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January 18, 2021

HE Policy Update w/e 18th January 2021

COVID-19, EU, Industry collaboration, innovation, international, parliament, policy, Research assessment, Research news, Student Engagement jforster

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:

David Kernohan on Wonkhe on options to compensate students
Jim Dickinson on Wonkhe on the OfS letter
Chris Parr on Research Professional on the twitter storm
Fiona McIntyre on Research Professional on the OfS letter

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:

Wonkhe: David Kernohan on the proposals
Research Professional – An education and teaching expert has warned that universities may need to give new students extra assessments in September to tackle the gaps in their learning at school during the pandemic, even if they have achieved top grades.
The Times – heads want GCSE and A-level grades to be given early to avoid a repeat of last year’s chaos.
Research Professional – Williamson promises robust appeals process for A-levels
The BBC – GCSE and A-level pupils could sit mini exams to aid grading
TES – Schools may not fully reopen after half term, warns PM

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:

Two of the UK’s major national academies have called on the government to quickly finalise association to Horizon Europe, the European Union’s next R&D programme, following the agreement of a post-Brexit trade deal. UK researchers’ task is to make Horizon Europe participation value for money.
A former head of Innovate UK has called for UK Research and Innovation to have more independence from government,

Parliamentary Questions:

Evidential basis for £1 of public R&D eventually stimulates between £1.96 and £2.34 of private R&D
Effect of the reduction in the Official Development Assistance budget on the UK’s reputation as a partner of choice in international research and development projects
How much funding is allocated to the development and uptake of New Approach Methodologies; and which sources that funding comes from
What the regional distribution is of institutes receiving funding through Government sources for the development and application of New Approach Methodologies.
With reference to the 2020 Spending Review, when the £350 million of funding announced for UK Research and Innovation (UKRI) will be made available; and how that funding will be allocated among the seven research groups.

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…

Assessment made of the potential merits of reducing tuition fees for the 2020-21 year to compensate students for the effect of the covid-19 outbreak on their university studies and experience.
To ask the Secretary of State for Education, if he will bring forward proposals for a tuition fee rebate for students who have had to study remotely as a result of the covid-19 outbreak

And parliamentary questions on other student matters:

What discussions he has had with universities on providing extra support for (a) mature students and (b) students with children who may be facing additional pressure and responsibilities during the covid-19 outbreak.
Remote (HE) students access to adequate mental health support
What additional teaching support is available to university students during the January 2021 lockdown period while they do not have full access to their tutors; and what financial support students can access to compensate for lost income from part-time work.

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

Reduce University student tuition fees from £9250 to £3000

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:

Barriers for care leavers in obtaining broadband contracts.
Assessment of the potential merits of a long-term approach to funding (a) Uni Connect and (b) other social mobility projects to enable them to establish themselves and demonstrate their effect.
What discussions he has had with the Chancellor of the Exchequer on the effect (a) Uni Connect and (b) other outreach projects on people from disadvantaged young people during the covid-19 outbreak.
What assessment he has made of the effect of the timetable for a funding decision for Uni Connect on (a) staff delivering and (b) the continuity of that programme.

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

School exchanges within new Turing system.
The Government are still refusing to allow international students who have been unable to complete their course in the UK access to the graduate immigration route.

Parliamentary Questions

Sir John Hayes supports the alternatives to HE agenda:

Steps to incentivise young people to enrol in non-university routes of higher education
Request for update on progress in (a) reducing the number of young people going to university, (b) increasing the number and quality of apprenticeships and (c) redirecting funding from Russel Group universities to providers of technical education.

Regulatory

What steps he is taking to improve the external oversight of universities in the handling of cases of sexual misconduct.

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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April 22, 2020

HE policy update for the w/e 22nd April 2020

Business Engagement, COVID-19, EU, Funding opportunities, HEIF, Impact, Industry collaboration, innovation, international, Knowledge Exchange, parliament, policy, Public engagement, Research assessment, Research news, Student Engagement jforster

Lots of MP commentary on universities this week including the (lack of) HE financial support measures. Virtual voting in the Commons wasn’t a great success, HEPI re-examine student experience across the 4 regions of the UK, concerns for graduate employment abound, and there is news on REF and KEF.

Most importantly, happy World Earth Day! Do try the google animation – it is particularly special (you get to control the bee!).

Parliamentary News

Virtual Commons – The House of Commons intends to follow a hybrid approach sitting Mon to Wed for approximately 2 hours (and with restrictions on volume of attendance and contact for those (up to 50) actually present in the chamber). These sessions will also be attended virtually to allow a fuller range of MPs and urgent business to take place. Question sessions will be facilitated online through Zoom (let’s hope the Treasury has stretched to procure the paid version otherwise debates may be shorter than usual – and are using passwords!). These sessions will mainly consist of parliamentary, departmental and urgent questions (30 minute sessions) and ministerial statements followed by the standard scheduled business. Operational detail for many aspects of parliamentary business hasn’t been worked out, e.g. how to manage voting and the legislative bills stages. However, a commitment has been made that any MP in the Chamber will be treated the same as one appearing virtually and would only be called to speak if scheduled to. And if a Member is called but cannot be heard or seen due to tech failure they’ll be given the chance to speak again later in the proceedings.

Speaker Sir Lindsay Hoyle said:

By initiating a hybrid solution, with steps towards an entirely virtual Parliament, we are enabling Members to stay close to their communities, while continuing their important work scrutinising the Government. I do not want Members and House staff putting themselves at risk. By working virtually, this is our contribution to the guidance of stay home, protect the NHS and save lives.”

Dods discuss challenges and how the virtual parliament could work here.

Tuesday saw a trial of the secure voting procedure in the Commons. It was unsuccessful with some entertainingly choice language and a lot of commentary online about MP’s living room backdrops. Work on a more secure solution is taking place and Parliament hopes to have a workable voting system live by ‘early next month’.

Staff changes

DfE Board: Theresa May’s close advisor and campaign leader Nick Timothy has been appointed to the DfE Board as a non-executive director. Research Professional (RP) note Nick is

a fierce critic of the higher education sector…In a statement issued on 16 April, a DfE spokeswoman said that Timothy would bring “a range of experience that will support our work as we continue to develop our world-leading education system”. Since then, he has been a columnist for the Daily Telegraph, a position he has used to criticise the higher education sector. In August 2017, he wrote in his column that England’s tuition fee system is an “unsustainable and ultimately pointless Ponzi scheme”. RP also point out that Nick is a former director of the New Schools Network—the free schools charity from which Toby Young, the controversial Spectator columnist, resigned in 2018 after criticism of his appointment to the board of the Office from Students, from which he also ultimately resigned.

BEIS select committee chair: Rachel Reeves, who was elected Chair of the prestigious Business Energy and Industrial Strategy select committee, has resigned the Chair role (as required) upon her appointment to the Labour Shadow Cabinet. Several Labour MPs are vying to take over the Chairmanship. Politics Home are running a series profiling each candidate and Research Professional have a short piece. Business presented today states voting will take place electronically to elect the Chair (when is still to be confirmed).

Brexit & Immigration

The EU and UK have agreed three new rounds of Brexit negotiations to take place via video link during the weeks commencing 20 April, 11 May and 1 June.

There is a new poll examining whether the public are supportive of a Brexit deadline extension (47% support, 23% opposed).

There is more information on the UK points based immigration system was released as the Home Office published an introductory employer guide for Post-Brexit immigration.

The Home Office has also further updated the Tier 4 guidance in light of C-19 stating that no one will have a negative outcome through the immigration system due to a circumstance that was beyond their control. It also confirmed that enforcement actions will not be taken against sponsors who are responsible for students absent from studies due to coronavirus and that absences don’t need to be reported when due to coronavirus (e.g. self-isolating or travel). The guidance goes into more detail on distance learning; attendance monitoring during the coronavirus pandemic; English language requirements and pre-sessional courses; ATAS studies; right to work check and child students. It covers extending visas – students whose leave would have expired between 24 January and 31 May, will be able to apply for further leave within the UK. Extended leave will also be provided if students haven’t been able to complete a course/meet all requirements due to other requirements. Other points:

Students who would normally be subject topolice registrations who are extending leave, and are unable to leave home, will not need to do so.
There is information regarding working hours and volunteeringfor NHS trusts in particular. Hours will not be restricted to 20 hours per week during term time. Where all study has been suspended, students will be considered on “vacation” and will be able to work full time.
Right to rent checkshave been adapted so that landlords can see documents over videocalls during this period.

Challenges for the sector

The House of Commons Library have published Coronavirus implications for the FE and HE sectors in England. Library briefings are a good basic introduction to the subject matter presented so if you missed the debate in previous policy updates this library briefing will catch you up on the concerns facing the HE sector.

Exams, offers and clearing

The Financial Times has a longer read on the international admissions crisis.

Education Minister, Gavin Williamson, confirmed A level results will be released on Thursday 13 August, and GCSE results on Thursday 20 August meaning the release dates will mirror all other years. What this means for the HE sector and clearing is still to be clarified. Earlier rumours suggested Government were considering a beefed up clearing with more students encouraged to enter the process than in previous years.

On this Wonkhe wrote: Last week brought news from the Department for Education (DfE) that grades for cancelled A level exams in England will now be published on their originally-planned day of 20 August. Those who have seen drafts of the government bailout package told us that it also included proposals for a “bolstered” Clearing period to encourage students to wait until August to make their final decisions. There’s also no consensus yet about the proposal for number controls next year, with some voices both in government and the sector concerned that it would still enable high-tariff universities to expand at the expense of others.

The ban on unconditional offer making has been extended for a further two weeks until 4 May. The OfS and Government remain vigilant and determined to crack down on providers who find ways to flout the ban. The Universities Minister wrote to Vice-Chancellors last Saturday stating that any new conditional offers to students that asked for lower grades than expected “must be in the best interests of the student and not an unconditional offer by the back door”. The UCAS decision making deadline has also been pushed back and applicants are not required to select their preferred institutions until 18 June.

Disadvantaged tech access: Gavin Williamson announced an online learning support package making laptops and tablets available to disadvantaged children across England to enable remote education for pupils staying at home during the coronavirus outbreak. The provision will be available for children in the most vital stages of their education, those who receive support from a social worker and care leavers. 4G routers will also be available for disadvantaged secondary school pupils and care leavers to access the internet – where those families do not already have mobile or broadband internet in the household.

Some Parliamentary questions in this area:

Q – Helen Hayes: To ask the Secretary of State for Education, what assessment his Department has made of the (a) accuracy of predicted grades for (i) GCSEs and (ii) A-Levels and (b) potential effect of unconscious bias on those predicted grades in terms of (A) gender and (B) race. [34386]

A – Nick Gibb: This is a matter for Ofqual, the Office of Qualifications and Examinations Regulation.

Q – Helen Hayes: To ask the Secretary of State for Education, what discussions his Department is having with universities and higher education providers to ensure that students who are unable to sit their exams for A-Levels and other qualifications as a result of school closures are able to access higher education in the next academic year. [33629]

A – Michelle Donelan:

The calculated grades awarded this year will be formal grades, with the same status as grades awarded in any other year. The higher education sector has recognised this and is working with us to ensure that this year’s cohort of A-Level students are at no disadvantage when it comes to progression to university because of these unprecedented circumstances.
Department officials are working closely with Ofqual, UCAS, Universities UK, the Office for Students and others to ensure that the admissions system functions as effectively and efficiently as possible during this unprecedented time.
The latest guidance for schools and other educational settings can be found here.

Financial sustainability

In last week’s policy update we described how UUK were lobbying the Secretary of State for Education to recognise the dangers and approve a range of stabilisation measures for the HE sector. Gavin Williamson appeared receptive to the requests but no announcements were forthcoming during the opportunities on Friday or Sunday among rumours that the Treasury squashed support spending. Wonkhe have this to say on the matter:

If the last few days have told us anything, it’s that the government bailout of higher education, when it does land, will be patchy, controversial in parts, arrive in fits and starts, and will likely never be able to deal with all of the gigantic consequences of the pandemic. But to say the conditions for good policy making are imperfect would be an understatement.
There’s a version of history where at last night’s government coronavirus press conference education secretary Gavin Williamson announced the first major steps of a wholesale bailout of higher education after urging from Universities UK. It would have been a remarkably quick turnaround for the Whitehall machine, and so it proved to be, falling foul of final approval from the Treasury in a joint ministerial meeting on Thursday. In the meantime, low-key announcements were made confirming that universities would have access to the Coronavirus Job Retention Scheme, the Coronavirus Business Interruption Loan Scheme, and the Covid Corporate Financing Facility.
The bailout was also due to be coming out against a backdrop of further data showing just how rocky things are likely to be over the next year. …Andy Westwood argues that the bailout will build bridges to the sort of sector the government hopes to see, potentially including linking research and development more closely to economic and industrial strategy, and a long-term vision for teaching and student numbers across post-compulsory education. In other words, anyone expecting a bailout to preserve the status quo is likely to be disappointed.

Research Professional’s reports are interesting due to their sources on the inside. They write:

Whitehall insiders have suggested to Playbook that the extent of the challenge for universities is well understood by the government, but at this moment the feeling is that there is no need to rush out a solution that does not hit the target and merely creates perverse results. For example, UUK’s request that quality-related research funding be doubled from £2 billion to £4bn a year would see much of that cash land at the Universities of Oxford and Cambridge—two of the institutions most able to ride out this storm.
Playbook has been told by sources close to the discussions that there are three variables at play: first, the short-term loss of income for universities; second, the medium-term loss of demand for higher education; and third, the government’s long-term promises on R&D spending. It is not that the government is disinclined to help out universities—as science minister Amanda Solloway wrote early on in the crisis, it is a government priority that the research base be protected so that the UK has something to bounce back with when the country exits lockdown. Rather, any rescue package will come with expectations, i.e. strings attached. As it was put to Playbook, “something better is possible”.
With the government firefighting on an hourly basis to get personal protective equipment into hospitals, prop up a shrivelling economy and ramp up testing to a level that would enable any kind of exit from lockdown, universities may be about to learn a harsh lesson concerning their place in the national pecking order. This week, UUK will need to play its cards with care and no little skill.

The last minute news from RP on Wednesday (from a source they are unable to name, presumably at UUK) is that the Government have not told them to rethink their support measures request. Although it was indicated that such a deal will need to encompass a solution on “admissions restraint”, research spending and targeted support for vulnerable institutions.

And on Monday the Government issued guidance about the C-19 support measures universities can access. They also confirmed the Student Loans Company plans to make Term 3 tuition fee payments as scheduled; and we understand maintenance payments will be paid too.

Wonkhe have a blog on the scale of the financial risk for HE providers and whether the doubling of QR funding will be a drop in the ocean or help.

The opposition view

Shadow Minister for Universities, Emma Hardy, has written to the government calling on them to underwrite higher education funding to protect and prevent institutions from going bankrupt as a result of the coronavirus crisis. The letter argues that an over-reliance on international tuition fees and an unequal regional distribution of research grants mean higher education providers are vulnerable to closure or functioning at a reduced capacity, with a damaging effect for jobs and social mobility. Excerpts from the letter:

Labour is calling on the government to guarantee that no university will be allowed to go bankrupt. The coronavirus pandemic has exposed the failures and weaknesses within the government’s higher education policy. Our universities are not just businesses and should not be treated as such. Our higher education institutes provide value to our country every day, supplying final year medical students to fight on the frontline of our NHS, creating PPE, and providing accommodation for key workers.

The letter goes on to say:

My greatest concern is that a failure to provide timely and comprehensive support to our universities in the face of this crisis will create “cold spots” in the country for access to higher education to those who benefit from it the most. We know that students from disadvantaged backgrounds, and part-time and mature students, make up the large proportion of commuter students and they will suffer disproportionately if regional HE institutions close.
….It is essential therefore, that no institutions are allowed to fall. I welcome your comments that you are looking closely at the Universities UK proposals for comprehensive sectoral support and I would ask again for you to provide a clear message that the security and certainty our Universities are desperately looking for will be available.
….I welcome your comments that UK Universities are “open and accessible” and I would ask if you could speak to your colleagues in the Foreign and Commonwealth Office to have a joined up approach in promoting our UK universities and addressing some of the concerns held by some countries on the validity of ‘online degrees’, if only as a short-term measure. It would also be useful to have increased clarity from the Home Office about student visas too.
I would urge you to look again at convening representatives from institutions, examinations bodies, practitioner unions and students organisations to agree on the timing and character of teaching in the new academic year and ensure that this is communicated clearly to students.
I am also concerned that teacher assessment, an unequal home schooling experience and ‘digital poverty’ will result in a weaker performance of BAME groups and pupils from disadvantaged backgrounds and that this in turn could impact student admissions. I am keen to know what actions you are taking to ensure that the already disadvantaged are not further disadvantaged

Another perspective

Research Professional (RP) interviewed Daniel Zeichner, Labour MP for Cambridge and Chair of the Universities all party parliamentary group. The interview shows the human side of policies and politicians; the honesty around Labour’s tuition fee approach is refreshing too. Excerpts from comments in the RP interview:

“Universities are very different [from each other], and some of them are very, very vulnerable. Some rely very heavily on international student income and they must already be in a very difficult situation…the response from researchers and the whole academic community has been uplifting, with the wider public looking to expertise and knowledge for a route out of our difficulties.
Whether epidemiologists or clinicians, it has also shown the value of appreciating that there is no simple answer—evidence is patchy and has to be interpreted, questioned and contested. This is all part of the daily experience of the university and research community but is not always more widely understood.
As in so many parts of society, the crisis has highlighted longer-term problems that may now need to be addressed directly. Research funding was overly dependent on cross-subsidy from the lucrative international student market, while the unresolved long-term issues around student funding in general, and the market-based approach in particular, will have to be faced.”
Zeichner’s fear, he says, is that “some will use the crisis to try to reduce rather than widen access and participation—but that argument will be for when politics resumes as usual”.

When Daniel was pressed on whether Labour’s approach to no tuition fees was right he responded: “It seems that virtually every party has occupied every position on tuition fees at one point or another, which ought to allow us all off the hook slightly, because we’ve all been in all the various places,”

RP write:

He’s not far wrong—as this HEPI blogpost shows, in the past 16 years, the Labour Party has backed the tripling of undergraduate fees, supported a big cut in fees and is now backing the abolition of fees. The Conservative Party has shifted from opposing fees to tripling them while in power.
“Having said all that, you can’t start to pluck figures out of the air,” Zeichner says—adding that he was “never entirely convinced” that Labour’s 2015 pledge to cut tuition fees in England to £6,000 “was particularly evidence-based”.
“I think it was kind of splitting the difference. Once you start down that route, there comes a logic to say if you’re going to reduce fees a bit and replace them with extra public money, you might as well go the whole hog [and abolish fees altogether].”
Most important, he says, is not implementing a system that “goes back to universities being under-resourced”. “Given we are at the start of a four-and-a-half-year parliament, it may well be time to draw a line and, certainly for the Labour Party in opposition, to have another think about it…I would be perfectly happy to open it up again,” he adds.
“There does seem to be a growing sense that somehow too many people are going to university and it is not worth doing it. I really think that needs to be countered, because I still think the university experience in terms of social mobility is so incredibly powerful. In a rich country, we really ought not to be saying we can’t afford to do it anymore.”

Knowledge Exchange

Research England has confirmed that the KEF submission deadline has been delayed due to the disruption caused by the pandemic. Submissions are now expected to be made by Friday 16 October 2020. Research England blog on Wonkhe: Now is the time for knowledge exchange.

OfS and Research England have announced the 20 recipients of the £10 million knowledge exchange projects. The projects aim to identify the benefits to students who involve themselves in knowledge exchange activities and partnerships with businesses, engagement with communities, third sector organisations and professional training. Furthermore, to address issues of equality, diversity and inclusion within the KE activities. OfS say

students play a significant role in this [KE] activity by, for example, establishing start-ups and spin-off companies, and providing skills and expertise for businesses, public services and community groups through consultancy, internships and work placements.

The successful projects aim to explore a range of knowledge exchange activities, including free-to-access courses run in partnership with the NHS for mental health service users, start-ups in the creative industries, and pro bono, social impact-driven consultancy and venture capital services. Flexibility over the projects and timescales has been conferred to adjust for the impact of C-19.

Research

REF delays: UKRI have announced a short consultation on new deadlines for the REF. The consultation runs until 5^th May and at BU we will work with RDS on preparing a response. There are two key deadlines in play – the end of the impact assessment period (which may end up being 31^st December instead of 31^st July) and the submission deadline (which could be 31^st March next year).

Research funding

Meanwhile Chancellor Rishi Sunak continues to emphasise the Government’s focus on the levelling up agenda, and particularly how it might boost research and R&D spending levels.

“We remain very committed to the agenda that we set out before, which was about levelling up and spreading opportunity around this country,” he said. That agenda, including improvements in productivity and investing in infrastructure around the country “will only become more important as we exit from this crisis”.

The Research Professional article continues:

Graeme Reid, chair of science and research policy at University College London, said it should not be surprising if boosting R&D is high up in any post-Covid-19 budget. “After the banking crisis hit in 2008, the government protected research and innovation—while cutting many other areas of public spending—because it recognised that the UK had become a knowledge economy,” he said. “Now the levelling-up agenda depends on a combination of infrastructure investments that include the UK’s knowledge infrastructure.”
Diana Beech, a former adviser to three universities and science ministers, said: “It is noteworthy that we now have a government that is intent on being led by the science. Experts are not just back in fashion but at the front and centre of informing the direction of government policy. “For this public trust in experts to last, the science we need to be investing in now is a science which we know will deliver the tangible outcomes our society needs—in this case, vaccinations to fight the coronavirus and economic and social measures to minimise risk to people, supply chains, businesses and jobs.”

PhD students: UKRI have announced that UKRI funded PhD students who cannot continue their research due to C-19 will be allocated additional support funding to extend their study period by up to 6 months. UKRI have issued FAQs here.

R&D Tax Credits: HMRC has published statistics on Research and Development Tax Credits from Corporate Tax detailing the cost of tax credits and the type of companies claiming them.

Regional Inconsistencies in the Student Experience

HEPI published One for all or all four one? Does the UK have a single higher education sector?

The report draws on the Student Academic Experience Survey data from 2015 to 2019 comparing the experiences of students from England, Scotland, Wales and Northern Ireland on seven areas: value, finance, wellbeing, accommodation, pedagogy, workload and regrets. Devolution has resulted in different policies, priorities and funding regimes. As expected, there are both similarities and differences. HEPI conclude:

it is also fair to conclude that more continues to unite than to divide higher education in the different parts of the UK. In other words, the concept of a single UK higher education sector has sustained despite increasing devolution and increasingly divergent policies in Westminster, Edinburgh, Cardiff and Belfast. This is in line with the concept of higher education as an endeavour that crosses political boundaries.

Nick Hillman, Director of HEPI and the author of the report, said:

‘Students in England seem to work less hard than those elsewhere in the UK. Students in Scotland have more positive perceptions about the value of their course and are more likely to believe higher education should be free. Meanwhile, students in Wales tend to think more positively about their academics and students in Northern Ireland are more content, with higher levels of wellbeing. Many of our results are surprising. Policymakers in England have often tried to portray high tuition fees as offering more student choice and a better student experience. Policymakers in other parts of the UK have tended to regard lower student debts as a way to improve student wellbeing. Both these claims are pooh-poohed by the results from students themselves. Nonetheless, it is easy to exaggerate the scale of any differences. The most important finding overall is that any differences in the student experience in different parts of the UK are fairly modest. Despite increasing devolution and increasingly divergent policies, there is still more that unites higher education institutions across the UK than divides them. The current Covid-19 crisis is bringing this home, as higher education institutions across the UK are all facing the same new challenges.’

Social Mobility

The Sutton Trust published a report: Social mobility and covid-19 – Implications of the Covid-19 crisis for educational inequality examining the future challenges to the C-19 generation.

In their weekly newsletter NEON stated outreach projects are suffering as a result of the pandemic [with] The majority of organisations… trying to make the move to replace face to face activities with online resources and sessions.

HEPI have a guest blog: Navigating the aspiration trap: white working-class students and widening access to higher education. PhD Student Alex Blower, with a background in outreach, criticises the aspiration deficit model and argues for more nuance in tackling the white working class access gap.

Wonkhe report:

The UPP Foundation has invested £100,000 in five university-led projects to tackle pressing issues in access to and progression from higher education. Project commencement will be delayed during the lockdown, but projects were approved prior to the current emergency. Wonkhe have a blog on one of the 5 funded projects. Richard Brabner, Director of the UPP Foundation, said: “These projects to support and develop our communities are more important than ever in light of the developing Covid-19 crisis. We will be working closely with the grant recipients to support them during these exceptionally challenging times, and to help implement their projects once it becomes safe to do so.” Research Professional has a little more coverage

Youth unemployment: Impetus and the Youth Futures Foundation have published a report on youth unemployment and the profile of those young people struggling to access the labour market. It shows that those most likely to be out of work and education are some of the most vulnerable young people, and that the headline numbers overlook some pressing issues such as underemployment. The report also predicts that – even without the covid-19 pandemic – the numbers of young people affected were likely to rise, given economic, demographic and social changes. Excerpts:

Young people from disadvantaged backgrounds and particular ethnic minorities are disproportionately likely to be NEET or underemployed than their peers. The most common reasons given for not being able to look for work are caring responsibilities or health problems.
Having been eligible for Free School Meals in Year 11 increases a young person’s chances of being NEET later on by 50%.

Recommendations:

Effective engagement: Using magnets, including cultural magnets such as music, sports or arts; and financial magnets for example cash vouchers, to ensure that provision looks different to compulsory education and encourages take up
Delivery of personalised support packages: Including options for employability skills, job search skills, work experience

Graduate Employment

The likelihood of a squeezed job market and economic recession as a result of the worldwide pandemic has been regularly reported. Many parallels have been drawn to the 2008 graduation cohort who struggled to access graduate level employment, and often for a greater duration than other cohorts. Research Professional discuss a similar concern for the coronavirus cohorts. Here are the key points in relation to the call to provide tuition fee relief for the graduating cohort:

An analysis by the Institute for Fiscal Studies revealed that this year’s graduates are likely to face a squeezed job market as the coronavirus pandemic causes “a huge economic downturn”, leading graduate employers to shut their doors. But this does not mean that the government should cut the debt owed on graduation.
According to the IFS analysis, published on 18 April, those who graduate during recessions are more likely to end up in non-graduate work than those leaving university in better years, and they are more likely to earn less or be out of work in the first few years after graduation.
Due to the expected scale of this year’s downturn, the IFS said those graduating in 2020 might have “an especially hard time” and it could take up to 10 years for their earnings to recover. Although graduate earnings fell by around 20 per cent after the financial crash between 2008 and 2013, the IFS said those graduating this year would find it even harder to secure “well-paid employment” and that a hit to their earnings could last “for a considerable period of time”.
However, the financial think tank warned that that waiving or reducing some tuition fee debt for theses graduates would not be an “appropriate response” as repayment levels are linked to salaries, and a fee reduction would therefore benefit top earners the most. (Source: Research Professional.)

The Guardian has an article describing how large graduate employers are ceasing graduate recruitment programmes and internship opportunities.

NUS Student Safety Net call

The NUS are calling for a student hardship fund and the option for students to retake or be reimbursed for the academic year. A recent student survey conducted by the NUS found that 81% of students are worried about their future job prospects and 95% are concerned about the impact of Covid-19 on the economy.

33% of students are at critical risk of being unable to access their education;
74% are worried about the risk to their final qualifications;
Up to 85% of working students may need additional financial support as incomes drop;
71% worried about the impact the pandemic will have on their employability

NUS Recommendations:

A UK Government £60 million national hardship fund, accessible to all students who are currently in further and higher education. The Scottish government has led the way on this, NUS Scotland is calling for this support to be available to all students, including international students.
An economic package for those who complete their qualifications during the current pandemic, providing access to a grant which can be used for training, reskilling or development.
The option for every student, in every part of education, to redo this year at no further cost, with full maintenance support, while ensuring those returning to education next year receive high-quality education, training and support
Reimbursement of one year’s course, college or tuition fees for students who have paid upfront, or a write-off of one year’s debt for those who have paid through loans.

Speaking at NUS’ Student Safety Net campaign launch, Zamzam Ibrahim, NUS National President, said:

We urgently need a student safety net for all students across the UK. Coronavirus has hit thousands of students in the pocket and severely affected the quality of their learning. The current crisis has shown that students occupy the worst of all possible worlds – with the majority paying extortionate fees for their education and are treated as consumers but are left out in the cold when the product cannot be delivered as described. On top of this, thousands of trainee ‘key workers,’ such as healthcare students, are currently racking up debt whilst having their education disrupted or volunteering to fight coronavirus on the frontline. Student maintenance support is inadequate, and the government has failed to address the various cost of living crises for students in everything from housing to transport to course costs.
Face-to-face teaching and assessments have had to be hurriedly moved online, and placement and other practical activity has had to be cancelled. Students have lacked access to key resources, such as libraries and spaces, disabled students have been left unsupported, and students and staff have been struggling with other demands on their finances, welfare and wider lives as lockdown restrictions are enforced. The impact of this disruption will not be felt equally, with those on placements and disabled students feeling the impact particularly severely. Students are being forgotten during the Covid-19 pandemic. We are the future workforce that will have to help to rebuild our economy over the coming years. Students must not be forgotten. A Student Safety Net will demonstrate that this government cares about the students of today and recognises the role of all students in our future.

Media coverage: TES, BBC, Guardian

And a couple of relevant parliamentary questions:

Q – Catherine West: To ask the Secretary of State for Education, whether he has had discussions with the university sector on the potential for rent refunds for students leaving campuses following the suspension of teaching as a result of the covid-19 outbreak. [33720]

AND, similarly

Q – Rosie Duffield: To ask the Secretary of State for Education, if he will provide financial support to universities to establish hardship funds for students residing in (a) private rented and (b) university accommodation. [35031]

A – Michelle Donelan:

The Department for Education has indicated that it will not be possible to answer this question within the usual time period. An answer is being prepared and will be provided as soon as it is available. (Same ‘answer’ for both questions.)

Inquiries and Consultations

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

New consultations and inquiries this week:

Ofquallaunched a consultation on the proposed exceptional arrangements for GCSE, AS and A level exams.
The DCMS select committee have opened an inquiry into the Impact of COVID-19 on Digital, Culture, Media and Sport Sectors.

Other news

Nursing student debt: Over Easter 80+ Labour MPs petitioned Matt Hancock requesting that student nurse debts be cancelled. Media Coverage: Mail, Nursing Times, and ITV News. The Guardian has a more recent piece including student comment.

Home productivity: And in non-policy news Ipsos Mori have a poll highlighting how Britons are occupying themselves at home during lockdown.

Surveillance: In a new online survey by Ipsos MORI, a majority of the public say they would support the use of mobile phone roaming data for surveillance by the Government in a range of ways to help limit the effect of coronavirus.

65% of responders support tracking those diagnosed with Coronavirus and those they’ve been in close contact with (16% opposed).
58% support surveillance for the Government to track whether the public overall are following social distancing and lockdown rulings – as to penalise those who are not (29% opposed).
51% support tracking for the Government to determine how many British citizens are currently abroad to help bring them home (22% opposed).

Coronavirus cost: The Centre for Policy Studies has published The Costs of Coronavirus estimating that government borrowing could hit £301 billion this year as a result of the Covid-19 outbreak. Page 2 has a neat table of how this adds up. The estimated total is nearly double the cost of public expenditure on health (£153bn in 2018-19). The cost estimations do factor in any bailout figures for HE institutions.

OfS business plan delayed: The OfS is revising their 2020-21 business plan to adjust for the impact of C-19. They intend to continue activity that was already planned whilst prioritising work relating to the current crisis. The business plan was due to be published during April 2020 however OfS have confirmed they will release the revised plan once they have a better sense of the scale of the disruption caused by the outbreak, and the timeline for the pandemic to pass.

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