Category / parliament

HE policy update for the w/e 20th May 2022

We’ve tried to keep it short this week.  But the politics is still sticky on a number of issues and the culture wars are not over…

Research

REF results: you’ve probably read everything you want to, but here is a blog from Dave Radcliffe of the University if Birmingham on QR funding: QR allocations could be seen as the antithesis of levelling up. Funding is concentrated into a handful of established universities. It is even one of the last bastions of London weighting (£34m is allocated to London institutions in addition to their QR allocation). Research England will need to determine what it means to continue funding excellent research wherever it is found.

Researcher responsibility: The Lords Science and Technology Committee ran a sessions on delivering a UK science and technology strategy. Evidence was provided by:

  • Professor Dame Ottoline Leyser, Chief Executive Officer, UK Research and Innovation (UKRI)
  • Lord Browne of Madingley, Co-Chair, Council for Science and Technology (CST)
  • Dr Beth Mortimer, Royal Society University Research Fellow, University of Oxford
  • Professor Sir Richard Friend, Cavendish Professor of Physics, University of Cambridge

The first session focused on the Government’s strategy for science and technology, its commitments and risks, and the capacity to deliver this. The second session discussed the role played by academia and researchers in achieving the UK’s goal of becoming a science and technology superpower by 2030. Summary of both sessions provided by Dods here.

China: George Freeman (Minister for Science, Research and Innovation) published a written ministerial statement announcing that BEIS will end its bilateral Official Development Assistance (ODA) funding in China. BEIS will not be using ODA funding to support research and innovation partnerships with China as they’ve previously done through ODA vehicles, such as the Newton Fund and Global Challenges Research Fund. Existing ODA-funded activity with China through these will finish by the end of financial year 2022/23. The technical assistance provided through the UK Partnering for Accelerated Climate Transitions programme (UK PACT) will also end (same timescale). Instead technical assistance to China on climate change issues will be smaller in scale and use non-Official Development Assistance sources.

Visa fees limit talent: UUK press the Home Office for change; Universities UK (UUK) lodged a report with the Home Office highlighting that visa fees of more than £15,000 for a researcher and their family to come to the UK is a major problem that academics and researchers face when trying to progress their careers in the UK. UUK say the UK Government’s own research suggests the UK must attract an additional 150,000 researchers and technicians if it is to have the workforce needed to manage the government’s ambitious target to increase investment in research and development to 2.4% of GDP by 2027. The report highlights significant feedback from universities and international staff that the most expensive visa arrangements in the world could hamper UK universities from unlocking their significant potential to support the government’s targets. The analysis comes shortly after the recent Home Office announcement of further visa fee increases.

UUK raise the following issues:

  • The total cost for an individual applying for a five-year visa through the Skilled Worker Route, bringing a partner and two children, amounts to a staggering £15,880. This is particularly prohibitive for mid-career researchers who may choose to take their families, and expertise, elsewhere.
  • The immigration health surcharge (IHS) of £624 per year – and per person for dependents – is challenging for early-career researchers, with cases of researchers requesting shorter contracts to reduce the up-front cost of coming to the UK.
  • A lack of recognition of the diversity of families, with a ‘sole responsibility’ test that prevents a dependent child coming to the UK with a single parent other than in very limited circumstances.
  • A mismatch in requirements for Global Talent visas and other types of visa can leave some researchers able to apply for Indefinite Leave to Remain (ILR) after three years, while their dependents are not eligible to apply until after five years.
  • Researchers can also find it difficult to transfer between institutions, with requirements for reapplication for visas, incurring more fees and bureaucracy.

UUK calls on the Home Office to:

  • Undertake a benchmarking exercise to review visa application costs to ensure we are at least in line with our international competitors, if not more competitive.
  • Enable applicants to pay health surcharges staggered over the lifetime of their visa, rather than requiring the total upfront.
  • Review dependency visa costs to reduce the upfront financial burden for researchers with large families.
  • Review and reform of the ‘sole responsibility’ test to be more inclusive to diverse family structures.
  • Enable family members on dependent visas to apply for ILR after three years, in line with those on the Global Talent visa
  • Enable visa application costs to be transferred when updating an applicant’s visa to a new institution.

Vivienne Stern MBE, Director of Universities UK International, said: The government has taken some welcome steps recently to make the UK more attractive to international research talent. We think they can go even further, and that doing so will contribute to making the UK one of the most exciting places in the world to pursue a research career.  Simple steps to ease the financial and bureaucratic burden for applicants could make a massive difference to individual decision making, and help make the UK a magnet for talent.

UK AI R&D Commercialisation; The Office for Artificial Intelligence (AI) has published research on the UK’s AI R&D commercialisation process. The report was commissioned by DCMS to explores which channels are most effective at transforming AI R&D into marketable products.  Read the full report here.

Most prevalent routes for AI R&D commercialisation in the UK

  • University spinouts: businesses that grow out of a university research project, which attempt to transform research into a commercial product or service;
  • Startups: businesses in the early stages of operations, exploring a new business model, product or service;
  • Large firms that commercialise AI R&D:  such as ‘Big Tech firms’, and also other large technology companies such as ARM, Graphcore, IBM, Netflix and Twitter;
  • Direct hire and joint tenure arrangements: relationships between industry and academia that allow for a back and forth flow of AI talent between the two.

Grade Inflation

The Office for Students (OfS) warned universities and colleges to “steer clear of normalising post-pandemic grade inflation”.

  • In 2010-11, 15.7 per cent of students were awarded first class honours. The proportion of students awarded the top grade has more than doubled, reaching 37.9 per cent in 2020-21.
  • Nearly six in ten first class degrees are unexplained. Of the 37.9 per cent of students awarded first class degrees, 22.4 percentage points remained unexplained after the OfS had taken into account a variety of observable factors – including students’ prior entry qualifications and their background characteristics – which may affect attainment.
  • By 2020-21 all universities and colleges included in the analysis saw significant increases in unexplained first class degrees when compared to 2010-11.
  • Rates of first class awards have risen for all students, regardless of their entry qualifications. In 2020-21, 60.8 per cent of students with three As and above at A-level received a first class degree, compared to 33.5 per cent in 2010-11. The average rate of firsts for those entering with A-levels DDD and below has increased more than five-fold, from 5.3 per cent to 28.5 per cent.

Nick Holland, Head of Provider Standards at the OfS, has also written an accompanying blog post, in which he outlines what action the regulator is taking to tackle grade inflation.

Susan Lapworth, interim chief executive at the OfS, said:

  • This report starkly demonstrates the scale of increases in degree classifications in our universities and colleges. Unmerited grade inflation is bad for students, graduates and employers, and damages the reputation of English higher education.
  • ‘We know that universities and colleges used ‘no detriment’ policies to respond to the exceptional set of circumstances caused by the pandemic. But grade inflation has been a real credibility issue for the sector for some time and the pandemic cannot be used as an excuse to allow a decade of unexplained grade inflation to be baked into the system.
  • ‘Our report is clear that there are a variety of reasons – including improved teaching and learning – that could lead to an increase in the rate of firsts awarded. However the sustained increase in unexplained firsts awarded continues to pose regulatory concerns for the OfS.
  • ‘It is essential that students, employers and graduates can have confidence that degrees represent an accurate assessment of achievement, with credible and reliable qualifications which stand the test of time. Where this is not the case, the OfS has always said we are prepared to take action. We now have new conditions of registration in force and we will be publishing more details about our plans to investigate these issues shortly.’

We don’t have to point out that there has been a certain level of outrage at the “unmerited” word” – isn’t quality improvement supposed to be a good thing?

Queen’s Speech

Queen’s Speech – background briefing notes.  The most relevant bits for HE:

Higher Education Bill “Reforms to education will help every child fulfil their potential wherever they live, raising standards and improving the quality of schools and higher education.”  The purpose of the Bill is to: Ensure that our post-18 education system promotes real social mobility, helping students onto pathways in which they can excel, and is financially sustainable. This will help support people get the skills they need to meet their career aspirations and to help grow the economy.

The main benefits of the Bill would be:

  • Ensuring people are supported to get the skills they need throughout their life. The Bill will enable the introduction of the Lifelong Loan Entitlement, a new and flexible way of providing loan support for post-18 study. This will provide individuals with a loan entitlement equivalent to four years of post-18 education (£37,000 in today’s fees) that they can use over their lifetime for a wider range of studies, including shorter and technical courses.
  • Fulfilling the manifesto commitment to tackle uncontrolled growth of low-quality courses.

The main elements of the Bill are:

  • Ensuring that appropriate fee limits can be applied more flexibly to higher education study within the Lifelong Loan Entitlement and that they can be effectively regulated.
  • Subject to the conclusion of the higher education reform consultation:
    • setting minimum qualification requirements for a person living in England to be eligible to get student finance support to enter higher education, helping to ensure students can pursue the best post-18 education and training options for them by taking pathways through which they can excel; and
    • fulfilling the manifesto commitment to tackle uncontrolled growth of low quality courses by taking specific powers to control numbers of students entering higher education at specific providers in England.

Higher Education (Freedom of Speech) Bill (page 131)

The purpose of the Bill is to: Fulfil the Government’s manifesto commitment to strengthen academic freedom and free speech in universities in England.

The main benefits of the Bill would be:

  • Ensuring that universities in England are places where freedom of speech can thrive for all staff, students and visiting speakers, contributing to a culture of open and robust intellectual debate.
  • Ensuring that, for the first time, students’ unions will have to take steps to secure lawful freedom of speech for their members and others, including visiting speakers.
  • Ensuring that academic staff feel safe to question and test received wisdom and put forward new ideas and controversial or unpopular opinions without risking their careers.
  • Creating routes for staff, students and visiting speakers to seek redress if they suffer a loss as a result of specified duties being breached.

The main elements of the Bill are:

  • Ensuring that freedom of speech and academic freedom in higher education is supported to the fullest extent. This legislation builds on existing freedom of speech duties on higher education providers and addresses gaps in current provision. For the first time duties will be imposed directly on student unions, as well as constituent colleges.
  • Provisions include a new complaints scheme run by the regulator, the Office for Students, free to access for students, staff and visiting speakers who believe their speech has been unlawfully restricted, overseen by a dedicated Director of Freedom of Speech and Academic Freedom.
  • Introducing new freedom of speech and academic duties on higher education providers, their constituent colleges and students’ unions. The Office for Students, will have the power to impose penalties for breaches.
  • Creating a new role for the Director for Freedom of Speech and Academic Freedom at the Office for Students. The holder of this office will champion freedom of speech and academic freedom on campus,and have responsibility for investigations of infringements of freedom of speech duties in higher education which may result in sanctions and individual redress.

The government still don’t seem to appreciate the irony of this and their actions on other things: last week Donelan announced the Government would be temporarily suspending its engagement with the National Union of Students (NUS) over a series of allegations surrounding antisemitism.

The Government has published an update impact assessment (IA) for the Higher Education (Freedom of Speech) Bill.  The revised IA shows they have increased their estimated net cost to business from £4.6m per year, to £4.7m.  It has also increased its overall estimate costs to universities and SUs over the next decade from £48.1m to £50.3m. The original impact assessment was reported on by PoliticsHome’s Nao Hoffman last September, as concerns were raised about the potential financial burdens by Shadow HE Minister Matt Western.

Here’s a Wonkhe blog:  As I’ve said before, in most of the on campus free speech cases you have an EDI complaint at one end of the see-saw, and a Free Speech justification at the other – which in turn implies an OIA complaint in the former, and a “Free Speech OfS Tsar” complaint at the other. 

Levelling Up and Regeneration Bill (page 25) “A bill will be brought forward to drive local growth, empowering local leaders to regenerate their areas, and ensuring everyone can share in the United Kingdom’s success. The planning system will be reformed to give residents more involvement in local development.”

The purpose of the Bill is to:

  • Level up the UK, grow the economy in the places that need it most and regenerate our towns and cities – giving people the opportunities they want, where they live.
  • Improve the planning system to give communities a louder voice, making sure developments are beautiful, green and accompanied by new infrastructure and affordable housing.

The main benefits of the Bill would be:

  • Laying the foundations for all of England to have the opportunity to benefit from a devolution deal by 2030 – giving local leaders the powers they need to drive real improvement in their communities.
  • Improving outcomes for our natural environment by introducing a new approach to environmental assessment in our planning system. This benefit of Brexit will mean the environment is further prioritised in planning decisions.
  • Capturing more of the financial value created by development with a locally set, non-negotiable levy to deliver the infrastructure that communities need, such as housing, schools, GPs and new roads.
  • Simplifying and standardising the process for local plans so that they are produced more quickly and are easier for communities to influence.

The main elements of the Bill are:

  • Placing a duty on the Government to set Levelling Up missions and produce an annual report updating the country on delivery of these missions.
  • Creating a new model of combined authority: the ‘County Deal’ which will provide local leaders with powers to enhance local accountability, join up services and provide transparent decision making to rejuvenate their communities, increase their ability to reflect local preferences in arrangements including directly elected leaders’ titles.
  • Unlocking new powers for local authorities to bring empty premises back into use and instigate rental auctions of vacant commercial properties in town centres and on high streets.
  • Giving residents more of a say over changing street names and ensuring everyone can continue to benefit from al fresco dining.
  • Strengthening neighbourhood planning and digitalising the system to make local plans easier to find, understand and engage with; by making it easier for local authorities to get local plans in place, we will limit speculative development.

Complaints

The Office of the Independent Adjudicator on Higher Education (OIAHE) published its Annual Report for 2021 which shows a further increase in the number of complaints received – once again their highest ever figure.

  • 2,763 new complaints were received (6% increase since 2020).
  • 37% of complaints related to issues arising from the coronavirus pandemic.
  • Decisions – in total, 27% of cases were Justified (3%), Partly Justified (9%), or settled in favour of the student (15%). This is slightly higher than in recent years, and their highest ever proportion of cases settled.
  • Both practical and financial remedies were recommended (financial remedies totalling £792,504). In addition, students received a total of £511,875 through settlement agreements. The overall total financial compensation in 2021 was £1,304,379, significantly higher than in previous years. This is partly because in some cases it was more difficult to find a practical remedy due to the impact of the pandemic. The highest single amount of financial compensation was just over £68,000, and 63 students received amounts of over £5,000.

Other categories of complaint:

  • 45% Service issues (teaching, course delivery, supervision and course-related facilities)
  • 29% academic appeals (assessments, progression and grades, including requests for additional consideration)
  • 6% Financial issues
  • 5% Equality law / human rights
  • 5% Welfare / non-course service issues
  • 5% Disciplinary matters (academic)
  • 4% Disciplinary matters (non-academic)
  • 2% Fitness to practise

Admissions

The latest update from the OfS on unconditional offers was published.  It seems to show that unconditional offers are not such a problem (any more).

Wonkhe have a blog: It’s the start of a very good recycling job – I expect future modified iterations of this work to focus on the continuations of students with less impressive entry qualifications instead. Almost as if having solved one problem at the behest of a moral panic it is time to move on to the next one.

Apparently the data seems to show that lower grades are the problem.  You will remember that the argument always went that “unconditional offers are bad because students aren’t motivated and then get lower grades”…and then they drop out, goes the story.  You will recall, the Queen’s Speech above includes plans to limit access based on grades.  How convenient.

  • For applicants who were yet to be awarded those qualifications when they applied, unconditional offers were previously unusual but became more common between 2013 and 2019. UCAS analysis shows that the proportion of English 18-year-olds who received an offer with an unconditional component increased from 1.1 per cent in 2013 to 39.1 per cent in 2019.
  • At the end of March 2020, the Universities Minister announced a moratorium on unconditional offers. Following this, the OfS consulted on and introduced a time-limited condition of registration, condition Z3, that prohibited the use of ‘conditional unconditional’ offers and other unconditional offers to UK students that could materially affect the stability and integrity of the English higher education sector.
  • The number of offers made with an unconditional component for 2020 admissions increased slightly overall, but a greater proportion were ‘direct unconditional’ offers. In 2021, the number of offers with an unconditional component decreased overall, and there were no conditional unconditional offers made.
  • For entrants with A levels, the continuation rate of those that entered through an unconditional offer was lower than those with a conditional offer. This difference is small, but statistically significant. However, the difference has decreased in the latest two years… For A-level entrants, ‘direct unconditional’ offers have the largest estimated negative difference in continuation rates of all the different types of unconditional offer in each year. They are the only unconditional offer route where this estimated difference was statistically significant in four of the five years, but not for entrants in 2019-20.

Mental Health

OfS announced the appointment of a consortium led by the Centre for Transforming Access and Student Outcomes in Higher Education (TASO) to help universities and colleges identify and make use of effective practice in supporting student mental health. Partnering with TASO are What Works Wellbeing, Universities UK, SMaRteN, King’s College London, Student Minds and AMOSSHE. OfS state the work will lead to the creation of a central, online hub to share what works to support student mental health.

Future of Work

The Government announced that Matt Warman MP (former digital minister) will lead a review into how the government can best support a thriving future UK labour market. The ‘Future of Work’ review will inform the government’s plans to ensure the UK is equipped with the right workforce, skills and working environment to seize the new economic opportunities of Brexit, Levelling Up and Net Zero.

The review is also expected to explore the role of local labour markets in facilitating access to good jobs as part of levelling up across the country, as well as where skills development is most needed to drive future economic growth. The review will provide a detailed assessment on key issues facing the labour market and set out recommendations for Government to consider.

The Government has stated that the review will build on existing government commitments (including those made in response to the Matthew Taylor Review) to assess what the key questions to address on the future of work are as we look to support people to progress in work with the skills they need and grow the economy.

The terms of reference for the Future of Work review can be found here.

Other news

Graduate outcomes: The DfE published additional data as part of the Longitudinal Education Outcomes (LEO) dataset showing what industry graduates were working in at one, three, five and 10 years after graduation.

Climate change: New UUK blog Most parents don’t recognise role of universities in tackling climate change finds that only 4 in 10 parents believe UK universities are equipping students with knowledge on climate change. While almost every UK university has a sustainability strategy, less than half of parents recognise that universities are researching solutions to climate change. And only 24% of parents of 16-18 year olds believe UK universities are communicating effectively to the public about their efforts.

Other key findings

  • 46 percent of adults would like to have the green skills necessary to be able to contribute to tackling climate change
  • 41 percent are or would consider upskilling themselves in how to build sustainability into their current careers
  • Over a third (37 percent) are or would consider enrolling on a higher education course to learn more about climate change.
  • 36 percent are or would consider taking on a professional qualification in sustainability
  • 58 percent of parents are worried that future generations will not be equipped to deal with climate change
  • 61 percent of parents would like to see more from universities on researching the solutions to climate change.
  • 59 percent would like to see them working with schools and local communities more
  • 78 percent of parents think universities have an impact on tackling climate change, but universities were ranked lowest for impact, below governments, businesses and brands, charities, NGOs, protest groups and individuals

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VC’s Policy Advisor                                                              Policy & Public Affairs Officer

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Policy Influencing training sessions

Time is often a barrier stopping colleagues from using their research to influence policy. These training sessions are designed with the ‘doing’ built into the training day. Each programme will help you move onto the next step and produce some of the key materials to influence policy with your research. So when you get back to your desk we aim for you to feel ready to push the ‘send’ button! There’s a choice of half day, full day and multi session programmes and all sessions will be delivered online by Carys Davis, Director of The Other Place Public Affairs.

We particularly urge colleagues who do not have a ‘ready to go’ policy brief for their research to attend a session.

Email Sarah to book a session (state the name of the training course in the subject line of the email).

See here for the full details of each training course. Brief details below:

Policy into practice: from academia to influence – NOW POSTPONED, UPDATES COMING SOON (DO EMAIL TO EXPRESS INTEREST)

This is our flagship multi-session programme aiming to inform and support colleagues to produce content ready to share their research with policy makers and wider audiences. You’ll create three outputs – a policy brief, an elevator pitch and a set of recommendations based on your research. During the mentoring you’ll work with the expert trainer to ensure your content is ideal for political audiences. More details here.

 *There are limited spaces available on this training session because it is an intensive support model including bespoke mentoring.*

Session 1 (full day) – Tuesday 10 May, 10-16:30; session 2 is a 1:2:1 mentoring session (choice of dates/times); session 3 is a half day on Tuesday 7 June 09:15-12:45. Colleagues must be able to commit to all three sessions.

Introduction to Parliament and Policy Influencing – Wed 8 June

A full day training session which covers the knowledge and skills to begin policy influencing. More details here.

Wed 8 June, 10:00-16:30

International Researchers – Introduction to Parliament and Policy Influencing – Mon 13 June

A full day session specifically for international colleagues. This introduction covers the need-to-know essentials and will fill in gaps for colleagues less familiar with the British political system. While the training will cover more background knowledge it is still focussed on getting colleagues started with policy influencing. More details here.

Monday 13 June, 10:00 – 16:30

Moving from academic form to effective policy writing – Fri 10 June (morning)

A half-day session: Friday 10 June, 09:30-13:00

Changing from academic form to policy writing can be challenging and may need a different approach. This session introduces colleagues to short form policy style and provides templates to get you started. This training also includes expert feedback after the session on your final policy piece.  More details here.

Effective policy presentations – Tue 21 June (afternoon)

A half day session: Tuesday 21 June, 13:00-16:30

What do policy makers want from a research presentation? How do colleagues grab interest, open dialogue and establish relationships? More details here. Again there is expert feedback after the session on your final output.

Email Sarah to book your place.

HE policy update w/e 3rd May 2022

Parliament was prorogued on Thursday 28 April. The State Opening of Parliament will take place on 10 May and the Queen’s Speech will set the agenda for the forthcoming Parliament.

Research

Tech transfer: The Government has announced that Dr Alison Campbell OBE has been hired as CEO of the new Government Office for Tech Transfer which will support the Government to manages and commercialise its (estimated) £104bn worth of knowledgeable assets. Dr Campbell was previously the Director of Knowledge Transfer in Ireland’s national office helping businesses to benefit from access to public sector research expertise and technology. She started her career in the biotech industry and previous positions include interim CEO of the Medical Research Council’s technology transfer company (MRCT), and leading technology transfer and research support at King’s College London.

Technology transfer is the broad term applied to the transfer of assets, such as intellectual property rights, technology or new knowledge, from one organisation to another, with the aim of stimulating the development and adoption of new products, processes and services that benefit society.

The new government unit will sit within BEIS and is being developed to ensure that the public sector is maximising the value of its knowledge and innovation assets including intellectual property, software, processes and data. The unit will launch later in 2022 to provide specialist skills to support the way government manages its knowledge assets.

R&D Expenditure: The Office for National Statistics (ONS) published the latest figures on R&D and related expenditure by UK government departments, UKRI and HE funding bodies in 2020. Main points:

  • The UK government’s net expenditure R&D reached a new high of £15.3 billion in 2020. An increase since 2019 of £1.7 billion (in current prices), representing the largest percentage increase in current or constant prices since 2013.
  • Total net expenditure on R&D and knowledge transfer activities reached £15.5 billion in 2020 and represented 0.7% of gross domestic product (GDP), which was in-line with the long-term trend of 0.6% to 0.7% since 2009.
  • UKRI contributed the most to net expenditure on R&D and knowledge transfer activities in 2020, at £6.1 billion, 40% of the total.
  • In constant prices (adjusted for inflation), civil net expenditure on R&D and knowledge transfer activities (excluding EU R&D budget contributions) increased by 28.9% over the long term, from £10.2 billion in 2009 to £13.2 billion in 2020.
  • Defence R&D expenditure was £1.1 billion in 2020 compared with £1.0 billion (in current prices) in 2019; a 4.8% increase.
  • UK contributions to EU R&D expenditure decreased to £1.3 billion in 2020, down from the peak of £1.4 billion (in current prices) in 2019.

Quick News

  • ECRs: The British Academy announced the third (and final) hub of the Early-Career Researcher (ECR) Network – a two-year pilot programme for UK-based postdoctoral researchers in the humanities and social sciences. It will be in Scotland and co-led by the universities of Stirling and Glasgow. The pilot ECR hubs will run until March 2023 and aim to establish an inclusive, UK-wide Network for ECRs in the humanities and social sciences, providing opportunities for skills development and networking across the whole country. The hubs previously launched are located in the Midlands and South West of England. Researchers join the ECR Network via the British Academy’s Registration Form . All humanities and social sciences researchers who identify as early career are eligible to join, regardless of their funding source or background. This includes those working outside of academia, in independent research organisations and other policy or third sector institutions, and those not in employment but with relevant links into Scotland, the Midlands and South West research communities.
  • Innovation Fellowships: The British Academy has unveiledthe projects that have received funding as part of the BEIS funded Innovation Fellowships (Route A: Researcher-led) scheme. The funding will facilitate projects which encourage collaboration between researchers, organisations, and business. (Wonkhe)
  • Horizon Europe deadline: Research Profession reports that UK researchers awarded some Horizon Europe grants have been given two months to move their projects to a European Union institution or risk having their funding cut. Full details are here. In response UKRI stated: We sympathise with researchers who receive this message from the European Research Council, but can reassure them that the Horizon Europe guarantee funding provided by BEIS via UKRI will allow them to receive the full value of their funding and continue their research in the UK. Awardees do not need to move abroad to an EU Member State or to an Associated Country to Horizon Europe to access this funding. There is detailed guidance on our website at ukri.org/HorizonEU. However, Caroline Rusterholz (Cambridge University) highlighted that even if UKRI steps in, the prestige of the ERC grant will be lost. The Guardian has coverage.
  • Student Engagement: Wonkhe – The Office for Students (OfS) and Research England have publishedinterim evaluation reports from projects funded by the Student Engagement in Knowledge Exchange challenge competition. The evaluation finds that student engagement improved students’ skills, strengthened students’ networks, increased students’ employability, and strengthened relationships between higher education providers and partner organisations and businesses. They also found that effective engagement required a mix of in-person and online attendance to enhance accessibility, pre-event briefings to minimise poor attendance, and regular and accessible communications to maintain momentum and student interest.

Parliamentary Questions:

Question: Ensuring UK educational institutions avoid relationships with non-UK organisations that (a) hold or (b) host items taken from Ukrainian territory.
Answer: Michelle Donelan – I…have recently written to the higher education sector to outline our expectation that universities review their partnerships with Russia and take appropriate action…This includes taking action on research partnerships as well as asking universities to review their broader investments arrangements… I am continuing to ask that all universities conduct due diligence when entering into all international partnerships and accepting foreign investment, in line with Universities UK guidance on ‘Managing risks in Internationalisation’.

Lifelong learning

UUK have published their response: University leaders support much-needed flexible learning revolution (universitiesuk.ac.uk)

Our response has five key messages:

  1. Universities are ready and willing to deliver on the LLE ambition
  2. The new system must appeal to potential learners of all ages and have wide course eligibility
  3. We need a greater understanding of the level of demand for modular study
  4. Information, advice and guidance will be at the heart of the LLE
  5. We should use existing regulatory and quality mechanisms to avoid new overly complex regulation

Full response is here: Our response to the Department for Education (DfE) consultation on the lifelong loan entitlement (LLE) (universitiesuk.ac.uk)

On the first point, which is a big deal:

  • The study of modules should allow progression to full qualifications, with exit points at levels 4, 5 and 6. Many higher education institutions will adapt how they deliver modular study to meet learner needs, such as changing study timetables. They will also give tailored wrap-around support and advice on progression routes. Higher education institutions can build on existing best practice and partnerships to collaborate to support transfer and credit recognition.
  • ….we recognise that the design and length of some courses may mean some are more appropriately funded per-academic year. We think that providers are best placed to decide this as they respond to learner and employer demand.
  • …The cost of modular delivery will exceed that of full-time provision for providers. This is partly due to the additional administration required. We also know individuals re-entering formal study may require additional academic and study skills support upon entry. This includes wrap around support such as careers guidance, counselling, and access to facilities
  • …High-cost courses and modules would need further support. For example those that use labs or specialist equipment. Therefore, deriving a fee from the qualification may not completely compensate where the take up of particular modules is more prevalent than others. A high level of unpredictability initially about learner demand for short courses could impact the cross-subsidy model that higher education providers operate. There is a risk that providers are disincentivised from offering expensive courses. We think these challenges could be mitigated through the strategic priorities grant, over developing models for differential fees
  • .. A learner’s previous assessment and module marks are not normally carried over at the point of transfer and institutions typically rely on marks received post-transfer. Some institutions require a certain percentage of a student’s learning to be completed in a single institution at level 6 to calculate the final classification. The regulation around the LLE will have to consider the implications of different practice across the sector when calculating classifications and assessing student outcomes and how these can be mitigated or managed.

And this:

  • The OfS should consult and review on the appropriateness of student outcome measures for learners studying under the LLE.
  • The non-completion measure would need revising and/or a clause added to accommodate modular learning. Leaving a provider without completing a full degree cannot in itself be regarded as an indicator of failure, either for the student or the institution, but particularly not in the case where a ‘step on step off’ approach is proactively encouraged. Employment and further study outcomes would also need to be reconsidered to account for non-linear work and flexible study patterns of learners, and/or the possibility that individuals already in ‘professional jobs’ are reskilling or up-skilling.

They raise an interesting concern about placement years: It is unclear from the proposals how the funding for sandwich programmes would work. This must be considered to avoid any unintended consequences for the learners. We believe that sandwich years should be funded and not draw from elements of the loan entitlement. Placement years attract a fee but at a lower rate reflecting that students are mostly with their employer but do receive support from academics and professional staff and can use facilities. Depending on the design of the LLE there is a risk that students who choose a 4 year degree may use up all their entitlement in one go, and that students who come to year 1 having studied a foundation year would be disincentivised from choosing a 4 year degree with placement to progress onto. We do not believe the DfE intends to restrict sandwiches years – after all these courses support graduates to be work ready and meet employer needs – but this needs clarifying.

The rest of this is worth reading too – but let’s not underestimate how huge a change this would be across the sector.

Student Loans

The Lords have expressed concerns over the lack of information on the impact of changes to student loans legislation. The Regulations have been laid by the Department for Education (DfE) and make changes which mean the current repayment thresholds for student loans that applied in the 2021-22 financial year will be maintained and continue to apply in the 2022-23 financial year. This avoids an automatic 4.6% increase of these thresholds on 6 April 2022. However, the Lords are concerned about the impact on those who have student loans. The Secondary Legislation Scrutiny Committee (36th report) highlights that while DfE made it clear…that the changes made by this instrument will generate an expected £3.7 billion of savings in public sector net borrowing… [to] 2024-25, it is silent on any additional costs those with student loans might incur as a result of these changes.

Lord Hutton of Furness, Member of the Secondary Legislation Scrutiny Committee said:  In this instance, we are particularly concerned that while these changes will affect a large portion of the student population and possibly their families, the EM only emphasises the savings Government will make and is silent on the costs to those who have student loans.  This is unsatisfactory and the House may wish to raise this omission with the Minister. 

There are also several student loan related parliamentary questions:

  • The impact of the rise in inflation on the purchasing power of the average size maintenance loan
  • The impact on graduate disposable incomes of the increase in student loan interest rates. Michelle Donelan responded: The government has not yet made a decision on what interest rates will be applied to student loans from September 2022. We will be considering all options over the coming months and will confirm in due course the rates to apply from 1 September.
    Changes to student loan interest rates will not increase monthly student loan repayments…
    Over a lifetime, the Institute for Fiscal Studies has made clear that changes in interest rates have a limited long-term impact on repayments… We announced in February 2022 that we will be reducing interest rates for new borrowers and so from 2023/24, new graduates will not, in real terms, repay more than they borrow. Alongside our wider reforms, this will help to make sure that students from all walks of life can continue to receive the highest-quality education from our world-leading HE sector.
    Note that Donelan states limited long term effects – for the short term impact you may wish to read this short article from the IFS – High inflation set to cause interest rate rollercoaster for student loans which touches on the short term 12% contribution expected by the highest earners.
  • Student loan rates exceeding mortgage rates
  • Nurses repaying student loans & independent NHS pay review

Access & Participation

APPs: Wonkhe report on John Blake’s (OfS Director Fair Access and Participation) request that variations 2023/24 access and participation plans be submitted by 31 July. The variations need to address new key priorities – making APPs more understandable and accessible to students and key stakeholders, partnering with local schools, and creating more routes into higher education through expanding degree apprenticeships and flexible level 4 and 5 qualifications. But given where inflation is at and the wider cost of living crisis, Jim Dickinson argues on Wonk Corner that revisions may well also need to consider student financial support.

Parliamentary Question: National scholarship scheme – Government are currently considering the design of the scheme and to set a roll out date after this – As part of the higher education reform consultation, we welcome views on how the eligibility for a national scholarship scheme should be set to support students and address ongoing financial barriers that can restrict high achieving, disadvantaged students from achieving their full academic potential whilst studying in higher education.

Degree classification – what, where & grade impact on earnings

The Institute for Fiscal Studies (IFS), commissioned by the DfE, published Higher degree classes are associated with substantially higher earnings examining the financial benefits associated with different degree classifications. After controlling for student characteristics, higher degree classes are associated with substantially higher earnings. Degree class seems to matter most for those attending the most selective universities and studying subjects where future earnings are highest. Suggesting that access to ‘elite jobs’ is governed by what you study, where you study and how well you do at university.

  • The average premium for gaining a first class degree over an upper second (2.1) is 4% for women and 7% for men.
  • The penalty for getting a lower second (2.2) as opposed to a 2.1 is 7% lower earnings for women and 11% lower earnings for men.
  • Obtaining a lower class (below 2.2) degree is associated with 15% lower earnings for women and 18% lower earnings for men, again compared with a 2.1.

Main findings from the report:

  • The share of university students obtaining different degree classes varies substantially by subject studied and institution attended. Among the 2012–2015 cohorts of graduates, around 20% obtained first class degrees; just over half received upper second class degrees; around 20% received lower second degrees; and around 5% received lower class degrees. Subjects involving maths have a more even spread of awards across degree classes than other subjects. More selective universities tend to award higher class degrees.
  • There has been a long-term trend towards higher degree classes awarded in all subjects and at all levels of university selectivity, which accelerated around the 2010 graduation year. The share of people getting first class degrees more than trebled between the 1999 and 2015 graduating cohorts. Meanwhile, the share of 2.1s remained fairly flat; the biggest declines were in the share of people getting 2.2s.
  • Earnings differences between those graduating with different degree classes are large. Five years after graduation, median annual pre-tax earnings for both women and men who obtained a lower second class degree in 2013 were around £3,800 lower than for those who received an upper second class degree (or around 15% lower for women and around 13% for men). Women who obtained first class degrees earned around £2,200 (8%) more than women with upper second class degrees, and men with first class degrees earned £4,100 (14%) more than men who obtained upper second class degrees.
  • Payoffs for a higher degree class vary hugely by subject. For some subjects, degree class matters a lot for earnings, while for others it does not matter at all. For men and women studying law or economics, getting a lower second class degree rather than an upper second is associated with more than 15% lower earnings, whereas there is no significant difference for those studying education or English. Subjects with high labour market returns tend to have high degree class premiums and subjects with low labour market returns tend to have low degree class premiums. This suggests that even students of high-return subjects typically need to get at least a 2.1 in order to access highly paid jobs (except medicine, a high-return subject which does not usually award degree classifications).
  • Achieving at least a 2.1 has a much bigger payoff at more selective universities. Controlling for observable characteristics, both men and women who obtain a lower second class degree from the most selective universities earn 20% less on average at age 30 than those who achieve an upper second class degree, compared with around 6% for women and 8% for men who got lower second class degrees from the least selective universities.
  • There are stark gender differences in the payoff to achieving a first class degree at a very selective university. At the most selective universities (Oxford, Cambridge, Imperial College London and the London School of Economics), the average payoff to a first class degree versus a 2.1 is near zero for women, but very large at around 14% for men.
  • Despite substantial increases in the average grades of graduates during the period there are no large changes in degree class premiums over time. Median graduate earnings five years after graduation fell by more than £5,000 between the 2002 and 2009 graduation cohorts in all degree classes for both women and men. Yet earnings gaps between degree classes have been constant throughout the period. This is consistent both with improvements in overall student attainment and with lower academic standards.

Ben Waltmann, Senior Research Economist at IFS and a co-author of the report, said: The findings imply that degree classification may matter as much as university attended for later life earnings. Other things equal, going to a more selective university is good for future earnings, and the fact that few students from disadvantaged backgrounds attend the most selective universities is a barrier to social mobility. But that being said, many graduates who get a 2.2 from a highly selective university might have got a higher-paying job had they attended a slightly less selective university and got a 2.1. Prospective students, parents and policymakers should take note.

More HE, more graduates, more jobs?

UUK have weighed in on the topic publishing Busting graduate job myths. They tackle four ‘myths’:

That everyone goes to university nowadays

This delves into technical data a little stating that using a more nuanced and accurate measure no cohort examined has reached a participation rate in higher education of 50%. Although 40% do and, over time, it looks likely that there will be a cohort of young people of which the majority will go through higher education or an equivalent of some kind. Which includes vocational and technical routes:

  • Even if half of the 18-year-olds from 2021 achieve a higher education qualification, many will do so later in life, or take unconventional and diverse routes.
  • Many critics of the current system suggest that it would be better for more people to achieve qualifications through routes other than the ‘conventional’ pathway of taking a traditional bachelor’s degree at university directly from school. The data shows that it would take only a small change in the way it is reported to show that this is already happening.

There aren’t enough graduate jobs

  • It’s hard to tell how many graduate jobs there are or how many graduates are in graduate jobs, in part because it depends on how you measure what a graduate job is.
  • There have been fewer graduate jobs during periods of high unemployment, such as during recessions. Institute of Student Employers (ISE) data shows that the number of graduate vacancies is now 20% higher than in 2019 before the Covid-19 pandemic. Job vacancies for graduates are expected to increase by more than a fifth (22%) in 2022 compared to 2021.
  • Data shows that most graduates are in jobs for which a degree is an appropriate qualification… There is little clear evidence that there existed a period in the past when the graduate labour market was considerably stronger.
  • The ONS Annual Population Survey estimates that there were 15,053,100 people with degree or equivalent qualifications working in the UK at the end of 2020. By looking at the data from the OfS’ graduate employment metrics in the same time period we see that in the UK in 2020 there were 15,978,200 employees in SOC categories 1 to 3.
    The gap is almost a million jobs. Graduate supply still does not meet demand.
  • The number of jobs for which graduates are suitable compared to the number of graduates seem reasonably well matched. There are both shortages of graduates in some fields, and obvious areas of graduate underemployment in others. The UK is not unusual in any of these respects.
  • It’s crucial to remember that longitudinal studies of graduates show that just because a certain proportion of graduates do not secure graduate-level work early in their career, does not mean that this proportion of graduates will never get a good job. In fact, most of those early underemployed graduates will not be underemployed for the rest of their careers.
  • How many graduates have a graduate job? The honest answer is that nobody knows. It looks to be a comfortable majority, but that depends on how you define what a graduate job is

Some degrees have little value to employers

  • If the data shows that the number of graduates and the number of graduate jobs available seem well-matched, why do we have underemployed graduates and skills shortages elsewhere?
  • Almost twice the percentage of the UK workforce are underqualified for their role than overqualified for their role. This might be due to low investment in adult skills training in the UK.
  • The labour market and jobs themselves are also constantly changing. At least a quarter of new graduates do jobs that did not exist 50 years ago. Many non-graduates may be in graduate jobs because the jobs themselves have changed over time.  The below chart – Figure 4 – shows the change in graduate market entry in the last 50 years.
  • In the UK, your degree subject matters less. Many employers are looking for well-rounded graduates with transferable skills, rather than specific degree subjects

All the best graduate jobs are in London

UUK suggest graduates are less mobile than actually believed with many choosing to work in places where they already have a connection. Only 20% work in an area where they do not already have a connection. Those than return home to their home area are the most likely to be in non-graduate jobs. Pages 23-24 (listed as pages 20-21 on the document) has a chart and further analysis explaining this. UUK conclude that the link to place (and therefore the levelling up agenda) is crucial: The levelling up agenda will need to take into account that graduates will tend to stay linked to places they know. A local university makes it much easier to attract and retain graduate talent.

  • Looking to the future UUK predict that Artificial intelligence (AI) is set to increase graduate demand further with healthcare, IT and marketing expected to see particularly steep rises.

More HE: The Tony Blair Institute for Global Change published We Don’t Need No Education? The Case for Expanding Higher Education arguing that the UK needs more graduates to counter a slowdown in growth and productivity over the past decade. Prior to publication Tony Blair pushed one of the report’s main recommendations – that the UK should aim to raise HE participation to 60% by 2030, and to 70% by 2040.

The research outlined in the report demonstrates how the expansion of HE over the past generation has become a progressively more important source of prosperity and the mainstay of economic growth since the global financial crisis. The analysis also suggests that if seven in ten young people completed HE, this would significantly raise the rate of productivity growth and boost the size of the economy by almost 5% over the next generation compared to allowing educational attainment to stagnate.

Former (Conservative) universities minister Lord (Jo) Johnson argues in the report’s foreword that the country needs more skills and that the skills we need are defined by future flexibility, rather than current employment needs. Jo Johnson:

  • the popular notion that “too many go to university” is rooted in the view that we churn out more graduates than befits our economy, and that public money is wasted on low-value courses.
  • As this paper acknowledges, we do need to tidy up some of the rough edges that lead to poor outcomes in some instances, and there are lower-level skills gaps in our economy that do not require higher education. But neither of these mean that we have reached “peak grad”.
  • The first reason is that we still don’t have enough highly skilled individuals to fill many vacancies today, for instance in professional occupations.
  • The second reason – and this is arguably the report’s most important message – is that we cannot just think about skills demand in a static way; we must also plan for a future economy that will look very different to the one we currently occupy
  • High-innovation economies, like South Korea, Japan and Canada, understand this and have boosted higher education; participation rates in these countries are already between 60 per cent and 70 per cent. We cannot afford for policy to remain steeped solely in today’s challenges, and our ambition should be to join them.

The report recommends:

  1. Aim to raise participation in HE at levels 4 and aboveto 60% by the end of this decade and 70% by 2040
  2. The goal would need to be paired with the policies and resources to improve school and pupil attainment
  3. Non-traditional routes into HEwould also need to be improved
  4. The government would also need to monitor the effect of recent moves to recalibrate student-loan repaymentsto ensure more debt-averse candidates have not been inadvertently discouraged from pursuing HE
  5. There is more to be done to make entry into HE an attractive decision to students from lower-income backgrounds, including reintroducing maintenance grants

Batting for the Government, Universities Minister Michelle Donelan, responded in the Times criticising New Labour’s previous 50% target, and the new 70% figure proposed by Blair last week, as a “one-size-fits-all” approach and “condescending”. Adding that we should hear “a little less from Tony Blair, and a little more from Euan Blair” (Tony’s son who set up an apprenticeship-focused tech firm). The Blair Vs Donelan stance is perhaps not as polarised as it might seem. Higher level technical skills are a key part of the Government’s agenda. It remains to be seen whether HEIs delivery quality higher technical learning will be welcomed and whether the HE numbers reduction is really about the cost to the Treasury.

Wonkhe have a blog – The Tony Blair Institute for Global Change makes a case for (even) more graduates, while the Institute for Fiscal Studies argues there may be a graduate oversupply. David Kernohan tries to pull it all together

Freedom of Speech

There was notable criticism of the lack of progress on the HE Freedom of Speech Bill from Shadow Education Minister Matt Western:

  • What a palaver! This is less a carry-over motion and more of a carry on, if I may say so—”Carry On Regardless” being probably the most apt title…it is 358 days since the Bill was introduced to the House. Announced in the last Queen’s Speech, the Second Reading was debated nine months ago and the Public Bill Committee concluded its work over seven months ago. Since then, nothing—so is there a problem? The lack of urgency suggests it is really not that important after all. Certainly, the Secretary of State has not mentioned it once in the Chamber since his appointment five months ago, and the legislation would certainly have no effect on cancel culture, according to lawyers, media commentators and the sector itself. The Government now want another year to resolve their own problem—a problem of their making—which is more time that could be better used to address the immediate and pressing issues faced by the great British public…

FE & HE Minister Michelle Donelan responded:

  • Let me be crystal clear: the Government remain committed to delivering on our manifesto pledge by strengthening freedom of speech in higher education. We have not changed, and never will change, our position, because we recognise that free speech is the absolute cornerstone of democracy and a liberal society. Our universities should be centres of inquiry and intellectual debate, and places of new and independent thinking from which will grow the knowledge, learning and science that we need to tackle future global challenges. The reintroduction of the Higher Education (Freedom of Speech) Bill reaffirms our manifesto commitment…

Research Professional also discuss the continuation of the HE Freedom of Speech Bill. Questioning why the Government is continuing with it given the isolated incidents and limited evidence there is actually a free speech problem within HE. They also highlight that a

  • Ministry of Justice consultation on a Modern Bill of Rights for the UK—which features its own specific reference to protecting free speech and academic freedom—concluded last week. Potentially, the legislation it trails could subsume the higher education-specific proposals.

Research Professional also state:

  • For Donelan, passing the bill is probably as much about advancement within Johnson’s Conservative Party as it is about reform of university culture. Frankly, we doubt that Donelan really believes very strongly in this nonsense.
  • …The bill as written survives and may yet make it to legislation. There is, however, a journey to be undertaken—and it seems unlikely that the House of Lords will take kindly to proposed legislation that is specific in its targets but vague in its actions.

Michelle Donelan  spoke on free speech at a Policy Exchange event. On the free speech ‘problem’ within HE Donelan said:

  • sadly, where once we found critical debate and arguments were won on their merits, today we see an upsurge in physical threats and complete intolerance of opposing ideas.
  • We witness examples of professors being harangued and hounded out of their jobs. We see prominent, well-respected, guests no platformed. We find academics self-censoring themselves out of fear.
  • Progress is no longer considered progress unless it conforms to an increasingly narrow ideology. And let’s be honest for a moment, successive governments have not put up enough of a fight. There has been a lot of talk and warm words, but not nearly enough solid action.
  • I am here today to tell you that this government is different. We are putting pen to paper in legislative action to once and for all challenge the forces that shut debate down… I will make sure each of our universities remains a fortress of ideas, putting an end to the nonsense of cancel culture by wielding the crucial majority that the British people gave us [i.e. Donelan suspects the Lords will oppose the Bill but intends to push it through using a 3 line whip in the House of Commons].

On the Bill Donelan said:

  • The Bill will put a duty on universities to promote free speech and academic freedom, not just protect it. It will put a duty directly on Students’ Unions to protect free speech.
  • And it will establish a new Director for Freedom of Speech and Academic Freedom on the Office for Students Board – with the power to fine universities, colleges and students’ unions and recommend real redress for those who have had their speech unlawfully restricted. And it will provide a new legal tort as a critical backstop, offering a direct route to redress for individuals who have suffered loss due to a breach of the freedom of speech duties.
  • We need to effect a culture change that will reverberate through the sector, from the SU bar right up to the Vice Chancellor’s office. And let me be clear, this is not an issue for Vice Chancellors to shy away from. Frankly, this is not an issue that they will be allowed to shy away from.

Skills – attracting international investment

Following on from Dr Campbell’s appointment to head up Tech Transfer a new report from World Skills UK Wanted: skills for inward investors warns that the UK needs an investment strategy with skills at its heart to not miss out on foreign investment. It finds that if the UK fails to recognise the importance of technical and vocational skills it will be left behind as other countries reap the rewards of lucrative foreign direct investment (FDI). Key points:

  • The UK has been overtaken by France as Europe’s top destination for foreign investment. It argues that the UK needs a better integrated strategy on skills and inward investment to attract international firms to more parts of the UK.
  • The UK currently does not have an investment strategy and the Department for International Trade needs to develop one with skills and regional opportunities at its heart.
  • Almost half (46 percent) of foreign firms said they would move their operations abroad if they couldn’t get the skills they needed, compared to just over a fifth (22 percent) of domestic firms.
  • When asked about expanding their operations 61 percent of foreign firms said they would expand overseas if they couldn’t get the skills they needed in the UK, compared to just a third (32 percent) of domestic firms.
  • The UK’s FDI is too concentrated in the already economically dominant areas of London and the South East. It argues that delivering FDI to more parts of the UK is vital in creating the higher-skilled and better-paid jobs needed to drive the government’s levelling up agenda.
  • A post-Brexit vision of Global Britain needs to showcase the UK’s excellence in skills. It says WorldSkills UK should use its unique knowledge of world-class skills to work with more parts of the UK’s technical education sector to improve skills levels right across the UK.

Skills Taskforce for Global Britain Chair John Cridland CBE says: The countries successfully bringing in foreign investment have a sophisticated skills offer to attract investors. Put bluntly, if you want to attract investment you need high-quality skills, and if you want high-quality skills you need inward investment. We need the Department for International Trade to develop a coherent investment strategy that will deliver FDI throughout the UK and not just in London and the South East. Competition is becoming fiercer and the UK simply cannot afford to miss the opportunity to add skills to its international calling card. If the Government’s levelling up agenda is to be realised, the UK has to develop and promote the skills that will deliver a high-skill, high-wage economy and attract foreign investors.

Also on skills Wonkhe report that the DfE published new strategic guidance for the Institute for Apprenticeships and Technical Education for the 2022-23 financial year. One of the central aims of the strategy is to involve the institute in forecasting what skills will be needed in the future and working with the government as part of the new Unit of Future Skills. The strategy also calls on the institute to have oversight over the quality of T levels, contribute to economic recovery, and to improve the quality of apprenticeship assessments.

Parliamentary Questions

Other news

Spiking: The House of Commons Home Affairs Committee has published a report on spiking. 81% of spiking victims were noted as students. We have a short summary of the report – contact us if you wish to read it. Wonkhe also have two blogs:

Prevent: Policy Exchange has published a report on the prevent counter terrorism strategy. Dods summarise: The report argues that Prevent has been undermined by anti-Prevent narratives and misinformation that has been spread by “Islamist groups” and allies. The groups named include the Muslim Council of Britain, Muslim Engagement and Development and CAGE. Policy Exchange accuses these groups of running disinformation campaigns to undermine Prevent, with university campuses being a key arena in which anti-Prevent activism has been particularly vocal.

UK Shared Prosperity Fund: The Department for Levelling Up, Housing and Communities  announced the allocations of the UK Shared Prosperity Fund (UKSPF) amounting to £2.6bn of funding in total between 2022 and 2025. The government says the UKSPF matches the average spend from the European Social Fund and European Regional Development Fund, replacing the pots after the UK’s withdrawal from the EU. It will be increased from £400m in 2022/23 to £1.5bn in 2024/25, at which point the government says it will match the EU funds it has replaced. England has been allocated £1.58bn. Each English Local Enterprise Partnership (LEP) area will receive the same in real terms as it used to under EU funding, and within each LEP area an index of need will be used to allocated funding to each local authority. In addition to the funds allocated to nations, £129m of the UKSPF funding will be used for Multiply – the new UK-wide digital platform for adult numeracy. The DfE has also provided links to trailblazers’ Local Skills Improvement Plans (LSIPs) here.

And there is a Parliamentary Question on the topic: How will the Shared Prosperity Fund maintain Research and Innovation funding at a level matching funding available through the European Regional Development Fund? Answer – the UKSPF is not intended as a direct replacement for ESIF funds. The Fund’s policy and delivery structure significantly differs, with a focus to deliver more tangible Pride in Place benefits across the UK. Read more here.

Universities UK have announced that Vivienne Stern will succeed Alistair Jarvis as its chief executive

Careers: Wonkhe blog – Students often have an amazing story to tell, but low confidence can prevent students from accessing the careers support they need. Jon Down thinks through what can be done.

Online learning: Research Professional note that:

  • According to a report in The Mail on Sunday, Donelan wants to send Office for Students inspectors into 15 universities to take a look at what is going on. The inspectors—whoever they are—had better hurry up, since teaching has already finished on many campuses and will be all over bar the shouting everywhere else within a couple of weeks.
  • If The Mail is to be believed, university bosses “risk huge financial penalties” as the minister has thrown “down the gauntlet to the ‘stubborn minority’ of vice-chancellors and lecturers who are still working remotely”. Donelan has signalled “her intention to ‘put boots on the ground’ by sending teams of inspectors to investigate staff attendance rates on campuses across Britain”.
  • The reality of online teaching is also that we all know no-one is going to be fined for it, let alone incur “huge financial penalties” or be denied access to the student loan book. The Mail on Sunday interview is just the latest in a long line of ministerial grandstanding against the sector Donelan is supposed to have under her care.
  • Why might that be the case? Is the minister motivated by ensuring quality public institutions and looking after the interests of young people, or is she thinking about how her reputation stands within the Conservative Party at a time when a cabinet reshuffle might be on the cards?
  • If it is the latter rather than the former, Donelan will not be the first and probably not the last minister to think universities are easy game on the way to political advancement. Recent history shows, however, that universities ministers do not necessarily prosper politically once they have left their avowed ‘dream job’.

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HE policy update for the w/e 4th April 2022

A slightly quieter time with the House of Commons on recess.

Before they went on recess, the Skills Bill finally made it over the line.  If you are wondering why we are focussing on school level education at the moment, the first item here will explain why, as the OfS provides more insight into its views on the role of universities in schools age attainment, driven by the government’s levelling up agenda.  In this context, there was controversy over whether T levels meet the needs of lower performing pupils (despite it being marketed as an alternative to academic study), and the Social Market Foundation believe current careers advice risks entrenching inequalities by steering people towards different educational and employment options according to their parents’ income and background.

Research

There’s an article on Research Professional about priorities for the Nurse review of research arrangements.  It flags five “blind spots”:

  • The productivity of R&D is falling
  • A more systemic approach to R&D – “A more strategic approach is needed that aligns technology development, regulation, policy and test beds, and engages the public
  • Mobilising intelligence – organising around data and knowledge not property and resources
  • Focus on adoption and diffusion
  • Addressing the gaps around social science – “The UK is good at monetising economics, psychology, behavioural science, ethnography, design and other fields, often through consultancies and advisory services or teams within companies large and small. But this happens despite, not because of, how research is organised” and “serious action to shift incentives for social scientists and mobilise them to help society think ahead”

UKRI has published an updated policy on the governance of good research practices that will apply to new and existing grants from 1 April 2022. Updates include:

  • revised text with improved clarity on the individual’s and organisation’s responsibility to enable positive research practice for high integrity research
  • a policy change that organisations must inform UKRI upon deciding to undertake formal investigations.
  • clearer text stating that we will only seek observer status on investigations by exception, with examples.
  • clarification that UKRI will not investigate cases but will check processes at an institutional level.

UKRI has also updated its full economic cost grant and training grant terms and conditions.

  • UKRI has added a new condition to reflect the statutory requirements introduced through the National Security and Investment Act 2021. Research organisations will need to ensure they follow the rules of this legislation. The legislation enables government to scrutinise and intervene in certain acquisitions that could harm the UKs national security.
  • Revisions have been made to the terms and conditions in response to the new UKRI open access policy, which will apply to in-scope research articles submitted for publication on or after 1 April 2022 and in-scope monographs, book chapters and edited collections published on or after 1 January 2024. The publishing your research findingssection should be read alongside the policy for further information on open access and how to acknowledge a grant.
  • UKRI has added information to employment and staff costs to clarify its position on funding that is eligible and how UKRI continues to support research staff. The updatedfEC and training grant terms and conditions will take effect from 5 April 2022 and are now available

Ukraine and Russia: The Office for Students has compiled information on the Ukraine crisis for providers offering transnational education in Russia and on research collaborations with Russian institutions.

  • There are 775 Ukrainian and 3,030 Russian students studying at English universities and colleges.
  • In addition, some English universities and colleges offer transnational education. There are 267 students studying in Ukraine and 3,113 students studying in Russia in this type of provision.

Wonkhe report that around 30 British universities have expressed interest in joining a new scheme which would see them twinned with an institution in Ukraine. As part of the scheme, universities may host academics and run summer schools for students to assist in catching up on lost learning. There is also discussion of providing Ukrainian academics with “ac.uk” email addresses to enable them to allow them access to resources. The scheme is supported by Universities UK and is being run by Cormack Consultancy Group. iNews has the story.

The OfS has published the interim outcomes of 20 projects that it has funded to develop and share understanding of effective practice in student engagement in knowledge exchange.

Parliamentary Questions

Money, money, money

There is an updated House of Commons library research briefing on student loan statistics.

The IfS have looked at the inflation rate and warned about the impact on student loans.  Although this doesn’t change the position that graduate repayments are linked to salary and therefore a lot of this high interest will not be paid at all but will just increase the government write off, it is still unhelpful, because of applicant perceptions and risk aversion.  And increasing the government write off doesn’t help their perception of the cost of HE either (see charts above).

  • English and Welsh graduates who took out a student loan since 2012 are in for a rollercoaster ride on student loan interest rates in the coming years. Today’s reading for RPI inflation means that the maximum interest rate, which is charged to current students and graduates earning more than £49,130, will rise from its current level of 4.5% to an eye-watering 12% for half a year unless policy changes (the interest rates for low earners will rise from 1.5% to 9%). This means that with a typical loan balance of around £50,000, a high-earning recent graduate would incur around £3,000 in interest over six months – more than even someone earning three times the median salary for recent graduates would usually repay during that time.
  • The maximum student loan interest rate is then likely to fall to around 7% in March 2023 and fluctuate between 7 and 9% for a year and a half; in September 2024, it is then predicted to fall to around 0% before rising again to around 5% in March 2025. These wild swings in interest rates will arise from the combination of high inflation and an interest rate cap that takes half a year to come into operation. Without the cap, maximum interest rates would be 12% throughout the 2022/23 academic year and around 13% in 2023/24. While interest rates affect all borrowers’ loan balances, they only affect actual repayments for the typically high-earning graduates that will pay off their loans.
  • This interest rate rollercoaster will cause problems. The way the interest rate cap currently operates disadvantages borrowers with falling debt balances for no good reason. Perhaps more importantly, sky-high interest rates may put some prospective students off going to university; some graduates will likely feel compelled to pay off their loans even when this has no benefit for them.

Fees and funding – Research Professional has an interview with Philip Augar

Financial pinch: Wonkhe – Students from England beginning higher education courses in September will see the largest ever real-terms cut in a single year, according to analysis highlighted in the New Statesman. The real-terms cut in maintenance support of 7 per cent comes in addition to the continued freeze of the income threshold required to qualify for the maximum maintenance support. And a new blog on a related topic – For Claire Callender, proposals that limit eligibility for student loans undermine recent rhetoric on levelling-up.

There’s a Wonkhe blog by David Kernohan on “what happens when providers run out of money” looking at processes and some examples: “Market exit, in other words, has still not been normalised. As much as we might pretend that the invisible hand makes the decisions – provider monitoring, insolvency, and student support – the actuality of the process remains as messy and human as it ever was. The pre-OfS strategy – of selectively limiting provider borrowing, loosely controlling provider growth and shrinkage, and (yes!) selectively bailing out providers if this was needed to protect the interests of students or applicants – feels like a more honest approach.”

Levelling Up

The Institute for Government (IfG) published Will the levelling up missions help reduce regional inequality? concluding that the Government’s 12 levelling up ‘missions’ – targets to be achieved by 2030 across a range of policy areas from crime to health to housing – will not reduce regional inequality. The IfG finds that only four of the 12 missions are clear, ambitious and have appropriate metrics against which the government will measure and demonstrate progress by 2030. IfG state the other eight missions need to be recalibrated if they are to deliver on the government’s promises to level up the UK. The IfG also calls on the government to put the right systems in place to ensure that ministers and civil servants are held accountable for progress on the levelling up agenda. They believe the proposed Levelling Up Advisory Council cannot provide rigorous expert advice and scrutiny when it operates only at the discretion of the government and cannot perform independent analysis. And without any idea of which departments are leading the coordination of policy contributing to each mission, it will be harder to hold government accountable if things are off track. 

The IfS press release summarises their main findings:

  • Five of the missions are not ambitious enough, meaning that little or no change would be needed to meet them. For example, one metric requires that pay increases in every region by 2030, but this is almost certain to happen regardless of policy.  
  • Three missions are too ambitious to be realistic, which will also fail to inspire policy action. For example, meeting the target of 90% of students achieving the expected standard by age 11 will be virtually impossible. 
  • Four of the missions do not define what success really looks like, making it hard for actors within and outside government to know what they need to do to make progress. For example, it is not clear what the government means by a ‘globally competitive city’, but one of the missions sets a target to have one in every region of the UK by 2030. 
  • Two of the missions have too narrow a focus, and risk diverting attention and resources away from other outcomes that would contribute to levelling up. 
  • One mission (on R&D spending) does not align with the overall objective of levelling up to reduce regional disparities. 
  • Important objectives, such as simplifying funding for local government, are not currently part of the proposed metrics. Other metrics, such as those on pay and productivity, are due to be tracked only over large geographic regions despite the white paper acknowledging significant inequalities within these regions.  

And while we are on the topic of levelling up, a key part of the government agenda is on part-time and mature students, with an ongoing consultation on the lifelong loan entitlement.  There is a House of Commons research briefing on part-time students.

Schools, skills and qualifications

Universities working with schools: The OfS published an insight brief Schools, attainment and the role of higher education providing examples and commentary on some the work HE providers are already doing in schools to raise attainment. BU’s books and stories scheme is celebrated on page 5.

  • Raising the expectations(rather than simply the aspirations) of pupils and their parents, teachers and guardians. Findings from the formative evaluation of the Uni Connect programme show that 79% of participants who responded to the survey had increased expectations for the future, while 94% had better knowledge of higher education options.
  • Appointing ‘influencers’ and running dedicated open days and interactive events for pupils with experience of local authority care.
  • Sponsoring local schools, as 73 universities and colleges reported in their 2019-20 access and participation plans that they were doing or about to do. Some have set up maths schools, such as the Exeter Maths School sponsored by the University of Exeter and Exeter College. The Liverpool Institute of Performing Arts has incorporated a primary school and a sixth form college into its LIPA Learning Group. Bridgwater and Taunton College sponsors a multi-academy trust.
  • Running summer school programmes for school pupils. Evidence suggests that participating in summer schools is associated with greater confidence and increased aspiration, and with higher GCSE grades and rates of progression to higher education.
  • Programmes of intervention in schools to raise attainment. The Education Endowment Foundation has rated interventions related to metacognition and self-regulation as highly impactful, and some universities and charities take this approach to raising attainment. Others focus their interventions on improvements to subject knowledge or to grades and capabilities e.g. BU’s Books and Stories programme which increased the reading age of participants.
  • Supporting attainment at Level 3through Access to HE courses taught in further education colleges.
  • Providing initial teaching training and continuing professional development to teachers. The Sutton Trust found that ‘for poor pupils the difference between a good teacher and a bad teacher is a whole year’s learning’. A separate report also found six teacher characteristics associated with increased attainment, including a strong pedagogical knowledge. Evidence shows that high quality continuing professional development has an average effect on pupil attainment equivalent to a month of extra learning.
  • Broadening the available routes into higher education to include short courses and apprenticeships. Over 100 universities and colleges offer degree apprenticeships, but some young people lack the knowledge to make an informed choice. With strategic partnerships, providers can show how diverse the sector is and help young people to choose a path to a successful career.
  • Staff and alumni involvement in school governor structures. For example, the University of Manchester has a longstanding staff and alumni school governor initiative. The university recently conducted an impact study showing that, if all universities in England and Wales adopted the initiative, they could fill more than 10 per cent of the current nationwide school governor vacancies.
  • Access and outreach work, which is often collaborative and can contain elements of raising attainment. For example, in the National Outreach Coverage project, between 2017-18 and 2019-20 over 80,000 activities related to skills and attainment were reported through tracking services in England.

New Government dashboard for pupils: Skills Minister, Alex Burghart, spoke at a Policy Exchange event stating that the new ‘Unit for Future Skills’ will begin publishing data in April. The Unit was announced in the Levelling Up White paper and is expected to be cross-government, publicly accessible, and produce information on local skills demand, future skills needs of businesses and the pathways between training and good jobs. A DfE spokesperson told news outlet FE Week that the unit would take over the work of the DfE’s skills and productivity board once its schedule of reports had been completed.

Data provided through a central-government dashboard will inform prospective learners whether peers taking a certain qualification in health and social care go on to work in health and social care, or whether they ultimately work in retail. The Government hopes the dashboard will improve the quality of information available to school pupils.

In response to a question from the audience about the timescales attached to the UFS, the minister said his department will be starting to release data this month, but was keen to stress that it will be on an “iterative basis” and so would only be “an indicator of the sorts of things we can start doing over time.”

Burghart also commented that a reduction in undergraduate numbers would be a good thing.

  • Perceptions of post-18 study are shifting. And they are shifting I think for the better.
  • I would not be at all surprised if, in 10 years’ time, many more people are choosing to become apprentices after leaving school or college – and that the consequence of this may be that there are slightly fewer undergraduates. I consider that to be a good thing. Now, I believe in the importance of universities and the power of university degrees. But I know they are not the be all and end all.
  • As I said at the start, I taught and lectured for a number of years in some wonderful universities. I was lucky enough to teach some very bright people. But it was clear that not all of them wanted to be at university, a number were there by default, because their parents wanted them to be there, or because they felt they had no other ladders to a good career.
  • Apprenticeships have the potential to create some of those other ladders. In doing so, they can help to transform opportunity. The chance to earn while you learn, to get a three-year head start on your undergraduate friends in the workplace, to build networks, experience, to not run up debt. They are surely a huge part of the future of skills. 

Careers advice: The Social Market Foundation (SMF) published new research demonstrating that careers advice and guidance risks entrenching inequality by steering people towards different educational and employment options according to their parents’ income and background. The report examines school leavers and adult learners’ experiences of careers information, advice and guidance (IAG) in England. SMF say it presents new evidence on the way that people engage with IAG and they make a number of policy recommendations to increase the personalisation, accountability, and accessibility of IAG.

Key findings:

  • The shape and quality of IAG services is patchy, varying substantially across and within schools and colleges
  • Support for those pursuing vocational options tends to be weaker, with students carried towards university by inertia
  • People tend to favour anecdotal information over hard data, but even those using formal information make limited use of government sources
  • There is a mismatch between the grand ambitions of IAG, and what users expect from it. Careers professionals view it as long-term career planning and skills development, whereas receivers tend to just want help with the next step.
  • Adults are largely unaware of IAG services and face significant barriers to accessing them

Six actions policymakers can take:

  1. Ensure every school leaver receives a minimum level of personalised careers support by offering an entitlement to three one-to-one sessions.
  2. Add careers provision to the four ‘key judgements’ on which schools are graded in Ofsted inspections.
  3. Set the Careers and Enterprise Company the objective of tackling inequalities between schools in the level and quality of information, advice and guidance.
  4. Aim to ensure all apprenticeship opportunities are listed on the UCAS system, perhaps by establishing and integrating local platforms.
  5. Partner with trusted private apps and websites to ensure official government data and information is easily accessible.
  6. Engage in a large-scale outreach programme promoting adult education and careers services.

There’s a Wonkhe blog on careers support here from Jon down of Grit Breakthrough programmes:

  • 98 per cent of careers professionals in universitiesfeel students do not engage with career development activities and 27 per cent of students believe that the biggest obstacle to future career success is not knowing what field to go into.
  • .. If we are to drive up engagement with career development activities, it seems clear that universities need to give thought to supporting students develop the confidence to make full use of their employability offers. As a starting point, this might include:
    • Creating experiences that raise young people’s self-awareness so they can articulate their unique combination of knowledge, experience, and attributes, and the contribution they can make.
    • Coaching students to arrive at their own goals and support them in building the resources to achieve them, rather than simply imparting information, guidance, and advice.
    • Reframing support so it is not all about finding a lifeline in a crisis but instead is about gathering what you need to be a success

T level criticism: The completion of the Bill won’t be popular with all. Lord Baker has spoken out to criticism the current T levels as too academic and not serving important elements of the UK population. Lord Baker is a former secretary of state for education and science (1986-1989) and was integral to the introduction of GCSE exams.

During a select committee hearing Lord Baker stated that the Schools White Paper should have promoted a skills-rich curriculum, as well as one that focused on knowledge. He outlined his surprise at how modest the paper was, with the focus centring on the improvement of literacy and numeracy, and stated he did not agree with the idea of raising the goal of the average grade to 5 from 4.5 as that would further disadvantage certain students.

On T levels Lord Baker explained that they had introduced new T Levels at his University Technical Colleges 18 months ago, and that his trust had found they were more suited to academically able students. He highlighted to the Committee that of the ten pupils who started, three dropped out because they weren’t academically up to it, and they were people who got below a seven in GCSEs. He went on to assert that he thought the T Levels were suited to students who were achieving above a seven in GCSE.

Lord Baker emphasised that education policy should be focused on the “bottom third” of students across the country who do not pass GCSE English and maths (at level 4 or above), and that there had been no progress for this group for over a decade. He added that the curriculum reforms introduced by former education secretary Michael Gove from 2014 had not improved outcomes for low-attaining students and stated this was one of the reasons why youth unemployment in the UK was double that of Germany.

Overall his view is that T levels are not suited to over a third of the UK child population and result in drop outs.  – a blot on the Government’s quality landscape, particularly at a time when they are pushing regulators to threaten punitive action for HE providers with higher dropout rates.

Meanwhile Wonkhe covered a new apprenticeships report: the apprenticeships system favours those from professional backgrounds and wealthy areas, according to a report published by think tank Onward. The research identifies a reduction in the number of people taking entry-level apprenticeships as businesses use their levy funds to support existing staff. The report’s recommendations include fully funding apprenticeships for those aged 16-18, giving mayors more responsibility to support SMEs to take on apprentices, and providing financial incentives for businesses to take on new apprentices.

And with all that in mind, the Skills and Post-16 Education Bill finally passed: Last week we highlighted that the prorogation of Parliament would mean all Bills that weren’t finalised would have to navigate a carry over process to avoid being lost. One hanging in the balance was the Skills and Post-16 Education Bill – stuck in the “ping pong” tussle between the Lords and the Commons over the withdrawal of BTEC qualifications. The Government heaved a sigh of relief as, at the last minute, the Lords conceded and dropped the disagreement over Amendment 15B which called for a 3-year wait before removing funding from applied level 3 qualifications (BTECs). Government Education Minister, Baroness Barran, calmed the discontent by playing down the implications and making small concessions. Key points from her speech:

  • Last November, the Education Secretary announced an additional year before funding would be removed from qualifications that overlap with T Levels, and the government have also removed the English and maths exit requirement from T Levels
  • A further delay will not benefit providers, AOs, employers or students – stakeholders need clarity on implementation timescales
  • Applied generals, such as BTECs, will have an important role to play alongside T Levels
  • To be approved for funding in future, quals will need to meet new “quality and necessity” criteria – students will be able to continue to take Applied Generals, including BTECs, alongside A Levels, as part of a mixed programme
  • Stressed they were not creating a binary system, but wanted students to be able to choose from a high-quality mixed system
  • Around 1,800 qualifications have low or no enrolments and will therefore have funding removed from August 2022
  • The next phase of reforms will be to consider qualifications that overlap with T Levels – they anticipate they will remove funding for “just a small proportion” of the total Level 3 offer, including BTECS: “This will be significantly less than half” she added
  • Expect to publish the list in due course, and there will be an opportunity for awarding organisations to appeal a quals inclusion on the list.
  • Qualifications identified as overlapping with waves 1 and 2 of T Levels will not have funding removed until 2024/25.
  • Qualifications identified as overlapping with waves 3 and 4 of T Levels will not have funding removed until 2025/26.
  • Employers will now have the opportunity to say if they believe quals support entry to occupations not covered by T Levels.
  • The new Unit for Future Skills, announced in the Levelling Up White Paper, will have a role to play in gathering evidence and regularly assessing the quality of qualifications.

All Peers also received a letter from the Education Secretary stating that all qualifications, including BTECs, have an important role to play in the education ecosystem, and appeared to ease off on the A Level/T Level binary approach.  Lord Blunkett, the architect of the troublesome amendment welcomed the Government’s small concessions.  In short, this means the Skills Bill now awaits the Royal Assent rubber stamp and will become an Act of Parliament.

Anti-Semitism

Wonkhe: Lord John Mann has been appointed to set up a new task force of senior ministers and MPs to look into the treatment of Jewish students in UK universities. Speaking at the Jerusalem Post London conference yesterday, Mann said the working group would “listen” to the voices of Jewish students. Justice minister Lord Wolfson also spoke at the conference, insisting that the IHRA definition of antisemitism does not shut down free speech. Jewish News has the story.

Wonkhe also report on The Times coverage that higher and further education minister Michelle Donelan is “considering a range of possible measures” against NUS following concerns about antisemitism within the organisation. Jewish News cover the calls from Lord Mann to not recognise NUS as the representative of student voice if things do not change, and an open letter from Lancaster University’s Students’ Union expressing concern over antisemitism in NUS.   The NUS have published a statement here.

Access & Participation

Parliamentary Question: the benefits of students having at least one family member who attended university, and whether it should be declared on applications if someone is a first generation HE student.

Disabled Students’ Commission

Wonkhe report on the Disabled Students’ Commission publication of its second annual report: It reports a degree awarding gap for disabled students of 1.1 per cent in 2020-21 – driving a Commission focus on improving the disabled student experience. The report highlights the ongoing challenges faced by disabled students, and recommends increased consultation and communication with students, consistent approaches to support across and between higher education providers, more flexibility in teaching, learning, and assessment, and offering certainty for disabled students that they will get the support they need.

Disability Voice Blog: Wonkhe inform that the blog of the Association of National Teaching Fellows (NTF) has a piece on amplifying disabled student voices.

Other news

Graduate outcomes: an interesting blog by Charlie Ball of JISC on Wonkhe.  In the light of all the government talk about poor graduate outcomes …how we can be in a situation where one group of stakeholders can hold the view that there are too many people going to university, and others can have spent many years worrying that they cannot find the graduates that they need to thrive.. Well, yes, good question.  The suggested answer is that we need more data.

Dropping out: Wonkhe have a quick write up following DfE drop out news – Higher and further education minister Michelle Donelan has written on the DfE’s Education Hub blog about how the drop-out rates of students in the 2019-20 cohort has fallen below ten per cent for the first time. However, Donelan attributes this to the government’s recent push to drive up quality. On Wonk Corner, DK questions how recent policy announcements could have impacted on events in the past.

Admissions: In the context of the new UUK admissions code, there is a Wonkhe blog: Do applicants who end up on a course generally meet the entry requirements of that course? Jane White shares evidence that very often this is not the case

Hygge: A neat piece from Wonkhe on the benefits of the Danish hygge for students.

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HE policy update for the w/e 4th April 2022

The Government has announced the current Parliamentary session will be prorogued in April (date not confirmed yet) (you’ll remember that process from “that” prorogation).  A new session will commence with a State Opening of Parliament and the Queen’s Speech on Tuesday 10 May. This means that legislation that is currently incomplete will either be dropped or will need to be allotted parliamentary time for a carry over motion debate (not quite as easy as it sounds). For HE this means the future of the controversial HE Freedom of Speech Bill is less certain although Wonkhe reported that it is likely to be carried over.

Meanwhile the Government has a plethora of consultations and white and green papers out. We can expect expectations for these to feature in the Queen’s Speech. For HE we will be watching for the legislative and regulatory changes required to implement the lifelong loan entitlement and the response to Augar (see our 3rd March update for more info. Consultations on many aspects of these things close on 6th May, so we won’t get definitive announcements on the detail that is being consulted on, and the Queen’s speech itself is very high level and so are the policy statements that come out with it.

Skills and Post-16 Education Bill

The Skills Bill is one they are trying to get through before prorogation.  The Skills Bill parliamentary ping pong continues with MPs rejecting the Lords amendment relating to the changeover from BTECs and T levels. The Lords attempted to delay the defunding of BTECs and force a public consultation but MPs overturned it through their majority in the Commons. Compromises were also made on vocational careers advice provided by schools.

The outcome and more details of all the Skills Bill amendment are available in this Dods summary. The Commons Library also have a useful publication highlighting the changes as the Bill has progressed through the legislative system, shorter version here.

Next: the Bill will pong back to the Lords on Thursday 7 April. The Lords will consider the MPs’ rejection of Lord Blunkett’s BTEC amendment, which attempted to attach conditions to the defunding of BTEC/level 3 technical qualifications. Potential options:

  • The Lords will accept the rejection and will not push for the amendment to added again (at this point, the Bill would have completed its passage and will be sent for Royal Assent)
  • The Government will bring forward a compromise amendment, and the Lords will vote on this (if it passes, it will have to go back to the Commons where it would be agreed)
  • Lord Blunkett will move to disagree with the Commons’ decision on his amendment and re-introduce it again in its current form (this is the least likely option, but it would then ping back to the Commons).

Compromise is the usual solution when there is a hard stop like this.

Levelling Up

Citizenship within Levelling up policy: The Lords Liaison Committee published a follow-up report examining the Government’s progress in  implementing the recommendations made by the Select Committee on Citizenship and Civic Engagement’s 2018 report. While the (new) report focuses on citizenship, including the educational delivery of citizenship, it is worth looking past this because the Lords highlighting the importance of citizenship within the Government’s current flagship levelling up policy. In brief, the Lords criticised:

  • Poor progress in improving Governmental coordination of citizenship and civic engagement policy since 2018. The Lords recommended a Minister with responsibility for Citizenship and Civic Engagement be appointed immediately within the Department for Levelling Up, Housing and Communities (DLUHC) or the Cabinet Office. The new Minister to be given latitude and authority to facilitate integrated policymaking across the Government departments including a permanent seat on the Domestic and Economic (Levelling Up) Cabinet Committee.
  • The Lords are also concerned that as cabinet committee meeting are not available for public scrutiny that the Levelling Up Cabinet Committee may not be meeting or gaining traction. The related Inter-Ministerial Group leading on similar Citizenship content has not met since 2019: the Committee saw good intent in relation to the Inter-Ministerial Group for Safe and Integrated Communities and yet that group did not meet for three consecutive years. They’ve called for evidence of the scale of the work expected to be undertaken by the Domestic and Economic (Levelling Up) Cabinet Committee.
  • Also the Levelling Up Cabinet Committee is criticised for the lack of cross-departmental members particularly from the Cabinet Office and the DfE.

Lord Hodgson of Astley Abbotts, who was the Chair of the Select Committee on Citizenship and Civic Engagement commented:

  • Things have gone backwards rather than forwards with citizenship education in the UK since our last report. This is despite the government’s clear commitment to levelling up across the country and an Elections Bill where great stress is being placed on the importance of engagement with our voting system…
  • We were promised a cross-department Minister, we didn’t get one. We were told that Ofsted should treat citizenship education is a core part of the curriculum, the evidence shows they don’t. The government had a chance to put things right in its Schools White Paper. It appears that they have missed the opportunity to do so. There is just one mention of citizenship in the Schools White Paper, and it is mentioned in the context of volunteering. We urge the Government to think again. Otherwise, they risk damaging democracy for generations to come.

Also on levelling up – Wonkhe report: Speaking to Chris Skidmore at a ResPublica event yesterday, Secretary of State for Levelling Up Michael Gove expressed his view that the number of students in higher education should be further extended, and drew links between recruitment and research and development in the creation of local high quality jobs. On the future development of the sector he saw a mixture of national missions and provider aspirations driving future developments. A twitter thread describes the key points of the discussion, and a recording is available.

Research

Dods have this on the research side of the Spring Statement:

In his Spring Statement to the House, the Chancellor also unveiled a new ‘tax plan’, part of which outlines what his focus will be for the Autumn Budget later this year. This included:

  • Considering whether the current tax system, including the operation of the Apprenticeship Levy, is doing enough to incentivise businesses to invest in right kind of training.
  • Reforming R&D tax credits to be more effective, expanding the reliefs to include data, cloud computing and pure maths, and considering whether to make the R&D spending credit more generous.
  • He said he would also cut the tax rates on business investment in Autumn, and would consult with employers and businesses in the run-up to the Budget.

On R&D tax reliefs, the Chancellor announced these would be reformed in the Autumn Budget 2021, following a consultation launched in the Spring Budget earlier that year.

  • “The government set out in the Tax Administration and Maintenance Command Paper that R&D tax reliefs would be reformed to include some cloud and data costs and refocus support on R&D carried out in the UK. The government has listened to stakeholders and can confirm that from April 2023, all cloud computing costs associated with R&D, including storage, will qualify for relief. The government remains committed to refocus support towards innovation in the UK, ensuring that the UK more effectively captures the benefits of R&D funded by the reliefs. The government recognises that there are some cases where it is necessary for the R&D to take place overseas. The government will, therefore, legislate so that expenditure on overseas R&D activities can still qualify where there are:
  • material factors such as geography, environment, population or other conditions that are not present in the UK and are required for the research – for example, deep ocean research
  • regulatory or other legal requirements that activities must take place outside of the UK – for example, clinical trials
  • To support the growing volume of R&D underpinned by mathematical advances, the definition of R&D for tax reliefs will be expanded by clarifying that pure mathematics is a qualifying cost. Where required, legislation will be published in draft before being included in a future Finance Bill to come into effect in April 2023.”

Delivering a UK science and technology strategy: The House of Lords Science and Technology Committee heard evidence from NERC, the Medical Research Council and ESRC at the session on delivering a science and technology strategy. They covered funding and the relative responsibilities of the research councils and other delivery organisations. All the key points that you’d expect were touched upon such as 2.4% R&D funding, Horizon, interdisciplinary research promotion, research morale and opinion of UKRI, academic/industry interaction, and how the research councils will interact with Government departments and budgetary implications. Summary here. Your policy team was also happy to hear that incorporating more academic research into government policymaking was addressed and it was suggested that UKRI could do more to coordinate the work with research councils to this end. BU researchers who are interested in sharing their work with policy makers or interested in influencing policy making are encouraged to sign up to our regular influence digest which highlights opportunities, sector policy news and shares top tips to increase influencing success.

Russia research | Ukraine support package: The Government announced a £3m support package to support Ukrainian researchers at risk and the suspension of publicly funded research and innovation collaborations with Russian Universities and companies of strategic benefit to the Russian state. Research Minister George Freeman stated:

  • All payments for projects delivered through UK public research funds with a Russian dimension have been paused. I have commissioned an assessment, on top of the existing and strong due diligence processes of UK public research funders, to isolate and freeze activities which benefit the Russian regime.
  • We will not fund any new collaborative projects with Russia through our research and innovation organisations.
  • We have suspended existing government to government dialogue through our science and innovation network team in Russia including their collaborative science projects.
  • Where the UK is a member of multilateral organisations, we are working at pace with partners to respond appropriately – holding Russia to account for its actions while diminishing and isolating its influence.
  • We are standing up a £3 million package of support for Ukrainian researchers at risk. We stand with Ukraine, its democratically elected government and its brave people at this awful time.

Wonkhe tell us more on the Ukrainian package: The British Academy, UK National Academies, and the Council for At-Risk Academics have announced the Researchers at Risk Fellowship Programme – a new fellowship scheme for Ukrainian researchers who are fleeing the conflict or are already in the UK and unable to return. £3m is being contributed by the Department for Business, Energy, and Industrial Strategy, and £0.5m from the Nuffield Foundation. The funding will provide visas, a salary, research costs, and living costs to successful applicants, and will be open to all postdoctoral or those with equivalent experience in all disciplines. Participatory institutions will need to identify six months’ worth of accommodation for recipients and their dependants. 

A parliamentary question asking if universities should take action against academics who promote pro-Putin propaganda (set within the backdrop of the Government’s steer on HE upholding free speech) is met with a beautifully fence sitting answer:  Alongside our allies, we are united in support for Ukraine. Universities, as independent and autonomous organisations, should decide whether to investigate such incidences.

Quick news:

  • Wonkhe – The Economic and Social Research Council, the Arts and Humanities Research Council, and the Japan Society for the Promotion of Science, have announcedcollaborative UK-Japan projects which have been awarded funding to support international efforts to manage the impact of the Covid-19 pandemic.
  • George Freeman (Science, Research and Innovation Minister) provided a written ministerial statement on the Intellectual Property Office performance targets and transformation projects.

Parliamentary Questions

Blogs:

Financial sustainability of the HE sector in England and the Spring Statement

The Public Accounts Committee published the oral evidence from the latest Financial sustainability of the HE sector in England session. The DfE and OfS were called as witnesses. A shorter summary is here. The session covered grade inflation, international students, financial support/Augar, risk modelling, student satisfaction and outcomes, regulation, value for money, student protection plans, minimum entry requirements, and the new loan terms.

In the Spring Statement the Chancellor said that there would be a review of the apprenticeship levy.

Regarding levy reform, last month the CBI challenged the Government to pursue more ambitious growth with new policies – one of which was to replace the Apprenticeship Levy with a new Skills Challenge Fund, to “incentivise more flexible training to meet skill shortages and rewards firms who invest beyond their apprenticeship levy levels”. Leaders across the sector have raised Levy reform for some time, and today’s announcement could represent a step towards this.

PQs:

Education Committee: Universities

The Education Committee ran a session questioning witnesses on the HE sector. Topics included outcomes for disadvantaged students, anti-Semitism and free speech. The NUS was criticised by Committee Chair Robert Halfon as they did not provide a witness for the session. A summary of the committee session is available here provided by Dods and good coverage by Wonkhe is available in: Is OfS asleep or woke at the wheel?

Here are the key discussion points from the session (which at times felt like an echo chamber):

  • 92% of the British public believe antisemitism is a problem in universities.
  • The witnesses presented a number of points to evidence that universities are not upholding free speech.
  • The Committee criticised the OfS for not intervening enough to tackle antisemitism in universities including noting that the rapper Lowkey had been asked to attend the NUS conference, a rapper he said had made antisemitic statements. The committee then went on to criticise the University of Nottingham for revoking the honorary degree award to Tony Sewell following a report on UK institutional racism. Highlighting once again the difficulty of drawing the unclear free speech/antisemitism line with different actors believing it should be drawn in different places.
  • While headline figures suggest more disadvantaged pupils are going to university the number of part time students has dropped. Disadvantaged pupils remain less likely to access the higher tariff institutions, more likely to drop out and less likely to have good employment outcomes. Concern was express that the gap between advantaged and disadvantaged is not narrowing.
  • On disadvantaged students witness McKellar (VP at UUK) said disadvantaged students started form a legacy of poorer education, and often had to do part-time work, because they lacked social capital.  There was a need for universities to create Access and Participation Plans (APPs) which supported disadvantaged students. He said in general these plans had worked better in other areas, such as closing the BAME attainment gap.
  • Witness Humphries (Chair, University Alliance) said the availability of more scholarships and support – including grants as low as £500 – would help. She also pointed to the role of peer mentoring and better careers guidance.
  • Dandridge (OfS) stated tackling disadvantage was a core priority as in addition to APPs the OfS looks at post-university progression, as poor progression after university could be a breach of a regulatory condition. Dandridge also stated disadvantaged participation was creeping up but measures not happening fast enough.
  • Careers and the role of research and knowledge exchange with employers were discussed.
  • Old chestnuts such as students not repaying their loans and is attending university really of value to society or enabling social mobility were trotted out. As were courses that were poor value for money (due to strike action, poor mental health support, high costs of tuition and lack of in-person teaching). Pensions were mentioned.
  • Blended learning was discussed with an overall positive tone.
  • BAME students drop out / lower degree classification and staff representation in senior roles were raised. Diversity at Board level was raised. McKellar (UUK) called for quotas for both academic staff numbers and senior representation of BAME staff. Dandridge (OfS) highlighted the UKRI programme on black progression into research careers.
  • On the Government’s implementation of the Augar review Clare Merchant (Chief Executive, UCAS) said recent UCAS analysis on GCSE English and Maths levels suggested that those on free school meals, some BAME communities, and those in certain disadvantaged areas, were less likely to obtain the requisite levels at GCSE. Other concerns about the impact of minimum entry requirements and possible student number caps and their disproportionately disadvantaging effect compounding existing disadvantage were raised by other witnesses.

Related to the above points made during the Education Committee are comments that Emma Hardy (previous Shadow Minister for FE & HE Education) made at an accountability meeting and again at the Treasury Committee Spring Statement session. Wonkhe report: At the Treasury Committee Emma Hardy highlighted the regressive nature of changes to student loans, and the impact of these changes on the national accounts. Rishi Sunak described the reforms as “sensible”, and emphasised that nobody will pay more back in real terms than what they borrowed. Hardy noted that this change would only affect higher earners, with lower earning graduates likely to pay more than under the current system. Sunak rejected Hardy’s characterisation of the changes as “a tax on low earners” despite the evidence presented from Office for Budgetary Responsibility and Department for Education figures. You can watch the committee session on parliamentlive.tv.

There’s also a very short Wonkhe explainer, snippet:

  • Hardy’s argument is that this has a place based effect – graduates earning around the average wage in Hull will pay a lot more than they currently do, graduates earning around the average wage in London will pay less than currently. The opposite – in other words – of “levelling up”.
  • There’s a tendency in expert commentary to see this as a niche issue affecting only a small part of the population – but with participation rates rising (and set to rise further if we take into account both demographic bulging and the LLE opening the loan system to more people) there is a sizable marginal tax rate impact for a large part of a generation.

Graduate Jobs

The Institute of Student Employers has released their 2022 Student Development report which compiles trends following a survey of the Institute’s employer membership base. It’s sat behind a paywall so here is Wonkhe’s synopsis:

  • Every year Institute of Student Employers (ISE) surveys its member employers to get their view of graduate skills – in this year’s Student Development Survey reportwe get the picture of the impact of the pandemic, as well as an update on larger trends in graduate employment, with data drawn from 107 employers. ISE analysis concludes “there is a renewed focus on the soft skills required for a post-Covid workplace.”
  • A third of respondents say their skills needs have changed as a result of Covid-19 – focusing on independence, resilience/growth mindset, adaptability, and confidence. 65 per cent of employers expect their new hires to be able to work remotely, up from 45 per cent in 2021. There is also greater expectation that graduates will arrive with technical skills such as coding and data analysis – or be able to acquire these skills. Expert insight from University of Leeds academic Helen Hughes suggests that early career hires may struggle to access development opportunities and secure visibility of their work if there is more hybrid and remote working.
  • There is a long term downward trend in retention of graduate hires three years post-graduation – down to 72 per cent from 79 per cent in 2011, suggesting that employers may need to work harder to retain early career staff in the post-Covid workplace. 61 per cent reported demand for mental health support has increased during the pandemic and 89 per cent report providing mental health support and counselling particularly for early career hires.

There’s also a blog written by Nicola Thomas of ISE: Never have the skills required to thrive in the workplace shifted so dramatically in a two year period as in the last two years.

Access & Participation

We wrote about UUK’s new Fair Admissions Code of Practice recently – as of 1st April there is a long list of universities who have signed up to it.

The OfS issued some data on their participation performance measures.

As you have seen in our recent commentary on the B3 licence condition consultation and TEF plans, continuation is a key metric for the OfS.  They note from this data that there is a difference of 3.7% for continuation between the most and least represented groups.  These splits will feature in the regulatory and the TEF data and so we can expect scrutiny of this – the Ofs target is “To eliminate the unexplained gap in non-continuation between most and least represented groups by 2024-25, and to eliminate the absolute gap by 2030-31”.

Wonkhe report on the black attainment (degree classification) gap:

  • The gap between the proportion of black undergraduate qualifiers and the proportion of white qualifiers in England achieving a first class degree has almost doubled in a decade, widening to almost 20 percentage points in 2020-21…..Its headline measure on “good honours” attainment, which combines first class and upper second class honours, saw further improvement as a continuation of a long term trend – but masks the significant differential when only considering firsts.

Similar issues apply to the degree outcomes for disabled students.

As well as updating the KPM analysis, OfS has updated its Access and Participation Dashboard with figures for 2020-21, updated sector-level information on student’s qualifications on entry to higher education and their subject of study, and published a report that summarises the key gaps in access, continuation and attainment at a sector level for different student characteristics.

Blogs

Parliamentary Questions

OfS

It is Ministerial letter time.  After the flurries of letters from Gavin Williamson, things had gone a bit quiet, but a letter appeared on 31st March 2022, offering guidance on strategic priorities.  It replaces  the previous guidance up to February 2021, but notably the guidance on teaching grant (strategic priorities grant) stays in place.  The priorities as set out will not surprise you.  Although the encouragement to the OfS to carry out in person inspections of 10-15 institutions is interesting and the instructions on how the new B3 enforcement regime will be carried out.

  • We are clear that HE has an important role to play in delivering the government’s moral, economic and social vision for levelling up: supporting strong regional and economic growth, developing partnerships with Further Education colleges and local employers to improve the skills base nationally, and working with schools to drive up attainment
  • We welcome the OfS’s ongoing engagement on the development of the LLE to date and would like this engagement to continue in 2022-23. Together we need to ensure that the LLE is supported by an appropriate regulatory regime, fully equipped to support radically different, flexible arrangements, measuring quality using metrics that are meaningful in the new system and which interact positively with our admissions regime
  • Cold spots…We would like the OfS to explore ways of encouraging the expansion of HE provision into new areas, while ensuring that high quality provision is maintained
  • We would like the OfS to work with officials to help to grow the uptake of high-quality technical education and degree apprenticeships including, where possible, through the use of access and participation targets, information and guidance, as well as supporting the raising of the profile of IoTs.
  • … it is our clear and firm expectation that the OfS will use the new outcome thresholds to identify providers with unacceptable levels of performance and challenge them. In the event that they cannot convincingly explain and justify their student outcomes data, then this should provide the basis for generating robust regulatory investigation and action. In cases where low and unacceptable quality is confirmed, action should include, where appropriate, financial penalties and ultimately the suspension or removal of the provider from the register (and with it, access to student finance)
  • our priorities for investigation are:
    • larger providers with university title which are below proposed numerical thresholds either for the whole provider, or multiple subject areas; and
    • a set of investigations focused on a major subject grouping with large numbers of students and high variation in outcomes, such as Computer Science or Law, with the intention to drive up the quality of those courses across the sector as a whole; and
    • providers where OfS has long-standing concerns about quality which are confirmed or strengthened by numerical data on student outcomes
  • Our expectation is that the OfS should … implement a visible and effective inspections regime against the other B (Quality) conditions of registration, that will involve on-site inspection of 10-15 providers next year, that will root out pockets of poor provision and will result in regulatory action where appropriate. Through this activity, we would expect the OfS to focus on the following priorities:
    • that online learning should be used to complement and enhance a student’s learning experience, not to detract from it;
    • the provision of sufficient contact hours, particularly where this has been flagged by intelligence from students; and
    • the importance of maintaining rigour in assessment, including appropriate technical proficiency in English necessary to secure a good outcome for all or some students.
  • …., we want to offer our support for the OfS proposals for a refreshed Teaching Excellence Framework (TEF) and, in particular, welcome the proposed introduction of the new ‘Requires Improvement’ category
  • On APP: we would like the OfS to work at pace to publish guidance this spring, calling for providers to bring forward variations to their current A&P plans where these do not currently meet the new expectations. We would like to see these approved this autumn, to take effect from September 2023. Where providers with substandard plans fail to bring forward variations voluntarily, the OfS should not hesitate in calling on those providers to submit a new plan for approval.
  • We endorse the OfS’s proposal to move to a four-year A&P plan cycle, with a full rewrite of new A&P plans at the end of 2023, to come into effect by September 2024
  • We would also like to see providers incorporate data on completion rates and entry into professional employment, or further study, in all their advertising of subjects and courses from the start of the next admissions cycle
  • Anti-Semitism, freedom of Speech bill
  • We welcome the OfS’s publication of the statement of expectations on sexual harassment and misconduct last Spring …. in our view, the OfS should include this in a condition of registration as soon as possible.
  • we would like the OfS to work with officials and sector stakeholders to consider how we can ensure that the student interest is placed at the centre of fair and transparent admissions practices, and that the sector avoids practices where students may feel pressured into making decisions, including through the use of ‘conditional unconditional’ offers

And on funding – a separate letter also came out on grant funding.  Research Professional have a summary:

  • …the ministers set out how funding will be distributed next year after it pledged £750 million over three years last month to support “high-quality teaching and facilities” such as engineering and nursing.
  • The strategic priorities grant will rise by 5 per cent to £1,397m in 2022-23 from £1,330 million in 2021-22. Of the £56m rise, £32m is for strategically important subjects, particularly those connected to health.
  • Capital funding will be £450m between 2022-23 and 2024-25, compared with £150m in 2021-22. There will be up to £4m across the 2022-23 financial year to support Ukrainian nationals and Ukrainian-domiciled students affected by the war, and universities will have £5m to set aside for “emerging priorities”.
  • However, the student outreach programme Uni Connect will lose £10m next year after losing £20m this year, and student hardship funds will go without the £5m pandemic-related boost they received last year. 

More detail from RP here.  And you can find the letter itself here.  Some interesting points:

  • we want to further accelerate the growth of degree apprenticeships and encourage Higher Education Providers to expand their existing offers, or develop new ones, where they are best placed to do so. We will explore options with the OfS for supporting this important provision with up to £8m of funding for this goal
  • To encourage greater provision of level 4 and 5 qualifications we are providing £8m in the 2022-23 financial year to be allocated to providers with eligible learners on level 4 and 5 qualifications, through formula funding
  • we will explore options with the OfS for using an additional £10m of funding in the 2022-23 financial year to increase the amount of skills provision at levels 4 to 6 available in preparation for the launch of the LLE from 2025.
  • Mental Health: We have listened to students and the HE sector and would like the OfS to distribute funding, at a similar level to that disbursed last year, to give additional support for transitions from school/college to university, and through targeting funding to support partnership working with NHS services to provide pathways of care for students
  • No additional student hardship funding for 2022/23
  • Capital funding: We would like the OfS to continue allocating the majority of funds to providers through a competitive bidding process, to continue to target funds at specific projects and activities supporting high-quality, skills-based education but to do so using a multi-year approach.

In the meantime the OfS had published their 2022-2025 strategy focusing on quality and standards, and on equality of opportunity. The strategy aims for:

  • students to receive a high quality academic experience that improves their knowledge and skills, with increasing numbers receiving excellent provision
  • rigorous assessment and for qualifications to be credible and comparable
  • a focus on free speech
  • using incentivisation, regulation and providing a focus so that the subjects graduates study contribute usefully to the economy/industry and the levelling up agenda
  • student access, success and progression is not limited by their background, location or characteristics
  • a diverse range of courses and providers are available for students to choose from; provision is flexible and innovative and access to people at all life stages
  • harassment and sexual misconduct are responded to effectively if they occur
  • the environment supports student mental health and wellbeing to enable success in HE
  • HE providers are financially viable, sustainable and have effective governance
  • the promised academic experience is delivered to students and consumer protection is applied
  • minimising the OfS regulatory burden – action to meet the OfS goals and regulatory objectives

A summary is available here. Full content here.

Details of the latest appointments to the OfS board are here.

PQs:

Education Policies: White and Green

Education: Schools White Paper: The Schools White Paper – Opportunity for All: strong schools with great teachers for your child. Dods summary here (see first 6 pages).
Key aspects of the paper are:

  • Strong teaching (including aspects on teacher training, recruitment and the retention of teachers delivering key subjects in deprived areas through enhanced pay).
  • High standards for the curriculum (English and Maths are key foci, increasing average GCSE grade from 4.5 to 5 by 2030), behaviour and attendance (minimum 32.5 hours in school by 2023). Every school to have access to funded training for a senior mental health lead to deliver a whole school approach to health and wellbeing. New plans for sport, music and cultural education. New modern foreign language network hubs and professional development. More students to take the EBACC.
  • Targeted support for children who are behind in English and maths via a new parent pledge, guidance on the catch up (again with parent communications so parents stay informed) but without labelling and over testing; tutoring expected to be funded out of school core budgets including pupil premium.
  • All schools to be in a ‘strong’ multi-academy trust (MAT) by 2030 with new intervention powers to address MATs that are not strong. (There’s a new consultation on it here.) Plus transparency measures for parents to understand their top slicing of school budgets. Exceptionally schools may be able to move MATs. Local Authorities will receive ‘backstop powers’ to force trusts to admit children, and to object to schools’ published admissions numbers. Lots more on MATs in the summary.
  • A nice section in the summary page 5-6 which highlights the ‘re-announcements’ i.e. the aspects the Government have already released information or funding on. So if you are wondering if some aspects are new money or new interventions the ‘re-announcements’ detail what isn’t new but makes sense to sit under the White Paper umbrella.

SEN Green Paper: Nadhim Zahawi launched the green paper Special Education Needs and Disability Review through a debate in Parliament on Tuesday. Dods summarise the content here or there is a short Government press release: Ambitious reform for children and young people with SEND.

Other news

NUS: The NUS have elected new leadership. Wonkhe – NUS has announced that Shaima Dallali – currently President of City, University of London Students’ Union – was elected UK President for a two year term starting in July. Chloe Field – from Liverpool Guild of Students – was elected Vice President for Higher Education. Jewish News reports on concerns over Dallali’s “historic tweets” (since deleted), and her apology for them.

HE Data Reduction: Yes, you’ve heard it all before. Here’s the news from Wonkhe:  Higher and further education minister Michelle Donelan has announced that she will chair a HE Data Reduction Taskforce. The new taskforce will meet every six weeks to “streamline and simplify reporting requirements” on higher education institutions. We understand that representatives from HESA, the Education and Skills Funding Agency, the Student Loans Company, OfS, Ofsted, Ofqual, UCAS, and the Institute for Apprenticeships and Technical Education – along with experts from the wider sector – will have a particular focus on instances of duplication in data requirements. The Task Force will produce interim recommendations within three months, and a final report after six months.

This announcement comes following a written parliamentary question from Shadow HE minister last week asking Michelle Donelan what steps have been taken to ensure that higher education providers have a good understanding of (a) the reasons for which the Office for Students collects the data it does and (b) how it uses that data.

Turing mobility scheme: PIE news has a good quick read:

  • Improvements proposed for UK Turing scheme. Excerpt: while the new outward mobility program is being praised for the short mobility opportunities it presents and its weighting towards disadvantaged students, improvements could create a more efficient program, they have suggested.
  • UUKi is calling for the current 12-month project cycle to be shifted to a multi-year funding model.
  • “We think [that] would better support, not only the Global Britain agenda and the widening participation goals, but students to apply for actual funding so they can have funding confirmed earlier on,” said UUKi head of Global Mobility Policy Charley Robinson.

More here. And the second year of the Turing Scheme bids has opened.

Graduate shaped learning: Wonkhe – Miriam Firth explains why incorporating graduates’ working experiences into teaching is essential to helping students develop.

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HE policy update for the w/e 18th March 2022

A wide ranging update for you this week!

Parliamentary News

Chancellor Rishi Sunak is due to deliver his spring statement. Wonkhe predict: tough times are coming for a sector that almost certainly won’t feature in any list of political priorities. For students, thanks to the way these things have been historically calculated, inflation-linked rises to student maintenance will literally come too little, too late – eating into the buffer that funds participation in student life beyond the bare minimum…For universities in England, the announced fee cap freeze, coupled with rising inflation and energy costs, is a serious problem – and there’s little prospect of funding rising in line with inflation in the devolved nations. As providers grow student numbers just to stand still, students and staff will find worsening pay and conditions, and that resources are spread more thinly.

Of course, Wonkhe also have a blog: If the numbers don’t add up, something has to give. With inflation rocketing, cuts are coming. Jim Dickinson reviews the protection for students when the money isn’t there for promises to be met.

Ukraine: HE & FE Minister Michelle Donelan has called upon the HE taskforce to address the issues arising from the Russian invasion of Ukraine.

Skills and Post-16 Education Bill: The Skills and Post-16 Education Bill has entered ‘ping pong’ meaning it is at the final stages of its legislative journey. The Lords and Commons bat the Bill back and forth between the two houses as they thrash out the final amendments of details within the Bill. The next sessions will take place on 24 and 28 March so we will see the final form of the Bill shortly.

Research

R&D Allocations: The Government has confirmed the allocations of the 2022-25 £39.8bn research and development budget. Stated aims are to deliver the Innovation Strategy and increase total R&D investment to 2.4% of GDP by 2027. Key points taken from the Government’s news story:

  • R&D spending set to increase by £5bn to £20bn per annum by 2024-2025 – a 33% increase in spending over the current parliament by 2024-2025.
  • A significant proportion of the budget has been allocated to UKRI (£25bn across the next 3 years, reaching over £8.8bn in 2024-2025). This includes an increase in funding for core Innovate UK programmes by 66% to £1.1bn in 2024-2025.
  • Full funding for EU programmes is included. £6.8bn allocated to support the UK’s association with Horizon Europe, Euratom Research & Training, and Fusion for Energy (if the UK is unable to associate to Horizon Europe, the funding allocated to Horizon association will go to UK government R&D programmes, including those to support new international partnerships).
  • BEIS programmes will receive over £11.5bn over the next 3 years, of which £475m is earmarked for the new Advanced Research and Invention Agency (ARIA), £49m is allocated to the Government Office for Science (GOS), and £628m will go toward the Nuclear Decommission Authority (NDA).

In the Levelling Up White Paper, the Government committed to increasing public R&D investment outside the greater South East by at least a third over the Spending Review period, and for these regions to receive at least 55% of BEIS domestic R&D budget by 2024-2025. Also the £100 investment in three new Innovation Accelerators (as we mentioned last week) through the pilots in Greater Manchester, the West Midlands, and the Glasgow City-Region.

Business Secretary Kwasi Kwarteng stated: For too long, R&D spending in the UK has trailed behind our neighbours – and in this country, science and business have existed in separate spheres. I am adamant that this must change. Now is the moment to unleash British science, technology and innovation to rise to the challenges of the 21st century…My department’s £39.8 billion R&D budget – the largest ever R&D budget committed so far – will be deployed and specifically targeted to strengthen Britain’s comparative advantages, supporting the best ideas to become the best commercial innovations, and securing the UK’s position as a science superpower.

On Horizon Europe the Russell Group commented: We are…reassured by the confirmation that any funding required for association to Horizon Europe or an alternative will come from a separate ringfenced budget rather than the central allocation to UKRI and the national academies, which will help protect critical funding for the UK’s research base and provide researchers and academics with the long term stability they need.

UKRI Strategy: UKRI published their first five-year strategy. It outlines how UKRI will support the UK’s world class research and innovation system, fuel an innovation-led economy and society, and drive up prosperity across the UK. The strategy sets out how UKRI will invest in people, places and ideas and break down barriers between disciplines and sectors to tackle current and future challenges – all supporting the Government’s ambitions for the UK as a global leader in research and innovation. UKRI has proposed four principles for change:

  • Diversity– we will support the diverse people, places and ideas needed for a creative and dynamic system
  • Connectivity –we will build connectivity and break down silos across the system, nationally and globally
  • Resilience –we will increase the agility and responsiveness of the system
  • Engagement –we will help to embed research and innovation in our society and economy.

Aspiring to:

  • People and careers –making the UK the top destination for talented people and teams
  • Places –securing the UK’s position as a globally leading research and innovation nation with outstanding institutions, infrastructures, sectors, and clusters across the breadth of the UK
  • Ideas –advancing the frontiers of human knowledge and innovation by enabling the UK to seize opportunities from emerging research trends, multidisciplinary approaches and new concepts and markets
  • Innovation –delivering the government’s vision for the UK as an innovation nation, through concerted action of Innovate UK and wider UKRI
  • Impacts –focusing the UK’s world class science and innovation to target global and national challenges, create and exploit tomorrow’s technologies, and build the high-growth business sectors of the future
  • Underpinned by a strong organisation – making UKRI the most efficient, effective, and agile organisation it can be.

Delivery will be outlined through strategic delivery plans for each of UKRI’s constituent councils and published later this year.

UKRI Chief Executive Professor Dame Ottoline Leyser said: Throughout the pandemic, we have seen the transformative power of the UK’s exceptional research and innovation system to navigate an uncertain and fast-changing world. As we emerge from the pandemic, we have a unique opportunity to empower our economy and our society, putting research and innovation at their heart. UKRI’s strategy sets out our five-year vision for how we will catalyse this transformation, investing in people, places, and ideas and connecting them up to turn the challenges of the 21st century into opportunities for all.

Quick News:

  • Science and Technology Strategy: The Lords Science and Technology Committee ran a session on delivering a UK science and technology strategy. It focused on the role of the new Cabinet Office group, its purpose and its long-term goals, as well as science diplomacy, engagement and national strategies going forwards. The committee also heard of approaches to international science diplomacy. A summary of the main content in the session is available here. And Wonkhe provide an even shorter synopsis: The House of Lords Science and Technology Committee heard evidence on the introduction of a UK science and technology strategy, including from Andrew McCosh, director of the Office for Science and Technology Strategy. McCosh said that funding routes will not be changed for research academics where they are working well, but that the new office will support improvements. In response, Lord Krebs wondered why the government is creating further bureaucratic structures. McCosh also noted that the new National Science and Technology Council will provide a governmental steer in direction to UKRI, but it will remain UKRI’s responsibility to allocate research funding. You can watchthe full session on Parliament TV.
  • Diversity in STEM: The Commons Science and Technology Select Committee heard evidence for its inquiry into Diversity and Inclusion in STEM. Summary here. The session covered: funding and representation, Resume for Research, UKRI and representation, UKRI improvements, short term contracts, diversification, and the idea of a Universal Basic Research Income.
  • Horizon Europe funding guarantee – extended: The Government and UKRI also announced an extension to the financial safety net support provided to Horizon Europe applicants(originally launched in November 2021). It ensures that eligible successful UK applicants for grant awards will continue to be guaranteed funding for awards expected to be signed by the end of December 2022, while efforts continue to associate to Horizon Europe. The funding will be delivered by UKRI and details of the scope and terms of the extension to the guarantee will be made available on their website. You can read the Minister’s announcement letter here.  The Minister, George Freeman, commented: Since becoming Science Minister last year, my priority has been supporting the UK’s world-class researchers, which is why we have been so determined in our efforts to associate to Horizon Europe. Whilst it is disappointing that our association is still held up by the EU, our plans to develop ambitious alternative measures are well underway and I’m pleased Horizon Europe applicants in the UK will still be able to access funding through our guarantee, meaning that researchers will be well-supported whatever the outcome.

Blogs:

Parliamentary Questions:

Student experience and outcomes

The OfS have launched a review of blended learning in universities.  It doesn’t say how they will conduct the review – or which universities they will be reviewing.

  • While most students have now returned to in-person teaching, many universities continue to deliver some elements of their courses (for example, lectures for large groups of students) online. There are no guidelines in place which prevent or restrict any kind of in-person teaching.
  • The review will consider how some universities are delivering blended learning. A report in summer 2022 will set out where approaches represent high quality teaching and learning, as well as approaches that are likely to fall short of the OfS’s requirements.
  • Professor Susan Orr has been appointed lead reviewer. Professor Orr is currently Pro Vice Chancellor: Learning and Teaching at York St John University and is the incoming Pro Vice Chancellor: Education at De Montfort University. A panel of expert academic reviewers will be appointed to work with Professor Orr to examine the way different universities and colleges are delivering blended learning.
  • Commenting, Nicola Dandridge, chief executive of the Office for Students, said:
    • ‘With the end of government coronavirus restrictions, students are back on campus and able to enjoy in-person teaching. There are clear benefits to in-person learning and where students have been promised face-to-face teaching it should be provided. This return to relative normality is important, and comes after an enormously challenging two years for students and staff. It remains very important that universities and colleges are clear with their students and their applicants about how courses will be delivered. If universities decide that certain elements are to remain online, this should be made explicit. Whether online or face to face, the quality must be good, and feedback from students taken into account.
    • ‘Our review of blended learning will examine the approaches universities and colleges are taking. There are many ways for blended courses to be successfully delivered and it will be important to harness the lessons learned by the shift to online learning during the pandemic. We are, however, concerned to ensure that quality is maintained, and through this review we want to gain a deeper understanding of whether – and why – universities and colleges propose to keep certain elements online.
    • ‘A report following the review will describe the approaches being taken by universities and colleges and give examples where blended approaches are high quality, as well as those that may not meet our regulatory requirements, providing additional information for universities and colleges, as well as students and applicants.’

On Wonkhe, David Kernohan has a take:

Running it through – in order of unlikeliness – there are three things that Orr could conclude:

  • Blended learning is great, and the complaints are largely without foundation
  • Blended learning is in routine use at a marked detriment to the student experience in order to save universities money.
  • There is a mixed picture on blended learning – there is a lot of great practice but some provision lags behind, and a mixture of enhancement and enforcement needs to be deployed to drive up quality.

None of these endpoints benefit either the Office for Students or the government.

In that context, the Higher Education Statistics Agency (HESA) has published the latest provider-level statistics of higher education students not continuing into the 2020 to 2021 academic year.

  • For full-time first degree entrants, we see higher rates among mature students than young students.
  • Non-continuation rates among young, and mature, full-time first degree students have observed a further decrease in the percentage of 2019/20 entrants not continuing in HE following the small decrease observed for 2018/19 entrants.
  • With regards to other undergraduate entrants, the non-continuation rate for young, full-time students in the UK has seen a general decrease over the last few years, while for mature entrants there have been fluctuations in the rate.
  • Non-continuation rates two years after entry for part-time first degree entrants are slightly higher among those aged 30 and under than for those aged over 30.
  • Between 2012/13 and 2018/19 the proportion of full-time first degree students expected to qualify with a degree from the HE provider at which they started in the UK was showing a slight decline. In 2019/20 the proportion expected to qualify has increased again.

The Student Loans Company (SLC) has published the latest statistics on early-in-year student withdrawal notifications provided by HE providers for the purpose of student finance from 2018/19 to 2021/22 (Feb 2022).

Research Professional cover the stories.

OfS consultations on regulatory graduate outcomes and the TEF

We wrote about these three very significant consultations in our update on 21st January, and they closed this week.  As you will recall, this includes the consultation about calculating metrics, which is linked to the consultation on new licence condition B3 (the one with the minimum levels of outcomes).

The UUK responses talk about proportionality.  On B3, they raise concerns about outcomes being seen as the only measure of quality, and about how the new rules will be applied, in selecting universities to look at more closely, and specifically by looking at context.  They ask in particular that universities should not face an intervention where they are within their benchmark and that value add, student voice and geographical context should be considered alongside the actual metrics.

Jim Dickinson points out, though:

  • It’s one of the many moments where you can’t quite work out whether UUK knows that the key decision has already been taken here or if it genuinely thinks it will change OfS’ mind – it certainly paints a picture of the sector being stuck on the left-hand side of the Kubler-Ross grief curve.
  • Either way, we can pretty much guarantee that in a couple of months an OfS response will tell the sector that it’s wrong in principle, and anyway hasn’t read the proposals – which to be fair when taken in their totality along with the rest of the B conditions, do measure quality both quantitatively (via outcomes) and qualitatively (through proposals the sector isn’t too keen on ether, with a kind of be careful what you wish for vibe).
  • … It’s the threat of monitoring – with the odd provider made an example of – that should be causing people to both work on improving outcomes where the red lights are, and having “contextual” action plans ready that show that work off if OfS phones you up in September.

There was a separate consultation on the TEF (and the metrics one is related to this too).

On the TEF, UUK disagree with the name of the fourth category “requires improvement”.  As we have said in many TEF consultation responses, they disagree with “gold, silver and bronze” too and would like to redefine them.  They don’t think subcontracted provision should be included and they strongly disagree with the proposed timeline, asking for a Spring submission.

International student experience

The OfS has published an insight brief on international students.  It acknowledges that information about international students is incomplete and announces a call for evidence to “identify effective practice in ensuring that international students can integrate and receive a fulfilling experience in the UK”.  Using the data that they do have, the brief talks about numbers and fees as a proportion of total income.

The brief talks about NSS feedback (international students are generally more positive than home students) and the issues faced by international students, particularly when travel was restricted in the pandemic.

The OfS are concerned, however, that they don’t have enough data about international students, and for that reason they have launched a call for evidence on international student experience.  They are looking for responses on initiatives linked to three themes.  They will filter the submissions to identify case studies to feature in a report.

The themes they have identified are:

  • work to prevent and address harassment and sexual misconduct
  • how responding to the coronavirus pandemic has shaped practice in supporting international students to adapt to and integrate with UK higher education
  • work to ensure the accessibility and effectiveness of wellbeing and support services (such as student services, mental health provision, etc.).

While responding on those themes, institutions can also consider the relationship of their evidence to the following:

  • advancing equality of opportunity for students with one or more protected characteristic
  • partnership with international students
  • intervention that may also benefit home (UK-domiciled) students.

Commission on Race and Ethnic Disparities

In April last year Dr Tony Sewell published the findings of the Commission on Race and Ethnic Disparities. The Commission’s findings were criticised and equalities campaigners accused the group of cherry-picking data and pushing propaganda, while the United Nations described it as attempt to normalise white supremacy. Dr Sewell, who lead the inquiry in the wake of the 2020 Black Lives Matter demonstrations, has recently had his honorary degree from the University of Nottingham withdrawn amidst the controversy. This week the Government published its response to the report and findings of the Commission through the policy paper: Inclusive Britain: government response to the Commission on Race and Ethnic Disparities.

The Guardian report under the header: Denial of structural racism – Ministers will drop the term black, Asian and minority ethnic (BAME), more closely scrutinise police stop and search, and draft a model history curriculum to teach Britain’s “complex” past in response to the Sewell report on racial disparities. Launched as a response to the Black Lives Matter protests, the report caused controversy when it was published last year for broadly rejecting the idea of institutional racism in the UK. In the government’s response, called Inclusive Britain, ministers acknowledge racism exists but stress the importance of other factors. Taiwo Owatemi, Labour’s shadow equalities minister, said the report still “agrees with the original report’s denial of structural racism. Boris Johnson’s Conservatives have once again failed to deliver meaningful action.” The report sets out a long list of policies, some new and others already in place.

Relevant key action points follow below. There is nothing new in the HE elements.

Educational success for all communities

  • Action 29: To drive up levels of attainment for under-performing ethnic groups, the Department for Education (DfE) will carry out a programme of analysis in early 2022 to understand pupil attainment and investigate whether there are any specific findings and implications for different ethnic groups to tackle disparities.
  • Action 30: The DfE and the Race Disparity Unit (RDU) will investigate the strategies used by the multi-academy trusts who are most successful at bridging achievement gaps for different ethnic groups and raising overall life chances. The lessons learnt will be published in 2022 and will help drive up standards for all pupils.
  • Action 31: The DfE will investigate the publication of additional data on the academic performance of ethnic groups alongside other critical factors relating to social mobility and progress at school level, in post-18 education and employment after education by the end of 2022.
  • Action 32: The schools white paper in spring 2022 will look at ways we can target interventions in areas and schools of entrenched underperformance.

Targeted funding: Action 34: To maximise the benefits of the pupil premium for disadvantaged pupils, DfE amended the pupil premium conditions of grant for the 2021-2022 academic year to require all schools to use their funding on evidence-based approaches. To the extent possible, DfE will investigate the scale of these benefits.

Higher education

  • Action 43: To empower pupils to make more informed choices about their studies, the DfE will ensure that Higher Education Institutions support disadvantaged students before they apply for university places.
  • Action 44: The DfE will work with UCAS and other sector groups to make available both advertised and actual entry requirements for courses, including historic entry grades so that disadvantaged students have the information they need to apply to university on a fair playing field.
  • Action 45: Higher education providers will help schools drive up standards so that disadvantaged students obtain better qualifications, have more options, and can choose an ambitious path that is right for them.
  • Action 46: Higher education providers will revise and resubmit their Access and Participation plans with a new focus on delivering real social mobility, ensuring students are able to make the right choices, accessing and succeeding on high quality courses, which are valued by employers and lead to good graduate employment.
  • Action 47: To improve careers guidance for all pupils in state-funded secondary education, the DfE will extend the current statutory duty on schools to secure independent careers guidance to pupils throughout their secondary education.
  • Action 52: The government is consulting on means to incentivise high quality provision and ensure all students enter pathways on which they can excel and achieve the best possible outcomes, including exploring the case for low-level minimum eligibility requirements to access higher education student finance and the possible case for proportionate student number controls.
  • Action 53: To help disadvantaged students to choose the right courses for them and to boost their employment prospects, the Social Mobility Commission will seek to improve the information available to students about the labour market value of qualifications and, where possible, the impact of those qualifications on social mobility.

Innovation: Action 56: To equip entrepreneurs from underrepresented backgrounds with the skills they need to build successful businesses, BEIS is supporting HSBC to develop and launch its pilot for a competition-based, entrepreneur support programme in spring 2022. The programme, which will be run in partnership with UK universities, will equip entrepreneurs with the skills they need for years to come.

Apprenticeships: Action 48: To increase the numbers of young ethnic minorities in apprenticeships, the DfE is, since November 2021, working with the Department for Work and Pensions (DWP) and partner bodies and employers to engage directly with young people across the country to promote apprenticeships. This will use a range of mechanisms to attract more ethnic minority starts identified in the Commission’s report, such as events in schools with strong minority representation, relatable role models, employer testimonies, data on potential earnings and career progression. It will also explore the impact of factors that influence a young persons’ career choices.

Alternative provision (AP)

  • Action 37: The DfE will launch a £30 million, 3-year programme to set up new SAFE (Support, Attend, Fulfil and Exceed) taskforces led by mainstream schools to deliver evidence-based interventions for those most at risk of becoming involved in serious violent crime. These will run in 10 serious violence hotspots from early 2022 targeted at young people at risk of dropping out of school: reducing truancy, improving behaviour and reducing the risk of NEET (those not in education, employment or training).
  • Action 38: DfE will invest £15 million in a 2 year-programme to pilot the impact of co-locating full-time specialists in Alternative Provision in the top 22 serious violence hotspots.

Teaching an inclusive curriculum

  • Action 57: To help pupils understand the intertwined nature of British and global history, and their own place within it, the DfE will work with history curriculum experts, historians and school leaders to develop a Model History curriculum by 2024 that will stand as an exemplar for a knowledge-rich, coherent approach to the teaching of history. The Model History Curriculumwill support high-quality teaching and help teachers and schools to develop their own school curriculum fully using the flexibility and freedom of the history national curriculum and the breadth and depth of content it includes. The development of model, knowledge-rich curriculums continues the path of reform the government started in 2010.
  • Action 58: The DfE will actively seek out and signpost to schools suggested high-quality resources to support teaching all-year round on black history in readiness for Black History Month October 2022. This will help support schools to share the multiple, nuanced stories of the contributions made by different groups that have made this country the one it is today.

Further Education: Action 63: The DfE will encourage governing bodies to be more reflective of the school communities they serve and will recommend that schools collect and publish board diversity data at a local level. The DfE will also update the Further Education Governance Guide in spring 2022 to include how to remove barriers to representation, widen the pool of potential volunteers and promote inclusivity.

The Government did not accept the Commission’s Recommendation 18 to develop a digital solution to signpost and refer children and young people at risk of, or already experiencing criminal exploitation, to local organisations who can provide support.

Access & Participation

Wonkhe report on new research from Disabled Students UK: 41 per cent of disabled students believe that their course accessibility improved through the pandemic. However, 50 per cent of respondents report that their course both improved and worsened in different ways. The report recommendations include taking an anticipatory approach to issues, better equipping staff, reducing administration for disabled students, and cultivating compassionate approaches. The Independent has the story.

Academic quality

HEPI published a new policy note, written by the Chief Executive of the Quality Assurance Agency for HE exploring what quality means in UK HE today.

There’s a nice explanation of the quality continuum:

  • In many sectors, the notion of quality control is straightforward. Quality control tests a sample of the output against a specification. The required standard is set by identifying measures for outputs, and then testing everything else against those measures. In this way, it is easy to demonstrate how quality requirements are being fulfilled (typically within an acceptable tolerance).
  • No matter the sector, quality control is only part of the picture. To be really efficient, one needs to provide confidence in the cycle of production; to reassure that there are systems and processes in place to ensure that the output consistently meets, if not exceeds, the quality benchmarks that have been set. This is where quality assurance comes in. Quality assurance acts prospectively to provide confidence that quality requirements will be fulfilled. Assurance relates to how a process is performed or a product is made. Control is the retrospective, post-production inspection aspect of quality – it focuses on the product or output itself. Arguably, without the underpinning processes, outcomes cannot be guaranteed – they are achieved (or not) by luck. In our sector, assurance gives us the confidence that a provider understands (and self-reviews) how it is producing its outcomes.
  • But in higher education, we are not simply producing identical products for customers. QAA’s definition of academic quality refers to both how and how well higher education providers support students to succeed through learning, teaching and assessment. This is because higher education is not a product, as classically defined. It is an intrinsically co-creative, experiential process. Students and teachers collaborate to progress and reach their potential and, ideally, the learning from that collaboration is mutual as we constantly rethink what we thought we knew. That is why there is an additional dimension to higher education quality. It is not just about checking we are still doing the same thing effectively, it is also about quality enhancement – that drive continuously to improve the processes, both incrementally and transformationally. 

PQs

  • Student Loans: the modelled overall reduction in future costs to taxpayers from student loans…are wholly attributable to the two-year tuition fee freeze and changes to student loan repayment terms, as set out on page 13 of the higher education policy statement & reform consultation, and do not incorporate other elements of the reform package. The savings do include the changes to the Plan 2 repayment threshold for 2022/23 financial year, announced on 28 January 2022, prior to the announcement of the whole reform package.
  • Levelling Up White Paper: which NHS-university partnerships will receive the £30 million in additional funding; and what the criteria is for the allocation of that funding.

Other news

Young Welsh Priorities: The Welsh Youth Parliament chose its areas of focus for the Sixth Senedd.: mental health and wellbeing, climate and the environment, and education and the school curriculum.

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He policy update for the w/e 10th March 2022

A bit of a catch up on a range of issues this week after an education focus in our last couple of updates.

Ukraine – UK HE’s approach

Wonkhe readers will already have seen their round up relating to the Russian invasion of Ukraine. Here it is for those who haven’t caught it yet:

  • Ukraine’s Ministry of Education and Science wrote to the Bologna Follow-Up Group and key organisations across higher education in Europe asking that Russia be expelled from the European Higher Education Area and the Bologna Process, which seeks to achieve comparability in the quality and standards of higher education qualifications across Europe, and as such facilitates cross-border recognition and mobility.
  • Ukraine’s National Agency for Quality Assurance in Higher Education also issued a statement… appealing to the global higher education community to suspend Russian participation in all European and global higher education networks and organisations. The statement also called on all educators and researchers to stop all collaborations with representatives of the Putin regime, and to stop all cooperation with Russia’s higher education and research institutions and representative associations.
  • The response from European and UK representative bodies has been moderated by a hesitation about whether it is appropriate to punish Russian university staff and students, especially where they oppose the invasion. The European University Association has undertaken to cease contact and collaboration with all Russian central agencies and those who support the invasion, and has advised its members to ensure that any new collaboration with Russian institutions is based on “shared European values.”
  • Universities UK International has taken a similar stance, advising UK universities to risk assess existing partnerships and collaborations and make decisions on a case-by-case basis rather than urging a “blanket academic boycott.”
  • Women and Equalities select committee chair Caroline Nokes proposed in The Times that UK universities coordinate a national programme that would enable students from Ukraine to take up places at UK universities.

PQs:

Research

On Tuesday the Lords Science and Technology Committee ran a session on Delivering a UK science and technology strategy. The Committee received evidence and discussed the UK science and technology strategy, focusing on Government support for research and development, early stage and late stage funding opportunities, the talent pool, and the relationship between universities and industry.

The Chair commented that the Research Excellence Framework could act as an inhibitor. However, Kennett, who was invited to provide oral evidence disagreed. She stated it was important to consider how could business work better with the REF. For example, it was important to consider where there was potential for applied science, which could perhaps be measured in a different way under the REF.

Lord Sarfraz (Con) asked if the UK was indeed the best place to be a founder and launch a start-up. Suranga Chandratillake, Partner at Balderton Capital, commented this was a deceptively simple question. In his opinion, the UK was a very good place to launch a start-up, but it was more difficult to develop it into a large enduring business. The UK punched above its weights from a scientific point of view in terms of technology first start-ups. The data also demonstrated this, as early stage research funding were completed by UK-based funds, whereas the later stage funding included more foreign capital.

Baroness Rock (Con) asked the witnesses a question about the perception that ideas were born in UK universities and commercialised elsewhere. Chandratillake said they worked a lot with universities. In his opinion, today the companies were still being started in the UK, with the innovation remaining in the UK. At the early stage, the UK had a very strong ecosystem of investors public and private. However, issues remained at the stage of scaling up, which meant that many had to go abroad to find later stage capital (with many companies floating abroad).

Toon explained that science was about learning new knowledge, whereas innovation was about solving a problem. The UK was probably number two for discovery science in the world, with some of the world’s leading academic institutions based in the UK. However, the UK struggled with applied research, which fit between the science and innovation.

Baroness Blackwood of North Oxford (Con) asked the witnesses if the intellectual property (IP) laws were fit for purpose. Toon said that the IP regime was broadly fit for purpose. The challenge, however, was around ensuring that IP was handled appropriately in the innovation and research cycles, without restricting the freedom of businesses to operate

Lord Rees of Ludlow (CB) asked the witnesses a question about the talent pool and links to universities. Toon said that the UK had a massive talent pool in the leading institutions, which should be safeguarded. In his opinion, it was important to continue to create links between academic institutions and industry.

Quick news:

  • The Intellectual Property Office has signed a new declaration of intention with the Swiss Federal Institute of Intellectual Property. They intend a co-operative relationship focusing on sharing of best practice in areas of mutual interest and modernising and enhancing services for IP users. The sharing of expertise and know-how between the offices is key and the declaration provides for the potential secondment of staff between the two offices to enhance skills and knowledge. It will help both offices embrace the global challenges and opportunities presented by emerging and future technologies, for the benefit of the wider IP community.
  • Wonkhe – The Russell Group has written to the Chancellor Rishi Sunak ahead of the Spring Statement to outline how research and development funding could be used moving forward. The letter also calls for “a fully-functional, extended Guarantee” to those who have been accepted for Horizon Europe projects as the current government funding guarantee is too limited. Oral Questions within the House of Lords also touched on Horizon Europe this week: Lord Callanan confirmed that money for Horizon Europe will go to research if association is not possible. Lord Fox highlighted that many institutions are already experiencing a drop in postgraduate research applications. Claiming that “the brain drain is already happening,” he asked about attracting and keeping talent now. BEIS have also updated the Horizon Europe information available online.
  • Also a parliamentary question on Horizon Europe: what steps his Department is taking to support researchers whose funding offers have been revoked due to delays in EU approval of UK participation in Horizon Europe. Answer:  the Government has already committed to support the first wave of successful UK applicants to Horizon Europe who are unable to sign grant agreements with the EU due to these delays… awardees [will] receive the full value of their funding…We encourage the UK sector to continue applying to Horizon Europe calls and to continue forming consortia.
  • Blog: The academic other in research management. There are many researchers in academia who aren’t on research contracts. Muriel Swijghuisen Reigersberg asks how we can be sure of hearing their voices. Excerpt: If academic and professional management roles are similar in responsibilities – and if increasingly many PhD-qualified staff are joining the ranks of research management due to an absence of employment opportunities within the academic disciplines – what is preventing us from exploring the creation of hybrid roles which make best-use of both a person’s academic skillset as well as their administrative acumen? I suggest it is perhaps our entrenched habit of othering either “those academics” or “university administrators”… Change is afoot, however. Recent UKRI consultations on equality, diversity and inclusion and research bureaucracy have explicitly extended an invitation to research management professionals to respond… I still think the sector is missing a trick. Due to our inclination to other we are under-utilising the skill sets that people have, stifling our ability to make the University sector a better place. As a hybrid or third-space Other, what “managerialism” has taught me is that people-development skills, succession planning and good administrative strategies can lead to research quality, enhanced (academic) staff wellbeing and employee satisfaction.

Parliamentary Questions:

The partnerships will develop plans to accelerate innovation-led growth in their city regions, building on local strengths and opportunities. They will receive dedicated support from the UK Government and will have access to a new £100m fund to support transformational R&D projects that grow R&D strengths, attract private investment, boost innovation diffusion, and maximise the combined economic impact of R&D institutions.

Catapults may be a part of Innovation Accelerators but are sector specific, designed to support innovation and de-risk the transition from research to commercial delivery for small, medium and large businesses. They achieve this through the provision of R&D infrastructure, specialist knowledge and expertise, partnership and collaboration building capabilities and business support.

Parliamentary News

In an effort to shore up Boris’ standing as PM, he has created a series of Conservative policy committees to give backbenchers more of a steer on policy decisions. Guido Fawkes published the chairs and vicechairs of the new MP-led Conservative policy committees. Here’s the list (Chair first, Vice Chair second):

  • Education: Miriam Cates. Miriam formerly taught science in Sheffield, she also continues to run a Finance and Technology business. She’s been an MP since 2019 and her election campaign was strongly supported, in person, by Boris. Her stated political interests are public transport, education, the NHS and communities.
  • DCMS: Philip Davies, Tom Hunt
  • Health & Social Care: Caroline Johnson, Chris Green
  • International Trade: Bob Blackman
  • Treasury: Anthony Browne, Aaron Bell
  • FCDO: Giles Watling, Mark Logan
  • Home Affairs: Tom Hunt
  • Justice: Gordon Henderson
  • BEIS: Andrea Leadsom, Jo Gideon
  • Transport: Chris Loder (MP for West Dorset), Simon Jupp
  • LUHC: Cherilyn MacKrory, Sally-Ann Hart
  • Defence: John Baron, Sarah Atherton
  • Union: Andrew Bowie, Robin Millar
  • DEFRA: Chris Grayling
  • Work & Pensions: Nigel Mills

Richard Harrington has been appointed as Minister for Refugees  with the position co-hosted by the Department for Levelling Up, Housing and Communities and the Home Office. Harrington will become a member of the House of Lords, having stepped down as Watford’s MP in 2019. During his time as an MP Harrington served as Parliamentary Under Secretary of State with responsibility for Syrian refugees.

Former Education Secretary Gavin Williamson CBE MP has received a knighthood.

Legislation – The Welsh government has released a written statement criticising the UK government for wanting to imminently move to the report stage of the Professional Qualifications Bill in the House of Commons. This would mean that the devolved governments would not be able to consider the amendments or provide consent to the legislation. (Wonkhe.)

Thoughts are turning to the Chancellor’s Spring Statement – Research Professional have a write up.

The Women and Equalities Committee ran a one-off session on Levelling Up and equalities which focused on protected characteristics within the context of the levelling up agenda and considered assessing gender identity and the ethnicity pay gap. Contact us for a summary of this session.

Admissions

Swiftly following the announcement in February that the government is no longer proceeding with plans to introduce post-qualifications admissions, UUK have published their fair admissions code of practice.  This comes with a request that all universities sign up to it.

The code sets out an overarching guiding principle – that admissions processes must protect and prioritise the interests of applicants, above the interests of the universities and colleges, including that they should support student choice and not create unnecessary pressure.

Behaviours that demonstrate this principle:

  • Above all, universities and colleges put the interests of applicants above their own. This includes an individual’s experience as an enquirer, applicant, and their student experience and ability to succeed should they be admitted to the university or college.
  • Universities and colleges ensure that applicants have all the information they need to make an informed decision about the best course of study for them, and ensure entry requirements mean that applicants who are admitted can succeed on the course.
  • Universities and colleges avoid applying undue pressure through their offer making practices or use of incentives. This means:
  • Universities and colleges do not make ‘conditional’ unconditional offers or offers with significantly lower entry requirements based on the type of choice applicants make (for example, for those who apply through UCAS, whether an offer is made ‘firm’ or ‘insurance’).
  • Universities and colleges only make use of unconditional offers when the applicant:
    • already holds the required grades or qualifications for the course
    • applies to a course where admissions decisions have been substantively informed by an interview, audition, or additional application procedures (such as the submission of a portfolio or skills test)
    • requires special consideration due to mitigating circumstances, such as illness or disability
    • is applying to a university or college where non-selective admissions to undergraduate programmes is a core part of the founding purpose of the university or college
  • Universities and colleges ensure that the use of incentives does not place undue pressure on the decisions that applicants make, or the timescales in which they should make them, meaning:
    • All incentives should be published clearly, consistently and accessibly, and communicated to applicants in a timely manner. This includes in relation to aspects of an offer communicated to applicants within or outside of UCAS that are tied to accommodation and other material and financial incentives.
    • Universities and colleges should review their use of incentives against the revised principles set out in this code of practice.
  • Universities and colleges do not use offer holder events or aspects of the admissions process that are used for assessment (such as interviews or auditions) to put undue pressure on applicant decision making.
  • Universities and colleges value and support the achievement of applicants on their existing studies and develop offer making practices that uphold this value.

There are then additional principles that applicants can expect.

Admissions processes that are transparent

Universities and colleges abiding by this code of practice should provide the information applicants need to make an informed choice (such as information about the admissions process, the entry requirements, and selection criteria) consistently, clearly and efficiently through appropriate mechanisms.

  • Universities and colleges use clear and simple language in admissions policy documents that is accessible to applicants and their advisers. Where possible, they use a common shared language (see the glossary for common examples) and the same language that is used in other guidance resources (such as the UCAS website).
  • Universities and colleges can clearly explain admissions processes (including how qualifications, prior experience, and additional assessment such as personal statements, interviews and auditions are taken into consideration) and why types of offers are appropriate (including the use of contextual offers).
  • As recommended in the Fair admissions review, universities and colleges aim to allow applicants to make use of historic, actual entry requirements to understand where past applicants may have been admitted holding lower grades. They can explain why students might have been admitted with lower entry requirements than advertised.
  • Universities and colleges make the application deadlines clear and ensure they are aligned with relevant sector dates. They do not use deadlines to put undue pressure on applicants. They are also transparent about other relevant deadlines, including for provision of supporting documentation, final certificates, and applying for accommodation.
  • Where possible, universities and colleges give useful feedback on request to unsuccessful applicants.

Admissions processes that enable universities and colleges to select students able to complete a course, as judged by their achievements and potential

  • Universities and colleges give applicants the information they need to make an informed decision about the best course for them including course content, the award given, costs, and the university’s terms and conditions (in line with consumer rights legislation). Marketing and recruitment materials give potential applicants a clear idea of what studying at that university or college will be like.
  • Admissions criteria do not include factors irrelevant to the assessment of merit.
  • Universities and colleges only make use of unconditional offers when the applicant:
  • already holds the required grades or qualifications for the course (this can include Scottish Qualification Authority Highers, where many applicants apply with grades suitable for entry)
  • applies to a course where admissions decisions have been substantively informed by an interview, audition, or additional application procedures (such as the submission of a portfolio or skills test)
  • requires special consideration due to mitigating circumstances, such as illness or disability
  • is applying to a university or college where non-selective admissions to undergraduate programmes is a core part of the founding purpose of the university or college

Admissions processes that use reliable, valid and explainable assessment methods

  • Where decisions are made differently to advertised criteria (such as where a university or college receives a higher than anticipated volume of applications), universities and colleges can explain to the applicant how and why such decisions were made.
  • Universities and colleges indicate ahead of time what other considerations they may take into account in the event of unforeseen circumstances.
  • Universities and colleges make use of the latest research and good practice relating to admissions and adjust their approach accordingly.
  • Universities and colleges monitor and evaluate the link between admissions and student outcomes, such as examining the link between types of offers and retention and attainment.
  • Interviews, auditions, or additional application procedures (such as a submission of a portfolio or skills test) are appropriate and necessary.

Admissions processes that minimise barriers for applicants and address inequalities

  • Universities and colleges ensure admissions processes do not disadvantage applicants and actively seek to address any access gaps related to protected characteristics. Admissions form part of broader institutional equality, diversity and inclusion strategies.
  • Universities and colleges use consistent communication methods, ideally using a single channel such as the UCAS Hub, and take an applicant’s access to resources into account.
  • Where contextual offers are used, they are used in situations where they minimise barriers to entry for applicants and address inequalities, while maintaining standards. Universities and colleges can clearly explain their use of contextual offers, including why contextual offers are made, what evidence is used, how context is taken into consideration, and the benefits of disclosing contextual information. – Universities and colleges aim to use a shared language to talk about contextual offers and make information regarding them clear and readily accessible. They should consider the publication of a shared sector-level statement on their websites as recommended in UUK’s Fair admissions review.
  • Data used to inform contextual admissions is used consistently and makes use of available data sources, as recommended in UUK’s Fair admissions review (such as free school meals status, index of multiple deprivation data, and care experienced status).
  • Universities and colleges monitor their progress against equalities targets and take steps to address any gaps.

Admissions processes that are professional and underpinned by appropriate institutional structure and processes

  • Universities and colleges uphold the highest standards of conduct to support the stability of the higher education sector.
  • Admissions processes are part of a whole institutional approach to providing a high-quality experience for students.
  • Admissions teams are sufficiently resourced and structured as to allow for an efficient and professional service.
  • Admissions processes form part of broader institutional strategies and commitments to ensure equality of opportunity through widening participation or access.
  • Universities and colleges consider how admissions processes and practices can be reviewed as part of wider organisational governance, including evaluating compliance against the principles and behaviours outlined in this code of practice.

Wonkhe have a blog: Conditional unconditionals.

Access and Participation

Universities working with Schools: A Wonkhe blog suggests that generalised support for boosting school attainment may be less effective than specialised partnerships focused on areas of particular need. Excerpt (referring to specialist maths schools):

  • …the central lesson is that these relationships can be effective where partners are supported to do the work they are best at. Equally, there is still more to be done in stimulating academic collaborations between teachers and university academics.
  • It is clear from the time we’ve spent working together that school and university partnerships can be impactful when they are carefully constructed. The university is not an expert in teaching A levels but we nevertheless play a central role in supporting the governance of the school, brokering relationships with partners, providing facilities, supporting widening participation work, and giving advice to the leadership team.
  • Equally, the work of the maths school provides the university with insight it could not otherwise attain. It brings the university closer to students who may apply here or elsewhere, it provides opportunity for sharing advice and practice on changing qualifications, and it exposes University of Liverpool staff to colleagues with different and complementary expertise.

Careers Advice: Wonkhe – The Sutton Trust has published a report highlighting inequality in access to information and guidance on careers and education for students from different socio-economic backgrounds. It also found a disparity between the amount of guidance given to students on academic routes and those on technical routes, with information on apprenticeships reaching just ten per cent of pupils. The report noted a significant difference between the perceptions of headteachers and classroom teachers on career provision with the latter expressing less optimism on the efficacy of career links within the classroom curriculum. FE Week and Tes have covered the report.

Social Mobility: The Social Mobility Foundation responded to the reports that the National Tutoring Programme (NTP) has dropped its 65% target for tuition to go to disadvantaged pupils. Sarah Atkinson, CEO of the Social Mobility Foundation, said:

  • It is deeply worrying that the government has dropped its pupil premium target in the flagship initiative to support education recovery.
  • Re-tendering the National Tutoring Programme (NTP) was an opportunity to overhaul the programme and close the widening attainment gap. This move does the exact opposite. Attempting to cover the NTP’s shortcomings by removing targets for the pupils who would benefit most from tuition is nothing short of shameful.
  • We are increasingly concerned that the government has lost interest in whether its interventions are succeeding.

There was also a social mobility parliamentary question this week: In the Government’s response to the Augar report what assessment they have made of the impact on their (1) social mobility policy, and (2) Levelling Up policy, of (a) the decision not to restore maintenance grants for university students, and (b) the extension of the tuition fee loan repayment period.

APPG University Access and Participation Meeting

The All Party Parliamentary University Group published the notes from its 22 February Access and Participation meeting. Queen Mary University was recognised for the levels of disadvantaged students recruited and its forthcoming Institute of Technology. Professor Colin Bailey, Queen Mary’s President and Principal, stated that it was not solely the responsibility of universities to raise school attainment and that they should play a role but not be held accountable. Queen Mary sponsors two multi-academy trusts and is therefore engaged with 113 schools in London and 60 schools outside of London in known cold spots to support white ‘working-class’ boys under-represented in HE access.

On contextual offers Professor Bailey stated that until the inequalities embedded in schools are addressed, they will continue to be an important part of the admissions process. Explaining how dropping the grade requirements by only 1 or 2 points supported students who come from schools performing below average, had spent time in the care system, were refugees, or had participated in an access scheme.

Professor Bailey was opposed to postcode and proxy measurements stating that free school meals data and other individual indicators are needed. He also said that the ‘bums on seats’ rhetoric often seen in the media was totally incorrect and there is nothing more demoralising for vice chancellors than seeing students fail to succeed.

James Turner, speaking on behalf of the Sutton Trust, agreed that overall universities have been good for social mobility, young people from poorer homes that go to university have much better outcomes than those who do not on average. He said that it was the newer universities that had done a lot of heavy lifting when it comes to social mobility. He felt that it was a critical time for fair access, with questions over whether outcomes from higher education represent good value for money. James reiterated familiar messaging that more needs to be done to widen fair access to the most selective universities as they were still the surest route into influential and highly selective careers. James highlighted inequalities in the opportunity to go to university focusing on attainment as the main reason for this. James was in favour of more radical contextual admissions to rectify this and felt it was something that could be done now and was in the gift of universities but that the complex and long term problem of the attainment gap in schools also had to be addressed. In conclusion he stated while it is right that universities are asked to engage with this agenda, there are limits on what is possible and how long it might take to see change.

James was also in favour of increasing the number of degree apprenticeships and that they should foster a similar culture of widening participation in their recruitment and outreach, to make sure they reach those who stand to benefit most. Finally he called on the APPG to make sure changes to access and participation activities were evidence based to avoid wasting energy and money, and letting down young people.

Susie Whigham, Interim CEO of the Brilliant Club, spoke in favour of collaboration between universities and schools. The minutes state [Susie] felt that universities had an amazing resource of undergraduates and PhD researchers that should be mass mobilised into attainment raising. In her experience, Susie said schools were looking forward to working more with universities but wanted genuine co-production which needed buy-in from senior leaders in both schools and universities.

Finally John Blake, Director of Access and Participation at the OfS, highlighted the conclusions of the review he conducted into access and participation plans (APPs), including:

  • The need to link access and participation together, to ensure disadvantaged young people got value from their degrees once they had got into university
  • The need to make APPs more accessible to students, parents and carers, clearly stating universities’ commitments and evaluation
  • Greater inclusion of degree apprenticeships and non-traditional modes of study in APPs
  • The disproportionate burden of the APP process on smaller providers.

He noted that since the pandemic the attainment gap is widening again.

He stated the OfS review of the quality regime would reframe the way providers think about quality and standards.

John set out his aspirations for access and participation:

  • a significant expansion in the evaluation of what works across the whole sector, seeing providers generate more high quality and more public evidence, with the help of TASO and the Office for Students’ own work on this.
  • greater alignment between the access and quality processes.
  • the significant role of school and university partnerships in raising attainment, and evolution (rather than revolution) of the APP system.

John stated this year’s monitoring round would be risk based and sector guidelines on variations to the access and participation plans to capture and expand the role of school engagement work and evaluative work will be provided.

John Blake also blogged for the OfS this week highlighting his passion for an evidence-led approach to Access and Participation.  The full blog is here.

  • That is what I mean by an ecosystem of evidence-based practice. Those at the frontline do not have to themselves be researchers but need to understand what evidence suggests is best practice and be willing to feed back on their own work. That feedback should go to researchers who are keen to identify and improve best practice, and write with an audience of practitioners in mind. Institutional leaders need to ensure that those involved in widening participation have the clout within the organisation to change direction where the research suggests it is needed, and build the partnerships inside the provider and out which allow the work to be done. Everyone must be open to the possibility that favoured interventions may prove not to be effective, and that activity perhaps previously seen as undesirable, may be more useful.

The OfS also published the fourth evaluation of the Uni Connect partnership programme. On its publication John states: It is clear from the review that partnerships are delivering a huge amount of useful and effective outreach and evaluating their activities. In some cases, activity has not resulted in the improvements we hoped – but that itself is useful in helping us identify future interventions.

And calls on universities to:

  • think more widely about how we build the ecosystem of evidence-based practice we need…we want to see more higher education providers developing and sharing high-quality evidence, and more practitioners plugged directly into useful and practical research to enhance their effectiveness. This will help ensure all those considering higher education get the best possible support, advice and intervention to achieve their aspirations.

Disabled Students’ Allowance (DSA): The Government has tendered to reform the DSA. On the notification NUS call for disabled students to have a strong voice within the changes.

NUS commented:

  • SLC have announced changes to how DSA needs assessments, assistive technology supply, and assistive technology training will be conducted for the next academic year…Over the pandemic it has become increasingly evident how important it is for changes to have Disabled people at their heart.
  • It is essential that during this tender, SLC and any other decision makers recognise the critical importance of including Disabled students and Disabled People’s Organisations (DPOs) in providing effective, meaningful, and sustainable support within HE. NUS UK and the UK’s Disabled community champion the ethos of “nothing about us, without us”. It is imperative these reforms echo our community’s needs for a DSA that supports our independence, upholds our freedom of choice, and crucially understands and addresses our intersectional experiences.
  • Quality provision is essential for Disabled student continuation and success. We are concerned by the news that a quality assurance framework will only be created after contracts have been awarded. Disabled people cannot have faith in a reform process that is conducted in the absence of an up-to-date quality assurance framework, especially given the last DSA quality assurance audits took place before December 2019. Disabled students have learnt from experience not to place our trust in a process that considers quality last.
  • From PIP to Universal Credit, Disabled people have already experienced many so-called “positive” reforms that prioritise cost reduction over quality. SLC must proactively take steps to rebuild trust with Disabled people and to build Disabled students’ confidence in a system that is supposed to be designed for our benefit. Any changes to DSA must be towards a bespoke service that enshrines students’ choices rather than quashing them.

Wonkhe have commentary on the DSA reforms:

  • Just 29 percent of students in England and Wales with a known disability received Disabled Students Allowance in 2019/20 – and those who have complained of bureaucracy, long delays, inconsistent quality of support and a lack of communication in getting the support, according to a new report from ex-paralympic swimmer Lord Chris Holmes.
  • Describing DSA as “a gem of a policy”, Holmes argues but too many potential recipients are unaware of its existence – and says a 30-page application and lengthy assessment process are daunting, and that the “administrative burden can act as a barrier to study rather than the support intended by the scheme”.
  • The SLC said there were a number of reasons why students may not apply for or be eligible for DSA and said reforms were already under way to improve and speed up the DSA application process. “It will remove key pain points in the customer journey, provide the student with a single point of contact and support throughout the process, and contractual control to ensure consistent quality of service.”

And a Wonkhe blog on the topic: A new report shows disabled students are being failed by the system that is supposed to fund their access. Jim Dickinson finds things getting worse rather than better.

HE financial sustainability and the OfS role as regulator

The National Audit Office (NAO) published Regulating the financial sustainability of higher education providers in England. It reviews the financial situation of the English HE sector along with the performance of OfS and the DfE. The NAO’s aim is to hold government to account and help improve public services through their audits. The report identifies a number of areas in which the OfS should improve.

  • The proportion of providers with an in-year deficit, even after adjusting for the impact of pension deficits, increased from 5% in 2015/16 to 32% in 2019/20.
  • Financial stress is not confined to one part of the sector. Higher education providers are a very diverse group, with different business models and financial performance reflecting wide variations in their numbers and type of students, size and sources of income and extent of research activity.
  • The number of providers of all types that appear to be facing short-term risks to their financial sustainability and viability is small but not insignificant.
  • Short-term financial risks are dominated by COVID-19, but medium- and long-term risks are systemic.

Recommendations:

DfE should:

  • review, improve and agree with the OfS the key performance measures and other indicators it uses to hold the OfS to account, to include measures of the impact of the regulatory regime, rather than measures outside the OfS’s control;
  • make clear what tolerance the government has for provider failure, and the circumstances under which it would or would not intervene; and
  • together with the OfS, assess how redistribution of student numbers between providers, as a result of higher A-level grades awarded in 2020 and 2021, has affected students’ experiences and providers’ finances, and draw on this to understand the likely consequences following release of A-level grades awarded in 2022

OfS should:

  • communicate more effectively with the sector to build trust in its approach as a regulator; improve providers’ understanding of its attitude to risk and how it defines risk-based, proportionate, regulation; and be more ready to share sector insights to improve efficiency and competitiveness in the sector;
  • set out how it will secure provider and stakeholder views of its work;
  • review, improve where necessary and then reauthorise student protection plans for all providers to ensure they remain adequate and can respond to new risks; and
  • prioritise finalising its key performance indicator on how it assesses the value for money students see in their education and set out how its work will reverse students’ declining satisfaction rates.

Gareth Davies, head of the NAO, said: While no higher education providers have failed under the regulation of the Office for Students, the number in deficit has risen significantly. Sector-wide issues that were causing financial stress before the impact of COVID-19 have not gone away and will continue to add pressure.

The sector’s financial sustainability can have a profound impact on the value for money of education for twomillion students every year. The Office for Students should improve how it communicates with individual providers to build trust in its approach. As it matures as a regulator, it should also be making better use of its insights to reduce risks that could lead to financial failure.

Nicola Dandridge, outgoing chief executive of the OfS, stated: Universities and other higher education providers are responsible for running their businesses, and the OfS has always been clear that it is not our role to bail out those that would otherwise fail. Where a provider is facing financial challenges, we will intervene to ensure that it takes action to enable students to continue their studies. The data and other intelligence we routinely collect ensures we stay alert to risks and challenges for individual providers and the sector as a whole.

 We are carefully reflecting on the NAO’s recommendations on where we could do more in our engagement with universities, colleges and other providers. So, for example, we are currently taking forward work to capture providers’ perspectives on a range of issues, including financial sustainability, and we will take the NAO’s views into account in that context.

Wonkhe have a blog on the report: Who paid the price for provider survival during the pandemic?

The Research Professional HE Playbook also offers a short insightful commentary  analysing the implications of the report (scroll down to mid-way).

PQs:

  • Student Loans: what plans the Government has to ensure that those who take maternity leave are not penalised with higher-than-average increases in lifetime student loan repayments.
  • A balanced response from the Apprenticeships Minister on the comparative assessment of the average salary of a person who has completed (a) an apprenticeship and (b) a university degree.

Other news

Careers: It’s National Careers Week. FE and HE Minister Donelan wrote to parents and student about education, training and work choices post-GCSE. While the text mentions HE and A levels alongside apprenticeships, Higher Technical Qualifications and T levels, the case studies are all on the technical or traineeships.

HEI gender imbalance: U-Multirank released their analysis of gender balance within HEIs. They find:

  • today there are strong gender imbalances among males and females in academic careers. While women in total count for half or more of bachelor’s (BA) and master’s (MA) students, their share is smaller among PhD students (48%), academic staff (44%) and professors (28%)… at institutions with a majority of graduates in STEM fields, women are underrepresented both at the student level and among academic staff women are still a minority in most of the science and engineering subjects, both among students and academic staff, subjects like nursing, social work, education and psychology are still strongly dominated by women…
  • Among the subjects with the most balanced gender ratio are business studies, economics, political science, agriculture, history and – as the only science subject, chemistry.
  • Findings from the U-Multirank data show that women are particularly underrepresented in research intense universities. Only 23% of professors are women in institutions with high or very high percentages of expenditures on research – compared to 38% in institutions with a low share of research expenditures…

Loan repayments: With the cost of living rising the recent policy changes unfreezing the student loan repayment threshold may be more onerous than the Government initially intended. Two Wonkhe blogs tackle the subject:

The “cost of living” crisis means access to higher education could be about wealth again, says Zahir Irani.

A stealthy change in student loan terms will have huge impacts, finds Jim Dickinson.

FE crisis: The Association of Colleges have reported that the FE sector is experiencing its worst staffing crisis in 20 years and calls for a concerted national push to tackle the recruitment and retention problem before it worsens. The report casts doubt on the Government’s intent to use FE as a major vehicle in levelling up Britain. Learning support roles within FE are a major area of persistent vacancies. Also that the high level of vacancies is increasing the pressure on existing staff and having a significant impact on the amount FE is spending on agency fees to fill the gaps. The Association of Colleges call for comparable pay with the teaching profession highlighting that teachers are paid £9,000 more than college lecturers despite the lecturers specialist knowledge  and industry experience. Kevin Courtney, Joint General Secretary of the National Education Union, commented: The report puts the government on notice that skills, T Levels, and the ‘levelling up’ agenda will fail unless it quickly improves its attitude to college funding and urgently changes course. This is essential reading for Boris Johnson, Nadhim Zahawi and Michael Gove.”

NUS call for change: Students Unions have joined 796 signatories to demand that the education sector break their links with companies who uphold colonialism and imperialism. The open letter, which was also signed by Members of Parliament, student officers, and supporters from the wider public, called for universities and colleges to stop investing in and partnering with fossil fuel and arms companies. Instead, signatories demand that money should be reallocated to fund anti-racist initiatives. As well as investments, links between education institutions and colonial companies often include universities platforming companies during career fairs and tailoring courses and research to secure funding.

Health and Social care: Colleagues following the Commons Health and Social Care Committee can read the oral evidence presented for the Workforce: recruitment, training and retention in health and social care inquiry. The latest on the Health and Care Bill is here.

Place-based education and skills: The Lifelong Education Commission published a report exploring how a place-based approach to education and skills can transform lifelong learning. It draws on Doncaster’s local Talent and Innovation Ecosystem. Among the recommendations it makes for Government is:

  • Introduce a statutory right to retrain regardless of prior attainment, to support even more working adults in deprived areas to progress along the skills escalator.
  • Remove all restrictions on engaging in training for individuals receiving welfare benefits.
  • Consider both loan and maintenance support for the Lifelong Loan entitlement.
  • Enable the Lifelong Loan Entitlement to provide a single system that can bridge between modules, including micro credentials, at various levels, including post-graduate.
  • Enable a ‘big data’ approach to skills planning by allowing anonymised learner data to be freely accessed and analysed at the local level.
  • Introduce high-quality Career Development Hubs in priority areas for levelling up.
  • Introduce levy flexibilities and tax incentives in high-skilled ‘cold spots’ to address skill gaps in exportable growth sectors.

Extend the scope of the Education Investment Areas to look at wider outcomes for lifelong learning (levels 4-6) and the ‘cradle to career’ journey.

Graduate Outcomes: Wonkhe – 2022 will see HESA release its graduate outcomes data for the 2019-20 cohort as a new single package “Graduate Outcomes 2019/20: data and statistics”, according to a blog published on the site by Director of Data and Innovation Jonathan Waller. Providing an update on upcoming graduate outcomes survey data release, Waller also notes the data will no longer be referred to as “experimental”, and will continue to publish its assessment of the impact of the pandemic on graduate outcomes.

Government Social Media Spend: If you’ve ever wondered how much the DfE spend on social media advertising each year the answer is just under £2.5million! Across Facebook, Instagram, LinkedIn, Pinterest, Snapchat and Twitter and, more recently, YouTube. HE and FE Minister Michelle Donelan stated: Every year, the department runs a range of campaigns to support essential work, including recruiting and retaining teachers and social workers, increasing awareness of the full range of opportunities available for young people when they leave school and for adults looking to retrain or boost their skills. The department uses paid media channels to target audiences who will take up these opportunities or training.

Student satisfaction: Wonkhe blog – Curriculum flexibility is not associated with higher student satisfaction, find Talisha Schilder, Johan Adriaensen and Patrick Bijsmans.

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HE policy update for the w/e 3rd March 2022

The response to Augar – finally

After so many delays that it seemed to have been passed by completely, we finally got the response to the Augar review and the outcome of the Review of Post-18 Education and Funding.

You will recall that the Post-18 review was opened in February 2018 by Theresa May, and the Augar report was published in May 2019.

The reason for the delay is probably that they have been trying to tie it all in with the skills agenda, and the policy paper came out alongside a separate consultation on how to make the lifelong loan entitlement work.  Some big questions in there, including how to drive modularity, sort out credit transfer, which was a Jo Johnson priority, and not least build something that will actually work.

The biggest Augar question of all was whether there would be a headline fee cut.  And the answer is no, although the impact of the multi-year freeze is that there has been a big real terms cut, of course (Wonkhe suggest £9,250 is predicted to be worth a little over £6,000 by the end of the freeze period).  And with the exception of foundation years, which will not be prohibited (as was suggested) but could see a fee cap of £5197, which is a big decrease from £9250.  But a headline fee cut has been dropped at the expense of student number controls, which could be applied by subject at different providers, and could be linked to student outcomes such as earnings or highly skilled employment.  This links directly to the new regulatory and TEF structures which are being consulted on now.

And of course minimum entry requirements, which have been trailed for a long time and are being consulted on now.

Wonkhe told us that there was criticism in the House of Lords of these new proposals: You can read the full debate on Hansard.

There is a House of Commons Library briefing here.

One thing that is interesting is how open the consultations are – with very open questions about how the student number control might apply and the LLE in particular.

The consultations close on 6th May 2022.

The first announcement is that the work on post-qualification admissions or post-qualification applications will not proceed, following the consultation.  The DfE will instead work with UCAS and sector bodies on best practice and steps to ensure fairness in admissions – including reducing the use unconditional offers, improving transparency and reviewing the personal statement.

The second set of announcements, which are not for consultation, relate to changes to student loan arrangements for new students starting in Autumn 2023 and afterwards.  The repayment threshold will be frozen for existing students (post 2012) and postgraduate students and the interest rate will not change

For new HE students commencing study from AY2023/24 onwards:

  • Reducing the rate of interest in and after study to RPI+0% (currently RPI +3%) to ensure that, under these terms, students do not repay more than they borrow in real terms.
  • Reducing the repayment threshold to £25,000 then increasing annually in-line with RPI from FY2027-28
  • Extending the loan repayment term to 40 years (currently 30 years).

The IFS review is interesting in terms of the impact on lower earners.  They have also spotted that there is a subtle change that impacts current borrowers too:

  • After being frozen until the 2026/27 fiscal year, the student loan repayment threshold will in the future be indexed to RPI inflation instead of average earnings.
  • … This change also applies to borrowers under the current system (2012-2022 university starters). It is a massive retrospective change in repayment conditions that will hit middling earners the most.

Announcements on HE funding:

  • Increasing the Strategic Priorities Grant by an additional £300 million, on top of existing recurrent grant funding, as well as providing £450 million of capital funding, including to support high-cost subjects such as sciences, medicine, and engineering; and level 4 and 5 provision.
  • … freezing maximum tuition fees at £9,250, up to and including AY2024/25.
  • Fees for foundation years to be capped at £5197 (currently £9250). This is subject to consultation including on possible exceptions, such as by subject (e.g. medicine).
  • Introducing a new scheme worth £75m for state scholarships for talented disadvantaged students. This is also subject to consultation with questions about how to set eligibility requirements.

Consultation: reintroducing student number controls: The government is considering reintroducing student number controls to “restrict the supply of provision with poorer outcomes”.  They are considering:

  • provider level restrictions as a share of an overall sector cap – as we had before 2015 and briefly considered in the pandemic
  • provider level caps with exceptions for some subjects based on criteria to be agreed
  • provider level caps set for specific subjects based on student outcome metrics
  • provider level caps set for specific subjects based on overall outcomes at that provider
  • exceptions to caps for particular subjects (uncapped or controlled growth) or for types of study (e.g. level 4 and 5 or modular study)

To support this the government is considering using economic outcomes (earnings, highly skilled employment, continuation or completion), societal factors (e.g. subjects with a public benefit such as healthcare or education) or outcomes linked to strategic priorities (such as subjects that support the net zero objective, levelling up or shortage occupations).

Consultation: minimum eligibility requirements: As has been trailed for a long time, the government is consulting on minimum entry requirements to limit access to HE.  They are consulting on a requirements for a pass (grade 4) in GCSE in English and Maths, or the equivalent of 2 E grades at A level.  These would not apply to mature students (over 25), part-time students, those with a level 4 or 5 qualification or students with an integrated foundation year or Access to HE qualification.  If they apply the GCSE requirement it would not apply to someone who has subsequently achieved A levels at CCC or equivalent.

Technical Education

  • The government announced that students studying higher technical qualifications from 2023 will be able to access student finance and maintenance loans.
  • The government has asked the OfS to strongly encourage suppliers to set targets for technical education and part-time study.
  • They are consulting on the barriers to growth in this area, including questions about price differentials between FE and HE and value for money.
  • They are consulting on how to support more modular learning in technical qualifications.

Lifelong Learning Entitlement consultation: This separate consultation incudes questions about how to implement changes to support lifelong learning accounts and support the provision of modules of study at levels 4-6 for this purpose.  The consultation includes questions about how such a system should work, how to ensure that it is fair, what should be covered, how to define a module and set prices according to credit, what restrictions would apply (e.g. linked to age), how to support maintenance costs in such a system, and how to support credit recognition and transfer.

Analysis:

On Wonkhe, Gavan Conlon and Andrew McGettigan look at how the government make it all add up:

  • The proposals are trumpeted as if they generate huge cost savings and put the loan scheme on a sustainable footing. That’s not really the case.
  • Using London Economics’ modelling, under the old discount rate, the current student support arrangements cost the Exchequer £10.63 billion in economic terms. Under the new discount rate, it’s £7.23 billion. The proposals themselves save the Exchequer approximately £539 million (old discount rate), but essentially, when we model the apparent cost savings from the proposals and the change in the discount rate, we get about £4.0 billion of savings combined. That’s really not playing by the rules, especially when an obscure and obscured technical change accounts for approximately 85 percent of the apparent saving.

Also on Wonkhe, Steve West notes the impact of the freeze on the tuition fee cap and SNCs.

Regulatory changes

Student wellbeing

  • There is an interesting article by Myles-Jay Linton on Wonkhe about research on students giving permission for their family to be contacted in a mental health emergency.
  • HEPI have a report on zero-tolerance approaches to drug use at universities, suggesting that such approaches may do more harm than good.

Admissions

Before the announcement that post-qualification admissions is dead (see above) the Universities Minister hinted at the alternative approach set out in the policy announcements – i.e. a big focus on ensuring fairness by other means.  The Minister gave a speech at a UCAS event championing quality, fair access and transparency.  The Minister suggested that the sector was playing a defensive game “we cannot expect to be able to sit back and quietly polish our world-class reputation in a globalised higher education market”.

Which led onto, you guessed it, stamping out complacency.  The usual stat about 25 providers with less than half their students both completing and going into highly skilled employment or study.  But this time we get more:

  • There are 5 providers with drop-out rates above 40% in Business and Management; 8 providers with drop-out rates above 40% in Computing, and 4 providers where fewer than 60% of Law graduates go on to graduate jobs or further study

So far, so familiar.  Except that this time the focus has moved away from arts and humanities, which is interesting.

But “today, I am announcing a further important innovation in our drive toward better quality and transparency to put students in the driving seat enabling them to make informed choices”.

What could this be?  It’s about advertising.

  • one advert I have seen suggests a particular psychology course gives students access to their state-of-the-art research facilities, but it doesn’t state that one third of their psychology students drop out prior to completing their degree.
  • Of course, it is absolutely legitimate and right for a university to promote its best features, whether that is a high NSS score, the friendliness of its campus or its distinctive style of teaching. But that is not a reason not to give applicants the hard facts.
  • This is about focussing on empowering students and recognising that significant financial and time commitments should be sold transparently when it comes to quality.
  • So as of today, I am asking that all adverts in next year’s admissions cycle – whether they are online, on a billboard or in a prospectus – take the simple, easy step of providing comparable data on the percentage of students who have completed that course, and the percentage of them who have gone into either professional employment or further advanced study.
  • …That’s why I will be convening an advisory group, with representatives of UUK, GuildHE, UCAS and the OfS amongst others, so that we can put out guidance on this matter by the end of spring, in time for the coming application cycle.

And there’s more:

  • I have always felt that personal statements in their current form favour the most advantaged students.
  • So I’m pleased that UCAS have confirmed that reform of the personal statement is in their plans so that personal statements works to the benefit of all students. And I look forward to working with them on this important reform.

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JANE FORSTER                                            |                       SARAH CARTER

VC’s Policy Advisor                                                              Policy & Public Affairs Officer

Follow: @PolicyBU on Twitter                    |                       policy@bournemouth.ac.uk

 

HE policy update for the w/e 17th February 2022

As it is Parliamentary recess, we thought we would do a general policy round up this week

Fees, funding and finance

We’ve updated our  separate paper on fees, funding and finance for BU readers while we wait for the final response to the Augar review.

Research and knowledge exchange

Post-Brexit there is still a great deal of uncertainty about whether we will be able to join Horizon Europe and what happens if we don’t.  Science Minister George Freeman has started talking about Plan B domestic funding (£6 billion) to replace it, although that doesn’t deal with issue about collaboration on EU projects.

Linked to productivity and regional economic success, there is a big focus on the “right sort” of research. We will continue to see a focus on industry led rather than university led projects and a downturn in funding for humanities and social sciences research, with priority given to projects that lead directly to improvements in productivity and economic gain, as well as medical or health benefits – rather than “pure” or theoretical research.  The other focus is on “place” – linking research and funding to local and regional needs.

  • The government are pressing ahead with the Advanced Research and Invention Agency (ARIA). The Bill is awaiting Royal Assent in February 2022.  The first CEO has been appointed and he has come from DARPA, the US agency on which ARIA was partially modelled.
  • The KEF outcomes and REF outcomes (due in April 2022) will inform this agenda. This explains how to use the KEF dashboards. You can view the dashboards for individual institutions here and compare two providers here. UKRI have consulted on changes to the KEF for the future.  In May 2021 UKRI launched a review of the REF to plan for the future.
  • The House of Commons Library have a useful review of Research and Development funding policy from November 2021.
  • The R&D roadmap announced in July 2020 repeats the commitment to R&D investment of 2.4% by 2027 and public investment will be £22bn by 20204/25.
  • There was a consultation and the outcomes were published on 21st January 2020: “In the coming months, we have committed to publishing a new places strategy for R&Dand we are working across government and with the devolved administrations to develop this”.
  • However, since then there has been a lot of concern about what would be included in this target – whether some of it would be paid to the EU for associate membership of Horizon Europe, and there have been cuts in the development budget with an impact on research (UKRI stated most of its aid-funded research projects are unlikely to be funded beyond 31 July as a result of the Government slashing its overseas aid development budget (from 0.7% to 0.5% of gross national income (BNI) The full UKRI ODA letter is here).
  • Research Professional report that quality related (QR) funding will be cut by £60 million. This is in addition to the cuts to the research relating to the aid budget and the uncertainties surrounding how Horizon association will be funded. See this RP article for far more detail on the various cuts, changes and uncertainties to research related funding streams
  • The Government launched an independent review into UK research bureaucracy led by Professor Adam Tickell, Vice Chancellor, University of Sussex. The last time bureaucracy came up was when they attacked EU research bidding processes as part of the Brexit discussions, announced they were dropping impact statements in UK bidding and then quietly admitted they were just moving them to another bit of the form. It is unclear what new bee they have in their bonnet but anyone applying for the government restructuring funding announced in the summer of 2020 may need to demonstrate the leanness of their professional services functions and internal processes, or at least show that they are willing to tackle them once restructured.  The interim report was published in January 2022 and identified some themes for future work – more is due this Spring.

Education:

We don’t yet have a letter to the OfS from the Secretary of State, Nadhim Zahawi setting out his priorities – in contrast to his predecessor, who wrote many such letters.  We do have a letter about access and participation from November 2021, announcing the new Director of Fair Access and Participation and directing a change in approach.  He has also engaged in the ongoing discussions about antisemitism on campus.

The Universities Minister has taken a much higher profile role now that she is a member of cabinet, writing directly to universities, and even phoning them, apparently.  According to a speech at a UCAS event in February 2022, her priorities include quality, fair access and transparency.  She is actively campaigning on a range of issues including mental health support, the use of non-disclosure agreements in cases of bullying and harassment, advertising in HE and the use of personal statements in admissions. And unconditional offers. Just a side note on admissions – speaking to UCAS and not mentioning the DfE consultation on post qualifications admissions really does suggest that it has been kicked into the very long grass.  This was Gavin Williamson’s thing…and once again the complexity of the change required seems to have stopped it progressing.

Access and Participation

In his November 2021 letter, Nadhim Zahawi said:

  • The current system for Access and Participation in HE has had some successes. The proportion of children receiving FSM progressing to higher education by age 19 has increased from 19.8% in 2010/11 to 26.6% in 2019/20; similarly, the proportion of state school entrants to Oxbridge has increased from 59% to 66% between 2015/16 to 2019/20. We want this progress to continue. But the gap between the most and least advantaged students remains stubbornly open. White British young males who received free school meals are amongst the least likely to enter higher education, with just 12.6% progressing to higher education by age 19 by 2019/20. We also see persistent gaps in the attainment of students from different ethnic groups within higher education, with the number of Black students achieving 1st or a 2:1 being 18.3 percentage points lower than for White students. It also cannot be right that some notional gains in access have resulted from recruiting students from underrepresented groups onto courses where more than 50% of students do not get positive outcomes from their degree.
  • We would like to see the whole higher education sector stepping up and taking a greater role in continuing to raise aspirations and standards in education – and we would like to refocus the A&P regime to better support this.

And

  • we welcome a fresh focus from the OfS on the outcomes achieved by disadvantaged and underrepresented groups in higher education. Providers should not be incentivised, nor rewarded, for recruiting disadvantaged students onto courses where too many students drop out or that do not offer good graduate outcomes.
  • Within this A&P refresh, where courses exist on which significant numbers of students who start drop out or do not progress to graduate jobs or further study, the OfS should expect such providers to set clear, measurable targets to improve the outcomes of such courses, hold them to account for meeting those targets, in a similar manner to how the OfS expects to see access targets in high tariff providers.

The OfS has shared more than a hint of what is to come under the new Director for Fair Access and Participation (read more here).

Quality and standards

The big thing in 2022.  We did a detailed review of all of the current proposals in our policy update on 21st January 2022.  It’s all there – absolute numbers for baseline standards on student outcomes metrics (continuation, completion and progression to highly skilled employment or further study), to be published split by subject and a wide range of other criteria including student characteristics, to support the access and participation agenda noted above.  But also a whole load of other licence conditions about keeping courses up to date and coherent, to ensure that they develop relevant skills, that students are supported to achieve high quality outcomes, that students are engaged with course development and that courses are properly resourced.

Building on these “baselines”, we also have a new TEF!  With a new category of “requires improvement”, still using the NSS, and with a new “aspect” of educational gain.  While not a subject level TEF, again, all the data will be published using similar splits to the regulatory data referred to above (including subject and student characteristics) and the way that the ratings are awarded means that problems in subject areas or for particular groups of students could pull down institutional ratings.  The 20 page submission will be expected in mid-November 2022.

And the OfS are still reviewing the NSS.

Skills agenda

This is still a thing, although the white paper that is supposed to define how it will be implemented is still not available so no-one really knows what it all means.  We hear a lot about the lifelong loan entitlement and modular learning.  The Skills Bill itself is at report stage in the House of Commons in February 2022, having been though all stages in the Lords.

We were hoping for more information in the Levelling-Up white paper.  We covered this extensively on 7th February 2022.  As we said, more than a third of the 300 pages is data analysis, and even in the policy sections there’s a lot of waffle and reviewing of previous initiatives to justify the new approach – 12 big “missions for 2030”.  A lot of the policy stuff is in the “things we are already doing or have announced before” box.  There is very little in here for Dorset either.  And there are thin pickings in terms of HE policy.

One thing that is in the bill – a clause aimed at outlawing essay mills.

Financial sustainability

After a big focus on this through the pandemic, worries seem to have subsided.  The last report is from the OfS in June 2021:

  • The sector is forecasting a decline in financial performance and strength in 2020-21, relative to 2019-20, followed by an expected slow recovery from 2021-22.
  • Higher education providers have generally responded to the challenging circumstances brought about by the pandemic through sensible and prudent financial management, including good control of costs and the effective management of cashflow to protect sustainability. There is evidence of prudent management of liquidity, building contingency to accommodate the financial pressure expected from coronavirus. This has been achieved through the generally effective management of cash outflow, including restraint on capital expenditure, where this has been possible.
  • The sector in aggregate experienced stronger student recruitment in 2020-21 than many predicted at the height of the pandemic. 2020-21 saw overall strong demand from UK students, and overseas students held up well, albeit at lower levels than were forecast before the pandemic.
  • Despite this, an overall decrease in income in 2020-21 will reduce the financial operating performance. Net operating cashflow, necessary to support longer term sustainability, fell from 8.4 per cent of total income in 2019-20 to 4.2 per cent in 2020-21. This appears to be manageable in the short term, but at this level will not support sustainability in the longer term.
  • Some higher education providers have applied borrowing instruments, including through some of the government-backed loan schemes, as contingency to safeguard operational cashflows in the event of financial risks. Many of these borrowing instruments remain in place, but are not drawn down and are not forecast to be drawn down.
  • Despite the overall satisfactory findings of our analysis at this time, significant uncertainty remains, and the impact of the pandemic globally could change quickly. Issues that could affect income include restrictions on the movement of students domestically and internationally, higher numbers of students dropping out, and reduced income from accommodation and commercial activities that rely on open buildings and facilities.
  • While the aggregate position is reasonably positive, relative to the risks that have been managed recently, there continues to be significant variability between the financial performance of individual providers, and we expect this will continue as providers adapt to the post-pandemic operating environment. However, we consider that, at this time, the likelihood of multiple providers exiting the sector in a disorderly way because of financial failure is low.
  • Overall, the sector is forecasting continued income growth in the next four years, supported primarily by expectations of strong domestic and international student recruitment. Domestic and international student numbers are projected to increase by 12.3 and 29.5 per cent respectively between 2020-21 and 2024-25, with associated rises of 14.4 and 46.6 per cent for the related income. UCAS data on applications for the 2021 cycle at the January equal consideration deadline indicates increased demand from UK and non-EU students to study at English providers. The forecast growth in fee income from domestic students is based on a broad assumption that there is no material change to level of government funding of teaching, be that through tuition fee loans or OfS grant funding.
  • Net liquidity (net cash holdings) is forecast to be lowest in 2020-21 and 2021-22 as providers manage the financial implications from coronavirus. However, in aggregate, net liquidity remains at reasonable levels and we also know that the banking sector has often provided short-term finance facilities to providers as contingency, in the rare circumstances when this is needed. All tariff groups forecast steady growth in net liquidity from 2022-23, underpinned by expectations of strong student recruitment.
  • While the sector is hopeful of a post-coronavirus recovery in financial performance from 2021-22, there are a number of potentially significant financial challenges to overcome in the forecast period. Examples could include: extended operational restrictions from new variants of coronavirus, which could affect student recruitment; the implications of global economic recovery for spending, business interaction and the employment market; and the need to secure the financial sustainability of pension schemes.

Free speech

The Higher Education (Freedom of Speech) Bill has made fairly slow progress, at the report stage in the House of Commons as at February 2022, with the whole Lords process still to go.  The culture wars rage around this.  Was xx no platformed or simply not invited?  Did a protest mean someone was “cancelled” or was it a legitimate protest?  Does it depend on the subject matter and whether those opining agree or disagree with the position of those protesting?  Where is the line between legal, but controversial, speech, and speech that breaks the (existing) law.  Which speakers will be protected for their controversial, but legal speech, and which won’t because, although legal, their speech was in some other way deemed to be unacceptable.  Hmm.  There’s a neat summary from February 2022 here.

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External readers: Thank you to our external readers who enjoy our policy updates. Not all our content is accessible to external readers, but you can continue to read our updates which omit the restricted content on the policy pages of the BU Research Blog – here’s the link.

Did you know? You can catch up on previous versions of the policy update on BU’s intranet pages here. Some links require access to a BU account- BU staff not able to click through to an external link should contact eresourceshelp@bournemouth.ac.uk for further assistance.

JANE FORSTER                                            |                       SARAH CARTER

VC’s Policy Advisor                                                              Policy & Public Affairs Officer

Follow: @PolicyBU on Twitter                    |                       policy@bournemouth.ac.uk

HE policy update for the w/e 14th February 2022

Hi all, Parliament are in recess but there is plenty going on.  We start with last week’s reshuffle and research, but there are strong hints about new plans for access and participation

Mini Reshuffle

Last week there was a mini reshuffle of the parliamentarians holding Government. The appointments effectively draw his loyal staff ever closer and bolster up support for Boris personally within the Cabinet.

  • Michael Ellis MP has been made Minister for the Cabinet Office on top of his current role as Paymaster General and will be attend cabinet. The role was previously held by Steve Barclay. Ellis has become more visible lately as the minister most often sent up to the despatch box to answer urgent questions around ‘partygate’.
  • Stuart Andrew MP becomes Minister for Housing, leaving his role as Deputy Chief Whip and replacing Christopher Pincher at the Department for Levelling Up, Housing and Communities. As the Mirror points out, this makes him the eleventh housing minister in almost as many years, narrowly overtaking the ‘curse’ of the Universities Minister.
  • James Cleverly MP becomes Minister for Europe, leaving his role as Minister for Middle East, North Africa and North America and replacing Chris Heaton-Harris who has been made Chief Whip.
  • Heather Wheeler MP becomes Parliamentary Secretary in the Cabinet Office, a ministerial role previously held by Julia Lopez, in addition to her current role as Assistant Government Whip.
  • Jacob Rees-Mogg MP becomes Minister for Brexit Opportunities and Government Efficiency and will attend cabinet. He leaves his role as Leader of the House of Commons. It also looks as though he might take on the former responsibilities of Minister for Efficiency and Transformation – the position held by Lord Agnew until last month when he resigned over the Government writing off furlough fraud.
  • Mark Spencer MP becomes Leader of the House of Commons (and Lord President of the Privy Council) and will attend cabinet. He leaves his role as Government Chief Whip to replace Rees-Mogg.
  • Chris Heaton-Harris MP becomes Chief Whip and will attend cabinet. He leaves his role as Minister for Europe (FCDO), a role he held for roughly 51 days, to replace Spencer.

In addition, last week these appointments were made:

  • Steve Barclay MP, the Chancellor of the Duchy of Lancaster, took up the post of the Prime Minister’s Chief of Staff following the resignation of Dan Rosenfield.
  • Andrew Griffith MPwas appointed Director of the Number 10 Policy Unit, having already served as Johnson’s PPS for some time, following the resignation of Munira Mirza.
  • Guto Harriwas appointed Director of Communications following the resignation of Jack Doyle. He previously worked with Johnson during his time as London Mayor. His appointment sparked controversy.

Research

Research Spend: Andy Westwood reminds us of some key research spend points in Research Professional’s Sunday Reading Balancing the Books: The R&D mission

  • to increase public spending outside the greater south-east (in this case, the ‘golden triangle’) by a third over the spending review period and by 40 per cent by 2030 is to be welcomed. So too is the commitment to spending 55 per cent outside the greater south-east by 2024-25…As commentators…have pointed out, this is not much of a departure from existing spending and should be easily achieved. Richard Jones… has also suggested that this spending is likely to be more at the applied end of R&D, and the stated expectation of a “2:1 private sector match” more or less confirms this. It should also remind us that this R&D mission has an explicit purpose of boosting productivity, pay and economic success rather than just dividing up the spending review’s spoils.
  • But that spending context is important—as are the government’s longer-term targets of spending 2.4 per cent (and eventually more) of GDP on R&D by the middle of the decade. The spending review allocations offer real headroom for growth and much of this spending remains unprescribed. Of the £20 billion promised across government by 2024-25, only £5.9bn will be spent on the “core research budget”.
  • So it’s less a fight over research councils and quality-related funding and more about other R&D spending, such as that distributed elsewhere in BEIS and by other government departments, including health and defence.

Horizon Europe: the prospect of the UK joining Horizon Europe appears to be slipping away. Last week in the Commons Science and Technology Select Committee Science Minister, George Freeman, stated:, It’s clear to me we can’t go into a financial year with ongoing uncertainty. So, internally, our thinking is that we need to be ready in the new financial year to start to release some of the funding that we’ve put aside for Horizon into programmes so that the science community isn’t left sitting on the bench, as it were, rather than on the pitch. What I’m keen to do is make sure that those could seamlessly—like a motorway’s slipway—segue back into Horizon association, were that to materialise after the French election [in April].

Research Professional suggest that 31 March will be make or break decision time. Research Professional report: Freeman spoke to the Financial Times about the UK’s ‘Plan B’, describing a £6bn global science fund to run over three years. The science minister is quoted as wanting a “coherent and ambitious plan for international science…based on the elements of Horizon that researchers find most valuable: global fellowships, strong industrial challenge funding [and] innovation missions around tomorrow’s technologies”. He added: “Outside Horizon, we have the freedom to be more global.” … The UK is not alone in feeling excluded from Horizon, with Switzerland similarly feeling its membership is being held up over debates around the wider political relations between the country and the EU…The FT story is not so much news as a periodic reminder that making a decision on association seems as difficult as ever.

Here’s the latest from the European Affairs Committee on Horizon Europe.

The ongoing campaigning to remain part of Horizon Europe has been a regular news feature this week. Wonkhe: Organisations across Europe are calling for science to be put above politics as the UK and Switzerland’s association with Horizon Europe remains in limbo. Universities UK has partnered with the Royal Society, Wellcome, EPFL, ETH Zurich, and the ETH Board to launch the Stick to Science campaign, which argues that the UK and Switzerland’s inclusion in the scheme will bring an estimated €18billion in additional funding, and are inviting signatures for the initiative. The PIE News and the Financial Times cover the story.

UKRI Chair: Business Secretary, Kwasi Kwarteng, was reported as vetoing the appointment of Jonathan Michie for UKRI’s Executive Chair role for party political reasons. The Guardian also run the story.

Global Talent: Wonkhe – The government’s new Global Talent website has launched with the aim of attracting research experts to come and innovate in Britain. The site, which is a collaboration between UKRI and several government departments, will provide information on working in and with UK universities, innovation, and business.

Destination Australia: The Russell Group call for closer research and mobility ties with Australia. In a joint letter sent to the Australian and British foreign and trade ministers, the Chairs of the Group of Eight (Go8) and the Russell Group, their countries’ key representative bodies for world-class research-intensive universities, said they would establish a new committee to look at ways to increase two-way research collaboration and explore how this could be used to boost trade and investment and support economic growth.

Parliamentary Questions:

France took up the rotating six-month Presidency of the Council of the European Union in January with the motto Recovery, strength and a sense of belonging. The agreed priorities for the next 18 months are:

  • To protect the citizens and freedoms by focusing on respecting and protecting European values such as democracy, rule of law, gender equality, and on strengthening the Schengen area and the EU’s common asylum and migration policy
  • To promote a new growth and investment model for Europe, based on sustainable green growth and strengthening the EU’s industrial and digital sovereignty
  • To build a greener and more socially equitable Europe that better protects the health of Europeans
  • A global Europe that promotes multilateralism and renewed international partnerships and adopts a shared vision among the 27 member states on strategic threats

Pages 4-5 of this briefing indicate more on the above themes and is an interesting short read. Also in the document is analysis of what the French premiership means. While the above listed items are the EU priorities France intends a particular focus on climate change, digital transformation, and security. The priorities have connotations for both research priorities and budgets as well as economic competition between the UK and EU.

Skills Bill – OfS’ proposed new powers

Proposed amendments to the Skills and Post-16 Education Bill tabled by the Government aims to change the way the Office for Students (OfS) publicises investigations with HE providers and protect it from defamation claims. The OfS will be able to state publicly if it intends to investigate, or already is investigating, a provider or individual and will be protected from defamation claims. Where it publicises an upcoming investigation it must also publish the findings, even if no decision is reached or no further action is taken. The provisions would allow the OfS to publish notices, decisions and reports given or made in the performance of its functions, while considering:

  • The interests of HE students, potential applicants, alumni, and HE providers
  • The need for excluding from publication any information that “would or might, in the opinion of the OfS, seriously and prejudicially affect the interests of that body or individual”
  • The public interest

Publications relating to a decision to conduct an investigation are to be protected from defamation claims if they include information on:

  • A statement of the OfS’ decision to conduct the investigation,
  • A summary of the matter being, or to be, investigated, and
  • A reference to the identity of any higher education provider or other body or individual whose activities are being, or to be, investigated.

Wonkhe: …new clause 67C. In publishing details of a decision to conduct an investigation, summarising the matter that is being investigated, and naming the provider (or other body) under investigation the OfS is protected from defamation claims. This doesn’t apply to other information that the OfS may publish, and – wonderfully – it doesn’t apply if the publication “is shown to have been made with malice”.

The clause is controversial as this sort of disclosure risks damaging the reputation of HE providers even when the OfS decides not to take further action or implement sanctions.  It also came up in the context of the consultation on student protection directions in 2020.   In that context, there were concerns about the impact on an institution that was in difficulty if the OfS published their market exit plans.  In that context the guidance now says that they will consider the public interest when considering publication.

The DfE has published an updated assessment of how the Skills Bill interacts with human rights legislation, to account for the new provisions. There are also questions over how the Skills Bill will interact with the Freedom of Speech Bill.

Here’s the short Wonkhe blog on the topic.

In other OfS news last week Susan Lapworth was appointed as the OfS Interim Chief Executive from 1 May until the end of 2022. This covers the recruitment period for a permanent OfS chief executive. Susan takes over from Nicola Dandridge’s planned departure as her tenure in the chief role ended.

Lord Wharton, chair of the OfS, said: This is an excellent appointment to see the OfS through an important phase of our work, including the delivery of our reforms to quality and student outcomes. Susan has worked closely with the board since the OfS was established and is perfectly placed to lead the team through this period. Her experience and expertise has been invaluable to the OfS, and I am looking forward to working closely with her in this new role.

Access & Participation

The OfS has shared more than a hint of what is to come under the new Director for Fair Access and Participation.

In a presentation, there was the following advice:

  • We strongly encourage you to vary your plan to take account of the priorities outlined by the Director for Fair Accessand Participation.
  • We will publish advice on how to do this in spring 2022.
  • The advice will include information on the areas that should be covered in variations. This is likely to cover:
    • strategic partnerships with schools to raise attainment
    • improving the quality of provision for underrepresented students
    • developing non-traditional pathways and modes of study
    • the production of two-page access and participation plan executive summaries using an optional template.

We even get a mention in the speech!

  • But we are expecting providers to pull their weight on pre-16 attainment, a challenge which affects us all.
  • We will be generous in our expectations of the work providers undertake in this area.
  • It may be expanding evidence-led, provenly-successful interventions like Bournemouth University’s work on literacy in primary schools. Their student ambassadors worked with Year 6 pupils through a 10 week reading programme, which saw the reading ages of two-thirds of the participants increased.
  • It could be new thinking and tools for measuring and enhancing the knowledge and skills of disadvantaged pupils in subjects and year groups where we do not yet have coherent curricula matched with integrated, informative assessment.
  • It will almost certainly include both place-based policy initiatives tied closely to localities and more wide-reaching regional and national initiatives.
  • We are keen to see innovation and experimentation – provided there is commitment to independent, published evaluation.

Wonkhe blogs:

Research Professional (writing before the well-trailed speech was delivered)

Admissions

The English exam boards published information on the 2022 GCSE, AS and A level exam adaptations which adjust for Covid related learning disruption. Plans for grading will be more generous for summer 2022, with boundaries likely to be lower than in previous years. Ofqual is planning on returning to pre-pandemic grading over a two-year period, meaning this year there will be a ‘mid-point’ set between 2019 boundaries and the grade levels used in teacher assessments last year. Also:

Education Secretary Nadhim Zahawi said:

  • Examsare the best and fairest form of assessment, and we firmly intend for them to take place this summer, giving students a fair chance to show what they know.
  • We know students have faced challenges during the pandemic, which is why we’ve put fairness for them at the forefront of our plans. The information to help with their revision published today, as well as the range of other adaptations, will make sure they can do themselves justice in their exams this summer.

EPI have published Covid-19 and Disadvantage gaps in England 2020. It considers the national disadvantage gap (the gap in grades between disadvantaged students and their peers) in 2020 at key stages 4 and 5. Highlighting the impact of the 2020 (teacher assessed) grades on different students. Dods have provided a summary of the report and the recommendations here. Or these are the high-level points:

  • The gap in GCSE grades between students in long-term poverty and their better off peers has failed to improve over the last ten years.
  • More students have now fallen into longer-term poverty.
  • Fears that the switch to teacher assessed grades for GCSEs in 2020 would penalise students from disadvantaged backgrounds are largely unfounded – with no evidence poorer GCSE students lost out under this system.
  • But for students in college and sixth form (16-19 education), the gap in grades between poorer students and their better off peers widened in 2020.
  • This was driven by A level students gaining a whole grade more from teacher assessments than those who studied qualifications such as BTECs.

Also this week Teach First have published Rethinking pupil premium – a costed proposal for levelling up.

Balancing FE & HE

The Civic University Network and partners published Going further and higher: How collaboration between colleges and universities can transform lives and places. It calls for greater collaboration between colleges and universities and setting out recommendations for governments and sector leaders to support regional priorities and deliver UK-wide economic recovery.

Recommendations for sector leaders, which focus on creating strong local networks:

  1. Agree the institutions who are involved in the network and embrace the local geography and specialisms that already exist.
  2. Develop a cohesive education and skills offer for local people, employers and communities built around lifelong learning, ensuring inefficient duplication and competition is reduced.
  3. Move beyond personal relationships and agree how the whole institution is involved in collaboration, with clear roles and shared responsibility for partnership.

Recommendations to governments across the four nations to build better education and skills systems:

  1. Set an ambitious 10-year strategy to ensure lifelong learning for all and to deliver on national ambitions.
  2. Balance investment in FE and HE to ensure the whole education and skills system is sustainably funded so that colleges and universities can work in the interests of their local people, employers and communities.
  3. Equal maintenance support across loans and grants for HE and FE students, regardless of age, personal circumstances, or route into education.
  4. Tackle the ‘messy middle’ by defining distinct but complementary roles for colleges and universities to avoid a turf war over who delivers various types of education and training.
  5. Create a single funding and regulatory body for the entire post-16 education and skills system in each nation to deliver more aligned and complementary regulatory approaches that will ensure smoother learner journeys.

The report fits well with the Government’s cohesive approach to sharing learners such as emphasising the technical education route as an equal status to HE academic study. Planning education from schools to postgraduate with interaction of industry and the education providers at each level has long been a Conservative ideal and was apparent in this week’s speech from the newly-appointed OfS Director for Fair Access and Participation (more here).

Research Professional analyse the report and weave it together with the Government’s current intent on Levelling Up, the Skills and Post-16 Education Bill, Augar, the OfS and vocational education.

Students

Careers 2032: Wonkhe report on a new Careers report –A new research report on the future of careers support from Handshake, in partnership with AGCAS, the Institute of Student Employers and Wonkhe, finds that 32% of students worry they aren’t good enough or ready for a graduate job, rising to 39% of students from less privileged backgrounds. Employers are primarily worried about retaining the graduates they hire, with 71% concerned about rising to this challenge in the decade ahead. For careers professionals, dealing with the fallout from Covid-19 and responding to students’ knocked confidence will be a major priority in the coming years. The Careers 2032 report brings together insight from student representatives and SU professional staff, employers, and careers professionals to explore how careers support is changing – concluding that deeper collaborations within and outside universities will be needed to support a more personalised journey towards graduate employment for a greater diversity of students. For further analysis have a look at Wonkhe’s blog.

Wonkhe also published their report with UPP and the Student Futures Commission “A Student  Futures Manifesto”.  This calls all institutions to work with students to develop actions and commitments to securing successful student futures by the end of the 2022/23 academic year.  It also calls for better IT, a “what works” review of online teaching and assessment and a “challenge fund” for mental health and wellbeing.

Wonkhe blog by Mary Curnock Cook here.

Student Drug Use: Wonkhe report that a major new taskforce has been established to tackle student drug use, investigate how a common approach to reducing harm might be developed, and determine how collective action might tackle the supply of drugs on campus. It follows concerns about the impact of student drug use, with the associated risks of learning and mental health problems, damage to future job prospects, addiction and avoidable deaths. The group, chaired by Middlesex University vice chancellor Nic Beech, has been established by a partnership between Universities UK, Unite Students, GuildHE and Independent HE, and will include input from a range of government departments, sector agencies, charities and law enforcement.

Blog: which areas of the new taskforce investigation will need particular care in order to avoid unintended consequences.

This week the Times also ran an article on why county lines gangs are targeting students.

Mental Health: Student Space has been extended to July 2022.  Wonkhe review the underpinning evidence.

Gambling: Parliamentary Question on supporting students with gambling addictions.

Cost of living: The Institute for Fiscal Studies (IFS) has published Government uses high inflation as cover for hitting students, graduates and universities. The article begins: The government is quietly tightening the financial screws on students, graduates and universities. Students will see substantial cuts to the value of their maintenance loans, as parental earnings thresholds will stay frozen in cash terms and the uplift in the level of loans will fall far short of inflation. This continues a long-run decline in the value of maintenance entitlements… Separately, the student loan repayment threshold will also be frozen in cash terms. This is effectively a tax rise on middle-earning graduates. A graduate earning £30,000 will need to pay £113 more towards their student loan in the next tax year than the government had previously said. Finally, tuition fees will remain frozen in cash terms for another year, which hits universities and mainly benefits the taxpayer. On the whole, as our updated student finance calculator shows, the government is saving £2.3 billion on student loans under the cover of high inflation. More here.

Research Professional report on the IFS article and include opposing comment by Nick Hillman, Director of HEPI.

PQs

Other news

We talked in a recent update about the new TEF and the requirements to explain what we are doing about learning gain there is a Wonkhe blog here calling this out as “virtue signalling!.

Apprenticeships: Education Secretary Nadhim Zahawi announced a new flexible apprenticeship scheme.

AI & Data Converts: DCMS has announced that up to £23 million in government funding will create more AI and data conversion courses, helping young people from underrepresented groups including women, black people and people with disabilities join the UK’s Artificial Intelligence (AI) industry. Up to two thousand scholarships for masters AI conversion courses, which enable graduates to do further study courses in the field even if their undergraduate course is not directly related, will be available. The Government is calling on companies to play their part in creating a future pipeline of AI talent by match-funding the AI scholarships for the conversion courses. They highlight that industry support would get more people into the AI and data science job market quicker and strengthen their businesses.

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JANE FORSTER                                            |                       SARAH CARTER

VC’s Policy Advisor                                                              Policy & Public Affairs Officer

Follow: @PolicyBU on Twitter                    |                       policy@bournemouth.ac.uk

 

HE policy update for the w/e 7th February 2022

Parliamentary news

Michelle Donelan responded to oral questions within the chamber this week. They covered low-quality university courses (including in relation to disadvantaged access) and non-disclosure agreements. Research Professional (RP) has an interesting write up on low quality courses in the playbook. They note how few (41) courses don’t meet the quality threshold and that Russell Group institutions are among those courses. With so few courses of concern the Government’s campaign to prevent this low quality seems more bark than bite. In fact, RP note:

  • Given how many degree courses are on offer across the country —50,000…only 41 in England dip below both a 75% completion rate and a 60% progression rate. More would be captured with a progression metric of 80%, but not so many as to make you think there was a problem that required the full regulatory machinery of the OfS and the political muscle of ministers at the Department for Education.
  • It is hard to imagine that the near 50% non-repayment rate of the student loan book is the result of poor student outcomes on those 41 degree courses. It is also hard to imagine that the OfS will ever have to make a regulatory intervention at the universities where they are taught.
  • …the most likely fate for degree courses that fail to live up to OfS-mandated thresholds is that they will simply be pulled. No university management team worth its salt would allow one or two courses to threaten institutional reputation or access to the student loan book…The most likely result of outcome thresholds will therefore be departmental closures and staff redundancies.

Parliamentary question: Student outcomes approach

Next Donelan tacked HE freedom of speech including a mention on the balance between respect for religious values and freedom of speech. Free speech was also touched upon during the Topical Questions when Jonathan Gullis (Conservative) lamented that the ‘wokerati’ complained and tried to silence a professor’s comments. There is also a freedom of speech parliamentary question.

During the topical questions John Penrose (Conservative) called on Alex Burghart (Education Under-Secretary) to: discuss the universal accreditation scheme proposed in my recently published “Poverty Trapped” paper…It would mean that universities and colleges could give credit for knowledge and skills gained not just in formal education but in work or informal settings, to make it easier, cheaper and faster to switch careers and to level up opportunities so that everyone has a better chance to succeed Burghart responded that FE providers can use discretion, there was no mention of HE.

On Wonkhe: Nadhim Zahawi wants school leavers to get detailed data on in-person teaching, rather than “vague intentions”. Jim Dickinson interprets the signals.

Growth Business Council: Wonkhe – The Prime Minister has launched a new business council to support the government’s Plan for Growth. The Secretary of State for Education will have a standing position on the council to focus on the skills element of the plan, alongside the business and trade secretaries.

Levelling Up

Last week’s big, and long anticipated policy announcement, the levelling up white paper, got a bit lost in the politics of the moment and the big geopolitocal stories.  Has the extra time taken the reason it is so big?  Or, as less kind commentators have said, is it so big to disguise the thinness of the policy initiative?. More than a third of the 300 pages is data analysis, and even in the policy sections there’s a lot of waffle and reviewing of previous initiatives to justify the new approach – 12 big “missions for 2030”.  A lot of the policy stuff is in the “things we are already doing or have announced before” box.  We appreciated the jaunty red, white and blue colour scheme, too.

We are promised more detail on implementation.

I’m using page numbers from the web version below not the printed page numbers.  There’s really very little in here for Dorset – apart from being an Educational Investment Area.  There’s a summary of what they are already doing in the South West from page 314, including the investment from the Towns Fund in regenerating Boscombe.

What is it all about – you have to look at page 120 for the logic.

You can read the “12 missions” at the end of the web page.  They include on reading, writing and maths at primary school and this on skills:

  • By 2030, the number of people successfully completing high-quality skills training will have significantly increased in every area of the UK. In England, this will lead to 200,000 more people successfully completing high-quality skills training annually, driven by 80,000 more people completing courses in the lowest skilled areas.

And this on R&D funding:

  • By 2030, domestic public investment in Research & Development outside the Greater South East will increase by at least 40% and at least one third over the Spending Review period, with that additional government funding seeking to leverage at least twice as much private sector investment over the long term to stimulate innovation and productivity growth
  • The White Paper also announces 3 new Innovation Accelerators, major place-based centres of innovation, centred on Greater Manchester, the West Midlands, and Glasgow-City Region. These clusters of innovation will see local businesses and researchers in these areas backed by £100 million of new government funding 

And on devolution:

We will invite the first 9 areas to agree new county deals and seek to agree further MCA deals, extending devolution across England. 

  • The first 9 areas invited to begin negotiations will be Cornwall, Derbyshire & Derby, Devon, Plymouth and Torbay, Durham, Hull & East Yorkshire, Leicestershire, Norfolk, Nottinghamshire & Nottingham, and Suffolk.
  • The White Paper announces negotiations for a new Mayoral Combined Authority deal for York and North Yorkshire and expanded Mayoral Combined Authority deal for the North East, as well as negotiations for ‘trailblazer’ devolution deals with the West Midlands and Greater Manchester to extend their powers – with these deals acting as blueprints for other Mayoral Combined Authorities to follow.
  • By 2030, every part of England that wishes to have a ‘London-style’ devolution deal will have one.

Looking at the main report, there’s an interesting productivity chart on page 38, the earnings one is on page 40 and the skills distribution is on page 42 and some health charts follow.

The paper uses all this data to conclude where is most left behind. On page 72 it identifies “20 locations in the UK identified as potential priorities for investment and for harnessing existing economic assets for levelling up.”  The Solent area is one of these, along with the area around Exeter, what they call “Cyber Valley”, which is around Cheltenham (GCHQ) and what they call “Western Gateway” – Bristol-Swansea. There are more areas identified for employment and skills linked to net zero on page 86 – again Solent for “Green Finance” and Exeter for onshore wind.

Dorset is highlighted on page 89 as an area with a high proportion of jobs at risk from automation.  There’s a skills map on p93.  Our area is in the middle.

The “so what” starts on page 137, but there are pages and pages of the history of previous policy initiatives and explaining why “missions” are the way to go. It highlights the complexity of funding arrangements (you don’t say – see the chart on page 159).

The proposed devolution deals are on page 166 (not our area or close to it).

You get to the “policy programme” on page 191.  On R&D:

  • “... the UK Government will need to support the growth of R&D hotspots across the UK, including through fostering greater collaboration between national funders, local leadership, the private sector and high-quality research institutions. It also requires a greater focus on innovation alongside research, which will be supported by the 36% real-terms increase for Innovate UK annual core funding between 2021-22 and 2024-25, amounting to a cash total of at least £2.5bn over the SR21 period. While some information is already collected and published, there are currently significant evidence gaps that prevent policy makers from tracking and measuring where public R&D funding is spent. The UK Government will ask the Office for National Statistics (ONS) and the UK Government Ofce for Science to work with all departments to collect and publish subnational data on their R&D spending

On education, it is nearly all about schools.  This bit on page 222: “The UK Government will drive further school improvement in England through new Education Investment Areas (EIAs). These will cover the third of local authorities in England where educational attainment is currently weakest, plus any additional local authorities that contain either an existing Opportunity Area (OA) or were previously identified as having the highest potential for rapid improvement.” Dorset is one of these Education Investment Areas.

  • To ensure access to high-quality academic education, including post-16, DfE is opening eleven new specialist 16-19 maths schools, with a commitment to one in each region of England. DfE has opened three so far – King’s College London, Exeter and Liverpool. It will open a further eight in Cambridge, Durham, Imperial College London, Lancaster, Leeds and Surrey, as well as a further two in the East of England and West Midlands. Going further, the UK Government will ensure that talented children from disadvantaged backgrounds have access to a college, school sixth form or 16-19 academy, with a track record of progress on to leading universities, such as Harris Westminster Sixth Form and Sir Isaac Newton Sixth Form Free School in Norwich. To drive this commitment, DfE will open new 16-19 free schools targeted at areas where they are most needed. The selection process for these schools will prioritise bids located in EIAs, in particular those areas that will benefit from additional support.

Skills come from page 225.  Local Skills Improvement Plans are highlighted (the DfE is piloting these).  Not much new in this area, existing work on apprenticeships and higher technical education.

  • The UK Government has also announced nine new Institutes of Technology (IoT) across England, building on the 12 already established since 2019 and taking the total to 21 – exceeding the UK Government’s manifesto commitment to 20. IoTs are collaborations between colleges, universities and employers, specialising in delivering higher technical education in areas across England. As IoTs are employer-led, they can react quickly to the current and evolving technical skills needs of an area. The lead organisations for the nine new IoTs and the wider areas they will cover are: a. Blackpool and The Fylde College (Lancashire LEP area); b. Cheshire College South and West (Cheshire and Warrington LEP area); c. Chichester College Group (Coast to Capital LEP area); d. DN Colleges Group (Sheffield City Region LEP area); e. Newcastle and Stafford Colleges Group (Stoke on Trent & Staffordshire LEP area); f. Solent University (Solent LEP area); g. South Essex College (South East LEP area); h. University of Derby (D2N2 and Leicestershire LEP areas); and i. University of Salford (Greater Manchester LEP area)

Universities finally get a mention on page 229

  • The UK Government will continue to work with the OfS to reform barriers for entry to the English HE sector, so that new high quality HE providers can open across England, joining the 400+ providers already on the register, to increase access to HE particularly in towns and cities without access to this provision.
  • The HE sector has a key role to play in levelling up areas by improving access to opportunity, in addition to supporting regional economies, so that every young person and adult, regardless of their background or geographic location, can get the high level professional qualifications needed to secure rewarding, well-paid jobs benefiting their families and communities. Changes are being made to the role the HE sector plays in levelling up opportunities for pupils from disadvantaged backgrounds. The UK Government has committed to ensuring that HE providers work closely with schools and colleges to raise educational standards and support students from disadvantaged backgrounds in their communities, through refocusing universities’ Access and Participation Plans. The OfS will require all English universities to refocus their Access and Participation Plans on true social mobility, making getting on at university as important as getting in, and emphasising activities which have a direct impact on student attainment. Activities could include tutoring, running summer schools or helping schools and colleges with curriculum development. These changes will help to raise the quality of local education and training providers.
  • From 2025, DfE will transform the student finance system, which helps fund study in level 4 to 6 courses. This will help deliver greater parity between FE and HE, and bring colleges and universities closer together. As part of the Lifetime Skills Guarantee, a flexible Lifelong Loan Entitlement will provide individuals in England with a loan entitlement equivalent to four years’ worth of fees for post-18 education. It will be available for both individual modules and full years of study at higher technical and degree levels, regardless of whether they are provided in colleges or universities.
  • The Skills and Post-16 Education Bill is laying the groundwork to put loans for approved modular courses on a solid statutory footing. 

David Kernohan summarises the relevant bits for universities on Wonkhe.

Wonkhe have an article from James Coe on intergenerational levelling up.

Dods summarise the education parts nicely for us:

 The following are new announcements and plans featured in today’s Levelling Up White Paper:

  • A new online UK National Academy: the new digital education service will support pupils from all backgrounds and provide free, online support for schools’ work, allowing students to acquire additional advanced knowledge and skills.
  • 55 new Education Investment Areas (EIAs) in places where educational attainment is currently weakest:
  • These will cover the third of local authorities in England where educational attainment is currently weakest, plus any additional local authorities that contain either an existing Opportunity Area (OA) or were previously identified as having the highest potential for rapid improvement
  • DfE will launch a consultation on moving schools in these areas with successive “Requires Improvement” Ofsted judgements into strong multi-academy trusts, so that they can better access the support they need to improve
  • DfE will support strong trusts to expand into these areas and offer retention payments to help schools with supply challenges to retain the best teachers in high-priority subjects
  • DfE is opening eleven new specialist 16-19 maths schools, with a commitment to one in each region of England
  • DfE will open new 16-19 free schools targeted at areas where they are most needed (which have been termed ‘elite sixth forms’) to “ensure that talented children from disadvantaged backgrounds have access to a post-16 provider with a track record of progress on to leading universities” – the selection process for these schools will prioritise bids located in EIAs
  • From April 2022, the Free Courses for Jobs programme(where all adults in England who do not have a level 3 qualification are able to take one for free) will be expanded on a trial basis to enable any adult with a level 3 qualification or higher who earns below the National Living Wage or who is unemployed to access a further high-value level 3 qualification for free, regardless of their prior qualifications – MCAs and the GLA will have the flexibility to determine the low wage thresholds in their local areas
  • DfE will set up a new Unit for Future Skills which will work with BEIS and DWP to bring together the skills data and information held across government:
  • The Unit will produce information on local skills demand, future skills needs of business, the skills available in an area and the pathways between training and good jobs
  • This will be a multi-year project, but the Unit will aim to improve the quality of data available within and outside UK Government in the short-term to strengthen the quality of local plans and provision, and their alignment with labour market need, as well as enable the updating of apprenticeship standards, qualifications and accountability measures
  • Its work will also feed into DfE’s commitment to provide a single-source of labour market information to learners to improve their choice of training courses and careers
  • Successful Institutes of Technology will be able to receive Royal Charter status in order to secure their “long-term position as anchor institutions within their region and placing them on the same level as our world-leading historic universities” – DfE will set out the criteria and application process for Royal Charter status this spring.
  • Government will target £100m of investment in three new Innovation Accelerators, private-public-academic partnerships which will aim to replicate the Stanford-Silicon Valley and MIT-Greater Boston models of clustering research excellence
  • These pilots will be centred on Greater Manchester, the West Midlands and Glasgow City-Region
  • new devolution framework, providing different powers and functions depending on the level, which could include:
  • Devolution of Adult Education functions and the core Adult Education Budget
  • Providing input into Local Skills Improvement Plans
  • Role in designing and delivering future contracted employment programmes

And also from Dods a list of the things featured, but already previously been announced in either Budget, SR21 or other policy documents/press releases:

  • Nine new Institutes of Technology with strong employer links will be established in England, helping to boost higher technical skills in STEM subjects (this was announced in the 2021 Spending Review)
  • Local Skills Improvement Plans, together with supporting funding, will be set up across England to set out the key changes needed in a place to make technical skills training more responsive to skills needs. (already announced, centrepiece of the Skills Bill)
  • The £1.5bn Further Education Capital Transformation Programme will upgrade and transforming college estates across England (this was announced in the 2021 Spending Review)
  • Nine new Institutes of Technology across England, building on the 12 already established and taking the total up to 21. (already announced in Spending Review 2021)
  • The forthcoming Schools White Paper will focus on improving literacy and numeracy for those furthest behind. It will set out a clear vision for a system in which schools are in strong MATs that are able to drive improvement for all their pupils. DfE will take a place-focused approach, working with local partners to build strong trusts and investing in diocesan trusts to ensure every type of school can benefit (previously announced)
  • Government will invest £300m to build the network of Family Hubs and transform Start for Life services for parents and babies, carers and children in half of local authorities in England, and a further £200m to expand the Supporting Families programme in England (already announced in 2021 Spending Review)
  • Government intends to reform funding and accountability for further education(already announced in Skills for Jobs White Paper)
  • Aim to quadruple the number of places in England on Skills Bootcamps(previously announced in 2021 Spending Review)
  • Encouraging work-based training through apprenticeships in England, increasing funding to £2.7bn by 24/25 (announced in Spending Review):
  • Includes an enhanced recruitment service for SMEs, which are more likely to employ younger apprentices and those living in disadvantaged areas
  • Making it easier for large employers to transfer their Apprenticeship Levy to SMEs to further support apprenticeships in disadvantaged areas
  • Also rolling out higher technical qualifications (HTQs), which are new and existing level 4 and 5 qualifications that have been assessed against employer-led standards
  • Government will bring greater alignment to the delivery of employment and skills interventions in new Pathfinder areas(already announced):
  • Brings together local delivery partners from DWP and DfE, including Jobcentre Plus, careers services, local employers, education and training providers, and local government to respond to intelligence about local employers’ skills needs, supporting people into work and identifying progression opportunities for people in part-time work
  • These employment and skills Pathfinders will help individuals and employers take advantage of the extensive range of skills provision on offer
  • Part of the launch of the £2.6bn UK Shared Prosperity Fund (UKSPF), adults across the whole of the UK will benefit from the Multiply numeracy programme, offering national and local support for people to gain or improve their numeracy skills, worth £559m over the SR21 period (previously announced in 2021 Spending Review)
  • From 2025, DfE will introduce a flexible Lifelong Loan Entitlement, providing individuals in England with a loan entitlement equivalent to four years’ worth of fees for post-18 education, available for both individual modules and full years of study at higher technical and degree levels (already announced)
  • The Government’s forthcoming Food Strategy White Paper will take forward recommendations from Henry Dimbleby’s independent review towards a National Food Strategy to help ensure that everyone can access, understand, and enjoy the benefits of a healthy and sustainable diet
  • In line with Dimbleby’s recommendations, a joint project will be launched between DfE and the Food Standards Agency to design and test a new approach for local authorities in assuring and supporting compliance with school food standards
  • The project will engage with multiple local authorities in March, with pilots expected to go live in September
  • Adopting Dimbleby’s recommendations around eating and learning, the UK Government will invest up to £5m to launch a school cooking revolution, including the development of brand new content for the curriculum and providing bursaries for teacher training and leadership
  • To support this, the UK Government will invest up to £200,000 to pilot new training for school governors and academy trusts on a whole school approach to food
  • Through these interventions, the Government will aim for every child leaving secondary school to know at least six basic recipes that will support healthy living into adulthood.

Dr Joe Marshall, Chief Executive of NCUB said:

  • “It’s positive that the Levelling Up White Paper recognises that research and innovation is central to the UK’s long term economic, social and environmental wellbeing. Together, universities and businesses across the country are delivering world class innovations and contributing to their local communities and regional economies. We applaud the Government for recognising the central role and important role that research and innovation plays in our future growth, right across the UK.
  • “Today’s White Paper recognises that our research base will be a key building block to drive real change across the UK. NCUB has long called on the Government to establish a network of ‘Innovation Collaboration Zones’ across the UK to help the country level up. The announcement of these three new Innovation Accelerators is therefore particularly welcome. However, the devil will however be in the detail especially around their selection, the expected impact and benefit but also where future ones will be located. What is clear is that the research and innovation that our universities and businesses deliver, is vital to building stronger places and is central to driving growth and opportunity.”

Research

ARIA – Advanced Research and Invention Agency

The ARIA Bill continues within the ‘ping pong’ stage whilst the Commons and Lords agree the final amendments (tweaking) of the Bill. Here’s a summary of the latest changes and those that have been rejected.

Dr Peter Highnam has been appointed as the first CEO of the Advanced Research and Invention Agency (ARIA). He will lead the formation of the agency and direct its initial funding of high-risk research programmes taking up the post on 3 May 2022 for a 5-year period. Peter will move across from his role as the Deputy Director of America’s DARPA research agency. Previously he has held positions as the Director of Research at National Geospatial-Intelligence Agency, as Director of the Intelligence Advanced Research Projects Activity, and he worked at the US Department for Health and Human Services from 2003 to 2009, serving as senior advisor in the National Institute of Health. Peter was born in the UK and studied at Manchester, Bristol and Carnegie Mellon Universities.

The written ministerial statement presented by Kwasi Kwarteng announcing Peter’s appointment is here.

Wonkhe blog: Canadian HE expert Alex Usher shows that when it comes to student loan repayments and moonshot research, other political choices are available.

Horizon Europe: Wonkhe – The House of Lords European Affairs Committee heard evidence on the UK’s association with Horizon Europe. Peter Mason, head of international engagement at Universities UK International, and Robin Grimes, foreign secretary at the Royal Society, advocated for the economic and cultural benefits of the Horizon programme, and its importance to the UK research community. The committee also heard evidence from the Secretary General of the League of European Research Universities Kurt Deketelaere, who noted the positives of collaboration between EU and UK institutions. You can watch the full session on Parliament TV.

REF: Blog – Ahead of the deadline for feedback on the REF2021 process, Phil Ashworth makes the case for radical simplicity in research assessment.

Parliamentary Questions

Access & Participation

EIAs: Wonkhe – The Department for Education has released its methodology for selecting education investment areas, which will be based on pupil outcomes at key stages two and four at local authority level.

Blogs:

Parliamentary Questions

Other news

UK Digital Economy: The Office for National Statistics have published statistics on research into frameworks for defining the digital economy (composition, size, and characteristics).

Student Finance: Provision has been made through a parliamentary statutory instrument to include a new eligibility category for persons who have been granted leave under the Afghan Citizens Resettlement Scheme and to clarify existing provisions on the Secretary of State’s right to recover overpayments of fee loans from academic authorities. Details here.

HE staff: HESA released their HE staff statistics for 2020/21. Research Professional highlight key points. Wonkhe state: New HESA data shows little movement in the numbers and diversity of academic staff in universities…The number of staff on teaching contracts has not increased in line with student numbers, going from around 100,000 full-time staff with some teaching responsibility in 2019-20 to a little over 106,000 in 2020-21. Overall, women make up 47 per cent of academic staff but just 42 per cent of those on full-time contracts – but 56 per cent of those on part-time ones, and 54 per cent of staff on zero hours contracts. We don’t yet have the full breakdown of staff ethnicity but the number of black professors of the nearly 18,000 professors in the UK remains at just 160.And they have a blog: David Kernohan takes a look at the HESA staff data and comes to the conclusion that workforce expansion is inevitable in the near future.

Technical: Wonkhe – The final report of the Research England funded TALENT Commission on the higher education technical workforce argues that there is a lack of national strategic insight into technical capability and future technical skills needs in UK higher education. Drawing on data analysis, stakeholder insight and research with technical staff, the commission sets out a vision for greater recognition and support for technical staff, roles, skills, and career development. Recommendations include investment in a pipeline of technical talent, facilitation of movement between technical and academic roles, targeted action on specific diversity challenges, expansion of entry routes to technical careers, inclusion of technical experts in recruitment, and new partnerships between employers and training to identify future skills needed to deploy emerging technologies.

Young employment: Wonkhe – A new report from the Resolution Foundation, Leaving lockdownhighlights the experience of young people seeking employment – including full time and part time higher education students – during the pandemic.

Community contributions: Wonkhe – NCUB has published ten case studies from across the UK of examples of universities contributing to their local economies.

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External readers: Thank you to our external readers who enjoy our policy updates. Not all our content is accessible to external readers, but you can continue to read our updates which omit the restricted content on the policy pages of the BU Research Blog – here’s the link.

Did you know? You can catch up on previous versions of the policy update on BU’s intranet pages here. Some links require access to a BU account- BU staff not able to click through to an external link should contact eresourceshelp@bournemouth.ac.uk for further assistance.

JANE FORSTER                                            |                       SARAH CARTER

VC’s Policy Advisor                                                              Policy & Public Affairs Officer

Follow: @PolicyBU on Twitter                    |                       policy@bournemouth.ac.uk

HE policy update for the w/e 28th January 2022

The big news this weekend was the quiet announcement of at least part of the government’s response to the Augar review – a freeze on the inflation linked threshold increase for student loan repayments.

Student loan repayments

The statement that generated a fair amount of weekend press coverage is here.  It looks like a very technical announcement but this is at least part of the long awaited response to the Augar report – fiddling with repayment arrangements to reduce the overall cost of HE to the government.  They have not (yet) done the other things that were rumoured, like change (reduce) the interest rate or extend the repayment period but of course none of that has been ruled out.

  • I intend to bring forward regulations that will keep the repayment threshold for Plan 2 student loans [post 2012 loans] – the income level above which post-2012 student loan borrowers are required to make repayments – at its current level for the financial year 2022-23. The threshold will be maintained at its financial year 2021-22 level of £27,295 per year, £2,274 a month, or £524 a week.
  • The post-study interest rate thresholds that apply to Plan 2 loans will also be kept at their current levels in accord. For financial year 2022-23, the lower interest rate threshold will remain at £27,295 – to align with the repayment threshold – and the upper interest rate threshold will remain at £49,130.
  • I can also confirm today that the repayment threshold for postgraduate student loans will remain at its current level of £21,000 per year, £1,750 a month or £404 a week for financial year 2022-23.

As Jim Dickinson points out for Wonkhe, in an article which is worth reading:

  • The announcement officially marks a first formal break in policy on loans since Theresa May’s “British Dream” – in the speech where she launched the Augar review, she also raised the repayment threshold to £25,000 and announced it would be annually uprated by earnings, “putting money back into the pockets of graduates with high levels of debt”.
  • As such, the Institute for Fiscal Studies (IFS) saysthat the announcement effectively constitutes a tax rise by stealth on graduates with middling earnings.

Ah, the days when the government was worried about having lost the student vote.

Student Loan Rate: Wonkhe tell us that the Telegraph has an explainer on student loans and repayments as the loan interest rate hits 4.4 per cent.

PQs:

Parliamentary News

Antisemitism on campus remains a key focus for Education Secretary, Nadhim Zahawi. This week he hosted a closed door antisemitism summit with this news story setting the scene. Wonkhe have a short piece on the topic and there is a Government news story.

Michelle Donelan blogged for Conservative Home: Our new plan to crack down on low-quality higher education. The blog sweeps through the intent behind the regulatory changes we explained in last week’s policy update and then continues to trot through a reiteration of previously trailed Government intent for several policies related to HE.

Michelle Donelan also launched a campaign for every university to sign a pledge to end the use of non-disclosure agreements (NDAs) when handling complaints of sexual misconduct, bullying and harassment. Speaking about the “#CantBuyMySilence” campaign, supported by former equalities minister Maria Miller, she told BBC Woman’s Hour: This is a moral contract and I don’t think any vice-chancellor is going to look me in the eyes and not do this. Taking to Twitter she added: Victims of sexual harassment in universities should no longer be silenced by NDAs. I’m committed to stamping out sexual harassment on our campuses. That’s why I’m campaigning for every university to sign the pledge to end the use of NDAs in these circumstances. The DfE also issued the press release: Ministers and campaigners back new pledge to end the use of Non-Disclosure Agreements within universities to silence complainants in sexual harassment cases.

PQ: NDAs in schools

Finally the DfS is considering restructuring their staff and activities.

Research

Quick News

  • The Association of the British Pharmaceutical Industry reporteda lack of digital skills among those currently working in the life sciences sector, they intend to work with HE institutions and industry placements to increase the needed digital skills.
  • Science, Research and Innovation Minister George Freeman has made an announcement on the future uses and considerations of genomic science. And the Government Office for Science has published a report on genomics beyond healthcare
  • The reproducibility and research integrity inquiry continues (see here), the last session centred around AI.
  • Former universities minister (and current chair of the University APPG), Chris Skidmore, has been appointed as a member of the UK delegation to the new UK-EU Parliament Partnership Assembly. Skidmore has saidhe aims to highlight the need for continued partnership and collaboration in R&D, higher education and approaches to tackling climate change.
  • UK’s future exhaustion of intellectual property rights regime – consultation outcome inconclusive

Blogs:

Parliamentary Questions

Student Statistics

HESA published their HE Student Statistics for 2020/21, their summary here. It is interesting data because 2020/21 was the first full academic year within the Covid pandemic bringing nuance to the statistics. Wonkhe have a chew through the data here and highlight the key points as:  HESA puts an 8% increase in student numbers down to a combination of demographics, pre-existing trends; more students meeting offers due to centre assessed grades, and a 16 per cent increase in students deciding to progress to postgraduate study. There’s been a dramatic drop in the number of students studying abroad for part of the year, and following a drop in qualifications awarded in all categories in 2019–20, there has been an increase everywhere except postgraduate research for 2020–21.

The ONS also published the experimental statistics from the Student Experiences Insights Survey which surveyed final year HE undergraduate students on their behaviours, plans, opinions and well-being within the influence of Covid. Main points are here.

Complaints: Wonkhe – The Office of the Independent Adjudicator (OIA) has published its Operating Report for 2021, which saw record numbers of complaints and a six per cent increase on the 2020 numbers. OIA was successful in settling 15 per cent of cases. The Operating Plan for 2022 has also been released which focuses on four key areas; reviewing student complaints, sharing learning, effective working with others, and continued organisational development. Operating Plan here.

Admissions

UCAS End of Cycle provider level data (2021 cycle) was released. UCAS set out the top analysis points here. They include

  • 606,645 people of all ages applied to HE in 2021 (+5% on 2020), with 492,005 accepted (+1%).
  • 81% of students gained a place in their first choice university or college (up from 76%).
  • Overall, 38.3% of UK 18 year olds gained a placed in 2021 (up from 37% in 2020 and 34.1% in 2019).
  • 9% of students eligible for FSM entered higher education – a record high. 2021 also saw a record proportion of students from the most disadvantaged areas enter university or college.
  • The number of applicants achieving the top A level grades almost doubled compared to 2020 (19,595 from 12,735) and nearly quadrupled from pre-pandemic levels (5,655 in 2019). As a likely result, 103,010 UK young people were accepted at higher tariff providers, up 11% from 92,650 in 2020.
  • UCAS’ Career Finder apprenticeship searches jumped 50% in a year to 1.5 million, with half of UCAS pre-applicants telling us they are interested in learning about apprenticeships as well as traditional undergraduate degrees.
  • UCAS state the UK remains globally attractive UCAS, with their recent ‘Where Next: the experience of international students connecting to UK higher education’ report indicating that nearly 9 out of 10 students find the UK a positive place to study. (Other key points from the report here.)
  • Internationally, a total of 142,925 people of all ages applied (-5% on 2020), with 70,005 accepted (+1%). 111,255 people applied from outside the EU (+12%) with 54,030 accepted (+2%); while 31,670 people from within the EU applied (-40%) with 16,025 were accepted (-50%).
  • Unconditional offer-making fell from a high of 15.7% of all offers made in 2020 to 3.3% in 2021, with ‘conditional unconditional offers’ all but eliminated within this cycle.

Wonkhe have a quick data run through with their usual charts and short explanations style highlighting some of the key points and nuanced anomalies.

Clare Marchant, Chief Executive at UCAS, said:

  • “The 2021 cycle was the first admissions cycle that took place end to end during a global pandemic, and the tremendous hard work and resilience of students has been justly rewarded with the increase in placed applicants as well as those getting their first choice…Today’s data also shows a significant move away from unconditional offer making as universities have sought to provide greater stability to students and address concerns from schools and colleges.
  • This year sees the return to exams and is the second year of what will be a decade of growth of 18 year olds in the UK population. As we are set to hit a million applicants by 2026, it will be even more important that the higher education admissions system meets the needs of students in this increasingly competitive environment.

Alistair Jarvis CBE, Chief Executive of Universities UK said:

  • The data on unconditional offers shows that universities have responded to recommendations in our Fair Admissions Review, aimed at building greater levels of transparency, fairness, and trust in the system, and worked hard to provide stability during the uncertainty caused by the pandemic.
  • To build on this progress, we are currently working with UCAS, universities and school leaders to develop a new admissions code of practice that will further improve fairness, deliver for students, and continue universities’ commitments to widening access and participation in higher education.

PQ: 2022 exams going ahead and outline of adaptations. The latest DfE exams explainer to students is here.

Another Wonkhe blog considers whether there is diversity of access within the increased student numbers– in essence the answer is ‘yes – but…’!

80 HE providers (including BU) have confirmed they will accept the new T level qualification for entry onto at least one courses. Of the 80 providers 10 are Russell Group members. Here’s the list of HE institutions accepting T levels.

The content and assessment of GCSE French, German and Spanish will change. Contact us if you’d like a short summary.

Access & Participation

The Office for National Statistics (ONS) has published Education, social mobility and outcomes for students receiving free school meals in England: initial findings on earnings outcomes by demographic and regional factors. These are experimental statistics delving down to a deeper level than previously possible as the education data is linked with LEO’s earnings data at the population level.  Key points:

  • At age 25 years, 23% of free school meal (FSM) recipients recorded earnings above the Living Wage (42% were below the threshold; 29.2% recorded as no earning).
    Comparison: 43.5% of people not eligible for FSM recorded earnings above the Living Wage. For both females and males, the difference between FSM recipients and non-recipients earning the living wage was broadly similar in every region.
  • Females earn less – 18% of FSM females recorded earnings above the Living Wage compared with 28% of FSM males. Non-FSM people recording earnings above the Living Wage were 39.3% (female) and 47.5% (male). In every region, the proportion of males who received FSMs earning above the Living Wage was larger than the proportion of female FSM recipients.
  • The East of England had the greatest proportion of FSM recipients with recorded earnings above the Living Wage (29.5%), the smallest proportion was in the North East (19.9%).

PQs:

Care Leavers

Wonkhe: The Student Loans Company has published new data on the number of care leavers and estranged students who received student finance between 2017-18 and 2021-22 which are lower than in 2020–21 but still show an increase on 2017.

Ofsted has published findings from a survey of children in care and care leavers on the planning and preparation that happens before they leave the system. Over a third of care leavers feel that they left care too early, regardless of whether they were ready or not. And care leavers’ experience of preparation has been varied.

Ofsted set out the key findings as:

  • More than a third of care leavers felt that they left care too early. This was often because the move out of care happened abruptly and they were not ready for all the sudden changes.
  • Of those who did feel that they left care at the right time, not all felt they had the required skills to live more independently. Many care leavers told us that they were not taught essential skills, such as how to shop, cook or manage money.
  • Many care leavers felt ‘alone’ or ‘isolated’ when they left care and did not know where to get help with their mental health or emotional well-being. Many care leavers had no one they could talk to about how they were feeling or who would look out for them. A third of care leavers told us they did not know where to get help and support. For many, no plans had been made to support their mental health or emotional well-being when they left care.
  • Although statutory guidance requires that young people should be introduced to their personal adviser (PA) from age 16, over a quarter of care leavers did not meet their PA until they were 18 or older. Care leavers saw PAs as helpful in preparing to leave care, but a fifth felt they met them too late. Two fifths of the children still in care told us that they did not yet have a PA, meaning that some about to leave care still did not know who would be helping them.
  • Some care leavers could not trust or rely on the professionals helping them to prepare for leaving care. Care leavers needed someone they could rely on for help when they felt scared or worried, but sometimes they felt that professionals were ‘rude’ or ‘uninterested’, or showed a lack of respect, for example by cancelling meetings, turning up late or ignoring their feelings.
  • Care leavers were not involved enough in plans about their future. Around a quarter of care leavers reported they were not at all involved in developing these plans. Some felt that, even when they expressed their wishes, they were not listened to, or that they did not fully understand the options. Some felt that plans did not match their aspirations. For many, this had a long-term impact on their education or career path, as well as their emotional well-being.
  • Many care leavers had no control over where they lived when they left care, and many felt unsafe. Only around a third of care leavers had a say in the location they’d like to live in and even fewer (a fifth) in the type of accommodation. One in 10 care leavers never felt safe when they first left care. Many care leavers were worried about the area or people where they lived. Sometimes the area was completely unfamiliar to them or was seen as a crime and exploitation hot spot. Many care leavers also felt unsafe living on their own.
  • Many care leavers felt unprepared to manage money. Some were not aware of what bills they needed to pay, or how to budget. In some cases, this led to them getting into debt, losing tenancies, or not being able to afford food or travel. Some care leavers were still in debt years later. When they were asked what made them feel unsafe when they first left care, being worried about money was the most common reason reported. A few care leavers reported getting into crime when they left care in order to get money, or because they were not able to manage their finances.
  • Some care leavers said they did not find out about their rights until they were already in serious difficulties. In some cases, care leavers were already in debt or homeless before they were told about the help they could access. Only around half remembered being told about the support and services available in the local care leaver offer. A similar proportion reported being told how to complain and even fewer were told how to get advocacy support. Care leavers (or their carers) who had engaged advocacy services had found this help to be vital.

The National Foundation for Educational Research in England and Wales warns that the changes to Free Schools Meals eligibility will make tracking the progress of disadvantage pupils ‘almost impossible’. Full report here.

Student accommodation

The Scottish Government is considering regulating purpose built student accommodation.

PQs:

PQs

Other news

Green Jobs: The Government  published its response to the Environmental Audit Committee’s report on green jobs. The committee’s report found that the Government was not sufficiently grappling the skills gap needed for net zero, resulting in missed opportunities. The Government’s response outlines the Government’s actions on green jobs and confirms that the new Green Jobs Delivery Group will include ministers from multiple departments alongside an industry co-chair.

Non-vaccinated nursing students: Wonkhe – Nursing students in England who have not been double vaccinated against Covid-19 by April will not be able to undertake clinical placements, risking their ability to complete and join the register. Newly updated guidance published by Health Education England (HEE) on changes to vaccination rules notes some temporary exemptions for unvaccinated nursing students who have recently had a confirmed Covid-19 infection which prevents them from having the jab for 28 days after, and for those who are pregnant and may choose to take a “short-term medical exemption”. The Royal College of Nursing continues to call for a delay to the implementation of the policy.

Skill Shortages: The Department for Digital, Culture, Media and Sport (DCMS) has published experimental statistics on skills shortages and skills gaps in the DCMS sectors for 2019.

 Skills Shortages

  • 4% of DCMS Sector vacancies were attributed to skills shortages (i.e. applicants did not have the right skills, qualifications and/or experience), lower than 24.4% for All Sectors.
  • 2% of DCMS Sector businesses have at least one skills shortage vacancy, compared with 5.5% of All Sectors.

 Skills Gaps

  • 8% of the DCMS Sector workforce had skills gaps (staff judged to be not fully proficient in their role), slightly higher than 4.5% for All Sectors.
  • 2% of DCMS Sector businesses have at least one skills gap, the same as for All Sectors (13.2%).

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HE policy update w/e 17th January 2022

As the PM tries to focus on policy to reduce the chat about parties, it may be that the levelling up white paper finally sees the light of day fairly soon, and some big OfS consultations are also expected, so hold on to your hats for the next update!  In the meantime, plenty on research priorities.

Parliamentary News

Michelle Donelan gave a ministerial statement on 5 January about reforms to support the government’s skills revolution – ie levelling up by filling skills gaps to boost the economy. Nine more Institutes of Technology were announced (12 already running), T levels announcements were made, and it also covered access to flexible short courses for retraining: More than 20 universities and colleges will offer the courses in subjects where there are skills shortages such as digital, Net Zero, Education, STEM and Healthcare, and offering an alternative to studying a traditional three-year degree. Student finance will be available to students taking the courses, marking the next step in the development of the government’s Lifelong Learning Entitlement which, from 2025, will provide individuals with a loan entitlement to be the equivalent of four years of post-18 education they can use flexibly over their lifetime.

The DfE statement contains more detail.

Education Minister, Nadhim Zahawi, also made a statement. It focussed mainly on schools and Covid issues related to compulsory schooling. However, on international HE students Zahawi stated: We continue to welcome international students to the United Kingdom, and universities stand ready to support any students who are required to quarantine on arrival. Overseas students should not worry, because visa concessions remain in place for international students to allow them to study remotely until 6 April this year.

Research

ARIA: The ARIA Bill has passed through Parliament with limited amendments. Plans for recruitment of the ARIA Chair and Chief Executive are at various stages but it is not known if a preferred candidate has yet been selected. ARIA will have a budget of £800 million over the next four financial years. Wonkhe have a blog.

2022 Ministerial Science Plan: Science Minister George Freeman outlined his core missions and priorities for 2022 on Twitter. Here’s the basics:

  • Horizon: push for final sign-off on the UK’s Horizon Europe membership (£80.5bn). As political disputes continue to hold up membership in Brussels the Minister stated he is still working on a “bold Global Britain Plan B” should Horizon membership fall through.
  • Research Ecosystem: implementing the Nurse, Grant and Tickell reviews which address the research landscape, UKRI, and research bureaucracy. All three reviews are expected to be published this year.
  • ARIA: Establishing the £800m Advanced Research and Invention Agency as the UK’s “science satellite” to ensure the UK “stays on the frontline of exploring new ways of doing new science”. The Bill is now awaiting Royal Assent.
  • Science Cabinet: Establishing the new National Science & Technology Council, which Freeman calls the “Science Cabinet”. The Council, which was announced last year, will be chaired by the PM and the chief scientific adviser Patrick Vallance. Freeman also committed to establishing an R&D inter-ministerial group to provide a “joined-up cross-Government” approach to R&D policy.
  • Funding: Allocating the £20bn R&D funding promised by 2024-25 at the last spending review to help reach the government’s target of increasing R&D spend to 2.4% of GDP. He also commits to work with the Chancellor, Treasury, and industry to “take forward” the Patient Capital Reviewon supporting business to scale-up to “unlock great UK pension and fund investment” in high-growth companies.
  • Regulation: Freeman also commits to support the implementation of the recommendations of the Taskforce on Innovation, Growth and Regulatory Reform– of which he was a member prior to being appointed – which he says will “unlock UK leadership in regulatory innovation for leadership in setting the global standards for fast-emerging new sectors” such as AI and nutraceuticals.
  • Levelling Up: The Minister plans to map and focus on the roughly 30 R&D clusters around the UK as the basis for how science and innovation can support the Government’s level-up ambitions, creating “new jobs, opportunities & companies key to sustainable long term growth.” The Levelling Up White Paper is expected to be published in the first half of this year.
  • Quantum: Developing a ‘UK Quantum Computing Technology and Industrial Strategy’ to “consolidate the UK’s global leadership in the science of advanced computing into commercial leadership in innovation & industry.”
  • Strategies: The Minister committed to implementing the 2021 Life Sciences Visionto “ensure we repeat the successes of our first industrial strategy”, as well as the UK Innovation Strategy to “help create the next high growth sectors”. Plus the UK Space Strategy to develop the £16bn UK space tech sector. Freeman pledges to implement key reforms of the R&D People and Culture Strategy (published by the previous Minister).
  • International: Establishing new Global Britain science fellowships, working with global allies and the National Cyber Security Centre to “ensure research security against hostile industrial and sovereign research espionage and IP theft.”

In response, Hetan Shah, writing for Wonkhe calls for the inclusion of social sciences, arts and humanities in achieving the science minister’s priorities for research and development in 2022.

AI: The Centre for Data Ethics and Innovation has published the second edition of its AI Barometer, analysing the most pressing opportunities, risks and challenges associated with AI and data in the UK. And the Defence Science and Technology Laboratory (Dtsl) has published information on the development of a standard approach for AI and autonomy in networked multi-sensory systems in security and defence.

Research Integrity: The Commons Science and Technology Select Committee met on 15 December as part of the Reproducibility and Research Integrity inquiry. Dods have summarised the session here.

Parliamentary questions:

Research Bureaucracy: The Independent Review of Research Bureaucracy has published its interim findings focusing on the role funders play within the research system. You can read a summary of the interim findings or the full interim report. The final report is due in Spring 2022.   The report sets out themes and the next steps for the review to consider, rather than recommendations, including:

  • How funders might adopt a risk based approach to assurance
  • Streamlining reporting including across concordats and the possibility of collective resources
  • Simplifying applications and moving admin post-award
  • Triaging applications via an expert panel and simplifying assessment criteria
  • Maybe controversially – capping the number of applications an institution can submit to a scheme
  • Reviewing contracting processes, procurement and change processes
  • Digital platforms – portals and interoperability
  • Looking at how individual universities manage research and building case studies – the implication being that a lot of the bureaucracy is self-imposed within universities

There will be consultation and the next report will have recommendations.

Admissions

Exams: Wonkhe tell us that the Times reports that Minister for Education, Nadhim Zahawi, has insisted that school exams will go ahead this summer.

BTECs: The Nuffield Foundation & Oxford Brookes University have issued a press release Students with BTECs are successful across a range of university outcomes. The headlines are drawn from this report (the 60 second summary from page 3 is useful). The political context for this release is the DfE’s intention to cease some BTECs and reduce the number of others offered as the country moves towards the T level curriculum. The results provide balance to previous reports that suggest BTEC students achieve lower outcomes that A level entrants. Key points from the press release:

  • Students who take A levels are less likely to drop out of university and more likely to graduate with a 2:1 or a first than those with BTECs.

However:

  • The majority of graduating BTEC students gain at least a 2:1.
  • BTECs provide the route into university for 1 in 4 young student entrants from England, and they are more likely to be from disadvantaged backgrounds than their A level peers.
  • Over 80% of students with just BTECs stay at university after their first year and over 60% of graduating BTEC students gain a 2:1 or above.
  • However, students who enter with only BTECs are almost twice as likely (11% vs 6%) to drop out before their second year compared to similar A level students. They are also 1.7 times more likely to repeat their first year and around 1.4 times more likely to graduate below a 2:1.
  • BTEC entrants with ‘average’ GCSE results had a 25% chance of graduating below a 2:1 compared with an 18% chance for A level entrants with the same GCSE grades and similar other characteristics.
  • There are differences in university outcomes between entrants with a combination of A levels and BTECs compared with just A levels, but they are smaller than the differences between those entering with only BTECs and only A levels.
  • Analysis of data from one university providing detailed module scores suggests that those with BTECs perform less well on exam-assessed than coursework-assessed modules.  Since recent reforms, BTECs must have a proportion of external assessment which may prepare BTEC students better for university exams – the research subjects predated these reforms.
  • The type of A levels (e.g. traditional) and whether an A level in the degree subject was held had an impact on degree outcome read more in the report and press release on the above links.

Dr Dilnot (report author) said: Reform of level three qualifications is high on the Government’s agenda, with the publication of a policy document in July 2021 on the defunding of large BTECs in the context of introducing a more clearly two pronged approach to further study and training, with A levels on the one hand and T-levels on the other.  We welcome the planned postponement of the removal of funding for most BTECS and would encourage further consideration of their future. It’s very important to note that although there are differences between outcomes for BTEC and A level students, the overwhelming majority of students entering with BTECs or combinations do not drop out, and the majority of those graduating do so with at least a 2:1.

Dr Wyness (report author) commented: It is clearly important to address the differences in university outcomes between those with A levels and BTECs…But it should be remembered that, without the availability of BTECs, many disadvantaged students might not have attended university at all.

Access & Participation

First in Family – part 1: The Nuffield Foundation & UCL published First in family: higher education choices and labour market outcomes highlighting that women who are the first in their family to graduate from university earn 7% less in their mid-20s compared to female graduates whose parents attended university. They are also less likely to attend an elite institution, 4% more likely to drop out than those with graduate parents and female first in family students often face multiple disadvantages. The report is set against the recent political backdrop whereby the Government is pushing universities to reduce dropout rates and introduce new targets which support disadvantaged students through university and into highly paid, skilled jobs.

On the female multiple disadvantage the report finds the first in family female (FiFF) pay gap is impacted by:

  • Unlike first generation male graduates, FiFF graduates have, on average, lower pre-university educational attainment than their female peers with at least one graduate parent.
  • FiFF are less likely to attend a more selective university;
  • FiFF tend to work in smaller firms, and in jobs that don’t require a degree;
  • FiFF are more likely to become mothers by the age of 25;

Moving forward lead author, Dr Morag Henderson, said: Universities should target first generation students in their recruitment and ensure that there are systems to support them while at university. We recommend that universities target some of their successful mentoring schemes specifically to first in family students to reduce the risk of dropout among this group…And while it is encouraging to hear the government suggesting that university is ‘as much about getting on as it is about getting in’, their new plans to reduce dropout rates and set targets for entry into well-paid jobs among disadvantaged graduates should consider those who are first in their family to attend university.

Other recommendations within the report are:

  • Use Contextual Admissions to make offers to students which consider socioeconomic status, individual characteristics and type of school attended. It remains all the more important that universities are able to identify students who have a high potential to succeed, irrespective of their background.
  • Given that first in family status is an important indicator that could be key in efforts to widen participation at universities: we recommend that University College Admissions Service (UCAS) increase its efforts to improve measurement and validity of the first in family measure.
  • We recommend that early intervention among the potential first in family group is important, where there should be more coordination and resource to raise attainment [and non-cognitive skills] among this group throughout schooling to ensure that students are able to pursue higher education should they choose to.
  • We recommend that efforts are made by graduate employers to support the Widening Participation agenda beyond higher education. By targeting these groups in their graduate training programmes and recording first in family status data in applications through to recruitment, they can ensure a diverse workforce.

First in Family – part 2: Meanwhile HEPI published: New report finds ‘first-in-family’ status flawed as a way of helping disadvantaged students. It states with over two-thirds of students able to be classified as first in family it cannot be a useful indicator for widening participation activities, particularly because it is self-declared and unverifiable. The report argues only a tighter first in family indicator should be considered and only for lower stakes widening participation activities. For higher stakes activities, such as contextual offers at highly selective universities, it should be used only as part of a basket of measures. Overall the paper agrees with the data mentioned in the Nuffield study above and the short version is the authors recommend first in family be used in combination with other measures to target support (such as free school meals). While this HEPI report and the above Nuffield study seem to disagree ultimately they both recommend a granular approach acknowledging multiple deprivations and organisations working together to enhance the validity of the looser measures. So the same messages that have been around for several years.

Drilling down further the HEPI paper also recommends:

  • delivering outreach for the parents of groups that are under-represented in higher education, and:
  • providing student mentors for first-year undergraduates to help them build networks.

Nick Hillman, Director of the Higher Education Policy Institute, said: This research has changed my thinking on “first-in-family” students. It is a description of majority status that has been masquerading as a description of minority status.

Harriet Coombs, the author of the report, stated: The first-in-family problem is, at root, a fair access one rather than a widening participation one…the bigger problem is not getting more first-in-family students into higher education, but rather getting more first-in-family students into highly selective institutions. Further to this, highly selective universities now need to ensure they retain first-generation students as well as just recruit them.

Student transfers: Parliamentary Question on the background of students changing HE provider; (context: the proportion of higher education students who transfer between higher education institutions in any given year; and the assessment of the socio-economic backgrounds of those students). Edited answer:

  • 9% of students who entered the first year of a full-time first degree in England in the 2018/19 academic year had transferred to a different provider one year after entry.
  • The statistics are disaggregated by student characteristics, including two measures of disadvantage. These show that:
    • 4% of students from Participation of Local Areas (POLAR4) [1] quintile 1 (lowest higher education participation) backgrounds had transferred to a different provider one year after entry, compared to 3.0% for those from quintile 5 (highest higher education participation);
    • 8% of students from Index of Multiple Deprivation (IMD)[2] quintile 1 (most deprived) backgrounds had transferred to a different provider one year after entry, compared to 2.5% for those from quintile 5 (least deprived).

Rebooting Widening Access: Another offering from HEPI written by NEON Director Professor Graeme Atherton Giving widening access a real reboot argues that if the government really wants to move the widening access agenda forward then it needs to be more radical than was suggested by the Minister for Higher Education in November last year. A ‘real’ reboot of widening access to higher education would:

  • Revise graduate outcomes targets to make them both broader to encompass both other measures of success alongside income and also local/regional as well as institutional.
  • Move away from the POLAR measure as a tool to orientate the work of outreach and access work.
  • Initiate collaboration across the student lifecycle.
  • Make the Office for Students more outward facing.
  • Link outreach to careers work through a change in the admissions system.

Old Vs New Advice: Finally Wonkhe report on The Centre for Global Higher Education’s working paper written by former OfS director of fair access and participation Chris Millward, reflecting on his experience working in higher education access. On Wonk Corner, Jim Dickinson notes sections that shed light on Millward’s views on universities being asked to raise attainment in schools – which he approached with “caution” given questions over how “appropriate” such advice would be for the regulator of higher education.

Degree Apprenticeships

The Institute for Apprenticeships and Technical Education has reported the responses to their consultation on reforming degree apprenticeships. You can read a summary here. There was support for the planned changes to how degrees are included in apprenticeships. This included further integration of on-the-job and off-the-job training, aligning the end point assessment with the final assessment of the degree, and the alignment of all degrees within apprenticeships with the occupational standards (the employer-defined knowledge, skills and behaviours that must be learned to prove occupational competency) to avoid existing degrees being re-badged as apprenticeships.

Separately this parliamentary question has warm words from the Minister on degree apprenticeships.

International

The Department for Education has updated the Covid-19 guidance for international students before they travel to the UK.

Parliamentary Question: International students are permitted to start a course from overseas through distance learning without a visa.

Wellbeing

Wonkhe report on a National piece which highlights new research from Glasgow University on the wellbeing of Postgraduate Researchers. The research, which surveyed PGRs across 48 UK institutions, found that “almost a quarter of respondents (23 per cent) had considered suicide or self-harm in the past two weeks”.

Wonkhe also have a wellbeing blog – In difficult times communications can enhance or erode student wellbeing. Sunday Blake talks to student welfare officers to learn the lessons of the pandemic for connecting with students.

Sexual Violence

UCU published a new report on eradicating sexual violence in tertiary education. The report calls on employers to do more to tackle sexual violence. UCU found in the last 5 years:

  • 12% of women and 5% of men had directly experienced workplace sexual violence
  • 52% of those who directly experienced sexual violence did not disclose or report it to their employer
  • 70% of those who directly experienced sexual violence experienced it as an ongoing pattern of behaviour rather than a one-off incident
  • Staff on non-permanent contracts were 1.3 times as likely to experience direct sexual violence than those in permanent roles
  • Staff on insecure contracts, those with disabilities, those who are trans & non binary, those in racialised minorities and those with a sexual orientation other than heterosexual are all at significantly greater risk of sexual violence

PQs

Other news

Free speech:

  • Wonkhe report that Education secretary Nadhim Zahawi has saidon Twitter that he will consider supporting a new amendment to the Higher Education (Freedom of Speech) Bill, proposed by Jesse Norman, that would require universities to declare all overseas contributions of more than £50,000 to the Office for Students (OfS). The amendment, also supported by education select committee chair Robert Halfon, would see OfS publishing a searchable database of such donations annually and would require institutions to report all applicable contributions made since April 2013. The bill is currently awaiting a date for report stage debate in the House of Commons.
  • A new short Wonkhe piece on students’ self-censoring their viewpoints and commenting on a You Gov survey which polarises opinion between prioritising free speech or preventing hate speech.
  • PQ on Guidance to accompany the Free Speech Bill for HE sector and a consultation will be published in due course (0.24% events cancelled on campus – not necessarily due to free speech issues).

National Security (& research):

  • Business Secretary Kwasi Kwarteng has made an announcement on new laws to strengthen national security coming into effect: The National Security and Investment Act came into force this week, granting the Government powers to scrutinise and intervene in certain acquisitions made by anyone, including businesses and investors, that could harm the UK’s national security, better reflecting the threats we face today.
  • The government now has the power to block deals ranging from research projects for foreign corporations and funding of PhDs to the establishment of joint research centres and the purchase of spinout companies
  • The government will also be able to impose certain conditions on an acquisition or, if necessary, unwind or block it – although it is expected this will happen rarely and the vast majority of deals will require no intervention and be able to proceed without delay, in the knowledge that the government will not revisit a transaction once cleared unless false or misleading information was provided.
  • The new regime is more transparent about the types of deals the government could examine, and requires businesses and investors to notify the government of certain acquisitions across 17 sensitive areas of the economy, including Artificial Intelligence and Civil Nuclear.
  • The Department for Business, Energy and Industrial Strategy has published guidance to help higher education institutions, other research organisations and investors in this area to understand the scope of the NSI Act, which came into force on 4 January 2022.

Appointments:

  • Department for Environment, Food and Rural AffairsEnvironment Agency – Sarah Mukherjee and Mark Suthern appointed as Non-executive Directors to the Board from 10 January to 9 January 2026; Natural England – Tony Juniper CBE reappointed as Chair for a second term from 23 April to 22 April 2025.
  • Department for Digital, Culture, Media and Sport: John Edwards appointed as Information Commissioner for five years from 3 January; BBC – Muriel Gray appointed to the Board as Scotland Nation Member from 3 January to 2 January 2026; Charity Commission – Ian Karet’s term as Interim Chair extended from 27 December 2021 to 26 June 2022, whilst the appointment process for a permanent Chair is conducted. Household name Laura Kuenssberg is to stand down as BBC Political Editor after seven years in the job, she will remain in the post until Easter; Deborah Turness appointed as CEO, BBC News and Current Affairs.
  • Government Equalities Office: Equality and Human Rights Commission – Akua Reindorf appointed as a Commissioner and Board Member.
  • Department of Health and Social Care: NHS Business Services Authority – Silla Maizey’s re-appointment as Chair extended from 1 January to 31 March; Human Fertilisation and Embryology Authority – Margaret Gilmore’s and Ruth Wilde’s re-appointment as Non-executive Members extended for three months from 1 January; Anne Lampe’s re-appointment as Non-executive Member extended for three months from 1 February

Interest Groups:

  • Beaver Trust – Sandra King appointed as Chief Executive.
  • The Clink Charity – Yvonne Thomas appointed as Chief Executive.
  • Crisis – Matt Downie MBE appointed as Chief Executive.

Student Engagement Tech: Wonkhe report that Jisc and Emerge Education have released a new report on how technology can be used to improve student engagement. The report presents several case studies of technology being used to enhance engagement across the sector and suggests that both digital strategies and working with students should be adopted by institutions. On Wonk Corner Will Awad has some thoughts on what’s next for technological advancements in the sector.

Doctoral recruits: Wonkhe inform that The Natural Environment Research Council has published best practice principles for recruiting doctoral candidates. The aim of the principles are to assist Centres for Doctoral Training (CDTs) and Doctoral Training Partnerships (DTPs) to improve their diversity, equality and inclusion. The CDTs and DTPs need to be implementing the principles from October 2022 if they have not already begun.

HE reputation: Research Professional – University reputations ‘at risk’ from Office for Students’ focus on compliance. England’s regulator risks accidentally damaging higher education’s reputation by not focusing on positive examples, Universities UK has warned.

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Free event – Q&A about engaging with Parliamentary Select Committees

If you would like your research to have policy impact, this free event being run by UCL is a great opportunity to find out more about  select committees and how to engage them with your research.

“This year marks the 120th anniversary of the IOE, UCL’s Faculty of Education and Society, and we will be bringing experts, senior academics, doctoral students and early career researchers together online on 27 January 2022 at 12.30pm to discuss effective ways researchers and the professionals who collaborate with them can work with Select Committees, engage policy makers with their scientific findings and achieve real-world change!

Join us for an insightful talk and Q&A with:

Much of the work of the UK House of Commons or House of Lords takes place in committees. There is a Commons Select Committee for each government department, examining three aspects: spending, policies and administration. These departmental committees have a minimum of 11 members, who decide upon the line of inquiry and then gather written and oral evidence. Findings are reported to the Commons, printed, and published on the Parliament website. The government then usually has 60 days to reply to the committee’s recommendations.

This interactive session consists of a brief introduction of the work of Select Committees, before sharing inside knowledge on how best to translate research findings into actionable recommendations that are included in their evidence reports, and launching into a Q&A session. Audience members are free to submit questions prior to and during the session.”

Places are limited and will be allocated on a first come, first served basis. Sign up to guarantee your ticket below:

https://www.eventbrite.co.uk/e/ioe-impact-meet-ups-online-working-with-uk-parliament-select-committees-tickets-229339248867

End of year HE policy update December 2021

2021 drew to a fairly quiet close from an HE policy point of view – with all the excitement saved for the new year, as the government focuses on other things (which might well also be very present concerns in the new year too).  This is our last (planned) policy update for 2021, so we look forward to seeing you after the break.

The festive period is usually a time for much speculation and opinion as various people set out their “what I would like to be different in the New Year” thoughts in the press, a bit like new year’s resolutions for other people, and the rumour mill can get a bit carried away if there isn’t enough real news and people have time on their hands.  So don’t believe everything you read over the holiday.  We predict a slow start in the new year for HE policy changes although it may be a big year when it gets going.  Although here’s what we said this time last year:

  • …it is already clear that 2021 is going to be an important year in terms of tougher rules and interventions from the OfS driven by the government agenda.
  • Meanwhile, the government have announced that the budget will be on 3rd March.  Is that the date we will hear about the response to Augar and plans for the TEF?
  • And of course Brexit.  Who knows what is going to happen there.  MPs are starting their Christmas recess on Thursday – but they are likely to be recalled if a deal is achieved …

Well, Brexit happened.  But we are still waiting for most of the rest.

Big changes…on hold

Apparently the levelling up white paper is delayed because it has not been agreed by government, which is not really surprising given the tight deadline that was given for it.  We have not had the second part of the OfS consultation on quality and standards that we were promised, or the TEF consultation that would build on those minimum baselines.  Is it a coincidence, or is that related to the fact that we have not had the white paper, or policy paper or whatever it was going to be that gave us the definitive answer to the outstanding HE-related questions in the Review of Post-18 Education and Funding?

So whether these are all connected and part of a grand plan that will be unveiled at some point, or whether they will dribble out as people get used to working in the new normal 3.0 after the holidays, we end another year with a lot of water having passed under various bridges, but very little clarity about the potentially big changes that are coming.  And given how tired everyone is, and how disappointed we are to be approaching the end of the year festivities with a strong sense of pandemic-related déjà vu, that’s probably just as well.

Levelling up: Labour stated the Government is in “disarray” over its levelling-up plans, arguing that it has failed to devise a “single idea” for effectively reducing regional inequality. However, government sources dismissed this, and Boris insisted that reforms will ensure a “win-win” situation for the whole UK, rather than wealthier areas losing out to others. Secretary of State for Levelling Up, Michael Gove, has suggested the aim of the paper will be to help young people “stay local and go far,” creating opportunities outside London and the south-east. The paper is expected to set out new proposals for devolution including county mayors and a shake-up of boundaries of existing mayoralties.

Dods report that insiders say it will offer a “framework” for more devolution, with details to be agreed in consultation with local leaders. Other themes are likely to include skills, transport and investment – but not planning, with reforms to the planning system still on “pause” as they are reconsidered. Revised proposals are not expected to be published until the new year. More information here.

There was also a levelling up Tweet that garnered much interest this weekend.  Esther Webber summarises things for Politico.

YouGov’s recent polling highlights public opinion on levelling up priorities:

  • Further education should be prioritised by the Government to ‘achieve levelling up’, according to a new YouGov survey of 1,712 UK adults, commissioned by the Education and Training Foundation.
  • Overall, four in 10 UK adults (40%) said further education should be prioritised for achieving levelling up, when asked to select their top three. This was followed by investment in transport (33%), and work-based training and continual professional development (32%).
  • In contrast, just 15% of the public said that higher education was a top three priority, with the same number indicating that early years education was important for levelling up.

Augar: Oral Education Questions took place in the House of Commons. Wonkhe provide a succinct summary: Michelle Donelan once again promised a response to the Augar Report “shortly” and “in due course”. Sustained questioning from Andrew Bowie, Carol Monaghan, and Matt Western did not yield any insight into thinking about changes to the student loan repayment threshold level. Donelan also fielded questions on visas for international students and researchers. SEND, technical qualifications and studying abroad were also discussed. You can read the detail of what was said in Hansard. And for a more entertaining take on the personalities involved take a quick skim through this Times article.

TEF, Wonkhe blogs:

Skills Bill: Wonkhe: The Commons Skills and Post-16 Education committee met for its fifth and sixth sitting during which they discussed several amendments including a change which would alter the definition of higher education courses to allow for the recognition of individual modules as well as full courses. The Lords also discussed universal credit entitlement while studying and sharia-compliant lifelong learning loans.

Free Speech: The Lords debated Freedom of Speech last week. There were numerous mentions of universities including: the dangers of playing it too safe and not discussing controversial topics, of avoiding group-think and building resilience, condemning recent events were staff members lost or stepped away from their job after outcry for their expression of opinion, of the line between sensitivity and hurtful, of the silencing of the gender-critical voice, and voices challenging the currently fashionable, progressive consensus.

Lord Sandhurst placed a foot in both camps: In December 2019, the Policy Institute at King’s College London published an important report after a survey of some 2,150 students. It observed that universities increasingly face criticism over freedom of expression and for a perceived increase in safe-space policies and no-platforming. Yet this perception, it found, was often disproportionate to the number of instances where freedom of expression had actually been violated…None the less, it is important to note that the same report found signs of a “chilling effect” whereby some students were reluctant to express their views for fear of repercussions.

And there’s a parliamentary question: Free speech on university campuses

Labour Reshuffle

Labour reshuffled the shadow Cabinet replacing the Kate Green with Bridget Phillipson as Shadow Education Secretary and Stephen Morgan takes up the post of Shadow Minister for Schools (replaces Peter Kyle). Matt Western remains as Shadow Minister for Further Education and Universities, and Toby Perkins remains in post as Shadow Minister for Apprenticeships and Lifelong Learning. TES have a good short piece –The key battlegrounds for Labour’s new education team. It gives brief insight into the new shadow education and school ministers and the challenges they face.

Research

Horizon Europe: BEIS published a written ministerial statement guaranteeing to provide a financial safety net for successful UK applicants to Horizon Europe. Delays to association are laid at the feet of Europe and the Government insists it continues to be a priority to associate to Horizon Europe.

  • UK researchers, businesses and innovators have been able to apply to calls as ‘Associated Candidates’ since early 2021. So to provide reassurance to UK-based applicants, the Government has decided to guarantee funding for the first wave of eligible, successful applicants to Horizon Europe who have been unable to sign grant agreements with the EU. The guarantee is a short-term measure intended to address the continued delays from the EU to formalise the UK’s association to Horizon Europe. The funding will be delivered through UK Research and Innovation (UKRI) who will publish details on how the guarantee will work including eligibility, scope and how to apply in the coming weeks.
  • The Government has always been clear that our priority is to support the UK’s research and development sector and we will continue to do this in all future scenarios. As announced in the 2021 Spending Review, in the event that the UK is unable to associate to Horizon Europe, the funding allocated to Horizon association will go to UK government R&D programmes, including those to support international partnerships.

PhDs: The Economic and Social Research Council has formally responded to October’s review of the PhD in social sciences. The council pledges to raise funding from three to three-and-a-half years, it will ensure that support on “research in practice” is included in all doctoral training, and a Master’s will no longer be a prerequisite for an ESRC-funded PhD. These and other changes – including the requirement for an equality, diversity, and inclusion strategy – will form a part of the doctoral training centre recommissioning process, due to start in early summer 2022. (Wonkhe)

UKRI review: The Westminster government has published terms of reference for the independent review of UKRI. Led by David Grant, the report will examine questions of efficacy, efficiency, accountability, and governance, and is projected to publish a final report by summer 2022. (Wonkhe)

Research Integrity: GuildHE has announced it will be partnering with UK Research and Innovation and Cancer Research UK to explore indicators of research integrity. The partnership hopes to open a national and international discussion on the topic and its direction, noting that no agreed framework currently exists to define integrity indicators in research. (Wonkhe)

University/Business Collaboration: The National Centre for Universities and Business (NCUB) published analysis on the number of interactions between universities and businesses, which finds that collaborations and partnerships fell by nearly a third (31%) between 2018/19 and 2019/20 as the impact of the pandemic started to be felt. In one year, there was a 39% fall in the number of SME interactions and a 2% fall in the number of interactions with large businesses. Despite falls in the number of interactions, universities’ contribution to research commercialisation grew in 2019/20, with the number of licenses granted increasing by nearly a third (30%) compared with 2018/19. Full report here.

ARIA: Wonkhe – The Advanced Research and Invention Agency (ARIA) Bill was discussed in the House of Lords [on Wednesday 14 December]. Amendments around intellectual property were debated, with Lord Lansly stating that the Bill does not explicitly enough define ARIA’s relationship to intellectual property or whether the agency will be able to benefit from revenue from its investments.

Blogs:

Parliamentary Questions:

Access & Participation

Disabled Students: The Department for Work and Pensions (DWP) has announced a new Access to Work Adjustment Passport scheme to help ease the transition for disabled students from university into employment by reducing the need for repeated health assessments when starting a new job.

A passport will be offered to students who already receive extra support while studying at university, capturing information about their condition and the adjustments they already benefit from, avoiding repetitive disclosures when it comes to applying for the grant once they start work. The passport will also support potential employers by documenting the in-work support the student requires and raising awareness of Access to Work and the possibility of support the student could receive.

The scheme is being piloted, as part of the National Disability Strategy, at University of Wolverhampton and Manchester Metropolitan University with 2022 graduates the first to use the Adjustment Passports. The pilot will be completed by March 2023, but if it’s successful the Government intends to consider rolling the scheme out before it ends. DWP will also be piloting Adjustments Passports with disabled young people on a supported internship, apprenticeship or a traineeship, in March 2022.

Meanwhile Wonkhe report that a series of questions discussing the Disabled Student Allowance have been raised in the House of Lords. Several peers stated that they believed the scheme needed overhauling, with Lord Holmes of Richmond calling for changes to “the 150-day wait between application and potential award” to better serve the scheme’s applicants. The discussion is here.

And Wonkhe report on a policy briefing from the Child Poverty Action Group which raises concerns that the length of time it takes to receive an assessment for universal credit may stop disabled learners from entering higher education. The Independent has the story.

Care Leavers/Student Finance:

  • DfE: Colleagues at Student Loans Company England (SLC) have resolved a funding issue for care leavers who are the responsibility of the Local Authority but live with their parents. These students previously had been turned down for student finance as a care leaver, but it has now been agreed that these students will be treated as care leavers for funding purposes. It is estimated that this will help around 400 young people per year. Interim process – The student application portal will take these students down a non-Care leaver route due to the fact they live with parents. The portal is being updated to provide an alternative route as soon as it is developed. NNECL explain and provide a template here.
  • HEPI have a blog about care leavers: Creating an inclusive and sustainable future for estranged and care experienced university students (HEPI)

Hardship: The BBC have also reported on the rise in students seeking hardship funds.

Blogs:

Disability/WP: NEON: New regulations will come into force on 15 December 2021 that further restrict access to universal credit (UC) for disabled young people in education. This contradicts government policy to support disabled people ‘to live independently and achieve their potential’ by making it harder for them to advance their skills or in some cases complete basic education. Evidence from the Child Poverty Action Group shows that this change will severely affect disabled young people who reach the age of 19 before finishing non-advanced education, and those continuing to higher education. The forthcoming regulations will force disabled young people to make an impossible choice between continuing education and not accessing the means-tested benefits they need, or dropping out of education to access these benefits and damaging their future employment opportunities. You can read Child Poverty Action Group’s briefing here

Why University? An article in Conservative Home by Dean Machin aims to challenge the ‘productivity’ view of university attendance – it is worth the short read. It also highlights 3 reasons why student choose to attend university.

  • It’s a pervasive aspiration – parents want their children to go.
  • The UCAS system is universal and ‘easy’ – Dean argues that FE and apprenticeships need such a system.
  • With reference to disadvantaged students: school leavers have few good alternatives to university but – and this is the central point – for disadvantaged young people, university is by a long way their best bet. The state pays upfront for their education and offers (means-tested) living-costs – weighted to enable them to move to another town or city. There is no comparable level of support for any other option. if you do not live in a place that offers many economic opportunities, and if you have few financial resources and little social capital (so no friendly aunt in Islington to provide lodging while you find your way in the media), university is your best bet to reduce the degree to which your background determines your future.

Interestingly Dean’s point that the Government’s well-intentioned reforms might have perverse consequences, for which he gives the example of the Apprenticeship Levy which unintentionally resulted in decline in intermediate and advanced apprenticeships at the same time as a significan[t] increase in higher apprenticeships, is familiar to some.

In fact Matt Hancock and Nadhim Zahawi state similar views in their book Masters of Nothing:

  • For too long, policymaking made assumptions about how people ought to behave, without stopping to observe how we actually do…It is astonishing…that even as events tested prevailing assumptions and found them wanting, no-one listened.

Hancock and Zahawi were writing about the financial crisis of 2008, and Research Professional who highlighted the book draw a parallel with the current pandemic and the tussle between scientific advice and Government policy. The irony is that, as Dean highlights, it also applies to the current speculation about changes in HE. It seems likely that the Government’s hopes for changes within HE may be sent off course by what people actually do in response.

Access Cap: Part of the end of year speculation is continued talk of minimum grade entry requirements to access the student loans to attend HE provision. Over the weekend the Guardian highlighted data analysis conducted by MillionPlus on DfE data which finds that 48% of disadvantaged pupils in England would be ineligible for a student loan if the Government decides on a minimum level 4 (old system ‘C’) GCSE entry level for higher education. This is because only 52% of disadvantaged young people achieve a grade 4 in English and Maths compare to the 71% national average. Particularly controversial is that the analysis highlights that northern England would be disproportionately hit harder by the policy than the south. Research Professional explain it all nicely in Entry Barriers and particularly emphasise what it means for specialist provision such as music degrees or for refugees with limited English.

Mental Health

Universities Minister, Michelle Donelan, has called on all universities to sign up to the Student Minds Universities Health Charter within five years. Donelan noted the good work taking place in this field already but pushed for more progress particularly given the increased concern for student welfare during the disruption caused by the pandemic. Institutions will have the opportunity to sign up from summer 2022. And Wonkhe report that the DfE will also commission a new survey of university policies on mental health, wellbeing and suicide prevention. University Business has the story.

HE Staff

Wonkhe tell us about a new report on HE staff in higher education (written by Alison Wolf and Richard Jenkins, published by King’s College London, and funded by the Nuffield Trust). It finds

  • that there has been a sharp increase in the numbers of senior managerial, administrative and teaching-only staff in a little over a decade. Numbers of managers and non-academic professionals increased by 60 per cent to almost 51,000 between 2005-06 and 2017-18, with a decline in support staff for academics in the same period. Of the increasing number of non-academic professionals, many are in marketing positions to attract new students, or are focused on the student experience, including welfare workers and careers advisors.
  • The authors found an 80 per cent increase in teaching-only staff in the 13 years to 2017-18, compared to an increase of 16 per cent in traditional roles combining teaching and research.

OfS priorities

The OfS published its annual review stating all students should expect a good quality experience of higher education. The review looks at the state of the English HE landscape, as well as the work the OfS has carried out in the last year, and what it expects to prioritise in the next. It makes clear that most HE courses in England are high quality, with the majority of universities and colleges expected to comfortably meet the OfS’s requirements in this area. It argues that a minority of providers are letting students down with poor quality and uninspiring courses. And that poor quality courses – even in otherwise highly performing universities – are not acceptable.

They also outline research conducted around graduates moving into the labour market with their degrees. They find that almost a third of employers are only sometimes able to recruit the quality of graduates they want. A similar survey in 2019 by the CBI found a quarter of respondents dissatisfied with the literacy and numeracy skills of young people leaving education. Other research has found that weak literacy skills are relatively common among graduates in England, and that poor literacy may keep graduates in jobs that school leavers could do.

On equality of opportunity, the regulator says that, despite progress, stubborn gaps in terms of both access and success mean that talented people still miss out on the life-changing opportunities higher education can bring.

OfS Priorities for 2022:

  • Quality
  • Equality of opportunity
  • Harassment and sexual misconduct

The Times has also reported that new (incoming) OfS Director for Fair Access, John Blake, is planning a “crusade” against campuses. They say an associate of Blake said that he had been fired-up by the poor university experiences of pupils he had taught. He said: “For 12 years as a school teacher, [Blake] told his students to strive to go to university because it was the best way to improve their lives, but it turned out that simply wasn’t true for many of the young people he taught. Now he wants to right this wrong. This isn’t a political project: it’s a moral cause.”

Alongside John Blake in the Fair Access role (starts January), there will be a new OfS Chief Executive (April) and a free speech champion role is also being created. It all dovetails nicely with the newer ministerial team who have already clearly stated the Governmental priorities for the OfS to address on the Government’s behalf.

HEPI have a blog on the new reportable events framework: Rebooting the regulatory framework

Student Accommodation

While concerns start to mount about the impact of the Omicron variant of coronavirus and what it might mean for students starting or returning to university in January (with red list requirements in place for many already, and bad memories of last year’s “stay where you are” requirements for home students), there is a House of Commons Library set of FAQs on student accommodation in the pandemic.

Unipol and the NSS have done a survey about student accommodation costs.

  • The average annual cost for student accommodation in the UK now stands at £7,374 but in London it is £9,488
  • …even if students received the full student maintenance loan, rent would consume 88% of it in London, leaving students just £38 per week to spend on anything else.
  • Outside of London accommodation costs account for 72% of the maximum loan, leaving students with £69.52 to spend on other living costs
  • …Student rents have risen by 16% since the last survey in 2018/19 and 61% since 2011/12. Last year, rents increased by 4.4%.
  • Private providers dominate the market, with 70% of the bed spaces surveyed, as universities move away from their own accommodation provision

There are lots of recommendations including about universities and the sector working together (Bournemouth gets a mention as an example of good practice but the report doesn’t say more about that), increasing bursary support as well as providing better information about costs, and a specific redress system for private student accommodation.

In the meantime, Wonkhe report:

  • …the way that private renting is regulated in England is “not effective” in ensuring the sector is consistently fair for renters or that housing is safe and secure, according to a new reportfrom the National Audit Office (NAO). Noting that tenants face several barriers to enforcing their rights, and arguing that the Department for Levelling Up, Housing and Communities (DLUHC) does not yet have a detailed plan to address the problems that renters face, the report notes that the department does not have any formal joint working arrangements with the Department for Education.

Wonkhe blogs on the topic:

PQs:

Admissions

UCAS provides insight from the 2021 end of cycle analysis data highlighting a record number (103,010) UK 18 year olds were accepted onto courses at the most competitive (higher tariff) universities and colleges in 2021 (up 11% from 2020, up 28% from before the pandemic in 2019). The 11% rise contrasts with the 3% increase in the UK’s overall 18 year old population during the 2021 cycle.

The number of applicants achieving A level grades equivalent to three A*s nearly quadrupled from pre-pandemic levels to 19,595 (5,655 in 2019), and close to doubled compared to 2020 (12,735). UCAS are careful to note the impact of Teacher Assessed Grades whilst emphasising that these grades were deserved alongside the flexibility shown by universities and colleges.

Other key headlines include:

  • The proportion of all UK 18 year olds with a confirmed place increased to 38.3% (275,235 students), up from 37.0% (257,895) in 2020 and 34.1% (241,515) in 2019.
  • 223,315 UK 18 year olds secured their first choice of course (81% of all those placed), up from 194,035 (75%) in 2020 and 177,680 (74%) in 2019.
  • The number of UK 18 year olds choosing to defer starting their course for a year rose by 3,185 to 24,855, a 15% increase.
  • 606,645 people of all ages across the UK applied (+5% on 2020), with 492,005 accepted (+1%).
  • Internationally, a total of 142,925 people of all ages applied (-5% on 2020), of which 70,055 were accepted (-18%). This is split between 111,255 people from outside the EU applying (+12%), with 54,030 accepted (+2%); while 31,670 people from the EU applied (-40%) and 16,025 were accepted (-50%).
  • A total of 749,570 applicants of all ages and domiciles applied in the 2021 cycle (+ 3% on 2020), of which 562,060 were accepted (-1%).

However, what we don’t know is where students were placed (data to be released in January 2022). This will highlight whether the expansion at the most selective universities will have widened access and admitted proportionally more disadvantaged students or changed their traditional recruitment patterns in other ways.

The Commons Library has also published a briefing on HE student numbers. The paper considers  trends in the size of the student population, changes in the number of entrants overall and for different types of students/courses and entry rates for different groups and areas. It notes concerns where there has been a downturn in student numbers such as part-time undergraduates, some postgraduates students, EU students, mature students and some disadvantaged groups and considers the impact of the pandemic. For a quick read there is a shorter summary.

Parliamentary Questions

Other news

One Nation Universities: a new HEPI paper The One Nation University: Spreading opportunity, reducing division and building community.

International: Wonkhe describe a new report from former universities minister Jo Johnson, Shashank Vira, Janet Ilieva, Jonathan Adams and Jonathan Grant for the Policy Institute at King’s College London on UK-India collaboration highlights India’s contribution to several areas of knowledge and suggests a comprehensive India-UK knowledge partnership including making it easier for students to move between the UK and India through mutually recognised qualifications, tackling visa fraud, promoting international student exchange, and increased funding for collaborative science project.

Careers Guidance: Wonkhe: The House of Commons Library has produced a briefing on careers guidance for schools, colleges and universities in England. The briefing outlines how careers advice enhancements promised in the Skills for Jobs white paper have been incorporated into the Skills and Post-16 Education Bill.

UUK changes: Chief Executive of Universities UK, Alistair Jarvis, tweeted to confirm he will leave UUK in June 2022 to take up the post of Pro Vice-Chancellor (Partnerships and Governance) at the University of London. Jarvis has served more than 8 years in UUK’s senior leadership team, 5 of which have been as chief exec.

International students: UUK have published an 8 page briefing – The UK immigration system must keep attracting exchange students ­– calling on the Government to reform the visitor immigration route so that short-term exchange students can stay in the UK up to one year without need for a student visa (c. £700). Wonkhe have a blog. Research Professional discuss UUK’s briefing here.

Gender Based Violence: EmilyTest – a Scottish charity that tackles gender based violence in education – has released a Gender-Based Violence (GBV) Charter for Colleges and Universities. The charter lays out minimum requirements that the charity states need to be in place at institutions to tackle GBV and pass the “Emily Test”. The Herald has the story. (Source: Wonkhe.)

Turing Exchange Scheme: The Guardian covers criticisms of the announcement that the administration of the Turing exchange scheme has been awarded to Capita over the British Council.

Essay Mills: Wonkhe blog – The essay mills debate in Parliament may not be perfect, but Gareth Crossman and Michael Draper argue that they may be good enough to make a difference.

Student Loans: The DfE announced a change to maximum Plan 2 and Plan 3 student loan interest rates. From 1 January 2022 until 28 February 2022, the maximum interest rate applied to Plan 2 Income Contingent Repayment (ICR) student loans and the interest rate applied to Postgraduate loans will be capped in line with the prevailing market rate for comparable unsecured personal loans, which have recently reduced. From 1 March 2022, the maximum Plan 2 and the Postgraduate loan interest rates are expected to revert to RPI +3%.

Student Midwives: Health Education England has celebrated that record numbers of students were accepted to study nursing and midwifery. Over 30,000 students were accepted places which represents a 35% increase in comparison to 2018. (Wonkhe)

Placements: Student placement agencies or migration agents that have faced disciplinary action and had legal troubles are recruiting international students for universities and colleges around the world, PIE News reports. (Wonkhe)

Civic London Mapped: An interesting short blog on HEPI where Diane Beech of London Higher introduces the map illustrating the combined civic engagement of the London universities. Map here.

Value for Money: Wonkhe report on the latest OfS key performance indicator which asks students if they are getting value for money through their HE education – Of the 614 undergraduates surveyed, 32.9% said they thought they were receiving value for money, down from 37.5% the previous year.

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External readers: Thank you to our external readers who enjoy our policy updates. Not all our content is accessible to external readers, but you can continue to read our updates which omit the restricted content on the policy pages of the BU Research Blog – here’s the link.

Did you know? You can catch up on previous versions of the policy update on BU’s intranet pages here. Some links require access to a BU account- BU staff not able to click through to an external link should contact eresourceshelp@bournemouth.ac.uk for further assistance.

JANE FORSTER                                            |                       SARAH CARTER

VC’s Policy Advisor                                                               Policy & Public Affairs Officer

Follow: @PolicyBU on Twitter             |                       policy@bournemouth.ac.uk

UK Government policy week on the Blog: UK Innovation Strategy

Innovation is central to the largest challenges the world faces, from climate change and an ageing society to global pandemics.

Universities work closely with businesses, charities and others to support research and facilitate commercialisation. The interaction between universities and business is therefore vitally important for innovation.

The Department for Business, Energy and Industrial Strategy (BEIS) has published its Innovation Strategy, setting out its long-term plan for delivering innovation-led growth.

Innovate UK and UKRI are supporting the strategy while universities and other research organisations are expected to play a key role in embedding and implementing its objectives.

The four Pillars

The strategy has four key objectives – referred to as ‘Pillars’ – to support the development of the UK as a global hub for innovation by 2035:

  • Pillar 1: Unleashing business – We will fuel businesses who want to innovate.
  • Pillar 2: People – We will make the UK the most exciting place for innovation talent.
  • Pillar 3: Institutions & Places – We will ensure our research, development & innovation institutions serve the needs of businesses and places across the UK.
  • Pillar 4: Missions & Technologies – We will stimulate innovation to tackle major challenges faced by the UK and the world and drive capability in key technologies

Some key takeaways from the strategy include:

Commercialisation of research

There is a real focus on commercialisation and using the UK’s research base to take new ideas and technologies to market.

The strategy outlines how the government plans to support commercialisation activities – both in the early stages and in the acceleration of deployment and scaling up. As part of this, UKRI will establish a UKRI-wide Commercialisation Funding Framework, which will include offering long-term, stage-gated funding to commercialise new and improved technologies, products, processes or services.

Navigating university-business relationships:

Business-research partnerships play an important role in driving innovation activity at a local and national level. The strategy outlines ways in which the interactions between universities and business can be more easily navigated, opening up opportunities for collaboration.

As well as the creation of ARIA (see yesterday’s blog post!) there are plans for UKRI (via Innovate UK) to develop a simpler way for businesses to access and understand opportunities and support.

Levelling-up  

The government’s ‘levelling up’ agenda also plays a key role, targeting R&D interventions to the needs and strengths of specific regions.

The strategy discusses enabling places with emerging research and innovation strengths to deliver greater local economic benefits, linking this to local sector strengths as appropriate.

This includes helping places to develop effective investment strategies and an R&D prospectus, aligned to local and regional opportunities and national priorities.

Tackling major challenges

The government plans to direct innovation through a suite of ‘Innovation Missions’ focused on some of its most pressing national priorities and global challenges – such as the climate and biodiversity crises, demographic change, and pandemics.

Innovation Missions will translate these challenges into tangible problems, and bring together the insights and resources of government, industry, civil society, and academia to tackle them.

Find out more about the Innovation Strategy on the Government website

HE policy update for the w/e 12th November 2021

Here’s our round up of the news from the last couple of weeks.

Parliamentary News

David Thomas, a co-founder of the Oak National Academy, has been appointed as a part time policy adviser to Education Secretary Nadhim Zahawi. His policy brief will focus on recovery, academies and remote education. Former free school founder Mark Lehain has been appointed as Zahawi’s policy special adviser.

All change at the OfS

The OfS have announced that chief executive, Nicola Dandridge, will leave the regulator at the end of April 2022. This was anticipated as Dandridge’s original term was extended for one year to cover the period to April 2022. The recruitment of her successor will be closely watched with many a keen eye judging the impartiality of the process.

But in the meantime, they are not wasting any time, as they have launched a consultation on their next year strategic plan.  The contents are not very surprising given what we have been hearing from them and from Ministers.  There is a Wonkhe article here which is a little bit critical….

  • What’s missing? An opportunity to say something on sector cohesion and co-regulation has been missed. There should really have been something about external pressures – the recovery and change as a result of Covid-19, the wellbeing of staff, the incoming demographic pressure on the system.
  • If you were writing a new strategy for anybody involved in English higher education, your environmental analysis would include the potential government response to the Augar report and the incoming Lifelong Loan Entitlement … You will search the strategy consultation in vain for more than a single line noting the LLE might be a thing. So maybe a goal around delivering and supporting systemic changes. And another about working in partnership with other agencies.
  • There’s a school of thought that would suggest waiting until you have all your senior roles filled before you wrote a strategy – the whole point of recruiting good board members and directors is to let them have an input into things like this, surely?
  • .. Now if you were an organisation whose principal beneficiaries were named in your title, you might reasonably set about involving those beneficiaries in determining those priorities, right?… Nothing. Nada. Even the paternalism doesn’t sound especially benevolent this time around. There’s a couple of pages reminding us that 25 different directions in ministerial guidance letters have helped shape the strategy, both not a single word on how students have.

Anyway, extracts from the consultation proposal are here.  As well is what is missing, we invite you to form your own views on how chilling it is.  Spoiler: it’s chilling.

Regulatory approach

Our approach is based on a set of minimum expectations that we refer to as the ‘regulatory baseline’.

  • The regulatory baseline is a set of regulatory expectations that represent the minimum performance to which students and taxpayers are entitled. The baseline is predominantly expressed through our conditions of registration and all providers are required to satisfy these. We also use statements of expectation and other tools to express this minimum level of performance from providers to which students and taxpayers are entitled.

…During the next strategic period, our work will be strongly focused on ensuring that providers are meeting these expectations. Performance that falls below our regulatory baseline fails students, who contribute through their time, effort and fees. It fails taxpayers, who support a significant investment of public funds through grants and subsidised loans. It also fails to deliver the objectives set out in our regulatory framework.

We use a range of regulatory approaches to secure compliance with the baseline: setting clear expectations for compliance with our conditions of registration; taking proportionate action to secure compliance with this baseline, escalating enforcement action where it is breached; and intervening where a provider is at risk of dropping below it. We also communicate information and use influence to incentivise compliance with the baseline.

Where it is proportionate to do so, we regulate to ensure that providers cannot continue to access student loan funding, grant funding, and degree awarding powers, if their performance falls below this baseline.

In regulating providers against this baseline, we use a risk-based and proportionate approach. This means that we prioritise and act according to the risk posed to students and taxpayers, and that our interventions are proportionate to that regulatory risk. This approach enables us to minimise burden on providers where possible: providers that represent low risk to students and taxpayers will experience lower regulatory burden.

Above the baseline, we believe that autonomous providers making their own decisions is the best way to ensure the sector can flourish and innovate. We do not prescribe how universities and colleges should operate beyond our minimum requirements, and most of our activity will be designed to ensure that providers meet these expectations.

We will, however, influence and incentivise providers to perform beyond our minimum requirements over the next strategic period. Student choice has a significant role in shaping the sector to respond to students’ needs and goals: effective information, advice and guidance plays a major role in driving high quality outcomes. We will therefore take steps to ensure that students and their advisers have access to relevant and targeted information to inform their choices about whether, what and where to study.

 We will also use other methods. For instance, in using our funding powers to incentivise certain outcomes or through such mechanisms as the TEF.

Areas of focus

The two areas that we will focus on from 2022 to 2025 are quality and standards, and equality of opportunity. … These areas of focus are important in their own right, and they have only become more so in the context of the coronavirus pandemic. In response to the pandemic, we paused some of our reporting requirements as higher education providers adapted to the novel and fast-moving environment. As we transition out of the early stages of the pandemic over the next strategic period, we know that quality and standards will be of utmost importance to students. Many have faced significant disruption to their education during the pandemic, while new opportunities have emerged from the significant change that came with it. Meanwhile, gaps in opportunity have for the most part stagnated or widened during the last two years, and longer-term effects are still unclear, adding further imperative to focus on this area.

Goals

Quality and standards

  • Students receive a high quality academic experience that improves their knowledge and skills, with increasing numbers receiving excellent provision.
  • Students are rigorously assessed, and the qualifications they are awarded are credible and comparable to those granted previously.
  • Providers secure free speech within the law for students, staff and visiting speakers.
  • Graduates contribute to local and national prosperity, and the government’s ‘levelling up’ agenda.

Equality of opportunity

  • Students’ access, success and progression are not limited by their background, location or characteristics.
  • Prospective students can choose from a diverse range of courses and providers at any stage of their life, with a wide range of flexible and innovative opportunities.
  • Providers act to prevent harassment and sexual misconduct and respond effectively if incidents do occur.
  • Providers encourage and support an environment conducive to the good mental health and wellbeing that students need to succeed in their higher education.

Enabling regulation

  • Providers are financially viable and sustainable and have effective governance arrangements.
  • Students receive the academic experience they were promised by their provider and their interests as consumers are protected before, during and after their studies.
  • The OfS minimises the regulatory burden it places on providers, while ensuring action is effective in meeting our goals and regulatory objectives.

Is University worth it?

The University All Party Parliamentary Group (supported by Universities UK) published Is university worth it? Young people’s motivations, aspirations and views on student finance. The Group commissioned this research to gather better evidence of prospective students’ views on the student finance system as it stands, potential reforms to the system and the post-18 education options available to them. They found that less affluent students could be worst hit by a reduction in the number of universities or the number of courses on offer. Read more – there is a good short summary of the report available on the APPG website.

Research

The Spending Review reconfirmed the Government’s intentions for research but lengthened the timescale, speech:

So we will also invest more in innovation. The UK is already a world-leader. With less than 1% of the world’s population, we have 4 of the world’s top 20 universities; 14% of the world’s most impactful research; And the second most Nobel Laureates. We want to go further.

I can confirm we will maintain our target to increase R&D investment to £22bn. But in order to get there, and deliver on our other priorities, we’ll reach the target in 2026-27. Spending, by the end of this Parliament, £20bn a year on R&D. That’s a cash increase of 50%. The fastest increase ever. And I can confirm for the House that this £20bn is in addition to the cost of our R&D tax reliefs. Combined with those tax reliefs, total public investment in R&D is increasing from 0.7% of GDP in 2018 to 1.1% of GDP by the end of the Parliament.

How does 1.1% compare internationally? Well, the latest available data shows an OECD average of just 0.7%. Germany, investing 0.9%. France, 1%. And the United States, just 0.7%. This unprecedented funding will:

  • Increase core science funding to £5.9bn per year by 2024-25, a cash increase of 37%.
  • Meet the full costs of associating with Horizon Europe;
  • Establish the new Advanced Research and Invention Agency with £800m by 2025-26.
  • And strengthen our focus on late-stage innovation, increasing Innovate UK’s annual core budget to £1bn……double what it was at the start of the Parliament.

More detail:

BEIS will receive £14.2 billion for R&D funding by 2024/25, an increase of £3 billion from 2021/22. As a result, core science funding to National Academies, universities and research institutions will rise to £5.9 billion by 2024/25. The Department of Health and Social Care (DHSC) will receive £5 billion by 2024/25 to fund health research via the National Institute of Health Research (NIHR), with £2 billion spent in 2024/25.

Other key announcements include:

  • £2.1 billion will be allocated for association to the Horizon Europe funding programme;
  • The Overseas Development Assistance (ODA) budget, which contains funding for research, will return to 0.7% of GDP by 2024/25;
  • The new Advanced Research and Invention Agency (ARIA) will receive £800 million by 2025/26, with £50 million in 2021/22.
  • In addition, £95 million will be invested in increasing the uptake of innovation in the NHS and £30 million invested in in research skills and training, which will focus on improving diversity by increasing the number of life science researchers from under-represented groups. NHS England will receive £5.9 billion to help clear the backlog of patients waiting for tests and treatments. Genomics England will launch a pilot scheme to detect rare diseases, Generation Genome, which aims to sequence 100,000 new-borns; and a Diverse Data project will aim to tackle healthcare inequalities by increasing the proportion of under-represented groups in genomics research.

ARIA: The Committee stage of the Advanced Research and Invention Agency Bill in the House of Lords is scheduled to begin from 17 November.

Clean Tech: The Prime Minister has launched an international plan to accelerate the delivery of affordable clean technologies worldwide by 2030. Modelled on the UK’s Net Zero Strategy, the Agenda will see countries and businesses coordinate and strengthen their climate action each year to dramatically scale and speed up the development and deployment of clean technologies and drive down costs this decade. The aim is to make clean technologies the most affordable, accessible and attractive choice in each of the most polluting sectors by 2030, especially supporting the developing world to access the innovation and tools needed to transition to net zero.

Innovation: The Council for Science and Technology have written to the Prime Minister giving advice on encouraging scale up investment in innovative science and technology companies.

Parliamentary Question: Shared prosperity fund

Admissions

It was confirmed that 2022 exams will go ahead with results to be released on the usual days. Meanwhile Ofqual published details of the contingency arrangements for awarding Teacher Assessed Grades (TAGs) for use in the event that exams are not able to go ahead in summer 2022 due to the pandemic. Ofqual’s document follows the Sept-Oct 2021 consultation on the arrangements – responses highlighted the following themes:

  • The importance of clear and timely communication around the decision to implement contingency plans, including establishing the level of disruption required before implementing TAGs nationally and providing sufficient notice ahead of this.
  • Exam boards should take a greater role in any TAG process in 2022, compared to 2021 arrangements. Exam fees should be proportional to the level of services provided and regular exam fees would not be justifiable. A greater level of refunds should be offered if exams are unable to go ahead, and awarding organisations should provide additional support through exam papers or question banks, moderation and/or marking, among other services.
  • Any TAG process for 2022 should follow the process from 2021 as closely as possible to minimise confusion among teachers, students and parents.
  • Some respondents called for exams to go ahead regardless of underlying circumstances. These respondents felt exams were the best way to assess student knowledge and it would be difficult to ensure the fairness and consistency of TAGs across the country.

Following the consultation, if the pandemic disrupts the exam diet again in 2022, students will be given extra help to prepare for GCSEs, AS and A Levels as follows:

  • students taking GCSEs in English literature, history, ancient history and geography will not need to cover the usual range of content in the exams
  • students taking GCSEs in all other subjects will be given advance information about the focus of the content of the exams to help them focus their revision
  • students taking AS and A levels will be given advance information about the focus of the content of the exams to help them focus their revision
  • students taking GCSEs in mathematics will be given in their exams copies of formulae they would in other years have to memorise
  • students taking GCSE physics and combined science will be given in their exams a sheet covering all the equations they might need to apply in the exams
  • If exams had to be cancelled in summer 2022, students’ grades would instead be determined by their teachers, using a Teacher Assessed Grades (TAGs) approach similar to that used in summer 2021.
  • The advance information for GCSE and AS and A levels will be published no later than 7 February 2022. The government retains the flexibility for advance information to be deployed at other points ahead of 7 February if circumstances require.
  • Some changes have also been made to the way non-exam assessments that are used in some GCSE, AS and A level subjects are taken, to address difficulties that might otherwise be caused by the pandemic.
  • Ofqual has decided that grade boundaries for summer 2022 will be set so that more students than was the case before the pandemic receive higher grades, providing a safety net for students in this transitionary year.
  • Centres should plan assessment opportunities to a timetable that secures evidence which could be used to inform TAGs if necessary.

Ofqual has produced guidance for schools, colleges and other exam centres and written to centres, students and private candidates.

Access & Participation

Several weeks ago we brought you news that Katharine Birbalsingh was the Government’s intended choice for the Chair of the Social Mobility Commission (SMC). High level appointments such as hers undergo a pre-appointment hearing at the appropriate parliamentary committee. The Women and Equalities Committee has published its report following Katharine’s pre-appointment hearing finding her a suitable candidate for Chair of the SMC, and recommending she be appointed for an initial term of three years.

In their conclusion to the report, the Committee notes Birbalsingh has several major strengths, including a track record of enhancing the life chances of disadvantaged young people through education, excellent communications skills, and a forceful character with the ability to challenge institutions and received wisdom. They note her forthright views on education which they say she defends robustly but also note that she will need to demonstrate her ability to listen to, and work collegiately with, colleagues and stakeholders with whom she will not always agree.

The Committee also comment on her relatively narrow field of experience in secondary education and that her vision for social mobility beyond the sphere of education was much less clear. Because of this they say they believe she will need further support from a wide range of fellow Commissioners with diverse backgrounds, knowledge and experience across all relevant areas of social policy and sectors of the economy.

In part due to the above the Committee urges the Minister to recruitment the new Commissioners immediately and recommends their terms be staggered so that they do not all expire at the same time.

Student Finance

The Spending Review did not set out the Government’s intentions towards implementing remaining aspects of the Augar review – despite all the hype. More information is promised later – although as this tweet highlights we’ve heard that one before!

You may have missed our recent updates giving loads of background and context to the ongoing speculation about possible changes to HE funding.  In case you did, we have created a briefing which puts it all nicely in one place along with the latest speculation on what next.  BU readers can find it here.

The Department for Education has published a written ministerial statement on higher education student finance arrangements for the 2022/23 academic year.

  • Tuition fees will be frozen for 2022/23 at the same levels as 2021/22, meaning the maximum fee level for a standard full-time course will remain £9250.
  • Maintenance loans will see an increase by forecast inflation of 2.3 percent, including for DSA.
  • The same increase will be applied to postgraduate loans.
  • Individuals relocated under the Afghanistan Relation and Assistance Scheme will qualify for student support and home fee status.
  • Home fee status will also be extended to the family members of all persons settled in the UK, subject to three years residence in the UK and Islands immediately before the start of the course.
  • Those who have settled status on arrival in the UK, who come to the UK from specified British Overseas Territories and who are starting full-time and part-time undergraduate courses in 2022/23 will be eligible for tuition fee loans.
  • Government will lay regulations implementing changes to student finance for undergraduates and postgraduates for 2022/23 in November.

Michelle Donelan, Minister for Higher and Further Education said in a written ministerial statement:

  • The changes set out above demonstrate our commitment to supporting economic development in the British Overseas Territories and enabling those who wish to study at one of our world class education providers to be able to do so.
  • I expect to lay regulations implementing changes to student finance for undergraduates and postgraduates for 2022/23 in November. These regulations will be subject to Parliamentary scrutiny.
  • The Government continues to consider the recommendations made by the Augar Panel carefully. We plan to set out a full response to the Review of Post-18 Education and Funding in due course.

Michelle Donelan has also reportedly agreed to improve official information on maintenance loans for students in England after the founder of MoneySavingExpert.com, Martin Lewis, wrote a formal letter requesting this in June. The letter explained that there is what he calls the implicit “parental contribution” built into the student finance system and argued it needs to be made explicit.

Donelan tweeted yesterday saying:

  • “I’m working with [MoneySavingExpert.com] to make our loan system simpler & more transparent for students/parents – inc. highlighting what family income means-testing means for parents’ contribution to their children’s study.
  • “This ensures that Govt support prioritises disadvantaged students from low income households, who otherwise wouldn’t be able to attend university. This in turn increases access, opportunity and opens up higher education to talented people from all walks of life.”

Not being overt about this information leaves many parents unprepared and unable to find the cash to help.  It all adds to the confusion and concern about student finances.  These changes don’t affect the amount provided – but do set expectations more clearly.  Our fees, funding and finance brief gives a lot more information on how this all works.

NSS

The OfS have announced the NSS will run as usual in 2022. The questions will be the same as 2021 (without the specific Covid questions) plus a pilot of a new set of questions. A consultation on the future of the NSS will run in summer 2022.  More information here.

Higher Technical Qualifications

The Education and Skills Funding Agency (ESFA) has published information and guidance on higher technical qualifications (HTQs). It explains how the Institute for Apprenticeships and Technical Education has launched a national opt-in approval scheme for new and existing qualifications, which will recognise prestigious HTQs that provide the skills that employers want. Awarding bodies can submit qualifications to be approved against the Institute’s occupational standards at levels 4-5.

The first approvals cycle for Digital qualifications concluded in Summer 2021, with the first approved qualifications available to be taught from September 2022. Cycle 2 will launch on 5 July 2021 for submissions of qualifications for Health & Science and Construction, with a further opportunity for Digital qualifications. This will be followed in 2022 by submissions for:

  • Business and Administration
  • Education and Childcare
  • Engineering and Manufacturing
  • Legal, Finance and Accounting

These will be followed in 2023 by:

  • Agriculture, Environmental and Animal Care
  • Catering and Hospitality
  • Creative and Design
  • Hair and Beauty

Sexual Violence

Dods summarise a new study examining sexual violence by male HE students. You can read the one-page summary and recommendations for universities here.

Guidance – undertaking education abroad (Turing)

The DfE published new guidance for students undertaking education or placements abroad, including the Turing Scheme, Erasmus+ and European Solidarity Corps, during the coronavirus pandemic.

Parliamentary Questions

Other news

Subjects: The Quality Assurance Agency for Higher Education (QAA) has launched a new consultation on 13 Subject Benchmark Statements, which have been reviewed by QAA in collaboration with expert Subject Advisory Groups.

Covid: The Office for National Statistics (ONS) has published the latest statistics (to 1 Nov 2021) from the Student COVID-19 Insights Survey (SCIS) in England, which includes information on the behaviours, plans, opinions and well-being of higher education students in the context of guidance on the pandemic. Main points:

  • The majority (91%) of students have said they had already been vaccinated against coronavirus (COVID-19) at least once.
  • A significantly higher proportion of students reported having had two vaccine doses in late October (85%) than reported in late September (78%).
  • A minority (8%) of students said they had not been vaccinated against COVID-19; of those, half (51%) said they were fairly or very unlikely to take a vaccine if offered, and a third (32%) said they were fairly or very likely to accept the vaccine if offered.
  • Around half (49%) of students had taken a COVID-19 test in the previous seven days.
  • If they developed symptoms, 92% of students reported they would request a test.
  • Students who had received at least one dose of a COVID-19 vaccine were significantly more likely to request a test if they developed symptoms (95%), than students who had not been vaccinated (73%).
  • When asked what they would do if they developed symptoms, 57% of students reported they would stay at home for 10 days; this is similar to late September (58%).
  • The average life satisfaction score for students was 6.6, which was significantly lower than those aged 16 to 29 years in general (7.0) and the adult population in Great Britain (7.1).
  • Students were significantly more likely to report their mental health and well-being had worsened (32%) compared with late September (26%); however, this is still significantly lower than in late May (50%).

Subscribe!

To subscribe to the weekly policy update simply email policy@bournemouth.ac.uk. A BU email address is required to subscribe.

External readers: Thank you to our external readers who enjoy our policy updates. Not all our content is accessible to external readers, but you can continue to read our updates which omit the restricted content on the policy pages of the BU Research Blog – here’s the link.

Did you know? You can catch up on previous versions of the policy update on BU’s intranet pages here. Some links require access to a BU account- BU staff not able to click through to an external link should contact eresourceshelp@bournemouth.ac.uk for further assistance.

JANE FORSTER                                            |                       SARAH CARTER

VC’s Policy Advisor                                                              Policy & Public Affairs Officer

Follow: @PolicyBU on Twitter                    |                       policy@bournemouth.ac.uk