often oversimplify and obscure the unique challenges these students face. Using AsianCrit and TribalCrit frameworks, our review reveals the duality in AANHPI students’ schooling experiences, struggles with racial and ethnic identity, and the influential role of schools and educators. Our study underscores the importance of culturally relevant support and professional development for educators and school leaders to better address their unique needs and confront systemic inequities. You can read the full article here (open access): 🔗 https://lnkd.in/gJ-3KsPd
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Australia's first large-scale synchronous trial exams! Last month, around 2000 students across more than 200 schools undertook the CSSA Online Trial HSC Examinations 2025. The Taking the Leap report reveals what students and teachers experienced based on surveys, data logs and feedback, including: 🖋️ Typing vs handwriting: 78% of students who trialled both said they’d rather type their HSC, finding it easier to express ideas and less stressful for legibility. 🤖 AI-assisted marking: Teachers using Gradeo’s AI feedback saved 18 minutes per script. That's the equivalent of flying Sydney to Auckland for the average school. Applied across all HSC Trial exams, this would save over 17,000 teaching days every year. 📚 Subjects moving online: Students and teachers want more subjects online, especially essay-heavy ones like English and HSIE, but not all subjects make the list. You can join the Gradeo waitlist at www.gradeo.com.au or download the full report here: https://lnkd.in/g-J69X78 NSW Education Standards Authority Catholic Schools NSW Catholic Schools Parramatta Diocese Sydney Catholic Schools Armidale Catholic Schools Catholic Education, Diocese of Wagga Wagga Diocese of Lismore Catholic Schools Catholic Education Diocese of Wollongong Catholic Education, Archdiocese of Canberra and Goulburn Catholic Schools Broken Bay Association of Independent Schools of NSW National Catholic Education Commission Independent Schools Victoria Independent Schools Australia
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New Release - Taking the Leap - a must read! This report reveals what students and teachers experienced having completed the first Australian large-scale synchronous CSSA Online Trial HSC Examinations based on surveys, data logs and feedback. Catholic Schools NSW Gradeo NSW Education Standards Authority National Catholic Educational Association (NCEA) NSW Department of Education Association of Independent Schools of NSW
Australia's first large-scale synchronous trial exams! Last month, around 2000 students across more than 200 schools undertook the CSSA Online Trial HSC Examinations 2025. The Taking the Leap report reveals what students and teachers experienced based on surveys, data logs and feedback, including: 🖋️ Typing vs handwriting: 78% of students who trialled both said they’d rather type their HSC, finding it easier to express ideas and less stressful for legibility. 🤖 AI-assisted marking: Teachers using Gradeo’s AI feedback saved 18 minutes per script. That's the equivalent of flying Sydney to Auckland for the average school. Applied across all HSC Trial exams, this would save over 17,000 teaching days every year. 📚 Subjects moving online: Students and teachers want more subjects online, especially essay-heavy ones like English and HSIE, but not all subjects make the list. You can join the Gradeo waitlist at www.gradeo.com.au or download the full report here: https://lnkd.in/g-J69X78 NSW Education Standards Authority Catholic Schools NSW Catholic Schools Parramatta Diocese Sydney Catholic Schools Armidale Catholic Schools Catholic Education, Diocese of Wagga Wagga Diocese of Lismore Catholic Schools Catholic Education Diocese of Wollongong Catholic Education, Archdiocese of Canberra and Goulburn Catholic Schools Broken Bay Association of Independent Schools of NSW National Catholic Education Commission Independent Schools Victoria Independent Schools Australia
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Rethinking Higher Education Rankings: Transparency and Integrity Matter. The recent Tamil Thesai article on NIRF rankings raises important points about how higher education institutions are evaluated. The discussion on overemphasis on numerical metrics, the risk of manipulated data, and the impact on students’ and parents’ perceptions highlights the urgent need for fairness, inclusivity, and true merit in education. Grateful to the writer for bringing these issues to light and encouraging a meaningful conversation on improving transparency and accountability in our educational system. The Hindu #HigherEducation #Transparency #NIRF #EducationReform #TamilThesai
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