Tagged / digital skills

HE policy update for the w/e 8th October 2021

Business Engagement, Industry collaboration, innovation, international, Student Engagement

Parliament was still in recess whilst the Conservative Party Conference takes place. We have the news from the Conference, some movement on Essay Mills and several new reports.  And we have a big primer on student finance, ahead of the budget.

Conservative Party Conference

After the first day of the Conservative Party conference Wonkhe speculate what the personalities and lack of fiscal room for manoeuvre mean for HE in the forthcoming spending review (looming on the later October horizon):

  • At last night’s Policy Exchange fringe meeting, new Secretary of State Nadhim Zahawi represented a breath of fresh air insofar as he was keen to stress that decisions would be “evidence-led”, that he understood that universities delivered vocational skills and that a consultation is still coming over aspects of Augar. But the spending envelope isn’t his call – and the big question for this spending review remains “What does Rishi Sunak want?” If he wants to balance the books and demonstrate fiscal prudence – and all the signs point to a reining in after the immense scale of public spending during Covid-19 – then universities could be in for a rough ride when stacked up against other pressing priorities. The potential for a fee cut, in particular, will be keeping university finance directors up at night. Without a complete rethink of the funding system, there are few good available options to reduce the overall cost of the system. Thanks to inflation, even maintaining the status quo of the frozen fee level means diminishing funding to higher education over time.
  • It now seems likely that a new financial settlement, aimed at reducing the Treasury’s exposure to higher education, will see changes to graduate repayment terms, perhaps even retrospectively for existing students. Last week, former universities minister David Willetts, in a pamphlet for the Higher Education Policy Institute, suggested that this option is more politically defensible at a time of constrained public spending than reducing funding to universities via tuition fee cuts. Minimum entry standards could also do its bit to cap the supply of students over time, thus saving Her Majesty’s Government a little more money, though with few outside the fringes of the Conservative Party genuinely believing that fewer people benefiting from a higher education is a desirable outcome, and ever-growing numbers of school and college leavers hoping to go – it’s a policy that if implemented could end up coming back to bite the Conservatives in the future.
  • So with so many moving fiscal and political parts around the spending review and Budget, there’s every chance that late deals could lead to unexpected outcomes and changes to what was previously thought to be a direction of travel. As ever in politics, decisions are not made until they are announced in public, and with this prime minister in particular, huge changes of direction can be made on a whim

New Education Secretary Nadhim Zahawi gave a keynote address at the Conservative Party Conference. It focussed heavily on schools (including emphasis on English and maths). Nadhim also gave HE a nod in crediting Oxford University for the vaccine development. The Government’s intention towards T levels remains.

  • DfE is investing in maths hubs, while at post-16 there is funding for a further 2m courses. One day soon I want T levels to be as famous as A levels.
  • Zahawi promised a schools White Paper in the new year to focus on illiteracy and innumeracy. I will work tirelessly…to unleash the brilliance of young people in this country.
  • Nadhim added that as Vaccine minister he used evidence to deliver a world-leading vaccines programme and that DfE will deliver the same for education.

Chancellor Rishi Sunak promised new scholarships in artificial intelligence:

2,000 elite AI scholarships for disadvantaged young people within the Government’s focus on innovative technology which he stated was a sign of the party’s ambition for the future.

Prime Minister Boris Johnson made a particularly colourful rambling speech to entertain the Conference attendees. It was light on HE content. Within the context of levelling up he questioned why York (2 universities) had so many graduates yet Doncaster (a FE/HE college) didn’t. Perhaps not the best example his aides could have chosen.

  • There was also familiar messaging about the alternative routes than university: our universities are world beating, I owe everything to my tutors and they are one of the great glories of our economy but we all know that some of the most brilliant and imaginative and creative people in Britain and some of the best paid people in Britain did not go to university and to level up you need to give people the options the skills that are right for them and to make the most of those skills and knowledge and to level up you need urgently to plug all the other the gaps in our infrastructure that are still holding people and communities back
  • On foreign investment: It was not the government that made the wonder drug it wasn’t brewed in the alembics of the department of health. It was, of course it was Oxford University, but it was the private sector that made it possible behind those vaccines are companies and shareholders and, yes, bankers.

Lots of focussed discussion took place during the Conservative Party Conference fringe events. Here are some summaries of the content prepared by Dods with bold emphasis added so you can pick out the most relevant HE points.

Contract Cheating

On Tuesday the DfE stated it will introduce a ban on ‘essay mills’ via the Skills and Post-16 Education Bill which is currently making its way through Parliament. The Government intends to make it a criminal offence to provide, arrange or advertise cheating services for financial gain to students taking a qualification at any institution in England providing post-16 education including universities.

You’ll recall from our regular coverage on contract cheating that Lord Storey has campaigned to this end for a long period, including introducing two Private Member’s Bills (PMB) which the Government was not opposed to but neither succeeded. In contrast to Lord Storey’s PMB the DfE’s intention is to apply the legislation to all post-16 providers including colleges and sixth forms.

Previously the Government urged the QAA (Quality Assurance Agency for Higher Education), UUK and the NUS to collaborate and produce institutional guidance on combatting the threat from essay mills and compiled guidance for students to make them better aware of the consequences to send the clear message that these services are not legitimate.

Minister for Skills Alex Burghart said: Essay mills are completely unethical and profit by undermining the hard work most students do. We are taking steps to ban these cheating services. We have also announced a new measure to make sure all young people receive broader careers guidance so everyone can get the advice that’s right for them. [Perhaps meaning to pursue T levels and an alternative route than university.]

Gender Differences in subject choice

The Institute for Fiscal Studies (IFS) paper Gender differences in subject choice leads to gender pay gap immediately after graduation highlights how course choice exacerbates the gender pay gap.  IFS notes:

  • In 2019 – before the pandemic disrupted data collection – women were paid 16% less per hour than men on average. The gap in average annual earnings was even larger, at 37%, since women are much more likely to work part-time.
  • The financial return to getting a degree – how much more a graduate earns compared to an otherwise similar non-graduate – varies enormously across subjects. Previous IFS research estimates that studying economics at university boosts women’s pay by 75% by age 30; this is more than ten times the return to studying creative arts (7.2%). However, women make up nearly two-thirds of creative arts graduates but less than a third of economics graduates.
  • In general, women are overrepresented in degree subjects with low financial returns. There are some exceptions – for example, medicine and law both have average or slightly above average shares of female students and very high returns.
  • Differences in degree subject choices explain most of the gender pay gap soon after graduation.
  • Of the 5% gap in annual earnings at age 25, 2.9 percentage points (55%) can be accounted for by university subjects, with A-Level subject choices making up a further 0.2 percentage points (5%).
  • Subject choice continues to contribute between 3 and 5 percentage points to the gender pay gap over graduates’ early careers.
  • But over this period, other factors lead to a widening of the gender pay gap, so that by age 30, subject choice explains only a fifth of the total gender pay gap.
  • Other factors that come into play could include motherhood, gender differences in attitudes towards risk, recognition for group work, hours worked, the propensity to bargain over wages and ask for promotions, and discrimination.
  • We should be concerned if information on the returns to different subjects isn’t easily available to young people, and if the large differences in subject choice (arts for girls, economics for boys) are driven as much by gender stereotypes as by true preferences.
  • When it comes to a subject like economics, which delivers the very highest financial return for female (and male) graduates, there is an additional concern that many students cannot access the subject at all because it is not offered in their school.
  • More needs to be done to educate and inform young people about subject choices at A level and university, particularly in a system like the UK where subject choices narrow at an early stage and where decisions taken early can have long-lasting effects.

Research

Research and innovation review: BEIS published the terms of reference for the Review of the Research, Development and Innovation Organisational Landscape. The independent review (announced on 22 July) will be led by Sir Paul Nurse with the final report expected during Spring 2022.  The goals of the Review are to:

  • explore the features and characteristics in the existing ecosystem of RDI-performing organisations across the UK, learning from the best in the world and drawing on transformative examples
  • identify whether improvements to the organisational research landscape are required to deliver the government’s objective for the UK to be a science superpower at the forefront of critical and emerging fields of science and technology, and drive economic growth and societal benefit
  • futureproof the UK landscape of organisations undertaking all forms of RDI, from pioneering, visionary blue-skies research to practical support for innovators to commercialise or implement their ideas, and ensure an agile and sustainable system that can respond to future priorities and developments

The Review will consider the full and varied policy and funding context within which RDI-performing organisations are set up and operate. The Review is focused on the landscape of organisations that deliver research rather than on mechanisms for funding research and will:

  • analyse how the various organisations that contribute to the ecosystem of RDI-performing organisations across different parts of the UK – including universities, institutes and laboratories, across UK government and the devolved administrations, public, private and non-profit sectors – compare to each other and that of other countries with strengths in RDI
  • learning from international examples, consider the role that different mixes of organisations can play in delivering economic and societal impact from RDI, and the mechanisms and business models that will best enable the UK to capitalise on emerging and new fields of science and invention
  • consider how best to secure an organisational landscape now and in the future that delivers high-quality RDI outputs, and which is sustainable and cost-effective
  • consider options to support the UK’s strengths and what targeted interventions in the public sector might enhance the quality and diverse mix of RDI-performing organisations through our policy framework and the policies of the devolved administrations

Research Budget distribution: MillionPlus, the Association for Modern Universities, published a policy briefing calling for the pledged increase of the R&D budget to £22bn to be shared more equitably around the country in the name of the Government’s levelling up goal.  The briefing emphasises the importance of re-balancing the way research in the UK is funded so that modern universities, many of which sit in marginalised areas of the country, and those hit hardest by the pandemic, can do more to support a world-class system of research and innovation, for the benefit of their regions and the country. Recommendations:

  1. Scale up the Higher Education Innovation Fund, so that knowledge exchange makes up a greater proportion of overall grant funding from Research England.
  2. Increase the number of Knowledge Transfer Partnerships funded across the UK.
  3. Expand the Strength in Places Fund.
  4. Ensure that the Shared Prosperity Fund is devolved, based on long-term funding cycles, and accessible to universities and local businesses.

MillionPlus also published Innovate and generate: modern universities supporting local businesses aiming to highlight the partnerships that modern universities with local roots and an industry-facing outlook  have with businesses in their regions. The document emphasises their calls for Government to prioritise and dedicate specific R&D funding streams for such relationships and the positive impact it can have on levelling up the UK.

Quick news

  • Incentivising business innovation through taxation – CBI Economics consider the arguments for R&D tax credits
  • Imperial College London announced their new Institute for Infection. The aim of the Institute is to address some of the biggest unanswered questions in the field of infectious disease, such as how is climate change impacting the spread of diseases transmitted by flies and mosquitoes, how can gene-editing technologies help to reduce the spread of disease (such as Dengue and Zika), and how can animal vaccination programmes help to curb diseases which also affect humans.

Access & Participation

Student Hardship funding: Hitting the news last week (from the July OfS Board papers) was that £1.66 million of the additional £70 million hardship funding provided by the Government was unspent and recovered by the OfS.

Wonkhe say: Despite overwhelming evidence that the hardships caused by Covid-19 were near universal, the government was wedded to the idea of individual student problems rather than the systemic issues felt across the whole cohort. There were conditions attached to allocation: providers had to distribute funds to students that expressed a specific need, and all of the money needed to be handed out by 31 July…The complexity of existing hardship fund arrangements at providers (many had to recruit extra staff to administer the process) and the tight deadline (three months for the final tranche) made it difficult to get the money to where it was needed.

Mental Health

The Mental Health Foundation released new research combining evidence with expert opinion and public views. You can read about it here but in short it recommends (in order of popularity):

  1. Be aware of using drugs to cope with difficult feelings
  2. Build money skills and seek financial support if you need it
  3. Get more from your sleep
  4. Develop awareness of your feelings and emotions
  5. Have something to look forward to
  6. Get closer to nature
  7. Speak to someone you trust for support
  8. Stay curious and open to new experiences

Almost as popular (chosen by at least 45% of the public panel) were:

  • Have a healthy diet
  • Help others, contribute to something bigger
  • Engage in physical activity
  • Practice gratitude and cultivate hope
  • Strengthen social connections

Our research shows that it’s the fundamentals of life that protect our mental health: our finances, our relationships and our experiences

Student Finance

The DfE updated the information on who is eligible for undergraduate, postgraduate and further education financial support from Student Finance England. The update includes new policy notes on the rights to home fee status and student support for people covered by the Withdrawal Agreements who make a valid late application to the EU Settlement Scheme, and rights for joining family members under the EU Settlement Scheme:

Possible changes to fees and funding have been in the news a lot over the autumn in the build up to the Comprehensive Spending Review on 27th October when, yet again, we are promised the final response from the government to the Augar report and an outcome for the Review of Post-18 Education and Funding, which Augar was meant to inform.

Some changes have already happened:

  • Some OfS funding for “non-strategic” subjects was cut this year – but it was a small cut to a tiny amount of funding. Anxiety was heightened because the former Education Secretary kept saying in the HoC and to newspapers that he was “slashing” funding, but he was exaggerating.  A lot.  The OfS got very defensive about it.  You can read what they did here.  Anyway, it set the tone for what may be more to come.  The OfS were told to stop calling the main funding a “teaching” grant and call it a “strategic priorities” grant.  You get the point.  Let’s hope the updated Ministerial team choose their language more carefully, to avoid future misunderstanding.    Words matter.
  • The OfS decided to distribute a chunk of their capital funding via a competitive bidding arrangement, in a big departure from previous allocation methods. You can read what they did here.  This may well also set the tone for the future, and is consistent with what is expected to happen with some streams of research funding going forwards.

The main pre-announcement that we are expecting to see followed through with a consultation at the end of the month is on minimum entry requirements.  This is a technique to reduce or at least limit the growing cost of the student loan portfolio by applying a floor to the academic entry requirements that applicants must meet in order to qualify for a student loan.  Students could still go to university, if they pay their own way, of course, or are able to borrow the funding another way.  Widely criticised as a cap on aspiration and a retrograde step for social mobility, because of the risk that many of the potential students who will be excluded from university will be those whose prior attainment does not reflect their true potential, and because many of those will be in that position as a result of some form of disadvantage.   We have commented on this extensively before and note that Augar suggested that it be deployed as a last resort if universities did not clean up their act on quality.  We note that we are not convinced that there is necessarily a direct link between “quality” and low entry tariffs and that it feels a bit early in the cycle for last resorts.  But there you are.  The definition of quality debate is a much bigger one that is ongoing now as the OfS looks at its licence conditions.

And there could be many other things announced.  Most of the press coverage recently has been about a potential cut to the repayment threshold (increased by Theresa May in a shock move after the 2017 election that cost the government a lot of money).  This idea has not been well received by students or recent graduates.  We note that retrospective changes to the terms of loans (other than interest rates) are not usually allowed (for banks, for example), and that there is a general feeling that students and recent graduates, who have not had a great couple of years, will be asked to fill a government financial hole “because they don’t vote conservative anyway”.  Given that Theresa May put the floor up precisely because she was worried about the so-called youthquake in the 2017 election, the link seems to be a fair one.  The Tories in 2017 didn’t have the majority that they have now.  And the financial hole is very big.

BU staff can read our May 2021 summary of what else we might have to look forward to here.

Given that there is likely to be a flurry of press stories, better or less-well informed opinion, social media excitement etc, around any changes, we wanted to give you a bit of context.  Apologies to regular readers or those with students in the family who know all this, all too well, but here we go.  And apologies to readers in the devolved nations, we are focussing on England here.  Also we are focussing on undergraduates.

Undergraduate tuition fees

These are capped.  The cap hasn’t moved for a long time.  There is very little prospect of it moving for a long time to come.

They are not tuition fees.  The OfS in their most recent publication on the subject (well worth a read) calls them “course fees”.  They aren’t really that either.

When they were introduced they replaced a big chunk of government funding for universities and, apart from those universities with huge numbers of international or post-graduate students, or huge proportions of research or donor income, these fees are the main source of income for most universities.  They therefore pay for staff, services, loan interest, depreciation, building maintenance, IT, OfS registration fees, and so on – the lot.  They famously cross subsidise research which is generally funded at less than cost.

If a student has a tuition fee loan (most do as otherwise they need to pay up front), the fee is paid by the Student Loan Company directly to the university in three chunks across the year.  The biggest chunk (50%) is paid in the summer AFTER the student has completed most of the year.  This helps avoid a situation where the university gets money for students who don’t stick around.  But it also explains why cash flow across the year is a talking point in universities, and why a temporary change took place last year when the second instalment was paid early because of concerns about financial sustainability of universities in the pandemic.

Maintenance loans

These loans are made available to UK students to help with their living and other costs while at university.  They replaced the grant system.  Before loans were introduced, if students didn’t qualify for a grant they needed parental support or another source of income.  That is still the case.  There is a minimum amount for a maintenance loan, but above that loan eligibility is means tested according to the income of the student’s family.  So the vast majority of students in the UK still need parental support for their maintenance costs, and if that isn’t available, they will need to work or borrow money instead.

You can see more in the SLC document for 2021/22 students.

Maintenance costs are a huge issue for many students.  Unlike the tuition fee, which is paid by the SLC to the university, this is cash the students need to find and spend.  There has been a lot of coverage of the high cost of accommodation in many places (often more than the maximum loan) and of the particular unfairness of the situation over the last two years when students were told by the government not to return to accommodation they had paid for, with money neither they nor their families could afford.  That’s a long and separate story.

Student loans

Although they are called loans, student finance arrangements are very different from the usual loan arrangements we are all used to, and this is where it gets complicated and political.  So apologies again.  This very useful paper from the House of Commons library (September 2021) has lots of context on this.

As noted above, student loans are made up of two items, tuition fees and maintenance loans (you can also use a student loan for postgraduate support but that’s a different story).

Interest starts to accrue on the loan balance straight away, while the student is at university.  Interest rates are very high – compared to some other rates available in the market.  But the interest rate charged varies over time and according to the income of the graduate (not their family, this time).

From an SLC document describing 2021/11 arrangements:

  • While studying and until 6th April after you finish: RPI pls 3%
  • After that:
    • Income £27,295 or less – RPI only
    • Income above £27,295 to £49,130 – Interest applied on a scale from RPI to RPI + 3%
    • Income above £49,130 – RPI + 3%

Martin Lewis explained the latest rate for Money Saving Expert in October 2021:

  • On 1 October 2021, for students from England and Wales who started university in or after 2012, the headline student loan interest rate decreased from 5.6% to 4.1% in line with the current RPI, and the temporary ‘Prevailing Market Rate’
  • Despite the decrease, this rate is still higher than most mortgages, and far higher than for students from prior cohorts. And, the headline rate is expected to increase again, to 4.5%, on the 1 January 2022. 

Repayment arrangements

This is where student loans really start to look different from “normal” loans. The student finance arrangements we have are not really loans at all.  Really what we have here is a graduate tax.  But shhh – it isn’t called that.  Because people don’t like taxes, so it could never be called a tax.

The notional amount of the student finance grows throughout out the time that a student is studying, and interest is added during that time and afterwards.  So far so like a loan.

But – graduates only start to repay it from the April after their course ends, and only when their income reaches a threshold.  Most students are on what is called “plan 2” and we are going to use their data:

  • You’ll only repay when your income is over £524 a week, £2,274 a month or £27,295 a year (before tax and other deductions).
  • G. Your annual income is £28,800 and you are paid a regular monthly wage. This means that each month your income is £2,400 (£28,800 divided by 12). This is over the Plan 2 monthly threshold of £2,274. Your income is £126 over the threshold (£2,400 minus £2,274). You will pay back £11 (9% of £126) each month.

In other words, repayments are means tested, and only the income over the threshold is used to calculate the repayments.  Clearly in a lot of cases that means that the amount you are repaying is not enough to cover the interest that is also still accruing.  So the overall amount just keeps on going up, just as it would with a “normal” loan if you didn’t pay enough off each month.

The other big difference with a “normal” loan, though, is what happens at the end.  The whole thing, interest and all, is written off after 30 years from the April after your course finished.  That is a big and growing cost to the government.  This very useful paper from the House of Commons library (September 2021) gives some context on what this means.

  • The RAB charge is the difference between the amount lent to a cohort of students, and the value of their repayments as graduates. For 2020/21 it is predicted by the Government to be 53%.
  • … repayments for the 2020/21 cohort will range from just over £1,000 on average in decile 1 to almost £63,000 for decile 10. The average lifetime repayment across all borrowers is just over £19,000.
  • “Overall, 22% of borrowers are forecast to repay their loans in full, this rate varies from 0‑2% in the bottom four deciles to 87% in decile 10”

So when students say that they are “paying” tuition fees – they aren’t paying it yet, and in fact most will never pay it all back.  Only the highest earners, mostly men, will pay it all back.  The paper has charts showing the difference for women and men.

We should also note that the loan is not treated like a normal loan when you are taking out a normal loan, either.  Your potential repayments are taken into account when considering your ability to pay, but it is not treated the same way for your credit score as a typical loan would be.  So it is treated more like a mobile phone contract than a car loan.

So it’s really a graduate tax which stops after 30 years.  Or an income dependent contingent loan (which is written off after 30 years).

Potential changes

The government would clearly like to recover more of this money.  It must be noted that it was never intended that it would all be repaid, however.  When the system was set up it was deliberately intended that only the students with higher income would pay it all back.  This was meant to be progressive.

That’s why there has been little sympathy for arguments to reduce the interest rate.  On the face of it, students seem to be “paying” a high interest rate.  But they aren’t in fact paying it at all, and most of them will never pay it.  It accrues at a high rate, and then most of it is written off.  So increasing the interest rate may be an option instead:

  • The impact of a 1 ppt increase in the interest rate would mean that the average repayment per borrower would increase by £1,500 or 5.2%.
  • However, this increase is not spread evenly across borrowers. Only those with higher earnings pay back more. The number of borrowers who repay their loan in full would drop from 22% under the current system to 18%.

For a long time the government was able to keep this cost “off the balance sheet” until the auditing rules were changed and the whole cost was added to the national debt.  That started to change perceptions about it.

And of course, since the scheme was introduced, the number of students going to university has increased, we are just emerging from a demographic dip.  So the potential cost just keeps on going up.

We have already mentioned changes to the repayment threshold may be under discussion.  That has all sorts of consequences – but they are not very progressive (another HoC library paper):

  • Middle earners would see the largest absolute increase of around £4,000 on average, while the highest earners would see their repayments fall slightly.
  • While the increase for lower earners is below average in absolute terms, it represents the largest percentage increase at around 30%. The number of borrowers who repay their loan in full would increase from 22% under the current system to 25%.

There has also been talk of extending the payment term from 30 to 35 years (Augar said 40) and increasing the rate of repayment (different from the interest rate).  Another helpful briefing paper here.

  • both measures result in increased lifetime repayments especially from middle to higher earners.

What next

We’ll see.  But we think there will be some tinkering with repayment arrangements – despite the fact that these would be retrospective changes to the agreed terms.  And there may be other changes that will reduce the number of people eligible to take these loans out in the future – as well as the minimum qualifications requirement.

Or there may a cut in the tuition fee.  The latter would reduce the loan book and the notional interest  – and give the government more direct control of university funding though the use of “strategic priorities” to top up (some of) the difference  – consistent with the current direction as noted at the start of this section.

There could be caps on the numbers of students studying particular subjects, or at particular institutions (if they don’t meet quality thresholds, for example). Note in this context that the government is increasingly linking definitions of quality to “outcomes”, by which they mean highly skilled employment and relative earnings.  And that is a whole different subject which we have discussed before, and will again.

Mature students

The Lifelong Education Commission, supported by ResPublica and chaired by former universities minister Chris Skidmore MP, published The Pathway to Lifelong Education: Reforming the UK’s Skills System. It is the first of 8 reports the Commission has planned on on lifelong learning and the UK’s skills system. The Commission recommends how the barriers to adult learning can be removed; what future investment is needed to support this; and what change is needed to ensure the maximum flexibility that will benefit learners and deliver on the promise of a whole system change for lifelong education.

Recommendations:

  1. All citizens will be able to access the loan entitlement regardless of prior qualifications, or how they choose to study, including: modular or full qualifications; part-time or full-time; via face-to-face or distance learning.
  2. The Lifetime Loan Entitlement should allow funding to be applied to different modules of learning to enable (i) existing qualifications to be unbundled into smaller units (e.g. 30 to 60 credits) and (ii) microcredentials to be stacked as part of larger units.
  3. A more ambitious reform would be to create a unified credit-based funding system that does not distinguish between different modes of study and provides equal access and support for learners regardless of how they learn or where learning takes place.
  4. Alongside the loan entitlement, Government should consider means-tested maintenance grants to provide support with living costs and encourage adult learners to access higher technical qualifications, particularly those for whom debt will be viewed as a disincentive and a barrier to reskill.
  5. Government should: (i) Build on the existing credit framework and regional consortia approach to design a networked system that can guarantee the autonomy of higher education providers while enabling the transfer and accumulation of credit. (ii) Consider reform of the wider regulatory framework to simplify the jurisdiction between various bodies (HEIs, the Institute, QAA, Ofsted, OfS, etc.) regarding higher technical qualifications, which has the scope for duplication and inconsistency. (iii) Consider Scotland’s ‘articulation agreements’, which provide a good model for clearer routes between FE and HE.
  6. There is, especially in England, a need to bring together and better integrate the various parts of the careers system: (i) A single integrated careers service is required for all citizens at all stages of their working life. This will need to provide high level, specialist advice, available in every locality. (ii) A system should be established to regulate and support the continued professional development of careers advisers. As a minimum, all careers advisers should be registered with the Careers Development Institute and have relevant qualifications at Level 4 or above.
  7. Retain part-time student premium funding and make part-time learning an explicit priority for the teaching grant to incentivise lifelong education and training.
  8. Remove the remaining restrictions on ELQs so that available funding (including loans for fees and maintenance) can support those who want to study for a second higher education qualification in a different discipline.
  9. Government should explore options, including a ‘Flexible Skills Levy’ and ‘Tax Credits’ to incentivise employer investment in skills training.
  10. In addition to employers and educational institutions, Mayoral Combined Authorities in England with devolved responsibilities for adult skills should play a central role in the coproduction of local skills plan. Moreover, MCAs should be given genuine power over issues of essentially regional concern. Almost all of the functions currently exercised by the Department for Education could be devolved.

Former universities minister Chris Skidmore said: If there is one policy to deliver ‘levelling up’, it is adult learning and skills. Acquiring new skills is something we all do throughout our lives. Yet the formal process for acquiring them is incredibly constrained. There are too few opportunities to return to learning for those who have left it. And those willing to retrain or re-skill can barely see the wood for the trees; the pathways are so complex.

The government is embracing adult learning at just the right time. The Lifelong Learning Entitlement, combined with the prospect of modular and course-based learning and the expansion of Level 4 and 5 provision, has the potential to create new journeys into learning for those for whom a graduate route was not the way. But if these reforms are to succeed, it is essential that new partnerships are forged between HE and FE providers.

Grammar and spelling – the next stage of the culture war?

The OfS have published an ominous paper on this.

  • This review examines the policies on spelling, punctuation and grammar in written assessment at a small number of higher education providers. It features anonymised examples of approaches that maintain rigour in student assessment, and examples of approaches that do not.
  • The purpose of the review is to highlight to higher education providers which assessment policies are likely to be a cause for regulatory concern, and encourages providers to adjust their policies accordingly.

This supports the position in the recently closed consultation on quality conditions.

New condition B4.2: 

…the provider must ensure that:  …c. academic regulations are designed to ensure that relevant awards are credible;   ….

“credible” means that, in the reasonable opinion of the OfS, relevant awards reflect students’ knowledge and skills, and for this purpose the OfS may take into account factors which include, but are not limited to:  …ii. whether students are assessed effectively and whether assessments are valid and reliable;  ….

Guidance re “Credible”: …identifying circumstances in which it is likely to be concerned about the credibility of a provider’s qualifications:…c. Students are not penalised for poor technical proficiency in written English. For example, for assessments that would reasonably be expected to take the form of written work in English and for which the OfS, employers and taxpayers, would reasonably expect such proficiency, the provider’s assessment policy and practices do not penalise poor spelling, punctuation or grammar, such that students are awarded marks that do not reflect a reasonable view of their performance of these skills. ….

Key bits from the report itself:

  • Because of the importance of these issues, we undertook a short review during summer 2021 to gather evidence and examples of practice from a small number of providers about the extent to which technical proficiency in written English is being assessed. This report summarises our findings and sets out their implications for our ongoing regulation of higher education providers.
  • We sought voluntary cooperation from a small number of providers, selected to allow us to explore a range of assessment practices. The inclusion of a particular provider in the review was not driven by whether or not it had featured in press reporting about its assessment practices, and this report does not identify the providers that were involved in the review
  • The common features we have seen in the small number of cases we have considered in this review suggest that the practices and approaches we have set out in the case studies may be widespread across the sector. We are therefore drawing the attention of all registered providers to our findings, because they highlight matters that are likely to raise compliance concerns, now and in the future.
  • The findings in this report are shared as case studies; we have not conducted a formal regulatory investigation. Any regulatory judgements we make in future would depend on the circumstances of an individual case, and would involve detailed consideration of the impact of a provider’s policies on the marks awarded to students.

If we were to consider compliance with our current regulatory requirements for the practices described in the case studies, we would be likely to have regulatory concerns about the following: 

  • Case studies 1 and 2: In these examples, it seems plausible if not likely that some students are not being assessed on their proficiency in written English. This is because learning outcomes do not include this requirement. In these circumstances we would have concerns about whether the provider’s courses are well designed and provide a high-quality academic experience. We would also have concerns about whether the qualifications awarded to students are valued by employers or enable further study. We would consider whether such qualifications represent value for money for students and taxpayers. 
  • For Case study 2, we would take a particular interest in the effect of the policies on groups of students whose first language is not English
  • Case study 3: In this example, we would have similar concerns as for case studies 1 and 2. We would also consider the adequacy and effectiveness of the provider’s academic governance arrangements, which have the potential to create inconsistencies in the requirements for students in different subject areas.

We are currently consulting on proposals to clarify and strengthen our regulatory requirements for quality and standards. We will consider all consultation responses carefully before reaching a decision about whether or not we should take forward our proposals, in full or in part. For illustrative purposes, if we were to implement the proposals as set out in the consultation document, the practices we have seen would be likely to raise concerns in relation to proposed conditions B1, B2, B4 and B5

If the policies and approaches identified in this report are leading to students getting higher marks than they otherwise would, for instance because poor proficiency in written English is not being routinely assessed, then this not only undermines the rigour of assessment processes, but also contributes to unexplained grade inflation. 55. We will test this hypothesis for individual providers through our investigatory work.

Local Digital Skills Partnerships

DCMS published the findings of an independent Evaluation of the Local Digital Skills Partnerships  which assessed the impact made by six regions operating Local Digital Skills Partnerships (LDSP). LDSPs are designed to build regional capacity to improve digital skills capability at all levels. They bring together and connect partners from the public, private and third sectors to upskill the current workforce, advance digital inclusion, and raise awareness of the importance of digital skills regionally. The evaluation found the LSDP model to be agile and worked effectively. Therefore, DCMS have confirmed they’ll consider the key findings, and look to build on this early success and expand the model to other parts of the country.

Other news

Academic lockdown time recovery: A Wonkhe blog on the impact of lockdown on academic parents with suggestions on how to help them catch up on missed research and professional time:

  • Potential solutions here are: using a different form of annual evaluation, reducing the teaching load in future semesters on academic parents who’ve seen their research completely stalled, providing more teaching assistants or other types of support to reduce the teaching load, temporarily reduce service and administrative burdens, and/or have better parental leave arrangements. One respondent indicated that their university developed a working parent task force, to get input from the working parents and think about solutions together.
  • Taking a step back, we recommend developing a culture of care, and making our universities places where compassion and solidarity are important values.

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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 June 2019

international, Student Engagement

Although after the frantic weeks in early Spring we seem now to be in a political limbo, when nothing is achieved except an escalation in rhetoric and an increase in polarisation, actually, there’s quite a lot going on.  Some of it looks like political legacy building, but hey, if it works…

Sharing access to health and social research in the UK

BU is gathering views internally on the consultation “Make it Public” by the Health Research Authority.  Responses to an internal survey will inform BU’s institutional response.

The HRA’s consultation gives everyone involved an opportunity to influence the Health Research Authority’s future strategy to improve public access to information about health and social research in the UK. Please read the strategy before you answer the questions.

The BU survey is anonymous, however we have asked about your role at BU to inform our response. We have taken the content and questions directly from the HRA’s consultation. Please take time to complete it if you have experience in this area.

New Commission for Students with Disabilities

The Minster has announced a new body to speak out for students with disabilities…or actually, has renamed an existing group and confirmed he supports its work. Chris Skidmore announces new Commission to improve support for disabled students: 27th June 2019.  The OfS is setting it up:  [The Minister] ”has instructed the Commission to identify and promote good practice which helps those with disabilities have a positive experience at university. The Commission, formerly Disabled Students’ Sector Leadership Group (DSSLG), will use the DSSLG’s existing guidance for providers on supporting disabled students inclusively and look at what more needs to be done.”

Universities Minister Chris Skidmore said:

  • Living with a disability should never be a barrier to entering higher education and as Universities Minister, I am determined to ensure disabled students get the support they need to have a positive, life-changing university experience.
  • There are a record number of students with a disability going to university, but we must do more to level the playing field and improve the experience and outcomes for disabled students.
  • It’s my personal priority that those living with a disability have an equal chance to succeed in higher education. I want to see all universities face up to their responsibilities and place inclusion at the heart of their access and participation agenda.
  • The Commission will look at approaches which work well to improve support for disabled students, such as more inclusive curricula, restructuring support for students and enhancing learning and teaching environments.

Brexit

All those who backed Boris on the basis that he would flunk a hard Brexit (eg George Osborne at the Evening Standard) seem to have their bluff called.  This week Boris Johnson has written to Jeremy Hunt saying that leaving on 31st October is a “do or die” thing.  So it looks like he has been nobbled by the Brexiteers , perhaps spooked by the reaction stories of his private life into thinking that his lead with the membership was slipping away.  He looks pretty committed now.  But he has also made lots of speeches suggesting it is all going to be very straightforward….(there’s a million to one chance of not getting a deal, apparently).

Jeremy Hunt meanwhile has refused to make such a robust commitment but continues to challenge Boris on a number of fronts and to present himself as the experienced negotiator.

Both of them sound like the US President from time to time. And they are both making huge spending commitments.  They were both at the Pavilion on Thursday evening, and the local news showed Boris giving BU a tiny plug and also repeating his commitment (as we noted last week) to removing international students from the immigration cap.

Last week we talked about the possibilities for recess being cancelled – that seems unlikely, so we are likely to have an announcement of the new PM on 22nd July, a frantic couple of days in Parliament and then a recess that will probably end earlier than usual, with EU negotiations taking place in the background – if they can find anyone to negotiate with in what is likely to be a long hot European summer.

Local MP Tobias Ellwood was mentioned on Monday’s Radio 4 Today programme talking about the ‘nuclear’ Brexit option of taking down Boris Johnson’s Government through a vote of no confidence should he intend to push through a no deal Brexit to ensure exit from the EU on 31 October. Tobias states a group of 12 backbencher and ministerial Conservatives are already in talks and prepared to risk their careers, including losing their Conservative candidacy, to bring Boris premiership down if he pursues a no deal Brexit. This would be done either through ministers joining backbencher dissidents to vote against the Government (and party whip) or a larger group of MPs abstaining en masse so the Government loses the vote. Tobias also featured on BBC’s Panorama programme talking about this potential rebellion. If the Government lost a no confidence vote it would pave the way for a general election.

REF

Research England have published the Real-Time REF Review evaluating perceptions and attitudes towards the Research Excellence Framework (REF).

  • Views on the REF are not as polarized or as extreme as is commonly believed, or reflected in coverage of the REF in the media. Extremely negative views were in the minority, while a majority of respondents had neutral or moderately negative attitudes about the REF.
  • REF has both positive and negative influences on research activity. The REF is seen to increase engagement outside academia and the use of open research activities, whereas game playing and impacts on creativity are deemed to be the most negative influences.
  • Open access and research practices was the most consistently positive and impactful influence of the REF on both researchers’ own work and UK academic culture. Survey data suggested the move to encourage more open research practices was seen as the most positive change in REF 2021.
  • Researchers generally saw the changes to REF 2021 in a positive light. Increased emphasis on open research practices was seen as the most positive change.
  • It may be fruitful for institutions to share best practices in REF readiness rather than attempting to ‘reinvent the wheel’ as the REF process approaches the submission stage and as the new rules are more widely embedded

And interestingly:

  • Notably, women and independent early and mid-career researchers reported that changes made to REF 2021 were more likely to influence the expectations placed on them, although it was not clear whether these changing expectations would be positive or negative ones. The finding that early-career researchers report more influence is consistent with interviews, in which managers highlighted a disproportionate influence of the REF on early-career academics. The difference across genders is also noteworthy and merits future consideration
  • Although not assessed in the survey data, analysis of the interviews conducted with university managers revealed some negative impacts upon the health and well-being of the research community with respect to the REF. With respect to the changes to REF 2021 where equality and diversity considerations are taken more plainly into account, most managers felt that this would have a positive impact upon the well-being of academics for whom equality and diversity issues were faced in the previous REF 2014. Analysis suggests that the new approaches to equality and diversity and reduction in outputs may lessen anxiety and stress caused by the rules of the previous REF cycle.
  • However, notable findings are: that those who identified as submitting to Panel B – engineering and physical sciences – reported the most beneficial influences on research activities in academic culture, and that those from Panel D – arts and humanities – reported the least beneficial influence of the REF on research activities.
  • Further, in survey data, Panel C participants reported a greater influence of the REF on the quantity, quality, scope, and prestige of outputs they produced. This may suggest a challenge to meet expectations of the REF, particularly as interdisciplinary research is often located within this group of cognate disciplines.

Immigration

Home Secretary Sajid Javid formally requested the Migration Advisory Committee (MAC) to review and advise on salary thresholds for the 2021 immigration system. All the details remain as we’ve already informed in previous policy updates, this simply triggers the requirement for the MAC to carry out the review (again) and report back to the Government in January 2020.

Sajid stated: “It’s vital the new immigration system continues to attract talented people to grow our economy and support business while controlling our borders. These proposals are the biggest change to our immigration system in a generation, so it’s right that we consider all of the evidence before finalising them. That’s why I’ve asked independent experts to review the evidence on salary thresholds. It’s crucial the new immigration system works in the best interests of the whole of the UK.”

In their last review the MAC advised the Government to continue with the existing minimum salary thresholds for the future immigration system. This means international entrants would need to be paid at least £30,000 (for an ‘experienced’ role) and new entrants (including recent graduates) at least £20,800.

The new review asks the MAC to

  • consider how future salary thresholds should be calculated
  • what levels to set salary thresholds at
  • If there is a case for regional salary thresholds for different parts of the UK
  • whether there should be exceptions to salary thresholds, e.g. newly started occupations or work shortage occupations.

Free Speech

HEPI have published Free Speech and Censorship on Campus defending free speech in Universities.

  • HEPI say:the report recognises the concerns of those who wish to restrict free speech as a way of protecting others, but concludes that restrictions on free speech usually end up being counter-productive. Despite the UK’s Government’s strong rhetoric supporting free speech in universities, the paper claims the current single biggest threat to free speech on UK campuses currently comes from the Government’s own Prevent programme.
  • Corey Stoughton, the author of the report, states:“…honest confrontation of legacies of discrimination and unequal distribution of power allow us to see how censorship replicates those problems and to focus on the real threats – like the UK Government’s ill-conceived Prevent strategy, which has had a demonstrable chilling effect on free speech in universities.”
  • Nick Hillman, Director of HEPI, said:  ‘We are delighted to be publishing this nuanced but firm defence of free speech. It challenges students, universities and, above all, Government Ministers to be more careful when they are tempted to impose new restrictions on free expression.There are few justifications for limiting free speech beyond current laws. That is true whether it is students wanting to block provocateurs from speaking or Government Ministers mixing up the prevention of terrorism with blocking legitimate free expression.’

Raising aspirations

In a debate on raising aspirations of secondary school pupils Dr Matthew Offord MP (Conservative) urged the Government not to view academic and technical education routes as two simplistic alternatives. He insisted that permeability and flexibility between different types of learning, throughout the academic journey would be crucial in underpinning increased social mobility and productivity. He also argued that HEIs must develop an understanding of T-levels to communicate entry requirements to prospective students and level 3 providers. He pushed the Government to drive collaboration between schools, universities and local Government. To raise aspirations within school age pupils he set out three elements to be addressed:

  • interventions that focus on children’s parents and families
  • interventions that focus on teaching practice
  • out-of-school interventions or extracurricular activities

Shadow HE Minister Gordon Marsden (Labour) suggested the Government should pursue sustained and dedicated programmes, with children from a much earlier age, and with particular social and ethnic groupings. He also argued for the need to enact a robust, independent and wide-ranging review of admissions processes to higher education, removing unconditional offers and investigating the value of post-qualification admissions.

Nick Gibb (Minister for School Standards) stated “For the good of our economy, we need more young people to pursue degrees and careers in the sciences, including computer science. We have already seen excellent progress, with entries to STEM A-levels increasing by 23% since 2010”. The Minister reassured members that views expressed during the debate had been taken into account as part of the Post-16 review process.

Staff Mental Health

Q – Sir Mark Hendrick: To ask the Secretary of State for Education, with reference to the report by the Higher Education Policy Institute entitled Pressure Vessels: The epidemic of poor mental health among higher education staff, what assessment he has made of the reasons behind the increase in poor mental health among academics and the increasing numbers of university staff being referred to counselling and occupational health services.

A – Chris Skidmore:

  • Mental health is a priority for this government which is why last week (17 June 2019) my right hon. Friend, the Prime Minister announced measures which overhaul the government’s approach to preventing mental illness. These measures include £1 million to the Office of Students for a competition to find innovative new ways to support mental health at universities and colleges.
  • The Department for Education is also working closely with Universities UK on embedding the Step Change programme, which calls on higher education leaders to adopt mental health as a strategic priority and take a whole-institution approach to embed a culture of good mental health practice.
  • The university Mental Health Charter announced in June 2018 will drive up standards in promoting mental health and wellbeing, positive working environments and excellent support for both students and staff.
  • The Independent Review of the Concordat to Support the Career Development of Researchers led by Professor Julia Buckingham has recognised issues of wellbeing and the challenges that arise from the use of short and fixed term contracts. Recommendations are currently under review and a revised concordat is expected by the end of June.
  • However, universities are autonomous institutions and it is the responsibility of Vice Chancellors to give due consideration to the way their policies and practises impact on staff. This includes responsible use of performance management, workload models and other metrics to assure both student and staff success.

Changing nature of future work

The Learning and Work Institute has published Tomorrow’s World – Future of the Labour Market highlighting the shifts in employment culture and adaptive skills that young people will need for the future labour market. It suggests that young people will be increasingly likely to be self-employed, in busier jobs, need to adapt and more frequently update their skills because of the pace of technological changes and their longer working lives (50 years due to higher retirement age).

Some points from the report:

Young people will need a rising bar of skills needs and a wider pool of skills to enter and progress at work and to adapt to change. Changes in sectors and occupations, coupled with changes within existing jobs, imply an increased demand for interpersonal skills, cognitive skills, customer and personal service, English language, literacy, numeracy, digital, communication, team working, and management.

  1. A more diverse range of young people will participate in the labour market, with further increases in participation among women, people with disabilities, and other groups. This makes it even more important to tackle education and employment inequalities among young people, or these will have long-lasting impacts.
  • Higher occupations and sectors such as health and social care are likely to continue to grow, and the nature of work will continue to change.
  • There will be more opportunities for young people to work flexibly, with policy helping determine if this benefits both people and employers. Employment laws and the tax and benefit system need to support flexibility and security for young people. More workers in the workforce with caring responsibilities means employers will need to offer more flexible options. 
  • Longer working lives and economic change mean young people will need to be adaptable and flexible. A wider and deeper core set of skills will help young people adapt. Learning and social security systems must reflect this ‘new normal’.

Stephen Evans, Chief Executive of the Learning and Work Institute, stated:

“Young people are going to face huge changes during 50 year careers. Attention often focuses on the risk of robots replacing jobs, but further growth in self-employment and changing skills requirements in most jobs could perhaps have bigger impacts. Young people must get the support they need to prepare for this future. It is no good just focusing on the skills needed for jobs today, we also need to give young people the skills they need to adapt to future changes, many of which cannot be predicted accurately.”

Social Mobility

The Sutton Trust has published Elitist Britain 2019.

The nature of Britain’s ‘elite’ is higher in the national consciousness than ever, with a series of events, including 2016’s vote to leave the European Union, putting a focus on the strained trust between significant sections of the population and those at the highest levels of politics, business and the media.

Social mobility across the UK is low and not improving, depriving large parts of the country of opportunity. This contributes strongly to this sense of distance. This study, conducted for the first time by both the Sutton Trust and the Social Mobility Commission, looks at the backgrounds of around 5,000 individuals in high ranking positions across a broad range of British society, and provides a definitive document of who gets to the top in Britain in 2019.

The report paints a picture of a country whose power structures remain dominated by a narrow section of the population: the 7% who attend independent schools, and the roughly 1% who graduate from just two universities, Oxford and Cambridge.

Key findings:

  • Politics, the media, and public service all show high proportions of privately educated in their number, including 65% of senior judges, 59% of civil service permanent secretaries and 57% of the House of Lords.
  • 39% of the cabinet were independently educated, in stark contrast with the shadow cabinet, of which just 9% attended a private school.

However:

  • Significant is decline of grammar school alumni among the elite (20%), down about 7 percentage points in five years, and a consequent rise in those educated at comprehensives (40%, up 9%). This reflects the abolition of the selective system in most of England during the 1960s and 70s, and the rise of the comprehensively educated generation to positions of power.

Access to professions

  • Law, defence and the academic world had the highest level of these “elites”.
  • University Vice Chancellors had relatively low levels of private school and Oxbridge educated members among their number
  • Media – Britain’s media, including newspaper columnists, and high-profile editors and broadcasters, had some of the highest rates of attendance at independent schools and elite higher education institutions. Newspaper columnists, who play a significant role in shaping the national conversation, draw from a particularly small pool. Only 5% of newspaper columnists attended a non-Russell Group University.
  • Police and Crime Commissioners were more likely than those elected at local council level to have attended independent school, 29%, the same as MPs.
  • Civil service permanent secretaries (59%), Foreign Office diplomats (52%), and Public Body Chairs (45%) have among the highest rates of independently educated in their ranks. Despite recent efforts to overhaul entry into the Civil Service, its highest levels remain highly exclusive, with 56% of permanent secretaries having graduated from Oxford or Cambridge, and 39% having attended both a private school and Oxbridge.
  • The chairs of public bodies were more likely than their CEOs to have come from exclusive educational institutions; 45% from independent schools compared to 30%. This may reflect the age of such post-holders as well as their social class background.
  • Women are under-represented across the top professions (5% of FTSE 350 CEOs, 16% of local government leaders, 24% of senior judges, 26% of permanent secretaries and 35% of top diplomats). Socio-economic class and gender can often combine to create a ‘double disadvantage’, with women from lower socio-economic backgrounds less likely to be socially mobile. Interestingly for women who do make it to the top, their journeys do not always look the same as those of their male peers. In a variety of sectors, women at the top are less likely to have attended Oxbridge than their male counterparts.
  • The Creative Industries had the lowest levels of these groups; however, among the wealthiest members of the TV, film and music industries, university attendance was higher (42%), with about a quarter attending Russell Group institutions. Also 38% of independent school attendees, although the number attending comprehensives has risen by 18% since 2014.

Policy recommendations from the report:

Sir Peter Lampl, Chairman of the Sutton Trust and the Education Endowment Foundation, stated:

“Britain is an increasingly divided society. Divided by politics, by class, by geography. Social mobility, the potential for those to achieve success regardless of their background, remains low. As our report shows, the most influential people across sport, politics, the media, film and TV, are five times as likely to have attended a fee-paying school.

“As well as academic achievement an independent education tends to develop essential skills such as confidence, articulacy and team work which are vital to career success. The key to improving social mobility at the top is to tackle financial barriers, adopt contextual recruitment and admissions practices and tackle social segregation in schools.  In addition, we should open up independent day schools to all pupils based on merit not money as demonstrated by our successful Open Access scheme.”

The Association of School and College Leaders released this statement:

“We need to do many things to break this cycle but a good start would be for universities and industry to do more to recognise the background of candidates through the greater use of contextual recruitment and admissions practices, as the report recommends.

Industrial Strategy developments – tourism sector deal

The government have published the Tourism sector deal  – the latest in a string of sector specific plans linked to the Industrial Strategy.  They have also published an International Business Events Action Plan outlines how government will support the events industry in attracting, growing and creating international business events.

We have pulled out the actions from the sector deal below:

People

  • The government will work closely with industry on the rollout of two new T Level courses to help deliver the hospitality and tourism workers of the future.
  • The government will continue working with industry, through ‘Fire It Up’ and other campaigns, to promote apprenticeship and the opportunities for careers in the hospitality and tourism sector.
  • The government will engage fully with industry during its Post-16 Qualifications review to ensure the sector has an opportunity to feed into future policy development.
  • `The Department for Work and Pensions will continue its partnership agreement with the hospitality industry to help provide its customers with a structured route into work in the Sector.

Sector action to support tourism

  • The sector will create 30,000 apprenticeship starts each year by 2025, covering all grades, from entry-level roles up to degree-level apprenticeship, and across a range of disciplines.
  • Employers will commit over £1m of funding to an ambitious retention and recruitment programme to revolutionise the pipeline of talent that joins the sector.
  • A new industry mentoring programme will be developed to support 10,000 employees each year. This will aim to enhance careers as well as helping to ensure talented people remain within the sector.
  • The sector will increase the percentage of the workforce receiving in-work training to 80 per cent.

Places

  • The government will pilot up to five new Tourism Zones to increase visitor numbers across the country. More information about the bidding process will be released later in the year, with a view to commencing projects in 2020.
  • Tourism Zones will also receive a range of support co-ordinated by central government.

Sector action to support tourism

  • Tourism Zones will be developed and delivered by businesses local authorities and Local Enterprise Partnerships (in England) who will determine the specific priorities of an area.
  • A range of larger businesses have offered training and support for small and medium enterprises within Tourism Zones.

Business Environment

  • Alongside the Sector Deal the UK government’s International Business Events Action Plan 2019-2025 has been published and sets out the steps the UK government will take to support the UK to maintain its position as a leading destination for hosting international business events in Europe.
  • The UK government will achieve this by providing support in relation to the six key drivers that event decision makers consider when determining where to host an event, from providing government advocacy to financial support.

Sector action to support tourism

  • The Events Industry Board, set up to advise government, has identified two priority areas which they can help and support – skills and infrastructure. These priorities are being considered by working groups set up by the Board and will report later in the year.

Infrastructure

  • The UK government will make travel to the UK and around the UK easier for tourists through the development of its Maritime and Aviation strategies, as well as a number of rail policy developments.
  • The UK government is investing in a number of projects across the Museums, Heritage and Arts sectors that will enhance visitor’s experience. These include supporting the conservation work at Wentworth Woodhouse, the development of a new interpretation centre at Jodrell Bank and the development of England’s Coast Path, the world’s longest coastal path.
  • The UK government will launch a new £250k competition to improve broadband connectivity in conference centres. This will be a UK wide competition.
  • The UK will build on its excellent existing offer, to become the most accessible destination in Europe.
  • The British Tourist Authority will increase their publicity about accessible travel and provide inbound visitors with increased information about the accessibility offer in the UK through a brand new website.

Sector action to support tourism

  • Industry will create an extra 130,000 bedrooms across the UK by 2025 – a significant increase of 21 per cent in accommodation stock.
  • Industry will continue to invest in tourism attractions and innovative products, to remain a global leader in the experiences the UK offers visitors.
  • The sector will support the UK government’s ambition to be most accessible destination in Europe. They will take forward a number of measures, including better coordination of accessible itineraries online, and increasing the visibility of people with accessibility issues in promotion and marketing campaigns

Ideas

  • The government has supported the British Tourist Authority development of Tourism Exchange Great Britain. Launching in June 2019, this is an online business-to-business platform, which will connect tourism suppliers to global distributors.
  • The UK government has provided £40k to the Tourism Alliance in England to carry out further research on how, where and why businesses within the sector obtain advice on compliance, which will inform the shape of further advisory services including Primary Authority.

Sector action to support tourism

  • The industry and British Tourist Authority will work together to create a new, independent Tourism Data Hub, which can help the sector across the UK to better understand visitors’ preferences for location, activities and products in real time. It will also enable the sector for the first time to gather better data about the people choosing not to holiday in the UK

Action plan

“The Action Plan lists a set of criteria that events will need to meet in order to qualify for the UK Government’s support. This includes criteria on the minimum number of delegates and the proportion of those travelling from overseas. It then outlines the UK Government’s support offer across a number of areas. Key actions include:

  • Government advocacy – A comprehensive advocacy package will be offered – ranging from Ministers being available to write letters of support in order to help with bidding for events to offers of hosting delegates in historical Government property;
  • Financial support – We will continue funding the VisitBritain led Business Events Growth Programme,and look at opportunities for expanding it, especially where business events are identified as critical to meeting the UK’s key economic sector objectives; and,
  • Arrivals and welcome – The Border Force and UK Visas and Immigration will offer a relevant support offer to delegates.”

Lifelong learning

Life Transition Point Learning: The Learning and Work Institute published Learning at Life Transitions focussing on the importance of understanding the needs of adult learners particularly at the key points in their lives when they might be more or less likely to take up learning opportunities. In particular, these points can be parents returning to work after caring for young children and also people preparing for retirement.

Transition back to work after caring for children:

  • Adults, and in particular women, with caring responsibilities who are outside of the labour market are under-represented in learning
  • Taking parental leave or returning to work can act as a trigger to engage in learning. This can result from greater time or a change in attitude or perspective.
  • Returners also face a range of barriers to learning. Adults returning to work after caring for children tend to face significant challenges in relation to work and time pressures, primarily related to childcare

Transition into and through retirement:  Participation in, and decisions about, types of learning opportunities alter as adults retire. Although participation in learning tends to decline with age, those approaching retirement have higher levels of participation than the national average.

  • Moving into retirement can create space to consider learning for enjoyment for the first time. The perceived value of learning can often be greater than at previous life stages, with many adults placing greater value on the role of learning, particularly in relation to providing intellectual and social stimulation.
  • Adults facing retirement experience a range of barriers to engaging in learning. Attitudinal factors, such as feeling too old, not wanting to learn or the perception that their skills and capabilities may have deteriorated can be common.

The report’s recommendations for Policy:

  • National lifelong learning strategy – It is vital that every effort is made to harness the opportunities presented by the 4th Industrial Revolution, while ensuring that no one – including those seeking to leave or return to the labour market – is left behind.
  • Increase investment in lifelong learning – Government should reverse the decade-long fall in real-terms investment in lifelong learning to drive economic growth, promote social justice and support inclusive communities
  • Personal learning accounts – Government should develop and trial a personal learning account model, as a mechanism to both stimulate greater engagement in learning and provide a vehicle through which investment in learning by the state, employers and individuals can be aligned and optimised.
  • As part of the wider development of the National Retraining Scheme, the government should give particular attention to how returners can be supported to upskill and retrain to re-enter the labour market.
  • Access to apprenticeships. Flexible timetabling and blended learning options to facilitate part-time and flexible apprenticeship models should be developed and promoted.

Dame Ruth Silver, President of the Further Education Trust for Leadership

The changing nature of work and of retirement mean that these transitions are changing in nature and need to be rethought. People are more likely to move between jobs, or to need to re-skill or up-skill, than they were 20 or 30 years ago. They are also much more likely to continue working after ‘retirement’, or to seek different ways of combining work and life, and not only when approaching the sort of age traditionally associated with retirement. Transition is increasingly a part of our everyday life; an ongoing consideration.

Other news

The leaders of every general further education college in England have written an open letter to the Chancellor and Secretary of State for Education urging them to “answer the calls from business” and respond to the “challenges of technological change and Brexit”  by urgently investing in the country’s technical and vocational education system by implementing the main recommendations of the government’s recent Post-18 Education Review. The Augar Review called for, amongst other things, an end to the 17.5% cut in education funding for 18-year-olds, support so that everybody, regardless of age, to achieve to at least level three, and a rebalancing of the traditional post-18 educational landscape.

  • In many respects the Augar Review represents a wider emerging consensus across England. We are sure that you will agree with us and other key stakeholders that further education colleges have been neglected, and that there is now a growing appreciation of their unique role, value and potential. What we now need are decisions and commitments: with your political leadership, support and resolve, colleges will be able to build on what they already do to reach more employers and more adults and make the differences our economy and society need.

David Hughes, Chief Executive of the Association of Colleges said: It is extraordinary to have every leader in every general further education college in the country collaborate like this. But then these are extraordinary times. These college leaders are uniquely placed at the hearts of their communities, working closely with local, national and international business, supporting individuals to get on in life, and driving the social mobility agenda. Government needs to listen to them if they’ve got any chance of tackling the major issues this country faces, now and in the future.

Welsh Digital Skills: the Welsh Government have published a strategic framework for post-16 digital learning to increase the continuity of learning experiences and transition from compulsory to post-compulsory learning provision.  Vision and aims:

  • Clear, nationally agreed standards for digital skills are in place to enable learners and staff to meet industry, private and public sector requirements, building on the digital competences developed during compulsory schooling
  • The coherence and accessibility of digital learning is increased through a range of curriculum delivery methods that are appropriate to learner and employer needs
  • The benefits of digital technology, and possible barriers to their achievement, are understood by all staff including senior leaders
  • A culture of collaboration ensures that information and best practice are shared to drive effective use of digital skills to support leadership, learning and business processes
  • Staff, learning and business resources are aligned to enable efficient support of the continually evolving digital requirements of post-16 education

Kirsty Williams, Welsh Education Minister, stated: Our Economic Action Plan highlights the importance of businesses adapting to the opportunities and the challenges presented by new technologies in order to grow the Welsh economy and pursue our aim of prosperity for all. We can’t predict exactly how technology will evolve over the next decade, but we can equip our post-16 learners with the confidence and capability they will need to use digital tools in their work and their everyday lives.

What’s your favourite subject?

The British Academy published a YouGov Poll revealing the nation’s favourite school and university subjects. The study, entitled, ‘a nation of enquiring minds’ reveals that:

  • Given the opportunity to start a university degree tomorrow, UK adults were most likely to choose a subject in the humanities and social sciences –
    • 28% would opt for either the humanities (14%) or social sciences (14%),
    • engineering and technology (10%)
    • mathematics and computing (10%)
    • medicine (9%) .
    • English (17%) and history/classics (15%) topped a list of the nation’s favourite school subjects,

The report finds that arts, humanities and social sciences (AHSS) graduates look forward to strong employment prospects. It states AHSS graduates are as likely to have a job, as resilient to economic downturn, and just as likely to avoid redundancy as STEM graduates. However, AHSS graduates are more flexible (more likely than STEM graduates to voluntarily change job or sector).

Professor Sir David Cannadine, President of the British Academy, said: “The humanities and social sciences help us to make sense of the world in which we live so it is little wonder that the desire to study these subjects at school and university is so great. We not only love the humanities and social sciences in the UK but we also excel at them. Graduates from these disciplines are highly employable and able to weather the changes of a fluctuating job market, while our researchers are disproportionately successful in international funding competitions, punching well above their weight on the world stage.

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

HE policy update for the w/e 26th April 2019

international, Student Engagement

Brexit

No news, just speculation this week.  We’re currently predicting nothing will change and the UK will leave the EU without a deal on Halloween, even though that is the only option that MPs seem to be able to agree that a majority of them don’t want.

There was a PQ, though, on Horizon 2020

Q – Gordon Marsden: To ask the Secretary of State for Business, Energy and Industrial Strategy, what discussions he has had with (a) Universities UK, (b) UK Research and Innovation, (c) Office for Students on whether the UK will participate in the Horizon Europe scheme from 2021 following the extension to Article 50.

A – Chris Skidmore:

  • I chair a High Level stakeholder group on EU Exit. This group meets monthly to discuss EU Exit issues related to universities, research and innovation and is attended by a wide range of stakeholders including Universities UK, UK Research and Innovation and Office for Students.
  • Horizon Europe is still being negotiated through the EU Institutions, but we have been clear that we would like the option to associate to the Programme. Further details on Horizon Europe need to be finalised before we can make an informed decision on future UK participation.
  • In any scenario, the Government remains committed to continuing to back UK researchers and innovators by supporting measures to enable world-class collaborative research.

Election news

The local elections are of course real elections of people who are likely to be in place for 4 years and which relate to real issues, unlike the EU ones.  The two new unitary authorities in Dorset are holding their first elections since coming into existence in April.  They will both hold whole council elections this year and every four years afterwards.  Some unitary authorities (including Southampton and Portsmouth) elect a third of their members on a rolling cycle, missing the fourth year (in which county council elections are held instead – they still have one in Hampshire).

You can read about candidates

And don’t forget to make time to vote next Thursday!

The lists for the EU elections are final now too.  This website is adding statements and other profiles gradually (also profiles for the local elections next week).  Remember, you vote for parties not individuals in the EU elections and it uses a “list” system – and EU nationals can vote as well (as long as they are registered).  The BBC has a useful explainer.  It’s a bit complicated!  If you are intrigued by this D’Hondt voting system, Research Professional have  illustrated it with a sector example using mission groups.

 Graduate Employment

The DfE have published the Graduate labour market statistics covering graduate, post-graduate and non-graduate employment rates and earnings for England in 2018.

  • In 2018 the graduate employment rate (87.7%) was marginally higher than the postgraduate rate (87.4%), and substantially higher than the employment rate of non-graduates (71.6%). However, since 2011 the employment gap between graduates and non-graduates has narrowed by 3.1%
  • At 76.5%, the proportion of postgraduates employed in high-skilled roles in 2018 exceeded that of graduates (65.4%) and non-graduates (22.9%).
  • In 2018, the median graduate salary (£34,000) was £10,000 more than the median non-graduate salary (£24,000). Postgraduates earned an additional £6,000, with a median salary of £40,000.
  • Similar positive trends in median salaries since 2008 for all qualification types, across both population cohorts, suggests that the nominal earnings growth of graduates and postgraduates over this period has not come at the expense of non-graduate salary growth. These nominal rises do not, however, account for inflation and therefore do not reflect changes in individuals’ purchasing power over this period.

The Government have welcomed these figures as evidence of the value of a degree, but has warned that there is further to go in tackling the disparities between different groups.

Universities Minister, Chris Skidmore, said:

  • “We have record rates of 18-year-olds in England going into higher education so I am delighted to see that there continues to be a graduate premium and students are going on to reap the rewards of their degrees.
  • However, this Government is clear that all graduates, no matter their gender, race or background, should be benefitting from our world-class universities and there is clearly much further to go to improve the race and gender pay gap.
  • We have introduced a range of reforms in higher education which have a relentless focus on levelling the playing field, so that everyone with the talent and potential, can not only go to university but flourishes there and has the best possible chance of a successful career.”

Widening Participation & Achievement

POLAR, which is used as a measure of deprivation, has long had its critics yet it has outlasted other measures (such as NS-SEC). It’s survival has been in part due to the absence of other usable and reliable indicators that are available to the sector. However, the statistic’s days may be numbered as speaking at events Universities Minister, Chris Skidmore, has agreed with disgruntled audience calls for change and recently he took to Twitter to state he is ‘keen’ to ‘replace POLAR as a metric for measuring widening participation’. When asked what to replace it with the Minister didn’t make a response but Colin McCaig a well-known WP researcher highlighted how POLAR hides disadvantage even within in the most affluent categories in this Tweet.  Read more on the Twitter feed for interesting comments including individualised data and caveats around using free school meals and the Multiple Equality Measure gets a mention.

Wonkhe have an article and tableau chart exploring the access and participation data set.

Intergenerational Unfairness

The Lords Select Committee on Intergenerational Fairness and Provision have published the Tackling intergenerational unfairness report. It calls on the Government to take steps to support younger people in the housing and employment market, and deliver better in-work training and lifelong learning to prepare the country for the coming 100-year lifespan. The report concludes that the actions and inaction of successive Government have risked undermining the foundations of positive relationships between generations.  You can read the report in full here. Here are the most relevant points:

  • Both the Government’s fiscal rules and the way it conducts spending reviews encourage an often damaging short-term approach. They need to be reformed with a new fiscal rule focused on the Government’s generational balance of debt and assets and a more transparent spending review process.
  • Younger people are disadvantaged by an education and training system that is ill equipped for the needs of the rapidly changing labour market and all generations will need support in adapting to technological change in the course of what will be longer working lives. Post-16 vocational education is underfunded and poorly managed. The Government’s apprenticeships strategy is confused and has not achieved the desired effect.
  • The Government should respond to insecure employment amongst young people by ensuring that employment rights cover all those in genuine employment by ensuring that worker status is the default position
  • The Government should substantially increase funding for Further Education and vocational qualifications. Many students would be better served by pursuing vocational educational pathways. The current system of funding and access is inefficient, complex and risks perpetuating unfairness between those who access Higher Education and those who do not. We must rebalance the value attributed to Higher Education and Further Education.
  • The Government’s National Retraining Scheme should be extended and scaled up to prepare for the challenges of an ageing workforce and technological development. This should be targeted throughout the life course and must adequately reach those who are not employees.

In response to the report Julian Gravatt, Deputy Chief Executive at the Association of Colleges, said: “Society is changing and young people of today will be working later into their lives than previous generations. At the same, economic uncertainty means that we need to have as many skilled people as possible – colleges will be central to this. The cuts to the education system have had big implications over the last decade. Many young people are leaving education without the qualifications needed to get on in life. Some of the ones who are gaining degree qualifications are often finding themselves in low-skilled jobs.”

Digital Skills

Apprenticeships and Skills Minister Anne Milton has unveiled new plans to boost digital skills for adults. Her plans centre on new qualifications aimed at those with low or no digital skills learn to “thrive in an increasingly digital world”. They will be available for free to anyone over the age of 19, and are based on rigorous national standards. At the moment, one in five adults lack comprehensive digital knowledge.

The new offer will comprise:

  • A range of new essential digital skills qualifications, available from 2020, that will meet new conditions and requirements set by independent exams regulator Ofqual, also published today (note: this does not appear to be online yet, but I can send it over if you need it).
  • Digital Functional Skills qualifications, available from 2021, that will support progression into employment or further education and develop skills for everyday life.

Anne Milton said:

  • “I want people of all ages to have the skills and confidence they need for work and everyday life.  Being online is more important than ever and yet one in five adults in the UK don’t have the basic digital skills that many of us take for granted. This is cutting many people off from so many opportunities – from accessing new jobs, further study and being able to stay in touch with friends and family.
  • I am thrilled to launch the new ‘essential digital skills’ qualifications which will give adults the chance to develop a whole host of new skills to help get ahead in work, but also to improve their quality of life overall.”

Minister for Digital and the Creative Industries, Margot James, said:

  • “The new entitlement will give everyone the opportunity to participate in an increasingly digital world and take advantage of digital technology, whether it is using a smartphone, learning how to send emails or shopping online.
  • Implementation of the new entitlement will be complemented by the work of our Digital Skills Partnership to boost digital skills at all levels – from the essential digital skills that support inclusion, to the digital skills we increasingly need for work, right through to the advanced digital skills required for specialist roles.”

At the same time, the Government published their response to their consultation on improving adult basic digital skills.

  • 61% of adults with no basic digital skills are female.
  • 76% of those with no basic digital skills are retired.
  • Estimates on internet use in the UK estimate that adults who self-assess they have a disability are four times more likely to be off line than those who do not.

Actions:

  • The DfE has also published standards setting out the digital skills needed for life and work. In addition the DfE has updated the essential digital skills framework. This has been designed to support providers, organisations and employers across the UK who offer training for adults to secure their essential digital skills.
  • The DfE will consult on draft subject content for new digital FSQs, which will replace legacy ICT FSQs. They plan to work with employers, Ofqual and awarding organisations to develop the new digital FSQs for first teaching from 2021.

Immigration and post-study visas

An amendment to the Immigration and Social Security Co-ordination (EU Withdrawal) Bill has been tabled by former universities minister Jo Johnson and Paul Blomfield, the Labour co-chair of the all-party parliamentary group on international students, with cross-party support  – it is backed by nine select committee chairs including Robert Halfon, chair of the education committee; and Nicky Morgan, chair of the Treasury committee.

The proposed amendment would also prevent a cap on the number of international students,without parliamentary approval.  You can see the amendment here on a fairly lengthy list of amendments – it’s on page 17 of 22 so far (NC18)

Flexible Learning & Augar

Oral questions in the House of Lords led to an exchange on flexible learning and questioning of when the Augar review would report.

Baroness Garden of Frognal: To ask Her Majesty’s Government what action they have taken to encourage flexible lifelong learning in higher and further education.

Viscount Younger of Leckie (Conservative and acting as Government’s spokesperson): My Lords, in 2017 we committed £40 million to test approaches to tackling barriers to lifelong learning to inform the national retraining scheme. This includes £11.4 million for the flexible learning fund, supporting 30 projects to design and test flexible ways of delivering training. We also provide financial support for higher education providers and part-time learners. The independent review of post-18 education and funding is considering further how government can encourage and support part-time and distance learning.

Baroness Garden of Frognal (LD): … [we have] seen dramatic declines in adult learners since the Government’s policies that changed funding. Will the Minister agree that, for all the fine things he has mentioned, the Government’s response to the post-18 review of education and funding is the very best opportunity to tackle post-18 student finance, broaden learning options, encourage lifelong learning and make progression routes more obvious?

Viscount Younger of Leckie: Yes, the noble Baroness is correct. I am certain that Philip Augar, in his review, will take these matters into account. I also note that the Liberal Democrats have sent some recommendations to Philip Augar; I have no doubt that he will take account of them as well.

Baroness Greengross (CB): It is now seven years since the 2012 reforms, which everyone seems to agree are partly responsible for this staggering decline in part-time and mature study. The OU briefing says that there is a 60% fall in part-time undergraduate numbers and a 40% fall in the number of mature undergraduates. Lifelong learning says what it is on the tin—but if we wait another seven years for something to be done to encourage it, a whole generation of potential beneficiaries will not be here to benefit. So does the Minister not agree that this is a matter of extreme urgency?

Viscount Younger of Leckie: The noble Baroness is correct. I reassure the House that the post-18 review, which aims to ensure that there is a joined-up system, is due to report shortly. It will consider the issues around part-time and distance learning.

Lord Forsyth of Drumlean (Con): My Lords, now that the Treasury has been required to change the fiscal illusion funding that encourages all higher and further education to be funded through student loans, should the Government not look at restoring direct grants to institutions so that they are able to run these courses? The Augar review was promised for November last year, and then January—and we are still waiting. What is the delay? The Economic Affairs Committee of this House set out very clearly what needed to be done to sort out this problem. Why can the Government not get on with it?

Viscount Younger of Leckie:  I reassure my noble friend that there is no delay, as far as I am aware—”shortly” is the word that I am using. The Government will respond to the proposals that Philip Augar produces by the end of the year. But the Government plan to invest nearly £7 million this academic year for 16 to 19 year-olds in education or training, including apprenticeships.

Lord Watson of Invergowrie (Lab): My Lords, the Government’s 2012 higher education funding reforms have resulted in a drop of something like 60% in part-time undergraduate study. The noble Viscount and indeed other Ministers use as a defence the Augar review recently referred to, saying that no government action can be taken in advance of that—but that does not stand up to scrutiny. Last September, the Department for Education announced the introduction of maintenance loans for face-to-face part-time undergraduates, which was meant to be extended to part-time distance learners this September. But last month, the Universities Minister used a Written Answer to slip out the news that distance learners were no longer to have that access support available to them. Will the noble Viscount explain why, when he talked earlier about barriers to learning, his department believes that that decision will assist in reversing the downward trend of those indulging in part-time education?

Viscount Younger of Leckie: The issue of whether distance learners should receive maintenance grants was considered very carefully and rejected. But the Government are absolutely dedicated to stopping the decline in the number of part-time students. In other words, it has reduced. We have made a number of changes to support part-time and mature learners. This academic year, part-time students are, for the first time ever, able to access full-time equivalent maintenance loans

Parliamentary Questions

Academic Offences

Q – David Simpson: To ask the Secretary of State for Education, how many students had their university degree award rescinded due to cheating or plagiarism in each of the last three years.

A – Chris Skidmore:

  •  The information requested on degrees rescinded because of academic offenses is not held centrally. In 2016, the Quality Assurance Agency (QAA) found there were approximately 17,000 instances of academic offences per year in the UK.
  • The use of companies that sell bespoke essays to students who pass the work off as their own undermines the reputation of the education system in this country, and devalues the hard work of those succeeding on their own merit.
  • The government expects that educational institutions do everything in their power to prevent students being tempted by these companies. The most recent guidance from the QAA highlights the importance of severe sanctions of suspension or expulsion if ‘extremely serious academic misconduct’ has been discovered.
  • On 20 March, my right hon. Friend, the Secretary of State for Education challenged PayPal to stop processing payments for ‘essay mills’ as part of an accelerated drive to preserve and champion the quality of the UK’s world-leading higher education system. PayPal is now working with businesses associated with essay-writing services to ensure its platform is not used to facilitate deceptive and fraudulent practices in education. Google and YouTube have also responded by removing hundreds of advertisements for essay writing services and promotional content from their sites.
  • In addition, the department published an Education Technology strategy on 3 April which challenges tech companies to identify how anti-cheating software can tackle the growth of essay mills and stay one step ahead of the cheats.
  • We are determined to beat the cheats who threaten the integrity of our higher education system.

Apprenticeships

Q – Jim Shannon: To ask the Secretary of State for Education, whether apprenticeships are age restricted; and whether they are designed to entice any particular demographic.

A – Anne Milton:

  • Individuals in England can apply for an apprenticeship whilst they are still at school but must be 16 or over by the end of the summer holidays to start an apprenticeship. There is no upper age limit. Apprenticeships offer people of all ages and backgrounds the opportunity to earn whilst they learn.
  • We are encouraging participation from under-represented groups, including people from black, Asian and minority ethnic backgrounds, people with a learning disability or learning difficulty, and those from disadvantaged backgrounds, so that everyone can benefit from the increased wage returns and employment prospects that apprenticeships offer. We are also working to improve gender representation in sectors where it is needed, such as science, technology, engineering and mathematics.

STEM

Q – Chris Green: To ask the Secretary of State for Business, Energy and Industrial Strategy, what steps he has taken to increase the skills for people working in STEM research

A – Chris Skidmore: The Government recognizes the need to enhance the UK’s research talent pipeline and increase the number of opportunities on offer for highly-skilled researchers and innovators and has taken steps to do so. For example, in June 2018 we announced £1.3bn investment in UK talent and skills to grow and attract the best in science and innovation. This includes:

  • £900m invested for the UKRI Future Leaders Fellowship which is open to the best researchers from around the world.
  • £50m invested to existing programmes that are delivered through UKRI which include 300 additional PhDs, 90 additional Knowledge Transfer Partnerships, and up to 300 PhD additional Innovation Placements
  • £350m invested for prestigious National Academy fellowships.

Other news

EU support: The Scottish Government has announced that EU citizens who study a Further or Higher education course in Scotland in the 2020/21 academic year will be charged the same tuition fees and will get the same fee support as Scottish students for the entirety of their courses. This follows the previous commitment to continue funding for 2019/20. They have confirmed that this offer will stand even if current legal obligations to EU students cease to apply when the UK exits the EU.

Criminals on campus: HEPI’s new blog, The hardest (higher) education policy question of all? considers what should happen when students break the law or conduct themselves in a socially unacceptable manner (non-academic offences). It questions where to draw the line in expelling a student from their course. Viewing expulsion as clear cut and a priority when there is the need to safeguard the welfare of the victim or other students. However, balancing continued access to the course becomes a trickier decision for minor offences. Furthermore the statistics highlight that access to education within incarcerated communities reduces future crime and improves life chances. So a University may expel a student for an offence far less serious than an incarcerated student may have been sentenced for but receives access to a degree. The blog points to information and guidance sources and urges the sector to begin thinking the issue through properly now, predicting a rise in the number of tricky future decisions which potentially institutions could be unprepared for.

T levels: There is a House of Commons briefing paper on the T Level qualification reforms (select the ‘Jump to full report’ link from here).

Careers: This briefing paper on careers provision in England covers the full education system from schools to HE (select the ‘Jump to full report’ link from here).

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To subscribe to the weekly policy update simply email policy@bournemouth.ac.uk

JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

 

BU Briefing – An action research approach to informing institutional e-Learning policy

Our BU briefing papers are designed to make our research outputs accessible and easily digestible so that our research findings can quickly be applied – whether to society, culture, public policy, services, the environment or to improve quality of life. They have been created to highlight research findings and their potential impact within their field. 

With the European 2020 digital competence framework designed to address the huge EU digital skills gap, Higher Education Institutions have been challenged to incorporate these digital skills and facilitate institutional change towards enhancing technological learning.

This study describes a two‑spiral action research approach to explore the experience of one university and evaluates their approach to inform institutional e-Learning policy to meet the UK workforce gap in digital skills of workers.

Click here to read the briefing paper.

For more information about the research, contact Dr Gelareh Roushan at groushan@bournemouth.ac.uk, Professor Debbie Holley at dholley@bournemouth.ac.uk or David Biggins at dbiggins@bournemouth.ac.uk.
To find out how your research output could be turned into a BU Briefing, contact research@bournemouth.ac.uk.