Tagged / ARIA

He policy update for the w/e 25th June 2021

We’re a little late this week, and the sector was firmly back in the fast lane – we’ve a host of reports and activity for you. Monday’s Education Questions provided parliamentarians with the chance to put Gavin Williamson and Michelle Donelan on the spot. The Secretary of State and the CEO of the OfS also spoke to the sector at a HEPI conference, after HEPI published their annual student academic experience survey.

Research news

New National Science and Technology Council: The PM has announced  a new National Science and Technology Council, to provide strategic direction for the use of science and technology to address national and global challenges. Boris will Chair the Council with Sir Patrick Vallance as National Technology Adviser (on top of his other roles!). Vallance will also be responsible for developing a new Office for Science and Technology Strategy, which will be based in the Cabinet Office. The Office will support the ministerial council to strengthen Government insight into science and technology, so it can be placed at the centre of policies and public services. Potential priorities identified for this unified work are “developing technology to reach net zero, curing cancer and not only treating it, and keeping our citizens safe at home and abroad.”

A few days later the Government announced a £50 million upgrade for specific infrastructure projects and scoping studies in line with the new ministerial Council and Office for Science and Technology Strategy. The investment will be delivered through grant funding through UKRI’s Infrastructure Roadmap programme.

Research Professional consider the PM’s leadership of the new Office, the Government’s interference in Science and Vallance’s juggling of the new role with his other significant appointments. Excerpt:

  • The reality of an Office for Science and Technology Strategy run out of the Cabinet Office is that the Department for Business, Energy and Industrial Strategy and UKRI are being sidelined in strategic decision-making. There now has to be an open question over how much of the planned increase in the science budget UKRI can expect to see.
  • That also leads us to ask how much of the budget increase will make its way to the quality-related pot that funds blue-sky research in universities. The appointment of Indro Mukerjee as chief executive of Innovate UK, and the choice of Andrew Mackenzie as preferred candidate for UKRI chair, alongside the emergence of the Advanced Research and Invention Agency, suggest that the strategic agenda for science is pivoting away from universities and towards subsidising inward investment and industrial capacity.
  • Is creating parallel offices for science and technology—and multiplying the number of scientific councils advising the prime minister—something we should be “incredibly positive” about? 

Research Professional also have an exclusive interview with UKRI Chief Executive, Ottoline Leyser. A snippet of the interview is here. Ottoline is supportive of the new Office.

It appears the focus on innovation may overlap with ARIA, although presumably the research will be monitored to a greater degree and perhaps less ‘blue-sky’. At this stage it appears a key benefit will be the connect between Government research priorities and policy development. This factor has been welcomed by the sector.

UKRI Chair: The Science and Technology Select Committee held a pre-appointment Hearing with the Government’s Preferred Candidate for the UKRI Chair – Sir Andrew Mackenzie. The committee questioned Mackenzie discussing his credentials for the role, his experience, potential for conflicts of interest, the climate emergency, aspirations for the role, the ongoings of the UKRI, the Asia-Pacific region, COVID-19, investments and incentives, funding priorities across research areas, co-funding, and the Government’s Levelling Up agenda in relation to UKRI.

Specifically on levelling up, Dods summarise:

  • The Chair asked Mackenzie about the Government’s objective to level-up performance across the country; and whether he believed there was over-investment in the Golden Triangle. Mackenzie said there was a placing strategy in UKRI which contributed to the Levelling Up agenda. As universities were evenly distributed in the UK, they could be a critical component to the wellbeing of towns outside of the Golden Triangle. Mackenzie said the UKRI should consider the fabric and health of these universities; and that more funding should go to Innovate UK to stimulate greater technological transfer with the view of levelling up.
  • The Chair asked whether it was a problem that research funding tended to be concentrated in certain geographical areas of the country rather than others. Mackenzie recognised that it should be an area of examination. There could be opportunities to create greater investment if researchers were attracted to certain geographical areas.

Strengthening Clinical Research Delivery: The Department for Health and Social Care has announced £64m funding to support UK-wide plans to strengthen clinical research delivery. A new implementation plan published today sets out the first year of activities to deliver a vision for the Future of UK Clinical Research Delivery.

Following the publication of Saving and Improving Lives: The Future of UK Clinical Research Delivery in March, the UK Government and devolved Administrations today set out the first phase of activity to ensure research will have better health outcomes and allow more patients to be involved in research of relevance to them.  The full policy paper on the Future of UK Clinical Research Delivery is available here.

Activity for the coming months will include:

  • the development and trial of new COVID-19 treatments and vaccines
  • making UK clinical research delivery easier through more rapid ethics reviews and faster approval processes
  • boosting clinical research capacity with more virtual and remote trials
  • increasing diversity and participation in research in communities traditionally under-served by research
  • digitising the clinical research process to allow researchers to find patients, offer them places in trials, and monitor health outcomes

The vision is underpinned by five key themes:

  • streamlined, efficient and innovative research– so the UK is seen as one of the best places in the world to conduct fast, efficient and cutting-edge clinical research
  • clinical research embedded in the NHS– to create a research-positive culture in which all health and care staff feel empowered to support and participate in clinical research as part of their job
  • patient-centred research– to make access to, and participation in, research as easy as possible for everyone across the UK, including rural, diverse and under-served populations
  • research enabled by data and digital tools– to ensure the UK has the most advanced and data-enabled clinical research environment in the world, which capitalises on our unique data assets to improve the health and care of patients across the UK and beyond
  • a sustainable and supported research workforce– which offers rewarding opportunities and exciting careers for all healthcare and research staff of all professional backgrounds – across the length and breadth of commercial and non-commercial research.

Key commitments within the plan include:

  • Continuing to deliver on existing commitments to make UK clinical research delivery easier, more efficient and more effective. This includes an offer of HRA Rapid Research Ethics Committee review as part of the roll-out of the Ethics Committee and MHRA combined review of clinical trials of medicines.
  • Reducing the variation and time spent negotiating costsfor commercial research through the National Contract Value Review, ensuring an aligned process for contracting of research across the whole UK.
  • Taking the first steps towards digitising the clinical research processto make it faster and cheaper by beginning to create a holistic data-enabled Find, Recruit and Follow-up service.
  • Expanding flexible workforce and delivery models, including increasing capacity for research in primary and community care.
  • Providing recognition for key groups of staff across the NHS who play a key role in delivering research, including through a new accreditation schemefor Clinical Research Practitioners.
  • Supporting and enabling the delivery and evaluation of innovative modelsof trial delivery such as hub and spoke models, decentralised models and remote participation.
  • As the pressures of the pandemic ease, manage the recovery of research across all phases, therapy areas and treatment types, with COVID-19 becoming one speciality among a diverse research portfolio.

Quick News

  • Brush up on the ARIA Bill in this Lords Library briefing.
    Section 3 is most interesting as it summarises the amendments, critique, and response to the Bill to date. Such as:

    • Following its introduction, many organisations and stakeholders in research, science and technology have welcomed the bill. Some concerns have been raised about the agency’s mandate and whether the Government will fund the agency in the long-term.
    • Greg Clark, Chair of Commons Science and Technology Committee, stated – There remains much that is unclear about what ARIA is meant to be. It’s not clear if it is a new institution that will conduct its own research and attract global scientific talent, or if it is another funding agency for researchers in existing organisations.
    • Stephen Flynn (SNP) had concerns. Describing the bill as “incredibly vague on details”, Mr Flynn queried what the wider mission of the bill would be, as he was unsure whether the bill was trying to achieve better outcomes for health, defence or transport
    • Labour oppose the ARIA Bill’s exemption from the Freedom of Information Act 2000. Ed Miliband highlighted that DARPA in the US had 47 requests for information last year, contending that it is “hardly an obstacle to getting on with the day job
  • The public (78-79%) are supportive of providing equitable access to medicines for sufferers of rare diseases even if it costs the NHS more. 46% also agreed to raise the cost threshold for medicines to enable their use.

Two PQs:

The Secretary of State speaks (several times)

The Secretary of State gave the opening speech at the HEPI conference last week [we discuss the main report discussed at the conference below]  You can read the speech here. There wasn’t much that was new, but some things are worth pulling out.

GW seemed to suggest that the minimum entry requirements might include a requirement for a pass in Maths and English at GCSE.  Possibly as well, or instead of the 3 Ds, he didn’t go into that.  He also said that the cost to the government of media studies shouldn’t be less than maths.

GW pulled out as “unacceptable” the Proceed data for some institutions (not named but mostly identifiable from the OfS data) who were below 40%.  The Proceed metric is a combined metric looking at completion as well as outcomes – except in a very small number of cases very few universities have employment outcomes anywhere near as low as he was talking about.

  • In a very clear signal to universities about a baseline for future quality standards, he said;
  • And while higher education remains a good investment for most, at 25 higher education institutions, fewer than half the students who begin a degree will go on to graduate employment or further study.
  • I want to be clear that this is not an attack on the arts. Many of our arts institutions are world leaders and every subject can be taught well, and so many universities do teach it well, and every subject can lead to good outcomes. But this is not always the case.
  • For example, while there are many are many good psychology courses, at one university only 39% of those who enrol in psychology go on to graduate employment or further study. This is not good enough.
  • While there are many good bio-science courses, at one university only 38% of those who enrol in bioscience go on to graduate employment or further study. This is not good enough.
  • While there are many good computing courses, at one university only 35% of those who enrol in computing go on to graduate employment or further study. Again, this is just not good enough.

GW mentioned the OfS review of assessment practices in response to media stories about “dumbing down” assessments in the name of inclusivity.  This was announced last week with very little detail.  The OfS say that the review is part of a range of activities to drive up the quality of higher education courses and ensure that standards are maintained. Commenting on the announcement on Twitter, WonkHE’s Jim Dickinson said “A cooked up (and for most of the day it ran) incorrect moral panic story in the MoS now becomes major project work for OfS,” citing the review as an example of the OfS priorities having no relation to the priorities of students, and “everything to do with Ministers and newspapers.”

The CEO of the OfS, Nicola Dandridge, also spoke.  Her most interesting point made a clear link between plans for funding and quality.  This is one of the possible “top up” grant options we have been suggesting if there is a headline fee cut.  A version of her speech has made it onto the OfS website as a blog here.

Research Professional have a summary of the event.

Education Committee: GW was questioned by the Education Committee during the regular accountability hearing. Dods summarise the content most of interest to the HE sector.

  • White working-class children: Chair Robert Halfon noted the committee’s recent report on poor educational outcomes for white working-class children when compared to other cohorts. In response, Williamson said the report was right to highlight that there were a variety of problems with WWC children progressing in the post-16 environment, including university entry. When Halfon asked if there should be target solutions for this group alone, Williamson said he favoured targeted solutions but based on the status of any child left behind. Williamson said any change in the terms of reference for the Pupil Premium with regard to additional funding for this cohort could not be done without another spending review. [See the section below on this report.]
  • Baker clause: Halfon asked for comment on the Baker Clause, which stipulated that schools allow colleges and training providers access to all students in years 8- 13 to discuss non-academic routes. In response, Williamson said he supported all schools adhering to the Baker clause. He said most schools were open to this and hoped parents did not have to resort to legal action to force this to happen. Williamson said in the summer the government would be consulting on proposals to strengthen the legislation and that Ofsted should be enforcing it. He said government schools funding could be made conditional on compliance.
  • Undergraduate degree apprenticeships: Asked by Halfon to comment on the idea of a teaching undergraduate degree apprenticeship, Williamson said there was a compelling case for this.
  • University funding: Anderson said in the last financial year universities had lost out on £790m from various problems caused by Covid such as reduce funding for conferences and lack of foreign students. She also suggested the DfE was biased against funding arts and humanities provision. In response Williamson said there had been strong growth in foreign students last year, with more students coming from outsider the EU (though EU students were down). He said the DfE had no bias against arts and humanities funding.
  • Free speech in higher education; antisemitism in universities: Hunt asked whether new free speech legislation might mean people with hateful views could potentially claim compensation if blocked form speaking on university campuses. In response, Williamson said this would not be the case. He said the new legislation was only intended to enforce existing laws and would not permit activities such as holocaust denial. Gullis asked what action was being taken to penalise universities which did not subscribe to the IHRA definition of antisemitism. In response, Williamson said he had been working with Lord Mann to ensure all universities signed up to the IHRA definition. He said if they did not take it up voluntarily the government was looking at a broad range of actions related to funding constriction.

Education questions in the House of Commons

Education Secretary, Gavin Williamson, and Universities Minister, Michelle Donelan, responded to Education questions in the House of Commons. From Education Topical Questions:

Q – Andrew Bridgen: Could the Secretary of State update the House on progress on changing A-levels to enable students to apply with known grades rather than predicted grades?

A – Gavin Williamson: I thank my hon. Friend for that question. The consultation closed on 13 May and we are looking at the response very closely. We really want to bring post-qualification admissions forward as rapidly as possible. We would like to do so without legislation and in co-operation with the sector, but if we are not able to have that co-operation, we will drive this forward. All the evidence, from the Sutton Trust and from so many others, is clear that PQA helps children from the most disadvantaged families more than any others. That is why we will make it happen.

So, the Government signals intent to push ahead with post-qualification admissions no matter what the consultation says or evidence provided by the sector to the contrary.

Q – Rachael Maskell: Will the Secretary of State ensure that, instead of experiencing disruption to a third academic year, universities are able to determine their own return of students in September this year? The University of York and York St John University have advanced plans in place and they do not want to see further delays, including staggered starts. Can they now also have the ability to allow international students to quarantine at their local university?

A: The Minister for Universities (Michelle Donelan): We have every expectation that by the autumn term we will be able to move forward beyond step 4, meaning that there will be no further restrictions on the provision of in-person teaching and learning. During the pandemic, many providers have developed a digital offering and, as autonomous institutions, they might choose to retain elements of that approach, as well as undertaking risk assessments, but our expectation is clear that universities should maintain the quality, quantity and accessibility of provision. In terms of international students, we have been one of the world’s leaders in our visa concessions and flexibilities. I shall continue to work closely with the Home Office and the Department of Health to ensure that the best interests of students are always maintained, as well as public health.

So, no change and no firm answer. The Government will continue to intervene if they feel the national situation warrants it.

The Lords questioned compulsory redundancies in the university sector and their potential impact on teaching and research.

Graduate outcomes

With Gavin Williamson focussing on graduate employment (as presented via the Proceed metric) in his speech, there may have been less focus on salaries recently.  However, the latest version of the LEO data has come out and David Kernohan has a blog on Wonkhe, pointing out all the challenges, including the big problem about part-time work for example, 25% of creative arts graduates and more women than men work part-time, and LEO doesn’t adjust for this.  There are all sorts of interactive graphs if you want to play.

Skills and Post-16 Education Bill – amendments

The Skills and Post-16 Education Bill continues its way through the House of Lords (it started there and will go to the Commons later).  Committee stage, the detailed review, starts on 6th July 2021. As of 28th June the running list of proposed amendments is here.

Lord Storey has continued his campaign against essay mills by proposing a new Clause as an amendment to the Skills and Post-16 Education Bill to make it an offence to provide or advertise cheating services. It is in line with his current private Members’ Bill (PMB). The Bill will be considered at the Committee Stage on 6 July 2021, it is unclear whether Lord Storey’s amendment will be addressed. However, his PMB is due for second reading this Friday. At the Education Committee Gavin Williamson said that the government would seek a way to support the PMB (which they would presumably prefer to an amendment to the Skills Bill.

Wonkhe described the amendment from Lord Lucas which proposes a mental health monitoring role for the Office for Students (OfS) that would require the regulator to assess the extent to which the mental health and wellbeing of students are sustained and improved while attending the institution, the quality improvement and response to mental health crises, and the pastoral and academic care of students attending the institution. While the government may seek to reject the amendment on the basis of the focus of the bill, it will face pressure to explain whether and how OfS does oversee that agenda.

Lord Lucas has also proposed other additions that would ensure that the interests of local potential students and an assessment of national skills needs are represented in Local Skills Improvement Plans (LSIPs), and Lord Lingfield has suggested a regular review of how these plans support learners with special educational needs.

Gordon Marsden continues to press the Government to thoroughly think through the modular approach to funding and learning proposed by the Bill. He writes in Research Professional’s Sunday Reading: The arguments over skills, modules and devolved initiatives this summer need to define the outcomes for transformation, not just the rhetoric around it. It’s a decent short article if you want to read more on the importance of getting the modular aspect right.

Other amendments include a requirements to review provision for special educational needs in a local area, reviewing how the apprenticeship levy is being used in the context of local skills plans, a proposal to remove the limits on prior qualifications and restrictions on student numbers (eg for medicine), and a proposal about access to universal credit.  We can expect the list to grow before 6th July.

White working class

The Education Committee has published its final report following its inquiry into left behind white pupils from disadvantaged backgrounds, which originally opened in April 2020. They say:

  • Early years: In 2018/19, just 53% of FSM-eligible White British pupils met the expected standard of development at the end of the early years foundation stage, one of the lowest percentages for any disadvantaged ethnic group.
  • GCSE performance: In 2019 just 17.7% of FSM-eligible White British pupils achieved grade 5 or above in English and maths, compared with 22.5% of all FSM-eligible pupils. This means that around 39,000 children in the group did not achieve two strong passes.
  • Access to higher education: The proportion of White British pupils who were FSM-eligible starting higher education by the age of 19 in 2018/19 was 16%, the lowest of any ethnic group other than traveller of Irish heritage and Gypsy/Roma.

Among the many factors that may combine to put white working-class pupils at a disadvantage are:

  1. Persistent and multigenerational disadvantage
  2. Placed-based factors, including regional economics and underinvestment
  3. Family experience of education
  4. A lack of social capital (for example the absence of community organisations and youth groups)
  5. Disengagement from the curriculum
  6. A failure to address low participation in higher education

They set out the following solutions:

  1. Funding needs to be tailor-made at a local level to level up educational opportunity. (page 45) A better understanding of disadvantage and better tools to tackle it is needed – starting with reforming the Pupil Premium.
  2. Support parental engagement & tackle multi-generational disadvantage. (page 33) To boost parental engagement and mitigate the effects of multi-generational disadvantage, a strong network of Family Hubs for all families is needed. These should offer integrated services and build trusting relationships with families and work closely with schools to provide support throughout a child’s educational journey.
  3. Ensure the value of vocational training and apprenticeship options while boosting access to higher education. (page 49) Reform the Ebacc to include a greater variety of subjects, including Design & Technology. Ofsted must be stronger in enforcing schools’ compliance with the Baker Clause, to ensure they allow vocational training and apprenticeship providers to advertise their courses to pupils. Where there is non-compliance, schools should be limited to a ‘Requires Improvement’ rating.
  4. Attract good teachers to challenging areas. (page 43) Good teaching is one of the most powerful levers for improving outcomes. Introducing teaching degree apprenticeships and investing in local teacher training centres may support getting good teachers to the pupils who need them most.
  5. Find a better way to talk about racial disparities. (page 14) The Committee agreed with the Commission on Race and Ethnic Disparities that discourse around the term ‘White Privilege’ can be divisive, and that disadvantage should be discussed without pitting different groups against each other. Schools should consider whether the promotion of politically controversial terminology, including White Privilege, is consistent with their duties under the Equality Act 2010. The Department should issue clear guidance for schools and other Department-affiliated organisations receiving grants from the Department on how to deliver teaching on these complex issues in a balanced, impartial and age-appropriate way.

Education Committee member Kim Johnson (Lab, Liverpool Riverside) has sought to distance herself from the report, saying on Twitter it was “deeply depressing that we are seeing a Government that has presided over deep cuts to education diverting attention from that onto a fake culture war.”

Rt Hon Robert Halfon MP, Chair of the Education Committee, said:

  • “For decades now White working-class pupils have been let down and neglected by an education system that condemns them to falling behind their peers every step of the way. White working-class pupils underperform significantly compared to other ethnic groups, but there has been muddled thinking from all governments and a lack of attention and care to help these disadvantaged White pupils in towns across our country.
  • “If the Government is serious about closing the overall attainment gap, then the problems faced by the biggest group of disadvantaged pupils can no longer be swept under the carpet. Never again should we lazily put the gap down to poverty alone, given that we know free school meal eligible pupils from other ethnic groups consistently out perform their White British peers. In 2019, less than 18% of free school meal eligible White British pupils achieved a strong pass in English and Maths GCSEs, compared with 22.5% of all similarly disadvantaged pupils. This equates to nearly 39,000 White working-class children missing out.
  • “So far, the Department for Education has been reluctant to recognise the specific challenges faced by the White working class, let alone do anything to tackle this chronic social injustice. This must stop now.
  • “Economic and cultural factors are having a stifling effect on the life chances of many White disadvantaged pupils with low educational outcomes persisting from one generation to the next. The Government needs to tackle intergenerational disadvantage, inbuilt disadvantages based on where people live and disengagement from the curriculum.
  • “What is needed is a tailor-made approach to local funding and investment in early years and family hubs. This should be alongside more vocational opportunities, a skills-based curriculum and a commitment to addressing low participation in higher education.
  • “We also desperately need to move away from dealing with racial disparity by using divisive concepts like White Privilege that pits one group against another. Disadvantaged White children feel anything but privileged when it comes to education.
  • “Privilege is the very opposite to what disadvantaged white children enjoy or benefit from in an education system which is now leaving far too many behind.”

Wonkhe:

The Social Mobility Commission (SMC) have responded to the Education Committee’s latest report, The forgotten: how White working-class pupils have been let down, and how to change it, which found “White working class underachievement in education is real and persistent”. The Committee has called on the government to take steps to ensure disadvantaged White students fulfil their potential:

  • Educational underachievement is only part of the picture. Our report, The Long Shadow of Deprivation, shows that even if students beat the odds and get good qualifications, in the least socially mobile areas of the country they still face a wage gap at age 28 of up to a third. The answer to these issues is about thinking about investment in jobs, transport, housing, welfare and wider opportunities as well as in schools.

Access & Participation

Care duration: Research Professional report on LEO data released at the end of last week which highlights that students who have been in care for more than a year are marginally more likely to take part in higher education than those who have been in care for shorter periods of time. Read more here.  

Disadvantaged pupils’ confidence in A level grade awarding system: The Social Mobility Foundation published new findings which identified how confident disadvantaged students are about the grade-awarding system that will be used in place of exams for this summer’s GCSEs, AS and A Levels. It concludes that disadvantaged young people are not confident they will receive grades that reflect their ability under the teacher assessment system introduced this summer and do not have faith in the appeals process. The majority of the survey respondents were on free school meals.

  • 43% are not confident that they personally will receive fair grades reflective of their ability
  • 52% are not confident that they will be able to appeal grades that they do not think are a fair reflection of their ability
  • 36% of young people who plan to go to university this September are not confident they will receive the grades they need to secure their place.
  • 28% of participants who are sitting GCSE, A-Level or equivalent exams this summer reported that their teachers had not made it clear what pieces of work will be used to determine their final grades.
  • 35% of participants did not have access to reliable broadband during lockdown.
  • 74% of participants agree that: “Every student in Year 12 or S5 or above should have the option to take up a fully funded education recovery year to make up for learning time lost during the Covid-19 pandemic”.
  • 74% of participants felt that not all parts of the country had suffered equally because of the Covid-19 pandemic; highlighting geographical inequality which is a key focus of the government’s levelling-up agenda.

The findings come as the Department for Education and Education Policy Institute published their own research which found further evidence that restrictions to in-person teaching following the pandemic have led to a widening of the disadvantage gap – the gap in school attainment between disadvantaged pupils and their peers. These results received widespread national media coverage yesterday, from print news to television, and you can view a short clip of Social Mobility Foundation Chair, Alan Milburn, chatting to Sky News about the data here.

As a results of these findings, SMF are calling for the appeals process to be re-designed this year, for year 13 to have the right to repeat the year (cost £180 million in England), and for young people opting to take exams in the autumn instead of accepting teacher-assessed grades to do so free of charge.

Universal Credit & Reasonable Adjustment: Wonkhe report on a psychology student that has been granted permission to challenge regulations that prevent him and thousands of other disabled students from claiming universal credit while they are full-time students. Flinn Kays claims that new regulations that stop disabled students having a work capability assessment (WCA) and thus claiming universal credit are unlawful – and is asking the court to quash 2020 regulations on the grounds that the Secretary of State unlawfully failed to consult, that they are discriminatory and that they breach the public sector equality duty.

Meanwhile students with vision impairments experience failure from institutions to put agreed reasonable adjustments for exams and assessments into place, and a lack of expertise in accessibility, according to new research into the post-school experiences of young people with vision impairments from the Vision Impairment Centre for Teaching and Research at the University of Birmingham and the Thomas Pocklington Trust.

Lost in Transition? also found limited understanding of vision impairment by some staff at institutions at the time of application, difficulties with the accessibility of the UCAS admissions system, and various issues with the Disabled Students’ Allowance (DSA), including assessors not having the necessary expertise to assess students, delays in the processing of assessments and equipment being provided that did not meet students’ needs.

Wonkhe blogs:

Access to postgraduate study: The Sutton Trust published a new report on access to postgraduate education in the UK, looking at the level of financial support available across the nations, the impact of the introduction of postgraduate loans on access in England, the growing cost of postgraduate degrees, and the likely impact of those costs on access.

  • Rates of progression from an undergraduate degree to a postgraduate master’s have increased for graduates of all backgrounds since loans were introduced, but they have increased the most for those from socio-economically disadvantaged groups. In 2013/14, just 6% of first-degree holders from working class backgrounds in England progressed to a taught higher degree (i.e. master’s), compared to 8.6% for those from managerial and professional backgrounds. By 2017/18, rates for both groups had risen considerably, and the gap in participation had reduced, with 12.9% for those from working class backgrounds and 14.2% from managerial and professional backgrounds going onto this type of study.
  • But graduates from less privileged backgrounds still appear to be less likely to progress than their better-off counterparts. This is true whether looking at parental occupation (with 18.4% of graduates from professional and managerial backgrounds going onto a taught or research higher degree within 15 months of graduating, compared to 14.4% of graduates from routine or semi routine backgrounds), and education (13.9% for those with at least one parent with a higher education qualification vs 11.6% for those with none), neighbourhood (13.2% for those from high participation areas vs 12.6% for low participation areas) or type of school attended prior to higher education (14.6% for private schools vs 12.5% for state schools).
  • Tuition fee levels at UK higher education institutions for taught postgraduate courses have increased in the past 14 years, well beyond inflation. For example, while average tuition fees for a classroom-based taught postgraduate programme in 2011 were £5,435 at a Golden Triangle university and £4,408 in the other Russell Group universities, by 2020 they had risen to £10,898 (an increase of 101 percent) and £8,744 (a 98 percent increase) respectively.
  • The price differences between the UK’s most prestigious institutions and the rest of the sector have also widened within the same time period. In 2006/07 for classroom-based courses, the difference between the most expensive group of institutions (in the Golden Triangle) and the least costly (interestingly, these were other Russell Group universities) was just £1,404. But in 2020/21, the difference between the most and the least expensive group of institutions, this time between Golden Triangle universities and post-1992 institutions, was 2.5 times higher: £3,532.

Recommendations:

  1. The funding system at postgraduate level in England should be reformed, to remove financial barriers to postgraduate study. …. Instead of being a contribution, the government’s postgraduate financial support system should cover full maintenance costs for students, and the full course fee cost for all but the most expensive courses. This should ideally be through a mix of loans as well as grants for students from lower income backgrounds.
  2. Universities should extend their widening access work to postgraduate level, especially at high-status institutions. This should include efforts to improve the attainment of disadvantaged undergraduate students to allow them to progress to postgraduate level. High status universities especially should look at recruiting students for postgraduate level from a range of different institutions, as well as exploring other ways to widen access, for example running postgraduate summer schools aimed at potential students from lower socio-economic backgrounds. Universities should also make use of contextual admissions at postgraduate level, taking into account the potential as well as the prior attainment of applicants.
  3. Data on widening participation to postgraduate study should be regularly published by the Office for Students and/or the Department for Education (for England) and the devolved governments. As is the case at undergraduate level, universities should be required to provide data on access and outcomes, with data regularly published as an official statistical release. ….
  4. In England, The Office for Students should be given strengthened responsibility to ensure fair access to postgraduate study, as it does at undergraduate level. …..
  5. Universities should ensure course fees are fair and appropriate, and they should avoid charging application fees for postgraduate courses. If universities are charging course fees above the increased level of government support outlined above, they should provide adequate financial support themselves to ensure there are no financial barriers to participation. Ideally, universities should not be charging application fees at postgraduate level, but if application fees are charged, they should be as low as possible, with waivers easily accessible to any applicants who are unable to afford them. Oversight from the Office for Students should include looking at both course and application fees, with action taken where these costs are acting as barriers to lower-income students.
  6. The application process for postgraduate courses should be clear and easy to navigate, with information about courses easy to find and the application process simplified where possible. In the short term, all universities should consistently provide information on their postgraduate courses to UCAS, so that it is quick and easy to find for applicants. …..

Access to HE – insecure/unresolved immigration status: King’s College London, has published a new report on access to the higher education for young people with insecure or unresolved immigration status. Higher Education on Hold explores the barriers to HE for young people who:

  • Have refugee status
  • Are seeking asylum
  • Have limited leave to remain or indefinite leave to remain
  • Are undocumented

As well as legal barriers, they find that young people with insecure immigration status are more likely to face a combination of the following additional barriers which limit HE access:

  • A lack of support in school.
  • Increased likelihood of living in poverty.
  • Poor language proficiency and difficulties attaining qualifications.
  • High incidence of mental health issues
  • A lack of high-quality support from HE institutions

As well as campaigning for policy change, the report says universities should review and improve their admissions practices, widening participation programmes and scholarship provision in order to better support young people with insecure immigration status. Specifically, they say institutions should:

  • Provide specialist admissions support.
  • Adopt a flexible approach to language qualifications and provide pre-sessional English language courses.
  • Include young people with insecure immigration status in Information, Advice and Guidance (IAG) activities and widening participation programmes.
  • Provide targeted advice and support for young people with insecure status in relation to immigration status and student finance eligibility.
  • Broaden scholarships to include all young people who are not currently eligible for student finance due to their immigration status.
  • Ensure that scholarship application processes do not create additional barriers for young people.
  • Provide ongoing support once young people with insecure status progress to HE, including mental health support and support with debt if a student’s loan application is rejected.

HEPI – Student Academic Experience Survey

The annual Student Academic Experience Survey was published. The data and conclusions from in this report are always worth a detailed read.  The last report showed “no material impact” from the start of the pandemic and lockdown restrictions.  That has not carried through to this year, where there is a dramatic change in some of the results compared to the trends over previous years.  The data is therefore not really comparable in terms of longer term analysis of progress in the sector, but of course it will inform the discussion about how the sector can adapt and change for next year.  We will have to wait for next year, and probably also the year after, to see whether for this survey 2021 is a “blip” or a reset.

The main lesson that the authors draw, in the executive summary is that students want in-person, and not online learning.  As many institutions look at blended learning, and the benefits of that for students  (accessibility, flexibility), it is important to consider that, while many students may appreciate those benefits in the longer term, for now they just want to be with people, not in their rooms.  As one student described it to me “I want to have a reason to get up and out, to have somewhere to go and somewhere to be, and to see people”.

  • With all that in mind, it is not surprising that the recent more positive trend of the (in)famous value for money chart has reversed sharply.  Perceptions of value for money for students from Scotland (where students don’t pay fees) have been higher than all the others since 2012, and are still higher, but they are still the lowest (at 50%) than they have ever been.  So it’s not just the fees.
  • There are many reasons given for poor perceptions of value for money, but unsurprisingly, the highest scoring are tuition fees, the volume of in person contact hours, access to in person teaching, and teaching quality.  After that the volume of online contact hours, and cost of living,  as well as one to one tuition time are all 30% or over.
  • There has also been an impact on experience compared to expectations, the proportion saying “better in some ways and worse in others” is stable at 48%, but those saying “better” has flipped (to 13%) with those saying it was “worse” (27%).   These were almost exactly the other way around last year.
  • There are some interesting differences in the questions about making choices.  11% said they would, with hindsight, have deferred.  As we know, deferrals were very low last year. One in three had considered leaving, with 34% of them citing mental/emotional health as the reason.

Wonkhe have a blog by Jim Dickinson.

PQs

Inquiries and Consultations

Click here to view the updated inquiries and consultation tracker. Email us on policy@bournemouth.ac.uk if you’d like to contribute to any of the current consultations.

Other news

A new report from Accenture and Cibyl, University: The Best Time of Our Lives? Is considered on Wonkhe: Jim Dickinson reviews the new report on student mental health which includes some clear and actionable recommendations.

Prevent: The DfE published new guidance on implementing the Prevent Duty in HE. It consists of training materials on the Prevent duty of care and the wellbeing of staff and students.  Also training materials on assessing risk when implementing the Prevent Duty.

Awards: Whatuni Student Choice Awards 2021: the winners.

Virtual: Times Higher talks about how institutions can work towards effective new teaching models, such as hybrid flexible classes, and how to support and train staff to deliver an increasingly tech-enhanced education. Also Christopher Brighton of Xi’an Jiaotong-Liverpool University presents a model of a global virtual exchange that could be easily replicated by any institution wishing to improve students’ intercultural knowledge.

AI & Healthcare: The Health Foundation published Switched on How do we get the best out of automation and AI in health care?

Turning the oil tanker: Successive UK Governments have been pushing at the edges of the UK HE sector for changes in quality/value for money, freedom of speech, and demonstrating value for money. In this vein it is interesting to note Research Professional’s article with the European Commission stating how the European HEIs are slow to change and adapt.

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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 28th May 2021

Last week was busy week, so there’s a lot to report.  There were more ominous rumblings about the future, but the Minister dismissed scaremongering on fees, and the muddle continues on free speech, with the government trying to draw a line between what it is desirable to protect in the name of free speech, and speech that is legal but undesirable that shouldn’t be allowed.  Announcements have been made about research funding for next year, and it isn’t as bad as some were predicting, but neither is it as good as the statement might suggest.  And there is another difficult political debate about apprenticeships, as the government seek to support the ”right” sort of apprenticeships and finding ways for the “right” young people to get onto them.

Policy impact and influence

The policy team have set up a new mailing list for academic and professional service colleagues who are interested in using their expertise or research to influence UK policy. We are keen to share timely information and encourage participation from a wider and diverse range of colleagues. We intend to send out opportunities in (usually) one email per week (less when Parliament isn’t sitting). This will include:

  • expert calls
  • specialist or committee advisor opportunities
  • areas of research interest issued by the Government (topics they want to hear from you about)
  • fellowship opportunities (including for PhD students)
  • specialist inquiries and consultations that may be relevant to BU colleagues’ research interests
  • requests for case studies
  • Parliamentary Office for Science and Technology (POST) opportunities (such as POSTnotes, briefings, and reviewer opportunities)
  • internal (BU) and external training opportunities in the policy field

Contact us to sign up to the new policy influence mailing list. If it isn’t for you – please – do share this information with your academic colleagues. There are so many opportunities for policy impact out there – we just need to get the message out.

In the meantime keep an eye on the policy tab of the research blog where we are posting some of the opportunities.

Research

The Department for Business, Energy and Industrial Strategy (BEIS) has published its research and development (R&D) budget allocations 2021 to 2022.

  • Our allocations reflect government’s priorities of supporting the foundations of our world leading R&D system to ensure it is able to help lead the recovery from coronavirus (COVID-19), whilst also investing in strategic outcomes for R&D investment including innovation, net zero, space and levelling-up.
  • Government spending on R&D in 2021 to 2022 is £14.9 billion, its highest level in four decades, demonstrating progress towards our target to increase total public and private R&D investment to 2.4% of gross domestic product (GDP) by 2027. We are investing more money than ever before in core research, in line with the announcement at the Spending Review in November 2020 that government will increase investment in core UKRI and National Academy funded research by more than £1 billion by 2023 to 2024.
  • As part of the UK-EU Trade and Cooperation Agreement (TCA) published on 24 December, the UK has agreed to associate to Horizon Europe and other EU programmes including Euratom Research and Training. This will ensure UK researchers and business have access to the largest collaborative research and development programme in the world – with a budget of c. €95 billion. We want to make the most of association to these programmes and are encouraging UK researchers and companies from all parts of the UK to take advantage of this opportunity.
  • The government will be prioritising innovation as part of its Build Back Better Plan for Growth published at Budget 2021. We will publish an Innovation Strategy in Summer, which will outline our plans for boosting innovation which will be a key part of our plans for reaching the 2.4% target by 2027.
  • We have also allocated up to £50 million in 2021 to 2022 for the Advanced Research and Invention Agency (ARIA), which we expect to be established later this year and will focus on high risk, high reward research. The government is committed to investing £800 million in ARIA over its first 4 years.

There are a lot of numbers in the report and it is hard to unpick what has changed, so we are grateful to Research Professional for this summary:

  • UKRI has been allocated a total of £7,908 million for the 2021-22 financial year.
  • This is a drop of £539m compared with the last financial year, when UKRI was allocated £8,447m, with its eventual budget ending up at £8,668m in 2020-21.
  • But UKRI says that once last year’s one-off £300m World Class Labs funding scheme investment is deducted, the year-on-year drop is only £403m or five per cent.
  • This year’s drop is primarily accounted for by a reduction of £284m in UKRI’s official development assistance programmes, the funder said. This follows the government’s decision to cut UK aid spending from 0.7 to 0.5 per cent of gross national income as a result of the Covid-19 pandemic.
  • Science infrastructure capital has also dropped by £301m, from £1,235m in 2020-21 to £934m in 2021-22, while funding for strategic programmes is down slightly from £1,369m to £1,354m.
  • Meanwhile, the breakdown shows that UKRI’s core research and innovation budgets have increased by £218m from £5,475m to £5,693m.
  • Of these research and innovation budgets, Research England has been allocated the highest budget at £1,772m, with the Engineering and Physical Sciences Research Council allocated the second-largest settlement at £946m.
  • ….In its summary of the allocations, BEIS hailed its £14.9 billion R&D budget for the year ahead as the “highest in four decades, demonstrating progress towards our target to increase total public and private R&D investment to 2.4 per cent of GDP by 2027”.
  • However, the breakdown of allocations reveals that £1,293m of its budget will go towards the UK’s contribution to European Union R&D programmes. Before Brexit, this money came out of the UK’s EU membership fee. When that amount is deducted, the rise in public R&D spending from last year’s £13.2bn is only around £400m.
  • UKRI confirmed to Research Professional News that the UK funding towards the EU R&D programmes will not be coming from its budget: “Funding for UK participation in EU programmes, including Horizon Europe, is additional to UKRI’s budget and that the funding won’t be coming through UKRI.”

Safeguarding Research: The Government announced the establishment of a new dedicated team which will offer researchers advice on how to protect their work from hostile activity, ensuring international collaboration is done safely and securely.

The new Research Collaboration Advice Team (RCAT) will promote government advice on security-related topics, such as export controls, cyber security and protection of intellectual property to ensure researchers’ work is protected, and that the UK research sector remains open and secure. The Government say that such behaviour left unchecked can leave the UK vulnerable to disruption, unfair leverage, and espionage, and that the threats to science and research in particular – primarily the theft, misuse or exploitation of intellectual property by hostile actors – are growing, evolving and increasingly complex. The team will respond to requests from British universities who have identified potential risks within current projects or proposals. Advisers will also proactively approach research institutions and support them to implement advice and guidance already on offer.

The written ministerial statement highlights the other mechanisms that apply in safeguarding research against international threats:

  • guidelines published by Universities UK, on behalf of the sector and with government support, to help universities to tackle security risks related to international collaboration;
  • the Trusted Research campaign, run by National Cyber Security Centre and Centre for the Protection of National Infrastructure in partnership with BEIS and the Cabinet Office;
  • one of the toughest export controls regimes in the world, including guidance recently published by the Department for International Trade specifically for academics;
  • the Foreign, Commonwealth & Development Office’s Academic Technology Approvals Scheme, a pre-visa screening regime expanded to cover a wider set of technologies and all researchers in proliferation sensitive fields;
  • guidance from the Intellectual Property Office on protecting Intellectual Property known as the Lambert Toolkit; and
  • our work with partners and allies, including the G7, to create international frameworks that support open, secure science collaborations.

Science Minister Amanda Solloway said: Researchers need to take precautions when collaborating internationally, and this new team will support them as we cement our status as a science superpower.

Professor Julia Buckingham, President, Universities UK said: International collaboration lies at the heart of excellent research, delivers huge benefits to the UK and helps to ensure that we are recognised as a global science superpower. We have a responsibility to ensure that our collaborations are safe and secure, and our universities take these responsibilities very seriously. Together with UUK’s guidelines on Managing Risk in Internationalisation, the work of this new team and the specialist advice and support it provides will help to ensure that the public can be confident in our research collaborations. We particularly welcome the creation of a single point of contact in government, which builds on recommendations made by Universities UK and will provide valuable insights for institutions and researchers.

Research Professional have a write up on the new team and safeguards which they are finding a little bit odd.

There is also a parliamentary question on links with China and informed decisions on international research collaboration.

Quick news

  • Green tech: The Government has announced a £166m cash injection for green technology and development, as part of its ambitions for a Green Industrial Revolution. The funds will be awarded to innovators, businesses, academics and heavy industry across the UK, aims to build on ambitions set out in the Prime Minister’s 10-point plan for a Green Industrial Revolution. The Government says it will accelerate the delivery of game-changing technologies needed to drive the UK’s climate change ambitions.
  • Unicorns: An interesting quick read on Scotland’s unicorns (private tech companies valued at $1bn+). There were 8 in 2010, 80 in 2020 (91 across the whole of the UK). These numbers demonstrate the extent to which the UK is catching up with the US and China in tech, with London now fourth behind the Bay Area, Beijing and New York, when it comes to the number of start-ups and unicorns created. No other European country has been able to grow at such a speed.
  • ARIA: The Advanced Research and Investigation Agency (ARIA) Bill which was carried over from the last session of Parliament will progress to the report stage and third reading on Monday 7 June. Amendments have been tabled.
  • Levelling up: Policy Connect’s Higher Education Commission is calling for evidence into its inquiry covering university research and regional levelling up. Contact us to contribute to BU’s submission.
  • Racism perpetuated through research: Nature published Tackling systemic racism requires the system of science to change. Excerpts: Racism in science is endemic because the systems that produce and teach scientific knowledge have, for centuries, misrepresented, marginalized and mistreated people of colour and under-represented communities. The research system has justified racism — and, too often, scientists in positions of power have benefited from it. That system includes the organization of research: how it is funded, published and evaluated… One essential change all institutions can make today is to put the right incentives in place. They must ensure that anti-racism is embedded in their organization’s objectives and that such work wins recognition and promotion. Too often, conventional metrics — citations, publication, profits — reward those in positions of power, rather than helping to shift the balance of power…A second change institutions should make is to come together to tackle racism, as some already are. At the very least, this means talking to and learning from a wide range of communities, and transcending conventional boundaries to team up. Funders, research institutions and publishers must work together to ensure that research from diverse scientists is funded and published
  • Spinouts: Sifted have a blog University spinouts: the system isn’t broken questioning whether the commercialisation systems do really stymie growth and hold back entrepreneurs.
  • Overseas development: The Government’s decision to slash the overseas development budget created a large backlash which still continues weeks after the announcement. Wonkhe describe the latest parliamentary altercation highlighting that the Government have undertaken to bring the spending back up to previous levels – but at an unspecified point in the future when the UK’s finances are healthier. A concession to the complaints with little real chance of an increase anytime soon. At BEIS questions in the House of Commons Labour’s Kate Osamor tackled Kwasi Kwarteng over the impact of the £120m cut to overseas development assistance research funding – the Secretary of State emphasised the government’s commitment to returning overseas development spending to 0.7 per cent of GDP “as soon as the fiscal situation allows.”   Read the debate on Hansard.

Fees and funding

In last week’s update we talked about the stories about plans to implement Augar’s recommendations later this year. This week there have been lots of follow up stories.

  • Guardian: ‘Horrific’ cuts in pipeline for English universities and students – Treasury fights with No 10 over options to reduce student loan burden
  • Financial Times: English universities face upheaval as financial strains hit jobs – Pandemic costs and ministers’ focus on vocational training set to cause departmental closures. And a quote from Graham Galbraith (VC, Portsmouth University) who stated the bigger danger to universities was a “utilitarian” government view that they existed only to train workers in “skills the government decides are needed”. “Our broader role in producing well-rounded graduates...is being lost,”
  • Research Professional: Trouble Ahead – The degree loan book may be squeezed to make room for the ‘lifetime skills guarantee’ Universities have long had their suspicions that this government doesn’t really like them very much.
  • The Times: Students face bigger loan repayments to aid public finances – Student tuition loan repayments could rise or be extended under plans that are being considered by the Treasury. And yes if you look closely at the picture Gavin Williamson still has that whip on his desk.

While this is still mostly speculation the Government’s advisers will certainly be watching the sector’s reaction to the predictions made.

Michelle Donelan, the Universities Minister, soke at GuildHE this week and dismissed the more dramatic claims.  Research Professional reports:

  • Media reports in recent weeks have said the government will reduce the maximum universities can charge—and which most do charge—in line with recommendations made by Philip Augar’s review of post-18 education funding….Michelle Donelan said these stories had not come from her department.
  • “There have been a few media stories about a potential fee cut as of the last few weeks. I just wanted to bust this myth—this is a media story, and we haven’t made any such announcement,” Donelan said.
  • Donelan did not rule out a fee cut, but said, “We aren’t consulting on this, we’ve always said that we will respond to the rest of Augar in full with the spending review, which we anticipate to be in the autumn. So this is, just at the moment, an idea and a story that has not been issued by a government.”

For BU readers we did a little summary of how we got here and what might come next. From the reports, the Government is said to be considering:

  • Cutting the maximum tuition fee from £9,250 to £7,500 – probably with a system of teaching grant top ups for subjects which are high cost and strategic and possibly also with grant top ups linked to “quality” (i.e. outcomes) or social mobility.
  • Extending the student repayment window beyond 30 years to increase recovery rates – although this would obviously have little impact on government (or graduate) finances in the short term.
  • Lowering the income threshold below £27,295 so repayments start sooner. This would be a reversal of the policy behind Theresa May’s decision in December 2017 to increase the threshold, and would have an immediate impact on recovery and on cost to graduates in the shorter term (if they are earning above the threshold).
  • Already in process is the cut to what was known as the teaching grant – the small top up institutions received on some courses. Now called the strategic priorities grant it allows the Government to axe any top up on courses it doesn’t value (usually those leading to poorer graduate ‘outcomes’) and only top up those it favours such as healthcare, some STEM, and industry skills deficit areas. The cut was small in real terms but it demonstrates the direction of travel on tops ups, and also has an impact on high cost subjects too if institutions are cross subsidising them with income from subjects with lower costs.
  • Removing the London weighting from courses taught in the capital.
  • Limiting recruitment – reducing the number of student loans given out by introducing national minimum entry requirements for university degree programmes.
  • Limiting recruitment – reducing the number of student loans given out by reintroducing a student numbers cap (which limits how many students each institution can recruit) by institution. Or capping numbers on non-priority courses across the sector or at particular institutions. One suggestion in Augar was that this might also be  linked to quality (i.e. outcomes) measures at the relevant institution.
  • Reducing numbers on non-priority courses by advocating for students instead to take up courses in priority subjects (like the ballerina encouraged to become a computer scientist) or to do technical programmes (which themselves could be part funded by industry or local initiatives, reducing the Government’s outlay).

Research Professional speculate that the changes to loan repayments could affect current students too (a political hot potato as these students have experienced disruption, remote education and are graduating into a changed worldwide labour market).

All of this looks like systematically under funding non-priority courses through a range of mechanisms. So far the Government has stated reductions in funding will be applied to performing arts and media and archaeology.

The reasons for the change:

  • The Government needs to spread the money further to pay for the lifetime skills guarantee and the technical and skills programme expansion. Also to fund FE at a higher rate and provide capital improvements. The Government has been vocal about fewer students going to HE and choosing other routes instead – effectively redistributing the funding.
  • Of course, bringing more tertiary under the auspices of the loan book makes the Government’s RAB charge look exponentially worse – but also means less money is provided to training providers as grants and more is ultimately liable to be paid back by the student. Don’t forget that apprenticeships are currently tuition-fee free – the changes could also see students following this route paying for their higher level education.
  • Several media sources point the finger at the RAB charge as the straw that broke the camel’s back. It can be hard to understand but simply the RAB is an accounting convention which identifies the amount of student loan funding the Government provides that is anticipated will never be repaid in real terms. It is seen as a financial black hole and uncomfortable for a Government who were elected on their policy line to reduce the country’s spending deficit and which has had to borrow at crisis levels to fund the country’s needs throughout the pandemic. Research Professional (RP) tell us that the Government’s exposure grows by around £10 billion each year and that the Government has forecast the RAB charge will exceed 50% for 2020/21. The RAB is the ultimate policy pressure point and you may have noticed that the Government’s campaign for value for money in HE dovetailed the change that brought the RAB deficit to public notice.   Quite a lot of the cost of the overall loan book is made up by maintenance loans as you can see from this response to a PQ from Portsmouth MP Stephen Morgan.
  • It’s imminent. The Government is long overdue in its final response to the Augar report. A funding policy paper is due within two months, the autumn spending review is only 3 months away and the Skills Bill will progress through Parliament as quickly as the Government can push it.   A panel member from the Augar review writes for Wonkhe noting that over half Augar’s recommendations have been implemented already in a piecemeal fashion.

The Times have an example loan repayment scenario by Martin Lewis, the finance expert, [which] estimates that to pay off a loan fully under the existing terms a graduate completing their course in 2022 would have to start on a salary of £55,000 and have that rise to £177,000 within 25 years. The balance of their debt is written off after that time. Such a student would have repaid £163,000 — more than three times what they originally borrowed. The comments to the Times article are interesting – heavy on the opinion that the interest rate for loans is excessive and that this is where the problem lies. There is also a good thread from a parent who asks what their child can do when they are excellent at humanities and English but not good at STEM and don’t want to go to university – the answers responded go to university or join the forces. It highlights an interesting alternative viewpoint – the Government believes young people progress to university because they have dominated the market culturally and because there aren’t enough technical alternatives…but there are a lot of young people out there for whom technical isn’t an option – are these young people to be classified non-priority too?

Research Professional also have a revealing piece Tory-splaining exploring Rachel Wolf’s (who co-wrote the 2019 Conservative manifesto document) statements on the Government’s intentions behind its policies and legislation. Free Speech is to pursue the values of the Enlightenment that universities were set up to pursueThey would consider themselves to be entirely on the side of the principles of universities. And what they are trying to do is help universities defend those principles.

On levelling up Rachel stated universities should push their civic role less in terms of how they shared facilities and more in terms of teaching and research, which tended to resonate better with local people. So they should talk about how they are helping to raise attainment in schools and supporting economic growth or the NHS. And that if the government thinks it is doing something new, telling it that you are doing that thing already is unlikely to be a persuasive argument.

On fees she was to the point:

  • While the government feels that it is in a strong position politically, she said, it also feels that it has no money…the spending review will be a “zero-sum game” in which universities will be competing not only with other departments, such as the NHS, but also within the education budget. Here, the government has other priorities such as paying for pupils to catch up on learning they have missed as a result of the pandemic, and increasing spending on skills training and adult learning.
  • The government is also concerned about wage returns after Covid. Here, what appears to be changing rhetoric on social mobility, she suggested, is really more a response to fiscal constraints.
  • These constraints—and the Office for National Statistics’ reclassification of student debt so that it now appears on government balance sheets—are behind intimations that the government wants fewer people to attend university.
  • The upshot of all this will be an increasing focus on attainment, she predicted, with “interesting tensions” in the debate about whether to relax requirements to accept people from lower socioeconomic backgrounds or not.

Nothing in this was new but it is rarer to hear it spoken frankly.

Student Finance: The Education Secretary has reappointed Jonathan Willis, Peter Wrench, Michaela Jones and Naseem Malik to serve third terms as independent assessors for student finance appeals and complaints from 1 May 2021. Each of the reappointments is for a further three years. None of the appointees have declared any political activity or conflicts of interest. Independent assessors provide an independent review of appeals or complaints made to the Student Loans Company (SLC).

Skills

Skills Bill: The Skills and Post-16 Education Bill is scheduled for its Second Reading in the Lords on Tuesday 15 June. This will be the first real debate for parliament on the Bill. We’ll be keeping abreast of the debate.

Degree Apprenticeships: Robert Halfon (Chair) gave Gillian Keegan, Parliamentary Under Secretary of State for Apprenticeships and Skills a fine grilling on the Government’s intention to push degree apprenticeships at the Education Select Committee accountability hearing.

Keegan is actually the only Parliamentarian who has a degree apprenticeship, yet she toes the party line in discouraging their widespread adoption (as opposed to lower level apprenticeships), perhaps due to concerns about subject coverage and the fact that they potentially increase funding to universities. The Government wants degree apprenticeships but only the “right” type i.e. those that meet the country’s future technical skills gaps and innovation needs (see the section on funding and the implications of these priorities above) and they want young people to undertake them who wouldn’t otherwise have progressed to higher level study. In the past degree apprenticeships boomed whilst lower level (2-3) apprenticeship starts dropped off. HE institutions were seen as taking up too much funding and squeezing technical courses out of the market.   The risk for the government is that students take them instead of degrees (avoiding student loans) so they have less impact on social mobility.  Lower level apprenticeships are less likely to appeal to those would otherwise go to university anyway.

  • In the session Select Committee Chair, Robert Halfon, continued his push for hard targets for degree apprenticeships: Why not establish proper degree apprenticeship targets set by the OfS and make departmental funding conditional on universities providing these opportunities?
  • Keegan: I definitely have that mission. We have spoken about this a lot. It is about making sure that, first of all, they are more widely available…What we want to do is make sure that they are accessible to everybody…You are absolutely right that there isn’t enough done in this area, which is one of the reasons that we are introducing the skills Bill and the skills White Paper. It is recognising that young people don’t get enough broad careers advice. We need to offer better careers options.

In previous Committee sessions, they’ve also resisted introducing requirements for degree apprenticeship targets within the Access and Participation Plan specifications.

  • Chair: That is great, but what are you doing specifically? Why not reinstate the degree apprenticeship development fund? It cost £4.5 million, which is a relatively low cost in terms of spending, but it had quite a big impact by working with universities to create new courses. What are you doing specifically to boost degree apprenticeships and takeup from disadvantaged would-be apprentices?
  • Keegan: As you say, they are increasing…It is not about the universities coming up with a degree apprenticeship; it is about the employers, with universities, coming up with something that meets their needs. Obviously the Institutes of Technology is also an important bridge to that, as it offers level 4 and 5 apprenticeships, which are highly valued by a lot of businesses. …but the very important point is how we make sure they are more accessible to more disadvantaged groups.
  • What we are fearful of is that a lot of people suddenly see degree apprenticeships are a very good option, and people who would have gone to university anyway will just choose that route and squeeze out the people like me, sat in a Knowsley comprehensive school at 16 with nowhere to go, thinking, “How do I get on in life?” The degree apprenticeship route is fantastic, mine in particular, so absolutely. We do a lot around that.

So the Government doesn’t want students to switch from paying for a standard degree to undertake a degree apprenticeship. If we were ungenerous we could say this is the old story about ‘apprenticeships are for other peoples’ children’.

Halfon didn’t give up though:

  • Chair: I just want to know what the substantive policy is to rocket boost degree apprenticeships and whether or not you will reinstate the degree apprenticeship development fund, which had low costs but quite good results. Yes, of course, it is employer-led, but at the end of the day, if universities that are registered as providers aren’t even encouraging people to do degree apprenticeships and it is Government policy, surely a lot should be done. You need a bit of carrot and stick.
  • Keegan: The skills White Paper sets the direction of travel. The whole system has to work. I am not a big fan of intervening in different things.
  • …Some employers are switching from graduate programmes to degree apprenticeships because they have seen they get better results. It is starting to happen. You quite often get unintended consequences when the Government intervene in various bits of this system. This is about getting a system that transforms technical education in this country, that makes sure everybody is aware of it, that makes sure it is accessible to everybody, wherever they are in the country, whatever their background, whatever their ethnicity, whatever their life journey. That is a much bigger action.

Keegan does give a hard no to the degree apprenticeship development fund being reinstated though and says: Every time there is an option for employers, it is not like they are having a problem finding somebody to work with them. There is no problem at all. Which is contrary to the Government’s rhetoric on skills gaps and the need for funding programmes at different rates based on national priorities.

  • Chair: What you are saying is that there is no specific policy lever to encourage degree apprenticeships. Keegan responded that there is a policy level for all levels of apprenticeship.
  • Chair: Even though those individuals under the age of 19 from the most disadvantaged backgrounds are five times less likely to undertake a degree level apprenticeship, you are saying no targeted measure is needed?
  • Keegan: I am saying there is no targeted measure needed for universities to be incentivised to develop degree apprenticeships with employers. Getting access to them, making sure people are aware of them and they are available in their area, there is.

The Forum for Access and Continuing Education (FACE) has a blog: Access and Participation Plans and Higher and Degree Apprenticeships – excerpt:

  • It is now time that higher education (HE) reflects on what should be considered for inclusion in APPs in respect of skills, technical education, apprenticeships and adult learning provision. A key question for every HE provider is how their Access and Participation Plan should be developed and delivered in a post Covid-19 economy, in particular how they should maximise opportunities for underrepresented groups to access and benefit from HE through technical education including higher and degree apprenticeships. 

Interesting that this topic of degree apprenticeships comes up time and again in relation to the APPs – despite the Minister dismissing the notion of setting targets for degree apprenticeships within the APP.

Graduate outcomes

Grade inflation: New chair of the OfS, Lord Wharton, spoke at GuildHe and raised his concerns about grade inflation, which is something we haven’t heard about for a little while. Interestingly this was one of the things that Gavin William did not mention in his February list of priorities for the OfS (read more about that here) – so in theory it was meant to be off the table in terms of the OfS spending time on it.   However, it’s a perennially attractive stick for the media and the regulator to beat the sector with and ties in with their quality work so they don’t need a separate instruction on this.  No signs either that the new chair is going to step away from the hands-on, interventionist approach of his predecessor as chair.

Research Professional were there and cover his remarks and the (not very) veiled threat:

  • Conservative peer James Wharton ….. told the GuildHE Spring Conference that he had “concerns” about the “increasing numbers of students getting higher and higher degree classifications in recent years”.
  • He conceded that last year’s results—which came after many universities implemented so-called ‘no detriment’ policies to ensure the pandemic did not negatively impact student performance—were an anomaly. However, he added that there was a “long-running trend” that needed to be addressed. 
  • “I do have the view that if everyone gets a first, then no one gets a first, and we run the risk of devaluing the very thing that makes our higher education sector world beating,” Wharton said. “We have an obligation…to ensure that the degrees and qualifications that people get from the time that they invest in their education have real meaning and value and rigour standing behind them.”
  • Data released by the Higher Education Statistics Agency in January this year revealed that the proportion of students achieving first-class degrees in 2019-20 rose to 35 per cent, a jump from the 28 per cent recorded in the previous two years. In 2008-09, just 14 per cent of undergraduates were awarded a first.
  • “I think it’s a real concern,” Wharton continued. “If we continue to go down this path, there are going to be real problems, and I think we have an obligation to ensure that the qualifications people get have real meaning.”
  • The OfS chair said there “isn’t a simple answer”, and that universities would have to work “collectively” with the regulator to stem the rise in firsts. 
  • “I guess what I’m saying is, please can we work together and solve this, because otherwise…I may try and solve it myself, but that may not be the right answer.”

Wage gap: Hired have reported on their new survey which highlights the wage gap and workplace discrimination within the tech industry. The press release is here or contact us for a summary of the survey findings.

Graduate Outcomes Coding: HESA has published updates to its 2017/18 Graduate Outcomes employment statistics using the new Standard Occupational Classification SOC 2020 coding frame. It shows a small increase in the proportion of graduates in occupations classified as ‘high skilled’ but the proportion of graduates in occupations classified as low skilled remained the same after the coding change. More detail and the statistics here.

Longitudinal education outcomes:  The DfE published the LEO postgraduate outcomes for students graduating with a masters or doctorate. The outcomes are broken down by subject studied and domicile.

Free Speech

Free Speech Bill: The DfE published a memorandum on the HE Freedom of Speech Bill which addresses issues arising under the European Convention on Human Rights (“ECHR”). Research Professional also have an opinion piece stating that the free speech law will make university debate harder, not easier.

There is a parliamentary question asking specifics on free speech using given examples. Donelan’s response highlights the judgement tightrope the proposed new law may become: In many cases, this should mean that they do not feel a need to investigate where an individual is clearly expressing lawful, if perhaps offensive or controversial, views. Some examples will be less clear-cut, and some investigation will be needed to ascertain the facts. It will remain the responsibility of the provider (or students’ union) to balance their duties when considering the issues, having particular regard to the importance of freedom of speech.

And Research Professional has a report of MD’s answers on this at a GuildHE conference.  It’s still a muddle:

  • Research Professional News asked Donelan how universities should respond if a Holocaust denier were set to speak on campus. Is it a choice between no-platforming the individual and potentially paying them compensation, or allowing them to speak?
  • “Absolutely no,” Donelan said. “Universities will not be placed in a position where they are asked to protect a Holocaust denier. The free speech bill is not a right to a platform, it does not mean that a university has to invite such a speaker at all—and I would argue that no university should be inviting a Holocaust denier, because it is such an extreme and dangerous viewpoint.”
  • She added that antisemitism is “absolutely abhorrent and has no place…in any part of our society and in any university”.
  • It has yet to be confirmed how the bill, which is currently going through parliament, will make allowances for speech that is legal, but not protected by the legislation.

Finally did you realise that the Free Speech Bill will only apply to England (not the devolved nations) as education is a devolved matter.

The Institute of Economic Affairs (IEA) has published a report on free speech at universities. They examine the challenges to free speech in universities, particularly given the current focus on the topic by the Government. It brings a different flavour to the current is there/isn’t there a cancel culture tone of discussion. The IEA summarise their main points:

  • There is currently much concern with questions of freedom of speech and expression, much of it focused on the appearance of so-called ‘wokeness’ and its manifestations in corporate life, the media, and (most notably) the academy.
  • Historically the idea of free expression was seen as dangerous or a heresy. But this has changed over the last 250 years, as a combination of technological change and active campaigns for free expression established the principle of a right to free speech. This led to the emergence of an infrastructure or ecology of places and institutions that supported it, of which the university was one but by no means the most important.
  • An absolute and unlimited right to free speech and expression has never existed because that right is always qualified by other ones, including notably the very ones that also sustain free expression, such as private property, freedom of association and freedom of contract (including contracts of employment). Historically universities were not centres of free expression but were concerned with the articulation, exploration and defence of orthodoxy.
  • The current problems with free speech at universities are real but overstated (as this is actually a problem primarily found in elite institutions and only in the Anglosphere) and come primarily from the lack of intellectual diversity in the sector as a whole and between institutions rather than in any one institution.
  • They reflect a wider problem in society – the decay of the ecology or infrastructure built up in the nineteenth and early twentieth centuries. This decline was caused not so much by technology (which commonly gets the blame) as by the growth of both government and certain kinds of private funding, the corrupting effect of the predatory and dysfunctional US legal system, and the increasingly intense intra-elite status competition produced by the combination of meritocracy and elite overproduction.
  • Direct measures by governments to impose on universities a duty to provide a platform for speakers are an unwarranted imposition on private bodies. This illustrates the problems with government funding and the lack of genuine university independence and variety within the sector.

Access & Participation

The Education Select Committee continued their inquiry into Left behind white pupils from disadvantaged backgrounds. You can read a summary of the session prepared by Dods. The eagle eyed will spot several comments that fit behind the Government’s current policy ideals. Here is some of the key content:

  • Steve Strand (Prof Education, Oxford):…those communities that experienced inter-generational unemployment and the closure of heavy industries had a less strong belief in the transformative power of education… The overriding principle behind this paradigm was class.
  • Family Hubs placement: drill low at a local level to identify pockets and disparities in the performance of children, and the family hubs should be placed in those areas.
  • Diversity of the workforce: The Chair referred to evidence from the USA, and asked if the Government should incentivise a more diverse teaching workforce so as to increase attainment levels in pupils. Sewell explained that organisations like Teach First should focus more on attracting high performing ethnic minority graduates. Strand added this was a high quality and high status profession, which meant that universities could play a role [through diversity in recruitment to teaching programmes].
  • Funding for interventions: Johnston also asked the witnesses how much funding would be needed to support the interventions necessary, from the early years all the way through to careers guidance for older students. Sewell spoke of the £800m that currently went into the wider participation activities of universities. In his opinion, part of this resource should be moved into schools, so as to drive pupils into higher education. This would offer much more targeted in-school support, he suggested.
  • Aspiration levels: Strand added that the higher achievement by many minority groups could be explained by their aspirations, their parents’ aspirations, the number of nights a week spent doing homework and their self-assessment of their performance. It was important to consider when to allow young people to choose a curriculum for themselves, as for some young people subjects like history and geography were not as attractive as more vocation-oriented subjects.
  • Sewell said: parents were key to educating and inspiring young people to take up apprenticeships or go on to universities.
  • Mearns commented that quite often the challenges pupils faced were related to their parents and families… Oliver agreed that this was a challenge. He believed that provisions like extended school days could allow children to get involved in sports and culture activities. Moreover, such initiatives could expose children to other adults, and help build a different type of discipline.

The summary lists the speakers quoted from above.

Pupil Premium: This article covers pupil premium. Excerpt: A total of £118 million for disadvantaged pupils could be lost from school budgets in England this year due to a government change in how Pupil Premium funding is calculated. The controversy stems from the use of a previous census meaning pupils who became eligible through the deprivations of the pandemic will not receive funding until a future year.

Uni Connect: Wonkhe summarise: The Office for Students has published an analysis of youth participation rates in England in the areas targeted by the Uni Connect programme. The report finds no evidence that the gap in participation reduced for those pupils who experienced at most two years of Uni Connect outreach, and instead finds that lower rates of entry to higher education are highly associated with lower rates of application. OfS has also published a formative evaluation of Uni Connect phase two from Ipsos Mori, an emerging insight report into how Covid-19 has affected outreach and a third independent review of evaluation evidence.

APP comment: Wonkhe’s student union site has a blog on the independent student submission to the OfS commenting on their institution’s Access and Participation Plan. They’re in favour of the student comment – as long as the OfS show they’re reading and acting on it.

Social Mobility: The All Party Parliamentary Group for Social Mobility took to Twitter to launch its priorities for an education recovery plan. The thread gives the top level details behind the plan and is in favour of more support for the transition to HE alongside closing the digital divide.

More Blogs: The Forum for Access and Continuing Education (FACE) has a series of new blogs-

  • Access and Participation Plans and Higher and Degree Apprenticeships – excerpt: It is now time that higher education (HE) reflects on what should be considered for inclusion in APPs in respect of skills, technical education, apprenticeships and adult learning provision. A key question for every HE provider is how their Access and Participation Plan should be developed and delivered in a post Covid-19 economy, in particular how they should maximise opportunities for underrepresented groups to access and benefit from HE through technical education including higher and degree apprenticeships. 

Interesting that this topic of degree apprenticeships comes up time and again in relation to the APPs – despite the Minister dismissing the notion of setting targets for degree apprenticeships within the APP. Once again we’re reminded of Jo Johnson when he was Universities Minister cautioning the HE sector to be careful of what it was calling for.

  • Personal tutoring – excerpt: The entire HE teaching and learning experience was changed by the pandemic and now, more than ever, it is important to recognise how vital the relationship between Personal Tutor and student is for engagement, academic success and progression.

FACE are also running a free event on 24 June – Is First in Family a good indicator for widening university participation in HE?

Social Leveller: Engineering: The Engineering Professors’ Council have released a new report finding that studying engineering gives a greater boost to social mobility than other subjects. Combining data relating to graduates’ earnings, backgrounds and entry qualifications suggested that the gap between the incomes of engineering graduates from different socio-economic backgrounds was significantly smaller than for other graduates. The Engineering Opportunity report reveals that, ten years after qualifying, the average salary of engineering graduates is £42,700 – which is £11,700 more than the average of other graduates and the higher earnings were relatively evenly spread across the country.

The EPC’s Chief Executive, Johnny Rich, commented:

  • Our findings demonstrate that not only is Engineering higher education critical to the future of our economy, our regions and our environment, it is also a great social leveller, providing a more equal chance to succeed for all students regardless of their background.
  • Aspiration among young people is not lacking, but opportunity is. We need to build a system – through education and into employment – that engineers opportunities for all who want to realise their potential.

Admissions

Disabled students: See the section on disabled students below which includes the Disabled Students’ Commission’s view on how PQA need to take into account the interests of disabled students.

HEPI have a blog from Dan Benyon on “What do university applicants want from their higher education institutions?”.  The answer, it seems, is:

  • Face to face interaction at the physical campus of the universities they apply to
  • More personalised virtual experiences and interactivity.
  • Different communications channels such and Q&As and webinars and just more communication.

Level 3 exams: Last week NEON picked up on the Guardian article which highlighted a common bias against disadvantaged and SEN pupils in the assessment processes which will determine their grade, and ultimately entry to HE.

HE stats: The DfE published data on students going into apprenticeship, education, employment and training destinations. Progression to higher education or training (more detail here):

  • The proportion of level 3 (e.g. A levels, Tech levels, AGQs) students progressing to a sustained level 4 or higher destination was 64% – this was 2 percentage points higher than the previous year’s cohort (2015/16).
  • Of the 64%, their destinations were as follows:
    • 59% were studying for a degree (a level 6 qualification)
    • 3% were studying a course at level 4 or 5 (e.g. Higher National Certificates and Diplomas)
    • 1% were participating in an apprenticeship at level 4 or higher

Levelling Up

The Office for National Statistics (ONS) has published a new release on mapping income deprivation at a local authority level. It’s interactive – you select the local authority area, then keep scrolling down for short informative commentary.

Generally urban local authorities with a higher level of overall income deprivation that have the greatest internal disparities, both in terms of deprivation gap and income deprivation clustering. The map showing the least deprived areas is revealing. Dorset crops up in the ‘n’-shaped profile – neighbourhoods that have close to average levels of income deprivation – it is mostly dominated by rural and coastal areas. As you scroll closer to the bottom there are details of areas with the greatest income disparity between least and most deprived. It then goes on to explore how mixed the populations of lower/higher income are within the area. Rural areas generally have lower levels of deprivation clustering.

The ONS state this detailed information revealing local circumstances is of increasing importance because of the current focus on levelling up.

Committee: Meanwhile the House of Lords Public Services Committee has sent its position paper on ‘Levelling up’ and public services to the PM (read more detail here).

  • The Committee warned that ‘left behind’ places will be “short-changed” and inequality will grow if money for the NHS, schools and councils is not protected and ‘levelling up’ plans are not better targeted.
  • It called for Ministers to use the promised ‘levelling up’ White Paper to refocus their strategy to improve health, employment and skills and better prepare children for school if it wants more jobs, productivity and pay in deprived communities.
  • During the inquiry, witnesses accused ministers of favouring prosperous rural areas with funds ahead of deprived communities. “Without full transparency and political accountability local areas will continue to question why they have missed out on ‘levelling up’ funding while others have benefited.”
  • The Committee also warns that if ‘levelling up’ investment neglects social infrastructure – such as community centres and childcare – and public services it will not help the most deprived areas.
  • The Committee called on the Government to work with local service providers and users to set targets to improve, for example, life expectancy, employment, literacy and numeracy of children starting school and the number of entrants to higher education.

Assessment

Jisc and Emerge Education published Rethinking Assessment finding that the recent adjustments to assessment methods are better for disabled students, those with mental health challenges, and students suffering from digital poverty, as well as building the digital skills needed by students for future jobs.

  • The report, which looks back at a year where education has mostly been online, describes ‘a widespread explosion of experimentation’ since the pandemic began, with universities now offering exams that are flexible, adaptable, and relevant to students, which is a far cry from what one contributor describes as ‘sitting in a sports hall for three hours’
  • Andy McGregor, Jisc’s director of edtech, said: We’ve seen a flurry of just-in-time innovation in assessment as teachers have responded to the pandemic. It would be a shame if that just disappeared as life approaches normality. If universities can find the time to prioritise assessment redesign, we can deliver significant benefits to students, staff and ultimately employers, by providing a digitally skilled workforce of the future. 
  • Paul Cowell, lecturer in economics, University of Stirling, writes in the report: One thing we’ve learned from the pandemic is that there’s a lot of creativity within us. We can do things differently, as a sector and as individuals. We need to make sure we take the best from that rather than reverting. Just because we can get everyone back in the exam halls again doesn’t mean we should. 
  • Nic Newman, Emerge Education partner says: Of course, delivering this transformation will require significant resources, and universities are still dealing with huge changes. Taking the time to reimagine assessment will require senior management to make it a top priority. The positive stories in this report are shining examples that illustrate the wider benefits of overhauling assessment, and point to an opportunity for universities to create a competitive advantage for themselves in the short and long term.
  • Chris Cobb, chief executive of the Associated Board of the Royal Schools of Music (ABRSM) says: The rapid drive to digitise assessment has raised opportunities and challenges in equal measure, in parts making assessment more relevant, adaptable and trustworthy. We hope this report serves as a timely manner of lessons to be learned for the future of assessment, and indeed, education as a whole.

Disabled Students

The Disabled Students’ Commission have published their guiding principles for ensuring the needs to disabled students are taken into account if PQA is adopted.  When we responded to the PQA consultation we raised concerns about students with disabilities, as well as those with caring responsibilities and those from under-represented backgrounds, who we think are may be particularly disadvantaged by the proposals, because of the practical issues such as finding suitable and affordable accommodation, arranging support, and making decisions in a short time frame without access to support and advice.

The principles are:

  1. All relevant agencies need to work together to ensure key general information, advice and guidance is provided during the admissions process and developed in consideration of disabled students who are eligible for Disabled Students’ Allowances and those who are not.
  2. Higher education providers need to provide easily accessible information that is publicly available, detailing the support provided to disabled students in teaching and learning delivery, accommodation provision and through student services. They should also encourage disabled applicants to discuss their requirements with them in advance of commencing their course.
  3. Some disabled applicants will have multiple and complex requirements. The application process needs to allow higher education providers time to put in place reasonable adjustments.
  4. The process needs to encourage disclosure of disability from the outset and proactively encourage disabled applicants to communicate their requirements to the higher education providers to which they have applied.
  5. The application process needs be completed at an early enough point to allow applicants sufficient time to apply for Disabled Students’ Allowances.
  6. Education, Health and Care Plans should be accepted as evidence of having an impairment and trigger an assessment to identify the reasonable adjustments required in higher education.
  7. The process needs to enable appropriate transition and orientation support following the acceptance of an offer, and to allow sufficient time for higher education providers to meet the transition requirements of successful applicants with a range of impairments.
  8. The process needs to be structured in a way that enables any reasonable adjustments to be in place before the applicant starts their course

Meanwhile, on Global Accessibility Awareness Day, the OfS’s Head of Strategy Josh Fleming and Piers Wilkinson, Student Voice Commissioner at the Disabled Students’ Commission, emphasised the importance of listening to disabled students.  The full report can be accessed here.

  • Prior to the pandemic, some disabled students faced challenges not experienced by students without a known disability. The rapid shift to remote teaching over the past year meant that many of these issues were exacerbated while new challenges emerged.
  • Accessibility needs were not always considered as fully as they should have been. Disabled students who rely on assistive technology sometimes faced compatibility issues with the hardware or software they were using.
  • Some disabled students found that learning materials were produced in inaccessible formats. Others faced delays to diagnostic screenings for the Disabled Students’ Allowance (DSA) and disruption to DSA-funded specialist services and support networks.
  • As we enter exam season, many disabled students continue to face accessibility challenges – such as issues with the compatibility of assistive technology and the software being used to conduct exams remotely.

International

The regular parliamentary questions asking whether international students can quarantine in their university accommodation when they arrive in the country continue. The Government continues to say they must use the quarantine hotels at cost with a repayment plan in place for those evidencing hardship.

Early this week the Home Secretary published a written ministerial statement on the New Plan for Immigration: Legal Migration and Border Control. It describes a House command paper (CP 441) that will be laid including a strategy statement will set out the Government’s programme for 2021 and 2022 with further reform to the points-based system, a new graduate visa, new routes to attract top talent to the UK, and a new international sportsperson route alongside further simplification of our Immigration Rules to streamline our systems and reduce complexity.

Higher Education Credit Framework

QAA have launched the second edition of the Higher Education Credit Framework.  Advice on Academic Credit Arrangements contains the 2021 Credit Framework table, while Making Use of Credit offers advice for providers on how they can use credit in practical ways. The two publications introduce guiding principles for the use of credit and give an overview of how credit can work within a range of emerging aspects of higher education, like micro-credentials.

The Credit Framework for England can be used as the basis for the design of qualifications for Level 4 and above, alongside sector credit level descriptors. The revised documents consider stakeholder benefit, how credit is used and how it might be used in the future. Operating alongside the regulatory framework in England, the Framework allows higher education providers the freedom to adopt and adapt elements as appropriate to their needs and circumstances.

The revised Credit Framework publications offer advice to higher education providers on how credit can be used to support flexible pathways such as premised in the Skills and Post-16 Education Bill.

Wonkhe have a blog: David Kernohan takes a closer look at the framework and explains how it could become one of the more influential documents in higher education.

Covid

The Office for National Statistics published the latest experimental statistics from the Student Covid-19 Insights Survey covering 4 -12 May 2021.

  • Over half (56%) of students who were in higher education prior to the coronavirus (COVID-19) pandemic reported that the lack of face-to-face learning had a major or moderate impact on the quality of their course; around half (49%) said that the pandemic had a major or significant impact on their academic performance.
  • The majority of students (86%) said that they were living at the same address as they were at the start of the autumn term 2020; this has statistically significantly increased since March 2021 (76%).
  • Most students (71%) stayed in their current accommodation over the Easter break; however, around one in five (22%) students travelled to stay with family or friends over the Easter break, with the majority (84%) of those staying for more than two nights.
  • Almost half (47%) of students that left the house in the previous seven days reported they had met up with family or friends they do not live with indoors; this was more than double those who reported the same in March 2021 (21%).
  • Of all students, almost two in five (39%) reported that they had had at least one COVID-19 test (even if they did not have symptoms) in the previous seven days; this was a statistically significant increase compared with April 2021 (30%).
  • Average life satisfaction scores among students remained stable in May 2021 at 5.8 (out of 10) in May 2021 following the improvements seen in April 2021; however, average scores still remained significantly lower than the adult population in Great Britain (7.0).

UPP – Student Futures Commission

On Sunday Richard Brabner from UPP wrote for Research Professional – Social Reboot – on the immersive student experience. It packs a lot into a short article – student extracurricular, how it is valued when unavailable (pandemic), barriers to participating in extracurricular, community involvement, and the access and participation agenda. Including:  ways to ‘nudge’ students from lower socioeconomic groups to take part in activities and adopt behaviours that build social capital. One of their main findings was that—perhaps counterintuitively—messages that linked participation to building friendships and belonging were more successful than ones that focused on employability for widening participation students. The piece was a teaser for the full launch of the Student Futures Commission and their recent polling.

The polling results found:

  • 59% of students feel a return to face-to-face teaching in September 2021 in a top priority
  • More than half of students had not participated in extra-curricular activities this year (not even virtual ones) despite 8 in 10 intending to do so
  • The shift to digital learning has its advantageous and students are interested in a blended teaching model. On course structure
  • 45% would like a mostly in-person method of delivery with online teaching once or twice per week
  • 29% face-to-face only
  • 21% wanted to study mostly online
  • 6% all online

The survey also reported 63% of students believe they are below where they would expect to be academically because of the pandemic. However, 48% don’t think they’ve missed any aspect of teaching and 72% aren’t unhappy with the way assessment has been managed. Despite the pandemic 65% think their university experience will help secure them a job. Also: Students are placing greater importance on job security, training, and career prospects when thinking about a new job– but the  location is less important. This offers opportunities for firms and students who may not want to move to major urban areas, and could form an important part of the government’s levelling up agenda.

Mary Curnock Cook CBE, Chair of the Student Futures Commission, said: These findings point to a need for the whole sector to mobilise to help improve students’ confidence in themselves, in their job prospects and in the richness of the student experience that comes from physically joining the university community. This is the key aim of the Student Futures Commission – everyone wants our students back, and we want them to put the pandemic behind them and get the full benefits of a university education. Mary also blogged for Wonkhe to introduce the Student Futures Commission and expand on the polling results.

Richard Brabner, Director of the UPP Foundation, said: Universities have gone to extraordinary lengths to support students this year, but as the polling shows nothing beats a proper campus experience. More than anything else students want in-person experiences and face-to-face teaching. As university life returns to something like normal in September, this is the least we can do.

Parliamentary News

PMBs: The Commons Private Members’ Bills (PMBs) ballot results were issued at the end of the last week. The first seven are guaranteed parliamentary time (but not guarantees they will succeed to become law). Of these, Carolyn Harris is most likely to submit a Bill related to BU’s research interests as she has been vocal about gambling reform. You can read the interests and speculation on what the ballot winners may introduce legislation on in this Dods summary.

Last week we told you that Lord Storey had been successful in the Lords PMBs ballot and planned to reintroduce his Higher Education Cheating Services Prohibition Bill again (for the fourth time). It received its first reading in the Lords this week – which basically means the title was read out. The Bill aims to make it an offence to provide or advertise cheating services for Higher Education assessments. At no point has Lord Storey’s Bill made it past the first stage, which is a shame given its aim shouldn’t be controversial. The full text (one page) is here.

PQs

Inquiries and Consultations

Click here to view the updated inquiries and consultation tracker. Email us on policy@bournemouth.ac.uk if you’d like to contribute to any of the current consultations.

New consultations and inquiries this week:  University Research & Regional Levelling-up Inquiry

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HE Policy Update for the w/e 13th May 2021

Several controversial new Bills with implications for the HE sector were introduced through the Queen’s Speech – which was very political this year (you’ll see what we mean). There’s a lot to say so it’s a longer update and we’ve focussed mainly on the parliamentary shenanigans this week.

Regular BU readers will know that we like to look to the horizon fairly regularly to see what else is heading our way.  The stuff in the Queen’s Speech for HE, while interesting, is just getting us started on what this year will bring – the big stuff is all still to come. Here’s the latest version of the Policy team’s horizon scanning.

Queen’s Speech

You can read the full Queen’s Speech here and peruse the Briefing Pack (which contains the background information. The Queen’s Speech announced over 25 Bills. Proposed new legislation that is of most interest to HE:

  • Skills and Post-16 Education Bill
  • Professional Qualifications Bill
  • Higher Education (Freedom of Speech) Bill
  • Boycotts, Divestment and Sanctions legislation

Below is the most relevant content from the speech or the accompanying briefing notes, with new or key content in blue. We’ve more to say on the free speech and skills/lifelong learning elements so these follow below.   We’ve covered the research content in the research section below.

Professional Qualifications Bill

The purpose of the Bill is to:

  • Create a new framework to recognise professional qualifications from across the world to ensure the UK can access professionals in areas of a workforce shortage. This will replace the interim system that gives preference to professional qualifications from the EU, Switzerland, Norway, Iceland and Liechtenstein.
  • Enable the Government to provide UK regulators with a consistent set of powers to enter into agreements with regulators overseas to recognise professional qualifications.

The main benefits of the Bill would be:

  • Ensuring there is a clearly identified set of priority professions where there is demand for skills from overseas, such as nurses and teachers and enabling qualifications from around the world to be recognised.
  • Supporting our key regulated professions to attract the brightest and best talent from around the world by creating a new framework for recognising qualifications from overseas.
  • Allowing regulators to continue to set and maintain high professional standards.
  • Strengthening the UK’s global trading status, supporting the UK and regulators in realising opportunities for UK professionals to deliver services in markets overseas.
  • Improving the transparency around the entry and practice requirements of regulated professions, such as medicine, nursing and teaching.

The main elements of the Bill are:

  • Enabling the UK to implement its international agreements on professional qualifications and to allow regulators to enter into reciprocal agreements with their international counterparts to facilitate the recognition of professional qualifications. This will support UK professionals to deliver services in markets overseas.
  • Making sure regulators have the information and flexibility they need to regulate professionals effectively who have qualified in a different part of the UK.
  • Requiring regulators to publish details about entry and practice requirements making information about careers more accessible and raising public confidence in regulated professions.
  • Introducing a new system for recognising all architects who qualified overseas. This will expedite new international entrants to the Architects Register in the UK while requiring them to demonstrate an understanding of the specific UK landscape.

BEIS’ post speech press release: The Professional Qualifications Bill will mean skilled professionals from around the world can seek recognition to practise in the UK in areas where their skills are in need. Supporting the UK’s key regulated professions to deliver the vital services on which we rely is a priority for the government. Regulators are the experts in their field and must have the autonomy to set the standard required to practise in the UK, ensuring quality and safety.

Turing Scheme

  • The Government has introduced the Turing Scheme, a new international educational exchange scheme that has a global reach. This represents an opportunity for young people across the UK, particularly those from disadvantaged backgrounds, to work and study across the world, as we build back stronger.
  • The Turing Scheme is backed by £110 million of funding, and in its first year will support around 35,000 participants in universities, colleges and schools to go on placements and exchanges around the globe. The sector has welcomed this new global scheme.
  • The Turing Scheme is UK-wide, with education institutions eligible to apply across England, Scotland, Wales and Northern Ireland.
  • The new scheme will help level up opportunities by targeting students from disadvantaged backgrounds and areas which did not previously have many students benefiting from Erasmus+, making life-changing opportunities accessible to everyone across the country.
  • The scheme will be global, with every country in the world eligible to partner up with UK institutions, unlike Erasmus+, which is EU-focused.
  • This scheme will be a key part of our long-term ambitions for a Global Britain. [Perhaps the subtext here is stop complaining about the funding cuts and the lack of reciprocal exchange this is all you’re getting. Unless you live in Scotland, Wales or Northern Ireland.]

Boycotts, Divestments and Sanctions – another very political one

The purpose of the legislation is to deliver the manifesto commitment to stop public bodies from imposing their own approach or views about international relations, through preventing boycott, divestment or sanctions campaigns against foreign countries.

The main benefits of the legislation would be preventing divisive behaviour that undermines community cohesion by preventing public bodies from imposing their own approach or views about international relations via their own boycott, divestment or sanctions campaigns. There are concerns that such boycotts may legitimise antisemitism.

The main elements of the legislation are stopping public bodies from taking a different approach to UK Government sanctions and foreign relations. This will be in the form of preventing public institutions carrying out independent boycotts, divestments and sanctions against:

  • Foreign countries, or those linked to them.
  • The sale of goods and services from foreign countries.
  • UK firms which trade with such countries, where such an approach is not in line with UK Government sanctions.
  • The measures will cover purchasing, procurement and investment decisions which undermine cohesion and integration.

Draft Online Safety Bill

The purpose of the draft Bill is to:

  • Introduce ground-breaking laws to keep people safe online whilst ensuring that users’ rights, including freedom of expression, are protected online.
  • Build public trust by making companies responsible for their users’ safety online, whilst supporting a thriving and fast growing digital sector.
  • Designate Ofcom as the independent online safety regulator.

The main benefits of the draft Bill would be:

  • Delivering our manifesto commitment to make the UK the safest place in the world to be online, through improving protections for users, especially children, whilst protecting freedom of expression.
  • Ensuring there is no safe space for criminal content and activity online.
  • Restoring public trust in the services that online platforms offer and supporting a thriving, fast growing digital sector.

The main elements of the draft Bill are:

  • Placing a duty of care on companies to improve the safety of their users online. This will require them to tackle illegal content on their services and to protect children from harmful content and activity online. They must seriously consider the risks their services pose to users and take action to protect them.
  • Requiring major platforms to set out clearly in their terms and conditions what legal content is unacceptable on their platform and enforce these consistently and transparently.
  • Requiring platforms to have effective and accessible user reporting and redress mechanisms to report concerns about harmful content, and challenge infringement of rights (such as wrongful takedown).
  • Designating Ofcom as the independent online safety regulator and giving it a suite of robust enforcement powers to uphold the regulation. This will include very large fines of up to £18 million or 10 per cent of annual global turnover – whichever is greater – as well as business disruption measures. The Government expects Ofcom to prioritise enforcement action where children’s safety has been compromised.
  • Boosting public resilience to disinformation through media literacy and supporting research on misinformation and disinformation.

Education Recovery Plan

As we build back from the pandemic, we are putting in place a package of measures to ensure no child is left behind as a result of the education and extracurricular activities they may have missed out on. We are working with the Education Recovery Commissioner – Sir Kevan Collins – to

  • develop an ambitious, long-term plan that builds back a better and fairer education system in England and delivers significant reforms to address the scale of this challenge.
  • As a first step, over the past year we have already provided over £2 billion to schools, colleges and early years settings to support pupils’ academic and wider progress. This includes £1.7 billion in funding to support education recovery and over £400 million is being invested to support access to remote education including securing 1.3 million laptops and tablets.

Research

Queen’s speech – this mostly not new, no legislation, just a little update on where we are

  • We are committed to making the UK a global superpower, with a world leading research and development environment. Innovation is a key pillar of our approach to tackling the effects of the pandemic and levelling up the UK.
  • R&D will continue to be critical to the economic and social recovery from the impact of COVID-19, enabling us to build back better for a greener, healthier and more resilient UK. Our goal is to further strengthen science, research and innovation across the UK, making them central to tackling the major challenges of today and in the future.
  • On average, each public pound invested in R&D across our portfolio ultimately leverages around £2 of additional private sector investment and creates £7 of net benefits.
  • The Government is investing £14.9 billion in R&D in 2021-22. This investment means Government R&D spending is now at its highest level in four decades. We are committed to increasing public expenditure on R&D to £22 billion, helping to deliver on our target to increase total UK R&D investment to 2.4 per cent of GDP by 2027.
  • In the R&D Roadmap, we set out our priorities for boosting innovation in the economy. We want to make the UK a world-leading place to innovate and bring new products and services to market.
  • BEIS will publish an Innovation Strategy this summer to inspire, facilitate and unleash innovation across the UK; supporting and harnessing the tremendous capability of UK innovators to boost future prosperity locally and nationwide.
  • We have already introduced the Advanced Research and Invention Agency (ARIA) Bill, to unleash the potential of the UK’s world-class research and science base.
  • Our Review of Research Bureaucracy will advise on practical solutions to substantially reducing unnecessary research bureaucracy, freeing up researchers to devote more time to their academic roles and pursuing world-class research.

BEIS published a press release on the research focussed announcements made in the Queen’s Speech stating it has reinforced the UK’s commitments to becoming a global science superpower, taking advantage of the UK’s departure from the EU, and strengthening our energy security as we transition to a net zero future.

Queen’s speech – Advanced Research and Invention Agency – again, not new, just a progress report

The ARIA Bill was first introduced in March 2021 (after a lot of prior discussion and Committee sessions) and has been carried over from the 2019-21 parliamentary session. The Government have committed £800 million to fund ARIA.

The purpose of the Bill is to:

  • Create the Advanced Research and Invention Agency (ARIA) as a new statutory corporation to fund high-risk, high-reward R&D.
  • Give ARIA broad powers to take an innovative approach to research funding, and a mandate for higher tolerance for failure when pursuing high-risk research.
  • Define ARIA’s relationship with the Government, giving it autonomy and freedoms to manage its day-to-day affairs.
  • Support this agile operating model by freeing ARIA from some standard public sector obligations.

The main benefits of the Bill would be:

  • Creating a new agency to fund high-risk, high-reward research, to enhance the UK’s R&D offer and help cement the UK’s position as a global science superpower.
  • Supporting the creation of ground-breaking technology, with the potential to produce transformational benefits to our economy and society, new technologies and new industries. For example, the US Advanced Research Projects Agency took a similar approach to funding and supported the breakthrough research that underpins the internet and the Global Positioning System (GPS).
  • Diversifying the R&D funding system and providing innovative and flexible tools to push the boundaries of science at speed, reaching an even wider range of the research community.

The main elements of the Bill are:

  • Creating ARIA as a statutory corporation.
  • Providing broad functions for ARIA to conduct, support or commission research-related activities, with regard to the desirability of doing so for the benefit of the UK.
  • Explicitly tolerating failure in pursuing ambitious research, development, and exploitation.
  • Establishing an arm’s length relationship to Government, set out in ARIA’s procedure, membership and appointments processes, with limited information and direction rights for the Secretary of State.
  • Providing powers for the Secretary of State to dissolve ARIA that can only be exercised after 10 years.

This week Research Minister, Amanda Solloway, published a written ministerial statement setting out the £200,000 budget and use of an agency to source the best candidates for the ARIA CEO and Chair roles: Given the unusual autonomy placed on the CEO and Chair roles for ARIA, it is vital we source the best possible candidates, and get them started as soon as possible. We have planned an extensive outreach strategy to ensure we maximise the size of the talent pool. We will expand and enhance the search for the right individuals, including by procuring the services of a respected international Executive Search agency from the Government’s Commercial Framework. This agency will not have any part to play in candidate selection or interview sifting, these activities will be the responsibilities of BEIS Secretary of State and the ARIA Recruitment Panel, respectively.

Regional R&D

The Higher Education Policy Institute has published a report on regional policy and R&D finding that geographic concentration of Research and Development (R&D) investment is a widespread characteristic of research globally and is not unique to the UK.

The report highlights that there is no single picture of the distribution of research funding, with the pattern depending on the metric used.

Recognising that the levelling up agenda is not the first attempt to stimulate regional investment and address regional inequalities in the UK, the authors argue that future regional initiatives must be built on firmer foundations – with much wider recognition of the complex picture of UK research funding among policymakers.

The report makes six recommendations to develop more resilient regional R&D initiatives.

  1. Set out measurable objectives: A clear vision and regional metrics for success could advance the regional R&D agenda.
  2. Focus on impact: Regional metrics should focus on the impact of research, rather than the level of investment.
  3. Build greater strengths through partnerships: Foster inter-regional collaborations to strengthen the impact of research.
  4. Create strong civic partners at regional and local levels: Enable civic authorities to lead regional R&D initiatives within a national framework.
  5. Integrate regional, national and global interests: Strong relationships between national and regional R&D are essential.
  6. Ensure financial sustainability for university research: Improving the sustainability of funding would enable stronger regional R&D.

Quick News:

  • Wonkhe highlight:
    • The Financial Times has an opinion piece, arguing that opaque bureaucracy is holding back university spinout companies in the UK and Europe.
    • The LSE Impact Blog has a piece from Elizabeth Gadd, which argues that a commitment to research assessment means a commitment to addressing the problem of global university rankings.
  • The Government have announced £22 million of new investment to build cyber security resilience globally including a focus on developing countries. The UK, jointly with INTERPOL, is setting up a new cyber operations hub in Africa working across Ethiopia, Ghana, Kenya, Nigeria and Rwanda to support joint operations against cybercrime. The Foreign Secretary said: We are working with like-minded partners, to make sure that the international order that governs cyber is fit for purpose. Our aim should be to create a cyberspace that is free, open, peaceful and secure, and which benefits all countries and all people. We want to see international law respected in cyberspace, just as we would anywhere else. And we need to show how the rules apply to these changes in technology, the changes in threats, and the systemic attempts to render the internet a lawless space.

Admissions

The Post Qualification Admissions (PQA) debate is another significant Government intervention in HE right now. PQA has been bumbling along as an idea for years but the current Government seems set on change. The recent consultation highlights that although the Government are willing to push change through they’re undecided about which method, and all proposed approaches have flaws. You can read BU’s response to the consultation.   If you read our response, you’ll see we think it creates more problems than it solves.  As others have said, is this a solution looking for a problem.

Student Recruitment: Wonkhe have a blog on retaining the most useful and impactful methods on online student recruitment. It’s not just about engaging students who cannot afford to travel or live in rural/remote areas anymore. It also mentions targeted recruitment and the increasing harnessing of data: …recruitment and admissions professionals could begin to think of themselves as citizen-scientists, building data models to deliver the kind of intelligence and insight required to bring prospective students into the learning community – and enable those first exploratory steps on the road to a lifelong relationship.

Exams: Ofqual has released a non-technical guide for students explaining the awards process and how to appeal grades for A levels and equivalent technical and vocational qualifications.

Higher Education (Freedom of Speech) Bill

As introduced by the Queen’s Speech the purpose of the Bill is to: fulfil the manifesto commitment to strengthen academic freedom and free speech in universities in England. [Interesting phrasingdo they feel they have to but not really want to, or is this hugely political Bill something they really care about?  It seems really odd to prioritise this one as one of the first Bills after the speech].  The Government’s press release trailing the Bill: Universities to comply with free speech duties or face sanctionsThe policy paper that has been the foundation for this is here (you may recall the SoS’s colourful and controversial introduction). Wonkhe also have an excellent blog on free speech – everything you want to know – which highlights some of the challenges we discuss below.

And others are questioning the whole premise for the Bill  – Phil Baty (THE) on Twitter referred to some stats, from the OfS Prevent monitoring report 2017-18 – issued June 2019

There are many stages for this before it becomes law and much discussion still to come: link to bill itself.  . 

The main benefits of the Bill would be:

  • Strengthening legislation on freedom of speech and academic freedom in higher education in England, with duties on higher education providers and students’ unions.
  • 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 academic staff feel safe to question and test received wisdom and put forward new ideas and controversial or unpopular opinions, without being at risk of losing their jobs, privileges or promotion.
  • Creating ways for staff, students and visiting speakers to get redress if they suffer a loss as a result of the duties being breached.

The main elements of the Bill are:

  • Including new freedom of speech and academic duties on higher education providers and students’ unions. The regulator, the Office for Students, will have the power to impose fines for breaches.
  • Ensuring that, for the first time, students’ unions at universities will have to take steps to secure lawful freedom of speech for their members and others, including visiting speakers.
  • Creating a new role of Director for Freedom of Speech and Academic Freedom at the Office for Students, with a remit to champion freedom of speech and academic freedom on campus, and responsibility for investigations of infringements of freedom of speech duties in higher education which may result in sanctions and individual redress.
  • Enabling individuals to seek compensation through the courts if they suffer loss as a result of breach of the freedom of speech duties.

We are concerned about the tangled web that this will create.  Some of the problems that are likely to come up are illustrated by this: Universities minister Michelle Donelan was interviewed on PM on Radio 4 yesterday, where host Evan Davies suggested the bill’s provisions could clash with government efforts to tackle antisemitism. Donelan subsequently posted a tweet thread rebutting the claim.  Donelan has since been contradicted by the PM and the Secretary of State.  This will all need to be clarified at some point, although of course, in practice, someone looking at an incident would in any event have to look at all the factual and contextual circumstances of an incident as well as the potentially conflicting rules.  The problem is this is all so political that these controversial disputes will be fought out in the open,  in an ill- or at best partially- informed social media frenzy.

Skills and Post-16 Education Bill

Since the Queen’s Speech the Government has introduced this Bill with the Lifetime Skills Guarantee as its centrepiece.  The Bill has not yet been published, but will form the legislative underpinning for the reforms set out in the previously published Skills for Jobs White Paper. The Government say the proposed new law create a post-16 and adult education and training system that is “fit for the future, providing the skills that people need for well-paid jobs and opportunities to train throughout their lifetime.” The rhetoric surrounding the introduction of the Bill reminds the PM outlined his vision for a radical change in skills provision in a speech last year. He made clear that the 50 per cent of young people who do not go to university have been historically deprived of the chance to find their vocation and develop a fulfilling, well-paid career. This rather sets the tone and the translucent Government intention behind the Bill. However, it remains to be seen whether it will work out as the Government intends.

And it will be expensive – so are there cuts to HE funding round the corner to help fund it?

Education Secretary Gavin Williamson said As we rebuild from the pandemic, we’ve put reforming post-16 education and skills at the heart of our plans to build back better, and as Education Secretary I have championed the often forgotten 50 per cent of young people who don’t go to university. Through legislation, our vision is to transform the sector and expand opportunity right across the country, so that more people can get the skills they need to get good jobs.

Meanwhile Research Professional cover the comments from the Director for Fair Access and Participation (OfS) who states that universities “must be central to the vision” behind plans to improve access to further and higher technical education.

The Queen’s Speech introduced the purpose of the Bill is to:

  • Legislate for landmark reforms that will transform post-16 education and training, make skills more readily available and get more people into work as set out in the Government’s Skills for Jobs White Paper.
  • Enable people to access flexible funding for Higher or Further Education, bringing Universities and Further Education colleges closer together, and removing the bias against technical education.  Legislative measures will include a “new student finance system” transforming the current loan system with lifelong access to flexible funding equivalent to four years of higher-level study.
  • Deliver the Prime Minister’s new Lifetime Skills Guarantee, as part of our blueprint for a post-16 education system that will ensure everyone, no matter where they live or their background, can gain the skills they need to progress in work at any stage of their lives.
  • Increase productivity, support growth industries and give individuals opportunities to progress in their careers.
  • Strengthen the powers of the Office for Students to take action to address low quality higher education provision.

The main benefits of the Bill would be:

  • Offering adults across the country the opportunity to retrain in later life through the Lifetime Skills Guarantee, helping them to gain in-demand skills and open up further job opportunities.
  • Realigning the system around the needs of employers so that people are trained for the skills gaps that exist now and in the future, in sectors the economy needs including construction, digital, clean energy and manufacturing.
  • Improving the quality of training available by making sure that providers are better run, qualifications are better regulated, and that providers’ performance can be effectively assessed.

The main elements of the Bill are:

  • Putting employers at the heart of the post-16 skills system through the Skills Accelerator, by enabling employers and providers to collaborate to develop skills plans aimed at ensuring local skills provision meets local needs. Meaning employers will have a statutory role in planning publicly-funded training programmes with education providers through the Skills Accelerator programme.
  • Introducing the Lifelong Loan Entitlement, which will give individuals access to the equivalent of up to four years’ worth of student loans for level 4-6 qualifications that they can use flexibly across their lifetime, at colleges as well as universities.
  • Strengthening the system of accountability by extending existing powers for the Secretary of State for Education to intervene where colleges have failed to meet local needs, to direct structural change where required to secure improvement, and by amending the regulation of post-16 education and training providers to ensure quality.
  • Strengthening the ability of the Office for Students to assess and regulate Higher Education provision in England, ensuring that they can regulate in line with minimum expectations of quality.

There’s a lot to say about all this.

Is it truly lifelong? The change in funding has been welcomed by many but one wonders if the devil will be in the detail. In fact, is it really a cut?  The four years of flexible funding for level 4-6 qualifications doesn’t seem much of a change for most HE students on an academic route – currently this is all the Government funds as standard anyway. In effect this is just reinforcing that you only have one bite of the cherry. So if an individual decides to take some flexible modules across a range of programmes and at a mix of providers, perhaps even adding some technical or vocational pathway provision in and then decides their heart lies in a particular area which requires a full degree they will have run out of tuition funding before they complete their degree. Of course, the Government might respond that the mix of modules the individual undertook were all accredited and the credit can be transferred in. However, the reality is rarely that simple.

There is also the adult worker with an undergraduate degree in psychology who wishes to retrain in an ELQ exempt subject such as midwifery (so currently they get a second set of funding). Or the manufacturing worker who took a series of courses related to his role that their employer required them to use the Government funding for – who finds themself redundant due to automation and AI and without enough credit to retrain.

Flexibility is great as long as all providers accept the credit accumulated and it doesn’t chip away at the overall pot too much to prevent the individual achieving their aspirations.

Will the Government continue to provide a second bite of the cherry for priority or work shortage areas? Probably, but it still places a lot of pressure on the young people to choose wisely for that first degree and they likely will have had little careers advice, life or work experience to know where to choose to make their mark in the world. It also perpetuates current social mobility concerns – young people from disadvantaged areas are risk adverse so may be most affected by the drip drip of frequent calls on their “pot”.

For HE it could mean little change but for individuals there isn’t a safety net. I think we all recall the controversial advert the Government had to withdraw where Fatima the dancer was expected to retrain for a career in IT.

And there was some interesting stuff tucked away in the notes accompanying the Speech on giving the OfS additional powers to enforce their quality framework.

Wonkhe shared details of a report from London South Bank and Aston Universities which makes the case for a technically focused university role in the expansion of higher technical education. The joint report – “Truly Modern Technical Education” calls for flexibility in the use of the apprenticeship levy and the proposed lifelong learning account to allow for higher education qualifications at levels four and five to form a part of a wider, collaborative, offer.

The report also argues that universities of technology could strengthen the link between skills and R&D, and that universities should play a leading role in the development of local industrial or economic strategies. It notes that 39 per cent of students enrolled in UK universities in 2019 were studying a “technical” subject.

There’s a blog too. If you read the blog ensure you read the comments responding to the blog too!

Covid

Universities Minister Michelle Donelan confirmed all students are permitted to return to campus on 17 May and acknowledged that while teaching may have finished for many they could engage in cocurricular and other on-campus activities before the end of term and enable them to have the option of engaging with their academic tutors in-person. This could include in-person career support, society events as well as other social student experiences that have had to remain remote up until now.

Research Professional report that the timing of student return shows government is ‘out of touch’ following comment from Paul Blomfield, MP and chair of the All-Party Parliamentary Group for Students which stated the decision to reopen campuses so late in the academic year exposes the government as out of touch with higher education. He continued: After almost half a year of being told to stay away from campuses, students are frustrated about being an afterthought and angry about the lack of support from the government…On rents and lost earnings, they’ve been hit hard, without the support available to others.

UCU said: This looks like a stupid end to a stupid year beset by government mismanagement.

Read more from Research Professional on the reopening in Too Little, Too Late.  

Wonkhe: All students can now “return” to campus. But what for? Wonkhe’s short piece highlights how universities’ hands are still tied in offering Donelan’s meaningful ‘activities’:

  • Ah yes. Right down to this late in the academic year, DfE drops providers in it. It may as well have said “we’ve said they can, so it’s up to them if they don’t! If you feel you’ve not been getting the quality, quantity and access to tuition, you can complain to the OIA…”
  • It’s worth remembering that as of Monday it’s still the case that to be exempt from the indoor gatherings rules (rule of six or two households), the gathering has to be necessary for the purposes of a course of study or essential life skills training provided by a higher education provider.
  • All of which means that as this mass of students “return” to campus, your Environmental Sciences tutor could show you a film as part of your course, only they stopped actually teaching weeks ago. Meanwhile if the student Environmental Society wanted to show you that film in the same venue in the same way with the same risk assessment, they can’t. 

Back to Donelan’s letter which reminds about the additional £15 million hardship funding available to students through HE providers and restates the Covid testing regime. Also acknowledging the restricted access to work experience the letter announces the Graduate Employment and Skills Guide:

  • We are aware that 2021 graduates will have had fewer opportunities to gain work experience (fewer internships, placements, part time jobs), and participate in extracurricular activities, experiences that traditionally help students develop employability skills. My Department has worked with Universities UK, the Association of Graduate Careers Advisory Services (AGCAS), the Institute of Student Employers, the OfS and across the sector to understand what more we can do to support graduates who are looking to enter the labour market or continue their studies at this challenging time. As a result, we have developed the Graduate Employment and Skills Guide, which signposts graduates to public, private and voluntary sector opportunities, to help them build employability skills and gain work experience or enter the labour market. The Guide also links to further study options and resources on graduate mental health and wellbeing

There are also the Graduate Employability Case Studies: these case studies showcase the breadth of innovative work and range of new measures university and college careers services have introduced to support final year students and recent graduates as they transition from university to graduate life.

There are also no guarantees that September will be a ‘normal’ restart. The letter notes the Government will issue guidance on the return to campus and support providers to respond in an agile way to any public health issues that we might encounter.

The Government’s press release covering all the above is here.

Parliamentary News

Labour leader Sir Keir Starmer conducted a mini-reshuffle of his shadow cabinet. The full list of appointments can be viewed here. Notable moves are:

  • Rachel Reeves has been appointed Shadow Chancellor, with Anneliese Dodds becoming Party Chair and Chair of Labour Policy Review
  • Angela Rayner has become Shadow First Secretary of State, Shadow Chancellor of the Duchy of Lancaster and Shadow Secretary of State for the Future of Work
  • Wes Streeting has become Shadow Secretary of State for Child Poverty
  • Rosena Alin-Khan promoted from Shadow Minister for Mental Health to Shadow Secretary of State for Mental Health
  • Alan Campbell is Shadow Chief Whip

Online learning

The Quality Assurance Agency for Higher Education (QAA) has published the outcomes of their latest project, ‘Learning from the Online Pivot’, which aimed to identify what worked well and what is likely to continue as part of HE sector practice beyond the pandemic.  The interim findings and case studies introduced in the briefing note form part of a wider set of insights and resources which will be made available to QAA Members in June 2021.

What matters? Reaffirming the role of outcomes-based approaches

  • Outcomes-based approaches sit at the heart of the UK Quality Code for Higher Education (2018) – the sector-agreed reference point for the assurance of quality and maintenance of standards.
  • Drawing on a sector survey and case study evidence, this project offers insight into how the UK sector built on considerable expertise in outcomes-based approaches to ensure positive student outcomes and progression.

What works? Exploring preliminary sector survey findings.  A number of positive legacies have emerged from the pandemic period including:

  • developing confidence and skills for more flexible delivery
  • ensuring the content and wording of learning outcomes do not unnecessarily constrain modes of learning and assessment
  • re-establishing understanding and oversight of institutional portfolios
  • re-engaging with students about the importance and purpose of quality assurance
  • rethinking and redesigning regulations for greater future resilience
  • reflecting on, and embedding, inclusivity in courses
  • increasing engagement with the idea and use of authentic assessment

Inquiries and Consultations

Click here to view the updated inquiries and consultation tracker. Email us on policy@bournemouth.ac.uk if you’d like to contribute to any of the current consultations.

Other news

  • Access and Participation: UUK have a blog by Amatey Doku on closing the gap.
  • Mental Health: This link has information on the Government’s £17 million mental health support package and the £7 million Wellbeing for Education Recovery programme. Both funds are for schools and colleges.
  • Levelling up: Wonkhe – Andy Westwood has a blog on the tensions between economics and politics that underlie the government’s levelling up agenda
  • Polar bears: No ducks to cheer you with this week but here’s the plan to re-ice the Arctic.

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JANE FORSTER                                            |                       SARAH CARTER

VC’s Policy Advisor                                                              Policy & Public Affairs Officer

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HE Policy Update for the w/e 7th May 2021

We’re a little bit late this week, but we hope you enjoy the latest update.  If anything exciting crops up in the Queen’s Speech on Tuesday we will let you know.  In the meantime we are all looking forward to the next set of Covid announcements  – with hugging!

Queen’s Speech speculation: Free Speech

You’ll have noted the policy team enjoy a good Commons or Lords Library briefing. This week’s offering from the Lords Library explores the education announcements that may be made through next week’s Queen’s Speech. The Queen’s Speech sets the tone and the agenda for the Parliamentary session. For HE there isn’t expected to be much (the really big things like fees and funding are being saved for the Spending Review in the Autumn).  But we can expect announcements on the skills agenda, which is directly not about HE, but is relevant to us – partly because it is about the government focus on alternatives to HE.  Otherwise the most relevant content is likely to be announcements on free speech.

Dods have their own little speculation on the free speech Government agenda:

  • Looking ahead, the briefing predicts what I’ve already been hearing from sources: First, that there will be something substantial around higher education, with a particular focus on freedom of speech. Second, that the Government will legislate for skills provision, based on the blueprint laid out in the recent White Paper.
  • The second option is more likely to make it into a full Bill, due to its prominence within Whitehall and as part of the post-pandemic recovery. The HE changes are more likely to take the form of amendments to the existing HERA and other legislation, although we shouldn’t rule out a HE Bill either. It all depends how much political capital the Government are willing to use on what is becoming known as ‘culture war’ moves, such as the free speech champion.

If the free speech agenda doesn’t float your boat you can read the speculative briefings on a myriad of other areas too – justice, digital, housing, biodiversity, alcohol harm, international development, NHS staffing, LGBTI+ and much more. The topics are displayed across multiple pages so keep clicking through to find out what is coming up in your interest area.

Meanwhile Wonkhe tell us that Conservative Home has an opinion piece, which argues that instead of creating additional legislation to protect freedom of speech in universities, the government should instead review the harassment provision within the Equality Act 2010.

Neither the Student Loans (Debt Discharge) Bill nor the Higher Education Cheating Services Prohibition Bill completed the parliamentary process before Parliament was prorogued last Thursday and were not “carried over”. This mean both Bills have been dropped and would have to be reintroduced (not as easy as it sounds) and start from scratch in the new Parliament to proceed. Neither Bill had made much progress through the stages which highlights both the little time available for private members bills and that they were not of great interest to the Government.   We’re not expecting them to be in the Queen’s Speech.

Levelling Up White Paper

The Government announced they will publish a Levelling Up White Paper later this year. It will articulate how new policy interventions will improve opportunity and boost livelihoods across the country as we recover from the pandemic. Despite the challenges of Covid-19, levelling up and ensuring that the whole UK can benefit from the same access to opportunities remains core to the Government’s vision. The Prime Minister intends to lead on the White Paper and has set up a new No 10 Cabinets Office Unit and appointed Neil O’Brien MP as his Levelling Up Adviser. The proposed policies will focus on challenges including improving living standards, growing the private sector and increasing and spreading opportunity. Also work being undertaken to repair the damage done by Covid to public services, with backlogs in hospitals and courts prioritised alongside school catch ups and jobs.

Neil O’Brien MP said: Levelling up has been a real passion of mine for many years, and I’m incredibly excited by the Prime Minister’s agenda. After such a challenging year, there has never been a better time to unite and level up the country. It’s absolutely crucial that we bring opportunity to every single part of the UK by making sure our spending, tax, investment and regeneration priorities bring about meaningful change.

Wonkhe have a blog: Downing Street has announced a new white paper on the levelling up agenda. Jim Dickinson asks if the MP leading the work can define it, explain it and achieve it.

Research

Industrial Strategy Challenges – The House of Commons Public Accounts Committee published a report on UK Research & Innovation’s Industrial Strategy Challenge Fund. The Industrial Strategy Challenge Fund (ISCF) was set up to help address some of the complex issues the UK economy faces, including long-term low productivity and living standards. It was designed around four ‘grand challenges’: future mobility; clean growth; artificial intelligence and data; and the ageing society. Below are a summary of conclusions and recommendations within the report, compiled by Dods.

  1. UKRI’s Challenge Fund is insufficiently focused on what it is expected to deliver in terms of benefit to the UK. Recommendation: UKRI, working with the Department, should clearly set out, by October 2021, what it expects the Fund to deliver. This should include its impact on jobs and economic impact in the short, medium and long term.
  2. We are not convinced that UKRI’s and the Department’s approach to intellectual property generated by the Fund adequately protects taxpayers’ interests. Recommendation: UKRI should re-examine its current approach of not holding a claim on intellectual property generated through the Fund. It should write to the Committee by July 2021 setting out the results of its review and explain how it intends to best protect the taxpayers’ interests and maximise the value from taxpayer investment in the future.
  3. The Department has not yet made clear how it will make sure the UK will meet the target to spend 2.4% of its GDP on R&D by 2027. Recommendation: The Department should develop, and then publish, by October 2021, its plan setting out the steps it will take to meet the 2.4% spending target by 2027.
  4. Despite its focus on collaboration between companies of different sizes, the proportion of smaller companies benefiting from the Fund has declined. Recommendation: UKRI should, by October 2021, set out how it will increase SMEs involvement in the next wave of support from the Fund.
  5. UKRI is not doing enough to make sure the Fund is attracting successful bids from across the country. Recommendation: The Department and UKRI should, by October 2021, set out: the factors that are inhibiting more widespread participation in the Fund; and the steps they are taking to attract more interest in the Fund from across the UK.
  6. The elongated time taken by the Department and UKRI to provide funding to successful bidders risks putting off businesses from applying for the programme. Recommendation: The Department, HM Treasury and UKRI should set out by October 2021 how they intend to speed up the time taken to approve challenges and projects.
  7. Powers currently delegated by the Department and HM Treasury to UKRI do not strike the right balance between the governance necessary to support efficient decision making and unnecessary bureaucracy. Recommendation: The Department and HM Treasury should, by July 2021, review the conditions they place on UKRI to manage the Fund with a view to supporting more efficient decision making.
  8. The Department and HM Treasury should write to the Committee to explain the changes they have introduced together with their intended impact.

Research Culture – The Russell Group published Realising Our Potential – Backing Talent and Strengthening UK Research Culture and Environment – a report examining the current UK academic research culture and environment, including the system drivers and incentives which can create challenges and unintended consequences for researchers.  The Russell Group’s report is here

Through interviews with researchers and case studies of their own universities, the Group have compiled a Research Culture and Environment Toolkit containing practical suggestions. The report highlights the need for a more stable, long-term funding system for research. This, it says, will enable researchers to focus on what they do best: tackling challenges such as net zero, improving health and social outcomes across the UK and translating research into innovative new solutions with business. To foster ambitious, creative and innovative research the report says universities need a well-resourced and supportive research culture and environment which:

  1. Provides stable and appealing career paths, with equality of opportunity for all
  2. Values rigorous and open research, delivered through high-quality methods and high standards of research integrity
  3. Recognises and rewards the wide range of activities that contribute to an internationally excellent research environment
  4. Provides an inclusive, respectful and collegial environment in which researchers feel supported through their relationships with colleagues
  5. Prevents and addresses negative and unacceptable behaviours fairly and efficiently where they occur, including bullying and harassment.

The report is accompanied by a toolkit of practical ideas for universities, funders and publishers, including:

  • Improving long-term contractual job security for researchers, including through boosting quality-related ‘QR’ block grant funding for universities (and its equivalents in the devolved nations), and considering options to lengthen research grant funding periods and academic contracts.
  • Support for career progression, recognition and reward, including sufficient time for professional development, improving feedback provided by managers, funders and publishers, preparation for a range of career options, and ensuring evaluation, recognition and reward systems consider the wide range of activities that contribute to an internationally excellent research environment.
  • Enhancing the experience of working in research, including more recognition from funders and employers for management and leadership skills, reduced bureaucracy for researchers, access to support networks, and involving early career researchers more actively in decision making.
  • Creating inclusive and respectful environments, including dedicated schemes for those from underrepresented backgrounds and appropriate EDI-related training for decision makers, transparent reporting and investigation processes, and trialling alternative models of research groups with flatter structures.

There’s a blog on Wonkhe by Grace Gottlieb, co-author, excerpt:  A recurring theme in the interviews was the importance of broadening what we value in research. There’s a growing appetite to recognise the rich variety of contributions that individuals make to the research endeavour – hiring, promotion, and grant criteria are a good place to start. The Principal Investigator who puts supporting colleagues before publishing papers deserves recognition. The PhD student who has ideas for how to make the institution work better should be listened to. The postdoc who gains experience in another sector should be celebrated.

Amanda Solloway, minister for science, research and innovation, welcomed the new report, saying:

  • R&D will be crucial to helping the UK build back better after the effects of the pandemic and in building a bolder and brighter future for everyone. Therefore, it is vital that those seeking rewarding careers in working on the most important global challenges, feel empowered and enthusiastic about doing so.
  • The government has made R&D a key priority and as part of the R&D Roadmap committed to developing a People and Culture strategy that will look to ensure the UK is the best place in the world for scientists, researchers and innovators.
  • That is why I am really pleased to see the Russell Group are taking steps to look at how we create conditions for researchers to thrive, to collaborate, and to succeed – making sure the UK continues to lead the world in research and innovation.

Research Professional explore the Russell Group report. The article is worth a quick peruse. Snippet: …it seems to bear little resemblance to the lived reality of being a precariously employed researcher in the fiercely competitive environment of a research-intensive university, beset by the need to publish and capture grant income, create impact and keep ahead of the paperwork, while simultaneously seeking long-term career opportunities driven by cycles of the Research Excellence Framework..

Appointments

  • Business Secretary Kwasi Kwarteng has announced the appointment of Indro Mukerjee as the new CEO of Innovate UK. Mukerjee is described as “a highly experienced technology executive and business leader with a track record of leading innovation and technology commercialisation at businesses of all sizes across the world – from publicly listed and multinational corporations to new venture and private equity backed technology companies. He will take up the post immediately and will be tasked with transitioning Innovate UK from a grant funding body to an agency focused on driving economic growth by working with companies to de-risk, enable and support innovation, while unleashing private sector investment into research and development. As part of this, he will develop and implement strategies for investments that promote the UK as a global leader in R&D and technologies of the future, while cementing the UK’s place as a global science superpower. More info and a biography is available in the Government’s press release.
  • Chris Grigg has been appointed as Chair of the new UK Infrastructure Bank, which will launch in an interim form on 17 May 2021. Grigg will lead the Bank’s board and set the strategic direction of the organisation during an initial three-year term. The UK Infrastructure Bank (UKIB) – headquartered in Leeds – will receive an initial £12 billion of capital and £10 billion of government guarantees, which will enable it to unlock more than £40 billion of financing for key projects across the UK. It will prioritise investment in projects that help tackle climate change to help the UK to meet its net zero target by 2050, and level up the country by supporting regional and local economic growth.
  • The Prime Minister appointed Lord Browne of Madingley to the Council for Science and Technology (CST) as its new independent Co-Chair. The CST is the government’s highest-level advisory body on science and technology, advising on issues that cut across the full range of the government’s responsibilities. Members of the council are leading figures in the science and technology community, including representation from academia and key high-tech businesses. Presidents from the national academies and the Chief Executive of UKRI participate as ex-officio members. Lord Browne will co-chair the council alongside the Government Chief Scientific Adviser, Sir Patrick Vallance.
  • Dr Alison Cave joins the Medicines and Healthcare products Regulatory Agency (MHRA) as Chief Safety Officer. Alison is a pharmacologist with a PhD in biochemistry. Her long career includes significant academic and regulatory experience, the latter initially at the Medicines Control Agency and then in senior roles within the Vigilance and Risk Management of Medicine Group at the MHRA and the European Medicines Agency (EMA). Most recently she was an Industrial Strategy Challenge Fund Director at UK Research and Innovation.
  • Professor Trevor McMillian, Vice-Chancellor of Keele University, has been announced as the new chair of Midlands Innovation (MI). MI is a partnership of eight of the region’s research-intensive universities that collaborate on research, development and innovation.

ARIA – The Public Bill Committee finished its scrutiny of the ARIA Bill and has reported without amendment. The Bill will be carried over into the next Session of Parliament.

Admissions

PQA: the Department for Education consultation closes this week and we preparing to submit our response.

Exams – Ofqual confirmed that students who receive a teacher assessed grade this summer will be eligible to take GCSE, AS or A level exams in the same subject in autumn 2021.

  • exam boards will have to offer exams in all GCSE and A level subjects and AS exams in biology, chemistry, further maths, maths and physics; exam boards will be able to offer AS exams in other subjects if they wish exams will be in their normal format, with no adaptations made
  • grades will be determined by a student’s performance in an exam for all subjects, except for art and design qualifications
  • AS and A level exams will be held in October, while GCSE exams will take place in November
  • For Vocational and Technical and Other General Qualifications Ofqual has confirmed the details of the framework, which will require awarding organisations that normally provide assessment opportunities between September and January, to make those assessments available to learners who were eligible to receive a result through a teacher assessed grade if they wish to improve on it.
  • as assessments, progression and grades (including requests for additional consideration).

And another blog: Wonkhe: Demand for higher education is up. But with so much uncertainty surrounding this year’s exam cycle, how can universities select students in a way that’s fair? Mark Corver runs the numbers.

Work Experience

Luminate & Prospects published the Early Careers Survey 2021: Work Experience During a Crisis  report highlighting that work experience has been scarce during the pandemic and students undertaking opportunities are more likely to have been unpaid and worked in person.

  • Since a quarter of students lost their work experience opportunity as a result of the pandemic, just 17% of students have undertaken work experience in the last year.
  • University students said that the biggest barrier to finding work has been having the required work experience for the vacancies they were interested in.
  • Internships were most likely to have been face-to-face (44%) while 21% were blended (virtual and in person) and 35% solely online.
  • Nearly two-thirds (59%) of students said they had not been paid for their work experience with 83% of sixth form/college students working unpaid compared to 52% of university students. Female and BAME students were more likely to work unpaid.
  • More than half (51%) of unpaid work experience lasted for at least four weeks and one in six worked without pay for more than six months.
  • Students are being asked to work for longer lengths of time without pay. Sixty two per cent of university students worked unpaid for more than four weeks in 2020/21 compared to 41% in the 2018 survey. The trend was similar in the sixth form/college group with 27% compared to 18% in 2018.
  • Despite the majority of students finding work experience useful for developing skills, how programmes are delivered, the duration and whether they are paid have an impact on how much value students get out of them with paid, face-to-face opportunities the most useful. Generally, the longer a student spends on a programme the more value they deem it to be for developing skills.

Research Professional give a more detailed description on the report.

  • Surprisingly, despite the pandemic and despite many employers moving online, when students did manage to secure work experience, much of it was face to face. This was particularly true for first-generation students: 43 per cent of these students worked in person, compared with only 36 per cent of those with two graduate parents—a finding that the report suggests could be to do with digital poverty.
  • But what really concerned the report’s authors was that most work experience was unpaid. This was true for 52 per cent of university students who responded and was particularly the case for women and students from Black, Asian and ethnic minority backgrounds.
  • Comparing the data with stats from 2018 also suggests that students are being asked to work for longer periods without pay. Some 62 per cent of university students worked unpaid for more than four weeks in 2020-21, compared with 41 per cent in the 2018 survey. One in six students worked unpaid for more than six months.
  • As the report points out, this raises ethical and legal questions about asking young people to work for free (particularly face to face during a pandemic), as well as concerns about fairness. When work experience opportunities are particularly hard to come by and particularly important for a graduate jobs market that looks likely to be tighter than ever, should they really be open only to those able to work for free?
  • It is especially worrying since students from low-income backgrounds are also less likely to take part in other extracurricular activities that are seen as helpful for boosting employability, as two reports from the social mobility charity the Sutton Trust revealed earlier this year. The charity called on universities to offer bursaries to fund work experience and offer more employability skills as part of their courses.
  • Pressure on universities to do more in this area is likely to increase as attention turns from online learning to what students have missed out on more broadly and how to make it up to them—and deter them from demanding refunds as they make the kind of links between their higher education experience and job and salary prospects that this government has long encouraged.

Research Professional continue by exploring what employers value:

  • …another piece of research on work experience—with a smaller sample size—published by Prospects and carried out by the University of Edinburgh’s careers service.
  • This found that employers valued long-term and varied extracurricular activities and cited work experience as one of the most important factors in recruiting, while students reported that their work experience had enabled them to test out different work environments and to clarify their personal values and career aspirations. The past year will have lessened these benefits for both sides.
  • But the report also found that employers valued creativity, problem solving and critical thinking, and they cited self-management, flexibility and resilience as key attributes. In many cases, these attributes will have been strengthened rather than weakened by the challenging year just gone. Crucially, though, the report identified the importance for students of reflecting upon what they had learned from their experiences.
  • It may be that universities could help mitigate some of the losses in opportunities that students have had this year by developing ways for them to reflect on the different experiences they have had during the pandemic.

A parliamentary question on graduate career support: To ask Her Majesty’s Government what plans they have to introduce an employment support scheme for recent university graduates.

Access & Participation

The Equality Hub has begun recruitment for the new Chair of the Social Mobility Commission (SMC). The interim co-chairs, Sandra Wallace and Steven Cooper, will cease their cover role by October 2021 at the latest. The chair will lead the SMC in promoting social mobility both within and outside Government, oversee work to strengthen the evidence base and improve public understanding of how opportunity is created and made accessible to all. We can expect an announcement on the appointment of the new chair by the summer.

Catch up: Figures released in response to Parliamentary questions reveal that just 93,000 pupils across England have started to receive tutoring under the Government’s catch up programme (equivalent to just 1% of school pupils). Among those eligible for pupil premium, who are most likely to have struggled to learn remotely during lockdown, 41,850 are receiving tutoring – equivalent to just 2% of those eligible for pupil premium. The figures also show that just one in 8,277 pupils are being supported by an academic mentor under the scheme, with mentor support so far reaching just 23,000 children.

International

Colleagues with an eye on the international situation may wish to follow the APPG for International Students meeting next Wednesday, 12 May.

Graham Stuart MP, Parliamentary Under-Secretary of State at the Department for International Trade, and the Minister responsible for the International Education Strategy, will update the APPG on the Government’s progress

HEPI

You can read the latest HEPI blogs here, or follow the selected links below:

Student Loan Overpayments

The Guardian reports that the Student Loans Company is sitting on more than £18m in overpayments by nearly 60,000 graduates and other former students since 2015. The SLC has said it cannot make refunds without correct contact details. But the Higher Education Policy Institute says responsibility to avoid overpayment should not fall on graduates.

The short version is that SLC rely on graduates to repay by direct debit in the final stages of repayment, otherwise they overpay. Once overpaid the SLC struggle to reach the graduate to repay the sum as contact information is out of date.

Research Professional provide the in depth version:

  • Thousands of graduates are still owed millions of pounds after overpaying their student loans…Overpaying is one thing…The scandal, though, is that so much of the overpaid money has not been refunded to its rightful owner.
  • Two years ago, Research Professional News revealed the extent of the problem in England. According to data we eventually obtained on appeal after our initial freedom of information request had been rejected, more than £28 million in overpaid student loans had accumulated in government bank accounts between 2009 and 2018, unclaimed by its rightful owners.
  • Our investigation was followed by two years of reform at the SLC—including the launch of an online repayment service designed to make it easier for customers to manage their student loan and to help avoid over-repayment. So have the changes worked? The short answer is probably ‘sort of’. But there is still much to do. 
  • in the two years since our last investigation, a further £5.45m in unclaimed overpayments has amassed in government bank accounts. This is not exactly what success looks like. …What the data tell us is that the SLC has steadily improved in terms of the amount it is collecting in overpayments per person. For example, the 26,840 people who are owed a refund after overpaying in 2019-20 are due an average of £78. In contrast, the 7,650 people who have had unclaimed overpayments resting in government accounts since 2015-16 are owed an average of £671 each. The average amount owed declines each year for which we have information.
  • The unfortunate reality is that many people will never be reunited with their money. For example, two years ago, our figures showed there was £6.3m in unrefunded overpayments made in the year 2015-16. This year’s data show that £5.1m—or 81 per cent—of that money remains unclaimed. 
  • Likewise, data from two years ago showed that £5.9m of overpayments made in 2016-17 had not been refunded. That amount is now down to £4.4m—meaning that three-quarters of the money from 2016-17 that lay unclaimed in 2019 is still sitting in government bank accounts. 
  • Clearly, all of this money is not going to be returned to its owners. Because loans can take years to pay off, and the overpayments are taken at the end of the repayment process, the SLC simply does not know how to get in touch with the people owed the money. Say it takes 15 years to repay a loan. How often did you change your home address, email address and phone number in the 15 years after you graduated? Did you tell the SLC each time? 
  • A spokesman for the SLC told Playbook that improvements made in the past two years had “resulted in a 38 per cent drop in the amount over-repaid since 2018”. He added that the SLC was contacting “every customer two years prior to the end of their loan [to] urge them to switch their repayments to direct debit during this period”, which reduces the risk of overpayment.  
  • “In addition, we now automatically refund customers, and last year we automatically refunded £3.5m, but we can only do so if we hold up-to-date contact information,” the spokesman added.

Covid

The Office for National Statistics have published the latest experimental statistics from the Student Covid-19 Insights Survey which explores the pandemic impact on HE students. This data relates to the period 15 April to 22 April 2021.

  • The proportion of students who reported reducing the number of people they met with statistically significantly decreased from 94% in March 2021 to 56% in April 2021; as lockdown restrictions had been eased in England.
  • More students left their accommodation to go to the shops for something other than groceries or the pharmacy (61%), to spend time outdoors for recreational purposes or exercise (81%), to travel to different areas (34%) and to study indoors (27%) compared with previous months
  • Average life satisfaction scores among students continued to improve, increasing from 5.2 (out of 10) in March 2021 to 5.8 in April 2021; however average scores still remained statistically significantly lower than the adult population in Great Britain (6.9 out of 10).
  • The proportion of students reporting a worsening in their mental health and well-being since the start of the autumn term 2020 continued to fall, decreasing from 63% in March 2021 to just over half (53%) in April 2021.
  • The proportion of students reporting feeling lonely decreased to 22% in April 2021; however, this is still greater than the 6% of the adult population in Great Britain reporting the same over a similar period.
  • Almost half of students (48%) reported they had met up with family or friends they don’t live with indoors; this was more than double who reported the same in March 2021 (21%).
  • The proportion of students who were living at the same address as they were at the start of the autumn term 2020 increased from 76% in March 2021 to 82% in April 2021; the number of students who said they were currently living with their parents dropped between March 2021 (41%) and April 2021 (36%).

Student Complaints

The Independent Adjudicator for HE published their annual report on student complaints.

Complaint numbers and outcomes

  • Received 2,604 new complaints in 2020, 10% more than in 2019 (2,371) and their highest ever number.
  • Closed more than 75% of cases within six months of receipt.
  • In total, 25% of cases were justified (5%), partly justified (10%), or settled in favour of the student (10%). This is slightly higher than in recent years.
  • The remaining 75% of cases were either not justified (42%), not eligible (19%) or withdrawn (14%).
  • In addition to the practical remedies recommended, the OIA made Recommendations or settled cases with financial remedies totalling £742,132.
  • They also made Recommendations totalling £264,142 on complaints arising from the closure of GSM London, which are recorded separately. The highest single amount recommended was just over £30,500.

Complaints received by domicile

  • 67% were from Home students and 9% were from EU students
  • 24% were from non-EU students

Complaints received by level of study

  • 56% were from Undergraduates
  • 36% were from Postgraduates and 7% were from PhD students
  • Despite PG and PhD students making up 25% of the student population, they accounted for 43% of complaints

Nature of complaints

  • Complaints about service issues increased significantly (43% of complaints received compared with 29% in 2019) – these related to issues such as facilities, course delivery, teaching hours and research supervision, and included complaints about disruption caused by industrial action and the Covid-19 pandemic.

Received fewer complaints about academic appeals (33% compared with 48% in 2019). This is likely to be largely due to the use of “no detriment” or safety net policies during the pandemic. This category includes complaints about academic matters such

Inquiries and Consultations

Click here to view the updated inquiries and consultation tracker. Email us on policy@bournemouth.ac.uk if you’d like to contribute to any of the current consultations.

Other news

Mature students: Advance HE published the article What mature-age students need from online higher education it has an Australian focus so we’ve not included the statistics here but it is worth a very quick read.

EPI comparison: EPI research A comparison of school institutions and policies across the UK compares schools policies in England, Scotland, Wales and Northern Ireland, analysing major changes since devolution.

  • School spending per pupil is currently greatest in Scotland (£7,300), followed by England and Wales (£6,100), and Northern Ireland (£5,800) – with Scotland’s higher level driven by a recent boost to teacher pay.
  • England has the highest level of funding for disadvantaged pupils of the UK nations through its Pupil Premium policy.
  • Schools with more disadvantaged pupils in Wales are most likely to struggle with resources.
  • Pupil-teacher ratios are lowest in Scotland, at just 16 pupils to every one primary teacher, compared to 21 pupils per primary teacher in England, Wales and Northern Ireland.
  • While in theory schools in Scotland, Wales and Northern Ireland have more power to shape their own curriculum with less government involvement, in practice schools in England report the least government involvement.
  • Devolution has generated significant benefits for the UK nations – but researchers warn the continued divergence also presents challenges for comparing education systems, and could put pupils moving between countries at a disadvantage.  

Changing health: Future Health report How the healthcare sector can support the UK economic recovery has a series of recommendations on how the Government should shift the healthcare policy environment post-Covid. The recommendations have implications for R&D investment, skills and apprenticeships.

  • The Covid vaccine development and rollout is testament to the strong UK life sciences and health innovation base built up over successive Governments.
  • Recommendation 1: The Government should refresh the life sciences strategy post Covid and Brexit to set out an ambitious, co-ordinated future healthcare and life science sector strategy to attract inward investment, growth and jobs to the UK
  • Recommendation 2: The Government should explore expanding and reforming R&D tax credits to ensure that the UK remains competitive with other global markets in life sciences
  • Recommendation 3: The Government should increase the national proportions of R&D investment in centres of healthcare research excellence across the UK; seeing these centres as hubs for regional growth and playing a central role in levelling up. It should also look at incentives to attract private sector investment into the UK’s regions that supports the healthcare sector
  • Recommendation 4: Government should set ambitions within accountability frameworks for public services to demonstrate an active role in the delivery of economic growth in their areas
  • Recommendation 5: The Government should run a well-funded ‘Armed Forces style’ campaign to inform and encourage people into the full range of healthcare sector careers. The NHS should be able to hold the apprenticeship levy at a regional level to invest flexibly in apprenticeships, skills and training opportunities for healthcare sector staff
  • Recommendation 6: The Government should utilise the new ONS Health Index to set targets for delivering on its ambitions for improving healthy life expectancy
  • Recommendation 7: Central funds assigned for ‘levelling up’ should include a role for the healthcare sector and have an ambition to improve the nation’s health and reduce regional health disparities
  • Recommendation 8: Changes to Public Health England should be used to create a co-ordinated and dynamic health and wealth agenda within Government that seeks to unlock the potential of the healthcare sector to drive economic growth and reduce population health inequalities

Schools: Education Minister responds to Petitions Committee request for more information on diversity in the curriculum

Online: Times Higher has a collection on safe and ethical online teaching offers advice on responsible data handling and learning analytics as well as on ensuring respectful conduct online and providing help to students from a distance. And a contribution from BU’s Andy Phippen on why cybersecurity should be taught across universities.

Tender success: Research Professional report that the firm owned by the peer embroiled in Boris Johnson’s flat redecoration row won a Student Loans Company tender.

Civic Universities: Research Professional – how to spot a civic university.

Quack: And if you’ve had ‘one of those weeks’ here’s a story about a HE big duck.

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HE Policy Update w/e 30 April 2021

Parliament has prorogued at close of business on Thursday, returning for the State Opening of Parliament on Tuesday 11 May. Despite this it is likely the news will continue apace particularly with the post qualification admissions consultation responses coming in thick and fast. This week’s policy update has NEON’s admissions response. HEPI have a paper out on student sexual consent, and there was significant parliamentary activity in the HE sphere with oral questions, topicals and the Universities Minister in front of the Education Committee.

Government Direction for HE

Michelle Donelan, Universities Minister, was questioned in the regular accountability session by the Education Committee this week. The committee examined the Government response to the Covid challenges for HE, particularly learning, job-seeking and mental health. They questioned the minister on antisemitism, race hate and Islamophobia in universities. They also heard the Government’s plans for widening the scope of HE and their programmes to tackle levelling up. A summary of Donelan’s responses, prepared by Dods, is here. The session was illuminating when reading between the lines to see which policies the Government’s ardour for has cooled, which they’re in a pickle about (but determined to continue to intervene), and which they will continue to push.

In short (topics in bold so you can pick out your interest areas):

  • Donelan refused to consider student compensation for the Covid changes to their educational experience.
  • Donelan would not state whether the Opportunity Areas would continue after 2021. However, on the contentious matter whereby some of the most deprived areas of the country were not selected as opportunity areas she responded that these areas would get investment and other initiatives dedicated to them, not just from the DfE but from other Government departments. Wonkhe say the Opportunity Areas announcement will be made between May and the summer.
  • Careers support – the DfE is preparing a package of measures (developed in conjunction with universities) for the Covid graduates facing a hostile job market.
  • Donelan also stated that employers would take into account that graduates had missed out on placements and course content when making their hiring decisions.
  • Donelan evaded a response on whether Access and Participation Plan funding should be contingent on universities offering degree apprenticeships but assured the committee that there would be more on offer across the country.
  • Sector stability – Donelan said that no institution was “imminently about to go into financial liquidation” and “not one single university” had accessed the Government’s “restructuring regime” safety net.
  • Donelan provided a woolly response on post qualification admissions: she acknowledged that there were different opinions on the efficacy of the initiative and encouraged everybody to get involved with the consultation before it closed on 13 May 2021 because the Government wanted to engage with people to make sure they got this right.
  • On free speech Dods summarise the exchange:
  • Hunt cited research by Policy Exchange that had said “almost 50 per cent of right-leaning academics in non-STEM subjects self-censored their work” because of pressure and asked what the Government meant to do to ensure these academics felt comfortable to conduct their research.
  • Donelan agreed this was a concern not just for academics but also for students and visiting speakers and said that the Government had recently published a paper on this which had proposed creating “a champion of free speech” and establishing “a statutory tort”.
  • Citing a 2018 OfS board paper that had found “no evidence of free speech being systematically suppressed” in universities, Kim Johnson suggested this creation of a free speech champion was just “an intensification of Tory culture wars”. Donelan did not agree and insisted this was a measure to encourage free speech for all students and academics.
  • Kim Johnson asked Donelan to explain why it was appropriate for someone in her position to describe “decolonising the curriculum” as “a Soviet Union-style censoring of history” and asked if she would apologise for her remarks. Donelan replied that she was happy to email Johnson the podcast of her comments and defended her position.
  • On Universities who do not wish to sign up to the International Holocaust Remembrance Alliance definition of anti-Semitism Donelan stated the DfE would “continue to urge all universities to sign up to this” and said that the Government was looking at whether it should be “potentially mandating universities to publish incidences” to “highlight whether the definition is having an impact on the ground”. Sacking individual academics who did not conform to the definition was also discussed.
  • Wonkhe reported that Halfon (Committee Chair) discussing the University of Bristol antisemitism investigation into an academic’s comments asked Donelan: Why would you not intervene, to deal with this and tell Bristol, the Vice Chancellor that enough is enough, and that we’re not living in 1930s Germany, and that they should deal with this problem and make sure that Bristol University is not a hostile environment to Jewish students.” Wonkhe’s daily briefing also stated the heated language fuelled stories in several newspapers…The Guardiani News, the Telegraph, the Evening Standard, and the Mailreport on the call for greater consequences for universities failing to tackle antisemitism.

Wonkhe also have a good blog delving into the accountability session which is worth a read. It begins:

  • Maybe there was never a golden era of select committee scrutiny, when members had actually read up on their brief and held ministers to actual account for their promises. Either way, much of the session felt surface-level and shouty – eminently clippable for Twitter, but not actually serving the public in any meaningful way.
  • The committee never really got close to exploring some of the potentially uncomfortable contradictions inherent in the government’s free speech agenda and its views on antisemitism, but it did at least get near to a related issue – that the government is intending to legislate over free speech (where there are already specific legal and regulatory duties) but is not intending to legislate over campus racial and sexual harassment and misconduct (where there are no specific legal and regulatory duties).
  • Underpinning the whole discussion – from an antisemitism perspective, a mental health perspective and from a gender based violence perspective – is the ongoing, undefined sense that universities have a “duty” to provide a safe environment and a “duty” of care over students – without ever properly establishing those duties, or providing sanctions for those that don’t exercise them.
  • Contrast that with the agenda over freedom of speech. Both Tom Hunt and Jonathon Gullis highlighted, exaggerated and embellished some of the dodgier stats from that Policy Exchange report, with the latter demanding to know why the “woke mob” is “ruining higher education”…
  • It was left to Fleur Anderson (Lab, Putney) to gently point out some of the potential contradictions:
  • You mentioned that you would be considering or actually bringing in free speech work as to be tied to universities’ registration conditions. But before when we were talking about the IHRA definition of anti-Semitism, and about sexual harassment conditions, you said you wouldn’t be bringing that in as to tie that into universities’ registration conditions, and you’d be waiting for consultations and seeing how it goes – why is it that you would bring it in for free speech, but not for those two other areas of high concern for students?”
  • Ian Mearns (Lab, Gateshead) wanted to know why there’s not been an immediate inquiry – given that in schools there is to be an urgent review of the situation:
  • Why don’t you mirror that in universities and where, in universities victims of harassment and assault often complain of being left in the dark about the outcome or the progress of university investigations and quite often feel that their disclosure has been a waste of time, traumatising, but fruitless? So is it not requiring more urgent ministerial action than a statement of expectations from the Office for students?”
  • Donelan said that UUK will be publishing a report and that she’d be meeting with OfS, which does make you think her theory of change might be faulty.

Minimum entry requirements to HE: Finally Wonkhe’s data guru, David Kernohan, provides modelling to demonstrate that there’s a clear relationship…demonstrating that a minimum entry qualification rule would disproportionately affect young people from disadvantaged backgrounds (no levelling up here!) and that we have a problem in retaining students from disadvantaged backgrounds anyway.

Research

Advanced Research and Invention Agency – here’s the latest progress on ARIA.

  • The grouped amendments to the Bill have been published.
  • The Bill has now completed the Committee stage and will be returning to the Commons for its Report stage and Third Reading. No date is currently scheduled but it will be during the new parliamentary session as Parliament will prorogue at close of play on Thursday.

Government response – Meanwhile the Commons Science and Technology Committee published the government response to their report on the proposed new high-risk, high-reward research funding agency (now known as ARIA).

Wonkhe summarise:

  • It sees further push back on the idea that ARIA should have “explicitly defined ‘missions’ or ‘challenges’ … set by central government”, confirming that the new agency will see the research focus set by programme managers rather than ministers.
  • It is revealed that these programme managers will be paid outside of usual public pay restrictions, pending approval with HMT. The response demonstrates further commitment to the wording on the face of the bill on a separation from UKRI – I went through the bill (almost) line by line at the time. The response also covers work underway to examine any “bureaucratic constraints” on UKRI.

Hancock Speech: Matt Hancock spoke at the Association of the British Pharmaceutical Industry annual conference. He spoke of the UK becoming a life sciences superpower and stated three things the Government and, separately, industry could do to realise this ambition.

Government

  1. Examine regulation and trial design: “research and clinical research and regulation, how it’s regulated, making sure that it is dynamic, modern, fit for purpose, where we have a big role to keep constantly making sure that we regulate for science and safety, and not for bureaucracy”.
  2. Get investment right: through the likes of the Life Sciences Investment Programme
  3. Developing skills: noted the Life Sciences 2030 skills strategy

 Industry

  1. Manufacturing and the location of manufacturing: Spoke about the importance of fostering homegrown manufacturing capabilities. The Government has established a new Manufacturing Transformation Fund as an incentive; and Hancock has asked the Life Sciences Council to lead on this work.
  2. Backing genomics: The Government has asked the Medical Research Council to develop a proposal for a UK Functional Genomics Initiative, through this initiative Gov want to make the UK a world leader in new approaches to understanding how genetic changes cause disease, and through that, the validation of drugs targets, later this year they’ll be launching our genome UK Implementation Plan.
  3. Clinical research: wants to make the UK the most advanced and data-enabled clinical research environment in the world. Said he set out the next steps with a £20m investment in the new data-driven Find, Recruit, and Follow-Up service for clinical trials.

Funding Cuts – here are some excerpts from oral questions with Universities Minister Donelan which bring home the impact of the Official Development Assistance budget cuts:

  • Kirsten Oswald: The Universities of Glasgow, Leeds, Liverpool, Newcastle and Coventry have all been leaders in the global challenges research fund. With the cuts to ODA, they are now having to find additional seven-figure funding to keep life-saving research going. Is this really the Tories’ fabled levelling-up agenda?
  • Michelle Donelan: The Government recognise the importance of supporting international research partnerships and the UK research sector, especially our universities. Our commitment to research and innovation was clearly demonstrated by the recent Budget announcement that we are increasing investment in research and development to £14.6 billion. International collaboration is central to a healthy and productive R&D sector and, as a result of the policies of this Government, UK scientists will have access to more public funding than ever before.
  • Stuart C. McDonald: Twelve flagship research hubs were supposed to run projects lasting five to 10 years in support of the sustainable development goals. Some of those projects are midway through clinical trials on humans but, thanks to the recent cuts, might not be able to continue, thereby jeopardising both the research and research jobs. How on earth can the Government justify funding cuts to research projects in the middle of human clinical trials, in clear violation of medical ethics?
  • Michelle Donelan: The hon. Gentleman might like to take up his question with the Department for Business, Energy and Industrial Strategy, which is ultimately responsible for research. On 1 April, BEIS set out an additional £250 million of funding for R&D—as a result of which, as I have said, UK scientists will have access to more public funding than ever before—taking the total Government investment in R&D to £14.9 billion in 2021-22, despite what the Opposition would have the public believe.
  • Alan Brown: Because of the ODA cuts, universities have reported that research contracts have been terminated, sometimes with just a few hours’ notice. This has undermined trust between researchers, universities and UK Research and Innovation, and it also means that research commissioners now require a risk assessment on the UK Government’s ability to honour contracts. Why does the Minister think it is acceptable that the UK Government’s promises mean so little that they need to be risk assessed?
  • Michelle Donelan: On the actual ODA allocations, BEIS is currently working with UKRI, all global challenge research funds and its Newton fund delivery partners to manage the financial year 2021-22, including by determining which projects will go ahead. Its delivery partners have been communicated with, and award holders will set out the next stages of the review of ODA funding next year and explore the options available for individual programmes.

Separately, Wonkhe report: The House of Lords Science and Technology Committee has written to Boris Johnson and Rishi Sunak to urge action on government funding cuts to scientific research. The committee recommends that the government ensures adequate funding for UK’s participation in Horizon Europe, maintains funding for research in developing countries, and recommits to spending £22bn on research and development by 2024-25.

Parliamentary Questions

Racial harassment

This week there was a BBC3 documentary on racism in universities with interviews with students who experienced racial incidents or harassment whilst at university.

Wonkhe tell us:

  • The programme explored the students’ experiences of making a complaint to their institution, suggesting that none had found that the process offered the redress they were hoping for.
  • David Richardson, vice chancellor of the University of East Anglia and chair of the Universities UK advisory group on tackling racial harassment, who was interviewed for the show, put the view that universities are systemically and institutionally racist, and invited Adey [the documentary journalist] to follow up in the summer of 2022 when Universities UK plans to review progress on its racial harassment work. His comments are coveredin the Guardian. The documentary received reviews from the Guardian, the Telegraph, and i News.

Also there is a Wonkhe blog from November 2020 – David Richardson explained why he believes universities are institutionally racist – and what can be done about it.

Sex and Relationships

HEPI published a new poll and a report on sex and relationships among students (shorter content here). Dods provided a summary of the report – contact us if you wish to access this. Or read on for excerpts from Research Professional’s coverage here and here:

  • Hepi surveyed just over 1,000 students, 58 per cent of whom strongly (26 per cent) or slightly (32 per cent) agreed that students should have to pass a quiz on sexual consent before beginning their studies.
  • Some 59 per cent of students asked said they were “very confident” about what constituted sexual consent, but just 30 per cent said they were confident in navigating consent issues after drinking alcohol. Only 6 per cent of students said they strongly agreed that their previous education had “prepared them for the reality of sex and relationships in higher education”.
  • The findings of the research are split into three sections: knowledge and attitudes; experiences and behaviours; and other issues.
  • It is a wide-ranging report that covers freshers’ attitudes to sex (“Only 16 per cent of students say: ‘When first going to university, I was excited about having sex’”); the challenges of higher study (40 per cent of female students “report that symptoms of their periods may have stopped them from doing their best effort in academic assignments”); and safety (36 per cent are only “fairly confident” about “who and how to contact someone” if they are concerned about an aspect of sex such as bullying, coercion or regret).
  • universities are under pressure to improve how they tackle complaints of sexual harassment…Recently, the Everyone’s Invited website, which publishes accounts of sexual harassment in education, released the names of more than 100 universitieswhere students alleged they were sexually harassed or abused.
  • On our news pages yesterday, we also carried comments from Jess Phillips, shadow minister for domestic violence and safeguarding. Speaking at a Westminster Higher Education Forum event earlier this week, Phillips raised concerns that institutional autonomy had left a “patchwork of provision for victims”, and that national standards and guidance were needed to tackle sexual harassment in higher education.
  • During the conference, Phillips, Labour MP for Birmingham Yardley, called on universities to make sure they were offering “proper support and care” to victims. She said they also needed to explore “how we actively prevent perpetration in our institutions and how we deal with perpetrators”.

The Times Higher also covers the consent test.

HEPI blog: The Commission on Race and Ethnic Disparities report and disaggregating BAME in higher education

Admissions

report, published by the University and College Union (UCU) and National Education Opportunities Network (NEON) ,says “a move to post-qualifications applications (PQA) is essential in creating a fairer, student centred university admissions system. It also shows how the move could lower excessive workloads for school, college and university staff.”

Wonkhe: DK has taken a look on Wonk Corner.

Dods explain the thinking further: the case for PQA is presented as three-fold:

  1. Enabling widening access by removing application via predicted grades: Over 80% of these grades are incorrect leading to students being potentially ‘under-matched’ to courses they could apply to.
  2. Enhanced performance of students at Level 3: Removing unconditional offers and predicted grades will enable teachers and students to focus more clearly on Level 3 studies.
  3. Improving graduate outcomes and the student experience: Nearly half of all students who enter HE via clearing or who are from a BAME background are unhappy with their choice of course or institution. This level of dissatisfaction is unacceptable and shows that reform of how students make HE choices is required.

The student-centred PQA model describes HE admissions as a three-phase process. Drawing on the evidence regarding how young students make HE choices, admissions is defined as beginning significantly earlier than in the PQA models outlined in the government consultation document. These three phases are:

  1. Supporting choice: Year 10 to A-Level/Level 3 examination results announced
  2. Application and decision making: HE application week early August to end September
  3. Entry in HE: From the first to the final week of October when term starts for year 1 students

The student-centred model has 7 distinctive features that address the challenges associated with moving to post-qualifications applications:

  1. Strengthened information, advice and guidance (IAG) on HE
  • Fundamental to making a PQ applications model feasible is a significant strengthening in the IAG offered to learners before they apply to HE.
  • It is proposed in the report that this strengthening would have five elements:
  • an entitlement to 10 hours per year of HE IAG from year 10
    • in addition to the entitlement, a national student futures week at the end of year 12 when students would focus solely on learning about future post-compulsory education options through visits to HE, sessions with students etc
    • revising the present Gatsby Good Career Guidance benchmarks related to HE IAG
    • a national collaborative outreach project such as the Uni-Connect programme
    • a ‘study choice check’ where students undertake online course focused questionnaires to better understand course(s) they have expressed an interest in and their fit with them.
  1. Expression of interest point to engage students/HEIs pre-application
  • A strength of the current system is that students need to engage with HE choices whilst in school/college in order to apply for HE.
  • To retain this strength students would, via UCAS, ‘express interest’ in up to five courses in the January of the year of examinations. This information would be passed onto HE providers.
  • Expression of interest would meet the following challenges in a post qualifications applications system:
  • Completion of the application form accurately by students – at this point students would register with UCAS and upload personal statement, reference and background information reducing the need for support in HE application week.
  • HEIs understanding future course demand – this will give valuable information to HEIs on potential course demand which they can then use in their planning.
  • HEIs engaging with students who wish to enter their institutions – enabling greater support for potential applicants in particular those from specific groups e.g. disabled students and refugee/asylum seekers.
  • Making A Levels a less ‘high stakes’ examination – transparent use of other assessment mechanisms including references, personal statements and interviews/tests will help alleviate the focus on examinations only that may be heightened in a PQA system.
  1. Flexibility to allow interviews/auditions before application
  • Delivering interviews/undertaking auditions is seen as a major challenge in a post-qualifications applications system due to the compressed window available for this activity.
  • This report shows there are at least six options available for HEIs wishing to deliver interviews/ auditions in a post-qualifications applications system. These include:
    • delivering interviews/auditions for all students who express an interest in before examination results are announced
    • delivering interviews/auditions utilising digital technology after examination results
    • using admission tests to either replace interviews or to enable filtering of students who can then be interviewed before examination results are announced. Such additional testing is common in other countries.
  • For those institutions/courses where interviews are deemed essential, the report illustrates that it is still possible to deliver these before examination results are announced.
  • The report does discuss though the need for a more in-depth discussion regarding the role of interviews in HE admission and the extent to which they may undermine attempts to contextualise admission to high-demand courses.
  • Another option discussed for policymakers here is to reintroduce AS Levels which to allow prior potential to be gauged more accurately and hence enable filtering for high demand courses
  1. A greater focus on transparency
  • At present the HE admission system does not meet the principle of transparency which is one of the five principles from the 2005 Schwartz review of fair admissions to HE.
  • Students are not systematically informed of the relative importance placed on the different forms of assessment of their potential used by HEIs.
  • In the SC model students would be told exactly what weight is placed on references, personal statement, interviews/tests/auditions and examination grades in percentage terms by HEIs in deciding whether to offer a place to a candidate.
  1. More targeted support for widening access students in HE application week
  • The risks that additional burdens would fall upon schools/colleges to support students, in particular from widening access backgrounds, at the point of final application are real and must be addressed.
  • Improved IAG and the expression of interest point would help but greater support for students from widening access backgrounds is required.
  • This support could come via an enhanced Uni-Connect programme, personalised contact via email/letter/face-to-face and HEIs using the experience they have gained from delivering clearing to offer support during the final application and decision phase.
  1. Fewer course applications processed to improve efficiency and choice
  • In 2019 in England, Scotland, Wales and Northern Ireland there were:
    • 1,965,090 applications made to HE providers via the UCAS main scheme
    • 1,444,795 offers made to students
    • 428,610 acceptances.
    • Of these applicants 73.6% of students accepted the offer from their first choice provider.
  • There are over 1.5 million applications that do not lead to any productive outcome in a system where the vast majority of students enter their first choice provider.
  • For administrative efficiency and to aid students in their decision making, in the SC model the number of applications released to HEIs could be reduced to three from the five applications, with the other two only released if candidates are not placed via their first three choices. Alternatively, they could be just reduced to three.
  1. More flexibility in when the academic year begins
  • At present the timing of the academic year is not uniform. It can begin from mid-September to mid-October depending on the provider and can finish from late May to early July.
  • The timing of the academic year should remain the decision of HEIs. It is feasible though, as shown in the report, to deliver the academic year beginning with an induction week that starts in late October and finishes mid- June.
  • A late October start is therefore a possible option for HEIs to explore in a post-qualifications applications model to give greater time for HEIs to process applications and students to prepare for HE entry

UCU general secretary Jo Grady said: After years of campaigning by UCU and others, we are finally on the cusp of tackling the unfairness in university admissions. But too many organisations seem wary of the bold reform that will end the use of unfair predicted grades. This report shows the blight of predicted grades must end if we are to remove the disadvantages students currently face. It also shows the impact of changes to the admissions cycle on universities and staff can be easily overcome, and highlights the benefits to both staff and students that a post-qualifications applications system will bring. The time has come for a truly student centred approach to university admissions, and we must not settle for half measures.

NEON director Graeme Atherton said: A post-qualifications applications system is a gateway reform that can assist in widening access to higher education, improving graduate outcomes and providing the impetus for a long overdue focus on the information, advice and guidance that students receive on their journey to higher education. The report outlines a roadmap to how we build this new system.

We’ll see more commenting on post qualification admissions over the next few weeks as the consultation on the topic is set to close on 13 May.

HEPI blogs:

Access & Participation

Hardship Funding: Universities Minister, Michelle Donelan, has written to the OfS to provide guidance on the distribution of hardship funding. She writes that the OfS should use the existing student premium funding mechanism to distribute the funding, taking into account the following priorities:

  • That funding is targeted towards those providers who recruit and support high numbers of disadvantaged students, reflecting where this funding is needed most to enable students to continue with their courses and achieve successful outcomes.
  • That full-time and part-time students will both be at risk of experiencing hardship resulting from the pandemic, but full-time students may be particularly affected, e.g., due to changes in their location of study.

Donelan also outlines details of payment, terms and conditions, and monitoring, e.g. the funding must be fully spent this academic year.

COSMO Study: A new study to follow the outcomes – educational, career and wellbeing – for 12,000 year 11 students across England will be the largest study of its kind to find out how the pandemic has affected them.  The study, called the COVID Social Mobility and Opportunities (COSMO) Study, will receive £4.6 million from the UK Research and Innovation (UKRI). It will be led by researchers from the UCL Centre for Education Policy & Equalising Opportunities and the Sutton Trust.

The Sutton Trust has commissioned an additional sample of young people from disadvantaged backgrounds who showed academic potential before the pandemic, to look in more depth at the impact on their chances for social mobility. This work will be funded by XTX Markets.

Quick News: Published a few weeks ago – a description of the constant adjustment a first in family student experiences.

Turing

On Monday oral questions covered an exchange on the Turing scheme. It shows the Government as steadfast in their decisions and unmoved by the reduction in funding available under the scheme:

  • Carol Monaghan (Glasgow North West) (SNP): The Government have stated that they want more disadvantaged students to participate in Turing, so how does the Secretary of State assess the success of this scheme for disadvantaged students, and will he commit to an annual report to Parliament on these figures?
  • Gavin Williamson (SoS Education, Conservative): We have already seen a really high level of interest from both institutions and, most importantly, students in the new Turing scheme. They recognise that they want to seize the opportunities on a global scale as against being constrained by the European Union. That is why I have every confidence that we will have such an enormous success with the Turing scheme and it will be truly transformative to young people’s lives.
  • Matt Western (Shadow Universities Minister, Labour, Warwick and Leamington): This is a Government of illusion. The Prime Minister said that there was no risk to Erasmus, then it was gone, replaced with the Turing scheme, which Ministers said would improve opportunities. But a quick look at the scheme shows that for cost of living, Turing offers just £490 of support—£140 less than Erasmus—while for travel costs, only a fraction of students are now eligible whereas under Erasmus+ all students were eligible for up to £1,300. In tuition fees, there is no support, whereas it was guaranteed under Erasmus for free. Could the Secretary of State just be straight with students and confirm that Turing equals Erasmus minus?
  • Gavin Williamson: I am afraid the hon. Gentleman obviously is not very familiar with the scheme. Actually, there are a number of slight inaccuracies in what he stated. I would be happy to send him the details so that he can undertake some homework and understand it a little bit better in future.

Exchange: Turing+ (Erasmus): Prior to this, on Sunday, Chris Skidmore wrote for Research Professional to turn the tables and put the onus on universities to find solutions to the Erasmus demise. He writes:

  • Higher education does not have to wait for the government to step in. It should flex its autonomy by demonstrating its ability to create an exchange scheme—not in the mould of Erasmus+, but one that will allow European or international students to study for, perhaps, a term rather than a year. The creation of modular-based provision should help, although such a scheme still needs to be financed.
  • There are two options worth exploring. The first is to use the Turing scheme almost as a down payment on establishing reciprocal agreements with universities abroad that admit Turing students, so that UK universities act in return as host institutions for their students, creating, in effect, a Turing+. The second, possibly more radical, option would be to explore how an exchange scheme might be created together with industry, so that students from abroad could come to the UK to study first for a term or a fixed period before taking up a placement in a company. The company might then help fund the cost of the exchange.
  • Many details would need to be worked through and many barriers overcome to deliver this, but the idea is worth exploring. After all, how did the Erasmus scheme begin?
  • UK universities have the chance to be bold rather than wait timidly for the government to deliver. After all, what is autonomy for if not to benefit students and teachers?

Skidmore also offers to work with any university to create such a scheme, and states: I’ve already had conversations with several academics and understand that, with final Erasmus+ funding ceasing by 2022, an exchange scheme would be needed from September 2022. This gives time to begin creating a pilot scheme. After all, Erasmus started small and so could a new scheme that allows for inbound mobility. If its success is proved, and companies are able to come on board, who knows where it might lead?

International

A QS poll reported in the Guardian finds 47% of prospective international students would choose to  study in the UK because of the rate of vaccinations in the country. 17% of respondents said they thought the government was handling the rollout better than anywhere else; the UK was more popular than the US, Canada, Australia and Germany. 17% also stated the vaccine had made them bring forward their plans to study abroad, while more than half (56%) said they were focusing their search on countries in which a successful vaccine programme was being implemented. However, 45% didn’t believe the UK had handled its broader pandemic response effectively.

  • Nearly two-thirds (58%) of the students also thought the UK was becoming more welcoming to international students thanks to the reintroduction of post-study work visas, following several years of immigration policies seen as hostile to overseas students. However, European students perceived the UK to be less welcoming since they will have to pay higher international fees from September as a result of Brexit.

Wonkhe: The fourth instalment of the IDP Connect International Student Crossroads research finds that of the more than 6,000 prospective international students polled 64 per cent are prepared to comply with a requirement for a vaccine passport, but 30 per cent say they want more information before making a decision. 29 per cent would be prepared to pay the full cost of quarantine, and 43 per cent to pay some of the cost.

Research Professional have more details on the QS poll.

Universities to manage red list quarantine push: The Government avoided responding to concerns raised in oral questions over the quarantining of international students at high cost: International students are hugely important to our universities. With India added to the red list, there is real concern that the cost of hotel quarantine will be a deal breaker for some. Can the Minister tell us whether universities will be allowed to manage the quarantine system for themselves, which they are well qualified to do, and how soon could that be resolved? If not, who or what is the obstacle? Instead Donelan stated that international students are eligible for hardship funding.

Following this the Chair of the All-Party Parliamentary University Group, Daniel Zeichner has written to Universities Minister, Michelle Donelan, on government plans to allow individual universities that have the capacity and capability to manage the mandatory quarantine of international students arriving from red list countries to do so, and whether this has been discussed with colleagues in the Department for Health and Social Care. Wonkhe summarise:  Zeichner expresses concerns that requiring these students to self-isolate in hotels will reduce capacity in the wider quarantine system and affect the student experience of students arriving in the UK, who might be better served self-isolating in university owned accommodation.

Wonkhe summarise: i News says that universities in Scotland are in talks to pilot a hotel quarantine scheme to allow international students from red list countries to self-isolate upon their arrival to the UK while also reporting that many students from India are cancelling their flights to the UK due to the cost of hotel quarantine.

Also a parliamentary question asks what plans the Government has to support international students enrolling onto HE courses at the start of the 2021-22 academic year within the covid-international travel framework.

Another question asks whether Red list incoming international students can quarantine in their university accommodation. The Government have issued a holding response stating it isn’t possible to answer this within the allotted timescale. The final answer will pop up on the same link once it is released.

China: Wonkhe: The think tank Civitas has published a report on the relationship between the UK and China and the challenges posed by China’s growing centrality in world affairs. Noting the economic reliance of the UK and others on Chinese exports across a range of industries, the report points out China’s aspiration to remodel its economy around major high tech industries. The report cites concerns that the Chinese state engages in intellectual property theft and warns that UK universities may be producing research that is of use to Chinese military. Recommendations include that the UK makes science and technology a core policy priority, screening of Chinese foreign investment, and more robust protections against research abuses and intellectual property theft

 Quick News

Covid

The Government have released new HE provider data on coronavirus reporting for the Autumn and Spring 2020/21 academic terms. There were a total of 75,546 confirmed coronavirus cases from 1 August 2020 to 7 April 2021 (estimate: autumn = 59,596 cases; spring = 16,950)

  • Of the total 67,571 were confirmed student cases (estimate: autumn = 55, 291; spring = 12,352)
  • 8,975 confirmed staff cases (estimate: autumn = 4,377; spring = 4,598)
  • In the week to 13 January, there were 2,854 confirmed student cases and 1,227 confirmed staff cases.
  • In the week to 7 April, there were 71 confirmed student and 21 confirmed staff cases, representing falls of 98% for both staff and students compared to the week to 13 January.

Questions

A parliamentary question confirmed that students planning to study abroad in 2021-22 will not be prioritised for the vaccine and will have to wait for their age group to be vaccinated. This week’s topical questions tentatively touched on whether students are wise to expect to be resident at universities from the new academic year starting in September:

  • Dr Luke Evans (Bosworth) (Con): Although I do not have a university in my constituency, I do have many young people who travel to universities up and down the country. They are concerned—financial concerns, accommodation, freshers’ and concerns—about going back to university in September and October. What are the Government doing to ensure that there is a smooth return for those who have already attended and a welcome for those who are new to university?
  • Gavin Williamson (SoS Education, Conservative): I think we are all very much looking forward to welcoming all university students back, and we very much expect to be seeing that as part of the next step. I would like to thank universities for the work they have been doing to ensure that universities are covid-secure, including extensive testing of students in universities and the greater availability of the home testing kits that we have been able to deliver on. We will continue to work with Universities UK, the Russell Group and the whole sector to ensure that students are able to return to university safely at the earliest possible moment and that we are able to welcome a new cohort of students in September.

Empathy: Wonkhe: Ben Vulliamy interrogates social media commentary on the student experience during the pandemic and concludes we should try to understand, rather than just react.

AI in Education

Jisc published AI in tertiary education – A summary of the current state of play. The report aims to summarise the types of AI applications that are available in education today and provides impact case studies. It also considers legal and ethical issues and briefly speculates on what AI applications might be available in the near future. Press release here.

The National Centre for Artificial Intelligence (AI) in Tertiary Education also launched this week. It seeks to embed immersive technologies in university and college education. The initiative – which has been welcomed by global technology companies including Amazon Web Services, Google, and Microsoft – is led by Jisc and supported by innovation-focused universities and colleges throughout the UK. It will initially be staffed by a dedicated team of seven AI experts, plus consultants and partners from industry and education.  The National Centre aims to deliver AI solutions at 60 colleges and 30 universities within five years, (supporting the Government’s AI strategy) as announced by Digital Secretary, Oliver Dowden, in March.

Jisc’s Director of Edtech, Andy McGregor, says: Universities and colleges are at a critical juncture. COVID showed the possibilities technology offers in delivering courses remotely. AI offers the chance to help every student reach their highest potential by offering highly personalised education. However, this will only work if AI is used to augment the important role teachers play in education, and if ethics are at the forefront of implementing AI tools.

Parliamentary Questions

  • Quality: What steps the Office for Students (OfS) has taken since the Secretary of State for Education wrote stating that the OfS should not hesitate to use the full range of its powers and sanctions where quality of provision is not high enough”.
  • Nursing: To ask the Secretary of State for Education, what support is planned to provide to universities to meet the additional (a) educational workforce and (b) physical capacity requirements that will result from the increased number of students embarking on nursing degrees in the 2021-22 academic year. Donelan responded that they proposed to reform the Strategic Priorities Grant for 2021/22 to ensure that more of taxpayers’ money is spent on supporting higher education provision which aligns with national priorities. This includes the reprioritisation of funding towards the provision of high-cost subjects that support the NHS and wider healthcare policy (which includes nursing), high-cost STEM subjects, and subjects meeting specific labour market needs. Specifically on capital funding, we want to be assured that capital funding is adding real value and that investment is focused on key government priorities, such as nursing, and supports provision with excellent student outcomes. In 2021/22, this funding will be allocated through a bidding process that will target specific high-impact projects and activities that offer better value for money for students and taxpayers

Inquiries and Consultations

Click here to view the updated inquiries and consultation tracker. Email us on policy@bournemouth.ac.uk if you’d like to contribute to any of the current consultations.

Other news

Field studies: The QAA has published updated guidance on the ongoing implications of the pandemic for placements and practice-based courses to include field work.

G7: the UK, Canada, France, Germany, Italy, Japan, the US and European Union have agreed to the G7 Digital and Technology Ministerial Declaration and Annexes which set out the G7’s commitment to working together across: Internet Safety; Data Free Flow with Trust; Electronic Transferable Records; Digital Technical Standards; Digital Competition and critical digital, telecoms, and ICT supply chains.

Knowledge Exchange: Evaluating academic engagement with UK legislatures was a recent event offered as part of the universities policy engagement network. You can read the report here.

Essay Mills: A slightly shocking Wonkhe blog – Essay corruption on an industrial scale – about the 1000 essay mills that are available to students!

Graduate prospects: Wonkhe –  The Institute of Student Employers has declared that graduate recruitment is bouncing back, as it released the results of a survey of graduate employers, which found that the majority of top recruiters have either stabilised or increased their recruitment in 2021. Of the 135 employers surveyed, 48 per cent are recruiting at the level as last year, while 36 per cent have increased their hiring.  Research Professional tell us: There is, however, “considerable shrinkage” at retail and consumer goods employers, with 38 per cent cutting graduate recruitment in the aftermath of a year of on-and-off lockdowns.

Mental Health: Advance HE has been commissioned by Student Minds, the UK’s student mental health charity, to design an impact evaluation framework for the new University Mental Health Charter Programme.

  • The Charter framework was created with thousands of staff and students to support universities across the UK to adopt a whole-university approach to mental health and wellbeing. The Charter Programme brings together universities committed to university mental health to share practice and create cultural change.
  • Advance HE’s impact evaluation seeks to capture and review the perceived outcomes, process and experience of participating in an intervention encouraging settings-based approaches to improving mental health and wellbeing. The framework will detail an overarching strategy for assessing the long-term impact of the Charter, and will translate the impact at individual universities into an index of impact at programme level.
  • In addition to the impact evaluation framework, Advance HE is conducting a baseline assessment of those interested in participating in the Charter programme and Award, to understand their views and perceptions of the Charter, and to identify within areas such as university culture, policies, process and practice where change is likely to happen.

Prosperity Plan: The Covid Recovery Commission, which consists of the UK’s leading business figures, has published the report –  ‘Ambition 2030: A Partnership for Growth’ – which sets out a blueprint for a National Prosperity Plan. The Plan is designed to help create globally competitive industries in every part of the UK, deliver on the government’s net zero commitments and reduce the economic and social inequalities that have been widened as a result of the pandemic. Key to the Prosperity Plan is the creation of a National Prosperity Scorecard. This would set specific metrics against the Government’s ‘levelling up’ plans to assess and track progress on a key set of social as well as economic indicators including employment and benefit dependency rates as well as health and educational outcomes. Local leaders would also be tasked with developing their own Local Prosperity Plans to help drive growth in every part of the UK

Influencing Policy: A great blog on why influencing policy means a different way of working to academia.

Civic Universities: Colleagues can access this (free) conference by the Civic University Network on 18-20 May.

HEPI also have their usual prolific offering of blogs. Including:

Queen’s Awards: The winners of the Queen’s awards for Enterprise have been announced. These are businesses, not universities, but interesting due to the categories of:

  • innovation
  • international trade
  • sustainable development, and
  • promoting opportunity (through social mobility).

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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HE policy update for the w/e 25th March 2021

Welcome to your catch-up edition of the policy update. We bring you all the news from last week and from this week so far – it’s doom and gloom for research funding.

Parliament rises for Easter recess on 25 March so the Policy Update will be back to its regular slot from w/c 19 April. If there are major HE happenings during recess we’ll bring you a short Easter special!

Research

There’s been a lot of research news in the last ten days. The biggest announcements follow.

FUNDING

The House of Commons Library have a useful research briefing: The future of research and development funding; the webpage also summarises the recent Government funding commitments and announcements made in relation to research funding.

Aid funded projects: Previously 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) exacerbated by a fall in GNI as a result of the pandemic). UKRI wrote to universities with further details about the impact of its £120m budget shortfall. The letter appears to confirm that grants which have been awarded but not started will be cancelled.

Dods report: Christopher Smith, UKRI’s international champion, wrote that the funder will work with the institutions “to maximise the benefits from the limited funding we have available” but that it is “unavoidable that some grants will need to be terminated”. He also said that by reprofiling and reducing grants, UKRI would look for ongoing longer-term awards to remain active. But the situation looks bleak for a many grant holders. “It is our current assessment that we would be unable to provide funding for the majority of awards beyond the amount currently agreed up to 31 July 2021,” Smith wrote, adding that UKRI “will not be liable for the cost of new activities entered into after receipt of this letter”. “The reduction in Official Development Assistance spend also means that we are unable to initiate any new awards where proposals have been submitted but have not reached the grant award stage,” Smith added.

Even the Department for Business, Energy & Industrial Strategy (BEIS), which provides ODA funding for UKRI, had its allocation halved by the foreign secretary Dominic Raab, from £1.4bn in 2020-21 to £706m for 2021-22. UKRI’s allocation has been almost halved to £125m for the upcoming financial year, despite Raab saying R&D funding is ringfenced. The cuts will also affect large numbers of researchers and project staff overseas who collaborate with UK institutions on ODA-funded projects.

The full UKRI ODA letter is here.

Research Professional report that 10 more UK R&D funders will also see their aid budgets slashed, including:

  • Royal Society
  • Academy of Medical Sciences
  • Royal Academy of Engineering
  • British Academy
  • British Council
  • UK Space Agency
  • Met Office

QR funding: 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.

Funding cuts overall:  Greg Clark, ex-BEIS Secretary of State and the current Commons Science and Technology Select Committee Chair, has written to the PM expressing his concern over the funding cuts to scientific research. He states that it is deeply concerning that at the very moment when the whole country recognises the importance of scientific research and when a Government has been elected with a promise to double the budget for research, that the science budget should be facing immediate and substantial cuts involving the cancellation of current research.

He states that leading scientists have expressed alarm at the consequences of:

  • The suggestion that Horizon Europe (£2 billion per year) will be funded from the BEIS science budget instead of additional to the budget as it was whilst the UK was a member of the EU. He highlights it would reduce the UKRI budget to a quarter which would reverse two years of intended increases and mean that the ambition for Britain to be a Science Superpower would be deferred for much of this Parliament
  • The reduction of the ODA budget and that this would have whole-system impacts in the UK and overseas
  • The lack of support for medical research charities suffering fundraising income falls of 41% as a result of the pandemic (other non-research frontline charities have received Government support). He states: It is clearly of huge public importance that medical research that can save millions of lives should not have to be cancelled. The Association of Medical Research Charities proposed a Life Sciences-Charity Partnership Fund to use the Government’s existing commitments to increase science funding to allow these research programmes to continue, but the Government has not yet taken this or something similar forward.

He concludes: In the midst of a global pandemic, where we owe so much to science, and at a time when the Government has rightly chosen to double our national commitment to science, it would be paradoxical if science funding were cut. Knowing how personally important the UK’s strength in science is to you and to the Government, and at this moment of maximum recognition of its impact, I would appreciate your personal attention to resolving this urgent situation.

2.4% GDP research funding target will be missed: Dods: The UK is likely to miss its target of spending 2.4% of GDP on research and development by 2027, analysts have warned, as funding cuts cast doubt on a key pillar of the government’s strategy to rebuild the post-pandemic economy.  A new study published today, accompanied by a blog from the Higher Education Policy Institute (Hepi) has shown that governments consistently fail to hit R&D targets linked to GDP and suggested economic uncertainty and progress so far showed the UK was on course to do the same.

BEIS Oral Questions – a non-update on research funding but telling in its own manner. At Oral Questions both Carol Monaghan (SNP Spokesperson for Education) and Chi Onwurah (Shadow Minister for Science, Research and Digital) asked when the UKRI budget would be confirmed, and if funding for association with Horizon Europe would come out of this budget, or a separate pot. Minister for Science, Research and Innovation, Amanda Solloway, stated that details would be announced “in due course”.

Research Bureaucracy

The Government launched a new independent review into UK research bureaucracy aiming to identify new ways to free up researchers to pursue world-class research by removing unnecessary red tape that wastes the time of UK researchers. It will look to identify practical solutions to bureaucratic issues faced by researcher such as overly complicated grant forms that quire in-depth factual knowledge, a lack of clarity over funding available to researchers, and having to provide the same data multiple time in different formats to different funders. The review will be led by Professor Adam Tickell, VC at University of Sussex. The system-wide review will conclude by early 2022, with interim findings due to be published in autumn 2021. It will involve broad engagement with the whole UK research community, with a particular focus being placed on research undertaken in higher education institutions. Tickell has stated that he is open minded about the outcomes of the review but he does not expect it to result in the abolition of the Research Excellence Framework (REF). We anticipate a call for evidence will be issued as part of the review process. Here are the review’s terms of reference.

Research Professional dive in with their usual welcome irreverent analysis and unpicking of the review details in greater depth here. Their piece begins: Sophocles’s tragedy of Oedipus is the story of a man who sets out to discover who committed the terrible crime that has brought misery to his city, only to find that he was the perpetrator of the deed. The Westminster government has announced a review of university research bureaucracy—could it be about to discover that excess bureaucracy might have something to do with the party that has been in government for the past 10 years? Read on here.

Amanda Solloway, Science & Research Minister, said: As we build back better by unleashing innovation, it’s crucial that we create a research environment that harnesses this same scientific speed and endeavour. This review will identify how we can free up our brightest minds from unnecessary red tape so they can continue making cutting edge discoveries, while cementing UK’s status as a science superpower. The Minister’s words are interesting as they sound more suited to the ARIA announcements.

Ottoline Leyser, CEO of UKRI, commented with warm words too: UKRI welcomes this independent and system-wide review to enable a reduction in unnecessary research bureaucracy, wherever it is found. The goal is to free up time for researchers and innovators to devote to their many vital roles at work and outside it. We are already making strides within our Simpler and Better Funding programme, which aims to make the funding process as user-friendly as possible for applicants, peer reviewers and awardees, as well as those who work with them. We look forward to supporting BEIS in delivering this review and working with them to create a research and innovation system that delivers for everyone.

Professor Julia Buckingham, President of UUK: We very much welcome the opportunity to challenge the parts of the research system which can restrict university staff and students from delivering impactful research.

ARIA: The Department for Business, Energy and Industrial Strategy (BEIS) has published the rationale and intended purpose for the Advanced Research and Invention Agency (ARIA) outlining its design principles and financial backing. The new funding agency aims to cement the UK’s position as a science superpower. The full report is available here. The ARIA bill will travel through 3 more hurdles of parliamentary detail before you read this update (there’s even a Library paper summarising the Bill). And the Government means to see this one through as they have even tabled a carry-over motion which would allow the Bill to be carried over to the next parliamentary session if not completed in this session (Parliament is due to be prorogued due to the local elections). So far ARIA has received its second reading and will now be scrutinised line by line at a Public Bill Committee. A shorter summary can be read here.  The Committee will report by 27 April 2021. The Government have not announced where the new agency will be located.

Well worth a read is Wonkhe’s reading-between-the-lines content analysis on what was said during Dominic Cumming’s appearance before the select committee during their examination of ARIA last week. And former science and universities minister Chris Skidmore writes in ConservativeHome advocating for the high-risk-high-reward ARIA model and stating that the shift in the UK’s research model is overdue. He says that projects will undoubtedly fail and there will be accusations of money being wasted, but that these are crucial for the UK’s advancement toward being a science superpower

It is clear that MPs from both sides are broadly supportive of ARIA but questioning where the cost (cuts) will come from to fund the new agency. Research Professional have succinct pithy coverage of this, excerpts: Ed Miliband (Shadow Business Secretary): “[Dominic Cummings, former chief adviser to the prime minister] was also at the select committee meeting…saying that Aria would solve the problems of civilisation. That is all very well, but I fear that these cuts seem to be coming right here, right now; and we cannot launch a successful moonshot if we cut off the power supply to the space station.” And: “We support Aria but it deserves clarity. These are people’s jobs. This is incredibly important work and I hope he is fighting with his friends in the Treasury as hard as he can to give people that clarity and avoid the cuts.”

Clinical research: Matt Hancock announced the Government’s vision for the future of clinical research delivery. The NHS will be encouraged to put delivery of research at the heart of everything they do, making it an essential and rewarding part of effective patient care. This means building a culture across the NHS and all health and care settings that is positive about research, where all staff feel empowered and supported to take part in clinical research delivery as part of their job.

More detail here.

Mobility

Welsh Erasmus: The Welsh Government has announced plans for their own new scheme to replace Erasmus+. The new International Learning Exchange will start next year and aims to enable 15,000 participants from Wales to go overseas over the first four years, with 10,000 reciprocal participants coming to study or work in Wales. The Welsh Government is backing the scheme with a £65 million investment starting in academic year 2022/23 with commitment to 2027. The scheme will be developed by Cardiff University in collaboration with education and youth sector partners ahead of its launch. The Welsh programme is intended to:

  • Enable reciprocal exchanges (whether based on physical mobility or co-operation remotely) between educational and training institutions as well as youth work settings in Wales and internationally
  • Support, as far as possible, the entire range of activities which have been available to learners in Wales under the EU’s Erasmus+ programme 2014 – 2020
  • Build on the success of Global Wales in developing links with priority countries across the world, including the US, Vietnam and India, and supporting an ambitious range of scholarships that will attract the best and brightest students from across the world to study in Wales;
  • Ensure that opportunities are available to the widest range of learners and young people, including underrepresented groups, those with additional learning needs and protected characteristics
  • Include additional flexibilities, notably allowing for shorter exchanges involving higher education and support the capacity building necessary to facilitate a wide range of participation.
  • Potentially, it will also support exploratory exchanges to broker international research partnerships
  • Align closely with the Welsh International Strategy

The full written statement from the Welsh Government is here.

So while Welsh institutions will be able to participate in the Turing Scheme in 2021-22, they will also continue to benefit from Erasmus+ exchanges deferred from last year due to the pandemic and the new scheme. The Welsh Government said its scheme would fill the gaps Turing leaves. There is a comparison of the schemes on Twitter which makes the similarities and contrasts stark. Of course Scotland has been particularly vocal in their consternation of the Turing scheme and has been campaigning to rejoin the EU Erasmus+ programme. However, the EU appear to have turned Scotland’s hopes away  with Commission president Ursula Von Der Leyen stating that as a “constituent nation” of the UK, Scotland could not associate independently with the scheme.

The BBC, the Guardian and the Independent cover the Welsh scheme, and Wonkhe have a blog –  replacement for Erasmus puts Welsh higher education firmly on the map.

Turing Troubles

The Friday before last the window for institutions to apply for funding for 2021/22 through the Turing scheme opened up. The programme guide is here. Grumbles abound for the financial (lack) of coverage for the scheme – see the Independent, and the latest programme guidance from the Government notes that there may be less financial support overall through Turing than there was through Erasmus.

Meanwhile last week English universities floundered at the complexities involved in drawing down the Turing funding within the very short window of opportunity – this Research Professional article highlights the difficulties:

  • [After the release of information and webinars]…leaving just 16 days to complete the form, including one weekend and the Easter holidays—it’s actually nine working days, including the day of submission.
  • Only one submission can be made per institution. The application form requires some poor soul to list every single student exchange activity across every discipline in their university for the next 12 months. So, for example, if one student in geography is heading out to Prague in October, that has to be logged alongside the cohort of 40 engineers heading to Toulouse in December. It all has to be based upon projections—including coming up with a number for how many disadvantaged students will be involved—and will be subject to revision during reporting of how many of those engineering students actually made it on to the plane.
  • It would be fair to say that there were more questions than answers at the webinars. As one clearly frustrated participant posted in the Teams chat: “The whole application seems like an enormous amount of work. The word count for the first section is 8,500 words, plus 500 words for every month students start, plus a breakdown by country. This was advertised as less administratively burdensome than Erasmus, but that doesn’t seem to have been the outcome.”
  • … Apart from the obvious weakness in the scheme—it does not have much of the functionality of Erasmus and will fund fewer people—the rollout of the scheme is proving to be both a rushed job and a burden for universities.
  • That is not unexpected. It is an obvious outcome of trying to replace a genuinely ‘world-class’ international exchange scheme with a cut-price domestic alternative in three months

Turing is not the popular replacement scheme the Government intended.

Parliamentary News

New Shadow Universities Minister: Research Professional (RP) have interviewed new shadow universities minister Matt Western. Confirming the job offer was a surprise and acknowledging his lack of professional HE prior focus. However, RP state they see evidence of passion from the shadow universities minister. Read the interview in more depth here. Some excerpts:

  • “I have a real concern about where this government wants to take the higher education sector,” he says. “The question is: What is their ideology? What is the belief about the value of higher education?
  • He questions the recent research cuts – I’m extremely worried about it, because we have a sector which is not just regarded globally as excellent but which actually has huge scientific research, cultural and social value—and which makes a massive contribution to us as a nation. In all those senses, it’s something we should be building on, not cutting,” he says. And goes on to confirm support for ARIA but fears a zero sum game: “The government wants to put money into the Aria scheme, which I’m not against—actually, I’m positive about the Aria scheme—but my concern is that this is going to be a substitutional [investment] and the money is going to be found from elsewhere.”
  • He criticises the Government’s obsession with free speech on campus as poor prioritisation: “This is a government that seems to be unable to get its priorities right, other than making attacks on ideology,” Western says. “[Williamson] is a secretary of state in a government that has no appreciation of the value of our universities and has decided to go on the attack in some sort of culture war.”

The article states Western is cognizant of student concerns (Warwick University and many students reside within his constituency) and he wrote to private landlords to urge leniency in rent rebates (to no effect), is a supporter of the blended learning approach universities have provided throughout the pandemic, worries for student mental health and believes more hardship funding should be provided by the Government. He confirms Labour’s manifesto position to abolish tuition fees.

On Turing: “The Turing scheme sounds…like not even a half-baked idea at the moment,” he says. “The amount of coordination and work that needs to go in to deliver it…It is almost as if the government has deliberately designed it so that they’ll get very few people taking up the scheme.” And on Turing’s short deadlines: “How on earth you’re supposed to turn that round in [such a short time], goodness only knows,” Western says. “Just the administration and bureaucracy of it will, I think, impact very negatively and you could see very few people taking it up as a result—and I think that is shocking.”

Adult Skills & Learning Response: The Education Committee  published the Government response to its report on adult skills and lifelong learning (A plan for an adult skills and lifelong learning revolution).  The Committee called for an ambitious and long-term strategy and identified four key pillars to revolutionise the adult education system. In short, the Government response mainly defers to the Skills for Jobs White Paper, and Lifetime Skills Guarantee. Big recommendations, such as retaining the Union Learning Fund, or removing restrictions on ELQ funding were a ‘no’.

Augar: Research Professional:

  • The government has published letters exchanged late last year between the Council for Science and Technology and prime minister Boris Johnson on implementing the 2019 review of post-18 education and funding.
  • The letter from the council, signed by its co-chairs Patrick Vallance and Nancy Rothwell, declines to comment on the funding aspect of the review but notes that any reduction in funding would “seriously damage the government’s important goals in research and development” and warns against “unintended consequences”.
  • It suggests the government should focus on building incentives that support greater diversity and coherence in the education system. “The government should aim for complementarity and mobility between the further and higher education sectors,” it says, with “well-aligned pathways” that are easy for students to navigate and employers to understand.
  • Johnson responds by saying the government wants higher education to “focus relentlessly on outcomes for the individual, on skills for the nation and on rigorous academic standards”.

Admissions

The OfS have published stern words on admissions and confirmed that unconditional offers are still banned:

  • We expect universities and colleges to do their part to admit and support the most disadvantaged students by continuing to meet commitments in their access and participation plans. In some cases, this will mean looking beyond grades to identify potential by understanding the context in which those grades have been achieved.
  • All prospective students should be able to make decisions that are right for them. Last year we banned ‘conditional unconditional’ offers – offers which only become unconditional once an applicant accepts them as their firm choice instead of offers from other institutions. This was to ensure that students were not being put under unfair pressure to accept offers which may not be in their best interests. Universities have started making offers to students who will start courses in the autumn and this ban remains in place for this year’s admissions cycle.
  • We have already seen potential evidence that some universities and colleges may not be complying. For example, cases have been drawn to our attention where large numbers of unconditional offers are being made or where offers are based solely on predicted grades – rather than the grades students go on to achieve. We will be investigating these instances further and have powers to impose fines where our rules have been breached. I welcome the update Universities UK has made to their agreement on fair admissionspractices which will help guide universities and colleges in this admissions cycle.
  • Most importantly, it is vital that students starting this autumn do not face further disappointment because the quality of their course is reduced by over-recruitment and poor organisation. Universities and colleges need to plan wisely to ensure that all students have a high-quality experience. The Office for Students (OfS) will also use its powers to step in where this is not the case.
  • The burgeoning demand for higher education is a vote of confidence from students in the potentially life-changing benefits that – at their best – universities and colleges can provide. Universities and colleges must not abuse this trust by sacrificing quality for inflated intakes. 

There is a trap in here for universities, not linked to unconditional offers but more generally.  We mustn’t be “swamped” at the cost of quality, but we must also make sure that we admit high potential disadvantaged students who might not get the grades.  In other words, if the Government’s policy on exams this year again results in disadvantaged students getting lower grades and privileged ones getting higher grades, it will be the sector’s fault if we don’t somehow stop that playing out in university admissions.

Wonkhe writes:

  • Office for Students (OfS) chief executive Nicola Dandridge has written to inform the sector that the regulator still keeps a gimlet eye on admissions practice. There have been reports of an increase in unconditional offers made to avoid the coming examnishambles 2.0, and some naughty providers are making offers based on barely moderated teacher-generated predicted grades available in January rather than unmoderated teacher-generated actual grades available in June. You may well laugh, but OfS can and will intervene. Jim Dickinson got into the detailon Wonk Corner.
  • The forced removal of the all-important final level 3 exams would, in a normal world, have prompted serious questions about the seemingly inevitable march of post-qualification admissions of some sort. Deciding to put all of our admissions eggs in a single basket is a curious choice in a year when the basket is on fire. Last week also saw an important intervention from the Higher Education Policy Institute (HEPI), in the form of a collection of essays that cast doubt on the simplistic idea that post-qualification admissions would solve equality problems. And, in the OfS board papers, we learned that the OfS consultation on admissions could yet be reanimated.

You can read the HEPI essays here.

Research Professional expand on the OfS Board papers element: board papers from the Office for Students have revealed that 67 institutions asked for extra cash to help them cope with an increase in student numbers following the exam results chaos last summer. Wonkhe have a helpful short dissection of the recent board papers here.

More generally on admissions Research Professional also have a blog from a vice-chancellor which argues that shifting university admissions to be based on actual rather than predicted grades is likely to be impossible in the window between A-level results day and the start of term. He states A-levels  “simply don’t work” as a university entrance system—should be replaced with an SAT-style system, involving studying more subjects and being assessed at more points throughout the course than with A-levels. This would give students more time for learning and offer greater breadth and depth than A-levels. What is needed is a bolder approach which would transform learning, assessment and university admissions.

In the meantime, UCAS have published a report on the latest admissions cycle “Where next?  What influences the choices schools leavers make?”.  The executive summary sets out some conclusions:

  • The age at which students start thinking about HE varies: One in three applicants report first thinking about HE at primary school. Disadvantaged students are more likely to consider HE later, which can limit their choices, especially for more selective subjects and higher tariff providers. This suggests that careers information, advice and guidance (CIAG) should be embedded within primary education.
  • Students choose their degree subject before they think about the university or college they want to attend: 83% of students told us they decided on their degree subject before their university or college. This highlights the role of subject-specific outreach.
  • Decisions are most influenced by enjoyment, but employability is increasingly important post-COVID: 99% of students report making choices at school based on their enjoyment of a subject, and this is also the primary driver of degree choice. Over 50% report that high graduate employment rates have become more important to them since the start of the pandemic. Understanding what is important to individuals will help improve support for their decision-making.
  • Some HE subjects require more forethought than others: One in five students report they could not study an HE subject that interested them because they did not have the relevant subjects for entry – with medicine the most commonly cited. Students should be made aware of how choices made in school can affect later options.
  • Post-16 choices strongly influence students’ futures: 49% of English 18 year olds with post-16 vocational qualifications enter HE, but are significantly less likely to attend higher tariff providers than those with general qualifications (entry rate of 3% vs. 27%). As the roll-out of T Levels accelerates, it is vital that students know where all pathways lead when making choices in school.
  • There is a need for earlier, broader, and personalised careers information, advice and guidance (CIAG): Two in five students believe more information and advice would have led to them making better choices, and almost one in three students report not receiving any information about apprenticeships from their school.

There is a set of recommendations too.

2022 Exams: In Wales, changes will be made to how A-levels, AS and GCSEs are assessed next year, but Qualifications Wales say they hope exams can go ahead in summer 2022.

Access & Participation

Wonkhe: The Disabled Students’ Commission published a guide for disabled students on applying for postgraduate courses in the UK. The guidance covers decisions over where to study, how to pre-empt barriers students may face in applying, and provides information on available funding to ease transition into postgraduate study. For successful applicants, there is also guidance on providing information on a students’ condition, help for assessments, and advice on maintaining good mental wellbeing.

Wonkhe also talk technology in outreach: …the impact of widening participation initiatives driven by the use of technology. An attempt to support local schools around Lancaster by providing laptops and internet connectivity only started to bear fruit after schools began to provide wrap-around support services including technical support. Before this, school participation rates – as monitored by the University of Lancaster – stayed at the same rate, and only a quarter of mobile internet connections were set up.

Nik Marsdin at Lancaster and Alex Blower at Portsmouth conclude that moving outreach work to online workshops failed to take into account the disparity in digital participation. They found that work based on an understanding of community needs should support student ambassadors to provide support to help young people get online, and partnership working with other organisations can help to offer wrap-around support. Their blog: technology is not a simple fix for complex societal needs, and does not benefit participation by itself.

Mental Health

UUK describe how university mental health services are plugging the gaps that the NHS doesn’t address. Alistair Jarvis, Chief Executive of Universities UK, said:

  • Universities have worked extremely hard to transform support services to meet the challenges of the pandemic, moving counselling and advice online, building digital communities and developing new services to meet new needs. However we are continuing to see significant increases in demand for university-funded support services, which were already plugging the gaps resulting from the lack of NHS resources and funding.
  • The differing level of mental health support for students depending on their location remains a concern. We need a substantive focus on students’ mental health and wellbeing from the government, alongside student-facing NHS services to match the commitment made in the NHS Long Term Plan.

Prevent

The Government have published the new Terms of Reference for the Independent Review of Prevent.

William Shawcross, Independent Reviewer of Prevent, said:

  • These Terms of Reference will enable me to lead a collaborative and evidence-based examination of the Prevent programme to help ensure we have a robust and effective strategy to protect vulnerable people from being drawn into terrorism. I am grateful to those who commented on the previous terms of reference. Those views are reflected in these new Terms of Reference.
  • I want to find out whether there are any parts of the Prevent strategy that need particular focus or change, and I want to ensure this Review is both broad and non-partisan and engages a wide range of opinion. I look forward to assessing how Prevent works, what impact it has, and what can be done better – or differently – to safeguard individuals from all forms of terrorist influence. I look forward to hearing from many voices, particularly those who have had experience of Prevent in practice.

There is opportunity for colleagues working in this area to comment on the review.

Industrial Strategy

While the current Government are stepping away from the Industrial Strategy developed under Theresa May’s premiership it still remains influential among some parliamentarians.

Immigration

The Home Office published their New Plan for Immigration and invited views on their proposals through a consultation. The proposals include the asylum system, modern slavery, and addressing the criminal networks behind people smuggling. Dods have a short summary including Priti Patel’s introductory statement in the Commons.

Transnational Education

The Quality Assurance Agency for Higher Education (QAA) have published the new handbook for the enhancement of the quality of UK transnational education (TNE).

QAA also confirmed that the three countries participating in the QE-TNE programme for the 2021/22 academic year will be the United Arab Emirates, Egypt and Germany. These countries were selected based on criteria stipulated in the new handbook including factors such as the existing strong links they have with UK universities, as well as the size or growth of their higher education systems.

Fundamental to the new method is collaboration between QAA and local HE bodies. The approach to the quality evaluation and enhancement of UK TNE provision outlined in the handbook applies to all degree-awarding bodies across the UK on a voluntary basis and operates over the academic years 2021/22 to 2025/26.

The method maintains a UK-wide approach to the quality enhancement of TNE and supports the UK Government’s International Education Strategy, which seeks to grow the opportunity and support available to UK TNE as a key UK export.

Cyber Security Workforce

The Department for Culture, Media and Sport (DCMS) published Understanding the Cyber Security Recruitment Pool research report, which quantifies and explores the supply of cyber skills in the UK. It covers:

  • The size and geographic location of the recruitment pool
  • The types of skills and experience that are prevalent in the pool
  • Recommendations on how employers can effectively recruit from the pool

DCMS also published Cyber Security Skills in the UK Labour Market 2021. The report explores the nature and extent of cyber security skills gaps (people lacking appropriate skills), skills shortages (a lack of people available to work in cyber security job roles) and job vacancies in the UK.

You can read a summary of the key findings and recommendations for both reports here.

Parliamentary Questions

Many of the parliamentary questions over the last two weeks repeat the same themes we’ve brought you recently with no new answers. Here are those we promised you answers on previously:

Academic Engagement in Policy

The International Public Policy Observatory (IPPO) is advertising for topic specialists for their new social impact observatory. They hope to develop a network of topic specialists who can advise on, review and author IPPO’s various content streams – ranging from blogs and ‘rapid answers’ to in-depth evidence briefs and systematic reviews. If you wish to join the IPPO topic specialist network, or sign up for its newsletter and other communications, colleagues should fill in this very short survey  by 30 April.

The IPPO is a collaboration of UK academic institutions and other global networks, established to help policymakers throughout the UK address the social impacts of the COVID-19 pandemic.

Other Opportunities

  • International Conference on Science Advice to Governments (30 Aug – 2 September). Register for this virtual and free event here.
  • BEIS Consultation survey– Get your voice heard on energy policy – BEIS are keen to understand how to more effectively engage experts and stakeholders in policy making process.
  • 27 April – Universities Policy Engagement Event: Academic engagement with UK Legislatures – register here. The event will be based on a report by Dr Marc Geddes and Dr Danielle Beswick on Evaluating Academic Engagement with UK legislatures, and supported by the University of Edinburgh.
  • The latest select committee inquiries are here. Colleagues are asked to engage with the policy team when preparing their response to a select committee inquiry.

Blog: The hard labour of connecting research to policy during COVID-19 (LSE Impact Blog) – Professor Annette Boaz and Dr Kathryn Oliver. Read

Inquiries and Consultations

Click here to view the updated inquiries and consultation tracker. Email us on policy@bournemouth.ac.uk if you’d like to contribute to any of the current consultations.

Other news

LEO data: the Department for Education have published the Longitudinal Education Outcomes data for 2015 to 2016

Nurses: The DHSC announced a £25m investment in nurse training, for a new national critical care qualification for nurses and expanded virtual training:

  • Up to £15m will go to universities to invest in new simulated training facilities and technology. This will be in the form of virtual reality technology, manikins, computers and tablets, all to help nursing students practice clinical skills.
  • £10m will go to help develop a new, nationally recognised critical care qualification for qualified nurses. This will be rolled out immediately so to increase the number of people able to work in critical care.

Minister for Care Helen Whately said: We are committed to training more nurses for the NHS and supporting professional development, and this £25 million investment will provide more innovative training opportunities for nurses. Whilst there is no substitute for face to face training on wards, simulated training is a vital part of the curriculum and provides a safe space for students to develop their skills. Thanks to our investment, more nursing and other healthcare students will be able to benefit from the latest innovations and new technologies to better support their learning at this time. The funding will also recognise our critical care nurses, who have played a crucial role during this pandemic, with a new nationally recognised qualification.

Student Protests: Jim Dickinson (Wonkhe) reviews the threats to student protest posed by the Police, Crime, Sentencing and Courts Bill.

Harassment: Research Professional’s blog Harassment at home considers the erosion of professional boundaries that can occur through online teaching.

UUK: Professor Steve West has been elected as the next President of Universities UK (UUK) following a members ballot. Professor West has been the Vice-Chancellor of UWE Bristol since 2008. He will succeed the current President, Professor Julia Buckingham CBE, Vice-Chancellor of Brunel University London, from 1 August 2021 and will hold the post for two years. Alongside being a vice-chancellor, Professor West has served on the Boards of HEFCE, UUK and the Office for Students, and Chaired the University Alliance, South-West CBI, West of England Academic Health Science Network and West of England Local Enterprise Partnership. He has chaired UUK’s Health Policy Network and continues to champion the sector’s work to address a wide range of mental health and wellbeing issues as chair of UUK’s mental health in higher education advisory group.

OfS Board Papers: Wonkhe provide real insight into the OfS Board papers in a very short and digestible form.

Wonkfest: A virtual Wonkfest is taking place on 9-10 June, colleagues planning to attend should be aware they are eligible for the lower Wonkhe Plus/partner rate. Please let us know if you are planning to attend! Here’s the blurb: We’ll have sessions about the changes that universities have had to make at speed – what’s worked, what hasn’t and what we want to keep after the pandemic. From the leadership challenge, to the digital pivot to the many innovations in teaching. Inspired by our amazing community, we’ll learn from some of the best ideas that have already shaped universities for the better this year, despite the circumstances. We’ll have journalists and politicians from outside the sector to help put it all in context. We’ll look to the next several years of higher education policy – from skills to fees to quality and try and work out what’s going to happen and how to influence it. And much, much more besides.

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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 4th March 2021

After a string of very long and detailed policy updates, we have a slightly lighter one for you this week, as most government attention has been on the budget and therefore, for once, HE has not been much in the spotlight.  There have been a lot of very boring answers to Parliamentary questions but since they don’t move anything on we are letting you off.  Even the OfS has been quiet this week.

We are expecting a “big year” for HE policy, so this is a moment to catch our breath.  If you are wondering what we can look forward to, the first thing is likely to be the review of plans to allow students to return to campus “by the end of the Easter holidays”.  And at some point there will be a deluge of announcements and consultations linked to the mega list of upcoming changes announced in January and GW’s letter to the OfS about priorities.  If you haven’t already seen it, you can read more about what is coming in our latest Horizon Scan here.

Budget – big news but not for HE

As expected, not much in the budget for higher education. Press release: with links to the detailed documents here.  And other related documents via links here.

The Build Back Better plan is what it suggests, with some nods to R&D but really not a lot, and some things to look forward to.  A full response on the Review of Post-18 Education and Funding within 12 months (we were told to expect it in the November Autumn Statement). Lifelong loans consultation within 6 months.  And the Research and Development Places Strategy and People and Culture Strategy within 6 months too.

In the press, John Morgan in the THE writes about visas and the fee cap (which was already announced):

  • The government’s interim response to the Augar review had previously said it would “freeze the maximum tuition fee cap to deliver better value for students and to keep the cost of higher education under control”, which would be “initially be for one year” with “further changes to the student finance system…considered ahead of the next comprehensive spending review”….
  • But the budget document contained mention of a freeze in the English tuition fee cap, currently at £9,250, for 2022-23.

Research news

After the announcements about the Advanced Research and Invention Agency, which we noted last week, the bill to establish it has now been published. As usual with a draft bill there is also a set of explanatory notes.

From the explanatory notes, the section entitled ARIA model explains what it will actually do:

ARIA is expected to emulate key features of the US ARPA model tailored to the UK R&D landscape. This may include: 

  1. Organising ambitious research goals around the long-term programmes of work which are led by so-called Programme Managers. Programme Managers facilitate cohesion between individual research projects in pursuit of transformational breakthroughs. Programmes may include basic research through to the creation of prototypes and commercialised technologies.
  2. Significant autonomy for Programme Managers who are able to take advantage of innovative and flexible approaches to programme funding.
  3. A tolerance to failure in pursuit of transformational breakthroughs embedded in its culture. Only a small fraction of ambitious goals will be achieved, however ARIA will provide value from its failures, including spill-over benefits gained from intermediary outputs. For example, a particular goal may not prove technologically viable but in pursuing it, scientists may happen across another promising technology.

There is a bit in the Bill is about purpose:

In exercising its functions, ARIA must have regard to the desirability of doing so for the benefit of the United Kingdom, through—

(a) contributing to economic growth, or an economic benefit, in the United Kingdom,

(b) promoting scientific innovation and invention in the United Kingdom, or

(c) improving the quality of life in the United Kingdom (or in the United Kingdom and elsewhere).

Section 3 of the Bill is supposed to be the big distinguishing feature of ARIA. To get round the natural small-c conservatism and caution that government agencies usually have, with the Public Accounts Committee and the National audit Office breathing down their neck.

  • Section 3 Ambitious research, development and exploitation: tolerance to failure In exercising any of its functions under this Act, ARIA may give particular weight to the potential for significant benefits to be achieved or facilitated through scientific research, or the development and exploitation of scientific knowledge, that carries a high risk of failure.

And there is a bit more in the explanatory notes on what tolerance for failure section is intended for:

  • ARIA may set highly ambitious research goals which, if achieved, would bring about transformative scientific and technological advances. These advances would yield significant economic and social benefit. These goals may be highly ambitious meaning that it is likely that only a small fraction will be fully realised. The Bill allows ARIA to have a high tolerance to project failure. 
  • The ambitious research goals may require multi-year programmes of work where pay-back may be highly uncertain and success may not be realised for some years. It is likely that at least a proportion of projects are ones that would not be undertaken by other bodies. ARIA may fund opportunities which are untested and untried, but best suit its ambitious research goals.     
  • In performing these functions, the forms of support undertaken by ARIA may themselves carry high risk, for example, taking equity stake in a start-up company
  • ….Furthermore, in pursuing highly ambitious research goals, ARIA will be able to bring together high-calibre individuals and bodies from across the public and private sector R&D communities which might not otherwise have been brought together. These connections may endure, spurring future innovation under the leadership of ARIA or others.

Schedule 1 has a bit more technical info.  There’s loads of stuff about hiring and firing and procedures and pay and committees

David Kernohan reviews it for Wonkhe, who compares it to UKRI’s powers.  David suggests that the implication of the reporting requirements are that ARIA may not be supporting doctorates, and also flags the important and interesting point that ARIA is not subject to the Freedom of Information Act.  So all that high risk investment will only be as transparent as the reporting obligations require – mainly an annual report to parliament.

 Widening participation

A new report by the Education Policy Institute (EPI), funded by the Nuffield Foundation, finds that poorer students in sixth forms and colleges trail their more affluent peers by as many as three A level grades when taking qualifications at this level.  The report is light on recommendations as it is focussed on understanding, rather than solving the issue that it raises.

They offer this set of conclusions in the executive summary:

  • Whilst much of the focus should be on earlier phases, for the disadvantage attainment gap to close, a concomitant increase in efforts to limit the impact of disadvantage during the 16-19 phase is required. If disadvantaged young people are to avoid falling yet further behind, addressing this gap should be central to the government’s reform agenda for the 16-19 phase and for further education.
  • Our findings also strengthen the case for including student level disadvantage measures within the 16-19 funding formula, alongside the area-based measures currently used. Introducing such funding as a Student Premium, alongside the associated accountability and transparency requirements for providers, would help heighten the focus on disadvantaged students during this phase.
  • Critically, these results also predate the Covid-19 pandemic and the resulting lost learning and disruption to exams; factors which may have exacerbated the disadvantage attainment gap. To ensure that existing and emerging inequalities are identified and addressed we will continue to review and refine the provisional methodology presented in this report and monitor the 16-19 disadvantage attainment gap through 2020 and beyond.

Key findings:

The disadvantage gap in sixth forms and colleges Based on a new, exploratory analysis of the disadvantage gap at this phase, the research finds that:

  • There is a large gap in attainment, equivalent to almost three A level grades, when comparing (on average) the best three qualifications of disadvantaged students (those who had claimed free school meals in secondary school) and the best three qualifications of their non-advantaged peers.
  • For the very poorest sixth form and college students – those classed as “persistently disadvantaged” – who were on free school meals for over 80% of their time at school – the gap is even wider, equivalent to four A level grades.
  • There was no progress in closing the 16-19 gap between 2017 to 2019 and this is likely to now be worsened by the unequal impact of the pandemic on learning loss, along with the very different approaches to assessments seen in academic and vocational qualifications during 2020.

Which factors explain the disadvantage gap at sixth form and college level? When exploring the contribution of different factors to the large gap at this phase, the research finds that:

  • A large proportion of the gap (39%) at the 16-19 education phase can be explained by students’ prior attainment at school (GCSE). Poorer students enter sixth form and college at a significant disadvantage compared to their more affluent peers, having on average, achieved far lower grades previously at school.
  • The type of qualifications taken by poorer students also explains a large part of the gap in 16-19 education (33% of the gap): disadvantaged students are more likely to enter fewer, and lower-level qualifications.
  • However, while poorer students’ previous level of academic achievement and type of qualification play a strong role in the gap at 16-19, socio-economic disadvantage may be contributing to these students falling even further behind during this phase. 
  • When controlling for student’s prior attainment and qualification type, poorer students are still shown to achieve poorer grades compared to their more affluent peers – around the equivalent of half an A level grade. This is significant, as it shows poorer students face an extra attainment penalty during the 16-19 education phase.

How does the sixth form and college gap vary across the country? While on average, poorer students in sixth forms and colleges trail their more affluent peers by the equivalent of three A level grades, there are great disparities across England:

  • Poorer students are the equivalent of five whole A level grades behind their more affluent students nationally in Knowsley (5.4 A level grades behind) North Somerset (4.8 grades behind) and Stockton-on-Tees (4.7 grades behind).
  • In sharp contrast, in many London areas, poorer students are level with or even ahead of their more affluent peers nationally. The areas with the lowest disadvantage gaps in the country are Southwark (poorer students are 1.2 A level grades ahead), Redbridge (0.5 grades ahead) and Ealing (0.5 grades ahead).
  • Of the 20 local authorities in the country with the smallest 16-19 disadvantage gaps, almost all of them are situated in or around the London area, with the exception of Redcar and Cleveland (20thsmallest gap).

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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? 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