The Department of Education at Sussex is a community of researchers, learners and teachers engaged fully in every aspect of education, both in the UK and internationally.
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Located within the School of Education and Social Work, the Department of Education offers an extensive programme of study for all those interested in education. See Undergraduate study, Postgraduate study and Initial Teacher Education for details of the courses we run in these areas - some of which offer distance learning opportunities.
We host three research centres:
- The Centre for International Education (CIE)
- The Centre for Higher Education and Equity Research (CHEER)
- The Centre for Teaching and Learning Research (CTLR)
... and co-host a fourth (with the Department of Social Work and Social Care):
You will find us to be a warm, caring community of scholars who pride ourselves on the quality of the courses we offer and of the research we undertake, and also on our commitment to - and depth of involvement with - our students, policy-makers and professionals.
Development Studies at Sussex Ranked Best in World. Again!
The QS University Rankings 2017 have ranked the University of Sussex first in the world for development studies. This is the third consecutive year that the University has ranked in the top two universities globally for development. The result reflects the quality, impact and range of international development research and courses offered by the group, which includes the School of Global Studies, the Institute of Development Studies (IDS), the Science Policy Research Unit (SPRU) and the Centre for International Education (CIE) within the Department of Education.
Formed over 20 years ago, CIE has become one of the largest and most highly rated academic groups of its kind in the UK, with a reputation as a leader in its fields of study and as a centre of excellence. The Centre’s members include students from some of the Department’s most popular courses for international students, including the International Education and Development MA ad the Education PhD.
Speaking on behalf of CIE, its Director, Professor Mario Novelli, said:
“The ranking is a vindication of all the outstanding interdisciplinary development studies work that goes on at the University of Sussex. The Centre for International Education is proud to be a key part of development studies research and teaching with the ultimate aim of contributing to a fairer, more equal and socially just world.”
The news was reported by the BBC as one of its top 10 news stories of the day on Wednesday 8 March.
Teachers blame EBacc for decline in Music student numbers
New Sussex research involving over 700 secondary schools in England reveals nearly 60 per cent of teachers from state schools believe the controversial English Baccalaureate (EBacc) is having a negative impact on the numbers of students choosing to study Music.
Academics from the Department of Education, who surveyed 705 schools (657 state and 48 independent schools) in England, over a five-year period, discovered that nearly 400 (393) state schools claim the EBacc is having a negative impact on the provision and uptake of Music within their own school and on the wider curriculum.
The results of the longitudinal survey are in stark contrast to a recent report by the New Schools Network, which claims that over the last five years the introduction of the EBacc has had "no discernible impact on the popularity of the arts at GCSE".
Duncan Mackrill, Senior Lecturer in Education, said: “Our research clearly shows the EBacc is having a detrimental effect on the uptake of Music in state secondary schools. We also have evidence that the EBacc policy has resulted in a negative impact on the wider musical life of schools as well as curriculum provision.
“The future of Music as an academic subject is precariously balanced with curriculum time having reduced significantly at Key Stage 3 in many state schools over the last five years. This Government needs to take appropriate action to prevent the further erosion of Music in secondary schools – before we lose the subject in some schools for good.”
In a November 2015 consultation, which is yet to be responded to by the Government, the Department for Education states the goal is for at least 90 percent of pupils in mainstream secondary school to be included within EBacc by 2020.
Dr Ally Daubney, who co-authored the new research, said: “The results of this study support the figures released by the Joint Qualifications Council showing a worrying decline numbers of students entering arts qualifications at Key Stage 4. Furthermore, based on our study's uptake figures, the data demonstrates that examination entries for Music at Key Stage 4 will become significantly worse over the next two years.
“Already the threat of the Government implementing their policy of ‘at least 90 percent of pupils in mainstream secondary school to be included within EBacc by 2020’ is having a significantly negative impact across secondary school provision and means that Music as a subject could be facing extinction."
Read the full press release.
Read the BBC news item.