Education
Why the UK’s Latest ‘High Potential Individual Visa Scheme’ Is Deeply Discriminatory.
While the official reason will be in the spirit of meritocracy, this is an obvious case of accepting those who have access to an elite First World education into the UK.
The United Kingdom (UK) has unveiled its most recent elaborate plan to differentiate between First World elites and everyone else. The new “high potential individual” visa program permits graduates of fifty top-ranked international universities to reside in the UK with two- to three-year visas. As you can imagine, most of these institutions are private in both the United States and Europe.
There aren’t any South Asian universities on the list. There are no South American universities. There are no African universities. This means that anyone starting from Sundar Pichai to Satya Nadella up to Tedros Adhanom Ghebreyesus and Amitav Ghosh could have been denied admission had they been eligible for this scheme before their bachelor’s degree. A lot of potential. The enticing idea of meritocracy again obfuscates elitist ranking systems’ encroaching.
The majority of the schools listed in the 2021 list are American, and a majority of them are private US universities that are expensive to attend, specifically for students from other countries who are not as likely to be awarded financial aid. It’s a good representation of European nations, Canada, and Australia (British universities aren’t included as their international students be granted visas). Eight universities located in Hong Kong, Singapore, China, and Japan collectively make up the other universities around the globe.
Representational image. A group of graduates gather outside the Sheldonian Theatre to have their photograph taken after a graduation ceremony at Oxford University, Oxford, England, May 28, 2011. REUTERS/Paul Hackett/File Photo
Meritocracy and immigration rights, as well as the right to education
There’s nothing new in the UK adopting unfair immigration laws. Its Windrush Scandal, in which the British government detained and exiled mostly Caribbean individuals as part of a “hostile environment policy,” destroyed any belief that the UK had created a warm, fair, and equitable immigration policy. Additionally, there are other avenues for graduates to gain entry to the UK, and there are more severe inequities woven into immigration laws across the globe.
However, there is something suspicious about how this new program makes use of the idea of meritocracy to tie the rights of immigrants to educational privilege. “This new visa offer means that the UK can continue to attract the best and brightest from across the globe,” UK chancellor Rishi Sunak announced. The visa program “puts ability and talent first – not where someone comes from,” the home secretary Priti Patel said.
Unfortunately, this isn’t the case. What else could the top and brightest with the most abilities and talents be, excluding graduates of the IITs and IIMs? The University of Sao Paolo? What is the “high potential individual” policy is essentially a fast-track visa application process in the case of Ivy League students who would like employment in the UK. The British government isn’t focused on the top and brightest globally but rather on those who have access to elite, First World education (I am among them).
A UK-wide “high potential individual” scheme should serve as a stark warning about the dangers of data-driven analysis. The knowledge economy happily creates league tables on everything from laundry detergents to holiday destinations, but that doesn’t mean that we must believe its findings in their entirety. Particularly not when it comes to significant human and social values such as who is a “high potential individual.” Politicians are content to use the glare of statistics to avoid making accurate decisions. “It’s a global ranking!” they declare. However, we must ask why it does not include the majority of the world?
The government has developed its lists of “global institutes” for this scheme by choosing universities in the top 50 places of at least two of the three most well-known league tables in higher education. The QS table, Times Higher Education and Academic Ranking of World Universities.
“The list of the top 50 Global Institutes has been identified from three of the world’s most reliable university rankings lists, which are widely cited by the education system and used in immigration systems globally,” the spokesperson from the Home Office said when contacted for information. This means that these lists are reliable because they’re already used in many ways. In the future, they’ll see more widespread use. Excellent how this works.
Ranking systems for higher education have often been condemned for various reasons, including their undervaluation of humanities and social sciences subjects, their focus on research over teaching, and their strong relationship with the wealth of institutions.
For instance, since high school rankings generally focus on education over research, the academics at universities with higher incomes with lower teaching workloads are likely to propel their universities higher due to their time to write books and articles.
The Home Office did not reply to inquiries about whether the government had analyzed the biases of their rankings.
The university league tables have done visible damage to higher education institutions and the field of education itself. They have developed metrics of excellence in education built on financial resources, and governments responded by pouring money into the top research institutions. Some universities receive a disproportionate amount of money, hoping that this will help them climb to the top of the list.
Now, the British government is stepping into the mix with an incentive for immigration to enhance the mix.
I don’t want to suggest that ranking should serve as a reliable sample of the universities across the globe. We should ask ourselves why rankings are used as a basis for admissions of “high potential individuals” into the UK even though they are biased in favor of people who are part of the First World elite.
I have had the pleasure of meeting brilliant faculty members from the community college system across The US, Indian universities, less-known Chinese universities, and universities in South America, Africa, the Caribbean, and worldwide. They carry out groundbreaking research across a variety of disciplines. It is absurd to think they shouldn’t be welcomed in the UK under this scheme.
The most bizarre aspect of all is that the possibility of individual schemes could exempt world-class leaders and high-profile business executives from its scope. Companies compete to recruit and sponsor visas for students who aren’t eligible to come into the UK under the scheme.
In addition to the broader criticism, these facts alone should cause policymakers to pause. What is the reason for creating a visa system that excludes the exact talents you hope to attract? Perhaps the top and brightest will be able to assist in answering that question.
Understanding the Importance of Identifying and Supporting Students with Special Needs
As the population of students with special needs continues to grow, the role of educational diagnosticians becomes increasingly important in ensuring that these students receive the support they need to succeed in school. At Texas State University, educational diagnosticians play a vital role in identifying and supporting students with learning and other disabilities.
An educational diagnostician is a professional who specializes in assessing and identifying students with special needs. They use a variety of assessment tools and techniques to evaluate a student’s strengths and weaknesses, and then use that information to develop an individualized education plan (IEP) for the student. The IEP is a document that outlines the specific accommodations and support services that the student will receive in order to help them succeed in school.
The process of identifying students with special needs begins with a referral from a teacher, parent, or other school staff member. The referral may be made because the student is having difficulty in one or more areas of academic performance, or because the student is exhibiting behaviors that are impacting their ability to learn. Once a referral is made, the educational diagnostician will begin the assessment process, which may include a variety of tests and assessments, such as cognitive and achievement tests, as well as observations of the student in the classroom.
Once the assessment is complete, the educational diagnostician will use the results to determine if the student meets the criteria for a specific disability. The criteria for each disability are determined by the state and federal government, and are based on the most recent research and guidelines in the field. If the student is found to have a disability, the educational diagnostician will work with the student’s teachers and other school staff to develop an IEP that will provide the student with the support and accommodations they need to succeed in school.
Educational Diagnosticians
The support and accommodations provided in an IEP can include a variety of things, such as extra time on tests and assignments, access to assistive technology, and modifications to the curriculum. The IEP will also include goals for the student, and the educational diagnostician will work with the student’s teachers to monitor the student’s progress and make any necessary adjustments to the IEP.
In addition to working with individual students, educational diagnosticians also play an important role in supporting teachers and other school staff. They provide professional development and training to help teachers understand the needs of students with special needs and how to best support them in the classroom. They also collaborate with other professionals, such as speech therapists and occupational therapists, to ensure that students are receiving the comprehensive support they need.
It is important to note that the educational diagnostician is not the only person who plays a role in the identification and support of students with special needs. The teacher, parents, and other school staff members all play important roles, and the educational diagnostician works in collaboration with these individuals to ensure that the student receives the support they need.
The role of educational diagnosticians at Texas State University is critical in ensuring that students with special needs receive the support they need to succeed in school. The use of assessment tools and techniques, along with the development of individualized education plans, allows these students to receive the accommodations and support they need to succeed academically. Furthermore, the educational diagnostician’s support and collaboration with teachers, parents, and other school staff members helps to ensure that the student is receiving comprehensive support and is on a path towards success.
In Conclusion
The role of educational diagnosticians at Texas State University is an important one, as they play a vital role in identifying and supporting students with special needs. The use of assessment tools and techniques, along with the development of individualized education plans, allows these students to receive the accommodations and support they need to succeed academically. Furthermore, the educational diagnostician’s support and collaboration with teachers, parents, and other school staff members helps to ensure that the student is receiving comprehensive support and is on a path towards success.
The educational diagnostician is an essential member of the school community and plays a vital role in ensuring that students with special needs receive the support they need to succeed. They are dedicated professionals who work tirelessly to help students with disabilities overcome their challenges and reach their full potential. The educational diagnostician’s role is vital in ensuring that students with special needs are provided with the resources and support they need to achieve academic success.
In summary, Texas State University’s educational diagnosticians play a crucial role in identifying and supporting students with special needs, by conducting assessments and creating individualized education plans that cater to the students’ unique needs and abilities. They also collaborate with other professionals to provide comprehensive support to students, to help them succeed academically and socially.
What is an Educational Diagnostician?
An educational diagnostician is a professional who specializes in assessing and identifying students with learning and/or behavioral disorders. They work with children and adolescents in schools and educational settings, and collaborate with teachers, parents, and other professionals to develop and implement appropriate interventions and accommodations.
Duties of an Educational Diagnostician
The primary duties of an educational diagnostician include administering and interpreting standardized assessments, such as intelligence tests and achievement tests, to determine a student’s strengths and weaknesses. They also observe students in the classroom and conduct interviews with teachers and parents to gather information about the student’s performance and behavior.
Based on the assessments and observations, educational diagnosticians work with teams to develop individualized education plans (IEPs) for students with special needs. These plans outline specific goals and accommodations for the student, and the diagnostician is responsible for monitoring the student’s progress and making adjustments as needed.
In addition to working with students, educational diagnosticians may also provide training and support to teachers and parents on how to effectively teach and support students with special needs.
Salary Educational
Education and Certification Requirements
To become an educational diagnostician, individuals typically need to have a master’s degree in special education, school psychology, or a related field. Some states may also require a certification in educational diagnostics.
In addition to education and certification, many states also require educational diagnosticians to have a certain amount of experience working with students with special needs before they can become licensed.
Salary
According to the Bureau of Labor Statistics, the median annual salary for educational, guidance, school, and vocational counselors, which includes educational diagnosticians, is $58,040. However, salary can vary widely depending on factors such as location, education, and experience.
For example, educational diagnosticians working in states with a higher cost of living, such as California or New York, may earn a higher salary than those working in states with a lower cost of living, such as Mississippi or West Virginia.
Additionally, educational diagnosticians with advanced degrees and/or specialized certifications may earn a higher salary than those with only a master’s degree.
Job Outlook
The job outlook for educational diagnosticians is positive, with employment expected to grow by 8% from 2020 to 2030. This growth is largely due to the increasing number of students with special needs and the need for specialized professionals to assess and support these students.
However, it’s important to note that the job outlook can vary depending on the region, with some areas experiencing a higher demand for educational diagnosticians than others.
Conclusion
The role of an educational diagnostician is an important one that plays a key role in identifying and supporting students with special needs. With a median salary of $58,040, and an expected job growth of 8% from 2020 to 2030, it can be a rewarding career choice for those with a passion for helping students succeed.
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