Tagged / part-time students

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

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

Universities Minister speaks out

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

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

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

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

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

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

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

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

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

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

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

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

They continue:

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

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

Post-18 review

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

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

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

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

Key Findings:

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

Accelerated Degrees

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

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

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

Unconditional Offers

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

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

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

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

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

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

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

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

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

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

Admissions  – and access to HE

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

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

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

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

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

The carrot and stick measures include:

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

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

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

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

Preparing and supporting students in the transition to University

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

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

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

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

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

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

Brexit

From Research Professional:

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

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

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

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

 From HEPI:

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

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

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

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

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

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

And separately:

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

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

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

Science Salaries

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

Temporary leave to remain

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

Here is the detail from Dods:

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

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

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

The main features of European Temporary Leave to Remain

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

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

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

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

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

Those who don’t need to apply

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

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

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

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

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

Settled status and no-deal

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

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

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

Further reading

Erasmus & Brexit

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

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

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

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

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

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

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

Research

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

Timeline:

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

Wonkhe discuss the key changes:

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

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

Consultations & Inquiries

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

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

We have recently submitted responses to:

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

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

Other news

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

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

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

The CBI’s report’s key recommendations include:

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

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

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

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

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

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

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

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

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

A – Chris Skidmore:

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

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

 

HE Policy update for the w/e 6th July 2018

Fees & Funding

The Government has announced that from 2019/20 EU nationals will continue to be eligible for home fee status for undergraduate, postgraduate and advanced learner financial support from Student Finance England for the full duration of their course as per current rules. Sam Gyimah said:

  • EU students, staff and researchers make an important contribution to our universities. I want that contribution to continue and am confident – given the quality of our HE sector – that it will.”

UK (home) student fees will remain frozen at £9,250 (full time) and £6,935 (part time) for 2019/20. The maximum fees for accelerated courses have not yet been confirmed. The student loan repayment threshold will remain at £25,000.  These arrangements will be laid before Parliament for confirmation in early 2019.

Meanwhile the post-18 education and funding review continues. Jane attended the Wonkhe “Proceed with Caution” event on Tuesday, and it was a lively and stimulating affair, as you will have seen if you follow @policyBU on Twitter (if you don’t, try it, we won’t sulk if you later unfollow us).

Wonkhe were live blogging during the day and you can read it here.  They have all the links to the materials referenced.

The first part of the day focussed on data and context for the discussion about fees.

  • Anna Vignoles, one of the authors of the infamous IFS report on LEO graduate earnings data that we reported on a few weeks ago, talked about what the research showed and why it was important. Anna acknowledged that the data told us something about government subsidy, might be useful to [some] students, and then more controversially, might highlight where programmes could be developed to improve employability.  It does not tell us anything about current course quality [please take note, politicians and media commentators]. Anna also pointed out that, as the data was adjusted for prior attainment, and showed socio-economic gaps in earnings after graduation means that the expansion of HE has not consistently supported social mobility.

Our thoughts: importantly on the subsidy point, there are other relevant issues – the government may decide to subsidise courses because they do, or they don’t, on average increase earnings – but they may also decide to do so because they meet a societal or economic need.  Or they might subsidise people not courses – ie choose who to subsidise not what.  Or they might of course choose which institutions to subsidise – as they do for research.

  • Andrew McGettigan gave a brilliantly clear exposition of the current accounting position for student loans and the perverse incentives for government that it creates, by hiding the true impact of the loan system on the economy – the “fiscal illusion”. To quote Wonkhe: “Accounting conventions make it look like our loan system creates a surplus – flattering the headline deficit figures. In reality, it does not. And the terms of reference of the post-18 review precludes any modification of this practice”.  

This is going to change, because the Office for National Statistics are undertaking a review, after being told off by their EU counterpart.  His main message is that this needs to be sorted out, because accounting should not drive policy – but he pointed out that an accounting change is more likely to leave the government with less, not more, money to spend on implementing the outcomes of the HE review.  That change to the repayment threshold earlier this year suddenly looks even more like a strange way to prioritise government spending on HE.

  • In one of the most through provoking sessions of the day, London Economics presented a model and then moved swiftly on to some options for the HE review. Their slides are here and are well worth a look. The  recommendations are controversial – some of this was prompted by the Diamond review of funding in Wales.
  • Up next was Philip Augar, Chair of the independent advisory panel to the review. He didn’t give much away – positively declining to answer two questions and ducking or giving very general answers to many.  Some potential leads:
    • He is very focused on simplifying the system so everyone can understand it. Or maybe improving the way it is explained so everyone can understand it.  The first would require some major change.  The second less so, it would be more about labels (graduate contribution not a loan)
    • He mentioned employers a lot. Might there be an apprenticeship levy type contribution for degrees?  He did talk about skills shortages and graduates doing non-graduate jobs, and referred to strengths – and weaknesses  – in the sector, but refused to be drawn on the latter.

What is most interesting is  what he described as his remit – to come up with some interesting options for the government to pick from.  They will be practical, realistic and simple and build on existing initiatives.  And may be ignore by a government that in March will be stuck with the outcome of the ONS review and dealing with Brexit?  The BBC review of the speech is here.  There’s another twitter thread from Rosemary Bennett of the BBC here

  • Later sessions focussed on a discussion about value for money – most of which has been well rehearsed in other contexts, but there was a good level of debate and some interesting points. Amongst them were the point that the government is with one hand telling students not to worry about student debt (because it is income contingent) and on the other hand raising concerns about responsible lending.  The squeeze on living costs and cap on maintenance loans is driving students to take out other loans for sums or to work too many hours.  The focus in the public debate on debt and interest, and on tuition fees, is unhelpful.  Living costs are the real practical day to day challenge for students –  which is why most of the panellists agreed that maintenance grants should be a priority

It does feel as there is a perfect storm coming – and while the timing might suggest that this review is headed for the filing cabinet, the costs involved will mean that something will have to be done.

Immigration – borders open for science

Sam Gyimah spoke at a science park opening on Thursday to announce a relaxation of the immigration regulations which will allow an influx of scientific talent to the UK. Gyimah stated

  • it was only the first step towards a liberalisation of visa restrictions on scientific talent amid concerns that Brexit could damage the UK’s ability to attract bright academics from overseas.

The Government coverage of the speech states the relaxation is Britain’s new unique selling point and aims to establish Britain as the ‘go-to place for science and innovation’.

The new scheme will allow non-EEA researchers, scientists and academics to reside in the UK for up to two years. It forms a new element within the Tier 5 (Government authorised exchange temporary worker) visa route. UKRI and 12 other approved research organizations (including Natural History Museum) have the ability to directly sponsor individuals to train and work in the UK.

Immigration Minister Caroline Nokes, stated:

  • I recognise the crucial contribution science makes to the UK economy and society and I am determined that the UK will continue to welcome leading scientific and research talent from around the world…We must have an immigration system that makes sure we can attract leading international talent and benefit from their knowledge and expertise.”

The Department for Business, Energy and Industrial Strategy (BEIS) will monitor this new scheme with UKRI regularly to ensure it meets the criteria for a Tier 5 scheme.

In his speech Gyimah stated:

  • “we…face a longer-term question: what should our post-Brexit economy look like? And we cannot wait till the Brexit deal is done to answer it… With the City less profitable today than it once was, and North Sea output naturally declining, the search is on for the next wave of world-leading British businesses… We need new sources of growth, and a vision of how to succeed. And we need to set a direction that will sustain us not just for the next 9 months, but for the next 30 years…The businesses of the future will be based on science, research and technology. The world is changing, and the UK needs to take advantage of this… To tackle the grand challenges our society faces, and to move up the economic league table, we need to double down on our strengths in science, technology and innovation.
  • This is partly a matter of investment. A decade ago, they idea that government investment had a role to play in fostering innovation was contentious, even controversial… investment is about much more than just public money. For every pound of public R&D in the UK, business contributes 2. And it takes more than R&D to build successful businesses. That’s why we are also working hard to create the conditions for greater long term private investment.
  • Now is the right time to ask ourselves some big questions when it comes to our public R&D investment. How can we do more to ensure our investment crowds in private money? Have we struck the right balance between funding for basic and applied research?
  • We should be proud that so many of the best and brightest from other countries choose to bring their knowledge and skills to Britain, and we should recognise that our economy is stronger for it. I don’t believe that the vote for Brexit was a vote for the UK to close ourselves off from the world.
  • We also need to make the most of our openness to ideas. We should learn from the sharp-eyed heroes of the Industrial Revolution and think not just how we commercialise our own technology, but what we can learn and borrow from the best research around the world.”

Gyimah went on:

  • “It is also time to ensure our institutions are playing the most effective role they backing innovation…Our universities are an intrinsic part of our innovation economy. Our best universities are not just powerhouses of research – they are also deeply connected to their local and national businesses, and to their community. There is an important geographical angle to consider. It is no surprise that many of the UK’s most successful publicly funded labs and institutions are in the Oxford-Cambridge-London triangle, because we rightly fund research on the basis of excellence and not political patronage, and one corollary of that is that the most successful universities have consistently punched above their weight in winning further research funding. But it is important that we recognise that, when it comes to innovation, there is life outside the Golden Triangle. Indeed, sometimes the private sector seems quicker to realise it than public research funders.
  • I want to see to N8 Alliance of Northern Universities become powerhouses of economic growth in their area, and to ensure we back innovation wherever it may be… But universities are not the only institutions that are can drive innovation. We should also consider how our regulatory systems can encourage innovation, by making sure that our rules keep up with the pace of technology and business change.”

Gyimah went on to:

  • Launch the new £10 million Regulators’ Pioneer Fund, as an integral part of the Industrial Strategy. The fund will invest in initiatives to support businesses that are bringing innovative products to market
  • Announce the Government Office for Science will work with UKRI and the Better Regulation Executive to develop standards for new technologies and their applications (to build on work for self-driving car testbeds).
  • State: “We need to consider whether we have struck the right balance between encouraging spin-outs and maximising university revenues.”

He concluded by stating: “By drawing on our national strengths of openness, entrepreneurship and strong institutions, we can make the UK a true platform for innovation. This in turn will help establish the UK’s place in the world, and our future prosperity.”

Gyimah’s speech was covered in The Times: UK opens door to gifted foreign scientists.

Mature students and cold spots

UCAS published a report into admissions patterns for mature applicants: Full report

“Research published by UCAS shows that mature students are more likely to apply to universities and colleges close to home, primarily for a limited selection of vocational subjects, and when there are fewer jobs available.  Our analysis also shows significant regional variations in entry rates to full-time higher education among mature students, and these differ notably from the patterns in entry to university among applicants of different age groups.

The report  Admissions patterns for mature applicants (5.37 MB) compares the characteristics within groups of mature students aged 21 and over, to those aged 18, applying for full-time undergraduate courses. The key findings are as follows:

  • Living at home – mature students are more likely to live at home while studying full-time, and this likelihood increases with age. Half of 21 to 25 year olds live at home while studying, compared to nearly 80% of those aged 30 and over. In comparison, 18 year olds are more likely to attend a university over an hour away from their home, with over 50% having a drive time of 70 minutes or more.
  • Vocational subject choices – mature students are typically drawn to a small range of courses, with subjects allied to medicine (including nursing), education, and social studies the most popular. As more female students typically apply for these courses, this may explain why more than 70% of mature students over the age of 31, accepted to full-time degrees, are female.
  • Entry rates by region – in 2017, for mature students aged 21 to 50, entry rates to higher education by UK country and region are highest in Scotland, followed by London. However, due to differences in age distribution across the regions, entry rates vary by region for different age groups of mature applicants, with London having the highest entry rates for those aged 36 to 50.
  • Applications are higher when the job market is weaker – there appears to be a relationship between applications and the number of job vacancies. When the number of UK employment opportunities was at its lowest, between 2009 and 2011, application rates for full-time undergraduate courses from mature students peaked. Since 2015, the number of job vacancies has increased, while application rates for full-time study have declined. This suggests mature students look to the employment market when jobs are plentiful, and apply to higher education when jobs are sparse.”

Clare Marchant, UCAS’ Chief Executive, said:

  • Mature students have different motivations, expectations, and needs compared to their younger counterparts.  Entering full-time higher education as an older student is a life-changing commitment, reflected in the focused choices many older students make to pursue highly vocational subjects.”

This was written up on Wonkhe by David Kernohan,  and reported in the Times Higher a

The same day a report was issued by IntoUniversity at a conference looking at the geography of higher education, access and participation.  Chris Millward, the Director of Fair Access and Particpation gave a speech:

So far, so not very surprising.  So what were the remedies that he proposed?

“Strategic and sustained work to:

  • engage with local communities, schools and colleges on expectations, pathways and attainment before HE
  • recognise background within admissions and support transition into HE
  • develop skills and attributes for employment and absorptive capacity for graduates in local areas”

Meanwhile the OfS is going to ensure:

“Pressure for individual universities and colleges to:

  • demonstrate continuous, year-on-year improvement through their access and participation plans by:
    • reducing the gaps in access, success and progression for underrepresented groups among their own students
    • improve practice, including through better evaluation and sustained engagement with schools from early years and with employers.

Sector-wide support for:

  • availability and use of more common and rigorous data and evidence to target and evaluate access and participation work
  • collaborative working between different universities and colleges and with schools and employers, e.g. NCOP
  • advancement and sharing of innovative and effective practice, e.g. Barriers to Student Success”

And Chris Millward also wrote a blog:

  •  ‘To ensure the benefits of higher education flow back into local economies and public services throughout the country, there need to be better opportunities and support for people who want to study close to home and later in life, as well as for young people who live on campus.
  • ‘The Office for Students is challenging higher education providers to reduce the gaps in access and outcomes for mature students through access and participation plans, which universities and colleges must have approved if they wish to charge higher tuition fees.”

We were puzzled by some of the analysis of this – which seems to imply that mature students are first deciding to go to university and then choosing a course, which happens often to be a vocational one, and happens often to be close to home.  And then of course the implication is that graduates of “vocational” courses are less well paid, see the headline story on fees and funding , and that by choosing local courses they may be choosing less good courses.  This was the line taken by Chris Parr on Research Professional.

In our view, this analysis is upside down – if mature students are choosing vocational courses, it is likely to be because they have a vocation – and have decided that they want to pursue it.  They may study locally because they may have family or other ties, or financial concerns that make it difficult to travel.  And they may choose low-tariff courses – but in some cases that may be because one of the reasons they are mature students is that they didn’t get very high grades at school but are now coming back to education.  Those local, low tariff vocational programmes may be an important means of allowing mature students with potential to gain life changing experience and qualifications that will enable them to give back to their communities as well as improve their own lives.

So the OfS focus on access, participation and outcomes is important, but once again, we need to be careful to challenge views that success is only measured in terms of entry tariffs and graduate salaries.  And too much focus on improving choice may miss the point for many mature students who can’t take advantage of the options.

Part Time Students and ELQs

As well as the decline in mature students, the decline in the numbers of part-time students has also been widely discussed as a challenge for the Post-18 review, and of course many mature students will also be part-time, so the same issues may apply.

This week the House of Lords held a debate on part-time and continuing education. Criticism for ELQs featured heavily in the debate. An ELQ (Equivalent and Lower Qualification) is when a student already holds a qualification at the same or a higher level than the programme they intend to study. A student with an ELQ cannot access student maintenance loan or tuition fee funding from the Student Loan Company – meaning they, or their employer, has to fully self-fund. There are a small number of courses that the Government considers a priority where the ELQ rule doesn’t apply and students can access student finance. Furthermore, a student with an ELQ can actually be charged above the £9,250, up to £13,000 (BU does not charge this higher fee for ELQ students).

Baroness Bakewell led a debate on part-time and continued education,  in particular the future of the Open University (OU). She said the OU’s purpose was to promote greater equality of opportunity and widen access to the highest standards of education. There had been a fall in part-time and mature students and the OU had been hit particularly hard by this drop. According to universities, she said, the cause had been the rise in the cap on part-time fees to £6,750 a year and the introduction of maintenance loans had not alleviated the issue significantly.  The post-18 review were welcomed by the Baroness, but she warned that this should not be a missed opportunity. She urged the minister to ensure that the post-18 review addressed a major review of student finance and that it considered different policy responses for different types of students.

  • “It must reappraise the availability of maintenance grants and the restrictions on maintenance loans, and it must further relax restrictions on equivalent or lower qualifications, ELQs. I ask, above all, that it prioritises mature students and lifelong learning.”

Lord Forsyth of Drumlean (Con) thought that the ELQ rule was a major cause in the decline of part-time education. Bakewell agreed this was contributing factor.

Baroness Bakewell spoke highly of Birkbeck University, of which she has been head for 10 years. She insisted the main cause of the decline in part-time students was the rise in tuition fees, which explained in part why mature students were no longer willing to take the risk of more debt. She asked the Government to provide a part-time premium to universities and colleges to promote the supply of part-time courses and stop relying on maintenance loans for part-time students, as the latter would increase their debt. She called for the reduction of fees in line with any premium provided for universities.

Baroness Garden of Frognal (LD) spoke highly of the work and the opportunities that the two universities offered. She called on the Government to release colleges from the tortuous and pointless demands of GCSE maths and English resits

Baroness Kennedy of The Shaws (Lab) suggested the establishment of a “learning nation fund” to go to the parts of the country where there are no opportunities.

Baroness Lane-Fox of Soho (CB) thought that there was a need to build wider partnerships into different communities, with employers and with government, with the skills needed to build a modern and resilient society. She added she would do her best to ensure that OU was fit for the future and asked what funding plan the Government had.

Lord Forsyth of Drumlean spoke critically about the ELQ rule, adding that at one point 50% of Birkbeck’s students had an ELQ and now it was 5%.

Lord Griffiths of Burry Port (Lab) noted that the Welsh Government was introducing a student support package to offer parity of support for full time and part time students alike and the university there was experiencing substantial increases in early registrations for study in the coming year.

Lord Addington (LD) argued that the Open University had a tremendous the capacity for credit transfer. “It is a conduit between different skills being credited in another institution.”. He thought ELQ decision and fees should be removed.

Lord Haskel (Lab) asked about the national retraining scheme, which was promised by the end of the Parliament and talked about the importance of retraining and continuing the relationship between universities and their alumni.

Viscount Hanworth (Lab) spoke critically of the current offerings of FutureLearn – “threadbare and compare unfavourably with the traditional course materials of the Open University”. He noted that large industrial enterprises were no longer as keen as they once had been to sponsor the education of their workforce.

The Lord Bishop of Oxford called for proactive investment in part-time, continuing, lifelong education, accessible in every place and to every part of society. “This new deal needs to be means tested, as we have heard, at the point of delivery, to prevent the stagnation of much of our economy”.

Lord Holmes of Richmond (Con) criticised the current student finance system and interest rates.

Lord Shipley (LD) asked the Government to look urgently at whether it was justifiable for tuition fees for part-time students in England to be two and a half times higher than in the rest of the UK. He also reminded the Government that around 20 million adults in the UK did not have level 4 qualifications, which he considered a huge untapped resource.

Baroness Taylor of Bolton (Lab) argued for more flexibility in education and spoke about the need to provide progressive pathways: “It is desperately important that people can move from one sector of education and one type of qualification approach, and we need credit accumulation and credit transfer to become an integral part of all we offer to part-time and mature students.”

Lord Watson of Invergowrie (Lab) suggested a single national portal showing career opportunities with available jobs, apprenticeship options and links to training requirements and a strategy for retraining and upskilling at all levels. He also called for flexibility.

Government Whip, Viscount Younger of Leckie, talked about the steps the Government had taken to address the fall in part time students, such as the Higher Education and Research Act.  He noted that in 2016-17, 47,000 OU students were able to benefit from a tuition fee loan for undergraduate courses and the Government had removed the so-called ELQ restrictions. He mentioned that HEFCE—now replaced by the Office for Students—targeted an element of the teaching grant in recognition of the additional costs of part-time study.  He added that the Government had tabled regulations that would allow part-time students on higher education courses to access maintenance loans similar to those received by their equivalents on full-time courses.

Viscount Younger of Leckie noted that:

  • the Government was committed to seek to introduce maintenance loans for part-time distance learning courses.
  • on credit transfer, he said the Section 38 of the Higher Education and Research Act allows such arrangements
  • on the post-18 review, he said the panel would publish its report at an interim stage at some point this year, before the Government concluded the overall review in early 2019. He noted the word flexible “was very much in there”.
  • according to the findings of the work that the Economic Affairs Committee, he noted the Government had overhauled apprenticeships to focus on quality and are fundamentally transforming technical education.
  • on the national retraining scheme, which would be set up by the end of the Parliament, he said that the strategic direction of the scheme was set by the National Retaining Partnership.

Motion agreed.

Digital Accord

On Thursday Matt Hancock (Secretary of State for Digital) visited Paris to announce a new agreement to strengthen ties between the UK and France’s digital industries.  The five-year accord aims to boost both countries’ digital economies and forge closer links between the leading companies in France and the UK. It forges closer working between each country’s leading digital research centres to deepen collaboration. The UK’s Alan Turing Institute signed the agreement with the French institute DATAIA. The two organisations will pursue collaborative research in areas of shared interest, e.g. in fairness and transparency in the design and implementation of algorithms. They will share expertise and visiting researchers will spend time at each Institute and hosting joint workshops and funding calls.

At the UK-France Digital Colloque – a summit of more than 350 businesses, researchers and officials from both countries – Mr Hancock and Mr Majoubi signed an accord on digital government committing UK and France to extending their cooperation in the digital sector on innovation, artificial intelligence, data and digital administration.

Digital Secretary Matt Hancock said:

  • “The UK is a digital dynamo, increasingly recognised across the world as a place where ingenuity and innovation can flourish. We are home to four in ten of Europe’s tech businesses worth more than $1 billion and London is the AI capital of Europe. France is also doing great work in this area, and these new partnerships show the strength and depth of our respective tech industries and are the first stage in us developing a closer working relationship. This will help us better serve our citizens and provide a boost for our digital economies.
  • Because throughout history, the nations who get the technology right in their era are the nations who succeed. And in our era, our challenge is these data-driven technologies that are transforming our economy and society beyond recognition. If we get them right, and work with other nations to do so, it will lay the path for productivity, prosperity, and a better quality of life. That is why this colloque is so important. Bringing together some of our greatest minds, to discuss the big issues and opportunities that lie ahead. So please keep creating, innovating and making the impossible possible. Because technology was forged by humankind. So we need to make it work for humankind.”

Read Matt Hancock’s speech in full here, it’s a lovely opportunity to brush up on your French.

 LEO data accessible through Unistats

The LEO (Longitudinal Education Outcomes) data is now available on Unistats through a user friendly interface. Applicants can access data on their chosen course to find out the national average salary for a graduate of that type of course. They can also select a HE institution and see the salary range of its graduates across all disciplines.

The OfS consulted prospective students on what graduate outcome information they would find useful. OfS report that applicants said they wanted to consider a range of factors when making decisions about future study and OfS expected earnings to play a role in decisions made by many students and be a key factor for some. The OfS expect to expands access to this dataset for prospective students in the future by incorporating responses from the new Graduate Outcomes record when this becomes available in 2020. Read the OfS press release here.

Conor Ryan, Director of External Relations at OfS, said:

  • “Adding the LEO earnings data to Unistats provides more valuable information to assist students in their course decision making. It comes as the Office for Students is developing our Information, Advice and Guidance strategy to help prospective students find and understand the information they need to make decisions about what and where to study…The Office for Students will take a leading role in ensuring the availability of unbiased information to help all students make informed choices. This should put students in a better position to make the most of their education experience and future careers.”

Parliamentary questions

STEM – Mr Jim Cunningham: To ask the Secretary of State for Education, whether he has had recent discussions with the Minister for Women and Inequalities on increasing the number of girls who choose to study STEM subjects at school; and if he will make a statement. [158682]

Nick Gibb:

  • The Government has taken focused action to increase the take-up of STEM subjects amongst all teenagers, and since 2010 there has been an 18 per cent increase in the number of entries by girls to STEM A levels in England. My right hon. Friend, the Secretary of State, plans to meet the Minister for Women and Equalities in the coming months to discuss how to build on this so that more girls are taking STEM subjects at all levels.
  • The Department funds the Institute of Physics to deliver an intervention to increase the number of girls studying physics at A level. The Department also funds a number of other programmes to improve the quality of teaching STEM subjects and to encourage take up. For instance, the Department is investing £84 million to improve the teaching of computing and increase participation in computer science. This includes a programme to identify effective approaches to increase participation in computer science amongst girls.

STEM: Equal Pay – Jim Shannon: To ask the Minister for Women and Equalities, what steps she is taking to tackle the gender pay gap in STEM industries. [158753]

Victoria Atkins:

  • In 2017 we introduced ground breaking regulations requiring large employers from all sectors, including STEM industries, to report gender pay gap information annually.
  • This increased level of transparency highlights where women are being held back in the workplace, and is motivating employers to tackle their gender pay gaps.
  • Government will be engaging with businesses and educators over the coming months to understand more about the barriers for women in the STEM workforce.

International Students

Lord Watson Of Invergowrie : Further to the Written Statement by the Minister for Immigration on 15 June (HCWS768), what criteria were used to determine which countries were included in the expanded low-risk Tier 4 visa category for overseas students; and why India was not amongst them. [HL8807]

Baroness Williams Of Trafford :

  • Careful consideration is given to which countries could be added to Appendix H of the Immigration Rules, taking into account objective analysis of a range of factors including the volume of students from a country and their Tier 4 immigration compliance risk.The list of countries in Appendix H will be regularly updated to reflect the fact that countries’ risk profiles change over time.

Mental Health

Q – Preet Kaur Gill: To ask the Secretary of State for Education, what recent discussions he has had and with whom on funding for mental health services at universities; and if he will make a statement.

A – Sam Gyimah:

  • Mental health is a priority for this government. This is why the Department for Health, together with the Department for Education, have published a joint green paper on Children and Young people, which sets out plans to transform specialist services and support in education settings and for families.
  • In higher education, there is already much work underway to improve the quality of mental health services for students, alongside services provided by the NHS, including through the NHS programme Improving Access to Psychological Therapies.
  • In addition, we are in the process of introducing a University Mental Health Charter, backed by the Government and led by the sector. This will drive up standards in promoting student and staff mental health and wellbeing.
  • Higher education institutions (HEIs) are autonomous bodies, independent from government. HEIs are not only experts in their student population but also best placed to identify the support needs of their particular student body.
  • Universities UK published its ‘Minding Our Futures’ guidance on 10 May 2018 which recommends: Links between NHS providers and student services to create ‘student mental health teams’ will help support students within the university provision and facilitate timely and seamless referrals for those who need specialist help.

Health

NHS Recruitment Drive

NHS England has launched an £8 million recruitment campaign following their research which showed although nurses and doctors are the most trusted and respected professionals in society the majority of the public don’t know the wider range of careers available. Under the banner ‘We are the NHS’ the recruitment drive aims to education and highlight the vast range of opportunities available to work within the NHS. It will initially focus on nursing, prioritising key areas (mental health, learning disability and community and general practice nurses) that are essential to deliver the long term plan for the NHS. While it will primarily target school children aged 14-18 aiming to increase the total number of applications into the NHS by 22,000, it also hopes to double the numbers of nurses returning to practice and improve retention of staff in all sectors.

The campaign hopes to improve the skills shortage the NHS is currently experiencing. In a 6 month period in 2017 there were over 34,000 nursing vacancies reported, with over 6,000 in mental health and 1,500 in community nursing. The campaign also hopes to work with parents to address gender stereotyping and address the perception that while nurses are ‘caring’ they can also be leaders, innovative and academic.

Professor Jane Cummings, Chief Nursing Officer for England, said: “The NHS is our country’s most loved institution and that is down to the expert skill, dedication and compassion of its brilliant staff.

  • “There are over 350 careers available within the NHS giving young people an astonishing range of options. Nursing and midwifery make up the largest part of the workforce and as I know from personal experience, provides a unique opportunity to make a real difference to peoples’ lives in a way that simply cannot be matched.
  • “Nurses and midwives provide expert skilled care and compassion, and they are highly talented leaders in the NHS. This campaign is all about inspiring young people and others who want a change of career to come and work for the NHS and have a rewarding and fulfilling career that makes a real difference.”

The autumn will see the recruitment drive expand when  the Department of Health and Social Care will run a national adult social care recruitment campaign to raise the profile of the sector and attract people to consider it as a career.

Applied Health Research – The National Institute for Health Research (NIHR) has announced £150 million of funding for applied health research aiming to tackle the key issues with the healthcare system. The funding will cover the pressures caused by our ageing population, the increasing demands on the NHS, and multimorbidity alongside the need to increase research in public health, social care and primary care. Of the new funding £135 million will be for new NIHR Applied Research Collaborations which will undertake applied health and care research and support implementation of research into practice.

Health and Social Care Secretary Jeremy Hunt said:

  • “As the NHS celebrates its 70th birthday, more people than ever before are living longer lives thanks to the dedication of hardworking staff. It is therefore vital we harness technology to develop the next generation of innovative treatments as part of the Government’s long term plan for the NHS.
  • That’s why I want our world-leading academics, researchers and technology experts to work with frontline staff to develop the innovations which not only allow people to live longer, but also to lead healthier lives, so the NHS can continue to provide world-class care to all.”

Health Minister Lord O’Shaughnessy stated:

  • “With a growing and ageing population, maintaining a world-class NHS depends on harnessing the discoveries of cutting edge research and rapidly bringing them into every day healthcare…The UK has a proud tradition of ground-breaking medical R&D and this funding means our country can continue to lead the world.”

Recess

Parliament enters recess on Tuesday 24 July so the volume of announcements and news will likely slow. We’ll continue to send a shorter policy update through the recess period on the weeks when there is sufficient content to share. Parliament reconvenes on Wednesday 5 September.

Consultations

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

New consultations and inquiries this week:

Zulfiqar Khan is the first BU academic to submit an elevated pitch to the Industrial Strategy Grand Challenges. Read his engaging posts on Clean Growth and Future of Mobility. Log in and leave a comment on his research to promote BU and support his ideas.

There is still time to submit your ideas and research to the Grand Challenges – deadline 21 July. This could be your first step towards policy influence and societal impact! Contact Sarah if you need support.

There have also been outcomes published to several items:

Other news

Finance Education: 70% of students state they wish they’d been better education in managing their finances before starting university. 50% acknowledge that when they are short of money their diet suffers, and 46% said that their mental health suffers, with 78% worrying about making ends meet. Read more in The 2018 Student Money Survey. The BBC covered the survey noting that poorer families often contribute to their children’s finances whilst at university than richer parents. Cosmopolitan magazine examines a student’s outgoings and questions when the maintenance loan is generous enough.

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

 

HE policy update for the w/e 15th June 2018

A busy week for publications this week, while the government have been busy with Brexit votes and there is a positive story about immigration rules.

The Economics of HE

Commons Public Accounts Committee – The Commons public accounts committee published its report on the higher education market on Friday. After some interesting evidence sessions, Research Professional report that the outcome is disappointing:

  • “Rather than providing an analysis of the problem and proposed solutions as we saw in the Lords economic affairs committee’s report [see below], the PAC report takes the form of an exam question and moves rapidly—after two pages—to conclusions and recommendations. The recommendations mostly involve asking the Department for Education to return to the committee.
  • Those who work in universities will be familiar with complaints from students about the lack of detailed feedback they receive after going to all the effort of submitting a considered piece of work. The PAC might want to reflect on whether this report is an adequate response given the public concern over whether the fees and loans system is fair on students….
  • It’s all a bit vague, which is terribly disappointing given the very good evidence the committee received in this area. The recommendation is formulaic and is drawn in a broad way that lets the department off the hook. It will be quite easy to provide evidence of how the department is putting pressure on universities.”

The conclusions and recommendations are here.  No new news – please define the market, set up an evaluation framework for careers (a CEF?), evidence of success in WP and put pressure on providers, guidance to help students to change institution and a performance framework for the OfS (OfSEF?).

  • The Department treats the higher education sector as a market, but it is not a market that is working in the interests of students or taxpayers. There is greater competition for students between higher education providers, but no evidence that this will improve the quality of the education they provide. Higher education providers have increased their marketing budgets in order to attract students rather than compete by charging different tuition fees. However, the amount of funding for higher education (primarily via tuition fees) has increased by 50% since 2007/08. It is therefore critical that the higher education market is delivering value for money, both for individual students and the taxpayer. The new sector regulator, the OfS, has a primary objective that students “receive value for money”. But neither the OfS nor the Department has articulated well enough what value for money means in higher education, or how they will seek to monitor and improve it.

Recommendation: The Department should write to the committee by October 2018 to explain what it expects a successful higher education market to look like.

  • Young people are not being properly supported in making decisions on higher education, due in large part to insufficient and inconsistent careers advice. The substantial financial commitment required and wide variation in outcomes from higher education mean prospective students need high-quality advice and support to make decisions that are right for them. The complexity of the market and the volume of information available makes it difficult for prospective students, most of whom are teenagers, to assess the quality and suitability of higher education institutions, raising questions over whether student choice alone will drive up the quality of provision. A wide range of other factors influence students’ decisions, such as marketing by higher education providers, the reputation of institutions and their perceived prestige, a student’s family background, as well as the location and costs of travel and accommodation. High-quality, impartial careers advice is critically important, but the support available to students in schools is not good enough. The Department acknowledged that it needs to improve the quality of careers advice for young people. It told us that its Careers Strategy, published in December 2017, will have a “real impact” on young people’s lives and help students make choices which best fit their own aptitude, skills and preferences, but it is not clear how or whether the department will ensure high quality careers advice at school level. It is too early to judge its success, but action is needed quickly and the strategy should be robustly evaluated to ensure it is achieving its aims.

Recommendation: The Department should write to the Committee by October 2018 with details of progress it has made with its careers strategy and the impact it is having. It should set up an evaluation framework to enable it to assess progress.

  • The Department does not have enough of a grip on actions to widen participation in higher education, and is over-reliant on the actions of some universities. The Department’s reforms are designed in part to ensure equal access to higher education, regardless of a student’s background. However, students from disadvantaged backgrounds are still far less likely to enter into higher education than those from more advantaged backgrounds. There have also been substantial drops in part-time and lifelong learning, which are critical to social mobility. The Department told us that it has introduced a Social Mobility Action Plan to address inequalities across the education system, and one of the roles of the OfS will be to ensure best practice in reaching out to students from disadvantaged background is being applied across the higher education sector. However, we are concerned that the incentives in the higher education market do not sufficiently support widening participation. Outreach activities are primarily conducted by universities and while there are areas of good practice, some universities who find it easy to recruit students are not pulling their weight. The OfS told us that each higher education provider will set targets for widening participation and improving outcomes for disadvantaged groups, and it will oversee these Access and Participation Plans, which will be a condition of registration. But it remains to be seen whether the plans to improve performance will have an impact on the life chances for disadvantaged groups.

Recommendation: The Department should provide us with evidence of how it is widening participation and opening higher education to students from disadvantaged backgrounds. The Department should demonstrate how they will maintain pressure on providers to measure success.

  •  Students have limited means of redress if they are unhappy with the quality of their course, even if they drop out. The relationship between students and higher education institutions has changed substantially since tuition fees were introduced, with a much greater emphasis on whether a course or institution offers value for money. An effective market requires empowered consumers who can switch provider if they are dissatisfied, but this is not the case in the higher education market. Across the sector, only 2% of students transfer provider each year, and students are more likely to drop-out altogether if they are dissatisfied with their course rather than switch provider. When students do switch providers or drop out, they are unlikely to get any of their fees back unless they can demonstrate that they were misled in some way. The OfS will require universities to demonstrate what arrangements they have in place for facilitating transfers, and it will have a responsibility to make sure there is better use of transfers where appropriate. However, given the relative weakness of students as consumers, it is vital that the OfS uses its full powers actively, and works effectively with other regulators, such as the Advertising Standards Authority and the Competition and Markets Authority, to ensure the market functions in the interests of students.

Recommendation: In developing the new regulatory framework, the Department and OfS must ensure students’ interests are protected. The OfS should include clear guidelines to enable students to shift courses or institutions more easily.

  • The new Office for Students has not yet articulated how it will support the varied and complex interests of students. It told us that, as the sector regulator, its role is to regulate universities and colleges “on behalf of students”. However, it is clear that these interests are varied, complex and often competing. The OfS told us that it has established a student panel, although it has chosen not to work with the National Union of Students, to inform how it makes decisions and to ensure that its definition of the student interest is defined by students themselves. It also told us that it plans to develop a student engagement strategy to clarify what the interests of students are so that it can feed these into its regulatory framework, which would include quality of teaching, feedback and graduate outcomes as key areas of focus. But until the OfS has sufficient clarity over what it is trying to achieve in the interests of students, it will not be able to effectively monitor and evaluate the success of its regulatory approach.

Recommendation: The Office for Students should report back in six months to set out in detail how it will measure and report on its performance in regulating for students, and be clear about what its priorities are in protecting student interests.

The summary of the summary is this bit: “We spoke to the Office for Students at its inception and hope that it will set a clear marker that it really is acting in the interests of students from day one. It is still unclear how it will gauge the real concerns of students and ensure that institutions are delivering and sanctioned when they let students down.”

House of Lords Economic Affairs Committee – The House of Lords Economic Affairs Committee’s inquiry into the Economics of higher, further and technical education inquiry has reported. They find that the system of post-school education in England is unbalanced with too much emphasis on full time university degrees, and as a result offers poor value for money to individuals, taxpayers and the economy – and they stress the need for immediate reform.  As an official Committee the Government are expected to take note of, and respond to, the report – although it’s not binding on the Government. The current HE Review will certainly include these findings within its deliberations. There is a short summary pamphlet issued by the Committee here.

The report notes that undergraduate HE studies dominate post-school choices. They attribute this to the HE Finance system making it an easy option, alongside the lack of alternative viable, consistent and quality alternatives. The report notes this is not in the country’s best interest.

The key recommendations are:

  • Other post-school options need more funding – Funding for post-school education is too heavily skewed towards degrees. Public funding across all forms and institutions in higher and further education should be better distributed. There should be a single regulator for all higher education (Level 4 and above – the Office for Students is noted) and a single regulator for other post-school education (Level 3 and below).
  • Reversing the decline of part-time and flexible learning – The decline in part-time learning in higher education is a result of restrictions around accessing loans for students who already have a degree, the increase in tuition fees in 2012 and the lack of maintenance support for part-time students (which will be available from 2018/19). Funding restrictions have also led to a decline in part-time study in further education. A credit-based system whereby people can learn in a more modular way and at their own pace should be introduced.
  • Apprenticeships – The Government’s target of three million apprenticeships has prioritised quantity over quality, and should be scrapped. The Government must renew its vision for apprenticeships, concentrating on the skills and choices that employers and individuals really need. The Institute for Apprenticeships should be abolished and replaced with a new regulator for Level 3 and below qualifications, and the Office for Students should take responsibility for those at Level 4 and above.
  • Reforms to student loans and widening maintenance support – The Government claims the high level of interest charged on student loans makes the system progressive, but it is middle-earning graduates who end up paying back most in real terms. The interest rate should be reduced to the 10-year gilt rate, currently 1.5 per cent, from the current rate of RPI plus 3 per cent.

Lord Forsyth of Drumlean, Chair of the Economic Affairs Committee, said:

  • “The way we expect students to access higher and further education is deeply unfair. We must create a single system, including apprenticeships, that offers more choice and better value for money.
  • Maintenance support should be available for all students studying at Level 4 and above. The means-tested system of loans and grants that existed before 2016 should be re-instated, and total support increased to reflect the true cost of living.
  • We recommend that the interest rate charged on post-2012 student loans should be reduced to the level of the ten-year gilt rate. This would mean reducing the interest rate from around about 6 per cent today, to 1.5 per cent. No student should incur interest while studying.”

The report also noted:

  • The statistical claims made by the Government about the relationship between higher education and economic growth are oversimplified. Whatever relationship may or may not have existed in the past, the assumption that sending increasing numbers of today’s young people to university to study undergraduate degrees is the best option for individuals and the economy is questionable. The evidence suggests that there is a mismatch between the qualifications and skills provided by the higher education system and the needs of the labour market. A substantial proportion of current graduates may have been better off pursuing other higher education qualifications in areas where there are skills shortages.
  • The aim of the 2012 reforms to create an effective market amongst universities has not been achieved, as evidenced by the lack of price competition. We have seen little evidence to suggest that the higher education sector is suitable or amenable to market regulation. We are concerned that the replacement of nearly all grant funding by tuition fees, coupled with the removal of the cap on student numbers, has incentivised universities to attract prospective students onto full-time undergraduate degrees. This may also explain the striking increase in grade inflation.
  • The combination of incentives to offer and study for undergraduate degrees has had a negative effect on the provision and demand for other types of higher education.
  • The Teaching Excellence Framework will not impose sufficient discipline on the sector to ensure the quality of the ever-increasing provision of undergraduate degrees. The framework is based on metrics which are too general to relay much information about the quality of an institution or course and are too dependent on unreliable surveys. Risk is borne almost entirely by students and taxpayers rather than the institutions.

With this in mind, there was a parliamentary question on TEF this week:

Q – Gordon Marsden: T what external organisations he plans to consult to take forward his Department’s commitment to appoint an independent reviewer of the teaching excellence framework and its criteria of operation.

A – Sam Gyimah: My right hon. Friend, the Secretary of State for Education will appoint a suitable independent person for the purpose of preparing a report on the operation of the Teaching Excellence and Student Outcomes Framework (TEF), in accordance with the Higher Education and Reform Act 2017. In taking decisions about the TEF, he will take account of advice from partners in the higher education sector. That includes the department’s TEF Delivery Group, which is comprised of representative organisations from the sector plus the Office for Students and the devolved administrations, and gives advice on the design and development of the TEF.

Wonkhe have an analysis of TEF year 3 grade inflation data:

  • “Every institution where data is presented showed evidence of grade inflation [Ed: or just improvement in outcomes?] when comparing the most recent year of first class awards with the supplied historical comparator, in some cases up to a 20 percentage point difference. Most institutions also showed a steady increase over the most recent three years, all of which were substantially above the earlier figure.
  • Every institution showed a rise in the number of first class degrees, and a fall in the number of 2:2, third class or other honours degrees.
  • What doesn’t the data tell us?  Resits, basically. We don’t know to what extent degree candidates are simply not accepting lower awards, and instead choosing to resit elements of their course to achieve a higher award. We also do not know to what extent institutions are encouraging this – in light of the continued idiocy of certain parts of the rankings industry in including “percentage of first class degrees” in league tables, or in the light of student care (and a weather eye on DLHE metrics).
  • The simple proportions are also less reliable for smaller institutions, where you would expect to see a greater fluctuation year on year and cohort by cohort. And we don’t (yet – this may come in future years when the data is derived centrally from HESA) get any splits – of particular interest here would be prior qualifications, but we already know that various student attributes are a good predictor of final grade.”

And the BBC has cut last week’s IFS data and has an interactive tool – adding “But remember, there’s more to life than money…” and the all-important qualifier: “Earnings for different professions may vary over time. The figures are based on students graduating between 2008 and 2012.”  Read last week’s policy update for some critical perspectives on the relevance of this data for current applicants.  Past performance is not really a guide to future performance – and some graduates may end up doing a different job to the rest of the cohort….

Research funding

There were two Parliamentary questions about research funding, one in the context of Brexit

Q – Kemi Badenoch: To ask the Secretary of State for Business, Energy and Industrial Strategy, what steps his Department is taking to ensure the maintenance of funding for (a) universities and (b) research projects after the UK ceases to receive European Research Council funding.

A – Sam Gyimah:

  • The UK is eligible to fully participate in all aspects of the Horizon 2020 programme, including the European Research Council (ERC) while we remain a member of the EU. The Joint Report, reflected in the draft Withdrawal Agreement, envisages that UK entities’ right to participate will remain unaffected by the UK’s withdrawal from the EU for the duration of the programme and the lifetime of projects funded under Horizon 2020.
  • If necessary, the Government’s underwrite remains in place. This guarantees the funding for UK participants in projects ongoing at the point of exit, as well as any successful bids submitted before the UK leaves the EU.
  • As part of our future partnership with the EU, the UK will look to establish a far reaching science and innovation pact. The UK would like the option to fully associate to the excellence-based European research and innovation programmes, including Horizon Europe, the successor to Horizon 2020. The UK intends to play a full and constructive role in shaping these proposals and we look forward to discussing the detail of any future UK participation with the Commission.

Q – Rebecca Long Bailey: When the Secretary of State for Business, Energy and Industrial Strategy plans to publish a roadmap for meeting his target of increasing investment in R&D to 2.4 per cent of GDP by 2027.

A – Sam Gyimah: Since the publication of the Industrial Strategy, we have been speaking to businesses, academics and other stakeholders to develop the roadmap. Through this engagement we are exploring the barriers to increased R&D investment by business, the greatest opportunities for R&D growth over the next decade, and the key policies Government should prioritise to reach the 2.4% goal and deliver economic and societal impact.

Immigration & International Students

EU Students – This week both Layla Moran (Lb Dem Education Spokesperson) and Universities UK have been pressurising the Government to clarify the fee status of EU students for the 2019/20 academic year, warning of a further drop in EU numbers. The Scottish Government confirmed the fee status for EU students in February this year.

Alistair Jarvis, Chief Executive of Universities UK, said: “Students from across the EU, who bring great economic and academic value, are already enquiring about 2019 study, but face uncertainty on the expected financial costs of doing so. We know from research that the majority of international students start their research about studying abroad more than 12 months in advance of actual enrolment…there is now an urgent need for clarification to be provided across all parts of the UK. It is critical that action is taken to prevent a drop in EU applications next year.”

Non-EU Doctors and Nurses – Immigration Relaxation – The Government have announced a relaxation on the Tier 2 visa cap which currently limits immigration of non-EU skilled workers to 20,700 per year (see Politics Home) to ensure that non-EU doctors and nurses will be outside of the cap.

The Telegraph reported that a much wider review is expected: “businesses and employers will be able to recruit an extra 8,000 skilled migrants a year from other professions including IT experts, engineers and teachers, effectively increasing the cap by 40 per cent.”

Changes to the immigration rules were announced on Friday that come into force on 6th July that do not seem to go that far:

  • increasing the number of countries that benefit from a streamlined Tier 4 student visa application process – 11 additional countries including China have been added
  • leave to remain for children under the Dubs amendment – including study and healthcare for children who do not qualify for refugee or humanitarian protection leave
  • changes applying to Afghan interpreters and their families that were announced recently
  • the change relating to non-EU doctors and nurses who will no longer be in the Tier 2 visa numbers cap
  • including fashion designers and TV and film professionals in the exceptional talent visa

Opposition to Theresa May’s immigration policies, including whether international students should be included in the overall net immigration target, has been widely reported in the press over the last couple of years, including a lack of support for the current approach from Cabinet members. The change in relation to the NHS may be the start of something bigger. The promised Immigration White Paper was postponed due to the Migration Advisory Committee’s (MAC) investigations into workers within the UK labour market and the impact of international/EU students (due to report in September). Meanwhile there have been pressing calls from the sector (notably from HEPI following the publication of their research into benefits of international students) for the MAC Committee to report ahead of September.

The Immigration White Paper is now rumoured to be scheduled for release in July, to allow for consultation prior to the European Council leaders’ summit on the 18 and 19 October (the target date to agree a withdrawal treaty). The Immigration Bill is expected to be presented to Parliament before 2019.

‘Start up’ Visas – The Home Secretary has announced that people who want to start a business in the UK will be able to apply for a new “start-up” visa from Spring 2019. This is aimed to widen the applicant pool of talented entrepreneurs and make the visa process faster and smoother for entrepreneurs coming to the UK. It will replace the previous visa for graduates, opening it up to a wider pool of talented business founders. It will require applicants to have acquired an endorsement from a university or approved business sponsor, including accelerators.

The Home Secretary, Sajid Javid, said:

  • The UK can be proud that we are a leading nation when it comes to tech and innovation, but we want to do more to attract businesses to the UK and our migration system plays a key part in that.
  • That’s why I am pleased to announce a new visa for people wanting to start a business in the UK. This will help to ensure we continue to attract the best global talent and maintain the UK’s position as a world-leading destination for innovation and entrepreneurs.
  • This initiative builds on other recent reforms to the visa system – including doubling the number of visas available on the Exceptional Talent route to 2,000 per year – and shows the government’s commitment to making the UK a dynamic, open, globally-trading nation.”

International Students – During an American Senate hearing the US confirmed they will limit the study visa of Chinese students studying in ‘sensitive’ fields (robotics, aviation, high-tech manufacturing) to a one year duration with an option to renew and extend study into subsequent years after consideration.   The hearing, Student Visa Integrity: Protecting Educational Opportunity and National Security, (originally titled ‘A Thousand Talents: China’s Campaign to Infiltrate and Exploit US Academia’). A spokesperson from the Office of the Director of National Intelligence stated the policy decision was not driven by race or ethnicity but by the need to safeguard American Intellectual Property in the face of “the fact that China has a publicly-stated policy goal of acquiring sensitive information in technology around the world …that they seek access and recruit global experts regardless of their nationality to meet their science and technology aims.” In opposition to the visa limitations testimony was given on the value of international students at the hearing. What is most interesting is the difference in attitude between the US and UK in the consideration of the benefits of an international student population that the hearing revealed.

In the UK international students are welcomed for the diversity they bring, the further invigoration and internationalisation of the curriculum, the income boost through tuition fees, the levels of postgraduate students, and the significant economic ‘side effects’ benefiting the geographical community (see HEPI). There is also an assumption that (due to the visa system) most international students will return home,  having originally chosen to study here to enhance their own international career standing or bring fresh skills back to their own community (a personal motivation).
Yet the opinion expressed in the American Senate hearing was that the international students should be contributing to American society (and paying for the privilege of doing so):  “Most students and visiting scholars come to US for legitimate reasons. They are here to… contribute their talents to [the US].” Senator Cornyn (Chair of the hearing).  Most likely American academia would have alternative viewpoints to Senator Cornyn on the valuing of international students. Also this appears to be a niche policy decision to infuse intellectual property security concerns into the visa approval process rather than a blanket policy.

Britain and America are two of the major world players in attracting international students and both now have elements of unwelcome emanating through policy decision. It’s notable that Chinese student numbers are the biggest international group to access UK universities; in 2015/16 1 in 4 international originated from China..

Widening Participation and Achievement

There were several parliamentary questions within the widening participation sphere this week.

Part Time Students – Q – Richard Burden: To ask the Secretary of State for Education, what assessment he has made of the effect of changes to higher education funding on student numbers at the Open University in each year since 2011.

A – Sam Gyimah:

  • The government recognises the decline in part-time study within the sector, and is aware of the impact this has had on the Open University. That’s why the government is committed to supporting part time students and since 2012, it has paid the tuition fees of students studying on part-time courses up-front through a system of subsidised fee loans.
  • In addition, new part-time students attending degree level courses from August 2018 onwards will, for the first time, be able to apply for up-front loans to help them with their living costs. Subject to the development of a robust control regime, these loans will be extended to students on distance learning courses from August 2019.
  • The government continues, through the Office for Students (previously Higher Education Funding Council for England), to provide direct grant funding to support successful outcomes for part-time students. This was worth £72 million in the current academic year (2017/18), and the Open University received a sizeable amount of this funding.
  • This funding reflects the particular costs associated with recruiting and retaining part-time students and includes funds to support successful outcomes for part-time students. The Open University received £48 million to support teaching activity in 2017/18.

Effective Deployment of WP – Q – David Lammy: To ask the Secretary of State for Education, what steps he is taking to ensure that the widening participation funding is deployed effectively. And Q – David Lammy: To ask the Secretary of State for Education, what steps he is taking to increase the proportion of young people from disadvantaged backgrounds attending university.

The following response covered both questions: A – Sam Gyimah:

  • Widening participation in higher education remains a priority for this government. We want everyone with the potential to have the opportunity to benefit from a university education, regardless of background or where they grew up.
  • University application rates for 18 year olds to full-time study remain at record levels. The proportion of disadvantaged 18 year olds entering full time higher education has increased from 13.6 per cent in 2009 to 20.4 per cent in 2017. Building on this our major review of post-18 education and funding will consider how disadvantaged students receive maintenance support both from government and from universities and colleges and how we can ensure they have equal opportunities to progress and succeed in all forms of post-18 education.
  • We have set up the Office for Students (OfS) with powers to drive forward improvements in access and participation and we have asked the OfS to do more to maximise the impact of spending in this area. In their business plan the OfS plans to evaluate the return on investment on access and participation. We have also asked the OfS to set up an Evidence and Impact Exchange to improve the impact and value for money of providers’ access and participation expenditure.
  • In addition, through the Higher Education and Research Act 2017, we have introduced the Transparency Duty requiring registered higher education providers to publish data on application, offer, acceptance, dropout and attainment rates of students by ethnicity, gender and socio-economic background. This will hold the sector to account for their record on access and retention of students from lower socio-economic backgrounds and shine a light on where they need to go further

Targeted Outreach – Q – Gordon Marsden: To ask the Secretary of State for Education, what discussions he has had with (a) the Director for Fair Access and Participation and (b) the Office for Students on strengthening university programmes aimed at potential applicants between the ages of 11 and 16 from disadvantaged black, working-class white and other communities. And Q – Gordon Marsden: what discussions he has had with universities and their representative bodies on extending their outreach activities for disadvantaged groups of young people between the ages of 11 and 16.

A – Sam Gyimah:

  • In our first guidance to the Office for Students (OfS) we have asked them to challenge higher education (HE) providers to drive more progress through their Access and Participation Plans. Prior attainment is a critical factor in entering higher education and we are asking providers to take on a more direct role in raising attainment in schools as part of their outreach activity. The OfS have also established the National Collaborative Outreach Programme to target areas where progression into higher education is low overall and lower than expected given typical GCSE attainment rates.
  • Through the Higher Education and Research Act, we have introduced a Transparency Duty requiring higher education providers to publish data on application, offer, acceptance, dropout and attainment rates of students by ethnicity, gender and socio-economic background. This will hold the sector to account for their record on access and retention of students from lower socio-economic backgrounds and shine a light on where they need to go further.
  • Officials and I are in regular contact with the OfS, including the Director for Fair Access and Participation, and the higher education sector to discuss issues around widening access.

Disabled Applicants – Q – Gordon Marsden: To ask the Secretary of State for Education, what discussions he has had with the Office for Students on encouraging university applications from potential applicants with disabilities.

A – Sam Gyimah:

  • Widening access to higher education among under-represented or disadvantaged groups is a priority for this government. In our first guidance to the Office for Students we have asked them to ensure that higher education providers include, within their access and participation plans, those students that have been identified as requiring the most support. This includes students with disabilities.
  • Higher education providers have clear responsibilities under the Equality Act 2010 to support their students, including those with disabilities
  • Through access agreements – in future known as access and participation plans – higher education providers expect to spend more than £860 million in 2018/19 on measures to improve access and student success for those from disadvantaged backgrounds. This is a significant increase from £404 million in 2009.

Change in turbulent times

HEPI released Policy Note 7 – Change is coming: how universities can navigate through turbulent political times. It focussed on three key drivers for Universities: internationalisation, the impact of disruptive technologies, and changes to education delivery – the power not only to change the way we teach and learn, but also how we manage information and collect data.

Rebooting learning for the digital age?  As shown by HEPI report 93, improvements across the world in technology have already led to improved retention rates and lower costs:

  • in the US, technology-enhanced learning has produced better student outcomes in 72 per cent of projects and average savings of 31 per cent;
  • in the University of New England in Australia, student drop-out rates have reduced from 18 per cent to 12 per cent via learning analytics; and
  • at Nottingham Trent University, 81 per cent of first year students increased their study time after seeing their own engagement data “

 “Demand for higher education to 2030 As HEPI report 105 uncovers, universities in England should be preparing themselves to  take on at least 300,000 additional full-time undergraduate places by the end of the next decade. This is good news in the long-term but the scale of the transformation that is required now – in terms of increasing capacity – is substantial.

Many universities are already concentrating on the long-term picture. This is best shown by the improvements to university estates. Yet, with a smaller pool of prospective students being relied upon to fill these resources in the short-term, we can expect competition between institutions to increase sharply over the coming years – particularly if it becomes more common for students to switch providers of higher education mid-course under the new regularly landscape of the Office for Students (OfS).”

To steer effectively through the troubled waters the policy note suggests:

“On the one hand, this involves coming together to:

  • learn from each other’s experiences in the global context;
  • identify common challenges;
  • develop appropriate fixes; and
  • present a collective voice in the sector against current political sentiment.

On the other hand, this also involves enhancing the distinctiveness of higher education institutions to:

  • ensure they make a real difference on the ground in other parts of the world;
  • ensure challenges specific to different institutions do not get lost in the general policy debate;
  • develop appropriate strategies for success; and
  • get ahead in an environment of increased competition.

Coming together in unity to learn from one another and develop appropriate strategies, while still maintaining the diversity that is unique to UK higher education, is what will help universities to overcome some of the biggest emerging policy challenges of our time – posed by the pressures of internationalisation, advancements in technology and domestic political developments. Universities today ultimately have two obligations on their hands – the first, to ensure their own individual successes and, the second, to preserve their part in a healthy, wider higher education sector, complete with variety and choice, for generations to come.”

Student experience – what students really want and why it matters

BU hosted Dr Diana Beech from the Higher Education Policy Institute on Wednesday morning for a policy breakfast, part of this year’s CELebrate symposium.  In a packed room and despite the early start, we had a great discussion about student perceptions, value (and value for money). You can read about it and find links to the survey, her slides and other HEPI reports referred to elsewhere on the research blog here.

Student loans – the numbers

The Student Loans Company have published their statistics for England for the financial year 2017-18.

  • The amount  lent  in financial  year 2017-18 to  Higher  Education borrowers was  £15.0billion,   an  increase  of 11.9%  when  compared with 2016-17. A total  of £222.3m was  lent  to  Further  Education borrowers.
  • The amount lent  in financial year 2017-18 for Postgraduate Masters was £582.9million.
  • Net repayments posted to customer accounts within Higher Education amounted to £2.3billion in the financial year 2017-18, an increase of 16.0% compared with 2016-17 (including £399.2million in voluntary repayments).
  • The balance outstanding for Higher Education (including loans not yet due for  repayment)  at  the  end  of  the  financial  year 2017-18 was £104.6billion,an  increase  of 17.0%  when  compared  with 2016-17.
  • With the entry of the Higher Education 2018 repayment cohort into repayment in April 2018, there were 3.8 million borrowers liable  for repayment  and  still  owing  (an  increase  of  4%  compared  to  April 2017).  There  were  a  further  1.2  million  borrowers  not  yet  liable  for repayment bringing the total still owing to 5.0 million.
  • The average Loan Balance for the Higher Education 2018 repayment cohort on entry to repayment was £34,800. This is a £2,380 increase on the previous year average of £32,420.
  • 880,400 (18.6%) of the Higher Education borrowers who had become liable to  repay since  ICR  loans  were  introduced  in  1998 have fully repaid their loan.

Student Drug Attitudes

The Higher Education Policy Institute (HEPI) and University of Buckingham have released a YouthSight survey on attitudes towards drug use based on the responses of 1,059 full-time undergraduate (UG) students.   On the number of students who have never (71%) or regularly (11%) use drugs the findings contrast slightly from the April 2018 NUS report which noted higher usage. HEPI explain that the NUS sample was targeted and believe this report is more representative of full-time UG students.

Nick Hillman, Director of HEPI said:

  • This survey provides an important corrective to some of the wilder ideas about today’s students. They are more hardworking and less hedonistic than is often supposed… Our survey shows most students support their institutions taking a tougher, rather than a more relaxed, line on the use of illegal substances by fellow students.’

The survey explains student drug use as attributable to:

  • 47% peer pressure
  • 81% took drugs for recreational purposes
  • 6% took drugs to cope with difficulties with exams

When considering if their HE institution has a drug problem the respondents split with 39% identifying a problem, and 44% stating there wasn’t. The students were concerned about the impact of drug use personally and in society. 88% were concerned drugs negatively impacted mental health; 68% felt it contributed to crime; and 62% were concerned about the cost of the health care burden caused by drug users. Many students recognised excessive alcohol consumption as a serious threat (87% considered alcohol overuse as very serious or quite serious compared to 64% on drug use). The report stated 62% of students want their university to ‘take a stronger line’ on drug dealers and ‘students who repeatedly use drugs’.

Consultations

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

There is still time to contribute to the industrial strategy topical blogs because they’ve extended the deadline until 21 July – yippee! Get your thinking caps on and get in touch with Sarah!

Other news

Local MPs: Richard Drax (South Dorset) used his prime minster question this week to call for her to support a grant for Weymouth’s harbour wall. The PM responded that there were various options that grant funding had to look at carefully, but said that this project was on a list of potential recipients. She anticipated a decision by the summer.

The House of Commons library have let an AI programme loose in Hansard looking at Brexit.

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Policy Update w/e 1 June 2018

Research Collaboration

Research/Horizon Europe

The Guardian draws on a leaked document to report that the UK will only have limited access to Horizon Europe through a costly ‘third countries’ deal, despite the PM’s intentions for full participation.

Theresa May’s appeal for a special Brexit deal on science and research collaboration, worth billions to the British economy, is being stonewalled by Brussels as it prepares to offer an arrangement less privileged and more expensive than that given to non-EU states such as Israel… the UK is set to join Canada and South Korea in the category of countries that will have to pay a higher price for the privilege of collaborating, while being barred from a particular raft of programmes designed to encourage innovation.

According to the draft paper, so-called “third countries” will not have a seat on the new European Innovation Council, which sets priorities, and their companies will not have the opportunity to apply for “fast, flexible grants and co-investments” designed to “bridge the ‘valley of death’ between research, commercialisation and the scaling-up of companies”.

The Guardian reports that Thomas Jørgensen, the senior policy coordinator at the European University Association (EUA) working on Brexit-related issues, stated: the commission was acting to protect its interests in the face of the emergence of the UK as a rival economic power. He said: “It is entirely understandable that you would want to help small countries in your neighbourhood, but why would you do that for small and medium-size enterprises in South Korea or other third countries such as the UK?”

The Guardian also report that on Wednesday the EU confirmed the UK could take part in Erasmus (for a fee) but would not allow the UK to influence programme’s design. More detail is provided in the Times Higher: In its proposal for the Erasmus+ programme for the period 2021-27, published on 30 May, the European Commission said that countries outside the EU and the European Economic Area would be able to participate fully as long as they do not have a “decisional power” on the programme and agree to a “fair balance” of contributions and benefits.

Research Professional also cover the EU’s decision to open Erasmus to other countries, and the requested significant boost to the Horizon budget (€20 billion).

Earlier this week Sam Gyimah discussed how international collaboration strengthens research excellence: The UK values international cooperation. That is why we will remain a leading power in science and innovation, and why our Industrial Strategy has a target that 2.4% of our GDP will go to R&D funding by 2027. We are committed to ensuring that this investment leads to real results for everyone.

We are also committed to remaining a place for scientists. Our success is built in part on the contribution of researchers and innovators who come to the UK from across the world to study, to research and to do business. Over half of the UK’s researchers come from outside the UK. And, as the Prime Minister said, we will ensure that this does not change.

Although we are leaving the EU, it’s important to remember that science is an international enterprise and discoveries know no borders. We are all strengthened by our collaborative links.

On the European research access Sam stated:

Full association would mean a particular amount – of course it’s too early in our discussions to put a figure on what this would be but based on existing precedents it would be billions of euros. Anything less than full association and we would need to consider whether this was a fair ask. I am accountable to the UK Parliament and would need to demonstrate that the amount contributed actually is fair.

Latest News

The latest news on our regularly featured topics.

 

OfS

  • OfS Board Member Carl Lygo has resigned (moving to new role in Germany).
  • OfS have a new blog: The ‘value’ of a degree is academic and vocational.
  • Just in case you missed it previously OfS released information showing an increase in masters’ student numbers since the introduction of the postgraduate loans.
  • The OfS Board met on Wednesday. OfS have committed to sharing the papers from the Board meeting soon.

 

Loans

A parliamentary question from Peter Dowd on the accrual of debt interest on student loans had Sam Gyimah clarify that the Student Loans Company does not apply interest to accounts until the information about repayments is received from HMRC. This means that borrowers are not disadvantaged by the time taken to exchange the data between HMRC and SLC…The government is taking steps to develop systems to allow the sharing of student loan repayment information more frequently between HMRC and SLC from April 2019. This will allow for repayments to be credited and for interest calculations to be undertaken regularly throughout the year.

 

Freedom of Expression

Q – Baroness Deech: How they propose to include representatives of student victims of (1) inhibition of freedom of speech, and (2) disruption of meetings, in the preparation of new guidance to promote freedom of speech at universities.

A – Viscount Younger Of Leckie: At the free speech summit on 3 May 2018….it was agreed that the report from the Freedom of Speech in Universities inquiry by the Joint Committee on Human Rights (JCHR) would be used as the foundation for a shared approach to free speech. The JCHR inquiry included evidence from a number of groups including those who had experienced disruption of events and student representatives with a range of experiences related to free speech. The new guidance will be drafted by the Equality and Human Rights Commission, who will work with a number of groups including the National Union of Students.

Research Professional report on Sam Gyimah’s latest Free Speech interview with Spiked stating: He [Sam] suggested that UK academics were marking down students whose political opinions they disagreed with…In what is attributed as a direct quote from Gyimah, the minister said that “there seems to be the development of a political monoculture” in which students are afraid to speak up in class because “80 per cent of the class disagrees with you…and [one of] them is going to be the one who gives you your grades”.

Gyimah has not tried to distance himself from the quote…Jack Grove of Times Higher Education wrote…“Is Sam Gyimah really claiming…that students should be genuinely afraid that their left-leaning lecturers are marking them down because they disagree with their politics? Extraordinary.”

Gyimah replied to Grove: “Nothing extraordinary. We need real diversity of thought on campus, and to be mindful that in some cases a monoculture means students and lecturers with legitimate but maybe unpopular views self-censor for fear of opprobrium. This is what I’m hearing on campus.”

The minister’s evidence for campus inhibitions on free speech has moved some distance: from claims of systematic censorship by students’ unions and masked gangs closing down events to unsubstantiated anecdotes about reluctance to speak up in class. Very different things are being lumped together here… For a minister to accuse academics of political bias in assessing students—without a scrap of evidence—is totally irresponsible.

 

Value for Money

A short article in Times Higher this week discusses the four myths surrounding value for money. It digs below the surface to explain why the four factors can’t really be used to determine value for money. A clear and simple read. If you continue to read the comments section you’ll find some alternative viewpoints too.

 

Degree Apprenticeships

A parliamentary question tabled by Rehman Chishti established that there are 102 universities listed on the register of apprenticeship training providers and all are eligible to deliver anywhere in England.

A further question from Barry Sheerman asked: whether there are any requirements that must be satisfied in order for bachelor’s degrees pursued at an institution of higher education to be described by that institution as a degree apprenticeship.

Anne Milton responded: In England, providers who want to deliver apprenticeship training, including higher education institutions (HEIs) offering degree apprenticeships, must be on the register of apprenticeship training providers…Employers must choose a provider from the register to deliver their apprenticeship training. A degree can be included in an English apprenticeship if the degree meets the mandatory qualifications criteria laid out in the Institute for Apprenticeships (IfA) guidance. The IfA website lists the degree level apprenticeships that include a degree. The Enterprise Act 2016 protects the term ‘apprenticeship’ to make sure that training providers cannot brand their products as apprenticeships if they do not meet our core quality requirements.

 

Student Immigration

The Independent ran the editorial If Theresa May wants to improve the quality of our universities, she must begin by addressing the disastrous effects of her immigration policy.

 

Accelerated Degrees – no news yet

Lord Luce questioned the government this week asking What decisions have been made about the provision of accelerated degree courses in higher education following their public consultation completed on 11 February. The Government responded: The Department for Education received a range of detailed and comprehensive responses from providers, organisations and individuals across the higher education sector. We are currently considering these responses and will respond to the consultation in due course.

 

Widening Participation and Achievement

National Collaborative Outreach Programme

OfS have released their first annual report on the National Collaborative Outreach Programme’s (NCOP) delivery. NCOP is a collaborative network endeavour between HE, schools, colleges and local businesses. It delivers a sustained, tailored outreach programme within geographically targeted areas and aims to rapidly improve progression to HE for school pupils in areas where the numbers accessing HE are lower than expected by the young people’s GCSE success. The current NCOP commenced in January 2017 and consists of 29 partnerships to pupils in Years 9 to 13.

The report states that NCOP has actively engaged 12% (52,878 pupils) of the identified target population. This is forecast to increase to 114,700 pupils (25%) by the end of 2018. It emphasises that the first year of the programme has been focused on creating local partnership infrastructures and with these now established OfS expect to see significant increases in the numbers of young people engaged over the next year. Demonstrating impact is integral to the NCOP programme. OfS require clear evidence to continue with the programme in the future and a comprehensive evaluation framework including longitudinal tracking, analysis of national datasets, and randomised controlled trials is in place. The report concludes that progress is promising (see page 14 for details) although at present: “it is too early to evidence the causal impact of the programme in terms of which interventions have the most impact on students progressing to higher education.”

NCOP is expected to significantly contribute to the Government’s social mobility action plan (launched Dec 2017) which ‘places social mobility at the heart of education policy and seeks to provide a framework for action to help transform equality of opportunity. It emphasises the importance of leaving no community behind with resources targeted at the people and places that need it most’.

 

The social mobility goals are to:

  • double the proportion of young people from disadvantaged backgrounds in higher education by 2020
  • increase by 20 per cent the number of students in higher education from ethnic minority groups
  • address the under-representation of young men from disadvantaged backgrounds in higher education.

Chris Millward, Director for Fair Access and Participation, said:

“We know that sustained and targeted outreach is key to reducing the gaps in higher education participation…So I am very pleased to see the progress made by the OfS-funded NCOP… In its first year of operation, NCOP is already showing signs of success…It has reached significant numbers of schools, colleges and young people and looks set to increase its reach even further in the next year. And the early signs are that NCOP activities are contributing to improved information, advice and guidance for young people at key milestones in their education…NCOP is a great example of the kind of outreach activity we need – evidence-based, targeted, robustly evaluated, bringing local partners together and harnessing university resources and expertise to meet the needs of schools and teachers, students and their families. The OfS will ensure that this learning drives improvements to higher education outreach in the future.”

Gareth Oliver, Careers Lead at Broad Oak Sports College, said:

“Without the valuable support of [NCOP partner] GM Higher, both in terms of experience and one-to-one support, we would not have had the opportunity to access resources and programmes to aid the aspiration of our pupils. Already the number of pupils wanting to aspire to higher education has increased, but more importantly, the programmes and resources have allowed our pupils to have an ‘I can do it’ attitude. Schools like Broad Oak need organisations like GM Higher to ensure we break the mould that ‘higher education is only for the affluent families’.”

Next week (4-8 June) is an NCOP week of action aiming to spotlight the range of outreach activities occurring from motivational talks and role model sessions to live social media FAQs.

A timely blog by Stuart Billingham, Emeritus Professor of Lifelong Learning at York St John ponders the progress made in the 40 years Stuart has worked within the social mobility sphere. He urges patience from the Government, reviewing the initiatives they tried and dropped before they fully came to fruition, and noting that collaborative results take longer:

If quick returns are the priority, then learn the lessons of history and stop calling for greater collaboration and partnership working to widen participation. If, however, the real priority is to significantly and permanently change the social and economic student profile in our universities and colleges, then collaboration/partnership working is essential – but please don’t look always, or only, for quick wins.

 

School League Tables Outcry

The BBC ran an article on the new method by which secondary school league tables are devised stating it unfairly stigmatises schools in white working-class areas. Head teachers are opposed to the Progress 8 methodology calling it “toxic” for schools with a combination of high levels of deprivation and lower numbers of pupils speaking English as a second language. The DfE have responded: “Far from being unfair, our Progress 8 measure means that schools are now recognised for the progress made by all pupils, as every grade from every pupil contributes to the school’s performance – taking into account their ability when they started school.

 

Mental Health

A Debut study publicised on the Royal College of Midwives News site has demonstrated widespread reluctance to disclose mental health issues to potential employers amongst students in order to avoid negative impact on their career progression. 70% of the 1,000 full time employed graduates that were sampled would not inform their employer and 88% stated they believed there is still a negative stigma attached to admitting to suffering from a mental health issue.

Of the 70% who said they would avoid telling an employer about their mental health issues, 83% said they would be more inclined to seek mental health support if their employer offered an ‘off-the-record’ or fully anonymous service that would be kept separate from their employment record. Their preference for off the record support methods were: face-to-face meeting (61%), WhatsApp, or other instant online chat (19%), email (10%), via video call (7%), SMS/text-messaging (3%).

The study states that graduates don’t feel their workplaces are properly equipped to support workers with mental health issues. The graduates described their employer’s support system as: 15% – good; 51% – adequate; 34% – poor.

The study states: It appears that while mental health concerns are being discussed more openly in wider society, there is still work to be done in regards to the stigma associated with admitting to suffering from mental health issues and support offered to those transitioning from university to work.

CEO of Debut, Charlie Taylor, said that supporting new graduates as they transition from university to work should be a major consideration of progressive employers.  ‘If graduate recruitment specialists want to attract – and more importantly keep – the best talent as they emerge from education, they need to know what issues students and graduates are facing, and how best to support themGraduate programmes can be fiercely competitive, which can exacerbate mental health issues and employers need to ensure they are providing anonymous, ‘off the record’ support for this future workforce.”

 

Meanwhile in iNews Bristol’s VC has said poor mental health among students is the “single biggest public health issue” affecting universities and feels the perfectionism culture perpetuated through social media is a causal factor.

 

Disabled Students’ Allowances

The parliamentary questions pertaining to disabled students continue.

Q – Angela Rayner:

  1. what the evidential basis is for his statement that students spend on average £250 on computers.
  2. what costs Disabled Students’ Allowances are planned to cover.

 

A – Sam Gyimah:

  1. This figure comes from the most recent student income and expenditure survey …This shows that the average spend on computers by full-time students across the academic year was £253. The average spend on computers by part-time students across the academic year was £243.
  2. Disabled Students’ Allowances are available to help students with the additional costs they may face in higher education because of their disability. There are four allowances available and for 2017/18 these are: a specialist equipment allowance of up to £5,358 for the duration of the course, a non-medical helper allowance of up to £21,305 for each academic year, a general allowance of up to £1,790 for each academic year and a uncapped travel allowance for each academic year. They can be used for the purchase of specialist equipment, to pay for a non-medical helper to support students with their studies, for other assessed disability related costs and for travel.  As noted in the Oral Answer, the £200 student contribution is for computer hardware only. Students are not expected to pay for recommended specialist software or for training to use it.

Part Time Students

Welsh Universities will now be able to claim a full premium when recruiting part time students. Wales also enjoys a fee-waiver allocation for students in receipt of certain benefits when studying at less than 25%. It will be interesting to watch these developments in comparison to England’s declining part time student population.

 

HEPI

HEPI continue to share ideas and blog related to their prior report: Reaching the parts of society universities have missed: A manifesto for the new Director for Fair Access and Participation.

 

Sonia Sodha (The Observer) states:  If we were really committed to improving access to top universities, we would bite the bullet and introduce class-based quotas. Progress on this front has been pathetically slow: yes, young people from disadvantaged backgrounds are going to universities in greater numbers than before, but they remain disproportionately shut out of the highest-ranking institutions. The Office for Students should reintroduce a cap on student numbers…and introduce hard quotas for students from working- class backgrounds for each university. This would help break down the unfair and stubborn middle- class lock on privilege. It would also force more middle-class students down a vocational route – surely the only way we are ever going to get parity of esteem between post-18 vocational and academic qualifications.

 

Rosemary Bennett (The Times): [There should be] a universal system in transferrable credits so bright students who really take to their studies at university can trade up to a better institution after a year. If there is thriving competition between universities, as we are often told, it should not stop at the point of admission. Users need to be able to switch supplier.

 

Nik Miller (Bridge Group): The creation of the Office for Students is an important opportunity to… also look outwards; to convene influencers across sectors to deliver coherent approaches, and to dismantle prevailing contradictions….Employers play a critical role in determining students’ prospects. This demands greater scrutiny. For example, many employers continue to attract students from a limited list of the least diverse institutions, refuse to consider students below a certain A-Level tariff – as university contextual admissions opens the door for many students, it is slammed shut once more upon graduation – and offer unpaid and unadvertised internships.

 

Lorraine Dearden (Institute for Fiscal Studies): The Office for Students needs to fully link…data in one place. IFS research linking schools and Higher Education Statistics Agency (HESA) data shows that students who get the same GCSE results at age 16 are equally likely to progress to higher education, irrespective of their socio-economic status. However, there are socio-economic gaps in access to elite universities and the types of subjects studied, even allowing for school outcomes. We do not know fully whether this is because (i) bright disadvantaged students are less likely to apply for these courses, and/or (ii) they do, but do not get accepted, and/or (iii) their predicted grades and/or subject choice have some role. There are also socio-economic differences in drop-out rates, completion rates and outcomes once a person starts university. Good data would not only help us find out why these things are happening, but which access programmes are best at tackling them.

Read more sector change suggestions on the HEPI blog here.

 

T Levels

Damian Hinds, Education Secretary, has announced progress towards the commencement of T levels. T levels will be two year courses combining technical education and workplace experience making an important contribution to economic skills gaps and forming the third route for post-16 study (alongside apprenticeships and A levels).  The BBC report that the new two-year courses will have more teaching hours than most current technical programmes and will include a compulsory work placement of 40-60 working days. The Government have committed to learn from countries, work in partnership with business and the course content will be developed by expert employer panels. T Levels will commence from 2020 (construction, digital, and education and childcare) and be expanded into other sections from 2021 (finance, hair and beauty, engineering, and the creative industries). Controversy has dogged the announcement as earlier in the month a DfE official stated a 2020 start would be rushed and questioned whether the teaching would be of a high standard. These concerns were rejected and Hinds pushed ahead to unveil the 52 approved providers.

The Times article T levels have employers scratching their heads notes only 16% of employers  understand T levels: Business owners, who will be essential to the success of the new regime, say that they are not prepared for it. Just one in 12 employers at present provided placements of the duration required for T levels, and four in every five felt that financial support would be needed to enable them to offer the number of work placements needed.

Meanwhile Stage 2 kicks off for the 16 hopefuls (3 of which are universities) aiming to become Institutes of Technology. Research Professional also has a short article on it here.

Admissions

Next week the House of Lords will hold a one-hour debate on equality of opportunity in university admissions.

 

Fraudulent UCAS Applications

Previously The Independent challenged UCAS stating black students were 22 times more likely to have their university applications investigated for fraud than white students. UCAS investigated the issue and have published a report. Read the key points here. The story is covered by The Times and The Guardian.

 

Criminal Convictions

UCAS have also made news this week following their decision to not require applicants to declare criminal convictions when they apply for most courses.

Christopher Stacey, co-director of Unlock, said:

“Unlock very much welcomes the removal of the main criminal conviction box from the UCAS form. This is a significant change that has the potential to help many people with convictions see a university education as a positive way forward in their lives. For far too long, universities have operated arbitrary, unfair admissions practices towards those who ticked the box. Unlock has seen first-hand how people have been put off from applying to university as a result.

If universities are committed to widening participation, they should be considering the widest number of potential applicants. The change by UCAS provides a strong signal to universities that criminal records shouldn’t feature in their assessment of academic ability.

Many institutions are now rightly looking at how to amend their policies and practices. We look forward to working with UCAS and individual universities in developing fairer admissions policies towards students with criminal records.”

Nina Champion, Head of Policy at Prisoners’ Education Trust, said:

“People with convictions who are applying to university are showing a huge commitment to turning their lives around. As a society, we should be doing all we can to support them. The chance to go to university helps people to move fully away from crime, build careers and contribute to our communities. Their presence is also hugely beneficial for universities, which gain highly committed students, who help create a more diverse and inclusive learning environment for everyone. “We look forward to working with universities at revising their own admissions procedures in light of UCAS’ decision, ensuring fair chances for every student.”

Peter Stanford, Director of the Longford Trust, said:

“We…urge that, whatever arrangements universities now decide to put in place around risk assessment for those with criminal convictions, they do so in a manner that learns from the mistakes of the recent past, and enables the widest possible levels of participation”

 

Alternative Admissions

Jackie Labbe from De Montford University blogs for Wonkhe on the changes her university has made in Admissions to rely less on tariff based selection. Jackie states the changes have had a positive effect:

We support them [new students] via transitions programmes bridging their course of study and student services, so that any obstacles they have encountered in the past don’t continue to impede them.

We have seen success in our students’ improving outcomes, particularly our black and minority ethnic (BAME) students. We are now more than 50% BAME, and consider (in common with the sector) that the attainment gap is an unacceptable element of the status quo. We’re proud that our attainment gap is closing, and aim to continue to reduce it exponentially over the next few years.

 

Nursing – fall in Access course registrations

Nursing recruitment takes another hit as QAA data confirmed registrations onto the Access to HE Diplomas for nursing and health care fell by 18% (20,050 registrations) in 2016/17. Overall Access courses are down by 10%

Dr Greg Walker, Chief Executive of MillionPlus, calls on the HE Review panel to take the drop seriously:

“The news that registrations to these diplomas have dropped by almost a fifth in the space of a year is deeply concerning. The withdrawal of bursaries now appears to be impacting further down the supply chain for nursing degree students. A stalling pipeline of potential nursing students will offer no assurance to NHS employers as they struggle to fill vacant nursing posts…now is the time to review the impact of the shift away from bursaries.

Consultations

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

New consultations and inquiries this week:

Other news

Gender Gap: Using data from a French study Times Higher discusses how automatically considering women for senior positions would reduce the gender gap at the top.

Teaching excellence: Times Higher talk on how linking promotion to quality teaching may work better than the TEF!

Civic University: Read the latest from the Civic University forum.

Poaching: PIE news has an article on the poaching of international students that takes place in the US.

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JANE FORSTER                                            |                   SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

65111                                                                                     65070

 

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

HE Policy update for the w/e 23rd March 2018

HE Review

The major review of HE was announced in late February (see policy update 23 Feb 2018 for our analysis). It’s a Department for Education review supported by an independent panel with an advisory role. The independent panel, led by Philip Augar, have opened a consultation and evidence gathering exercise inviting responses from the education sector and students, industry, professional representative groups and the wider public. The principles of the consultation are:

  • An education system that is accessible to all
  • An education funding system that provides value for money and works for both students and taxpayers
  • A system that incentives choice and competition across the post-18 education sector
  • A system that provides the skills development that the country needs to function productively

Chair of the review panel Philip Augar said:

  • This is an ambitious and wide-ranging review. We begin with no preconceptions. Our priority is to undertake a thorough examination of the evidence and to hear from a broad range of stakeholders who like us are committed to ensuring the system works for everyone.”

This consultation will feed into the independent panel’s interim report. The full HE Review will conclude early in 2019 when the Government will publish their findings and announce policy changes. To inform our BU response to the HE Review all staff and students are invited to consider the issues in this (anonymous) 5-minute survey. Please take a look at the survey questions as we’d like to hear from as many staff and students as possible. You don’t have to answer all the questions! The major review of HE will shape the HE system, including how universities are funded for years to come. The survey will be available to staff until Friday 20th April –but don’t wait until after Easter!

This week HEPI have a guest blogger who discusses his thoughts on the HE review.

Part Time Students

The Government spokesperson, Viscount Younger of Leckie, showed remarkable resilience and adherence to the party line during a challenging House of Lords oral questioning session this week. The charge was led by Baroness Bakewell who called for action and pushed the Government to find further methods to promote part time study following the publication of The Lost Part-Timers (see below). Other members called for maintenance grants to be restored and for a focus on the barriers that part-time students commonly encounter and failings within the new apprenticeships scheme. Viscount Younger’s response was that the HE review focus on flexibility, the duty on the OfS to address this variety of methods to access study, and the incoming (2018-19) part-time maintenance loans would address the questioner’s concerns.  The full text of the Part Time debate is a quick read – you can access it here.

The Lost Part-Timers

On Sunday the Sutton Trust published The Lost Part-Timers which considers the last decade’s decline in UG part-time student numbers in England. Unsurprisingly the 2012/13 higher fee reforms feature heavily. Here are the key findings:

  • Since 2010 part time UG entrants have fallen annually. By 2015 numbers nationally had decreased by 51% – this was most keenly felt at the Open University (OU) whose numbers declined by 63%, whereas other UK universities and FE colleges only declined by 45%. This difference between the OU and the rest of the sector features throughout the data in the report.
  • Colleagues with a particular interest in part time provision will want to reference the full report and access a number of charts which illustrate the level of change in part time numbers for other institutions more clearly – see the difference in degree decline rates in figures 4 (OU) and 5 (others).
  • Using the OU decline data combined with the fee increases (English student increase in fees of 247%, compared to 2% for those from Scotland and Wales) at 2015, numbers in England were down by 63%. The Sutton Trust conclude that this indicates that a decline in the English numbers would likely have occurred regardless of the 2012 changes, but that it is much higher as a result of the fees increase. They attribute 40% of the numbers decline to the fee changes.
  • The biggest drops have been among mature students over-35, those pursuing sub-degree qualifications, such as courses leading to institutional credit, and low intensity courses (lower than 25% full-time equivalent).
  • The decline in part-time study has significant knock-on effects for widening participation, particularly as young part-time students tend to be less well-off than those studying full-time. Using the POLAR measure of disadvantage, 17% of young part-time students are from the most disadvantaged group, compared to just 12% of full-time.
  • Interestingly, the drop in numbers between 2010 and 2015 has been highest for the most advantaged group of young entrants – 59% compared to 42% for the most disadvantaged group. Nevertheless, the Sutton Trust note that the 42% drop is extremely significant for a group that need greater access to higher education.

Her are the Sutton Trust’s Recommendations (verbatim):

  1. The government’s Review of Post-18 Education should recognise that the costs of tuition for part time and mature students need to be tackled to reduce barriers to entry. The review should acknowledge the end of a ‘one size fits all’ approach to student finance, and recognise that the mature and part-time sector requires tailored solutions. One option, which calculations for this report show would come at a low or zero additional cost per student, would be to give students who are eligible for the new part-time maintenance loan the option of a tuition fee grant for the first two years of their course instead of having to take out a maintenance loan.
  2. In the longer term, government should consider the most effective use of additional resources to combat the decline in mature and part-time study. Options include widening eligibility for student support (in terms of means-testing and relaxing equivalent qualification conditions), or increased teaching grants to universities through a ‘part-time premium’. The latter option could particularly help to alleviate declines in the supply of part-time courses.
  3. Information on fees and loan eligibility should be much clearer for prospective students. Providing accurate, up-to-date data on fees and ‘fees per full-time equivalent student’ in an easily accessible form should be a priority for the Office for Students. Eligibility criteria should be streamlined to make them less complex and easier to understand.
  4. Resources should be invested in reinvigorating lifelong learning, particularly for the less well-off. In a rapidly changing economy, the need to upskill is likely to become greater and greater. It is essential that this doesn’t lead to a two tier-workforce. Additional resources for supporting lifelong learning should be directed at those with lower levels of education and from low socio-economic backgrounds who would benefit the most.
  5. Data collection that can inform future policy should be improved. There are four sets of information which, if they were available more systematically, would make future analysis much more effective: part-time tuition fees, loan eligibility and loan take up, and means to measure the impact on social mobility of mature entry to higher education.

Widening Participation and Social Mobility

Social Mobility Commission – The Commons Education select committee has concluded that the Social Mobility Commission ‘needs greater powers and ‘should be complemented by a new delivery body to drive forward social justice initiatives across Government and the country’. Among the enhanced powers proposed is greater resource for the Commission to publish social justice impact assessments on Government policies and to proactively advise Ministers on social justice issues in an independent capacity (currently they can only advise Ministers when requested to do so). The Committee also expressed regret that the Commission’s membership had to operate at a reduced capacity and now recommends a minimum membership of seven members in addition to the Chair.

Rt Hon Robert Halfon MP for Harlow, Chair of the Education Committee, stated:

  • “Without stronger powers the Social Mobility Commission will do little to tackle social injustices and give the most vulnerable in society the chance they deserve to climb the ladder of opportunity. The Government needs to co-ordinate the social justice agenda from the centre and should give a Minister in the Cabinet Office specific responsibility to lead on this work and to ensure that the policies deliver in improving opportunities for all.
  • It’s crucial that a new body is created inside Government with the levers and powers to co-ordinate and drive forward initiatives across Whitehall and ensure social justice is delivered across the country. We need a Commission which has the teeth to undertake objective assessments of the implications for social justice of Government policies and is properly equipped to hold Ministers’ feet to the fire on social mobility.”

The Education Committee has recommended the ‘revamped’ Social Mobility Commission should be paired with a body inside Government to coordinate action and implement solutions. It also recommended that as the Commission should seek to offer all people equal access to opportunities the name should be changed to the Social Justice Commission. The Education Committee has published a draft Bill to enact the recommended changes.

Displaced People – UUK report that there are more than 65 million displaced people in the world (almost 1% of the global population). Of these:

  • 61% are under 26 – therefore almost 40 million young people are estimated as likely to be missing out on education at all levels, and
  • only 1% of displaced people are in higher education. UUK state this loss of individual opportunity and human potential is immense.

UUK has launched a guide for institutions outlining how they can support refugees and displaced people.

Three relevant parliamentary questions this week:

Education maintenance allowance – Q – John Cryer (Lab): Did the abolition of the education maintenance allowance contribute to or hinder social mobility?

  • A – Damian Hinds (Con): With the alternative funding that was put in place, it was possible for sixth-form colleges to do other things to ensure that they were attracting the full range of students. More disadvantaged youngsters are going on to university than ever before.

Improving participation – Q – Ms Marie Rimmer: To ask the Secretary of State for Education, what steps his Department is taking to improve participation of students from under-represented areas in further or higher education.

  • A – Sam Gyimah: Widening participation in further and higher education is a priority for this government and we want to continue to ensure that everyone has the opportunity to benefit from it, regardless of background or where they grew up. ‘Unlocking Talent, Fulfilling Potential’ published in December 2017 set out our plan for improving social mobility through education.
  • Whilst more disadvantaged 18 year olds are going to university than ever before we have, through our first guidance to the Office for Students (OfS), asked the OfS to encourage higher education (HE) providers to undertake outreach work with schools, and to focus particularly in those parts of the country with the greatest challenges, including in opportunity areas. These areas have been identified as those weakest in both the 2016 Social Mobility Commission’s index and the Department for Education’s data on school standards and capacity to improve.
  • In addition, the National Collaborative Outreach Programme run by the Higher Education Funding Council for England is supporting 29 consortia (including HE providers, further education (FE) colleges, schools, employers and others) to undertake outreach activities in geographical areas where the HE participation of young people is both low and much lower than expected based on GCSE-level attainment.
  • FE providers already fulfil a crucial role in driving social mobility by equipping or reskilling individuals with relevant labour market skills, providing routes into further study and often acting as a second chance at a basic education.
  • FE providers will play a key role in our reforms to technical education, leading to more and better opportunities for young people, whatever their background and ensuring that they are on a high quality route to employment.
  • A thriving careers system, that is accessible to everyone, is at the heart of our focus on social mobility. Our recently published careers strategy will support everyone, whatever their background, to go as far as their talents will take them and have a rewarding career.

Commuter students and Maintenance Grants – Q – Baroness Deech: What assessment they have made of (1) the impact of the abolition of maintenance grants on university students from disadvantaged backgrounds, and (2) the report from the Sutton Trust, Home and Away, which found that students who cannot afford to live away from home while at university are disadvantaged in terms of social mobility.

  • A – Viscount Younger Of Leckie: The government published an equality analysis in November 2015 which sets out the impact of the abolition of maintenance grants on protected and disadvantaged groups of students. We are seeing record rates of 18 year olds, including those from disadvantaged backgrounds, entering full-time higher education. Our new reforms to higher education will go further to ensure the system is offering more choice and value for money for all students.
  • We have increased support for full-time students’ living costs by 2.8% in 2017/18 to £8,430 a year for eligible full-time students from households with low incomes who live away from home and study outside London – the highest ever amount.
  • The Sutton Trust’s report provides helpful insight into the experience of students who choose not to relocate for study. This is why government’s review of post-18 education and funding will consider how we can encourage and support learning that is more flexible for students, including commuter study options.
  • The review will also consider what more can be done through the financial support available to widen access to university for disadvantaged students, including making sure that the right maintenance support is available.

Parliamentary Questions

Student Electoral Registration – Q – Cat Smith: What steps he is taking with the Department for Education to implement the student electoral registration provision of the Higher Education and Research Act 2017.

  • A – Chloe Smith: The Cabinet Office and Department for Education worked together on the public consultation that led to the issuing of Ministerial Guidance to the Office for Students (OfS) on electoral registration. The OfS is now in the process of drafting guidance to HE providers which will be made available later this year.

Non-Continuation – Q – Gordon Marsden: With reference to the Higher Education Statistics Agency’s non-continuation performance indicators, published on 8 March, what steps he is taking to tackle the increase in non-continuation rates for mature students.

  • A – Sam Gyimah: The data published by the Higher Education Statistics Agency (HESA) on 8 March 2018 shows that the non-continuation rate for mature students has remained broadly similar over recent years, regardless of course type or mode of delivery. The vast majority of higher education students complete their courses and achieve their chosen qualification. However, we are not complacent. We want everyone with the potential to benefit from higher education to be able to do so but we recognise that some students are at a higher risk of ‘dropping out’.
  • The Teaching Excellence and Student Outcomes Framework includes a metric that measures continuation rates. Institutions with below average retention rates will receive a negative flag, which may affect their overall award. This will incentivise institutions to take measures to improve retention rates.
  • Within the first access and participation guidance to the Office for Students (OfS), my right hon. Friend, the Secretary of State has asked the OfS to encourage higher education providers, when developing their access and participation plans, to build on work already underway aimed at improving student retention. This guidance also asks the OfS to encourage providers to consider the recruitment and support of mature learners.

TEF for private providers – Q – Lord Storey: (a) Whether the rating of degree courses as gold, silver or bronze will also apply to those private colleges offering higher education degrees.
(b) Whether the rating of degree courses as gold, silver or bronze will apply to overseas universities established by UK universities.

  • A – Viscount Younger Of Leckie: (a) Private colleges offering higher education degrees can participate in the Teaching Excellence and Student Outcomes Framework (TEF) if they meet the eligibility requirements. From the 2019-20 academic year, TEF will be a condition of registration for providers with more than 500 students on higher education courses. Smaller providers, for whom the cost of participation might be disproportionate, may participate on a voluntary basis if they meet the eligibility criteria.(b) The delivery of UK ratings or awards to overseas campuses of UK providers is outside the scope of the Teaching Excellence and Student Outcomes Framework (TEF).

Revisiting older discussions on impact of EU student decline – Q – Lord Fox: What estimate they have made of the possible reduction in the number of EU students registering for UK universities in the event of those students having to pay international fees following Brexit.

  • A – Viscount Younger Of Leckie: EU students, staff and researchers make an important contribution to our universities. We want that contribution to continue and are confident – given the quality of our higher education sector – that it will.Analysis of Higher Education Statistics Agency finance data shows that in 2015/16, EU tuition fee income accounted for around 2.3% of total higher education institution sector income in the UK. However, some institutions are more dependent on the EU tuition fee income meaning the impact of leaving the EU may be greater for some institutions than others. The precise impact will depend on the outcome of the UK’s negotiations with the EU and the subsequent response of universities.

Strikes – compensation for students – Q – Laurence Robertson: To ask the Secretary of State for Education, whether he is taking steps to secure compensation for students affected by strike action by university lecturers; and if he will make a statement.

  • A- Sam Gyimah: Universities are autonomous institutions and it is for them to ensure that they meet their obligations to their students. We remain concerned about any impact of strike action on students and expect universities to put in place measures to maintain the quality of education that students should receive. I am aware that during this period universities are putting in place measures to mitigate the impact of the industrial action on students, and that some are putting withheld salaries into student support funds. I would expect universities to offer financial compensation where the quality of a student’s experience has been seriously affected. I am pleased that some have already said they will consider this and I would urge others to do so.

Cyber Crime – Q – Gordon Marsden: How many cyber security related incidents affected (a) further education colleges and (b) higher education institutions in 2017.

  • A – Anne Milton: Jisc, who provide ICT infrastructure services to further education (FE) colleges and higher education (HE) institutions, reported that in 2017 the Jisc Security Operations Centre responded to 5,023 security incidents or queries from HE and FE in England. These include malware, phishing, copyright infringements, compromise, denial of service and RIPA requests. The impact of an incident varies greatly from minimal to significant. Of these 1,389 incidents or queries were from FE institutions in England and 3,634 from HE institutes.

And there’s more…

You may also be interested in the responses to the following parliamentary questions and debates:

Consultations

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

Other news

Contract Cheating: The Advertising Standards Agency has upheld two complaints (originating from the QAA) against an essay mill company. The complaints focussed on the semantics within an advert and led to the ruling preventing similar advertising within the essay mill organisation. QAA states the ruling represents: the first successful challenge to their claims of legitimacy, exposing their cynical use of anti-plagiarism disclaimers and exploitative media referencing. The Telegraph covers the ruling in Essay mill website must warn students about risks of submitting fake work, advertising watchdog rules.

Health & Social Care: The House of Commons Treasure Committee tackled health and social care on Tuesday discussing what would be required in the 2019 spending review to address pressures on social care. A spokesperson for the Office for Budget Responsibility, Chote, confirmed it was a choice between recalibrating policy in the area or reducing spending in other areas to spend additional money in social care. Chote noted tackling the social care issue would make it more difficult to meet deficit reduction targets by the mid-2020s. He also spoke about uncertainties related to the impact of migration on social care need in the future and possible effects on immigration policy changes.

HE Sector Financial Health: HEFCE reported on the (16/17) financial health of the HE sector this week concluding that overall the sector is sound and generally outperformed financial forecasts. However, there was considerable variability in the financial performance and position of individual institutions. In general there has been a rise in borrowing and reductions in surplus and cash levels. Facing the future the uncertainties of Brexit, global competition, and UK education policy instability were all noted as significant factors for sustainability moving forward.

HEFCE’s Chief Executive, Professor Madeleine Atkins, said:

As the higher education landscape evolves, institutions will need to be alert to emerging risks and opportunities. The sector has risen to these sorts of challenges in the past, forecasting prudently and showing itself to be adaptable to a more competitive and uncertain environment. However, any risks will need careful monitoring and mitigation to ensure long-term sustainability.

Student Housing: Early in his role HE Minister Sam Gyimah championed unreasonable student rent prices. This week Student Co-op Homes issued the press release: New national body launched to fix “broken” student housing market. The organisation aims to provide value for money in student accommodation and promotes the three student housing co-operatives (accommodation owned and managed by students) that have been established nationally. Currently the three housing co-operatives manage 150 beds (aiming to expand to 10,000 beds by 2023), have lowered rents by 10-30%, reinvesting rental income to improve the quality of the accommodation. The Financial Times covered the story here.

Advance HE: The Advance HE website has gone live, view it here.

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

HE Policy update for the w/e 2nd March 2018

Despite the bright sunshine in the first half of the week, the snowy week caused a fair amount of disruption, but there was plenty to read in the new HE Regulatory Framework launched on Wednesday.

HE Regulatory Framework

On Wednesday the OfS launched the revised HE Regulatory Framework at their inaugural conference. The Minister for Universities declared himself to be the “Minister for Students” and to many in the room his speech sounded fairly ominous.  You can read the speech here (“a revolution in accountability”).  There’s an article by Dods here on Politics home.

You’ll remember the detail on the proposed new framework from the December policy updates and you can read BU’s response to the consultation here.

The main changes are:

  • the Basic category of registration is gone. The regulation of these providers was going to be very light – and arguably ineffective.  There is some concern that these are the majority of the currently unregulated providers, and that the risk from these providers is greater than the (slightly smaller) number of regulated providers.  The OfS will have plenty to be getting on with without dealing with these providers.
  • A stronger role for students in regulation: ““student engagement” has been added to the list of principles, with the governing body having to ensure that “all students have opportunities to engage with the governance of the provider, and that this allows for a range of perspectives to have influence”.
  • The new approach to student protection plans has been welcomed (although it may be very bureaucratic).
  • Compulsory TEF for larger institutions ie those with more than 500 HE students

A Wonkhe guest blogger writes on the danger of over-reliance on data to regulate the HE sector and highlights more innovative design interventions such as ‘nudge’ theory claiming it incentivises compliance from the outset.

The folks at Wonkhe have gathered all the materials here.  It is worth looking at the Ministerial instructions to the OfS to see what the priorities are.

Widening Participation

The OfS released the Access and Participation plans guidance (2019/20) and associated documentation on Wednesday at their launch event.

In the Government guidance to OfS there is a continued emphasis on demonstrating robust evidence of impact for the spending interventions universities support – ‘invest wisely’, incorporating TEF data, and further Transparency measures that the OfS might require universities to publish to advance equality of opportunity. Mention is made of OfS and the ‘levers at its disposal’ to regulating for continuous improvement of access and participation, and the increase in non-continuation amongst WP students in recent years. Flexibility of provision (including part time study, accelerated degrees, degree apprenticeships, evening degrees and foundation years) are also included, as is closing the differential degree and employment outcomes gap.

  • Given the strength of our ambitions for access and participation we will be looking for the OfS to push providers to set challenging targets for themselves within their plans and so drive further improvements across the sector. The goals for higher education2 published under the previous Government remain in place and our expectation is that the OfS will want to consider these when developing its own ambitions for the sector.
  • We understand that given the time-constraints, the OfS will not be able to bring about substantial changes through plans for 2019-20. However, we are clear that we continue to expect high ambition and continuous improvement in the plans that are approved. We would expect the OfS to develop and consult on further enhancements to its expectations for plans in future years. 

(Taken from the Government guidance to OfS)

The links to schools sponsorship, one of Theresa May’s original ambitions, remain although they are relatively low-key:

  • This Government has emphasised its strong desire to harness the resources and expertise of our higher education sector to work in partnership to improve outcomes across the state school system. The Government expects more higher education providers to establish stronger long-term relationships with schools. This could include becoming involved in school sponsorship, opening free schools and supporting mathematics education in schools (although support need not be limited to those means), with the aim of raising attainment and progress for disadvantaged and under-represented groups so that more pupils are qualified to progress to higher education. As part of this providers should be able to demonstrate clearly the impact their support is having on the schools and pupils.

In the OfS guidance to institutions:

  • We expect all providers, in particular those with the weakest performance on access, to demonstrate how they are developing deeper relationships with schools and colleges to raise attainment and enable more students from underrepresented groups to enter higher education if they wish to…We also expect that we will see greater numbers of higher education providers sponsoring schools (either as a main sponsor or co-sponsor) or with advanced plans to do so.

There is also an expectation for universities to ‘do more’ for careers outreach (see page 11).

From the guidance on the wise investment, whereby a university chooses which Access and Participation interventions to support:

  • It is, of course, for providers to invest their own money as they see fit, but it is in their interests to take evidence-led approaches and we think it is important that the OfS challenges investment for which there is little justification, based on evidence and the provider’s targets and performance. We expect the OfS to be firm with providers about the way their investment should be allocated, encouraging more investment in outreach and other activities, and less on financial support where appropriate. We also expect that financial support should be backed up by clear and robust evaluation plans and supporting evidence that shows that the investment is proportionate to the contribution it is expected to make towards widening access.

The guidance also sets out the expectation that the OfS will continue to advise providers on effective practice. And hints the Government are looking for their regulator to bare their teeth more often:

  • The establishment of the OfS provides an opportunity to consider afresh the arrangements for monitoring and reviewing access and participation plans….We will be looking for the OfS to challenge those providers that are not judged to be taking sufficient steps to meet the commitments in their access and participation plans. We would also expect the OfS to consider the action they might take in relation to those providers…that include poorly focused measures in their plans that are not supported by robust evaluation….The OfS will have a broad range of enforcement powers available to it where it considers that a provider has failed to comply with commitments set out in its access and participation plan and so breached an ongoing registration condition. These could include increased monitoring, imposing additional specific registration conditions or imposing a monetary penalty…The OfS will also have powers to refuse to renew an access and participation plan or suspend a provider’s registration (entirely or for specified purposes) or de-register a provider.

Part-time Study

In December OFFA commissioned HESA and CFE to research part-time students aiming to understand the reasons behind the decline and understand an effective provision offer. Existing HESA data has been analysed alongside a fresh survey investigating students’ motivations for studying part-time and identifying the barriers and enablers to access and progression. Case studies are also being undertaken to ‘provide insights for institutions seeking to recruit and tailor their support for different groups of part-time students, as well as improving access and provision across the sector’. The full findings will be released in April, however, on Tuesday HESA published a first update.

The data shows the widely recognised drop in part time recruitment associated with the introduction of higher fees occurred but a downward trend was already visible from 2008/09. The data delves deeper to highlight the overall influence the decline of ‘other’ undergraduate study is having on the overall decline. HESA pose the following questions:

  • Is the demand for part-time courses reducing?
  • Is there a lack of supply of part-time courses?
  • Is it a mixture of both supply and demand factors combining to exacerbate the decline

There is also a drop within the mature student grouping for those aged 40 years and over (with proportionally part time students aged up to 25 compared to the past). HESA state the sector must therefore consider the factors that may be switching mature learners off this type of study – for instance, are the numbers studying for self-interest reducing, or are retraining opportunities becoming restricted?

When combing deprivation factors (Polar 4 – low participation neighbourhoods and highest qualification on entry) there is an even sharper decline in ‘other’ undergraduate entrants. HESA ask:

  • Why do other undergraduate courses now feel less appealing for disadvantaged students when choosing to study part-time?
  • In which subjects are entry numbers collapsing, and what will the knock-on effect be for skills in our economy?

They go on: For example, we know from existing HESA data that entry into Nursing courses continues to decline, so what impact will this have on skills shortages within the NHS, particularly in light of Brexit? We will consider these questions further as the research progresses.

Social Mobility

The Sutton Trust have published Home and AwayTheir research explores how staying at home and studying locally is strongly differentiated by ethnicity and social background.

They found that:

  • Contrary to traditional assumptions, only 1 in 10 students move long-distance to attend university.
  • Disadvantaged students are over three times more likely to live at home whilst they study.
  • State school students are over twice as likely to commute from home to university.
  • British Pakistani and British Bangladeshi students are six times more likely to stay at home whilst they study.

They recommend greater financial assistance to help disadvantaged young people meet the increased cost of moving out and to meet the needs of ‘commuter students‘ – especially given their socio-economic make-up.

  • “The traditional view of what it means to go away to university, moving out and far away, is very much the preserve of white, middle class and privately educated young people from the South of England” – Dr Michael Donnelly, co-author of Home and Away

Home and Away received national coverage from the BBC, The i, The Herald, TES, Press Association, Metro and Buzzfeed among others.

Unpaid Internships

In January The Sutton Trust published Internships- Unpaid, unadvertised, unfair. This week they announced the government has committed to tackling unpaid internships ‘by improving interpretation of the law and enforcement action taken by HMRC in this area’. See pages 17, 37, 46-48, 73 of the Taylor Review for the most relevant detail on unpaid internships and the Government’s acceptance of the recommendations. Here are some key excerpts:

  • The government accepts the recommendation of the review. Exploitative unpaid internships should not exist and we will work to eradicate these. We will take action to improve the interpretation of the law and the enforcement action taken by HMRC in this area to help stamp out illegal unpaid internships.
  • The law is clear that interns who are classed as workers must be paid at least the NMW/NLW. An employer cannot avoid paying someone the minimum wage simply by calling them an ‘intern’ or saying that they are doing an internship. Determining whether an individual is ‘working’ is based on the presence of multiple factors; there is not a single determining feature of a worker.
  • We will take further steps to engage with sectors where unpaid internships are prevalent and with bodies that represent interns, such as university careers services, to uncover good practice examples that should be highlighted and proliferated.
  • The concentration of this problem within particular sectors provides the opportunity for targeted action. This government continues to invest heavily in minimum wage enforcement, increasing the budget to £25.3m for 2017/18, up from £13m in 2015/16. HMRC already pro-actively contacts employers who have advertised for unpaid internships to ensure they are aware and compliant with the law. Over 500 employers have been contacted in the last three months. Furthermore, in the coming year, we will formally ask HMRC to prioritise NMW enforcement efforts to focus activity on employers who use unpaid interns, through intelligence-led enforcement.

Policy Impact

Colleagues wanting to engage and have an impact on Government policy may be interested in a new MOOC (Massive Open Online Course) to learn about select committees. UK Parliament Explored the Work and Role of Select Committees launches next week on 5 March. It will cover:

  • An overview of the work and role of select committees’ work in the House of Commons and the House of Lords.
  • The focus of select committee inquiries in each House.
  • Cross-party membership of select committees, including the process for selecting chairs and members.
  • How select committees have evolved and changed over time.
  • How select committee inquiries work, the different steps in the process.
  • A greater understanding of the potential impact of select committee reports and recommendations.
  • How members of the public can engage with select committees.

Future Learn also run an Introduction to the UK Parliament: People, Processes and Public Participation. The course covers:

  • the difference between Parliament and Government including differing roles and responsibilities
  • the three parts of Parliament and the role Parliament plays in scrutinising the work of the Government
  • an introduction to the work of the House of Commons and the House of Lords
  • how Parliamentary Questions are used by MPs and members of the House of Lords to hold the Government to account
  • the difference between oral and written questions, and how questions can be used to seek immediate answers on urgent or important matters
  • what happens during Prime Minister’s Questions and public perceptions of PMQs
  • debates in Parliament, including some of the rules and conventions
  • the role and work of select committees
  • the different types of Bill, and the process of how a Bill becomes a law
  • the effect that changes in the law can have on individuals and on society, with reference to specific case studies
  • the different ways the public can input in the work of the UK Parliament.

Follow this weblink to register interest in the Intro to Parliament course.

Consultations

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

OfS Board Recruitment Scrutiny

Despite Toby Young’s resignation from the OfS Board the controversy surrounding his appointment began afresh on Tuesday (and may have made Wednesday’s launch a bit uncomfortable).  The Commissioner for Public Appointments Report on the OfS Board recruitment campaign was published – both Times Higher and Civil Service World cover the report including:

  • the criticism levelled at Jo Johnson for his direct encouragement for Toby to apply for the role,
  • that Justine Greening’s concerns at Toby’s proposed appointment were quashed by DfE officials,
  • that while checking historical social media activity it not considered ‘proportionate’ for Board appointments, and therefore wasn’t undertaken for Toby, such checks were conducted for the student representative
  • and there was a further unpublished requirement that the student representative shouldn’t be linked to Union activity.

Angela Rayner (Labour) asked an urgent question in the House on Tuesday: To ask the Secretary of State for Education to make a statement on the appointment of the board of the Office for Students. Sam Gyimah responded to the question on behalf of the Government

Sam Gyimah (excerpt): The commissioner raises important points with regard to due diligence in public appointments. We have already accepted that in the case of Toby Young the due diligence fell short of what was required, and therefore the Department has already reviewed its due diligence processes and will seriously consider the further advice from the commissioner.

The longer debate covered other issues including why there aren’t any FE representatives on the OfS Board (because it’s a regulatory body for the HE sector and there are already two reps with FE expertise serving double duty).  It also questioned the role of the NUS and OfS in countering radicalism on campus. On the OfS Sam Gyimah stated: It is important that the Office for Students has the relevant skills, and also the laser-like focus and the teeth to do something about this. I am glad that we will have a regulatory body with the teeth to do that very effectively.

Sam Gyimah came under significant fire from the Opposition and other parties during the ensuing discussion which he handled unflustered, rather reminiscent of his predecessor Jo Johnson.

Other news

Schools news: the Department for Education announced plans to introduce an income threshold of £7,400 for Free School Meal eligibility under Universal Credit, and a threshold of £15,400 for free early education entitlement eligibility.

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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