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In the DfES review of the role and contribution of educational psychologists (2006) the views of a range of different stakeholders were surveyed about the work that EPs do. As part of this process, questionnaires were devised and sent out to 300 parents, 30 from 10 local authorities (LA), distributed by the principal educational psychologist in each LA. Thirty per cent of parents completed the questionnaires and their responses indicated that they valued highly the contribution made by EPs to the outcomes for their child. Their responses also illustrate the broad range of work in which EPs are involved and the multiprofessional nature of support that is available. In this paper, the main findings from the survey are discussed and consideration is given to their implications for the future development of EP services.

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This article considers the various roles the so called ‘employability agenda’ plays in helping to narrow the terms of participation in higher education (HE) around definitions of educational value dominated by neoliberalist notions of ‘human capital’. The article argues that as these definitions become naturalised in the behaviour of learners and their teachers it behoves us (academics, careers educators, learning developers et al.) to draw attention to the conditions of learning and to the broader scheme of values around work and identity, and models of success, which shape them in the 21st Century university.

Student assessment literacy, and staff assessment practices can be enhanced through constructive dialogue, designed to help build better shared understandings, and in which both students and staff can meaningfully contribute. Such a dialogue has great potential to increase student engagement with their own learning. Focusing on a UK university law school's staff-student partnership initiative called Getting It Right: Assessment and Feedback in Translation (GRAFT) and aimed at improving assessment feedback practices, this paper demonstrates how students and staff working as partners in this context can make a major contribution to assessment literacy and student engagement.