Tag: Pipeline

  • A Broken Pipeline to College and Jobs

    A Broken Pipeline to College and Jobs

    K12 Inc., now rebranded as Stride, is a Wall Street darling—but for students, it’s a nightmare. Critics call it “one of the worst charter schools in America,” with dropout rates soaring above 50% and graduation rates below 30%. Behind the glossy marketing and investor pitches, Stride operates as a pipeline not to opportunity, but to debt, dead-end jobs, and corporate profit.

    Stride presents itself as an innovative online education platform, but the numbers tell a different story. Full-time virtual schools nationally graduate just 54.6% of students, compared to 85% in traditional public schools. K12/Stride’s virtual offerings hover around 56.3%, with blended programs faring slightly better at 80.9%. In some districts, however, the picture is grim: Kansas K12 charters reported graduation rates as low as 26.3%, while local brick-and-mortar schools achieved nearly 90%.

    High student churn compounds the problem. Stride-powered schools report turnover of 50–57%, highlighting systemic disengagement and academic instability. Student-teacher ratios are extreme, sometimes exceeding 40:1, more than double the national average. Only a third of K12 schools met Adequate Yearly Progress under No Child Left Behind, illustrating a chronic failure to deliver even basic accountability.

    K-12 education is meant to be a pipeline—leading students into college, skilled careers, and financial stability. For students leaving Stride underprepared or without diplomas, that pipeline is broken. Many are pushed into low-wage work, forced into remedial college courses, or trapped in a credential system designed to extract debt rather than confer opportunity. In this way, Stride acts less as an educational institution and more as a conveyor belt funneling vulnerable youth into economic precarity.

    Stride is backed by investors and private equity interests that profit from this dysfunction. Its glossy “Graduation Guarantee,” introduced in 2021, promises remediation for students who age out without graduating. But these measures are reactive, not systemic; they don’t address the structural incentives that prioritize profit over learning. Every public dollar flowing into Stride’s coffers is money extracted from communities, while many students exit the system with weak credentials and limited prospects.

    The broader story is clear: billionaire-backed for-profit virtual schools like Stride are part of a national effort to privatize public education, monetize student debt, and commodify learning. They transform education from a public good into a profit center, leaving students and families to bear the real cost. Without accountability, oversight, and a renewed commitment to equitable public education, this pipeline—supposed to carry students toward opportunity—will continue to deliver them into debt, underemployment, and economic marginalization.


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  • The K12-to-college pipeline is rockier for high-poverty students

    The K12-to-college pipeline is rockier for high-poverty students

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    Dive Brief:

    • Students who graduated high school in 2017 and 2018 saw notable socioeconomic gaps in their college completion rates, according to data released Wednesday by the National Student Clearinghouse Research Center.  
    • Just a quarter of students who graduated from high-poverty high schools in 2017 and 2018 earned at least an associate’s degree within six years, the center found. Meanwhile, students who graduated from more affluent high schools in 2017 and 2018 more than doubled that six-year completion rate at 59%.
    • According to the center, those who graduated from high-poverty schools in 2022 also had the lowest persistence rate (74%) for continuing college between the first and second year when compared across other characteristics such as their high school’s location and minority levels.   

    Dive Insight:

    The data from the 13th annual High School Benchmarks report revealed that these socioeconomic disparities can even emerge shortly after high school graduation. 

    For instance, the nonprofit research group found that 51% of students from high-poverty schools enrolled in college in the fall after their high school graduation versus 74% of students from low-poverty schools. 

    “Large differences in college access and degree attainment mean many students don’t see the benefits of higher education opportunities, particularly those from low-income backgrounds,” said Doug Shapiro, executive director of the National Student Clearinghouse Research Center, in a Wednesday statement. “Even with stable enrollment outcomes, the socioeconomic gaps continue to persist.”

    The findings come as other research this year has indicated that most high schoolers don’t feel prepared to choose a postsecondary pathway after graduation. That includes pursuing a traditional four-year college degree, work or other options, according to a June report from Jobs for the Future, Gallup and the Walton Family Foundation. That same report also found that more than a third of high school students said they’ve never visited a college. 

    Middle and high schoolers also appear to be increasingly considering alternative postsecondary options besides earning a college degree. A 2024 survey from national nonprofit American Student Assistance found just 45% of students in grades 7-12 said they foresee a two- or four-year college as their most likely next step. That’s a significant drop from 73% in 2018.

    At the same time, ASA found that student interest in nondegree education pathways more than tripled from 12% in 2018 to 38% in 2024. Such alternative programs include vocational schools, apprenticeships and technical boot camps.

    The cost of college is often perceived as unaffordable, as a majority of U.S. adults believe the cost of getting a college degree is more expensive than it actually is, according to a May report from Strada. That misperception could also be driving some to forego higher education, the report said.

    But the reality is that even as the sticker prices of tuition rise at private nonprofit colleges, for instance, more students are still receiving large financial aid packages from these institutions.

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  • Stand Against the Leaky STEM Pipeline (opinion)

    Stand Against the Leaky STEM Pipeline (opinion)

    A couple of years ago, I got into a heated argument with a white male lab mate about whether racial and gender inequities still existed in science. He argued that, having both made it to our Stanford cancer biology lab for graduate school, the two of us, a white man and a Black woman, were functionally equal, and that attempts to distinguish us in future grant and fellowship applications were unfair. When I explained, among many differences, the unequal labor I took on by running a pipeline program for underrepresented aspiring physician-scientists, he replied, “If you gave a fuck about your academic career, you would stop doing that stuff.”

    His attitude is not unique; it represents a backlash against baby steps made toward any form of equity that was also reflected in the 2023 Supreme Court decision to overturn affirmative action. But in recent months, as attacks on diversity equity, and inclusion have unfolded with shocking fervor from the highest office in the country, I have been confronted with terrifying questions: Was my lab mate right? Has DEI work become antithetical to advancement in science?

    Science, as a seemingly objective craft, has historically not cared about the self. Science does not care if you couldn’t spend free time in the lab because you had to work to support your family. Science does not care that the property taxes in the low-income area where you attended high school couldn’t fund a microscope to get you excited about biology. Science does not care that I’ve never once gotten to take a science class taught by a Black woman.

    Such experiences, and many, many more, contribute to the leaky pipeline, a reference to how individuals with marginalized identities become underrepresented in STEM due to retention problems on the path from early science education to tenured professorships. The gaps are chasmic. A couple years ago, Science published the demographics of principal investigators receiving at least three National Institutes of Health grants, so-called super-PIs. Among the nearly 4,000 of these super-PIs, white men unsurprisingly dominated, accounting for 73.4 percent, while there was a grand total of 12 Black women in this category.

    Pipeline programs—initiatives aimed at supporting individuals from underrepresented groups—are meant to patch the leaks. They are rooted in the understanding that minorities are important to science, not just for representation’s sake, but because diverse perspectives counteract a scientific enterprise that, because scientists are human, has historically perpetuated racial, gender and other social inequities. Such programs range from early-stage programs like BioBus, a mobile laboratory in New York City that exposes K–12 students to biology, to higher-level pipeline programs like the one I run at Stanford, which provide targeted early-career support to aspiring scientists from diverse and marginalized backgrounds.

    These programs work. Participants in the McNair Scholars Program, a federally funded pipeline program aimed at increasing Ph.D. attainment among first-generation, low-income and otherwise underrepresented students, are almost six times more likely to enroll in graduate school than their nonparticipant counterparts. These programs are designed to see the student’s full self, and they recognize the extra labor minorities and women disproportionately take on, like mentoring trainees or running their own pipeline programs.

    Sadly, in deference to state laws and the current presidential administration’s attacks, more than 300 public and private universities have dismantled at least some of their DEI efforts. In February, the Howard Hughes Medical Institute, the nation’s largest private funder of biomedical research, killed its Inclusive Excellence Program, an eight-year-old, $60 million initiative that supported programming at universities to draw more underrepresented groups into STEM. As Science reported at the time, all evidence of the program disappeared from the Howard Hughes webpage. Shortly thereafter, the Chan Zuckerberg Initiative, a philanthropic organization dedicated to supporting science, technology and (previously) equality, canceled the second year of its Science Diversity Leadership Awards, even though, as The Guardian reported, the process of selecting new awardees was already underway.

    Researchers and academics have held rallies to stand up for science and have proposed bills for state-funded scientific research institutes, but many have remained silent on DEI. Meanwhile, after a pause to screen for DEI language, the NIH has resumed grant approvals (albeit not at its normal pace), and private organizations like Chan Zuckerberg continue to fund “uncontroversial” science. But science will never be whole without the inclusion of trainees from underrepresented backgrounds, who broaden and improve scientific questions and practice in service of a diverse human population. And without pipeline programs, the gaps will grow.

    That is why I am calling on academics to stand up not just for science but also for DEI. Stand up against the leaky pipeline. Universities and private research institutes must reinstate language on diversity, equity and inclusion, particularly for pipeline programs. Faculty, students and community members should contact the heads of local universities and private organizations like Howard Hughes and Chan Zuckerberg, demanding reinstatement of diversity language and programs. Labs and research groups should adopt diversity statements reaffirming this commitment.

    Given the financial jeopardy federal policy has imposed on pipeline programs, states should also step in. Sixteen state attorneys general recently sued the National Science Foundation for, among other things, reneging on its long-established, congressionally mandated commitment to building a STEM workforce that draws from underrepresented groups; states can take their advocacy further by filling funding gaps. Individuals and private organizations can donate either directly to nonprofits like BioBus or to universities with funds earmarked for pipeline programs.

    Many minority students who have done DEI advocacy worry they can no longer discuss their work when applying for fellowships or faculty positions. To counteract this, universities and research organizations should proactively ask applicants about their leadership and advocacy work, to signal that these are the kinds of employees they want. And scientists who are not from underrepresented groups should leverage their privilege—volunteer for mentorship programs, serve on graduate admissions committees to fight for diversity, advise young scientists from underrepresented backgrounds.

    Show my lab mate that he was wrong. Caring and succeeding are not mutually exclusive.

    Tania Fabo, M.Sc., is an M.D.-Ph.D. candidate in genetics at Stanford University, a Rhodes Scholar, a Knight-Hennessy Scholar, a Paul and Daisy Soros Fellow, and a Public Voices Fellow of the OpEd Project. She is the program leader for Stanford’s MSTP BOOST pipeline program.

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  • How we’re working across London to build a more diverse higher education leadership pipeline

    How we’re working across London to build a more diverse higher education leadership pipeline

    In 2021, I piloted a city-wide mentoring programme for global majority ethnic staff working in London universities.

    It was born from the bilateral North London Leadership Programme between London Metropolitan University and City St George’s, University of London. Four years later the Global Majority Mentoring Programme is flourishing – but world events show us that we need interventions like these as much as we ever did.

    The Global Majority Mentoring Programme is London Higher’s flagship commitment to championing equality, diversity and inclusion across the capital. It is a cross-institutional scheme that aims to improve career progression for global majority ethnic staff; give mentees a senior mentor from a different institution, outside their institutional hierarchy; and build professional networks across the capital to foster pan-London collaboration. Over 300 participants from 20 institutions have engaged with the scheme, with representation from small specialist institutions, large multi-faculty universities, and everything in between.

    London remains the most ethnically diverse region in the UK. Ten of London’s 32 boroughs (plus the City of London) have a majority non-white population. Newham is London’s most diverse borough, with a population that is 69.2 per cent non-white. In the boroughs of Brent, Redbridge, Harrow and Tower Hamlets, the figure is also above 60 per cent.

    You could also call the capital a microcosm of the wider HE sector. London has the largest concentration of diverse higher education providers in the country. A citywide initiative here has a real opportunity to effect meaningful and visible change. Our universities are proudly outward-looking and global, from research links to equitable international partnerships, yet they are also firmly rooted in place and contributors to local growth, regeneration and prosperity. However, lasting change doesn’t happen overnight; London’s higher education sector was not, and still is not, truly representative of the city it serves.

    Mentoring individuals from global majority ethnic backgrounds aligns with London-wide policy aims and ambitions: there’s a clear evidence base to support this. Along with the London Anchor Institutions’ Network, we’re striving to meet the clear priorities that have been set out for London’s post-pandemic recovery and regeneration, addressing systemic issues of social and economic unfairness. The London Growth Plan and upcoming Inclusive Talent Strategy encapsulate these priorities.

    Growing the pipeline

    We are all acutely aware of the wider narrative around EDI. The second Trump administration’s efforts in the US show us what can happen when a populist government takes up “anti-woke” as a cause. There may be disagreement about the form that EDI work should take and some people may fundamentally disagree with the legitimacy of EDI work as part of a public service agenda.

    However, in a sector in which there is a visible lack of diversity – in all its forms – that worsens, the further upstream in the talent pipeline you go, we need to continue to work to understand the practical and cultural barriers to leadership and drive to overcome them, learning together as we go. A theme that has consistently emerged throughout the programme is gaining a better knowledge of HE, and its systemic complexities and barriers.

    Mentoring programmes like ours create space and connections to make sense of personal experience and explore shared challenges. Participants report feeling a greater sense of empowerment and increased confidence. And tangible impacts on mentees include promotions, collaborations across universities, joint research bids, and even funded PhDs happening as a result of their participation in the scheme.

    Future-proofing

    Career progression and leadership opportunities were identified as key issues from the outset, so it seems appropriate that the programme is supported by Minerva, an executive search and recruitment firm specialising in education. As headhunters responsible for significant appointments, Minerva is in a position of influence to shape the composition of senior university leadership and their boards.

    The programme ensures that a diverse talent pool is in the Minerva team’s line of sight, and can understand more about the challenges global majority colleagues face in moving up the ladder. Minerva also runs yearly masterclass for participants to demystify the executive search process – providing insights into a world that is largely unknown to many of them. This includes a breakdown of recruitment, explanations of things such as the “informal coffee” interview stage, tips on negotiating, conveying a personal brand and profile raising.

    We also tailored a leadership development programme alongside the University of Westminster and Blue Whistle Learning that has been taken up internationally, in countries like the Philippines and South Africa.

    It is my hope that the initiatives like this are viewed not as political footballs or shiny nice-to-haves, but for what they are – interventions based on robust evidence that meet local and sectoral needs and broaden opportunities for collaboration.

    Higher education, especially in London, does not exist in a bubble. It is critical that universities continue to position themselves as integral to driving wider policy change in service of society. A more diverse sector does not mean a watered-down one – it means one that is informed by more voices and perspectives, and therefore better equipped to succeed in tackling the challenges laid out before it.

    This article is one of four exploring London Higher’s Global Majority Mentoring Programme – you can find the others here

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  • Creative higher education isn’t a skills pipeline, it’s a cultural force

    Creative higher education isn’t a skills pipeline, it’s a cultural force

    Creative education is not a conveyor belt. It’s a crucible.

    In the UK’s industrial strategy, the creative industries are rightly recognised as a pillar of national growth. But this recognition comes with a familiar risk: that education will be seen merely as a supplier of skills, a passive pipeline feeding talent into pre-existing systems.

    This is a pervasive attitude, which so strongly influences the possibilities for students, they can be anxious about being “industry ready” before they’ve had the chance to explore or define fully what kind of practitioners they want to become. This is a reductive view and one we must resist. Creative higher education is not a service department for industry. It is a cultural force, a site of disruption, a collaborator and a generator of futures not yet imagined.

    Partners not pipelines

    Creative education does not simply serve industry – it co-shapes it. Our job is not just to deliver talent into predefined roles, but to challenge the boundaries of those roles altogether. We cultivate new forms of knowledge, artistic practice, and cultural leadership. As Michael Salmon has noted, HE’s relationship with the industrial strategy needs rethinking – we think especially in fields where “skills” are not easily reduced to training targets or labour force projections. Education is not just about plugging gaps; it’s about opening space for new kinds of thinking.

    Christa van Raalte and Richard Wallis have called for “a better quality of conversation” about the skills agenda in screen and creative sectors. Their point that simplistic, linear approaches to “skills gaps” are not fit for purpose should land hard within our own walls too. We need a better quality of conversation around the creative skills agenda. Narrow, supply-side thinking is not only reductive, it risks cutting off the very dynamism on which the industry depends.

    Our graduates don’t only “enter” the creative industries. They redefine them. They found new companies, invent new formats, challenge power structures, and expand what stories get told and who gets to tell them. To conceive of specialist creative HE as mainly a workforce provider is to misunderstand its essence. Our institutions are where risk-taking is possible, where experimentation is protected, and where the creative freedoms that industry often cannot afford are made viable.

    Resistance from within

    The danger isn’t just external. It’s internal too. Even within our own institutions, we sometimes absorb the language and logic of the pipeline. We begin to measure our worth by the requirement to report on short-term employability statistics. We are encouraged by the landscape to shape curricula around perceived “gaps” rather more than emerging possibilities. The pressure of metrics, league table and reputation help us to believe that our highest purpose is to serve, rather than to shape.

    This internalisation is subtle and corrosive. It narrows our vision. It makes us reactive instead of generative. And it risks turning spaces of radical creativity into echo chambers of industry demand. It is a recipe for sameness and status quo, a situation many call to change.

    We must be vigilant. We must ask ourselves: are we designing education for the world as it is, or for the world as it could be? Are we opening access, nurturing the disruptors, the visionaries, the cultural architects — or only the job-ready?

    When creative institutions start to measure their value predominantly through short-term employability metrics, or shape curriculum mainly around perceived industry gaps, we lose the distinctiveness that makes us valuable in the first place.

    We risk:

    • Designing education around current norms, not future needs
    • Prioritising technical proficiency over critical inquiry
    • Favouring students most likely to succeed within existing structures, rather than supporting those most likely to change them

    If we define our purpose only in terms of industry demand, we abandon much responsibility.

    From pipeline to ecosystem

    What we need is a new compact: not “education as service provider,” but “education as ecosystem partner.” A pipeline feeds. An ecosystem nurtures, nourishes and grows.

    This approach:

    • Recognises specialist creative HE as a site of research, innovation and values-driven practice
    • Treats industry as a collaborator, not a master – collaboration is especially present in research activity and creative projects led by industry professionals
    • Encourages co-creation of skills agendas, not top-down imposition
    • Embraces long-term thinking about sector health, sustainability, and inclusion – not just short-term workforce readiness

    The creative economy cannot thrive without imagination, critical thinking, inclusion, and cultural complexity; all things specialist institutions are powerfully placed to nurture. But this can only happen if we reject limiting narratives about our role. The industrial strategy may frame education as an economic lever to support the growth in the creative industries, but we must resist being reduced to a lever alone. Meeting the opportunities in the strategy is both an invitation to engage with sector needs, help shape the future and a challenge to the cultures of training, pedagogy and research whose long roots exercise power in specialist HE.

    If we want to protect and evolve the value of creative higher education, we must speak with greater clarity and confidence to government, to industry, and to ourselves. This is not about resisting relevance or rejecting partnership. It’s about ensuring that our contribution is understood in full: not only as a supply chain, but as a strategic and cultural force.

    Importantly, we must acknowledge that our graduates are not just contributors to the UK’s creative economy – they are cultural ambassadors on a global stage. From Emmy, Oscar and BAFTA winning actors to internationally celebrated designers, technical artists, writers and directors (and so much more) UK-trained creatives shape discourse, aesthetics, and industries across the world. To frame their education in purely national economic terms is to limit its scope and power.

    Because the purpose of creative education isn’t just to help students find their place in the industry. It’s to empower them – and us – to shape what that industry becomes.

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  • Kenneth C. Griffin Donates $2 Million to Nonprofit Achieve Miami’s Teacher Accelerator Program to Strengthen South Florida’s Teacher Pipeline

    Kenneth C. Griffin Donates $2 Million to Nonprofit Achieve Miami’s Teacher Accelerator Program to Strengthen South Florida’s Teacher Pipeline

    Miami Achieve Miami, a nonprofit dedicated to equalizing educational opportunities for students throughout Miami-Dade County, has received $2.4 million from multiple philanthropic organizations and leaders, including a leadership gift of $2 million from Kenneth C. Griffin, founder and CEO of Citadel and founder of Griffin Catalyst. The funding, awarded over the past year, will further expand Achieve Miami’s transformative programs, reaching thousands of K-12 students through initiatives including Achieve Scholars, which prepares high schoolers for college success; Achieve Summer, a dynamic program combating learning loss through hands-on academics and enrichment; and the Teacher Accelerator Program (TAP), a groundbreaking effort to address Miami-Dade’s urgent teacher shortage.

    Kenneth C. Griffin’s $2 million leadership gift is specifically focused on supporting TAP in creating a pipeline of talent for the teaching profession through recruiting, preparing, and mentoring aspiring educators, including those who had not previously considered a career in education. This gift builds on Griffin’s $3.5 million gift to TAP in 2022, further strengthening Achieve Miami’s efforts to recruit and train qualified educators to teach in public, private and charter schools across Miami-Dade and close learning gaps in the city’s schools. Griffin has a longstanding commitment to improving education and has contributed more than $900 million to providing greater access to a high-quality education and pathways to success for students in Florida and across the country.

    Additional grants include:

    • $200,000 from the Bezos Family Foundation, which is a director’s gift supporting early and adolescent learning through grants and programs that advance the science of learning.
    • $100,000 from the Panera Bread Foundation, as part of its national initiative to support nonprofits that provide educational access to underserved youth.
    • $65,000 from Morgan Stanley, in support of Achieve Miami’s financial literacy and career readiness programs, which equip students in the organization’s Achieve Scholars program with essential money management skills for financial independence and future success. As part of its commitment, a team of Morgan Stanley employees guide students through financial literacy sessions across ten Miami-Dade County public schools, providing essential lessons on topics like budgeting, investing, entrepreneurship, savings, and credit.
    • $50,000 from City National Bank of Florida, as part of its long-term partnership with Achieve Miami in support of the Achieve Scholars program. City National Bank is planning financial literacy programming for students over the summer.

    “Every student deserves access to resources, mentors, and opportunities that can set them up for success,” said Leslie Miller Saiontz, Founder of Achieve Miami. “These generous grants, led by Ken Griffin, will enable us to expand our reach, empower more educators, and bridge opportunity gaps that are prevalent in Miami. By investing in students and teachers, we are building a stronger future for our community.”

    “Each of us has a story of how a teacher has changed our lives,” said Ken Griffin in February 2023 alongside his initial gift to Achieve Miami. “I care deeply about bringing more high-quality educators into Miami classrooms to help ensure the children of Miami will continue to enjoy the impact of life-changing teachers.”

    Despite being one of the fastest-growing states with the nation’s fourth-largest economy, Florida ranks #21 in per capita education funding. Achieve Miami’s initiatives aim to eliminate educational disparities by equipping students with the tools and support needed for success with a variety of diverse enrichment programs such as Achieve Scholars, Achieve Saturdays, and Achieve Music.

    Achieve Miami’s impact to-date includes support for over 10,000 Miami-Dade County students, college and career readiness programming for Achieve Scholars across ten high school sites, providing internet access to over 106,000 homes through Miami Connected, and the recruitment and training of nearly 200 new teachers through the Teacher Accelerator Program (TAP) since the initiative’s launch in 2023.

    ABOUT ACHIEVE MIAMI

    Achieve Miami is a nonprofit organization that is dedicated to fostering a transformational education ecosystem in Miami. Since its founding in 2015, the organization has supported over 10,000 K-12 students, bolstered programming for 60+ local schools, and engaged thousands of volunteers. Together with partners from the public and private sector, Achieve Miami designs and manages programs that bring together members from various parts of the community to extend learning opportunities for students, teachers, and community leaders. Learn more at www.achievemiami.org.

    ABOUT THE TEACHER ACCELERATOR PROGRAM

    Teacher Accelerator Program (TAP) is a non-profit organization creating a pipeline of talent for the teaching profession through recruiting, preparing, and mentoring aspiring educators. TAP’s comprehensive and streamlined program equips college students and career changers with the skills, knowledge, and certification necessary to excel in the classroom. TAP addresses the nationwide teacher shortage crisis by providing a built-in path to teaching, inspiring a new generation of educators.

    TAP participants take a one-semester course, followed by a six-week paid summer internship, earn a certificate to teach, and begin instructing in a Miami-Dade County public, private, or charter school classroom. TAP is an initiative of Achieve Miami, supported by Teach for America Miami-Dade, and is offered by the University of Miami, Florida International University and Miami-Dade College. Learn more at www.teacheraccelerator.org.

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  • A pipeline of prosperity or plunder

    A pipeline of prosperity or plunder

    In the sticky heat of an April afternoon in Kampala, Uganda nine university students stood outside the headquarters of Stanbic Bank, their voices raised in protest. It is a sound that has echoed for more than half a decade.

    Their signs called for an end to the East African Crude Oil Pipeline (EACOP), a $5 billion project: 1,443 kilometers of 24-inch wide, heated and buried steel ambition, snaking from Uganda’s oil-rich Lake Albert basin to the Tanzanian port of Tanga on the Indian Ocean. Before the hour was out, they were in police custody.

    The government has hailed the project as a pillar of economic transformation. But critics — students, activists, and environmental groups — argue it will displace communities, threaten biodiversity and entrench a model of development that sidelines democratic participation. Dissent has been met with arrests, surveillance and a steadily shrinking civic space. The protests, though often silenced, persist, challenging a narrative that equates oil with progress.

    Five days after the arrests, in the same city, a different kind of statement was made. At the Eleventh Africa Regional Forum on Sustainable Development, held from April 7th to 11th, delegates issued a call that seemed — if only for a moment — to resonate with those voices on the street.

    The route of the East Africa Crude Oil Pipeline. Wikimedia Commons

    Members of the UN Economic Commission for Africa urged a shift away from exporting raw materials and toward value addition through manufacturing and industrialisation. Mining, they said, and the export of cash crops like cocoa, tea and coffee must no longer be the end of the story, but the beginning of something built to last.

    Shouting into the void

    For the students arrested, whose protests have long been dismissed as anti-developmental by a government intent on progress-by-pipeline, this sudden harmony of rhetoric might feel like vindication — if only the delegates meant what they propose.

    The students may have been shouting into a void, but the echoes resonate with a wider pattern etched deep into the continent’s political and economic architecture. Back in 2016, journalist Tom Burgis, author of “The Looting Machine”, put it in a 2016 interview with CNN: “There is a pretty straight line from colonial exploitation to modern exploitation.”

    Burgis has long documented the mechanisms of resource extraction in Africa and pointed to the lingering dominance of oil and mining multinationals — entities that, decades after independence, still wield economic and political influence akin to that once held by colonial administrations.

    Zaki Mamdoo, a South African climate justice activist and campaigner with the Stop EACOP coalition, agrees with Burgis’s notion of modern resource imperialism — only now, the governors wear suits and operate through shareholder meetings.

    “How come TotalEnergies owns 62% shareholding power, while Uganda and Tanzania hold just 15% each?” he said.

    Partnership or plunder?

    The numbers speak for themselves. The French oil giant TotalEnergies, with Chinese partner CNOOC in tow, controls the lion’s share of the project. Uganda, the country from which the oil originates, has been cast in the role of host, not owner. Tanzania, whose land will bear the pipeline’s longest stretch, fares no better. For Mamdoo and many others, this is not a partnership; it’s a palatable version of plunder.

    “This is not African-led development,” Mamdoo said. “It’s an extractive model dressed up in nationalist rhetoric.”

    To critics, EACOP is a 21st-century replay of old patterns — resources extracted with little local benefit, profits flowing abroad and environmental costs left with the people. What’s different now is the packaging: marketed as part of an energy transition and a driver of economic empowerment. But on the ground, the reality is displacement, disrupted livelihoods and fragile ecosystems in the pipeline’s path.

    According to EACOP’s official figures, more than 13,600 people have been affected, with 99.4% of compensation agreements signed and paid. But activists argue the numbers mask deeper issues — slow and uneven compensation, uprooted communities and long-term uncertainty.

    “The real number is far higher,” said Mamdoo. “We’re talking well over 100,000 directly impacted — and many more indirectly. But of course, Total reports a few tens of thousands.”

    Differing views on sustainability

    From Uganda’s farmlands to Tanzania’s reserves, the pipeline cuts through forests, wetlands and biodiversity hotspots — what critics see as a trail of ecological and human disruption beneath a polished PR campaign.

    By underreporting those impacted, critics argue, multinationals shrink their obligations — and their compensation budgets. The payments, when they come, have been slow, sporadic and, in some cases, still absent. Yet the construction rolls forward.

    To Morris Nyombi, a Ugandan activist now living in exile for his work opposing EACOP, the narrative of compensation is as hollow as it is dangerous.

    He watches from afar as national television and international media spotlight a few smiling beneficiaries — residents celebrating a new house, a fresh coat of paint, a sense of reward.

    Nyombi sees what isn’t shown. “Let’s state facts, when minerals are found somewhere, just know that’s lost land — it becomes government property,” Nyombi said. “And to the select few given houses, what then? You’re an agriculturist. Giving you a house somewhere else doesn’t mean giving you land to till. You’re killing a way of life.”

    A pipeline of displacement

    Without farmland, families are forced to sell off whatever land remains and move to towns and cities in search of new beginnings.

    “They end up in Kampala renting, looking for what to do,” Nyombi said. “It’s displacement without a plan. Progress for someone else.”

    Farmers who were near the pipeline’s path are now scattered across the Uganda-Congo border, Nyombi said. “They were duped into compensation. When they resisted, they started receiving threats. Husbands arrested. The women and children forced to run, to hide. That’s the reality.”

    These, Nyombi said, are the people the government never talks about. They don’t show up in speeches or glossy brochures about development. But their lives tell the story better than any pipeline prospectus ever could.

    But speaking out against EACOP is dangerous. “It’s a gamble with one’s life,” Nyombi said. Being an activist, he adds, is a kind of social exile. Most organizations won’t hire you — won’t even stand next to you. In much of Africa, governments don’t hesitate to hit below the belt.

    A lake that sustains life

    Nyombi has been on the government’s radar since 2020. He has been threatened and surveilled and been the subject of smear campaigns. As a result, he stepped back from frontline organizing.

    But what if the project were perfectly managed with strict environmental safeguards, zero corruption and full compensation? Would that make EACOP justifiable?

    Mamdoo said that isn’t what is happening, citing reports of oil slicks on Lake Albert and elephants rampaging villages. The very question betrays a fundamental misunderstanding, Mamdoo said. Environmental damage isn’t a hypothetical risk, it’s already unfolding.

    “If oil spills hit Lake Victoria—the region’s largest freshwater body—over 40 million people would be poisoned,” he said.

    Lake Victoria sustains agriculture, fishing, drinking water, and transport across Uganda, Tanzania and Kenya. It’s East Africa’s largest inland water body — and the source of the Nile. Yet while project backers point to EACOP’s technical safeguards, critics like Mamdoo argue that no pipeline cutting through seismically active zones, protected ecosystems and critical watersheds can ever be truly safe.

    “You can’t just contain a pipeline,” Mamdoo adds. “You can’t plug all the holes when the system is built to leak — money, justice, land, people.”

    Keeping oil where it is extracted

    Supporters of the pipeline argue that projects like EACOP could open the door for substantial donations to tourism development and wildlife protection, especially in ecologically sensitive zones where the pipeline runs near or through national parks. The idea is that the extractive industry might fund preservation as part of its footprint.

    But to Mamdoo, that premise is flawed from the start.

    “What’s that compared to the 62% they’re taking?” Mamdoo asks. “You shouldn’t settle for peanuts when you own a resource.”

    Being a funder, he adds, doesn’t make you the owner. Mamdoo would like to see the oil stay in Uganda. “We’d be having an entirely different conversation if the plan was to have our own refineries, process it locally, then sell the products to them,” he said.

    Nyombi isn’t surprised that the government supports EACOP. Historically, leaders who stand up to corporations and the Global North haven’t lasted. “These multinationals don’t want an Africa that sees clearly,” Nyombi continues. “They want us manageable. If you open your eyes and demand real sovereignty, you become a threat to global stability.”

    Taking on global establishment isn’t easy.

    Some critics point to the case of Muammar Gaddafi, the Libyan leader who championed a gold-backed African currency and pan-African resource control before being toppled in a NATO-backed intervention. His fall, they argue, wasn’t just about domestic tyranny — it was about challenging the global status quo.

    Yet among younger Ugandans, particularly students, the legacy of figures like Gaddafi is often blurred or reduced to villainy — taught more as a cautionary tale than a case study in resistance. The narratives they inherit are tightly curated. But still, a shift is happening.

    Especially among those studying environmental science, Nyombi sees a growing restlessness.

    “These students, they want to act,” Nyombi said. “They’re interested in ground action. But more than that — they’re asking deeper questions. They wonder, why keep planting trees that won’t grow?”

    There’s a frustration with symbolic gestures — school-organized clean-ups, ceremonial tree-plantings — that often sidestep the policies creating the very destruction they’re meant to remedy.

    “They’re starting to say, no, the problem isn’t the seedling. It’s the system. So why not challenge policy instead?” Nyombi said. “But to challenge policy, you have to get out there.”

    That’s how the students who were arrested on 2 April while approaching Uganda’s Stanbic Bank came to act.

    Taking protests to the front line

    Mamdoo said that the protest was not just symbolic — it was strategic. Stanbic is one of the banks linked to funding the East African Crude Oil Pipeline. For the students, it was the front line.

    “They’re trying to secure their future,” Mamdoo said.

    But the bank saw it differently. Kenneth Agutamba, Stanbic Uganda’s country manager for corporate communications, defended the institution’s involvement.

    “Our participation aligns with our commitment to a just transition that balances economic development with environmental sustainability,” Agutamba said. “The project has met all necessary compliance requirements under the Equator Principles and our Climate Policy.”

    For the students, though, no statement or principle outweighs what they see as the theft of their future. Their protest, they insist, is not rooted in mere outrage. It’s anchored in a growing global reckoning: at least 43 banks and 29 insurance companies have declined to support EACOP, citing its environmental threats and human rights risks.

    But despite the pressure from abroad, the pipeline — and the crackdowns — continue to move forward.

    “That’s why we’re targeting the funders,” Mamdoo said. “If the money dries up, the project can’t survive.”

    Dissent and disappearance

    The students arrested will likely be released — this time. They’re lucky. Local papers spoke of them. Many others vanish into cells for months, even years, without trial — especially those without lawyers, or whose names never make it into the headlines.

    If there’s a single line that captures the price of resistance, it might be Braczkowski’s blunt warning: “Any oil activist in Uganda will be sniffed out before Total.” Oil, he adds, has become Uganda’s gold — a lifeline that may help service the country’s mounting debt.

    “That’s exactly the problem,” Mamdoo counters. “If all it does is pay off debt, what’s left for the people? There won’t be money for schools, for hospitals — just enough to keep the lights on in their offices.”

    It’s been nearly a decade since EACOP was first proposed. Only now, as shovels hit soil and risks become real, has public scrutiny begun to catch up. And that, Mamdoo and Nyombi agree, is because of activism.

    “Without it,” Nyombi said, “this would’ve gone quietly. Smoothly. Just another deal signed behind closed doors.”

    But things aren’t moving as fast as they once were.

    “Activism has slowed them down,” Nyombi adds. “It’s not moving at the pace they wanted.”

    So what’s the real equation here? A pipeline backed by billions. A government banking on oil. A continent still clawing for control of its wealth. And in the middle — students, farmers, mothers, exiles — bearing the cost of asking the most dangerous question of all:

    What if we said no?


     

    Three questions to consider:

    1. What is EACOP?

    2. Why are many people in East Africa opposed to a pipeline that promises to bring money to the region?

    3. If you were in charge of natural resources for Uganda, what policies would you put in place?


     

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  • Talent pipeline for local businesses supports college students

    Talent pipeline for local businesses supports college students

    About four in 10 college students believe developing specific skills needed for their career is among the most important outcomes to them in their academic experience, according to a winter 2023 Student Voice survey by Inside Higher Ed and College Pulse. However, 22 percent of all respondents indicated they had never participated in experiential learning or an internship.

    Champlain College in Vermont partnered with a local coworking campus and business incubator, Hula, in 2023 to build a talent pipeline for local businesses and expose students to new and maybe unfamiliar career opportunities.

    Over the past two years, the partnership has resulted in real-life case studies and client-facing work for students and faculty, as well as greater engagement with young talent for employers.

    What’s the need: “One thing that’s very apparent in Vermont is we need young talent,” says Angelika Koukoulas, Champlain’s Innovation Hub Project Manager, who oversees the Hula-Champlain partnership.

    Vermont experiences the worst brain drain in the country, losing 57.5 percent of its college graduates, many of whom move to Massachusetts or New York, according to 2022 data analysis.

    Koukoulas’s role is to help students identify work experiences in Vermont and build relationships with employers to fill holes in their workforces.

    “They need more hands, they need big ideas, they need students who are excited about their work and are willing to put in effort to learn,” Koukoulas says.

    There’s also a national shortage of internship opportunities, one that is tied to a mismatch in employer needs and student interests. The partnership addresses both comprehensively by weighing all stakeholders’ interests.

    How it works: Hula is about a mile away from Champlain College and just down the road from the college’s Miller Center campus.

    The coworking space supports 60 member businesses and up to 600 coworking individuals. The businesses belong to a variety of industries, including green technology and marketing, as well as traditional business or finance roles.

    A majority of the collaborations fall into two camps: companies providing projects for capstone-like courses for experiential learning or companies creating internships for students.

    Inquiries can come directly from faculty members looking to revamp curriculum or offer real-world scenarios for students to engage their skills or from employers who have a specific need and want young talent to assist them. Often, start-ups are looking for student support for social media or blog-writing campaigns, but there’s also a need for general business admin or accounting support, Koukoulas says.

    For internships, Koukoulas will serve as a recruiter of sorts for the company partner, assisting them in creating the job description and posting it on Handshake and also encouraging students she believes would be a good fit to apply and increasing the number of applicants for the business partner.

    “It widens their candidate pool and hopefully gets more students opportunities that they wouldn’t have even thought of otherwise,” Koukoulas says.

    All projects have been pro-bono, so the company invests zero dollars to enlist a class for work, but almost all internships have been paid roles.

    What’s different: Hula serves both as a business partner, hiring interns and supporting class projects, but also as an incubator for small businesses in Vermont.

    The people who work on Hula’s campus rotate, meaning there’s continual variety of the types of industries or groups students could partner with. The climate of the office building also means businesses are innovation and creatively minded, making partnership more natural.

    Koukoulas has an office at Hula, meaning she can directly engage in communal spaces or in building channels to solicit employer partnerships.

    Vermont also has a very relational culture, something Koukoulas has had to navigate as a more recent resident to the Green Mountain State, whether the relationships are with faculty—who have taught a course for a long time and may be hesitant to make changes—or with businesses leaders, who consider their start-up to be their baby and may be uncomfortable letting a student participate in their work.

    There’s an educational piece to the puzzle, both helping faculty identify their ask for project and employers create meaningful internships for learners. Koukoulas hosted an Internship 101 workshop for Hula businesses to set expectations for internships and provide guidance on best practices, such as providing students a mentor. She also hosts regular lunch for interns who work within the Hula offices to check in and provide support as needed.

    The impact: Since the partnership launched in summer 2023, 90 students have engaged in a Hula-based project within a course, and 18 students have participated in an internship.

    The partnership is in its early stages, so Champlain doesn’t have data on how students have translated their work with the start-ups into longer-term career development, but exposure to new careers and experiential learning are two benefits Koukoulas is eager to see manifest.

    “I can’t wait to see if it works; I can’t wait to see the fruit of that labor in the next couple of years,” Koukoulas says.

    If your student success program has a unique feature or twist, we’d like to know about it. Click here to submit.

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  • Graduate Student Pipeline | Collegis Education

    Graduate Student Pipeline | Collegis Education

    Despite an increasingly competitive market, many colleges and universities still view graduate enrollment strategies as a key growth lever for their institutions. To win in the graduate enrollment space, you first need a deeper understanding of prospective graduate students’ preferences and behaviors.

    This infographic, “What Potential Graduate Students Expect in the Enrollment Funnel,” compiles some of the key data and insights from our recent collaboration with UPCEA that surveyed graduate students to uncover their needs and expectations, focusing on program preferences, delivery methods, and expectations during the inquiry and application processes.

    This infographic is only the tip of the iceberg. Learn more about how to tailor your graduate student recruitment strategies and position your programs for success and growth in our recent report, “Building a Better Pipeline: Enrollment Funnel Needs and Perspectives from Potential Post-Baccalaureate Students.”

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  • New Research Shows Women in the Leadership Pipeline in Higher Education Have Better Representation and Pay in Institutions With Female Presidents and Provosts – CUPA-HR

    New Research Shows Women in the Leadership Pipeline in Higher Education Have Better Representation and Pay in Institutions With Female Presidents and Provosts – CUPA-HR

    by CUPA-HR | January 24, 2022

    New research by CUPA-HR has found that U.S. colleges and universities with women presidents or provosts have higher representation of women in administrative, dean and faculty positions than institutions led by men. The study also found that colleges and universities with women presidents have higher pay for women in administrative positions than institutions led by men. These positions tend to be pipelines for the senior-most executive positions in higher ed, which underscores the significance of the findings.

    Women Administrators Pay and Representation in Institutions With Female Presidents

    Findings show that institutions with female presidents have a higher percentage of women in all administrative categories — senior institutional officers, institutional administrators and heads of divisions. Although female administrators are generally paid less than male administrators in the same positions regardless of the sex of the president, female senior institutional officers, institutional administrators, and heads of divisions are paid more equitably at institutions with a female president than at institutions with a male president.

    Female Deans and Faculty Pay and Representation in Institutions With Female Provosts

    Institutions with female provosts have a significantly higher representation of women in dean positions and in all faculty ranks. Provost sex does not have a strong or consistent impact on pay equity for deans and faculty; however, it is worth noting that better representation at higher faculty ranks and in dean positions has an impact on pay, as these positions make higher salaries.

    The representation of women drops with successive faculty ranks (from assistant to associate to full professor). These promotions represent the few times in a faculty member’s career when appreciable salary increases are granted. If women are not being promoted, they are not receiving these pay raises. In addition, those in dean positions are generally promoted from senior faculty ranks. Therefore, if women are not adequately represented in senior faculty, they will not have the same likelihood as men of being considered for a higher-paying dean position.

    To sum up the findings, higher ed institutions with female executives have better representation of women throughout their institutions in positions that: a) are paid higher salaries and b) serve as key points in the executive leadership pipeline. Jackie Bichsel, CUPA-HR’s director of research and co-author of the new report, noted that, “In an era where institutions are adapting to shifting workforce expectations, adjusting to continuous decreases in budgets, contemplating changes in enrollment, addressing challenges of recruitment and retention, and rethinking their mission, more openness to change and less tolerance of risk may be just what is needed to navigate this new landscape. Providing more (and more equitable) opportunities for women to advance within higher education seems an obvious path forward in this navigation.”

    Read the full report, Women in the Leadership Pipeline in Higher Education Have Better Representation and Pay in Institutions With Female Presidents and Provosts.



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