Connect with us

Education

The impact of UVA’s President resignation on public higher education : NPR

Published

on


The University of Virginia’s President resigned under pressure from the Trump administration. Leila Fadel asks Professor Brenden Cantwell at Michigan State about the impact on public higher education.



LEILA FADEL, HOST:

The president of the University of Virginia has resigned under political pressure from the administration. James Ryan stepped aside on Friday amid a Justice Department investigation over UVA’s response to President Trump’s order to end diversity, equity and inclusion initiatives. Ryan wrote that if he stayed to fight, employees would lose their jobs, researchers would lose funding and students would lose financial aid or lose their visas. The New York Times reported the Justice Department was demanding Ryan leave to help end the investigation. So what precedent does this set?

To understand that, we’re joined by Brendan Cantwell. He’s a professor of higher education who researches and teaches about the intersection of politics and higher education at Michigan State University. Good morning, and thank you for being on the program.

BRENDAN CANTWELL: Good morning. Thanks for having me.

FADEL: Brendan, what does it mean to you that a public university president is resigning under pressure like this?

CANTWELL: This is an unprecedented development. It means that the administration has decided that it has the right to interfere with the administration of universities around the country – that it can circumvent the standard governance procedures that states have established to hold their universities accountable, and to make sure that they’re complying with the law and serving the state, in order to achieve its political goals.

FADEL: Now, Ryan said he wanted to stay and fight but couldn’t make, quote, “a unilateral decision to fight the federal government in order to save my own job.” I mean, did Ryan capitulate, or is he actually going to spare colleagues and help the university by stepping aside?

CANTWELL: Well, that’s hard to know. I think what it suggests is that he did not have strong support inside the Board of Visitors. So the Board of Visitors is the governing board at the University of Virginia. And a majority of the board members have been appointed by the governor, Glenn Youngkin, who is an ally of President Trump. I think that what Ryan did was step aside in order to hopefully take some heat off the university, to avoid steps where the federal government would withhold research grants, would withhold the opportunity to – for the university to issue visas for international students and could take other actions against the university.

It’s not clear that the administration has the authority to do that, and it’s not clear that those steps would ultimately prevail in court, for example. But they would certainly be extremely disruptive for the university while that conflict was unfolding. And it really seems like the – you know, the Board of Visitors decided, you know what? We – we’re not going to support the president. We’re going to encourage him to step aside. And we don’t want to fight this, because we’re allied with the president.

FADEL: So what does this mean for other public higher education institutions? I mean, what do you think leadership will take away from what’s happened at UVA? And is what happened in Virginia with this board very unique, or is it something that may happen in other states?

CANTWELL: Good question. I think it tells other university leaders that they are on notice – that if the Department of Justice decides that they want to investigate, that they want to demand the ouster of a president, that the department and the administration can put a great deal of pressure on that leader to step aside, can put pressure on the university board. And so there’s a climate of fear in higher education right now.

I don’t think it’s any surprise that the University of Virginia was the first campus selected to face this pressure to have its president removed by the Trump administration. The University of Virginia is an important university in U.S. higher education. It’s a very prominent public research university. And it’s also the site of the 2017 Unite the Right rally, which was a defining moment in President Trump’s first term. The University of Virginia also has a board that is stacked in a way that has strong support for the president of the United States. And so by applying pressure to UVA, the administration can establish a precedent that it has the authority and the capability of removing a university president that it doesn’t like, and could move on to potentially more difficult cases where the administration will encounter more pushback – such as the University of California, for example.

FADEL: That’s Brendan Cantwell, a professor of higher education at Michigan State University. Thank you, Brendan.

CANTWELL: Thank you very much. Bye-bye.

Copyright © 2025 NPR. All rights reserved. Visit our website terms of use and permissions pages at www.npr.org for further information.

Accuracy and availability of NPR transcripts may vary. Transcript text may be revised to correct errors or match updates to audio. Audio on npr.org may be edited after its original broadcast or publication. The authoritative record of NPR’s programming is the audio record.



Source link

Continue Reading
Click to comment

Leave a Reply

Your email address will not be published. Required fields are marked *

Education

The Guardian view on special needs reform: children’s needs must be the priority as the system is redesigned | Editorial

Published

on


Children with special educational needs and disabilities (Send) must be supported through the education system to fulfil their potential as fully as possible. This is the bottom line for the families of the 1.6 million children with a recognised additional learning need in England, and all those who support them. It needs to be the government’s priority too.

There is no question that the rising number of children receiving extra help has placed pressure on schools and councils. There is wide agreement that the current trajectory is not sustainable. But if plans for reform are shaped around the aim of saving money by removing entitlements, rather than meeting the needs of children by improving schools, they should be expected to fail.

If ministers did not already know this, the Save Our Children’s Rights campaign launched this week ought to help. As it stands, there is no policy of restricting access to the education, health and care plans (EHCPs) that impose a legal duty on councils to provide specified support. But ministers’ criticisms of the adversarial aspects of the current system have led families to conclude that they should prepare for an attempt to remove their enforceable rights. Christine Lenehan, who advises the government, has indicated that the scope of EHCPs could be narrowed, while stressing a commitment to consultation. Tom Rees, who chairs the department for education’s specialist group, bluntly terms it “a bad system”.

Mr Rees’s panel has had its term extended until April. The education select committee will present the conclusions of its inquiry into the Send crisis in the autumn. Both should be listened to carefully. But the education secretary, Bridget Phillipson, and her team also need to show that they are capable of engaging beyond the circle of appointed experts and parliamentarians. Parents can make their views known through constituency MPs. Their voices and perspectives need to be heard in Whitehall too.

This is a hugely sensitive policy area. There is nothing parents care more about than the opportunities provided to their children, and this concern is intensified when those children have additional needs. Some positive steps have been taken during Labour’s first year. Increased capital spending on school buildings should make a difference to in-house provision, which relies on the availability of suitable spaces. Ministers are right, too, to focus on teacher training, while inclusion has been given greater prominence in the inspection framework. As with the NHS, there is a welcome emphasis on spreading best practice.

But big questions remain. Families are fearful that accountability mechanisms are going to be removed, and want to know how the new “inclusive mainstream” will be defined and judged. Councils are concerned about what happens to their £5bn in special needs budget deficits, when the so-called statutory override expires in 2028. The concerning role of private equity in special education – which mirrors changes in the children’s social care market – also needs addressing.

Schools need to adapt so that a greater range of pupils can be accommodated. The issue is how the government manages that process. The hope must be that the lesson ministers take from their failure on welfare is that consultation on highly sensitive changes, affecting millions of lives, must be thorough. In order to make change, they must build consensus.

  • Do you have an opinion on the issues raised in this article? If you would like to submit a response of up to 300 words by email to be considered for publication in our letters section, please click here.



Source link

Continue Reading

Education

How AI is Transforming Education in Africa

Published

on

By


Artificial Intelligence (AI) is reshaping industries across the globe, and education in Africa is no exception. From personalized learning platforms to AI-driven teacher training, the continent is witnessing a surge in innovative solutions tackling longstanding challenges. In this Q&A Insights piece, we dive into how AI is revolutionizing education, addressing questions from our iAfrica community about its impact, opportunities, and hurdles.

What are the biggest challenges in African education that AI can address?

Africa’s education sector faces issues like limited access to quality resources, teacher shortages, and diverse linguistic needs. AI can bridge these gaps in practical ways. For instance, AI-powered platforms like Eneza Education provide mobile-based learning in local languages, reaching students in remote areas with affordable, interactive content. Adaptive learning systems analyze student performance to tailor lessons, ensuring kids in overcrowded classrooms get personalized attention. AI also supports teacher training through virtual simulations, helping educators refine skills without costly in-person workshops.

“AI can democratize education by making high-quality resources accessible to students in rural areas.” – Dr. Aisha Mwinyi, EdTech Researcher

How is AI being used to improve access to education?

Access is a critical issue, with millions of African children out of school due to distance, poverty, or conflict. AI is stepping in with scalable solutions. Chatbots and virtual tutors, like those developed by Ustad Mobile, deliver bite-sized lessons via SMS or WhatsApp, working on basic phones for low-income communities. In Nigeria, uLesson uses AI to stream offline-capable video lessons, bypassing unreliable internet. These tools ensure learning continues in areas with limited infrastructure, from refugee camps to rural villages.

Can AI help with language barriers in education?

Absolutely. Africa’s linguistic diversity—over 2,000 languages—creates unique challenges. AI-driven translation tools, such as those integrated into Kolibri by Learning Equality, adapt content into local languages like Swahili, Yoruba, or Amharic. Speech-to-text and text-to-speech systems also help non-literate learners engage with digital materials. These innovations make education inclusive, especially for marginalized groups who speak minority languages.

What are some standout African AI education startups?

The continent is buzzing with homegrown talent. M-Shule in Kenya uses AI to deliver personalized SMS-based learning, focusing on primary school students. Chalkboard Education, operating in Ghana and Côte d’Ivoire, offers offline e-learning platforms for universities, using AI to track progress. South Africa’s Siyavula combines AI with open-source textbooks to provide math and science practice, serving millions of learners. These startups show Africa isn’t just adopting AI—it’s innovating with it.

What concerns exist about AI in education?

While the potential is huge, concerns linger. Data privacy is a big one—students’ personal information must be protected, especially in regions with weak regulations. There’s also the risk of over-reliance on tech, which could sideline human teachers. Affordability is another hurdle; AI solutions must be low-cost to scale. Experts emphasize the need for ethical AI frameworks, like those being developed by AI4D Africa, to ensure tools are culturally relevant and equitable.

“We must balance AI’s efficiency with the human touch that makes education transformative.” – Prof. Kwame Osei, Education Policy Expert

How can policymakers support AI in education?

Policymakers play a pivotal role. Investing in digital infrastructure—think affordable internet and device subsidies—is crucial. Governments should also fund local AI research, as seen in Rwanda’s Digital Skills Program, which trains youth to build EdTech solutions. Public-private partnerships can scale pilots, while clear regulations on data use build trust. Our community suggests tax incentives for EdTech startups to spur innovation.

What’s next for AI in African education?

The future is bright but demands action. AI could power virtual reality classrooms, making immersive learning accessible in underfunded schools. Predictive analytics might identify at-risk students early, reducing dropout rates. But scaling these requires collaboration—between governments, startups, and communities. As iAfrica’s Q&A Forum shows, Africans are eager to shape this future, asking sharp questions and sharing bold ideas.

Got more questions about AI in education? Drop them in our Q&A Forum and join the conversation shaping Africa’s tech-driven future.


Got more questions about AI in education? Drop them in an email to ai@africa.com and join the conversation shaping Africa’s tech-driven future.



Source link

Continue Reading

Education

What are EHCPs and why is Labour bracing for a backlash over its overhaul plans? | Special educational needs

Published

on


As the government braces for a backlash over its plans to overhaul special needs education in England, we look at why the system is in such desperate need of reform and what parents are so worried about.

What is special needs education?

It is designed to support children and young people with special educational needs or disabilities (Send) who may otherwise struggle to access the national curriculum at school or study at college.

Provision under the current system was set out in the Children and Families Act 2014, which defines a student up to the age of 25 as having Send if he or she “has a learning difficulty or disability which calls for special education provision to be made for him or her”.

Examples of Send include emotional and behaviour difficulties, autism, attention deficit disorder, communication and mobility difficulties.

Why is the system in England in need of reform?

Parents, campaigners, councils and politicians are in agreement that the current system is failing children and has been for years. Families and campaigners say waiting times for assessment are too long and children’s needs are going unmet, with many pupils out of school because the specialist support they need is unavailable.

Local councils, meanwhile, have built up debts running into hundreds of millions of pounds that have pushed many authorities to the brink of bankruptcy as demand for specialist support has rocketed while the system has long been underfunded. The government says it inherited a system “on its knees”.

Costs are huge. Funding for Send pupils in England increased by £4bn (59%) between 2015 and 2024, taking total funding to £12bn in 2025. However, it is still insufficient to meet demand, hence the government’s desire to overhaul the system.

What are EHCPs and why do they matter?

Education, health and care plans were introduced under the 2014 legislation – replacing the old system of “statements” – and provide Send pupils with a legal entitlement to the specialist educational support they need in order to secure the best possible outcomes across education, health and social care.

A report by the Institute for Fiscal Studies found the number of schoolchildren with EHCPs increased by 180,000 (71%) between 2018 and 2024 to the point where almost 5% of pupils in England now have EHCPs.

They provide for children with the highest needs and local authorities are legally bound to cover the cost of the provision set out in a child’s plan. For families desperate to get their children the support they need, EHCPs provide some statutory certainty in a system that is overstretched and underfunded.

What is the government planning?

We don’t yet have any firm details, and that is part of the problem. The government’s proposals for change are expected to be set out in a schools white paper that is due to be published in October.

What we know so far is that ministers want to build greater inclusion in England’s mainstream schools, so they are able to offer the right expert support to meet children’s special needs.

The government’s hope is that, in meeting more children’s special needs in mainstream, fewer will need to go to specialist schools that are oversubscribed, often independent and as a result extremely expensive.

Why are parents and campaigners concerned?

Although they agree the system is not working and is in urgent need of reform, they are worried that the government’s changes could make things a whole lot worse for children with Send.

From families’ point of view, one of the most concerning proposals the government is understood to be considering, is restricting access to – or even abolishing – EHCPs that more than 600,000 children and young people rely on for individual support.

The education secretary, Bridget Phillipson, questioned over the weekend, failed to reassure anxious parents that EHCPs would be protected and retained within the new system. The most she could offer was that no decisions on EHCPs had yet been made.



Source link

Continue Reading

Trending