education research jobs manchester

• Date posted

Education research jobs in Manchester

Education Executive

Reports to. Head of Education About HXC. Founded in 2000, Healthxchange are the leading supplier of.. Skin Research experience Clean drivers licence Experience with Salesforce and relevant softwares..

Expert Cardiac Physiologist/Scientist - Echo Education & Research

Job summary Expert Lead Cardiac Physiologist. Scientist. Echocardiography Education & ResearchWe are.. They will also plan, co ordinate and participate in multi disciplinary research activity and provide a..

Head of Education

Head of Education Manchester, Greater Manchester (with hybrid working). About the Organisation.. They are now looking for a Head of Education to join them on a permanent, full time basis, working 37..

Executive Education Consultant

Executive Education Consultant. selling professional development training courseopportunities. 26k plus OTE. 6k. 7k realistic in the first year, uncapped with 30. of their sales team earning..

Head of Education Manchester, Greater Manchester (with hybrid working) About Us Nationally significant and focused on a fair and equal society, we are the LGBT Foundation, a charity supporting..

Religious Education Teacher

Rate. 150. 220 per day Location. Rochdale, Manchester Sector. Industry. Education Job Reference. Job.. Job. 00652 Are you a Teacher of RE with experience teaching KS3 and KS4? MILK Education are working with..

Research Manager

k. 50k DOE, Research Manager. Manchester, Hybrid 2 days a week After spending many millions.. This means investing in your department and development of research in the organisation. If you enjoy..

As a Research Manager within the business, you will help the team add value to clients through building.. You will have the opportunity to get involved in all aspects of the research process from proposal..

$250/hour Paid Market Research Study for Survey Research Specialists in the Education Sector

Market research studies are paid engagements Ivy Exec conducts with clients to get feedback on certain.. For this study we are looking for. professionals working in higher education industry to talk about..

Education Partnerships Manager

adult learners not in mainstream education and up skills learners into digital technology roles.. Be actively involved in business development activities to help identify and research opportunities for..

Education Account Manager

Role Introduction Passionate about delivering positive transformation in the Higher Education sector.. What you will have Substantial Experience working with or within Higher Education organisations An..

Senior Education Administrator

ART Providers Ltd is looking for an experienced Senior Education Administrator to join us. Embrace.. Job Title. Senior Education Administrator Company. ART Providers Ltd Employment Status. Part time..

Quality Lead (Education)

Role. Quality Lead (Education) Salary. 30. 35k per annum. dependent on experience Contract type.. As the Quality Lead (Education), your primary responsibility is to uphold exceptional education..

Head of Education Manchester, Greater Manchester (with hybrid working) About Us Nationally significant.. We are now looking for a Head of Education to join us on a permanent, full time basis, working 37 hours..

Tradewind are recruiting! Are you a passionate Religious Education Teacher on the lookout for a long.. 11.96 per day, depending on experience. The successful Religious Education Teacher will be joining an..

SEN/Education Lawyer

Keywords. Lawyer, Education SEN, Local Authority, Merseyside Job Title. Education SEN Locum Lawyer Job.. This role is suited to individuals who have knowledge of SEN Education Law. Hourly rate. 50 55p h If you..

Recruitment Consultant - Education

Calling all Recruitment Consultants. The New Directions team in Manchester are keen to speak to experienced recruiters who have an interest working within the Educational sector. The role would..

Mechanical Technician (Education Role)

Mechanical Technician (Education Role). 24,000. 26,779. 37 hour week. 37 days holiday. Pension. Company Benefits Wigan (commutable from St Helens, Bolton, Manchester, Chorley, Bury, Rochdale..

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At the Manchester Institute for Education (MIE) we have a commitment to addressing social justice, and to enabling evidence informed educational change through both our scholarly activities and our collaborative partnerships with professionals.

Our work builds upon a longstanding reputation for excellence in educational research and teaching with a tradition stretching back to 1890, when education was first established as a focus for study within The University of Manchester.  

We offer a lively international student community. We are one of the largest graduate educational research communities in the UK; our Institute offers a rich diversity of opportunity for our postgraduate research students.  

The Manchester Institute of Education approach to research is distinctive through a focus on equity and practice, making a significant contribution to the University’s goal of social responsibility. Our aim is to ensure that research is at the cutting edge of theory and practice, and that it contributes to improvements in the overall quality of education for students, their families and communities in educational settings throughout the world. Productive partnerships with policy-makers and practitioners have been developed in order to interplay ideas, evidence and strategy. 

Key research themes include:

• disadvantage and poverty;
• critical education policy and leadership;
• critical pedagogies and maths education;
• special educational and additional needs, which comprises three areas – applied prevention in education, special educational needs and disabilities, and educational and counselling psychology. 
• Counselling Psychology DCounsPsych (3 years)
• Education PhD (3 years)
• Educational and Child Psychology DEdChPsy (3 years)

Return to list of research areas

Science and Engineering Education Research and Innovation Hub (SEERIH)

A decade of difference

Read about the impact we've been making over 10 years of the Science and Engineering Education Research and Innovation Hub.

The Science and Engineering Education Research and Innovation Hub (SEERIH) is a nationally recognised centre of science and engineering education. We develop and engage teachers in innovative, research-informed continuous professional development programmes to ensure high-quality learning outcomes for young people.

Sign up to the SEERIH newsletter to keep informed of all the latest news and events. 

Teacher resources and our research

We offer resources and networks that give teachers access to knowledge, skills and to engage with other like-minded professionals.

Our research

Our research is focused on professional development, student-led learning, and encouraging children to ask questions and explore science through tinkering.

Explore recent publications

10 key issues report.

Explore the ’10 Key Issues with Children’s Learning in primary Science in England’ Report, in partnership with The Ogden Trust.

Being Focussed guidance

Following the 10 Key Issues Report, this report provides guidance on monitoring school science.

Response to the Ofsted 'Finding the Optimum report’

Implications for practice in primary science.

Explore our campaigns

Great Science Share for Schools

Find out more about the annual campaign for 5-14 year olds, 

Engineering Educates

Discover the new campaign to inspire 7-14 year olds to think as engineers.

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Education phase, suitable for early career teachers, organisation type, school type, working pattern, application method, sorted by distance.

Jobs in or near Greater Manchester

Apprentice Teaching Assistant

St Sebastian's RC Primary School, Salford, Greater Manchester, M6 6ET

All Hallows RC High School, Salford, Greater Manchester, M6 8AA

Pastoral Manager

Eden Girls' Leadership Academy , Manchester, Manchester, Greater Manchester, M8 8DT

Teacher of PE

Teacher of design technology (specialism in textiles), teacher of geography, deputy director of learning - pe, teacher of geography & history, teaching assistant - level 3 quick apply.

The Clifton Centre, Manchester, M27 8GW

Teacher of Maths

Ellesmere Park High School, Manchester, M30 9BP

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Non-teaching jobs in Manchester

Uk postcode or current location.

Finance Assistant

Co-op Academies Trust, Manchester

Due to the growth of the Trust, we are seeking an experienced Finance Assistant to support the central finance team. The role will provide essential support to the central finance team on all aspects of finance.

Trust Senior Finance Officer

We’re looking for an experienced Finance officer to join our growing Trust! Your role will be to support to support the Trust’s Finance Manager and ensure the Trust’s finances are managed efficiently, ethically and professionally.

Educational Support Assistant (English and English as an Additional Language)

Loreto Sixth Form College, Hulme, Manchester

Educational Support Assistant Term-time only, full-time (37 hours per week) Salary: SFCA Support Staff pay spine points 9-11 depending on experience. (£20,097.69 to £22,323.37 per annum, pro-rata) plus Tutorial allowance: £350 per annum.

Educational Support Assistant

Educational Support Assistant Term-time only, full-time (37 hours per week) Salary: SFCA Support Staff pay spine points 9-11 (£20,097.69 to £22,323.37 per annum, pro-rata)

Careers Coordinator

St Bede's College, Manchester

Please refer to Job Description.

Headteacher PA / HR Advisor

Co-op Academies Trust, Stoke-on-Trent

To provide efficient and effective support for the Headteacher in the role of Personal Assistant.

English Tutor

Wright Robinson College, Manchester

Do you aspire to work in an Outstanding School? If so, we are seeking to appoint an English Tutor to join our supportive and successful team. Explore more...

Careers Lead / CEIAG Lead

Do you aspire to work as careers advisor in an outstanding school? We have a very rare and exciting opportunity for a careers advisor to join our team. Excellent Salary. Explore more...

Animal Management Technician

The Manchester College, Manchester

We have an exciting opportunity at our Wythenshawe campus to join us as an Animal Management Technician on a permanent, full time (35 hours per week) basis (will include some weekends, Christmas, and Easter work).

Head of Year

Thank you for your interest in becoming our founding Head of Year at Co-op Academy Florence MacWilliams. This is a unique opportunity to become part of the founding team of staff at a new Free School in Stoke-on-Trent.

Lead Caretaker

Piper Hill Specialist Support School, Manchester

Piper Hill High School currently have an exciting opportunity for a Lead Caretaker, to join our team.

Early Years Teaching Assistant

Laurus Trust, Manchester

We have an exciting opportunity for a kind and dedicated Early Years Teaching Assistant to join us on our journey at Crown Street Primary School.

Assistant Director of Pastoral and Academic Progress (Assistant Head of Year)

Do you aspire to work in an Outstanding School? If so, we are seeking to appoint an Assistant Director of Pastoral and Academic Progress (Assistant Head of Year). The Sunday Times 'Best Places to Work 2024'. Explore more...

Pastoral Manager

Eden Girls' Leadership Academy, Manchester, Manchester

Do you have the drive, passion and commitment to deliver outstanding support to help young people in a disadvantaged community? If so, joining the Star support team might just be the best career move you ever make.

Admin Assistant

Chorlton High School, Nell Lane, Chorlton-cum-hardy, Manchester, Lancashire, M21 7SL, United Kingdom

We currently have an exciting opportunity for a competent and organised Admin Assistant to join our fantastic team at Chorlton High School.

Attendance Officer

Loreto Sixth Form College, Manchester

Attendance Officer Full Time, Permanent Position. SFCA Support Staff pay spine points 10 – 12 £25,276 - £26,097 per annum The College is looking to appoint a highly organised Administrative Officer for Attendance.

Behaviour Mentor

Co-op Academy Belle Vue, Manchester

As Behaviour Mentor you will oversee the daily operations and leadership of our reset room. You will play a pivotal role in developing the academic, social and emotional development of our students.

Co-op Academy North Manchester, Manchester

This role would suit experienced pastoral staff or those wishing to pursue a career in pastoral care in a school environment. It also provides excellent opportunities to experience working in education as a foundation for teaching in the future.

Teaching Assistant Level 1 SEN

Pioneer House High School, Manchester

We are an Outstanding Special School providing a rich learning experience for all pupils with a focus on developing employability and independence. We are looking to appoint a dedicated and enthusiastic TA to join our team.

Cleaner (The Olive School, Manchester)

Star Academies, Manchester

Research Program Coordinator

• Madison, Wisconsin
• SCHOOL OF EDUCATION/WIS CENTER FOR EDUCATION RESCH-GEN
• Staff-Full Time
• Opening at: May 23 2024 at 14:00 CDT
• Closing at: Jun 6 2024 at 23:55 CDT

Job Summary:

The School Mental Health Collaborative (SMHC; https://smhcollaborative.org/ ) is a research center at the University of Wisconsin - Madison, School of Education's Wisconsin Center for Education Research. SMHC is focused on conducting research to inform policy and practice related to the promotion of the social-emotional and behavioral success of K-12 students. Our research projects are designed to promote the mental health of children and adolescents across a range of funding sources including federal grants and foundation funding. For more information visit: https://smhcollaborative.org/   The Research Program Coordinator plans and leads operational, outreach, financial, and promotional activities of the School Mental Health Collaborative. The Research Program Coordinator will also collaborate with individuals across many different organizations or entities.

Responsibilities:

• 20% Coordinates the daily activities and contracts related to one or more research program(s)
• 5% Assists in the development, coordination, and facilitation of trainings and workshops for internal and external audiences to disseminate research program developments and information
• 25% Plans, develops, and implements processes and protocols to support research aims
• 15% Serves as a unit liaison and subject matter expert among internal and external stakeholder groups, collaborates across disciplines and functional areas, provides program information, and promotes the accomplishments and developments of scholars and research initiatives
• 15% Monitors program budget(s) and approves unit expenditures
• 10% Develops policies, procedures, and institutional agreements on behalf of the program
• 10% Oversees student scheduling, leave reporting, staff hiring forms, and onboarding

Institutional Statement on Diversity:

Diversity is a source of strength, creativity, and innovation for UW-Madison. We value the contributions of each person and respect the profound ways their identity, culture, background, experience, status, abilities, and opinion enrich the university community. We commit ourselves to the pursuit of excellence in teaching, research, outreach, and diversity as inextricably linked goals. The University of Wisconsin-Madison fulfills its public mission by creating a welcoming and inclusive community for people from every background - people who as students, faculty, and staff serve Wisconsin and the world. For more information on diversity and inclusion on campus, please visit: Diversity and Inclusion

Required Bachelor's Degree

Focus in Education or Socials Sciences preferred.

Qualifications:

Prior experience with the following: - Participant recruitment; - State and federal education regulations; - Pre and post award management; - Student supervision; - Budget management; - Education, social services, or health and mental health promotion; - Event management

Full Time: 100% It is anticipated this position requires work be performed in-person, onsite, at a designated campus work location.

Appointment Type, Duration:

Ongoing/Renewable

Minimum $65,449 ANNUAL (12 months) Depending on Qualifications

Additional Information:

The Wisconsin Center for Education Research (WCER), established in 1964, is one of the first, most productive, and largest university-based education research and development centers in the world. WCER's researchers and staff work to make teaching and learning as effective as possible for all ages and all people. WCER's mission is to improve educational outcomes for diverse student populations, impact education practice positively and foster collaborations among academic disciplines and practitioners. To this end, our center helps scholars and practitioners develop, submit, conduct, and share grant-funded education research. WCER's Commitment to Diversity, Equity & Inclusion: Diversity is a source of strength, creativity, and innovation for UW-Madison and The Wisconsin Center for Education Research (WCER). Individual differences and group diversity inspire creative and equitable outcomes. WCER actively affirms values and seeks to increase diversity in our everyday interactions, practices, and policies. For more information and news about our center, please go to https://wcer.wisc.edu/ .  If you need to request an accommodation because of a disability during the recruitment process, please email [email protected]  and one of our Division Disability Representatives will contact you. More information can also be found at https://employeedisabilities.wisc.edu/disability-accommodation-information-for-applicants/ . 

How to Apply:

Please click on the "Apply Now" button to start the application process. As part of the application process, you will be required to submit: - A cover letter describing how your experience and qualifications meet the requirements of this position addressed to Dr. Andy Garbacz. - A current resume or CV. - A list of at least three professional references, including contact information.

Laura Hankes [email protected] 608-890-4461 Relay Access (WTRS): 7-1-1. See RELAY_SERVICE for further information.

Official Title:

Research Program Coordinator(RE123)

Department(s):

A17-SCHOOL OF EDUCATION/WCER

Employment Class:

Academic Staff-Renewable

Job Number:

The university of wisconsin-madison is an equal opportunity and affirmative action employer..

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Bioinformatics Data Analyst

🔍 stanford, california, united states.

The Stanford Translational Artificial Intelligence (STAI) Lab (PI: Dr. Ehsan Adeli) in the Department of Psychiatry and Behavioral Sciences is seeking a Research Data Analyst 1 to Manage and analyze large amounts of information, typically technical or scientific in nature, under the direction of project researchers, investigators, or managers. The Analyst will be responsible for day-to-day management of information workflow, which include administrating REDCap instances, quality controlling data, and communicating data issues to collaborators. The Analyst will be in charge of working with large scale datasets of MRI, Video, Imaging, and Electronic Health Records used for different research projects applied to Mental Health, Precision Medicine, and Neuroscience (neurodegenerative and neuropsychiatric) use cases.  Knowledge and experiences in machine learning and AI algorithms is a plus. 

The analyst will need to work within the central computational infrastructure of the lab, which include a common development environment deployed on Linux servers, using web-based issue trackers, documenting procedures and scripts on lab internal wiki pages, creating and deploying unit tests, and submitting scripts to central, version controlled repositories. The ability to handle multiple projects and superior communication skills are central to this role, which include timely and clear responses to inquiries by lab members and collaborators.  

Duties include:

·        Collect, manage and clean datasets.

·        Employ new and existing tools to interpret, analyze, and visualize multivariate relationships in data.

·        Create databases and reports, develop algorithms and statistical models, and perform statistical analyses appropriate to data and reporting requirements.

·        Use system reports and analyses to identify potentially problematic data, make corrections, and determine root cause for data problems from input errors or inadequate field edits, and suggest possible solutions.

·        Develop reports, charts, graphs and tables for use by investigators and for publication and presentation.

·        Analyze data processes in documentation.

·        Collaborate with faculty and research staff on data collection and analysis methods.

·        Provide documentation based on audit and reporting criteria to investigators and research staff.

·        Communicate with government officials, grant agencies and industry representatives.

* - Other duties may also be assigned

DESIRED QUALIFICATIONS:

·        Experience with pipeline management toolchain (e.g. CMAKE, Snakemake, Airflow, Kubernetes) and environment/containerization systems (conda, Docker, Singularity).

·        Experience in using a HPCC environment is desirable, 

·        Familiarity with shell scripting 

·        Experience with git.

·        Experience with Python programing. 

EDUCATION & EXPERIENCE (REQUIRED):

Bachelor's degree or a combination of education and relevant experience. A degree in CS or IT is desired. Experience in a quantitative discipline such as economics, finance, statistics or engineering combined with the technical and interpersonal skills required for day-to-day management of information workflow.

KNOWLEDGE, SKILLS AND ABILITIES (REQUIRED):

·        Substantial experience with MS Office and analytical programs.

·        Experience with data management systems, such as REDCap (using MySQL) or XNAT (using PostgreSQL).

·        Python programming.

·        Strong writing and analytical skills.

·        Experience using the above languages and working within UNIX/Linux  

Ability to prioritize workload. PHYSICAL REQUIREMENTS*:

·        Sitting in place at computer for long periods of time with extensive keyboarding/dexterity.

·        Occasionally use a telephone.

·        Rarely writing by hand.

* - Consistent with its obligations under the law, the University will provide reasonable accommodation to any employee with a disability who requires accommodation to perform the essential functions of his or her job.

WORKING CONDITIONS:

Some work may be performed in a laboratory or field setting.

WORK STANDARDS:

·        Interpersonal Skills: Demonstrates the ability to work well with Stanford colleagues and clients and with external organizations.

·        Promote Culture of Safety: Demonstrates commitment to personal responsibility and value for safety; communicates safety concerns; uses and promotes safe behaviors based on training and lessons learned.

·        Subject to and expected to comply with all applicable University policies and procedures, including but not limited to the personnel policies and other policies found in the University's Administrative Guide, http://adminguide.stanford.edu.

The expected pay range for this position is $66,560 to $97,000 per annum. Stanford University provides pay ranges representing its good faith estimate of what the university reasonably expects to pay for a position. The pay offered to a selected candidate will be determined based on factors such as (but not limited to) the scope and responsibilities of the position, the qualifications of the selected candidate, departmental budget availability, internal equity, geographic location and external market pay for comparable jobs.

At Stanford University, base pay represents only one aspect of the comprehensive rewards package. The Cardinal at Work website (https://cardinalatwork.stanford.edu/benefits-rewards) provides detailed information on Stanford’s extensive range of benefits and rewards offered to employees. Specifics about the rewards package for this position may be discussed during the hiring process.

Why Stanford is for You Imagine a world without search engines or social platforms. Consider lives saved through first-ever organ transplants and research to cure illnesses. Stanford University has revolutionized the way we live and enrich the world. Supporting this mission is our diverse and dedicated 17,000 staff. We seek talent driven to impact the future of our legacy. Our culture and unique perks empower you with:

Freedom to grow. We offer career development programs, tuition reimbursement, or audit courses. Join a TedTalk, film screening, or listen to a renowned author or global leader speak. A caring culture. We provide superb retirement plans, generous time-off, and family care resources. A healthier you. Climb our rock wall, or choose from hundreds of health or fitness classes at our world-class exercise facilities. We also provide excellent health care benefits. Discovery and fun. Stroll through historic sculptures, trails, and museums. Enviable resources. Enjoy free commuter programs, ridesharing incentives, discounts and more.  We believe Stanford’s future success will be shaped by the diverse perspectives, unique experiences, and inclusive culture of its community.  

Consistent with its obligations under the law, the University will provide reasonable accommodations to applicants and employees with disabilities. Applicants requiring reasonable accommodation for any part of the application or hiring process should contact Stanford University Human Resources at [email protected].

Stanford is an equal employment opportunity and affirmative action employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, protected veteran status, or any other characteristic protected by law.

• Schedule: Full-time
• Job Code: 4751
• Employee Status: Regular
• Requisition ID: 103307
• Work Arrangement : Hybrid Eligible

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Global Impact We believe in having a global impact

Climate and sustainability.

Stanford's deep commitment to sustainability practices has earned us a Platinum rating and inspired a new school aimed at tackling climate change.

Medical Innovations

Stanford's Innovative Medicines Accelerator is currently focused entirely on helping faculty generate and test new medicines that can slow the spread of COVID-19.

From Google and PayPal to Netflix and Snapchat, Stanford has housed some of the most celebrated innovations in Silicon Valley.

Advancing Education

Through rigorous research, model training programs and partnerships with educators worldwide, Stanford is pursuing equitable, accessible and effective learning for all.

Working Here We believe you matter as much as the work

I love that Stanford is supportive of learning, and as an education institution, that pursuit of knowledge extends to staff members through professional development, wellness, financial planning and staff affinity groups.

School of Engineering

I get to apply my real-world experiences in a setting that welcomes diversity in thinking and offers support in applying new methods. In my short time at Stanford, I've been able to streamline processes that provide better and faster information to our students.

Phillip Cheng

Office of the Vice Provost for Student Affairs

Besides its contributions to science, health, and medicine, Stanford is also the home of pioneers across disciplines. Joining Stanford has been a great way to contribute to our society by supporting emerging leaders.

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School of Medicine

I like working in a place where ideas matter. Working at Stanford means being part of a vibrant, international culture in addition to getting to do meaningful work.

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Is College Worth It?

2. public views on the value of a college degree, table of contents.

• Labor force trends and economic outcomes for young adults
• Economic outcomes for young men
• Economic outcomes for young women
• Wealth trends for households headed by a young adult
• The importance of a four-year college degree
• Getting a high-paying job without a college degree
• Do Americans think their education prepared them for the workplace?
• Is college worth the cost?
• Acknowledgments
• The American Trends Panel survey methodology
• Current Population Survey methodology
• Survey of Consumer Finances methodology

We asked Americans what they think about the value of a four-year college degree from a few different angles:

• Is a degree important in order for someone to get a well-paying job in today’s economy?
• Has the value of a degree changed in recent decades?
• Can someone without a degree get a well-paying job?
• How useful do people think their own education was in preparing them for a well-paying job?
• Is the cost of college worth it today?

Four-in-ten Americans say it is not too or not at all important to have a four-year college degree in order to get a well-paying job in today’s economy.

Only 25% say it’s extremely or very important to have a college degree, and 35% say it’s somewhat important.

We also asked the public about the importance of a college degree now versus 20 years ago.

About half of Americans (49%) say it’s less important today than it was in the past for someone to have a four-year degree in order to get a well-paying job. About a third (32%) say having a degree is more important now, and 17% say its importance hasn’t really changed.

Differences by party

Half of Republicans and Republican-leaning independents – compared with 30% of Democrats and Democratic leaners – say it’s not too or not at all important to have a four-year college degree to get a well-paying job.

And a majority of Republicans (57%) say having a degree is less important today than it was 20 years ago; 43% of Democrats say the same.

These partisan gaps hold even after controlling for differences in the educational attainment of Republicans and Democrats.

Differences by education

College graduates are more likely than those with less education to say that having a college degree is extremely or very important (30% vs. 22%).

But views on whether having a college degree is more or less important today than it was 20 years ago don’t differ significantly by education. Roughly half of four-year college graduates (51%) and those with less education (48%) say it’s less important today for someone to have a college degree than it was in the past.

Adults with a postgraduate degree, however, have somewhat different views than those with a bachelor’s degree on both of these measures. Some 35% of postgraduates say it’s extremely or very important to have a four-year college degree in order to get a well-paying job, compared with 27% of those whose highest attainment is a bachelor’s degree.

And 39% of postgraduates – compared with 30% of those with a bachelor’s degree – say it’s more important to have a college degree today than it was 20 years ago.

Differences by age

Young adults stand out in their views on the importance of a college degree today versus in the past.

Among those ages 18 to 29, 44% say having a degree is more important today in order to get a well-paying job than it was 20 years ago. By comparison, 29% of those 30 to 49 and 30% of those 50 and older say the same.

Americans also have mixed views when it comes to whether someone without a four-year college degree could get a well-paying job in today’s economy.

Only about a third (34%) say it’s extremely or very likely that someone withouta four-year degree could get this kind of job.

Nearly half say it’s somewhat likely that someone without a college degree could get a well-paying job, and 20% say it’s not too or not at all likely.

These views differ by:

• Partisanship: 42% of Republicans and 26% of Democrats say it’s extremely or very likely someone without a four-year degree could get a well-paying job. Among Democrats, 25% say it’s not too or not at all likely; just 15% of Republicans say the same.
• Education: 28% of adults with at least a bachelor’s degree say it’s extremely or very likely that someone without a college degree could get a well-paying job today. This compares with 37% of those with some college and 36% of those with a high school diploma or less education.

When thinking about how useful their own education was in giving them the skills and knowledge needed to get a well-paying job, a majority of those with a four-year college degree or more education (58%) say it was extremely or very useful. (This finding excludes the 9% of respondents who said this question did not apply to them.)

Adults with a postgraduate degree are especially likely to say their education was extremely or very useful: 72% say this, compared with 47% of those whose highest attainment is a bachelor’s.

By comparison, adults with less education have more mixed views. Among those who have not completed a bachelor’s degree, 38% say their education was not too or not at all useful in giving them the skills and knowledge needed to get a well-paying job; 35% say it was somewhat useful, and 26% say it was extremely or very useful.

These views don’t differ as substantially by age or by party.

When asked about the cost of college these days, many Americans question whether it’s worth it if a student has to take on debt. Nearly half of adults (47%) say a four-year college degree is worth the cost, but only if someone doesn’t have to take out loans in order to attend.

Only 22% say college is worth the cost even if someone has to take out loans. And 29% say college isn’t worth the cost.

Meanwhile, data from the Federal Reserve shows that more than four-in-ten adults who attended college say they took out student loans for their education .

Views on the value of college differ by partisanship, education and age. But notably, in all groups except for Republicans, pluralities say the cost of college is worth it only if someone doesn’t have to take out loans.

A narrow majority of Democrats (54%) say the cost of getting a four-year college degree is worth it, but only if someone doesn’t have to take out loans. A smaller share of Republicans (41%) say the same.

About one-in-four Democrats (26%), compared with 19% of Republicans, say the cost is worth it even with loans.

Republicans are twice as likely as Democrats to say college is not worth the cost (38% vs. 19%).

Americans with at least a four-year college degree are much more likely than those with less education to say that college is worth the cost even if someone has to take out loans (32% vs. 17%).

Those with a postgraduate degree are among the most likely to express this view: 37% say college is worth the cost even after taking out loans. This compares with 29% among those with a bachelor’s but no postgraduate degree.

Even so, across all education levels, more say a four-year degree is worth the cost only if someone doesn’t take on debt than say it’s worth the cost with debt.

Those with some college or less education are about twice as likely as those with at least a bachelor’s degree to say the cost of getting a degree isn’t worth it at all (35% vs. 18%).

Young adults are more likely than their older counterparts to say the cost of a degree is worth it only if someone doesn’t take out loans: 55% of those ages 18 to 29 say this, compared with 48% of those 30 to 49 and 44% of those 50 and older.

And 18- to 29-year-olds are less likely to say the cost isn’t worth it at all (22% vs. roughly three-in-ten among older age groups).

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