Tagged / international mobility

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

Funding opportunities, Industry collaboration, innovation, international

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

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

Research

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

FUNDING

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

Aid funded projects: Previously UKRI stated most of its aid-funded research projects are unlikely to be funded beyond 31 July as a result of the Government slashing its overseas aid development budget (from 0.7% to 0.5% of gross national income (BNI) exacerbated by a fall in GNI as a result of the pandemic). UKRI wrote to universities with further details about the impact of its £120m budget shortfall. The letter appears to confirm that grants which have been awarded but not started will be cancelled.

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

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

The full UKRI ODA letter is here.

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

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

QR funding: Research Professional report that quality related (QR) funding will be cut by £60 million. This is in addition to the cuts to the research relating to the aid budget and the uncertainties surrounding how Horizon association will be funded. See this RP article for far more detail on the various cuts, changes and uncertainties to research related funding streams.

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

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

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

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

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

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

Research Bureaucracy

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

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

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

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

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

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

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

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

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

More detail here.

Mobility

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

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

The full written statement from the Welsh Government is here.

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

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

Turing Troubles

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

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

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

Turing is not the popular replacement scheme the Government intended.

Parliamentary News

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

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

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

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

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

Augar: Research Professional:

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

Admissions

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

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

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

Wonkhe writes:

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

You can read the HEPI essays here.

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

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

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

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

There is a set of recommendations too.

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

Access & Participation

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

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

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

Mental Health

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

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

Prevent

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

William Shawcross, Independent Reviewer of Prevent, said:

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

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

Industrial Strategy

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

Immigration

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

Transnational Education

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

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

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

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

Cyber Security Workforce

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

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

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

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

Parliamentary Questions

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

Academic Engagement in Policy

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

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

Other Opportunities

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

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

Inquiries and Consultations

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

Other news

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

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

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

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

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

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

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

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

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

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HE Policy Update w/e 18th January 2021

Industry collaboration, innovation, international, Research assessment, Student Engagement

The Minister for Universities and the OfS ended the week with the opposite of a charm offensive.  Significant interest in student rent reached a head this week with MPs calling for action and supporting student concerns in Parliament. GCSE and Gavin Williamson announced his alternative plans for exams this summer (spoiler alert: the proposal centres on externally set exams, but they will be marked by teachers and other evidence can be taken into account). Perhaps not surprisingly the political gossip centred on whether Gavin Williamson has run out of road.

The Minister takes to Twitter

So perhaps rather late in the day taking a lead from other leaders who (used to) use Twitter to communicate with the masses, and continuing the pattern that both the DfE and the OfS have had since March of communicating with the sector late at night and at weekends, Michelle Donelan took to Twitter on Friday evening (at 7.16pm).  With the “student message” headings left in, which were surely drafting notes, it looks like it was done in a hurry.  It is safe to say that it hasn’t been very well received, with attacks both from across the sector and also from the group it was probably aimed at – parents (ie voters).

It’s a real issue that the Minister is taking this tone and approach, apart from perpetuating the myth of the £256 million.

And the tone is consistent with the tone the OfS are taking.  They wrote to universities on Thursday.

  • They say that universities should do all they can to deliver the teaching they have promised to students and make alternative arrangements where this is not possible – this may include putting on extra lectures, repeating parts of the course, or offering fee refunds.
  • The OfS does not have legal powers to require refunds to be paid, but it has set out actions for universities and colleges to ensure they continue to meet regulatory requirements so that students can continue to benefit from their education.
  • The regulator has asked universities to assess the extent to which they have met the commitments they made to students in relation to teaching and alternative arrangements, and inform the OfS where there are risks that they may not be able to comply with its regulatory conditions.
  • Universities should assess:
    • whether they were sufficiently clear with new and continuing students about how teaching and assessment would be delivered in 2020-21, the circumstances in which changes might be made, and what those changes might entail
    • whether during the 2020 autumn term, students received the teaching and assessment they were promised and might reasonably have expected to receive based on information provided
    • whether current plans for the 2021 spring and summer term will ensure that students receive the teaching and assessment they were promised and might reasonably expect to receive based on the information provided.
  • The OfS will, where appropriate, take action as the result of notifications from students and others, and is likely to request further details of provider assessments where it has additional concerns.
  • Where students are not provided with clear information about how teaching and assessment will be delivered in 2020-21, or where teaching and assessment are not delivered as promised, universities are expected to actively consider refunds or other forms of redress.
  • The OfS expects each university to:
    • inform students of any further changes to teaching and assessment arrangements, such that these are broadly equivalent to those previously offered to students within the requirements of public health advice
    • inform students about their entitlement to seek refunds or other forms of redress – such as the opportunity to repeat parts of their course that were not delivered this year – if they have not received the teaching and assessment promised
    • provide students with clear information, advice and guidance about the implications of the changes and the options available to them.  This must include clear signposting of the route to complain or seek redress.
  • The OfS intends to publish revised guidance by the end of January on protecting quality and standards during the pandemic. These changes will include guidance on the approach to exams and assessments and the appropriate measures universities should take when considering mitigating or exceptional circumstances.

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

  • “The pandemic is having a profound and ongoing impact on students who are still facing exceptional challenges. Universities and colleges have generally worked tirelessly under great pressure to ensure that students continue to receive good quality teaching, albeit now largely delivered remotely. We have consistently emphasised the importance of universities being clear to students about potential changes to course delivery where face-to-face teaching is not possible.
  • “Of course, we understand the tremendous pressures that the new lockdown imposes on universities and colleges, and some may no longer able to deliver the teaching and assessment arrangements that they said they would. This may not be in their direct control. However, in these circumstances they should do all they can to offer students alternatives – for instance by putting on extra lectures or course content later in the year – and where that is not possible, they should consider providing refunds where appropriate.
  • “Students will also be rightly concerned where they are being charged rent for properties they can’t currently occupy. Some universities have decided not to charge full rent in these circumstances. We are encouraging all universities and colleges who are not already doing so to consider carefully what the appropriate response is to these unprecedented circumstances where students have been asked not to return to their accommodation this term. We are also asking universities to consider what discussions they can have in support of their students with private landlords.”

Lots of commentary is available and will continue to emerge (apart from the responses to MD’s tweets) but here are some:

Admissions

Education Secretary Gavin Williamson wrote to Ofqual Chief Regulator, Simon Lebus, setting out the  2021 exam grading contingency options for consultation (including vocational qualifications). The regulator responded the same day with his own letter (its almost as if he knew what Gavin’s letter would say before he received it!).

And then the consultations came out on Friday and run for two weeks.  The main proposal for GCSEs and A-levels as noted above is externally set exams, sat in school and marked by teachers, used as part of a package of evidence for teacher assessed grades, with moderation and quality controls but no forced ranking or overriding algorithm, and a massive appeals process for all students which must be managed by schools.  On vocational exams it is hard to understand what they are proposing – they want assessments to go ahead and where these are practical and need in person attendance “the assessment will need to wait until it can practically be conducted, and the student is ready.”  The position is different because the relationship between Ofqual and the awarding organisations for vocational qualifications is different, so they are largely leaving it to Pearson and the rest to sort out.

Apart from anything else, this is perplexing for school and college students.  The PM told them exams were cancelled – what he actually meant was that “normal” exams would not go ahead but that assessment would continue which might well (read almost certainly) include formal exams which will in many cases be sat in school.  Lots of people and students welcome the opportunity to have exams.  But those who were anxious about them will now be anxious again.  If nothing else it would reduce anxiety levels to be accurate when making significant announcements.  If the detail wasn’t available (and it was, because they say have been working on it for months) then the PM could just have announced it was being looked at.

Consultation: GCSEs, AS and A Levels

The Secretary of State’s letter says:

  • Based on teacher assessment
  • A teacher’s final judgement on a student’s grade ought to be as late as possible in the academic year to maximise remaining teaching time and ensure students are motivated to remain engaged in education
  • Consulting on what broader evidence teachers require in setting grades and whether the externally set tasks and papers are required or just recommended.
  • Pupils should be assessed based on what they have learnt, rather than against content they haven’t had chance to study (balanced against good enough coverage of the curriculum)
  • Schools and colleges should undertake quality assurance of the teachers’ assessments and grades and provide reassurance to the exam boards. There will be training and support for this and external checks in place for fairness and to ensure consistency between institutions.
  • Changes to the institutional grades awarded as a result of the external quality assurance are expected to be an exception – the process will not involve second-guessing the judgement of teachers but confirming that the process and evidence used to award a grade is reasonable. Changes should only be made if those grades cannot be justified, rather than as a result of marginal differences of opinion. Any changes should be based on human decisions, not by an automatic process or algorithm.
  • A clear and accessible route for private candidates to be assessed and receive a grade – consultation will consult on these options.
  • A clear route for review and appeal of grades (again ironed out in the consultation).
  • No algorithm will be used nor automatic standardisation of any individual’s grades

 Consultation detail:

  • It proposes externally set papers, possibly modular to allow teachers to choose which papers depending on what has been covered, to be marked by teachers and then included in the assessment along with other evidence. Exams to be sat in schools but with potential for online for students who can’t attend.  One of the consultation questions is whether these papers will be mandatory.
  • The main difference from last year is that there will be no forced ranking of students and while there will be moderation by the exam boards (which is surely going to be algorithm based although they can’t use the A word) any decisions have to be made by people. There will be no formal grade boundaries for the exams.
  • The other thing to note is that all students can appeal and the schools have to manage the appeals – a further appeal to the exam board will be on procedural issues only.  Also on timing – the assessment is to be made as late as possible but results will be published early……

Consultation: Vocational and Technical Qualifications (VQTs)

The Secretary of State’s letter says:

  • Students will be able to progress fairly, irrespective of whether they sat an exam in January
  • Assessments should continue, taking place remotely, as adapted by individual awarding organisations
  • Recognition that level of disruption may mean no all internal assessment can be completed by all students
  • Essential assessments will be held in February and March for some students – i.e. where they must demonstrate the proficiency required to enter directly into employment or are needed to complete an apprenticeship – these will continue with protective measures in place.
  • Written exams will not go ahead. Assessments to be held online where they can, where they can’t alternatives will be consulted upon.

Consultation:

The proposed new alternative regulatory arrangements would:

  • permit awarding organisations to develop an approach to awarding qualifications in scope of the Department’s proposed policy on the basis of incomplete assessment evidence. As part of their approach awarding organisations should consider their minimum evidential requirement for awarding these qualifications to ensure sufficient validity and reliability. They should also consider where they need additional assessment evidence from teachers and what form this should take. For qualifications most similar to GCSEs, AS and A levels we would expect awarding organisations to use similar approaches to assessment and awarding. These approaches are currently being consulted on in parallel with this consultation.
  • expect awarding organisations to be mindful of the burden their approach places on centres and learners, and to provide clear and timely advice and guidance
  • require awarding organisations to issue certificates (where appropriate) as normal and to not refer on the certificate to a result having been determined under the alternative regulatory arrangements
  • require awarding organisations to include private learners in their arrangements as far as possible
  • permit awarding organisations to take the same approach for qualifications taken in international markets, provided that this does not undermine the validity of the qualifications. We would also expect awarding organisations to consider and address the risks around malpractice and the particular needs of the international market

In Lebus’ letter to Williamson a few points stand out:

  • we are fully committed to doing all that we can, including making sure teachers are equipped and making use of awarding organisations’ quality assurance processes, so that students’ results are as fair as possible
  • no assessment arrangements can take account of all the different ways that students have suffered from the pandemic.
  • we have been considering together the potential alternatives to exams and other formal assessments for some time and have learned a number of lessons from last summer. Our thinking is well advanced. It is, though, important that all affected by these arrangements have the opportunity to comment on them.
  • We both wish to ensure that accountability for decisions following the consultation is clear and transparent. We understand your final determinations will be reflected in a formal direction to us under the relevant legislation. We will publicly and formally record the decisions we take in light of your direction. [A ‘don’t blame us’ this time warning?!]
  • we will want the consultation to consider the role of externally set short papers.
  • we also wish to support and incentivise students to engage with their education for the remainder of the academic year, including to continue with any non-exam assessment where possible. We propose that the final determination of a student’s grade should take place as late in the academic year as possible. We believe this will give students a greater sense of agency, which is critical to securing widespread acceptance of the outcomes
  • It is important that the consultation makes clear to all, especially those who rely on the results to make selection decisions, that overall outcomes this year will likely look different from 2020 and previous years. This issue will be important for your work with the post-16 and higher education sectors to secure orderly progression and to protect the interests of disadvantaged students.
  • We are acutely aware that all who have a stake in the results this year, particularly students and their parents and carers and teachers, as well as higher and further education institutions and employers, need certainty about the arrangements to be put in place

A selection of this week’s coverage:

The Petitions Committee agreed to schedule debates for the following e-petitions which reached over 100,000 signatures:

However, as Westminster Hall debates have been suspended (as a Covid safety measure) neither will see a debate in the immediate future.

Admissions Reform: Research Professional have an article: There is an “appetite for reform” of the university admissions process, according to the Office for Students’ director for access and participation—but changing the application timetable is not a “magic bullet”.

Research

Kwasi Kwarteng, who was previously minister for Business, Energy and Clean Growth, has taken over as Business Secretary as Alok Sharma has gone off to head COP26.

  • Research Professional (RP): One of the immediate issues that Kwarteng will be asked to consider is whether the Research Excellence Framework should be further delayed given the pressures put on university staff by the latest lockdown. No-one has yet been prepared to make the case that ensuring REF returns are made by 31 March is a priority for our newly designated critical workers. RP cover this here and here.
  • Also Research Professional: emails seen by Research Professional News have revealed the close ties between prime minister Boris Johnson’s controversial former adviser Dominic Cummings and the UK’s largest public research funding agency.

The Lords Science and Technology Committee held a session on The contribution of Innovation Catapults in delivering the R&D Roadmap you can read a summary of the session here. It included scrutiny of the catapults role in meeting the Government’s 2.4% R&D target.

UKRI announced the winners of the second phase of the Industrial Strategy Challenge Fund’s (ISCF) decarbonisation of industrial clusters: cluster plan competition. The six winners sharing the £8 million come from consultancies, development companies, local authorities, partnerships, and consortiums. It is unclear if any have strong links with universities.

NERC appointed four new Science Committee members from the HE sector. And the Wellcome Trust’s new Director of research programmes, Cheryl Moore, will take up the post in May 2021.

Research Fundermentals published their own horizon scan and predictions about what 2021 will mean for research matters.

Research Professional also published these articles:

Parliamentary Questions:

Student Concerns

Despite parliamentary petitions and grass roots campaigning students made small progress with the calls to be refunded for tuition fees during online study and receive rent reductions or get out of their letting contracts. The lobbying quietened down for a while but gained momentum in the last week. Towards the end of last week several Labour MPs signed an early day motion (EDM) calling on the Government to scrap tuition fees and cancel student debt. As it was a manifesto pledge for Labour the EDM wasn’t remarkable.

Next the All-Party Parliamentary Group for Students launched an inquiry into the impact of Covid-19 on university students and calls for compensation.  

The number of parliamentary questions relating to student fees and accommodation costs has grown significantly again, including those relating to healthcare tuition fees and nurses working within the NHS as part of the Covid response. This week rent stories exploded across the media and HE specific sources, students initiated rent strikes, Unite Students (a major student accommodation provider announced partial refunds and concessions) and MPs came out in support of student rental concerns.

BBC – students have pledged a rent strike over unused rooms

Research Professional – universities have been warned that they could be breaking the law by refusing to allow students to return to halls; and:

The UCAS Knight Frank survey was released to a very receptive national audience. Wonkhe describe:

  • …a survey of more than 70,000 new and current students between February and November last year. The Student Accommodation Survey finds that between March and June, around 75 per cent of students surveyed reported that they had or were planning to move back home, though there were regional variations.
  • Seventy-two percent of last year’s first year students were not paying rent after campuses closed – 71 per cent of students in other years were paying full rent.
  • The survey also offers an insight into who pays for accommodation – 41 per cent of first years, and 49 per cent of those in other years, reported that their parents or guardians were funding accommodation costs. On average, students living in private purpose built student accommodation (PBSAs) paid £7,200 per annum, compared to £6,650 in university accommodation and £5,900 for students in privately rented accommodation.
  • Sixty-nine per cent of students living in university-owned or PBSAs were happy with their landlord’s approach to Covid-19, compared to just 25 per cent of students in houses of multiple occupancy.

Research Professional add: Unsurprisingly, the ability to terminate tenancy agreements and a degree of flexibility on rent were highlighted as factors behind greater contentment with purpose-built accommodation over other settings…Respondents renting in non-purpose-built housing said private landlords were not prepared to make “any allowances for the impacts of the virus” and had “poor communication or lack of understanding and sensitivity around students’ financial situations and job losses”.

On Wednesday a NUS survey highlights student rental concerns. Wonkhe summarise: The most recent iteration of an NUS survey finds that 69 per cent of students are worried about their ability to pay rent, and 22 per cent have been unable to pay their rent in full in past months. The survey of 4,193 students ran between 6 and 23 November. 

An equally well timed YouGov poll surveyed the nation (so not just those with a vested interest as students or parents of students) on accommodation fees. They asked Do you think students who are unable to return to their student accommodation due to lockdown should still have to pay rent as normal or not?  54% of the public respondents felt that students shouldn’t have to pay anything at all; 30% felt they should pay a reduced rate; 5% felt students should continue to pay their rent in full.

Several MPs and Lords have expressed support for students to be offered some form of package or reduction. David Davis MP tweeted his letter to the Government to support university students who are unable to return to their term-time accommodation. He also stated Unite Students are right to provide refunds to students for periods where they cannot return to their properties and calls on the Government to step up.

This cross-party parliamentary support for student rent forgiveness alongside Boris Johnson acknowledging that the issue needs addressing, and Unite Students’ proactive refunds have been significant progress for this student concern. What remains to be seen is what position the Government will take however, no matter how sympathetic they are to the cause, it is still hard to imagine a Government scheme offering blanket refunds (including private landlords).

A selection of parliamentary questions on tuition fees…

And parliamentary questions on other student matters:

Finally the Petitions Committee published their latest decisions on e-petitions which received over 100,000 signatures and agreed to schedule a debate for:

However, Westminster Hall debates have been suspended (as a Covid safety measure) so the debate will not take place in the immediate future.

Professional Registration

The Quality Assurance Agency (QAA) issued a press release stating they’re in discussion with Universities Minister Michelle Donelan, alongside 17 professional, statutory and regulatory body representatives and Universities UK to address new challenges created by the COVID-19 pandemic. The press release states they: discussed a range of barriers affecting progression and graduation in accredited programmes, in order to ensure students are able to complete their awards this summer and progress into the workplace with continued assurance of high standards and competencies.

QAA Chief Executive, Douglas Blackstock said:

  • Throughout the pandemic, QAA has engaged with PSRBs on behalf of our members and with a focus on ensuring students can progress towards the profession they have chosen. These bodies play an important role in protecting public safety and we are grateful that they have been able to adapt flexibly during the pandemic.
  • QAA has worked with professional bodies for many years and will continue to work collaboratively with them, and our members, so that students can achieve professional competencies and learning outcomes and so that standards are maintained.

Universities Minister, Michelle Donelan said: It is absolutely vital that students are able to graduate from their courses this year and achieve the meaningful qualifications that they need to kickstart their careers. Education has been our priority from the start of this pandemic, and we will continue to work closely with QAA, Universities UK and sector bodies, to identify and address any challenges they face during this difficult time.

Will he stay or will he go?

Speculation about Williamson’s continued tenure as Education Minister continues. On Monday Research Professional reported Boris as stating that the education secretary is doing his job “to his utmost ability”. One doesn’t quite know if that is support or censure. The BBC have: Gavin Williamson: How has he survived? It is well worth a read, it begins: Gavin Williamson’s political obituary has been written so many times he must sometimes feel like the walking dead. So how has England’s under-pressure education secretary survived in his job? Or is there a counter-narrative that he’s been unfairly blamed for decisions not really his own? For example, it has been well trailed that Boris went over Gavin’s head in closing the schools during a meeting he didn’t attend – meaning a U turn in one of Gavin’s flagship policies (that schools would remain open). The question of a reshuffle or even just an ousting of Williamson may come down to the reluctance (stubbornness?) of Boris to sack key staff, despite their mistakes and public unpopularity. Or perhaps as the BBC put it Gavin knows where the bodies are buried.

Gavin Williamson was scrutinised by the Commons Education Committee on Wednesday. Prior to the session Research Professional speculated what he might be questioned on in this brilliant article. It mentions many of the major points and issues facing education and HE at present and with only a couple sentences on each it is a great catch up for anyone still stuck in the Christmas cheese or overcome by home schooling.

In the end the Committee had very little direct HE content. There was strong focus on schools and on matters surrounding the alternatives to the 2021 exams (including BTEC) Williamson’s performance at Committee maintained the Government lines and yielded little new information. He appeared uninformed at times and employed famed political techniques such as not answering the question asked, answering a question that wasn’t asked, avoiding apologising and blaming others (schools mostly). However, he was focussed in his answers and less aggressive in tone than in recent appearances. Dods provide a comprehensive summary of the session here.

If you want the short version, there was one question on HE:

  • Asked about financial sustainability for universities, including the challenge for the newer ones with no reserves, and about student accommodation costs.  Rambles about universities giving additional support (?).  Some institutions may be in financial difficulties, he says the restructuring regime is established and ready to go.  Despite concerns there have been no collapses but contingency is ready.  MP says her local university was offered a loan not a grant and some management consultants that they didn’t want or need and they have had to have major staff cuts.  GW says some will have to restructure what they offer and how they run.  Zero empathy for the sector in these replies.   He doesn’t answer the questions either.

And he mentions us at the end when he thanks everyone working in education, including universities.

Graduate Wellbeing Analysis

The OfS have released data for key performance measure 17 – graduate wellbeing. It shows part timers scoring higher on life satisfaction and for feeling that things done in life are worthwhile.

Note – only the respondents who gave the strongest positive wellbeing response were included in the above analysis. For the data and more information start here. It may seem odd to you that the OfS data release only covers this aspect and limited data. It seems odd to us too. One hopes it isn’t the regulator searching for a new stick to beat HE with or engaging in political point scoring.

Education Policy – research / curriculum development

The Education Policy Institute has published two reviews. Curriculum policy in England has been characterised by frequent change in recent decades. In order to identify lessons about how curriculum systems can be better formulated and revised in England, this evidence review outlines how five leading education nations around the world have developed their curriculum systems in recent years.

The first review aimed to understand how leading education nations around the world develop their education policies and examines the education systems of Finland, Japan, New Zealand, Scotland and South Korea – How Leading Education Nations Develop And Reform Their Curriculum Systems.

The second considers the role of research and evaluation in education policymaking in leading nations including Australia, Finland, Japan, Scotland and Singapore. It focuses on how leading countries organise, focus and fund their education research and evaluation, both in the context of major system change and in terms of how each country assesses the effectiveness of its education system.

Access & Participation

The Education Committee continued hearing evidence into the inquiry on Left behind white pupils from disadvantaged backgrounds. Dods have provided a summary of last week’s session which covers several aspects relating to HE.

Fair Admissions: The Nuffield Foundation have published Fair Admission to Universities in England: Improving Policy and Practice. Neon describe the report: A new report from the Nuffield Foundation finds that highly selective universities in England are increasingly taking into account the socioeconomic and educational contexts in which applicants achieved their grades when making admissions decisions. However lead author, Professor Vikki Boliver of Durham University argues that universities should be bolder in their approach:

“Universities have taken some tentative steps in a positive direction when it comes to widening access to higher education for students from disadvantaged and under-represented backgrounds. This is encouraging but by being bolder we believe that they can further improve the chances of applicants from disadvantaged backgrounds.”

The report recommends several steps that universities should take including:

  • Reducing entry requirements for contextually disadvantaged applicants by more than just one or two grades.
  • Contextualising all admissions criteria, including GCSE grades, personal statements and interview performances.
  • Ensuring that the new commitments to supporting contextually disadvantaged students to achieve their potential at university are fulfilled.

Overall the report recommends switching from the traditional admissions model, where places go to the highest qualified candidates, irrespective of social background, to a model where prospective students’ qualifications are judged in light of their socioeconomic circumstances. The report also recommends that there is a move towards post qualification admissions and replace POLAR with individual measures of socioeconomic disadvantage which is made available to universities.

Parliamentary Questions:

International & Mobility

Research Professional published: Drop in international first-years made up by other students

On Turing The Times has an opinion piece from Taiwo Owatemi, MP for Coventry North West, on the inadequacies of the new scheme.

Parliamentary Questions

Parliamentary Questions

Sir John Hayes supports the alternatives to HE agenda:

Regulatory

Inquiries and Consultations

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

Other news

Censoring ‘Free Speech’: Students and graduates recruited to work on a free speech campaign have resigned in protest stating their views were censored and they were pushed to conform. There was also anger that they had been signed up without understanding the links between Toby Young’s controversial pressure group the Free Speech Union (FSU) and the project they had been recruited to. The Guardian has the story.

Poverty report: The Joseph Rowntree Foundation has published its annual report on the nature and scale of poverty across the UK. It covers investment in skills and the retraining agenda.

Mental health: The Government have announced they will reform mental health laws.

T levels: The Government announced a £135 million capital fund for T level providers to bid into. The Government press release states: the multi-million pound investment will ensure T Level students have access to the world class facilities and cutting-edge equipment they need to get ahead.

Tech access for disadvantaged pupils: Commenting on the Department for Education’s supply of laptops and other equipment to enable disadvantaged students to access remote learning, Kevin Courtney, Joint General Secretary of the National Education Union, said: It is not credible for Boris Johnson or Gavin Williamson to claim that their priority under Covid is to protect the very same disadvantaged students they have so routinely let down. It is a stain on the Government’s record that they have failed disadvantaged students so badly. The immense disruption in autumn half term, with so many absent from school due to self-isolation or close contact with those in their bubble who were having to self-isolate, was a clear warning that the education secretary needed to properly build the groundwork for a continuity and equity of education for all students. But the warning went unheeded, and in Gavin Williamson ‘s recent announcements on laptop and data roll-out it is abundantly clear he is still weeks away from anything like an adequate response. Schools have been kept waiting for equipment that has been promised to them throughout the pandemic, with last minute delays, changes or retractions of the kit they need becoming an alarmingly normalised response from the Department for Education.  It is surely a no-brainer that schools should be compensated for having to plug the gaps, which are entirely due to governmental sloth. Every child must have access to the equipment they need to ensure they can learn safely from home. When will the government take their responsibility towards these children seriously?  However, speaking at the Education Committee on Wednesday Gavin Williamson painted a very different picture stating the equipment had been sent to schools and some were in line to receive additional items.

Islamophobia: Research Professional published this article Universities fail to see ‘insidious nature’ of campus Islamophobia stating that the report finds improvements are needed by institutions.

EdTech Boom: FE News report that lockdown measures and mandatory school closures in 2020 led to a 71.5% growth of the UK educational technology (EdTech) sector – despite a -11% contraction in GDP overall. Over the course of the pandemic, schools, colleges and universities have had to move lessons online, and many educators, organisations and businesses have developed smarter ways to deliver remote learning. The growth puts the value of the UK EdTech market at almost £3.5bn – with EdTech exports pre-crisis bringing in £170m to the economy, now expected to have topped £292m.

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JANE FORSTER                                            |                       SARAH CARTER

VC’s Policy Advisor                                                             Policy & Public Affairs Officer

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