Tagged / EU students

HE policy update for the w/e 3rd May 2019

Did you know you can access previous editions of the policy update online here?  You can also find them on the BU research blog by searching on the “policy” category, although that is often a shorter version without the pictures.

Local elections

If you are reading this on Friday, the results are still being announced.  The main headline at the time of writing is that the Conservatives and Labour have been hit by a Brexit backlash – interestingly there is a contradiction between the view that people are fed up with the two main parties for bodging Brexit – and the fact that they seem to have voted for the Lib Dems instead.  Which would be odd, but of course it probably isn’t as simple as that.

With the Brexit party not standing, UKIP having swung perhaps too far to the right for those ex-Conservatives who have voted for them recently, and Labour holding their vague line on Brexit, leave voters may have had nowhere to go and may have stayed at home, while fed up remainers have turned out and voted Lib Dem.  As turn-out is apparently close to the last time, despite predictions it would be low, that doesn’t seem to stand up.

The Lib Dems were previously the party of local politics, especially in the South West.  Perhaps the swing back to them is just about local issues.  Or, maybe they have just recovered their national position after their post-coalition drubbing, as former Lib Dem voters have finally forgiven them.

And the much shouted about swing to independents may not be all it seems either.  We reviewed the candidates for the Bournemouth, Poole and Christchurch election and found that a proportion of the independents had previously been Conservative or UKIP councillors or candidates.  So despite the potentially attractive image of a set of independent minded councillors who will change local politics, they may be the same people who are fed up with their former party for a range of reasons – national or local (perhaps opposed to the council merger for BCP) – and will therefore not advocate radical change if elected.  We’ll see.

All in all, while there will be a lot of handwringing and speculation, in the end there is no one story here.  A clearer view of the state of the nation might emerge from the EU votes, although they are likely to pull out the protest votes – people may vote for parties that they would never vote for in a general or even a local election just to make a point (especially as these appointments are likely to be short term and leave voters are fed up at having the elections at all).  And turn out in the EU elections may be spectacularly low for the same reason.

Local results:

Brexit goes missing

There is very little news on Brexit.  The government seem to have stopped pretending that the deal will be approved in time to stop the EU elections, the government/Labour party compromise discussions seem to be going nowhere and it has all gone very quiet.  No-one even asked the PM about it in PMQs.  At some point someone will have to do something if they don’t want a no deal Brexit by default in October, but there seems to be no hope of a breakthrough or plan to achieve one. It’s strange that we have gone so quickly from the chaos a parliamentary takeover and daily mini-crises to hopeless inaction.  And it really shows the importance of a deadline in politics.  Without one, they seem unable to do anything.  Perhaps they have just been distracted by the local elections, but it doesn’t seem likely.  Or perhaps everyone is waiting for someone else to find a solution.

Contextual Admissions

The OfS have published Contextual admissions – promoting fairness and rethinking merit challenging the sector ‘to be ambitious and innovative in reducing persistent inequalities in access and participation.’ They go on: ‘Contextual admissions are one way of doing this, but a more radical approach is needed if we are to achieve fair access.’… ‘In parts of the sector, good progress has been made in recruiting disadvantaged students. Overall, however, analysis shows that contextual admissions have not yet had a significant impact on fair access to higher education.’

 Key points:

  • While there has been some progress as a result of the increased use of contextual offers, gaps in equality of access between the most and least advantaged groups remain wide. Universities need to rethink how they are judging merit, rather than focusing narrowly on school exam success alone. A more radical use of contextual admissions is one way to achieve this conceptual shift.
  • Through reforming access and participation plans the OfS will instigate more honest self-assessment, more ambitious targets, more evidence-based measures and better evaluation. Each university will need to demonstrate how it will make progress to reduce its access gaps, including where appropriate the use of contextual admissions.
  • Alongside the government, the OfS will continue to work to persuade league table providers to use measures that do not penalise contextual admissions.
  • The OfS will encourage providers to evaluate their approaches rigorously and to share widely their approaches to admissions, including through the new ‘what works’ centre, the Centre for Transforming Access and Student Outcomes in Higher Education and the A to Z guidance on effective practice.

The University of Bristol is included as a case study and OfS praise the ‘evolving approach’ at Bristol since 2009. Accepted students are automatically offered a lower grade if they attend a state school in the bottom 40 per cent for attainment, live in POLAR3 quintiles 1 or 2, have completed a University of Bristol outreach event, or have spent time in care. Although the students are not offered any additional targeted support once admitted, research has shown that students admitted to Bristol with one grade lower than the entry requirements do just as well as, if not better than, those admitted on the standard offer.

The publication concludes: The OfS has high expectations of universities and colleges to reduce equality gaps in relation to access and participation. Through our reforms to regulating access and participation, we are giving them the time and flexibility to be more ambitious and to innovate.

Read more on the OfS’ expectations and other case studies here.

BAME attainment

Universities UK and NUS have co-published a report on BAME attainment at Universities. It covers how a student’s race and ethnicity can significantly affect their degree outcomes highlighting that the biggest gap is that between white student and students from Black, Asian or minority ethnic (BAME) backgrounds getting a ‘good degree’ (first- or upper-second-class degree) at 13% in 2017–18 graduates. It calls on the sector to partner meaningfully with students and robustly demonstrate commitment to addressing the BAME attainment gap.

Key Recommendations:

  • The Office for Students, (OfS) Evidence and Impact Exchange should systematically review ‘what works’ (as well as what does not) as a priority, to inform universities’ investment and strategies to address the attainment gap.
  • The government’s Race Disparity Audit should consider how it can support different parts of UK civil society – including universities – that are addressing similar, structural inequalities, and draw together evidence on how different types of organisations have achieved success.
  • Universities should raise greater awareness amongst staff of how to support BAME students, gain greater insight into BAME students’ perceptions, and ensure practices and initiatives on this issue reflect varied experiences and needs.

Read more here.

Amatey Doku, Vice President Higher Education, National Union of Students, said: I ask university leaders, from whom strong leadership on these issues is essential, not to treat the BAME attainment gap as a numbers game. Data analytics and targets will be critical to ensuring that there is accountability and transparency, but we must never lose sight of the fact that we are dealing with the lives of individuals who face systematic discrimination from all parts of society.

Social Mobility

The Social Mobility Commission (restarted last year after all its members resigned) have published the State of the Nation 2018-19: Social Mobility in Great Britain report stating inequality is now entrenched in Britain from birth to work, and calling on the Government to take urgent action to help close the privilege gap.  The report looks at early childhood, schools, FE, universities, and work to reiterate familiar messages that social mobility has stagnated for the last 4 years. The report analyses Office for National Statistics (ONS) data to show the wide gap in school attainment and income between the rich and the poor has barely shifted, with the financially better off nearly 80% more likely to end up in professional jobs than those from a working-class background. Other findings include:

  • People from more affluent backgrounds are 70% more likely to move region than those from working class backgrounds and are three times more likely to move to London
  • The class pay gap: those from working class backgrounds earn 24% less a year than those from professional backgrounds. Even when those from working-class backgrounds are successful in entering professional occupations, they earn on average 17% less than their more privileged colleagues.
  • Living standards: there are now 500,000 more children in poverty than in 2012. Those from working class backgrounds are less likely to own a home than those from more privileged backgrounds. Young people are less likely to own a home, and typically earn less than in previous generations.

To help address this inequality, the commission calls on the government to:

  • extend eligibility and uptake of the 30 hour childcare offer to those only working 8 hours a week, as a first step to make it available to more low-income families
  • raise per pupil funding by a significant amount for those aged 16 to 19, and introduce a new pupil premium for disadvantaged students in that age group
  • become an accredited voluntary living wage employer so that government departments pay the voluntary living wage to civil servants and all contracted workers including cleaning and catering staff

Dame Martina Milburn, chair of the commission, said: “Our research suggests that being able to move regions is a key factor in being able to access professional jobs. Clearly moving out is too often necessary to move up. At a time when our country needs to be highly productive and able to carve out a new role in a shifting political and economic landscape, we must find a way to maximise the talent of all our citizens, especially those that start the furthest behind.”

Matthew Fell, CBI Chief UK Policy Director, said: “Social mobility is fundamental to people feeling that the economy is working for them. Most companies understand their responsibilities and want to do even more to support the next generation of talented people from all backgrounds. Companies succeed when they embrace life-long learning and work with schools and colleges to give young people the best start in life. That’s why the Government must end the financial neglect of England’s further education system and carefully consider this recommendation as part of its Spending Review.”

EU tuition fees post-Brexit

Over the weekend BuzzFeed leaked plans suggesting the Government is considering an increase in tuition fees and ending EU financial support. The government has previously confirmed that all EU students starting courses in the UK in the 2019/20 academic year are eligible for student finance and will be treated as “home” students for fee purposes – regardless of whether the UK leaves the EU with a deal or not.  Scotland has recently extended their own guarantee to students starting in September 2020.  The UK government has not confirmed what will happen in the 2020/21 academic year.  It was always expected that – unless a post-Brexit deal is done with the EU which includes an ongoing arrangement about EU student finance – at some point the UK government would stop requiring universities to treat them as home students and stop providing student finance.

So what would happen then?  The absence of student loans would probably impact the number of EU students coming to the UK, but also the demographic of those students who do come – like international students now, EU students would have to find their own fees.  They do not usually qualify for maintenance loans (unless they have been resident in the UK for a number of years).

And what would those fees be?  The press articles assume that they would be the same as other international students.  It is important to note that the government does not set international student fees, and so a steep rise in tuition fees for EU students is not guaranteed.  At the time of the referendum, there was an argument made that it would be anti-competitive for universities to charge (say) US students one fee and EU students something less, in the absence of an agreement between governments.  The government has taken its current position unilaterally, as has the Scottish government, but there could be complaints by non-EU students against individual universities who chose to do the same in the future.  One way to mitigate this might be to offer bursaries to EU students, but again, that might be challenged.

The rumours over the weekend suggest that the government is going to announce that their current policy (of extending the guarantee a year at a time) will finally end – perhaps for students starting in 2020 or maybe 2021.

UUK are quoted in the Guardian:

  • “It is essential there is no further delay in the UK government confirming the fee status for EU students starting courses at English universities in autumn 2020. The recruitment cycle is already well under way,” a spokesperson for Universities UK said.
  • “The ongoing uncertainty is restricting student choice and the ability of English universities to recruit the best students from the EU. Whatever the eventual fee status of EU nationals, universities need at least 18 months’ notice of any change.”
  • A DfE spokesperson said: “Last year, we announced that students from the EU starting courses in England in the 2019-20 academic year will continue to be eligible for home fee status, which means they will be charged the same tuition fees as UK students.
  • “The government will provide sufficient notice for prospective EU students on fee arrangements ahead of the 2020-21 academic year and subsequent years in the future.”

And what about the impact?  You may remember at the time of the referendum there was a big argument about whether EU students repay their loans – the suggestion being that this was a huge hidden contribution that the UK was making to EU citizens.  The SLC brought out a repayment strategy to address this.

HESA have the data about where EU students come from but it’s in rather more digestible form from the Complete University Guide here.  One possibility as noted above is that the overall numbers of non UK students may not fall or at least not drop off completely, but that the demographic might change, so that we will see fewer EU students from less wealthy backgrounds.

Parliamentary debate

On Monday the Opposition tabled an urgent question on EU tuition fees. Universities Minister Chris Skidmore said no decision had been made yet but that the Government would provide enough notice for 2020/21 applicants. The Opposition also questioned the Government’s International Education Strategy expansion plans (more on this below), the Minister explained the need to attract HE students from all corners of the globe and think beyond EU residents. Carol Monaghan, SNP Shadow Education Secretary, highlighted that despite Scotland’s continuation of free tuition for EU students they anticipate a drop in EU demand because the “European temporary leave to remain scheme will not suit many courses”.  She also asked when the post-study work scheme would be reintroduced for international students (EU and globally). The Minister said the immigration white paper would tackle this issue and reminded that postgraduate fees were separate from this discussion of EU undergraduate fees and that the Government “do not want to do anything that will damage the potential of UK universities to research and continue with their research partnerships”. The post-study work issue was raised again in light of the length and greater expense of medical and dental degrees highlighting that the lack of opportunity to work in the UK after completion was hurting recruitment. Skidmore acknowledged this was particularly an issue for the Scottish Universities. Politics Home ran an article quoting Jo Johnson as in favour of the post-study work visa: Britain [is] missing out on billions of pounds, and losing top talent to other countries, by limiting their post-study stay to just four months.

Former Universities Minister, Sam Gyimah, took part in the debate stating: “whilst no decision has yet been made on this specific policy, the cumulative impact of some our policy decisions, whether it’s the immigration cap, which would make it more difficult for researchers from abroad to come and work and study here, whether its policy which would hike up fees for EU students or lack of clarity on Erasmus, the cumulative effect could be that we are undermining the university sector.”

Speaking outside of the debate previous Education Secretary Justine Greening also criticised the proposal to end EU fee remission: “As one company put it to me recently, Britain is in a talent war. We won’t be successful in that if we put up more barriers to encouraging talent, from home or abroad.”

During the urgent question debate Vicky Ford MP alluded to a recent agreement between the EU27 and UK on future cooperation in science, innovation, youth, culture and education, calling for “fair and appropriate financial contribution”. She encouraged members to vote for the Government’s withdrawal agreement to guarantee such a future relationship. Chris Skidmore agreed stating that the UK does disproportionately well out of scientific grants from the EU and confirmed that he would attend the EU Competitiveness Council meeting on 28th May.

There was some to and fro over whether subsiding EU students to study in Britain prevented students coming from elsewhere, particularly developing countries.

Chris Skidmore’s tone was on the whole supportive and positive of the contribution that Universities make. In conclusion to the urgent question discussion he said: “we have provided the certainty on 2019-20, and an announcement on 2020-21 will be made shortly. Any future policies will be part of those future negotiations, which, if we can have the EU deal voted through by the House, we will be able to get on with”.

Post-18 Review – policy options

The Education Policy Institute have published a report examining the evidence on various policy options for the Government ahead of the Augar Review. The report scrutinises policy proposals on tuition fees, student support, and non-HE funding; it outlines the evidence for each policy option, before setting out recommendations on how the government should proceed.

Key Findings:

  • Proposals from the government and opposition parties to reduce or abolish tuition fees, or lower interest rates, would have a regressive impact. Most of the high profile options for reform would benefit higher earners, and have little impact on improving education access or quality.
  • To help address inequities between higher and further education funding, maintenance loans should be extended to 19-23 year olds pursuing vocational, level 3 qualifications. The government should offer more financial support to those pursuing study outside of higher education. Currently, vocational learners are not entitled to maintenance loans.
  • The government should avoid a system in which tuition fees vary by subject or university. Varying fees by subject to steer students toward high demand courses has been ineffective when applied in other countries, with demand largely unresponsive to changes in price. Varying fees by institution may entrench inequality. Rewarding high graduate returns with extra funding may penalise institutions with high proportions of disadvantaged students.
  • Imposing a minimum academic standard to access university loans – a ‘UCAS tariff floor’ – should not be introduced without strong evidence that the majority of those denied loans would be better off pursuing other education routes.

You can read the full detail here.

 Rt Hon David Laws, Executive Chairman, EPI said: Many of the most widely discussed policy options would be likely to have little or no impact on participation or education quality, and higher earning graduates would often be the major gainers from reform – even though it is arguable that in education terms they are not the obvious priority at a time when difficult public spending choices are necessary.

International Expansion

Education Secretary Damian Hinds delivered a speech on the Government’s International Education Strategy (published in March). He confirmed that the strategy aims to increase the number of international higher education students to 600,000 by 2030. Hinds said:

In higher education we are still gaining volume, but we are losing share, as we have grown around 5% from 435,000 students in 2013/14 to 458,000 in 2017/18. We do have quite a reliance on one source market – albeit a very big one: China. We should look to develop both existing markets but to diversify and develop new and sustainable opportunities too, for example continuing to grow the Indian market, and countries from South East Asia and Africa too.

We need to talk about Education Technology too. This is a flourishing business sector for the UK, with a steadily growing export market. We know that domestic market development and export success are closely linked, so we will support UK EdTech businesses in both.

Specifically, this means:

  • defining 10 new “EdTech challenges” to galvanise industry action on some real-world issues faced by the education sector where technology has strong potential to drive progress;
  • helping to forge new connections between technology innovators and their users, through the creation of testbed schools and colleges; and
  • supporting more effective procurement practice for both suppliers and users. For example, through support for BESA’s LendED platforms – a try-before-you-buy service linking EdTech companies and educators.

It has never been more important for us to be globally-minded, outward looking and ambitious. The competition has never been fiercer. But the opportunities have never been greater. They are there to be taken.

Consultations

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

Other news

Food for thought: Results of two interesting national polls:

Schools – Ofsted positivity: Ofsted published their fourth annual parents survey which explores parents’ awareness and perceptions of the regulator and is used to feed into Ofsted’s strategic priorities. Key points:

  • 68% of parents agreed that Ofsted is a valuable source of information about education within the local area
  • 68% believe Ofsted’s work helps to improve standards of education (this was a statistically significant increase compared to the previous year results)
  • 65% agreed that Ofsted provides a reliable measure of a schools quality (statistically significant increase)
  • 65% of parents agree that Ofsted is a valuable source of information about childcare in local areas
  • 9 out of 10 (89%) parents know the Ofsted rating of their child’s childcare provider or school.
  • Parents are most likely to feel ‘core’ subjects of Maths, English and Science are sufficiently covered in their child’s education. However, 4 in 10 parents or less feel that subjects such as Art, Music, Languages and D&T are sufficiently covered
  • Three quarters of parents feel Ofsted is a reliable source of information and there has been a drop in parents who feel their judgements are unreliable (down 3% to 16%). However, some parents were concerned that the Ofsted reports didn’t provide an accurate representation of what that school is like, and some felt the reports were pointless as they would be sending their child to that school anyway.

Read more or delve deeper into the pretty charts representing the data from page 11 onwards.

Disinformation Committee: Fake news and disinformation continue to be of importance to the public so the Digital, Culture, Media and Sport Committee are launching a new sub-committee on Disinformation:

  • We believe that there is a public interest in continuing our examination of the continuing threat posed by disinformation to democracies.
  • In order to do this, we are forming a new Sub-Committee on Disinformation. We are launching a new website and will hold evidence sessions in May 2019 with the Secretary of State for Digital, Culture, Media and Sport, Rt Hon Jeremy Wright QC MP, and with the Information Commissioner, Elizabeth Denham. Among other issues, we will discuss with them the Government’s response to our report on ‘Disinformation and ‘Fake News’’, and the White Paper on Online Harms, due to be published shortly.
  • …we plan to make use of the new Standing Order enabling us to invite members of any other select committee to attend any meeting of the Sub-Committee to ask questions of witnesses. In this way, the Sub-Committee will become Parliament’s ‘institutional home’ for matters concerning disinformation and data privacy; a focal point that will bring together those seeking to scrutinise and examine this threat to democracy.
  • In launching this Sub-Committee, we are creating a standing programme of work. It signals our commitment to continuing our rigorous scrutiny of democratic accountability, and to play our part in protecting individuals from the insidious onslaught of disinformation and digital disruption. We look forward to continuing the highly important work that we have begun.

School work experience: Founders4schools and LKMco have published a joint report on young people and work experience, focussed upon making work experience fit for purpose. This highlights that the quality of work experience is hugely variable, and often very poor. A large proportion of young people do not think the work experience they undertake is good quality. However the quality is likely to be higher for more affluent pupils, who have access to stronger, higher-status networks relevant to their needs and aspirations. Key points:

  • Many young people do not have access at all. Survey data indicates that half of young people aged 14- to 25-years-old have not participated in work experience.
  • Demographic characteristics affect access to work experience opportunities. Poverty, minority ethnic status, gender and special educational need or disabilities all reduce pupils’ likelihood of participating.
  • Access is also affected by subject choices. Pupils choosing ‘academic’ routes in school are less likely to participate in work experience. In addition, work experience is more readily available in certain sectors and organisations than others.

Carolyn Fairbairn, Director-General, CBI said: “… young people who have at least four interactions with business at school are five times less likely to be unemployed as an adult, with early exposure to business – whether through work experience, internships, mentoring or career talks – helping young people to feel better prepared.”

Ed Tech investment: The Australian SEEK Group have invested £50 million to half own the FutureLearn social learning platform in partnership with the Open University making this it largest ever private-sector EdTech investment in Europe. FutureLearn currently has over 9 million learners.

  • OU VC Mary Kellett said: “Our partnership with SEEK and the investment in FutureLearn will take our unique mission to make education open for all into new parts of the world. Education improves lives, communities and economies and is a truly global product, with no tariffs on ideas.”
  • The partnership with SEEK will have contractual arrangements in place to protect the University’s academic independence, teaching methods and curriculum.
  • SEEK CEO, Andrew Bassat, said: “This investment follows the same logic applied to IDP and Online Education Services ‘OES’ in that we like to invest in disruptive business models that provide world class student education outcomes. Technology is increasing the accessibility of quality education and can help millions of people up-skill and re-skill to adapt to rapidly changing labour markets. We see FutureLearn as a key enabler for education at scale”.
  • FutureLearn CEO Simon Nelson said: “This investment allows us to focus on developing more great courses and qualifications that both learners and employers will value. This includes building a portfolio of micro-credentials and broadening our range of flexible, fully online degrees and being able to enhance support for our growing number of international partners to empower them to build credible digital strategies, and in doing so, transform access to education.” 

Rankings: The Complete University Guide published its University League Table 2020.

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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 22nd March 2019

This week we’ve got the government’s international education strategy alongside data that shows the value of international students to the UK.  We’ve got a consultation on dropping BTECs, some less than impressive data on educational attainment, more campaigning on essay mills and of course, our take on the B word.  And SUBU’s Sophie Bradfield explains why there have been posters all over campus with a note about the SUBU elections.

International Students

The Government published their International Education Strategy over last weekend. This publication was announced the Spring Statement by Philip Hammond and is co-authored by the DfE and DFIT. The strategy sets out 5 cross-cutting strategic actions, developed through consultation with the education sector:

  1. Appoint an International Education Champion to spearhead overseas activity.
  2. Ensure Education is GREAT promotes the breadth and diversity of the UK education offer more fully to international audiences.
  3. Continue to provide a welcoming environment for international students and develop an increasingly competitive offer.
  4. Establish a whole-of-government approach by implementing a framework for ministerial engagement with the sector and formalised structures for coordination between government departments both domestically and overseas.
  5. Provide a clearer picture of exports activity by improving the accuracy and coverage of our annually published education exports data.

Other specific actions include, encouraging sector groups to bid into the £5 million GREAT Challenge Fund to promote the entire UK education offer internationally and extending the period of post-study leave for international student visas, considering how the visa process could be improved for applicants and supporting student employment.

These actions are aimed to underpin the following objectives:

  • Drive ambition across the UK education sector: The Government pledge to work in tandem with the education sector, and provide the practical solutions and tools it needs to harness its full international potential.
  • Increase Education Exports to £35bn by 2030: Achieving this ambition will require an average annual growth rate of 4% per year. In order to drive progress against this target, the Government intend to build global market share in international students across the education sectors. They also intend to improve how we capture education exports data in order to monitor our progress against this ambition.
  • Grow the numbers of international higher education students studying in the UK to 600,000 by 2030.

The full Government press release can be viewed here.

  • Education Secretary Damian Hinds said: As we prepare to leave the EU it is more important than ever to reach out to our global partners and maximise the potential of our best assets – that includes our education offer and the international students this attracts.
  • International Trade Secretary Dr Liam Fox MP said: Our education exports are ripe for growth, and my international economic department stands ready to engage and support UK providers from across the education sector to grow their global activity as we implement this new International Education Strategy.
  • English UK chief executive Sarah Cooper said: “We are excited by the opportunities this bold strategy outlines, both for the promotion of the UK as the premier destination for English language learning, but also the support planned for growing the export of UK ELT quality and expertise to countries across the globe.”
  • Dr Greg Walker, Chief Executive of MillionPlus, said: “Universities are critical export earners for the UK and greatly expand our soft power globally. This new strategy shows welcome recognition and ambition from the government towards strengthening our status as an attractive destination for international students. A better post-study work offer will boost the economy and benefit businesses needing high level skills, while a new target for international student recruitment is also the right step.
  • Professor Dame Janet Beer, President of Universities UK, said: “I strongly welcome the publication of this strategy as a signal of a change in direction. I particularly welcome the ambitious target to grow the number of international students to 600,000 by 2030 which sends a strong message of welcome.

HEPI published a response:

  • The overall trajectory for desired growth is actually lower than that assumed by the last Government target. It is also, at 4% a year, much lower than elsewhere – Australia has been enjoying an annual growth rate of over 17%.
  • We are currently very badly off the trajectory to hit this last target, which shows that setting targets far from guarantees success. As page 5 of the new paper makes clear, instead of hitting the target set in 2015 of £30 billion in education export earnings by 2020, we are only currently on course to be on £23 billion by then.
  • Although the new target is less ambitious than the old one and way below what has been achieved in other countries, we can still only hit the new 2030 target if we perform better in the future than in every recent year.
    • In 2017/18 there were 458,000 overseas students studying at UK universities; 20% of the total student population, 54% of full-time taught postgraduates and 49% of full-time research degree students. 139,000 were from the EU and 319,000 from elsewhere.
    • The top sending countries for overseas students have changed over the last few years. China currently sends the most students to the UK, more than 76,000 in 2017/18; the number of Chinese student in the UK has risen by 43% since 2011/12.
    • There has been a general drop in entrants from the major EU countries since 2011/12; Ireland down by 41%, Germany 18%, Greece 16% and France 11%. Italy was the exception with numbers up by more than half.
    • In recent years, the UK has been the second most popular global destination for international students after the USA. In 2016 the US took 28% of higher education students
    • To hit the new target we would clearly need some new policies even if things like Brexit didn’t threaten current successes. While today’s paper is open about being the start of a new journey, it doesn’t include policies of the scale needed to guarantee success – the section on further education, for example, is particularly unambitious.

The HoC library has published FAQs about international students and EU students in the UK.

  • In 2017/18 there were 458,000 overseas students studying at UK universities; 20% of the total student population, 54% of full-time taught postgraduates and 49% of full-time research degree students. 139,000 were from the EU and 319,000 from elsewhere.
  • The top sending countries for overseas students have changed over the last few years. China currently sends the most students to the UK, more than 76,000 in 2017/18; the number of Chinese student in the UK has risen by 43% since 2011/12.
  • There has been a general drop in entrants from the major EU countries since 2011/12; Ireland down by 41%, Germany 18%, Greece 16% and France 11%. Italy was the exception with numbers up by more than half.
  • In recent years, the UK has been the second most popular global destination for international students after the USA. In 2016 the US took 28% of higher education students

The Higher Education Policy Institute (HEPI) and Kaplan International Pathways (Kaplan) published new research commissioned from London Economics on the financial contributions of international students who graduate from higher education and stay in the UK to work.

In September 2018, the Migration Advisory Committee failed to recommend the creation of a new post-study work visa, at least until there is “a proper evaluation, by us or others, of what students are doing in the post-study period and when they move onto other work permits.”. The HEPI / Kaplan report shows the tax and National Insurance payments of just one cohort of international students who stay in the UK to work after their studies amounts to £3.2 billion. This is made up of:

  • over £1 billion in income tax;
  • over £700 million in employees’ National Insurance Contributions;
  • over £800 million in employers’ National Insurance Contributions; and
  • nearly £600 million in extra VAT payments.

Graduates from other EU countries who stay here to work contribute £1.2 billion and graduates from the rest of the world contribute £2.0 billion.

The analysis additionally shows international graduates who find employment in the UK typically do so in sectors that suffer from acute skills shortages. Rather than displacing domestic graduates, international graduates are plugging skills shortages.

The study also measures the impact of the Home Office limiting post-study work rights in 2012. This costs the Treasury £150 million each year in foregone receipts – that is, £750 million every five years or just over £1 billion since post-study work was first restricted in this way in 2012.

  • Nick Hillman, Director of HEPI, said: “Universities firmly believe the Government’s biggest mistake in higher education has been to discourage international students from coming here. A hostile environment has been in place for nearly a decade. It is a testament to the strengths of our higher education sector that the number of international students has not fallen, but it is an absolute tragedy that we have been unable to keep up with the pace of growth in other countries. The Home Office used to say there is insufficient evidence to show international students bring benefits to the UK. We proved this to be false last year, when we showed international students contribute £20 billion a year net to the UK. But, afterwards, the Migration Advisory Committee claimed there was still a lack of evidence to show international students who stay in the UK to work make a positive contribution. We can now disprove this too. Just one cohort of international students who stay in the UK to work contribute over £3 billion to the UK Exchequer – and it would be even more if policymakers had not reduced post-study work rights in 2012. The hard evidence shows a new approach is overdue.”
  • Linda Cowan, Senior Vice President, Kaplan International Pathways, said: “Restricting post-study work rights for international graduates has hampered efforts to attract students to the UK, with the number arriving here growing more slowly than in other countries. Proposals in the Government’s White Paper to introduce a minimum salary threshold of £30,000 would undoubtedly make us even less competitive. …..we need to reinstate attractive and competitive post-study work rights for all international students. The recommendations in the Migration Advisory Committee report would continue to place the UK behind other countries. We need to go further.”
  • Maike Halterbeck, Associate Director at London Economics, and lead author of the report, said: “A detailed analysis of the most up-to-date labour market data has illustrated the huge economic contribution of international graduates to the UK economy in the first 10 years following graduation. However, the contribution of more than £3 billion hides the fact that in the longer term, this contribution is likely to be many times higher as international graduates make the UK their home.”

HEPI published a response to HEPI’s International Students research from Shadow Higher and Further Education Minister, Gordon Marsden MP

“Today’s report underlines everything Labour and the sector have been saying about the vital contribution international students’ play to our universities’ and the economy. The Home Office have consistently risked damaging our world-class HE sector and international brand through their hostile attitude towards international students. As HEPI have pointed out, the Government’s strategy and targets are meagre and neglect the opportunities for HE at FE Colleges.”

Changes to BTECs and other qualifications

The government is consulting on the future of certain qualifications. The consultation is about “only providing public funding for qualifications that meet key criteria on quality, purpose, necessity and progression” and “not providing public funding for qualifications for 16 to 19 year olds that overlap with T-levels or A-levels”.  It is really interesting – they seem to be very focussed on a twin track approach from 16.

  • Para 42: In the Skills Plan we set out an ambition to provide students with a clear choice between high quality technical and academic options. With this clarity in mind, T Levels have been designed to be the gold standard level 3 technical qualification, with a primary purpose of offering a direct route into skilled employment or into relevant technical options in the form of higher levels of technical study or apprenticeships. We believe this clarity and distinctiveness of role should apply to all qualifications at levels 3 and below, giving all students clear choices in the qualifications they study.
  • Para 49: “The number of students entering university using Applied General qualifications (or similar qualifications that pre-date the introduction of this category of qualifications in performance tables) has increased significantly in recent years, coinciding with the growth of entry to higher education overall. This is especially the case for students from poorer or some black and minority ethnic (BAME) backgrounds. Many students entering with Applied General qualifications are lower-achieving in comparison to students who gain a place at university through A Levels, and are more likely to drop out. We want to understand the role of Applied General and other qualifications in supporting progression to successful outcomes and whether, in some cases, students would be better served by taking T Levels, a level 3 apprenticeship or A Levels”
  • Para 62: We want there to be clearer and simpler options for those ready and able to study at level 3 – T Levels and A Levels for those choosing classroom based study, or apprenticeships for those choosing a work-based option.

The Education Secretary Damian Hinds has also issued a press release on the announcement.

  • Education Secretary Damian Hinds said: We have made huge progress to boost the quality of education and training on offer for young people. But we also want to make sure that all options available to students are high-quality and give them the skills they need to get a great job, go on to further education or training, and employers can be confident they can access the workforce they need for the future. We can’t legislate for parity of esteem between academic and technical routes post 16. But we can improve the quality of the options out there and by raising quality, more students and parents will trust these routes.
  • Matthew Fell, CBI Chief UK Policy Director, said: Young people need clear, high-quality and easy to understand options at 16 – whether that’s A-levels, new T-levels, or doing an apprenticeship. Each route is valued by employers, but it can sometimes be difficult to understand the difference between the thousands of qualifications and different grading systems out there. The Government is absolutely right to address this by giving employers a part in shaping the reforms, ensuring qualifications relate to the modern world and give young people the skills they need to succeed.

BU will be preparing a response, working with Academic Services, as this will affect access and opportunities for potential students.

Educational attainment

The Resolution Foundation has published a report on the slowdown in educational attainment growth and its effects. The report argues that while improvements to the country’s human capital stock have been driven by increasingly educated cohorts of young people flowing into the labour market, the pace of growth in young people’s educational attainment has more than halved since the start of the 21st century.

  • Recent decades have been characterised by a marked boost in educational attainment:  the proportion of 22-64 year olds whose education stopped at a GCSE-or-equivalent level has fallen by one-third; the proportion who went on to attain a degree or higher has more than doubled.
  • Attainment growth has been spread across the labour market, as well as across gender and ethnicity: While the wider 25-28 year old degree attainment rate more than doubled from 17 per cent in 1996-98 to 40 per cent in 2016-18, the share of young black women with degrees more than trebled (from 13 per cent to 49 per cent), as did the share of young Indian women with degrees (from 22 to 75 per cent). These patterns mean that the level of variation in attainment that exists between sex and ethnicity groups has fallen.
  • Large attainment gaps persist
  • The pace of educational attainment growth has more than halved since the turn of the century, and this slowdown has been widely spread.
  • This slowdown matters because educational attainment growth can deliver higher living standards – and cannot be dismissed as simply the result of migration or skills saturation
  • Skill shortage roles that are migrant reliant and pay below proposed salary thresholds indicate where further skills demand may emerge post-Brexit: The fact that these 1.4 million migrants work under conditions that would fail to pass proposed migration rules does not imply that they would be lost were the proposed migration policy changes to be implemented, and the possibilities of adjusting to a different migration regime should not be understated.
  • Employers are also suppliers of skills, but work-related training has long been directed away from lower-qualified staff, including those whom employers think lack necessary skills. For instance during 2016-18, 22-64 year olds with Master’s degrees were almost three times as likely to report having recently received work-related training as their counterparts with qualifications below GCSE A*-C-equivalent levels.

Essay mills

The Education Secretary Damian Hinds has called on online platforms to help tackle the use of essay writing services used by students as university.  Damian Hinds has 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”. The Government states that technology giants such as Google and YouTube have responded to these calls and are taking steps to remove hundreds of advertisements for essay writing services and promotional content from their sites.

  • Damian Hinds said: Sadly there have always been some people who opt for the easy way and the internet has seen a black market in essay writing services spring up. However, no matter how easy it is to access these services now, it doesn’t change the fact that this is cheating, and students must understand it is unacceptable.
  • Universities Minister Chris Skidmore said: Developing your knowledge and applying it at a high standard is at the very core of a university education, but these essay writing companies and the students paying for these services are undermining the foundations that our HE system is built upon.

The press release also reaffirms that department will be publishing an Education Technology strategy this spring to help the industry tackle some of the key challenges facing the education sector. This will include encouraging tech companies to identify how anti-cheating software can tackle the growth of essay mills and stay one step ahead of the cheats.

The FT have an article here:

  • The qualification has a cost (fees, living costs, the cost of debt and the academic labour to acquire it), and an expected value in the labour market. If the individual realises he or she can’t perform the labour, they buy it. Their qualification is a kind of forgery that is very difficult to spot — a “prime fakement”.
  • So how many people are cheating? Cuckoo essays are hard to measure, because most of the contracts are privately arranged between companies and individuals. The businesses advertise on social media — YouTube has deleted adverts for these services — and even, in one case, on the London Underground.
  • …Historically, the authorities came down brutally on forgery, even for what now seem like minor instances of coin clipping. The fear was that such practices had the capacity to undermine the entire monetary system. Forgery has a natural inflationary risk, threatening to dilute the value of money, which threatens those who have already hoarded it. When too many prime fakements are exposed, there is a risk that trust in the real thing also disappears. At that point, no one will accept it as collateral any more.

Lifelong learning

The Independent Commission on Lifelong Learning, convened by the Liberal Democrats, have published a report on Personal Education and Skills Accounts. The full report and full list of recommendations can be viewed here.

This report sets out a vision for a culture of all-age learning in England, at the centre of which is a nationally available Personal Education and Skills Account (PESA). The report proposes that PESA would be an account opened at the age of 18 for adults in England, topped up with government funding, to help access learning and training opportunities throughout life. The committee state their belief that PESAs would widen access to adult learning and transform the landscape of post-18 education while putting the further education and skills sectors on a more sustainable financial footing.

  • The government will make three contributions to the accounts, each worth £3,000, when the account holder turns 25, 40 and 55.
  • Account holders and their employers will also be able to make payments into the accounts. This will be incentivised by government offering tax relief and/or match-funding on contributions made by account holders.
  • From the age of 25 onwards, account holders will be able to use money saved in the accounts to pay for education and training courses which are delivered through accredited providers.
  • Accounts will remain open and available to account holders throughout their life.

Association of College’s Chief Executive, David Hughes, who sits on the Commission said: “This is a timely and helpful report as the consensus grows from all parts of Westminster and from business that the time has finally come to rebalance the provision of education and skills to create a truly world class post-18 education system. As our country’s skills gaps widen further, and as the world of work continues to change at such a rapid pace, it is right that people are given more control and agency over their training and learning at all stages of their lives – Personal Education and Skills Accounts have the potential to play an important role in this.”

A Universities UK spokesperson said: “We welcome this independent report which highlights the economic, social and health benefits of continuing in education. It makes an important contribution to the debate on how we can continue to develop the highly skilled workforce our country needs. Anyone with the potential to benefit from doing so should have the opportunity to continue their education, regardless of background, circumstance or age.

Brexit

It’s all about process now.  And process, the order in which things happen and the timing, will determine the outcome – with no deal exit on 29th March still at least technically the default and no deal exit on or before 11th April still (as at the time of writing) the most likely result.

So what happens now?  To take advantage of the EU unconditional offer of an extension to April 12th (the last date for calling EU elections), Parliament doesn’t need to approve the withdrawal agreement but does need to agree to change the current exit date by passing a statutory instrument.   The motion for this is planned for Monday.  Note in the letter to the EU the UK government have agreed to the extension.  The longer extension to 22 May offered by the EU applies if Parliament approves the withdrawal agreement before 29th March.

These are much gentler terms than were predicted.  But it isn’t just kicking the can down the road.  There will have to be a majority in Parliament “for” something this time – i.e. either “for” the withdrawal agreement or “for” the extension of the exit date.  And it all depends on the motions filed by the government and amendments made. But if MV 3 is rejected, we will be in exactly the same position as we are now, for another two weeks.

This could change if there is:

  • an amendment to one of next week’s motions on indicative votes, which is passed, and then
  • one of the indicative votes is passed that requires a long extension (like a renegotiation of the deal to make it softer or a plan to have a second referendum), and then
  • MPs vote for a long extension to implement that.

Right now it looks as if (a) might happen but not (b) or (c).  so we’d be back to no deal unless the mood music changes (partly because of attempts to get (b) and (c) through), so that MV4 finally passes before 12th April – but there is also another way – the PM said she didn’t know what would happen if the withdrawal agreement was rejected again and it would be “up to the House”.  It seems options are being explored on what that might look like. See this BBC article.

Remember the big thing that a week ago was going to get the deal through – Geoffrey Cox was going to change his legal advice and persuade the DUP?  That hasn’t happened and no-one is talking about it anymore.

In an interesting development on Friday morning, Kwasi Kwarteng MP (Parliamentary Under Secretary of State for DExEU) said that he expected that there might be a free vote on some things (but not the meaningful vote).  Free votes really would make a difference to the arithmetic – but they may only get them on the indicative votes.

And those of you wondering why the Speaker’s rule about not bringing the withdrawal agreement back isn’t getting in the way of all this?  Of course the latest EU offer and their own approval of the agreement makes it all different now.

A government motion on extension filed for Monday refers to  the PM’s statement about extension on 15th March– things have changed since then.  Amendments text on twitter:

It’s all very complicated, but essentially the most likely outcome (unless there is a major change over the weekend) still appears to be no deal, either on 29th or, if as expected, the extension is passed, on 12th April.

Parliamentary Office for Science and Technology

We hosted POST at BU a couple of weeks ago, to discuss policy impact, and some good conversations were held on the day and since.  This is a reminder that the POST work plan provides further opportunities for staff to engage with the Parliamentary agenda.  Click on the links to learn more.

Biology and health

In production:

  • Advances in cancer treatment
  • Alternatives to plastic food packaging
  • Causes of obesity
  • Climate change and vector-borne disease
  • Outward medical tourism
Scheduled:

  • Blockchain technology in the food chain
  • Industry influence on public health policy
  • Researching gambling
Energy and environment

In production:

  • Adaptation and mitigation in agriculture
  • Assessing and restoring soil microbiomes
  • Climate change and fisheries
  • Climate change and wildfire frequency
  • Developments in wind power
  • Environmental gain
  • Food waste
  • Natural hazard risk assessment
Scheduled:

  • Insect population decline
Physical sciences and ICT

In production:

  • Integrating health and social care
  • Key EU space programmes
  • Online safety education for young people
Scheduled:

  • Civilian drones
Social sciences

In production:

  • Approaches to reducing violent crime, focusing on early interventions
  • Integrating health and social care
  • Research glossary
Scheduled:

  • Improving eyewitness testimony

That’s a wrap – Full-time SUBU officer elections 2019

Sophie Bradfield from SUBU brings us her latest update – this time looking at democracy in action in SUBU.

In spring each year, Students’ Unions around the country run elections across-campus for current students to run for and elect their full-time representatives for the next academic year. These representatives are called Full-Time Union Officers (sometimes referred to as Sabbaticals) and they lead the direction of the Students’ Union, representing and championing the collective student voice. Requirements for electing Full-Time Union Officers are set out in the Education Act 1994 as well as the Union Constitution and By-laws and are usually carried out using an online voting system.

Elections for SUBU’s Full-Time Union Officers (FTOs), wrapped up on Thursday at 5pm after a week of creative campaigns from the 26 students running for election, reaching out to fellow students at BU.

There are 5 full-time paid positions and the new officers will take up their positions in June. Each role has a different remit reflecting different areas of the student experience covering: the academic experience, student welfare, extra-curricular activities, sustainability, volunteering, democracy, the student voice and much more. These roles are: President; Vice President Activities; Vice President Community; Vice President Education; and Vice President Welfare & Equal Opportunities. Officers work closely with fellow students, Union and University staff to deliver projects, campaigns and create or enact policies to improve the student experience at BU and nationally across the Higher Education sector.

Student candidates campaign for these positions on a 300 word manifesto (you can read them here), setting out their pledges which they hope to achieve if elected. Elected Full-Time Union Officers work on achieving their manifesto aims which students have voted for, as well as representing the collective student voice, for example at University meetings. FTOs act on student feedback throughout the year and SUBU collects student feedback to shape work through a number of methods, ensuring SUBU is led and driven by students. For example the student representation system collects feedback through a tool called SimOn and SUBU receives around 10,000 individual comments a year (which we also report to relevant services in the University). We also receive student feedback through meetings, committees, forums, surveys and focus groups. 

Full-Time Officers are accountable to the student body that elected them and termly general meetings are held (called Big Student Meetings) for students to hear reports from their elected officers and ask questions. Big Student Meetings are also a time for students to put forward policy ideas and vote on or reject policies and this then becomes mandated work for Officers and the Students’ Union. A quorum of 100 students is required at a General Meeting for the policies passed to be valid. This ensures decisions are made by the collective student voice.

SUBU’s current FTOs will be in place until June. You can watch a livestream of the results for next academic year’s team on the SUBU Bournemouth Facebook from 7pm in Friday.

Consultations

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

Other news

The EU have reached “partial” agreement on Horizon Europe, the 2021-27 replacement for H2020, according to Research Professional.

  • The following day, the League of European Research Universities hailed the EU institutions’ “very impressive” work and said it approved of the content of the programme “on the basis of a first analysis”.  Leru praised the decision to use more ring-fenced funding to increase the involvement of researchers in low-participation countries, rather than programme-wide targets.
  • But Leru’s secretary-general Kurt Deketelaere warned that unresolved issues such as the programme’s rules of association for non-EU countries should be agreed “as soon as possible”.  He cautioned that the agreement will be subject to final approval by a new legislature and administration after the European elections in May. “Let’s hope that the next Parliament and Commission don’t feel the urge to reconsider substantial parts of this partial political agreement,” he said.
  • Markus Beyrer, the director-general of the industry lobby group BusinessEurope, welcomed the agreement but warned that subsequent negotiations on the budget would be “tough”. He and Leru called on the EU to ensure that at least €120 billion is devoted to Horizon Europe, rather than the €83.5bn in 2018 prices proposed by the Commission.  

The Welsh Government has launched a Degree Apprenticeship Scheme, supported by £20m of funding. The university-run scheme will be fully funded by the Welsh Government, with all students’ fees paid for. Courses will be available in key sectors for economic growth identified by the Welsh Government, including IT, Engineering and Advanced Manufacturing.

The House of Commons library has issued a summary of funding for adult further education since 2010 and a summary of funding for 16-19 education since 2010.

Closing the gap, published by The Nuffield Trust, The Health Foundation and The King’s Fund says that the Government should introduce grants for student nurses if they want to reduce the workforce shortfall.

Shakira Martin has a guest blog on HEPI on widening participation

  • “What we need is greater investment in student support, with students able to expect to receive a minimum living income. We need maintenance grants, EMA and nursing bursaries and an apprenticeship minimum wage that’s at the level of a living wage. But it won’t be enough to increase student income alone, because doing so causes multiple generations to face increasingly unmanageable debts. How can we expect to improve social mobility when the money from the debts of the poorest students ends up back in the pockets of those already up at the top of the ladder? That is why we also need to see creative initiatives such as accommodation subsidies introduced for low-income students, private landlords halving rent on accommodation over the summer and discount cards for 50 per cent reductions on train fares and cheaper and better bus services. To make these dreams a reality we need the Government to step up and deliver for students by delivering greater investment in early years education and significant investment in IAG for students.”

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HE Policy Update for the w/e 1st February 2019

This week we bring you the latest on unconditional offers, Parliament give the nod to accelerated degree funding, the wonk-press frenzy in dissecting Chris Skidmore’s first formal speech, and a little on the B-word.

Universities Minister speaks out

Chris Skidmore gave his inaugural formal speech as Universities Minister on Thursday which set out his vision for the higher education sector. He began by raising the uncertainties of Brexit and the knock on effect on recruitment, staffing and funding. He acknowledged the Post 18 HE Review added to this uncertainty and strove to reassure:

  • I hear your concerns and I am keen to work with you during this difficult period.
  • My vision for our universities and colleges is a positive one. I’m not going to be a Minister who comes in and beats up or needlessly berates the sector. Instead, I want to restate my commitment to you today to work in partnership with you to ensure our higher education sector remains one that works for everyone and of which we can be proud in generations to come.
  • Given the extent of recent regulatory changes, I understand the prospect of increased government intervention may raise alarm bells in the sector. But let me reassure you today that, as a former academic myself, I fully appreciate the concept of institutional autonomy. And I believe so much of what is good about our universities today has come about because of the freedom they have been able to exercise.

He continued on to talk of the TEF and the independent review which is “an important opportunity to take stock of the TEF from a constructively critical perspective”. On accelerated degrees he acknowledged they weren’t for everyone but were “just one way that the sector can expand its offerings for those who are looking for something different from their higher education experience”.

Value for money, the LEO data, and student mental health got a mention and there were hints in there that Skidmore feels passionately about students who drop out of university.

  • On LEO: I also realise the LEO data could be developed further. So I am keen to engage with the sector to explore how to make the most of this data going forwards. For one, I want to look at ways of making this data more readily available to the academic research community to allow for more in-depth analysis. I also intend to set up a Data Advisory Committee to help me ensure, as Minister, that we are making the most of the opportunities thrown up by these rich new datasets and that they are being used in the best way possible – to ensure they are reaching those who could benefit from them; that they are being used in context; and that their insights and implications are being fully understood. 

And perhaps positive thoughts for a balanced sector amid the differential fees rumours of late:

  • As much as I see the value of more data, I am also aware of concerns it has given rise to about the value for money of certain courses, disciplines and institutions. On this, I believe we need to take a step back and ask what exactly value for money means in the context of higher education. Successful outcomes for students and graduates are about much more than salary: if we are to define value purely in economic terms, based on salary levels or tax contributions, then we risk overlooking the vital contribution of degrees of social value, such as Nursing or Social Care, not to mention overlooking the Arts, Humanities and Social Sciences – the very disciplines that make our lives worth living.
  • How you define value for money depends heavily on how you envisage the kind of world you want to live in. For my part, a society without people to care for each other; to support each other; to teach the next generation; or to step in selflessly in times of crisis is a very sad society indeed. Equally, although I am officially Minister for Science, I take great pride in wanting to be Minister for the Arts and Humanities as well – disciplines which enrich our culture and society, and have an immeasurable impact on our health and wellbeing.
  • As we move forwards into the future, the last thing I want to see is value judgements emerging which falsely divide the Sciences and Engineering from the Arts, Humanities and Social Sciences. To do so would be a travesty. Our future success depends on all these disciplines being completely intertwined.  

Although perhaps celebrations should be tempered by the fact Chris gave his speech at the Royal Academic of Dramatic Arts.

He concluded: In my vision for the sector, people should be free to embark on higher education at any time that is right for them. We should build bridges to make this happen. By 2030, I want us to have built a post-18 education system that gives people the flexibility they need – so that no-one who has quit higher education, for whatever reason or circumstance, has to feel they have dropped out with no routes back in later in their lives.

However, Wonkhe were not convinced by the Minister, they say:

  • Talk was that RADA auditions were being held on the day a nervous Chris Skidmore took to a small stage in the bar to address a critical audience of wonks and journalists. But did he pass?
  • I’d have to say….no. Not on the lack of strength in his own performance, but on the blandness of his material. It was a crop of sector pleasing bromides that failed to hold attention and gave him little to work with. There were no popular press-pleasing pot shots at universities – so that’s the good news. He’s pitching himself more as late Sam Gymiah, less as Jo Johnson. But as a former history lecturer and pop-punk agitator, you expect the well-struck aside and the fascinating digression to be a part of Skidmore’s armoury – first time out he played it straight. I sat there for 30 minutes, and my abiding memory was him repeatedly hedging statements with the world “overwhelmingly”.
  • But there was little chance of the select audience being overwhelmed – the most interesting thing we learned was that Skidmore had already visited ten universities (naming most of them in the speech), and enjoyed responding to Radio 4 tweet prompts. There were no questions, and no huddle afterwards for journalists – though THE apparently has an exclusive interview. Good luck to them.

Research Professional said: Chris Skidmore may not be in office for long, but his choice of setting and conciliatory tone in yesterday’s inaugural speech suggest there will be changes from the Johnson/Gyimah era. Not since David Willetts in 2010 has a universities minister arrived in post waving an olive branch rather than a brickbat.

They continue:

  • Inaugural speeches from ministers also need to be looked at for what they do not contain. In the case of Skidmore’s outing yesterday, there was little about science, engineering or research. The phrase “world leading” cropped up many times as you would expect, but there was also no mention of the Russell Group, although Oxford and Cambridge did get a line.
  • There was the ritual nod to his predecessors—and every sign that the emphasis on mental health under Sam Gyimah will continue—but in other respects, we should expect some clearing out.
  • One of the most revealing sections of the speech was on the TEF. Skidmore began by appreciating that there is disquiet over the TEF but then added that “no university should shy away from it”. He mentioned that Dame Shirley Pearce’s independent review “provides an important opportunity to take stock of the TEF from a constructively critical perspective”. And then came the killer line: “Dame Shirley has commissioned the Office for National Statistics to carry out an analysis of the statistical information used in TEF assessments and its suitability for generating TEF ratings.”
  • Thanks to evidence from the Royal Statistical Society and the views of the Department for Education’s own office of the chief scientist, we already know that statisticians are singularly unimpressed with the TEF’s lack of statistical rigour. It is not beyond possibility that the Pearce review might precipitate the beginning of the end for the TEF. Skidmore ended with a call for universities to help twist the knife: “I hope that you will take the opportunity to make your views known to Dame Shirley over the consultation period ahead.”
  • Skidmore also went out of his way to praise the UK’s modern universities, something that ministers rarely do.

Here’s the link if you want to read more of Research Professional’s take on the Minister’s speech.

Post-18 review

This from Research Professional: Augar leaks have substance, says Sussex vice-chancellor who claims that many of the rumours about the Review of post-18 Education and Funding are true (lower fees, barring lower grades from accessing loans, higher fees for medicine and science).

The House of Commons library has produced a briefing overview on the state of part time undergraduate education in England, discussing the decline in numbers and the impact this has on the HE sector. Traditionally the view has been that part time student numbers have dropped because of the introduction of higher tuition fees, the lack of viable loan funding and the influence of not funding a second degree for a student who has previously studied at the same level. The timing of the Commons briefing release this week coincides with an announcement from the Welsh Government of a 35% increase in part time undergraduates from Wales. Welsh post-grads have been were eligible for dedicated bursaries and support from Welsh universities since 2018/19.  With means-tested grants and loans to be introduced from September 2019. The news story attributes the success through increased numbers to the new Welsh student support system. Welsh Education Minister Kirsty Williams said:

  • “This is fantastic news and a real vote of confidence in our student support package, the first of its kind in the UK or Europe.
  • We have always said that high living costs are the main barrier for students when thinking about university. Our package of support was specifically designed to address these concerns, making it easier for people to study part-time, especially if they have work or family commitments.
  • Our radical approach to supporting part-time study is essential to improving social mobility, employment outcomes, access to the professions and delivering on our commitment to lifelong learning.”

The DfE published analysis on the importance of financial factors in decisions about higher education.

Key Findings:

  • Some groups do express greater debt aversion than others, especially:
    •  those planning to live at home whilst studying (35%),
    •  those of a non-white ethnicity (30%), and
    • those from lower socio-economic group (26%).
  • 63% of applicants expected to use parents or 62% savings as a source of income whilst at university (particularly applicants from higher socio-economic groups (75% and 70% respectively).
  • University was the only option considered by the majority of applicants (75%), (this increases to 78% for Russell group applicants). This was consistent across socio-economic backgrounds. Getting a job and travelling were the main alternatives considered by applicants
  • The course offered (82%), university reputation (58%), and potential for high future earnings (41%) were the most commonly cited major influences on applicants’ choices about where to study.
  • Around half of applicants (54%) said they were ‘put off’ to some extent by the costs associated with university.

Accelerated Degrees

This week the Lords approved the statutory instrument which makes provision for the elevated fee level (and accompanying loan arrangements) to facilitate and prompt more universities to offer faster intensive degree programmes. The BBC reports on the decision. Ex-Universities Minister, Sam Gyimah, pushed for the accelerated degrees calling on universities to shake up their offer and provide more flexibility, included accelerated provision, to meet the needs of a wider range of students and businesses. While there can be inertia inherent within large, established organisations who know their recruitment draw well the sector did not offer opposition to the push for accelerated degrees. The welcome to the new arrangements has been similar to that for degree apprenticeships, perhaps slower uptake overall than the Government wanted and often for good reason – the devil is in the delivery detail. Dr Tim Bradshaw, chief executive of the Russell Group, sums it up:

  • “Greater choice for students is always good but I would caution ministers against ‘over-promising’. The government’s own projection for the likely take-up of these degrees is modest and we actually hear many students calling for four-year degrees, for example, to spend a year on a work placement or studying abroad. I wouldn’t want disadvantaged students to rule out a traditional three-year course because they didn’t believe they could afford it. Doing a more compressed degree also reduces the opportunity for part-time work, potentially increasing short-term financial pressure.”

It will be interesting to watch how many programmes are actually launched and the eventual outcomes for students.

Unconditional Offers

UCAS published data on unconditional offers on Thursday detailing the significant rise in unconditional offers nationally. There were no new messages and we’ve already shared the details with you in the recent policy updates. The only change is that the OfS now have an ‘independent’ and reliable national data set from which to push for the sector to reduce its overuse of unconditional offers to support recruitment requirements. With the threat of sanctions from the Competition and Markets Authority as a harbinger of doom for any institutions who fail to heed warnings and curb their excessive overuse. Smita Jamdar dissects the threat below.

The OFS responded:  Nicola Dandridge, chief executive of the Office for Students, said:

  • ‘I welcome the publication of this data by UCAS, and the increased transparency it brings around the use of unconditional offers.
  • ‘We are especially concerned about ‘conditional unconditional offers’. These are offers where a student has to commit to making a particular university their first choice before the offer becomes unconditional. The risk is that this places undue pressure on students to reach a decision which may not be in their best interests.
  • ‘As we made clear when we published our insight brief on this topic last week, there are some good reasons why universities might make unconditional offers. However, for a number of universities this data will make uncomfortable reading – where they cannot justify the offers they make they should reconsider their approach.’

The OfS also issued a news story warning universities against indiscriminate use of unconditional offers stating it ‘is akin to pressure selling and could put them in breach of consumer law’. The statement accompanies the launch of a new series of Insight briefs on ‘priority policy issues’ you can read the first research paper on unconditional offers here.

Wonkhe ran an article by Smita Jamdar of Shakespeare Martineau, on the OFS’s allegations that some practices in offer making could amount to “pressure selling”.  Smita says that there are several ways that unconditional offers could be relevant to consumer law:

  • The first is falsely stating that an offer will only be open for acceptance for a particular time, or will only remain available on certain terms for a certain time. The second is providing distorted information about market conditions to get a consumer to purchase the service on terms that are less favourable than market conditions. So cases where students are put under pressure to accept quickly, or to accept because they won’t get a better offer elsewhere, might amount to a banned practice.
  • Depending on the facts and circumstances, there may be other features of unconditional offers that constitute “aggressive practices”. A practice is aggressive if it significantly impairs a consumer’s freedom of choice through coercion or undue influence and it leads to the consumer entering into a transaction where he or she would not otherwise have done so. Persistence, and exploiting any vulnerability on the part of the consumer, are examples of factors that could lead to a practice being regarded as aggressive.
  • Finally, the regulations also make unlawful a broader range of “unfair practices”. A practice is unfair if it contravenes the requirements of professional diligence and materially distorts or is likely to distort the economic behaviour of the average consumer (average in the context of the regulations means taking into account any particular vulnerabilities of the consumer group targeted, so in the case of many prospective students, their youth and inexperience).

Of course, any case will depend on its particular facts.  Action might be taken in court for a criminal offence, by the Competition and Markets Authority seeking assurances about compliance, or by a student seeking redress – including withdrawing from their programme and getting their course fees back.

Here are some press links: The GuardianThe TelegraphDaily MailThe TimesTESFinancial Times and the Belfast Telegraph highlights Northern Ireland’s two universities who between them only made 10 unconditional offers for the last cycle.

Prior to the UCAS data release Dean Machin from Portsmouth wrote a thought provoking HEPI blog on UCAS as the gate keeper of admissions data and how their previous reluctance to release data may actually have implications for the Competitions and Market Authority too.

This story will run and run and we can expect more from the OfS in the coming months.

Admissions  – and access to HE

Meanwhile a new blog on Wonkhe rounds up the end of the 2018 application cycle to give a national comparative perspective. Wonkhe also comment: For the 2018 cycle overall, the relentless rise of the Russell Group seems to have slowed, with post-92 institutions the big winners in terms of year on year growth in acceptances. There’s also some surprises in those seeing large year-on-year shrinkage

Lastly, the HESA 2017/2018 release reports that the number of students in higher education in 2017/18 is at a five year high (2,343,095 students), and reflects a steady increase since 2012/13. The increased numbers also reflect increased diversity within the student body with a growing proportion of black, Asian, and mixed background students, as well as those from other ethnicities, and increased levels of students with a disability.

However, David Lidington MP, is not encouraged by the increased diversity within the HESA statistics and spoke out via a Government news story on Friday. The story announces measures to improve outcomes for ethnic minority students in higher education… [which are] part of a bold cross-government effort to “explain or change” ethnic disparities highlighted by the Prime Minister’s Race Disparity Audit website, so people can achieve their true potential, whatever their background and circumstances.

The figures from the Race Disparity Audit and OfS show that while record numbers of ethnic minorities are attending university, only 56% of black students achieved a First or 2:1 compared to 80% of their white peers in 2016/2017, and black students are the most likely to drop out of university. In the workforce, only 2% of academic staff are black. White British low-income males remain the least likely to attend higher education.

Universities Minister, Chris Skidmore, said he expected universities’ access and participation plans: to contain ambitious and significant actions to make sure we are seeing material progress in this space in the next few years…It is one of my key priorities as the Universities Minister to ensure… we redouble our efforts to tackle student dropout rates. It cannot be right that ethnic minority students are disproportionately dropping out of university and I want to do more to focus on student experience to help ethnic minority students succeed at university.

The carrot and stick measures include:

  • Holding universities to account through their Access and Participation plans – with the OfS using their powers to tackle institutions who do not fulfil their promises
  • Including progress in tackling access and attainment disparities within league tables to pressurise institutions to make better progress
  • OfS to develop a new website replacing Unistats with a particular mindset to ensuring the needs of disadvantaged students are taken into account. The website will provide better information to students so they can make informed choices.
  • Reducing ethnic disparities in research and innovation funding – UK Research and Innovation is commissioning evidence reviews on challenges for equality and diversity and how they can be addressed.
  • Gathering evidence on what works to improve ethnic minority access and success – through the OfS Evidence and Impact Exchange
  • Reviewing the Race Equality Charter. Advance HE will look at how the sector charter can best support better outcomes for both ethnic minority staff and students.
  • Encouragement for institutions to address race disparities in their workforce – using tools such as the Race at Work Charter and Race Equality Charter.
  • Scrutiny of each universities published data on admissions and attainment broken down by ethnicity, gender, and socio-economic background with a focus on all institutions to make progress, not just providers who have the poorest records.

The OfS have also published their commissioned research into Understanding and overcoming the challenges of targeting students from under-represented and disadvantage ethnic backgrounds. WP Wonks will recognise some familiar names from the sector within the authors of the report. There are also guidance and case studies available on the OfS page.

The OfS have published a case study of a successful academic study skills support service programme implemented in three northern FE colleges for non-traditional HE learners to support their transition and success at HE level. The study found engineering and IT students the hardest to reach with few self-accessing the service. The case study describes changes made to scheduling, flexibility in approach and embedding core elements within the programme induction. The programme’s success was partly measured using the Duckworth’s GRIT questionnaire. Which looks at confidence levels and the ability to sustain interest in and effort towards long-term goals, such as academic study.

In other WP news the Social Mobility Commission expect to issue their regular publication State of the Nation updated for the 2018 year in the spring.

Preparing and supporting students in the transition to University

Here is our regular student feature from SUBU’s Sophie Bradfield…

On Wednesday 23rd January I attended a Westminster Briefing on behalf of SUBU, on supporting students into Higher Education (HE) which focused on how to prepare students with realistic expectations to help them transition into University life. The current generation (Z) is the most likely to go into Higher Education with almost half going to University, but student expectations aren’t always an accurate picture of reality and this is a problem for transitions. Unrealistic student expectations of Higher Education can be linked to access for widening participation students; student mental health; retention; progression and success. Alongside the importance of helping students to have realistic expectations of University, a key theme identified by each speaker was the significance of students developing a sense of belonging to help them transition into HE. Below are a few key thoughts from the day.

The briefing began with a presentation from Dominic Kingaby, the Student Experience Policy lead at the Department for Education (DfE), who emphasised the way that mental health affects incoming and current students. The Office for National Statistics’ work around Measuring National Wellbeing shows that prospective and current students have lower mental health than the general population. The 2017 ‘Reality Check’ report from HEPI and Unite Students found that around 1 in 8 applicants to University have pre-existing mental health conditions, which they often won’t disclose to their University. Mental Health can be exacerbated by a number of pressures which are part of University life, for example money issues, accommodation issues, assignment pressures etc. The report also found that when facing issues, 85% of prospective students would feel most comfortable talking to their friends/course-mates and flatmates about it, showing the importance of peer support and students establishing good friendships whilst at University.

It was reflected by the group that the pressures of going to University and the academic workload itself hasn’t necessarily changed that much in the last ten years however the mind sets of students have. Of course class sizes are bigger; students have more information at their fingertips and financing a degree is at the forefront of most students’ minds, which is intensified by social media and the news. Yet more than ever before, students are coming to University suffering with ideals of ‘perfectionism’ cultivated through years of their educational progress being monitoring and tracked from a very early age. (Dominic noted that he was feeding these unintended consequences of monitoring into the DfE). This ‘perfectionism’ then deepens a mantra of University just being for “a degree” and students having a sense that they don’t “have time” to take part in and be transformed by the whole experience. Consequently they are missing out on the vital extra-curricular elements which foster skills for progression and success. Students are also increasingly suffering with ‘Imposter Syndrome’ leading to sentiments of not belonging at University which impacts retention.

Students who aren’t prepared for HE will have very different expectations to the reality as FE is very different. The Government’s work on a strategy for tackling loneliness notes that “Students and those in higher education can be at risk of loneliness, especially when starting their course, and this can lead to greater feelings of anxiety, stress, depression and poor mental health.” On the academic side of things alone they will be challenged by the difference in student-staff ratios and going from fixed curriculums to independent self-study. It was agreed in the briefing that more needs to be done for students before they are even old enough to apply to University but there is also a lot that can be done in the period between an offer being given and coming to campus. There were a whole range of good practices from different institutions; from linking up incoming students with current students for peer support; to providing a portal for incoming students with all the information they would need on life at University (not just the academic side of things); and also a trial at Plymouth University of the whole of the first year being a transitionary period.

Other noteworthy aspects of the briefing include the impact that going to an Insurance choice rather than a 1st choice can have on delaying the ‘sense of belonging’ that a student has. It was also discussed that with a diverse student body with many different identities, transition needs to be a whole institutional and partnership approach. Universities need to work alongside their Students’ Unions to offer a diverse package of support and activities for students. An example of how this can help is; one student may speak to their academic advisor because they know them from one of their units and therefore feel comfortable seeking support on an issue with them, whereas another student facing the same issue may instead get the support and information they need when speaking to their peers at their academic society. Both students have the same support needs but their identities and ‘sense of belonging’ are different, therefore they get this support from different places. This shows how a whole institution-collaborative approach is needed for transitions and student support.

Brexit

From Research Professional:

  • Tuesday night’s vote on Graham Brady’s amendment to require the government to reopen negotiations with the European Union over the withdrawal agreement was one of the more bizarre moments of theatre in the Brexit process, with the prime minister voting for a backbencher’s amendment against the deal she had spent two years negotiating.
  • You may be wondering how the cavalcade of MPs with a significant interest in higher education voted. Former science ministers and second-referendum advocates Jo Johnson and Sam Gyimah both abstained from the vote. Universities minister Chris Skidmore and his boss Damian Hinds voted with (sorry, against, but really with) the government. Gordon Marsden and Chi Onwurah of Labour voted against the amendment, naturally. Greg Clark and other business ministers voted for the amendment.
  • Eight Conservative MPs voted against the amendment but not Johnson and Gyimah, which is curious.

From Dods: On Monday morning the Exiting the European Union Committee have published their twelfth report of session 2017-2019 on ‘Assessing the Options.’ The report is the first published since the defeat of the Withdrawal Agreement and covers a number of outcomes and assessments:

  • No deal: The report says that there is deep concern about the readiness of business for a no-deal exit and that the “Government’s belated efforts to engage with business and provide some form of guidance is unlikely to be sufficient to mitigate the worst effects of a no-deal exit.” It also highlights that the Government’s no-deal technical notices “place significant weight on assumptions about how the EU will respond in the event of no-deal”,  and that the maintenance of goodwill depends on a settlement of financial obligations and a generous guarantee of the rights of EU citizens.
  • Renegotiation of the deal: The report argues that a renegotiation of the Political Declaration would, most likely, require a limited extension of the Article 50 process; a deal that would enable frictionless trade to continue is not possible under a CETA-style free trade agreement with the EU and under such rules N Ireland would have to trade under different rules from the rest of the UK as set out in the backstop; A Norway Plus relationship between the UK and the EU would enable frictionless trade on the condition that the UK continued to adhere to EU rules – including the Single Market and remain in a UK-EU customs union.
  • A second referendum: The report acknowledges that a second referendum would be logistically and politically complex, but not unobtainable if the will existed in UK Parliament. However, there is now insufficient time to hold a referendum before 29 March 2019 and so if the will for one did exist then Article 50 would have to request an extension to Article 50.  The report highlights that under the Wightman Judgement there is a possibility of the UK unilaterally revoking the notification to leave under Article 50 but makes the distinction that this would not be a mechanism to buy time and would instead bring the withdrawal process to an end.
  • Conclusion: The report says there is no majority in the House for the Prime Minister’s deal in its current form and repeats the recommendation of the eleventh report that “it is vital that the House of Commons is now given the opportunity to identify an option that might secure a majority.” It says that there does not appear to be a majority for no deal exit but acknowledges that this remains the default outcome if the House is unable to approve the deal or pass legislation required to implement it in domestic law. It concludes that the final options remaining are for re-negotiation, legislate for a referendum, or the revoking or extension of Article 50.

Process – from the BBCThe next steps and the various alternative scenarios are set out nicely here with an exploration of each of the different possibilities

 From HEPI:

The Higher Education Policy Institute (HEPI) has worked with polling company YouthSight to survey  FT UG students’ attitudes towards Brexit. Students are overwhelmingly in favour of remaining in the European Union:

  • 76% opt for remaining in the EU
  • 6% back Theresa May’s recently rebuffed deal
  • 7% for no deal
  • 11% undecided.

However, opinion divides further when the option to remain is removed:

  • 37% opt for Theresa May’s deal
  • 36% ‘don’t know’
  • 27% choose no deal

Student opinion is interesting because only 43% were eligible to vote in the 2016 referendum (93% are eligible now). Some facts:

  • 69% want a second referendum
  • 21% are willing to work through their MP to demonstrate their voice within the Parliamentary voting
  • 8% of students who did vote in the referendum said they would change the way they voted if there was another referendum. With Leave voters more likely to change the way they voted in a second referendum (34%) than Remain voters (2%).
  • If students were given the choice between remaining in the EU and no deal:
  • 80% of them would choose to remain
  • 10% no deal
  • 10% unsure
  • 75% of students believe Britain was wrong to vote to leave the EU (14% believe it was right to vote to leave, 12% unsure).

And separately:

  • 74% believe the Government is doing badly at listening and engaging effectively with young people over Brexit.
  • 77% of students believe their future prospects will be worsened by the decision to leave the European Union (13%  expect improved prospects, 11% believe it makes no difference).

Student opinion on the political parties: support for Labour is strongest but has dropped 10% since the previous HEPI poll, Theresa May as a leader is unpopular amongst students while student’s choosing to vote Conservative or for the Liberal Democrats remains relatively stable. You can read more on student party opinions in the full blog here.

Students say they would turn out to vote in high numbers should there be a General Election (81% would vote). HEPI note this supports recent trends, as it was estimated that 64% of 18-24 year olds voted in the 2017 election, the highest turnout for this age group since the 1992 election.

Science Salaries

The Minister also gave evidence to the House of Commons Science and Technology Committee this week noting concern that the recommended minimum salary thresholds for EU workers after Brexit would be detrimental to science.

Temporary leave to remain

The Government have updated their policy issuing details of Temporary leave to remain as a Brexit no deal stopgap solution.  This relates to new arrivals after March if there is no deal – students and staff already in Britain should be fine as long as they can demonstrate their residency prior to Brexit. There is a three year limit on the temporary leave to remain which may have implications for students on 4 year courses, who may need to apply for a visa mid-course to complete their programme.

Here is the detail from Dods:

The Immigration and Social Security Co-ordination (EU Withdrawal) Bill 2017-19 received its Second Reading on 28 January and has passed into Committee stage. On the same day, the Secretary of State for the Home Office, Sajid Javid, announced a new ‘European Temporary Leave to Remain in the UK’ as part of the Government’s no-deal Brexit planning.

The Government plans to implement the Immigration Bill and end free movement from 30 March 2019 in the event of a no-deal Brexit.  This means that for the most part, EU citizens and their family members who come to the UK from 30 March 2019 will require immigration permission to enter the UK. The Government and the Home Office will need rules in place to grant immigration leave to enter and remain to EU citizens.

However the Government has said that the new immigration rules, as set out in the White Paper, will “take some time to implement.” This means there will be a gap in immigration law and policy between the end of free movement and the implementation of the new immigration rules for EU citizens. To fill this gap, the Home Office has announced it will implement the new ‘European Temporary Leave to Remain in the UK,’ subject to parliamentary approval.

The main features of European Temporary Leave to Remain

EU citizens (including EFTA citizens) will be able to enter the UK as they do now (i.e. without the need for a visa/immigration permission) for a period of up to three months. During this time EU citizens will have the right to work and study in the UK.

EU citizens who wish to remain in the UK for more than the initial three months will need to apply for ‘European Temporary Leave’. The Home Office has explained that this will be done through an online application where the applicant will need to prove their identity and declare any criminal convictions. This sounds similar to the application process for ‘settled status’.

European Temporary Leave will allow the holder to remain in the UK for 36 months from the date of their application. EU citizens with this type of leave will have the right to work and study in the UK. It will be temporary and cannot be extended, nor will it lead to settlement in the UK. Holders of this type of leave would be required to apply for further leave to remain under the UK’s new immigration rules when implemented in the future. As the Home Office explains: “there may be some who do not qualify under the new arrangements and who will need to leave the UK when their leave expires.”

There will be an application fee and family permits will be required for non-EEA ‘close family members’. The Home Office explains in further detail:

  • “European Temporary Leave to Remain will allow EEA citizens arriving in the UK after 29 March 2019 to live, work and study in the UK if there’s no Brexit deal.
  • “EEA citizens who are granted European Temporary Leave to Remain will be able to stay in the UK for 36 months from the date of their application. European Temporary Leave to Remain will be a temporary, non-extendable immigration status. It will not give indefinite leave to remain (ILR), lead to status under the EU Settlement Scheme or make EEA citizens eligible to stay in the UK indefinitely. If EEA citizens want to stay in the UK for more than 36 months, they will need to apply for an immigration status under the new immigration system, which will come into effect from 1 January 2021. Those who do not qualify will need to leave the UK when their European Temporary Leave to Remain expires.”

Those who don’t need to apply

The following people will not be required to apply for European Temporary Leave:

  • EU citizens and their family members with settled or pre-settled status.
  • Irish citizens.

Those who are a “serious or persistent criminal or a threat to national security” will not be eligible and the UK’s deportation threshold will apply.

EU citizens can enter the UK with either their passport or a valid nationality identity card.

The Home Office explains that employers and landlords conducting right to work and rent checks for EU citizens will not be required “to start distinguishing between EU citizens who were resident before exit and post-exit arrivals.” Until 2021, EU citizens can continue to rely on their passports or national identity cards.

Settled status and no-deal

The introduction of European Temporary Leave does not affect those eligible for the settled status scheme. EU citizens living in the UK prior to 29 March 2019 can still apply for settled status in a no-deal Brexit, as European Temporary Leave is a status for those who arrive after 29 March 2019. For more information on this, see the Library’s Insight ‘What does the Withdrawal Agreement say about citizens’ rights?’.

The settled status scheme has completed its restricted pilot testing phases and is now open for applications from all eligible EU citizens. The Prime Minister Theresa May announced on 21 January 2019 that the £65 fee for settled status will be abolished. People who have already applied and paid the fee will be refunded.

The Home Office has further said that EEA citizens who arrive in the UK after 29 March 2019, but who had lived in the UK prior to 29 March 2019, will be eligible to apply for settled status. It is not clear what the specific eligibility requirements will be for people with these circumstances who wish to apply for settled status.

Further reading

Erasmus & Brexit

Erasmus+ and EU Solidarity Corps in the UK if there’s no Brexit deal

If the UK leaves the EU without a deal, funding is available from the government to underwrite all successful bids for UK applicants submitted to the Erasmus+ programme and EU Solidarity Corps while we are still in the EU, where planned projects can continue. The DfE have updated guidance.

The Government continue to recommend that applications are submitted to the European Commission or UK National Agency for the 2019 Erasmus+ and ESC Call for Proposals as normal. In the event that the UK leaves the EU with a withdrawal agreement in place, the UK will participate in Erasmus+ and the ESC until the end of the current cycle in 2020.

In the event that the UK leaves the EU without a deal, the UK will engage with the European Commission with the aim of securing the UK’s continued full participation in Erasmus+ and ESC until 2020. There are a range of options for the UK’s continued participation in Erasmus+ and ESC, including programme country status, partner country status or another arrangement. Partner country access to Erasmus+ varies between different regional groups.  In the event that the UK leaves the EU without a deal, the government’s underwrite guarantee will cover the payment of awards to UK applicants for all successful Erasmus+ and ESC bids.

The European Commission have also adopted a final set of contingency proposals in the area of the Erasmus+ programme.

Today’s measures would ensure that in the event of a “no-deal” scenario:

  • Young people from the EU and the UK who are participating in the Erasmus+ programme on 30 March 2019 can complete their stay without interruption;
  • EU Member State authorities will continue to take into account periods of insurance, (self) employment or residence in the United Kingdom before withdrawal, when calculating social security benefits, such as pensions;
  • UK beneficiaries of EU funding would continue to receive payments under their current contracts, provided that the United Kingdom continues to honour its financial obligations under the EU budget. This issue is separate from the financial settlement between the European Union and the United Kingdom.

Research

Research England have published the final guidance for the REF 2021.

Timeline:

  • In early 2020, the four UK higher education (HE) funding bodies will invite UK HEIs to make submissions to REF 2021.
  • Each submission in each UOA will contain a common set of data comprising information on all staff in post with significant responsibility for research on the census date, 31 July 2020; and information about former staff to whom submitted outputs are attributed
  • The deadline for submissions is 27 November 2020.
  • Submissions will be assessed by the REF panels during the course of 2021. Results will be published in December 2021, and will be used by the HE funding bodies to inform research funding from the academic year 2022–23.

Wonkhe discuss the key changes:

  • Some of the key changes in REF 2021 includes identifying more clearly staff who have significant responsibility for research in institutions and providing a consistent approach to interdisciplinary research. The guidance distinguishes between identifying staff who have significant responsibility for research from selecting those staff whose work is to be submitted for expert review.
  • Additionally, Dianne Berry, the chair of the REF Equality and Diversity Advisory Panel has released a statement to address the concern that “measures put in place to promote inclusion and support equality and diversity might be used by institutions as a mechanism for excluding staff in order to concentrate quality in their submission,” and pressures on researchers to disclose sensitive information. The revised guidance references the importance of voluntary declaration of individual circumstances and decoupling staff circumstances from research output.

Catriona Firth writes the following blog for Wonkhe:, Head of Policy at Research England highlights the key features of REF 2021 and the REF Steering Group’s ongoing quest for injecting clarity in the review process.

Consultations & Inquiries

Click here to view the updated consultation tracker. There are lots of new updates to past inquiries and consultations, links to reports issued and Government responses to the reports. Currently we are working on:

  • Proposed changes to the degree classification system
  • EHRC inquiry into Racial harassment in HE
  • The TEF review
  • Knowledge Exchange Framework (KEF) proposals

We have recently submitted responses to:

  • Institutional cost of the current Tier 4 processing system
  • OfS’ approach to IAG

Email us on policy@bournemouth.ac.uk if you’d like to contribute to any of the current consultations.

Other news

Insolvent FE providers: The Government has published guidance on changes to the statutory regulation of insolvency and interventions regimes for FE colleges. It aims to ensure that there is legal clarity about what will happen in the exceptional event of an FE or sixth-form college becoming insolvent. It will also aim to ensure that in the event of insolvency current students are protected – it includes a special administration regime for the sector called education administration, with the objective of avoiding or minimising disruption to the studies of the existing students of the FE body as a whole.  In March 2019, the DfE will publish full details setting out what is changing within the FE college intervention regime, ahead of the new insolvency regime coming into operational effect on 1 April 2019.

Apprenticeships: The CBI have published the first in a series of reports in 2019 on the apprenticeship and skills system. Getting Apprenticeships Right: Next Steps recommends that the Government gives the Institute for Apprenticeships (IfA) the independence and clout it needs to reform and regulate the English skills system. It calls for a new wave of Government action to ensure apprenticeships lead to high-skilled, high-paid jobs, which fit firms’ needs now and in the future. The Financial Times reported that the CBI has called for the creation of an independent apprenticeship body to “fix the failings” of the government’s reforms to workplace training. It goes on to say that CBI said:

the apprenticeship levy, which was introduced in April 2017 and forces organisations to set aside money for workplace training, had proved frustrating for many employers, which would like to train more staff but feel prevented from doing so by the system’s rules. The CBI argue that more independence should be given to the Institute for Apprenticeships, which oversees all workplace training schemes, adding that businesses had complained that the system gave too little time to spend the money.

The CBI’s report’s key recommendations include:

  • The Government must make clear that the Institute is the principal body for vocational skills in England with the clout to hold policymakers and the skills sector to account.
  • The Institute must take further steps to speed up the apprenticeship standards approval process so that businesses can start using them.
  • Given employer levy funds are due to start expiring from April 2019, the Government must urgently set up an appeals system that gives employers longer to spend their money where apprenticeship standards remain in development.
  • With the IfA assuming responsibility for T-levels and higher T-levels, they must set out how these routes will work in practice to give employers and the public confidence in them.

NEON report on Policy Connect’s/HE Commission Degree Apprenticeships: Up to Standard? report, stating: Findings are released by the Higher Education Commission which show that degree apprenticeships may be good in theory but they’re not delivering for small employers or disadvantaged students. The new report ‘Degree Apprenticeships: Up to Standard?’ reveals that of 51 approved degree apprenticeship standards, 43% have no providers that are delivering to Small and Medium-sized Enterprises (SME), this is despite over 99% of UK businesses being SMEs.

Engineering: Education for Engineering has published a report arguing that the UK education system cannot produce enough engineers to support the economy, especially with increasing reliance on home grown talent post-Brexit. The report concludes that if the industrial strategy is to achieve its aims, government must nurture and grow its skilled engineering workforce to improve productivity and economic growth. Since the original Perkins Review, the report found that scant progress in addressing the UK’s chronic engineering skills gap has been made and calls on government and the engineering community to take urgent action. Report recommendations:

  • Government should review the issues affecting recruitment and retention of teachers and go beyond plans announced this week by introducing a requirement for 40 hours of subject-specific continuing professional development for all teachers of STEM subjects, not just new recruits, every year.
  • An urgent review of post-16 academic education pathways for England is needed. Young people should have the opportunity to study mathematics, science and technology subjects along with arts and humanities up to the age of 18, to attract a broader range of young people into engineering.
  • Government must ensure engineering courses are adequately funded with increased top-up grants for engineering departments if tuition fees are to be reduced.
  • Government should give employers greater control and flexibility in how they spend the Apprenticeship Levy, including to support other high-quality training provision in the workplace, such as improving the digital skills of the workforce.
  • Professional engineering organisations and employers should address the need to up-skill engineers and technicians to prepare for the introduction of disruptive digital technologies into industry.
  • Employers should take an evidence-based and data driven approach to improve recruitment and increase retention and progression of underrepresented groups within organisations, including by introducing recruitment targets for underrepresented groups.

Dame Judith Hackitt, Fellow of the Royal Academy of Engineering, and Chair of EEF, the manufacturers’ organisation, said: In particular, there is a need to radically reform technical education – creating an Apprenticeship Levy system that is fit for the future and genuinely meets employers’ needs. We also need to ensure T Levels do not face the same fate as the Levy but are employer-led and driven and, sufficiently funded in disciplines such as manufacturing and engineering.

Videoing lectures: A Research Professional article looks at the use and misuse of recorded lectures and the ethical and legal position surrounding this.

Finding the right disability support: The Guardian ran a thought provoking article by Ellie Drewry on the hurdles she faces at her university because of her disability.

Mental health: A relevant parliamentary question was answered this week –

Q – Jim Cunningham: To ask the Secretary of State for Education, what steps his Department is taking to support the mental health and well-being of postgraduate students in universities.

A – Chris Skidmore:

  • Mental health is a priority for this government, which is why the government is working closely with Universities UK on embedding the Step Change programme within the sector. Step Change calls on higher education leaders to adopt mental health as a strategic priority. Step Change also advocates a whole-institution approach to transform cultures and embed mental health initiatives beyond student services teams.
  • The former Higher Education Funding Council for England’s Catalyst Fund also provided £1.5 million for 17 projects to improve the mental health of postgraduate research students. The Office for Students (OfS) is working with Research England to deliver this scheme.
  • This investment and the ongoing work of the OfS will support a range of activities. It will develop new practice for the pastoral support of postgraduate research students, and enhance training for their supervisors and other staff. Postgraduate research has different expectations and working practices to undergraduate work, so it will also help students adjust to the change.

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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