Tagged / part time study

April 19, 2022

HE policy update for the w/e 4th April 2022

Guidance, humanities, innovation, Knowledge Exchange, Knowledge Transfer, open access, parliament, policy, Research news, student research jforster

A slightly quieter time with the House of Commons on recess.

Before they went on recess, the Skills Bill finally made it over the line. If you are wondering why we are focussing on school level education at the moment, the first item here will explain why, as the OfS provides more insight into its views on the role of universities in schools age attainment, driven by the government’s levelling up agenda. In this context, there was controversy over whether T levels meet the needs of lower performing pupils (despite it being marketed as an alternative to academic study), and the Social Market Foundation believe current careers advice risks entrenching inequalities by steering people towards different educational and employment options according to their parents’ income and background.

Research

There’s an article on Research Professional about priorities for the Nurse review of research arrangements. It flags five “blind spots”:

The productivity of R&D is falling
A more systemic approach to R&D – “A more strategic approach is needed that aligns technology development, regulation, policy and test beds, and engages the public”
Mobilising intelligence – organising around data and knowledge not property and resources
Focus on adoption and diffusion
Addressing the gaps around social science – “The UK is good at monetising economics, psychology, behavioural science, ethnography, design and other fields, often through consultancies and advisory services or teams within companies large and small. But this happens despite, not because of, how research is organised” and “serious action to shift incentives for social scientists and mobilise them to help society think ahead”

UKRI has published an updated policy on the governance of good research practices that will apply to new and existing grants from 1 April 2022. Updates include:

revised text with improved clarity on the individual’s and organisation’s responsibility to enable positive research practice for high integrity research
a policy change that organisations must inform UKRI upon deciding to undertake formal investigations.
clearer text stating that we will only seek observer status on investigations by exception, with examples.
clarification that UKRI will not investigate cases but will check processes at an institutional level.

UKRI has also updated its full economic cost grant and training grant terms and conditions.

UKRI has added a new condition to reflect the statutory requirements introduced through the National Security and Investment Act 2021. Research organisations will need to ensure they follow the rules of this legislation. The legislation enables government to scrutinise and intervene in certain acquisitions that could harm the UKs national security.
Revisions have been made to the terms and conditions in response to the new UKRI open access policy, which will apply to in-scope research articles submitted for publication on or after 1 April 2022 and in-scope monographs, book chapters and edited collections published on or after 1 January 2024. The publishing your research findingssection should be read alongside the policy for further information on open access and how to acknowledge a grant.
UKRI has added information to employment and staff costs to clarify its position on funding that is eligible and how UKRI continues to support research staff. The updatedfEC and training grant terms and conditions will take effect from 5 April 2022 and are now available

Ukraine and Russia: The Office for Students has compiled information on the Ukraine crisis for providers offering transnational education in Russia and on research collaborations with Russian institutions.

There are 775 Ukrainian and 3,030 Russian students studying at English universities and colleges.
In addition, some English universities and colleges offer transnational education. There are 267 students studying in Ukraine and 3,113 students studying in Russia in this type of provision.

Wonkhe report that around 30 British universities have expressed interest in joining a new scheme which would see them twinned with an institution in Ukraine. As part of the scheme, universities may host academics and run summer schools for students to assist in catching up on lost learning. There is also discussion of providing Ukrainian academics with “ac.uk” email addresses to enable them to allow them access to resources. The scheme is supported by Universities UK and is being run by Cormack Consultancy Group. iNews has the story.

The OfS has published the interim outcomes of 20 projects that it has funded to develop and share understanding of effective practice in student engagement in knowledge exchange.

Parliamentary Questions

Scientific research consortia as a future funding model for domestic research and development – refers to the answer given here.
Horizon Europe
The proportion of the Research and Development budget that will be allocated to advanced cultures of human cells and tissues, artificial intelligence, organ-on-a-chip technology, and other new approach methodologies.
The trends of real-term research funding since 2010

Money, money, money

There is an updated House of Commons library research briefing on student loan statistics.

The IfS have looked at the inflation rate and warned about the impact on student loans. Although this doesn’t change the position that graduate repayments are linked to salary and therefore a lot of this high interest will not be paid at all but will just increase the government write off, it is still unhelpful, because of applicant perceptions and risk aversion. And increasing the government write off doesn’t help their perception of the cost of HE either (see charts above).

English and Welsh graduates who took out a student loan since 2012 are in for a rollercoaster ride on student loan interest rates in the coming years. Today’s reading for RPI inflation means that the maximum interest rate, which is charged to current students and graduates earning more than £49,130, will rise from its current level of 4.5% to an eye-watering 12% for half a year unless policy changes (the interest rates for low earners will rise from 1.5% to 9%). This means that with a typical loan balance of around £50,000, a high-earning recent graduate would incur around £3,000 in interest over six months – more than even someone earning three times the median salary for recent graduates would usually repay during that time.
The maximum student loan interest rate is then likely to fall to around 7% in March 2023 and fluctuate between 7 and 9% for a year and a half; in September 2024, it is then predicted to fall to around 0% before rising again to around 5% in March 2025. These wild swings in interest rates will arise from the combination of high inflation and an interest rate cap that takes half a year to come into operation. Without the cap, maximum interest rates would be 12% throughout the 2022/23 academic year and around 13% in 2023/24. While interest rates affect all borrowers’ loan balances, they only affect actual repayments for the typically high-earning graduates that will pay off their loans.
This interest rate rollercoaster will cause problems. The way the interest rate cap currently operates disadvantages borrowers with falling debt balances for no good reason. Perhaps more importantly, sky-high interest rates may put some prospective students off going to university; some graduates will likely feel compelled to pay off their loans even when this has no benefit for them.

Fees and funding – Research Professional has an interview with Philip Augar.

Financial pinch: Wonkhe – Students from England beginning higher education courses in September will see the largest ever real-terms cut in a single year, according to analysis highlighted in the New Statesman. The real-terms cut in maintenance support of 7 per cent comes in addition to the continued freeze of the income threshold required to qualify for the maximum maintenance support. And a new blog on a related topic – For Claire Callender, proposals that limit eligibility for student loans undermine recent rhetoric on levelling-up.

There’s a Wonkhe blog by David Kernohan on “what happens when providers run out of money” looking at processes and some examples: “Market exit, in other words, has still not been normalised. As much as we might pretend that the invisible hand makes the decisions – provider monitoring, insolvency, and student support – the actuality of the process remains as messy and human as it ever was. The pre-OfS strategy – of selectively limiting provider borrowing, loosely controlling provider growth and shrinkage, and (yes!) selectively bailing out providers if this was needed to protect the interests of students or applicants – feels like a more honest approach.”

Levelling Up

The Institute for Government (IfG) published Will the levelling up missions help reduce regional inequality? concluding that the Government’s 12 levelling up ‘missions’ – targets to be achieved by 2030 across a range of policy areas from crime to health to housing – will not reduce regional inequality. The IfG finds that only four of the 12 missions are clear, ambitious and have appropriate metrics against which the government will measure and demonstrate progress by 2030. IfG state the other eight missions need to be recalibrated if they are to deliver on the government’s promises to level up the UK. The IfG also calls on the government to put the right systems in place to ensure that ministers and civil servants are held accountable for progress on the levelling up agenda. They believe the proposed Levelling Up Advisory Council cannot provide rigorous expert advice and scrutiny when it operates only at the discretion of the government and cannot perform independent analysis. And without any idea of which departments are leading the coordination of policy contributing to each mission, it will be harder to hold government accountable if things are off track.

The IfS press release summarises their main findings:

Five of the missions are not ambitious enough, meaning that little or no change would be needed to meet them. For example, one metric requires that pay increases in every region by 2030, but this is almost certain to happen regardless of policy.
Three missions are too ambitious to be realistic, which will also fail to inspire policy action. For example, meeting the target of 90% of students achieving the expected standard by age 11 will be virtually impossible.
Four of the missions do not define what success really looks like, making it hard for actors within and outside government to know what they need to do to make progress. For example, it is not clear what the government means by a ‘globally competitive city’, but one of the missions sets a target to have one in every region of the UK by 2030.
Two of the missions have too narrow a focus, and risk diverting attention and resources away from other outcomes that would contribute to levelling up.
One mission (on R&D spending) does not align with the overall objective of levelling up to reduce regional disparities.
Important objectives, such as simplifying funding for local government, are not currently part of the proposed metrics. Other metrics, such as those on pay and productivity, are due to be tracked only over large geographic regions despite the white paper acknowledging significant inequalities within these regions.

And while we are on the topic of levelling up, a key part of the government agenda is on part-time and mature students, with an ongoing consultation on the lifelong loan entitlement. There is a House of Commons research briefing on part-time students.

Schools, skills and qualifications

Universities working with schools: The OfS published an insight brief Schools, attainment and the role of higher education providing examples and commentary on some the work HE providers are already doing in schools to raise attainment. BU’s books and stories scheme is celebrated on page 5.

Raising the expectations(rather than simply the aspirations) of pupils and their parents, teachers and guardians. Findings from the formative evaluation of the Uni Connect programme show that 79% of participants who responded to the survey had increased expectations for the future, while 94% had better knowledge of higher education options.
Appointing ‘influencers’ and running dedicated open days and interactive events for pupils with experience of local authority care.
Sponsoring local schools, as 73 universities and colleges reported in their 2019-20 access and participation plans that they were doing or about to do. Some have set up maths schools, such as the Exeter Maths School sponsored by the University of Exeter and Exeter College. The Liverpool Institute of Performing Arts has incorporated a primary school and a sixth form college into its LIPA Learning Group. Bridgwater and Taunton College sponsors a multi-academy trust.
Running summer school programmes for school pupils. Evidence suggests that participating in summer schools is associated with greater confidence and increased aspiration, and with higher GCSE grades and rates of progression to higher education.
Programmes of intervention in schools to raise attainment. The Education Endowment Foundation has rated interventions related to metacognition and self-regulation as highly impactful, and some universities and charities take this approach to raising attainment. Others focus their interventions on improvements to subject knowledge or to grades and capabilities e.g. BU’s Books and Stories programme which increased the reading age of participants.
Supporting attainment at Level 3through Access to HE courses taught in further education colleges.
Providing initial teaching training and continuing professional development to teachers. The Sutton Trust found that ‘for poor pupils the difference between a good teacher and a bad teacher is a whole year’s learning’. A separate report also found six teacher characteristics associated with increased attainment, including a strong pedagogical knowledge. Evidence shows that high quality continuing professional development has an average effect on pupil attainment equivalent to a month of extra learning.
Broadening the available routes into higher education to include short courses and apprenticeships. Over 100 universities and colleges offer degree apprenticeships, but some young people lack the knowledge to make an informed choice. With strategic partnerships, providers can show how diverse the sector is and help young people to choose a path to a successful career.
Staff and alumni involvement in school governor structures. For example, the University of Manchester has a longstanding staff and alumni school governor initiative. The university recently conducted an impact study showing that, if all universities in England and Wales adopted the initiative, they could fill more than 10 per cent of the current nationwide school governor vacancies.
Access and outreach work, which is often collaborative and can contain elements of raising attainment. For example, in the National Outreach Coverage project, between 2017-18 and 2019-20 over 80,000 activities related to skills and attainment were reported through tracking services in England.

New Government dashboard for pupils: Skills Minister, Alex Burghart, spoke at a Policy Exchange event stating that the new ‘Unit for Future Skills’ will begin publishing data in April. The Unit was announced in the Levelling Up White paper and is expected to be cross-government, publicly accessible, and produce information on local skills demand, future skills needs of businesses and the pathways between training and good jobs. A DfE spokesperson told news outlet FE Week that the unit would take over the work of the DfE’s skills and productivity board once its schedule of reports had been completed.

Data provided through a central-government dashboard will inform prospective learners whether peers taking a certain qualification in health and social care go on to work in health and social care, or whether they ultimately work in retail. The Government hopes the dashboard will improve the quality of information available to school pupils.

In response to a question from the audience about the timescales attached to the UFS, the minister said his department will be starting to release data this month, but was keen to stress that it will be on an “iterative basis” and so would only be “an indicator of the sorts of things we can start doing over time.”

Burghart also commented that a reduction in undergraduate numbers would be a good thing.

Perceptions of post-18 study are shifting. And they are shifting I think for the better.
I would not be at all surprised if, in 10 years’ time, many more people are choosing to become apprentices after leaving school or college – and that the consequence of this may be that there are slightly fewer undergraduates. I consider that to be a good thing. Now, I believe in the importance of universities and the power of university degrees. But I know they are not the be all and end all.
As I said at the start, I taught and lectured for a number of years in some wonderful universities. I was lucky enough to teach some very bright people. But it was clear that not all of them wanted to be at university, a number were there by default, because their parents wanted them to be there, or because they felt they had no other ladders to a good career.
Apprenticeships have the potential to create some of those other ladders. In doing so, they can help to transform opportunity. The chance to earn while you learn, to get a three-year head start on your undergraduate friends in the workplace, to build networks, experience, to not run up debt. They are surely a huge part of the future of skills.

Careers advice: The Social Market Foundation (SMF) published new research demonstrating that careers advice and guidance risks entrenching inequality by steering people towards different educational and employment options according to their parents’ income and background. The report examines school leavers and adult learners’ experiences of careers information, advice and guidance (IAG) in England. SMF say it presents new evidence on the way that people engage with IAG and they make a number of policy recommendations to increase the personalisation, accountability, and accessibility of IAG.

Key findings:

The shape and quality of IAG services is patchy, varying substantially across and within schools and colleges
Support for those pursuing vocational options tends to be weaker, with students carried towards university by inertia
People tend to favour anecdotal information over hard data, but even those using formal information make limited use of government sources
There is a mismatch between the grand ambitions of IAG, and what users expect from it. Careers professionals view it as long-term career planning and skills development, whereas receivers tend to just want help with the next step.
Adults are largely unaware of IAG services and face significant barriers to accessing them

Six actions policymakers can take:

Ensure every school leaver receives a minimum level of personalised careers support by offering an entitlement to three one-to-one sessions.
Add careers provision to the four ‘key judgements’ on which schools are graded in Ofsted inspections.
Set the Careers and Enterprise Company the objective of tackling inequalities between schools in the level and quality of information, advice and guidance.
Aim to ensure all apprenticeship opportunities are listed on the UCAS system, perhaps by establishing and integrating local platforms.
Partner with trusted private apps and websites to ensure official government data and information is easily accessible.
Engage in a large-scale outreach programme promoting adult education and careers services.

There’s a Wonkhe blog on careers support here from Jon down of Grit Breakthrough programmes:

98 per cent of careers professionals in universitiesfeel students do not engage with career development activities and 27 per cent of students believe that the biggest obstacle to future career success is not knowing what field to go into.
.. If we are to drive up engagement with career development activities, it seems clear that universities need to give thought to supporting students develop the confidence to make full use of their employability offers. As a starting point, this might include:
- Creating experiences that raise young people’s self-awareness so they can articulate their unique combination of knowledge, experience, and attributes, and the contribution they can make.
- Coaching students to arrive at their own goals and support them in building the resources to achieve them, rather than simply imparting information, guidance, and advice.
- Reframing support so it is not all about finding a lifeline in a crisis but instead is about gathering what you need to be a success

T level criticism: The completion of the Bill won’t be popular with all. Lord Baker has spoken out to criticism the current T levels as too academic and not serving important elements of the UK population. Lord Baker is a former secretary of state for education and science (1986-1989) and was integral to the introduction of GCSE exams.

During a select committee hearing Lord Baker stated that the Schools White Paper should have promoted a skills-rich curriculum, as well as one that focused on knowledge. He outlined his surprise at how modest the paper was, with the focus centring on the improvement of literacy and numeracy, and stated he did not agree with the idea of raising the goal of the average grade to 5 from 4.5 as that would further disadvantage certain students.

On T levels Lord Baker explained that they had introduced new T Levels at his University Technical Colleges 18 months ago, and that his trust had found they were more suited to academically able students. He highlighted to the Committee that of the ten pupils who started, three dropped out because they weren’t academically up to it, and they were people who got below a seven in GCSEs. He went on to assert that he thought the T Levels were suited to students who were achieving above a seven in GCSE.

Lord Baker emphasised that education policy should be focused on the “bottom third” of students across the country who do not pass GCSE English and maths (at level 4 or above), and that there had been no progress for this group for over a decade. He added that the curriculum reforms introduced by former education secretary Michael Gove from 2014 had not improved outcomes for low-attaining students and stated this was one of the reasons why youth unemployment in the UK was double that of Germany.

Overall his view is that T levels are not suited to over a third of the UK child population and result in drop outs. – a blot on the Government’s quality landscape, particularly at a time when they are pushing regulators to threaten punitive action for HE providers with higher dropout rates.

Meanwhile Wonkhe covered a new apprenticeships report: the apprenticeships system favours those from professional backgrounds and wealthy areas, according to a report published by think tank Onward. The research identifies a reduction in the number of people taking entry-level apprenticeships as businesses use their levy funds to support existing staff. The report’s recommendations include fully funding apprenticeships for those aged 16-18, giving mayors more responsibility to support SMEs to take on apprentices, and providing financial incentives for businesses to take on new apprentices.

And with all that in mind, the Skills and Post-16 Education Bill finally passed: Last week we highlighted that the prorogation of Parliament would mean all Bills that weren’t finalised would have to navigate a carry over process to avoid being lost. One hanging in the balance was the Skills and Post-16 Education Bill – stuck in the “ping pong” tussle between the Lords and the Commons over the withdrawal of BTEC qualifications. The Government heaved a sigh of relief as, at the last minute, the Lords conceded and dropped the disagreement over Amendment 15B which called for a 3-year wait before removing funding from applied level 3 qualifications (BTECs). Government Education Minister, Baroness Barran, calmed the discontent by playing down the implications and making small concessions. Key points from her speech:

Last November, the Education Secretary announced an additional year before funding would be removed from qualifications that overlap with T Levels, and the government have also removed the English and maths exit requirement from T Levels
A further delay will not benefit providers, AOs, employers or students – stakeholders need clarity on implementation timescales
Applied generals, such as BTECs, will have an important role to play alongside T Levels
To be approved for funding in future, quals will need to meet new “quality and necessity” criteria – students will be able to continue to take Applied Generals, including BTECs, alongside A Levels, as part of a mixed programme
Stressed they were not creating a binary system, but wanted students to be able to choose from a high-quality mixed system
Around 1,800 qualifications have low or no enrolments and will therefore have funding removed from August 2022
The next phase of reforms will be to consider qualifications that overlap with T Levels – they anticipate they will remove funding for “just a small proportion” of the total Level 3 offer, including BTECS: “This will be significantly less than half” she added
Expect to publish the list in due course, and there will be an opportunity for awarding organisations to appeal a quals inclusion on the list.
Qualifications identified as overlapping with waves 1 and 2 of T Levels will not have funding removed until 2024/25.
Qualifications identified as overlapping with waves 3 and 4 of T Levels will not have funding removed until 2025/26.
Employers will now have the opportunity to say if they believe quals support entry to occupations not covered by T Levels.
The new Unit for Future Skills, announced in the Levelling Up White Paper, will have a role to play in gathering evidence and regularly assessing the quality of qualifications.

All Peers also received a letter from the Education Secretary stating that all qualifications, including BTECs, have an important role to play in the education ecosystem, and appeared to ease off on the A Level/T Level binary approach. Lord Blunkett, the architect of the troublesome amendment welcomed the Government’s small concessions. In short, this means the Skills Bill now awaits the Royal Assent rubber stamp and will become an Act of Parliament.

Anti-Semitism

Wonkhe: Lord John Mann has been appointed to set up a new task force of senior ministers and MPs to look into the treatment of Jewish students in UK universities. Speaking at the Jerusalem Post London conference yesterday, Mann said the working group would “listen” to the voices of Jewish students. Justice minister Lord Wolfson also spoke at the conference, insisting that the IHRA definition of antisemitism does not shut down free speech. Jewish News has the story.

Wonkhe also report on The Times coverage that higher and further education minister Michelle Donelan is “considering a range of possible measures” against NUS following concerns about antisemitism within the organisation. Jewish News cover the calls from Lord Mann to not recognise NUS as the representative of student voice if things do not change, and an open letter from Lancaster University’s Students’ Union expressing concern over antisemitism in NUS. The NUS have published a statement here.

Access & Participation

Parliamentary Question: the benefits of students having at least one family member who attended university, and whether it should be declared on applications if someone is a first generation HE student.

Disabled Students’ Commission

Wonkhe report on the Disabled Students’ Commission publication of its second annual report: It reports a degree awarding gap for disabled students of 1.1 per cent in 2020-21 – driving a Commission focus on improving the disabled student experience. The report highlights the ongoing challenges faced by disabled students, and recommends increased consultation and communication with students, consistent approaches to support across and between higher education providers, more flexibility in teaching, learning, and assessment, and offering certainty for disabled students that they will get the support they need.

Disability Voice Blog: Wonkhe inform that the blog of the Association of National Teaching Fellows (NTF) has a piece on amplifying disabled student voices.

Other news

Graduate outcomes: an interesting blog by Charlie Ball of JISC on Wonkhe. In the light of all the government talk about poor graduate outcomes …how we can be in a situation where one group of stakeholders can hold the view that there are too many people going to university, and others can have spent many years worrying that they cannot find the graduates that they need to thrive.. Well, yes, good question. The suggested answer is that we need more data.

Dropping out: Wonkhe have a quick write up following DfE drop out news – Higher and further education minister Michelle Donelan has written on the DfE’s Education Hub blog about how the drop-out rates of students in the 2019-20 cohort has fallen below ten per cent for the first time. However, Donelan attributes this to the government’s recent push to drive up quality. On Wonk Corner, DK questions how recent policy announcements could have impacted on events in the past.

Admissions: In the context of the new UUK admissions code, there is a Wonkhe blog: Do applicants who end up on a course generally meet the entry requirements of that course? Jane White shares evidence that very often this is not the case

Hygge: A neat piece from Wonkhe on the benefits of the Danish hygge for students.

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March 18, 2019

HE policy update for the w/e 15th March 2019

EU, Funding opportunities, Impact, Industry collaboration, Knowledge Exchange, Knowledge Transfer, policy, Public engagement, Research news, Student Engagement jforster

A lively week in Westminster although not much specifically for HE – the Spring Statement had a few good news stories for us, although it’s all provisional because of Brexit, and of course that is the real story of the week. In fact not much has changed, the end result of the votes is as expected i.e. Parliament still didn’t want the deal as it stood, doesn’t want no deal and realises an extension is inevitable. No change there then. And there is some actual HE policy news too…

A big week for the KEF?

It was the closing date for the Research England consultation on the KEF metrics and reporting this week – you can read BU’s response here. Research England reported that they had received more than 150 responses to the consultation.

Spring Statement

Here’s a Treasury summary of the Chancellor’s Spring Statement. You can read more detail here.

In HE specific news, Brexit permitting, the comprehensive spending review will start before the Summer recess and complete in the Autumn, and Augar “will report shortly”. [Chris Skidmore told parliament this week that there had been more than 400 responses to the call for evidence for the Augar review]

PHD level roles will be completely exempt from the visa cap:
“research institutes and innovating businesses will benefit from an exemption for PhD-level occupations from the cap on high-skilled visas from this autumn. Overseas research activity will also count as residence in the UK for the purpose of applying for settlement, meaning researchers will no longer be unfairly penalised for time spent overseas conducting vital fieldwork”
“Apprenticeship Levy – Budget 2018 announced that the co-investment rate will be halved from 10% to 5%, and the amount employers can transfer to their supply chains would increase to 25%. These changes will now take effect from April 2019.”
“International Education Strategy – A strategy, to be launched by the Departments for Education and for International Trade, which will help to strengthen our position at the forefront of global education.”
“International Research and Innovation Strategy – A strategy setting out the government’s ambition to ensure the UK retains its place as a global partner of choice for science and innovation collaboration. As a first step in implementing this, the government has launched an independent review to assess and make recommendations on our future frameworks for international collaboration.”
Science and technology investment:
Today, I am allocating over £200 million in cutting-edge infrastructure to support our world-leading scientists, innovators and industry. These investments, which underpin the government’s ambition to raise economy-wide investment in R&D to 2.4% of GDP by 2027 and drive progress against the Grand Challenges, such as healthy ageing and the AI and data revolution, include: Photonics – Allocating £81 million to a national Extreme Photonics Application Centre in Oxfordshire. This centre will help researchers and industry better understand the composition of new materials and how they behave in different conditions.
Bioinformatics – Investing £45 million in a critical upgrade to data storage cloud computing infrastructure at the European Bioinformatics Institute in Cambridgeshire, to support researchers using big data to drive genetic research. Supercomputers: Archer funding – Allocating £79 million to a new UK supercomputer (ARCHER 2) which will replace the current national high-performance computing platform (ARCHER), providing researchers with a fivefold increase in computing capacity. Joint European Torus (JET) Funding (Fusion) – Setting aside up to £60 million to confirm funding is guaranteed for the facility over 2019/20

Meanwhile, ahead of Augar, 50 per cent of students have reported that they struggle to pay rent, according to the 2019 National Student Accommodation Survey.

This year, 1 in 2 students (50%) say they struggle to pay rent. This is a staggering number – yet the consequences are even more concerning.
Almost two-thirds of you (63%) say the cost of accommodation negatively affects your mental health. More than a third add that money worries affect their studies. Again, these figures are higher than a year ago.
The average student rent is £125/week (£541/month). Hang on to your hats: that’s less than last year.
In a blow for affordability, we’ve found that almost half of the UK has average rents higher than the Maintenance Loan on offer. In other words, once you’ve paid rent, you might not have enough left to pay for food or bills.

The House of Commons library issued a briefing paper – the background in 7 charts

And the Office for Budget Responsibility (the OBR) has issued reports and updates alongside the Statement.

Access and Participation

The OfS have published an A-Z of effective practice for universities and colleges to use alongside the guidance on how to prepare access and participation plans.

And looking in more detail at recently released HESA data, David Kernohan has looked at disability on Wonkhe

We only have data on students that declare their disability to their institution – many choose not to – and we generally (at a top level) get no information on the type or severity of such disability. As legislation puts a duty on providers to make adjustments for students with disabilities before it is notified of these disabilities, it is likely that some types of disability (where significant and specific support is needed) are over-represented in these figures and that others that may be less visible are under-represented.

International Students

MillionPlus have published a report arguing for a new system for student visas, concluding that the current Tier 4 visa application system for international students is overly complex, bureaucratic, and too often arbitrary and subjective in its outcome.

From Dods: Main Criticisms:

The process can be long-winded for the applicant, as well as highly resource intensive for universities and UKVI
The current maximum rate of refusal by Entry Clearance Officer (ECO) is 10%, for all Confirmation of Acceptance of Study (CAS) issued. This system means that universities can have a major source of investment stopped owing to decisions made largely outside of their control, which severely limits institutional willingness to expand provision into potential growth markets. The logical extension of this is that universities act with enormous caution in many parts of the world, or even scale back from overseas operations in those places.
Not all credibility interviews are problematic, but therein lies part of the problem. Either there is a degree of randomness within the system throwing up poor decision making or there is some level of bias embedded within the decision-making process. Neither of these options are a good advert for this system

Therefore, the current system, they argue, is letting too many prospective international students down, and for too many universities it can bring unpredictability and limit their ability to grow in many parts of the world.

Proposals for Reform:

Provisional Visa: A potential student could apply first to UKVI, not the university. UKVI would assess their visa eligibility, based on publicly available assessment criteria as decided by the Home Office. If they are then judged to be a genuine applicant, with the means to undertake a course, they would be issued with a provisional visa (out-of-country). The applicant could then formally apply to a university. The benefits of this proposal would mean the removal of the threat of licence revocation for providers, enable growth to continue in line with government ambitions, whilst maintaining compliance standards

Streamline and Contextualise the Compliance Regime: The Home Office should firstly look to phase out the Tier 4 credibility interview process. Removing the credibility interview would remove a layer of unnecessary bureaucracy and subjectivity. The government should also have a more fundamental re-evaluation of the way it understands and measures compliance and remove some of the arbitrary and counter-productive parts of the current framework.

The 10% maximum refusal rate should also be removed, focusing instead on reasonable and proportionate enforcement designed to combat any real abuse of the system. Under such a system a university would meet at pre-set intervals with UKVI to provide information on compliance and would be assessed on all necessary measures (be they refusal rate, enrolment rate, completion rates etc.) in a more holistic and rounded way.

Conclusion:

To make the most of a post-Brexit world the UK’s Tier 4 visa application process needs to change at this point more than ever. If we can take up the challenges the UK faces and grasp the opportunities for expanding international education, we can achieve our shared aspirations to boost this critical export sector. Universities across the UK, and modern universities in particular, are perfectly placed to expand into new markets, unlock fresh potential and improve the student experience.

Part Time Distance Maintenance Loans – shelved

The intention to offer part time distance maintenance loans has been currently shelved because low numbers make the scheme economically unviable:

Q – Sir John Hayes: To ask the Secretary of State for Education, when his Department plans to make distance-learning maintenance loans available. (LINK)

A – Chris Skidmore:

The Department for Education had forecast that 20,000 part-time maintenance loans would be issued for the 2018-19 academic year. Further information can be found in Table 2.
In January 2019, the Student Loans Company (SLC) published early in-year data on the payments of maintenance loans to part-time students domiciled in England. At the end of December 2019, 2,700 students had been paid a part-time maintenance loan. Further information can be found in Table 7F.
The number of part-time maintenance loans issued was lower than had been forecast at this point in the academic year cycle and the demand for a loan product aimed at part-time distance learners is therefore unlikely to be high enough to make the introduction of such a loan economically viable.
In light of this, I have decided not to extend maintenance loans to distance leaners in academic year 2019/20. The government remains committed to tackling the decline in part-time undergraduate higher education. In particular, the Review of Post-18 Education and Funding is considering how we can encourage learning that is more flexible, including part-time and distance learning. The review will report this year. The SLC will publish guidance relating to part-time maintenance in advance of the application process opening later this year.

Care leavers

From Dods: Under Secretary of State for Children and Families, and Universities Minister Chris Skidmore have issued a joint Written Ministerial Statement, on supporting care leavers in Higher Education. This includes a set of principles for Higher Education providers to consider in their offer to care leavers to help increase the number of students in care accessing higher education and ensure that care leavers in HE are given the support they need to succeed.

Outreach and local authority relationships: Engagement with looked after children should be a key feature of outreach work and should begin at as early an age as possible.
Accommodation support: HE providers should seek to provide priority access and continuous 365 days a year accommodation, preferably subsidised by the institution.
Financial support: HE providers should provide financial support to help with the costs of accommodation, associated study costs and access to social activities to support inclusion and a quality student experience.
Designated member of staff: HE providers should identify at least one designated member of staff to support care leavers.
Offer on website
Support networks: Loneliness and isolation are among the biggest problems reported by care leavers. Encouragement and facilitation of support networks for care leavers within the institution is therefore critical to retention.
Careers Advice.

The Department for Education has issued a press release on the need for culture change at universities. This states that the new Higher Education Principles published today set out how universities – especially the most selective and best-resourced – should do more for young people leaving care by providing them with personal support through buddy systems as well as giving them money for course materials and to fully experience student life.

Children and Families Minister Nadhim Zahawi said: Far too many young people leaving care are missing out on opportunities that their peers take for granted. Many universities are already improving their offers to care leavers, through our Care Leaver Covenant and beyond, but I want this to become the norm – not the exception.
Universities Minister Chris Skidmore said: The access and participation work done by universities must ensure all parts of society have fair access, especially for care leavers. But a place at university is only the start and universities must also focus on supporting young people to make the most out of their course and ultimately secure employment in the future.

Brexit

Well, for any other politics geeks (sorry, policy wonks) out there it has been an exciting week. Whole families have been glued to Parliament TV – and not just mine, apparently. It was real soap opera.

And we’re all learning so much about Parliamentary procedure. It was hugely confusing.

Motions that were difficult to understand in the first place because of cross references and Parliamentary language
Amendments that made no sense on their own, and amendments to amendments.
An amendment that was withdrawn by the person who tabled it, only to be reinstated by a co-signatory (and passed)
And then of course the drama on Wednesday night when MPs amended (against the government) the motion on no deal that was meant to be a free vote for the Conservative Party, at which point the government stopped liking it after all and issued a three line whip against it. Of course this follows the muddle a few weeks ago when the government backed (and whipped members to support) the Brady amendment against its own motion
Amendments that would have allowed space for things that lots of people wanted, but did not vote for, because their party whipped against it or because “it was the wrong time” – e.g. the second referendum.
The government choosing to allow a free vote on some amendments but not others – and then not sacking people who voted or abstained in the face of a three line whip, even senior members of the Cabinet. To be fair, it does seem highly unreasonable to allow no-deal supporting Ministers a free vote, but not the Ministers who want to prevent a no deal exit. And after all the fuss and outrage about Greg Clark and the rest abstaining on Wednesday, 7 leading Brexiteer Ministers defied the whip themselves on Thursday and actually voted against the government. Oh dear.

There was an awful lot of emotion. There were rebels all over the place – only one Minister and one Shadow Minister resigned despite many more ignoring their whips in both parties. Enraged MPs are talking of the complete failure of party discipline. “Incandescent” seems to have been the word of the week, alongside “betrayal” and “chaos”.

The immensely powerful role of the Speaker has been highlighted – he gets to pick which amendments are voted on from the long lists that are submitted, and apparently could even refuse to allow a Meaningful Vote 3 next week because of a 19^th century rule that you can’t ask MPs to vote on the same motion more than once in the same session. But he’ll have to find a way round that. No matter what people think of the deal, if there is a chance of it passing it has to be given – can anyone imagine defending a system that made us leave the EU without a deal because of Parliamentary protocol? If it is voted down, that’s one thing, but refusing to have the vote would surely be bizarre.

If you are reading this on Monday it is quite possible that over the weekend the Attorney General will have changed his legal advice based on an obscure rule that someone has dragged up, that the DUP and the ERG will have found a face-saving way to back down, and the deal will be heading towards approval on 19th or 20^th March. Or else positions will have hardened. Either way, there it seems highly likely now that there will be a delay to Brexit, short or long. But as of Friday, whether we will leave with a deal or not is very much up in the air.

No wonder the Europeans think we’re mad.

So on a more positive not, our Minister, Chris Skidmore has an article in The House, Parliament’s Magazine “This Brexit deal is fantastic for science”.

It is no secret that many in the science and higher education industries had and continue to have concerns over the UK’s exit from the EU. Skidmore, who voted Remain, is optimistic about the future, but does not want Britain to take its eye off the ball.
“From my historical perspective, my concern is that we have this heads down moment looking at Brexit, but those clouds will pass, and we need to be prepared to sell a vision, to be able to implement a vision going forwards. That’s why in this role science is absolutely critical, not just in terms of making sure we put together an effective international strategy, working with our European partners and our international partners and really creating a new vision for where Britain sees its role in the world,” he says.
To crack on with addressing these issues, Skidmore has a solution; back Theresa May’s Brexit deal. “It’s fantastic for science, it’s fantastic for universities, it’s fantastic for collaboration,” he says. “At the same time, we want to then look at where we diverge. It’s those moments of diversion, it’s the opportunity to be able to work outside of structures that we’ve previously been committed to.”
Should the Prime Minister’s deal be ratified, the UK would continue to participate in the EU’s flagship programme for research and innovation, Horizon 2020, and its international mobility programme, Erasmus+. The UK is a net receiver in funding for Horizon 2020, having put in £4bn and received £5.7bn back.
“So, when people talk about the £39bn being some kind of gift to the EU, it’s not,” Skidmore says about the so-called divorce bill. “A significant proportion of that money covers my brief, and I’m keen to demonstrate and communicate the continued value of why we need to do these things.”
But there is uncertainty about the UK’s continued participation in the follow up programmes after 2020. The Government’s mission, Skidmore continues, is to associate to Horizon Europe, the successor to Horizon 2020. Negotiations for associate membership (the UK will no longer be full members after Brexit) will begin later this year.
In a bid to diversify investment streams, Skidmore announces plans to review establishing a new international fund for research. The Government has asked Sir Adrian Smith, the director of the Alan Turing institute, to look at how the fund would work in practice. The consultation would involve national academies, UK Research and Innovation and the science community. Skidmore says the fund could help Britain meet its pledge to spend 2.4% of GDP on research and development by 2027. “We know that our reputation for research and our tertiary education brand is incredibly strong – we need to strengthen it. So, these funds I see supplementing our opportunity to associate with Horizon Europe,” he says. Skidmore is also hopeful of receiving a “good deal for science” at the upcoming spending review.
From his talks with European counterparts, Skidmore believes there is a “genuine degree of warmth” towards the UK’s continuation in the follow up programmes to Horizon 2020 and Erasmus+. “The question will be with a new Horizon Europe programme and new regulations, is there a new form of association. Part of the future political declaration, I’m really keen to explore how can we create the closest possible links,” he answers.
…The Government has sought to reduce uncertainty over no-deal by pledging to underwrite funding for UK participants in Erasmus and Horizon projects until the end of 2020. Skidmore has written to fellow EU ministers outlining the UK’s guarantees. But in a no deal Brexit, firms would not be eligible to receive money from three of the EU’s major funding programmes; the European Research Council, Marie Sklodowska-Curie and SME Instrument Grants, which account for 44% of the total EU science money Britain receives.
“I’m continuing to work with the Treasury to be in contact with them about sort of what mitigating opportunities there will be,” Skidmore says. “I’ve been open and honest about that and partly some of the work we want to take forward with Adrian Smith on the international fund is what is a replacement to the ERC.” No deal would be “very difficult” for the science community, Skidmore concedes. But he has faith in the Government’s preparedness for the scenario – he has spent the morning passing statutory instruments before we meet – and once more champions the PM’s Brexit agreement.
…Beyond funding, concerns in the science and higher education industry centre on access to talent and the continued flow of researchers into the UK. ..Skidmore points to recent UCAS application figures showing a record number (63,690) of students from outside the EU applying to UK institutions this year, an increase of 9%. He also highlights the latest QS World University statistics, with the UK in first place in 13 out of 48 subject rankings, three higher than a year earlier.
“I don’t want there to be a corrosive effect where people start talking down the UK and that makes the international assumptions that somehow there is a problem here. We are investing more money than ever before in science, research and development, more than the last 40 years. An extra £7bn has gone in between 2016 and 2021,” he says.
Turning to the immigration white paper, Skidmore says the Government must “allow for mobility in the science sector”. Is he calling for workers to be given a special status? “Well, it’s whether you have a special status or whether you look at the salary cap,” he says, referring to the proposed £30,000 immigrant salary threshold. “If there is anything to be taken away from this, it’s to make sure that we keep the UK in a place where we are competing against China, Canada and Australia for student places.”

In the meantime, no deal preparations are continuing. On Wednesday by 3pm I had received 51 Brexit e-mails from the government….

The government has set out its approach to avoiding a hard border between Northern Ireland and Ireland if the UK leaves the EU without a deal on 29 March.

Today we are confirming a strictly unilateral, temporary approach to checks, processes and tariffs in Northern Ireland. …The UK government would not introduce any new checks or controls on goods at the land border between Ireland and Northern Ireland, including no customs requirements for nearly all goods.
The UK temporary import tariff announced today would therefore not apply to goods crossing from Ireland into Northern Ireland. We would only apply a small number of measures strictly necessary to comply with international legal obligations, protect the biosecurity of the island of Ireland, or to avoid the highest risks to Northern Ireland businesses – but these measures would not require checks at the border.

In preparation for the no-deal scenario, the government have announced their plans for tariffs that would apply. The government has announced that most imports into the UK would not attract a tariff in the event of a no-deal Brexit.

The BBC cover the story (Industry bodies and businesses are still poring over the 1,477-page document which outlines the new plan)

Under a temporary scheme 87% of imports by value would be eligible for zero-tariff access. At the moment 80% of imports are tariff free.
Tariffs would be maintained to protect some industries, including agriculture. Beef, lamb, poultry and some dairy products would receive protection.
A tariff is a tax applied to goods that are traded on international markets. In the great majority of cases, tariffs are applied to imported goods by the country importing them. But there can also be tariffs on exported goods.
…The new tariff regime would mark a shift in favour of products from non-EU countries. It would mean 82% of imports from the EU would be tariff-free, down from 100% now.
92% percent of imports from the rest of the world would pay no border duty, up from 56%.
…Imports of cars from the EU will have a tariff of 10% applied, which would add £1,500 to a typical family car.
…The National Farmers’ Union President, Minette Batters, said that eggs, cereals, fruit and vegetables would not receive any protection under the plans. The plans would see the current tariff rate on oranges cut from 16% to 0%, the rate for onions down from 9.6% to 0% and the tariff on imported televisions down from 14% to 0%.

The British Chamber of Commerce said:

“If the tariffs announced today were to come into effect, there would be winners and losers across UK industry overnight. The abruptness of changes to tariff rates in the event of a no-deal exit from the EU would be an unwelcome shock to many of the businesses affected.
“If the government were to bring these tariffs into effect on March 30, the move would also have the potential to cede negotiating leverage in future trade talks.
“While ministers have clearly listened to our arguments and maintained targeted protection in some areas, overall there has not been enough consultation, preparation or planning to support the firms and communities that could find themselves at the end of a sudden shift in tariffs. As MPs vote tonight, this is yet another reason why they must act to avoid a messy and disorderly exit from the EU on March 29.”

Other news

T levels: text This House of Commons Library briefing paper is a great catch up on the T levels basics. The executive summary follows (or to read in full click this link then scroll to the bottom of the page for the PDF download link). Under the reforms, a new technical education option will be created to sit alongside the academic option (e.g. A Levels and a degree). The technical option will comprise 15 routes based around occupations with shared training requirements. Some routes will be further sub-divided, with closely-related occupations grouped together into pathways.

The technical option will be delivered by a combination of college-based education and apprenticeships, with four of the 15 routes delivered primarily through apprenticeships.

New level 3 study programmes – T Levels – will be created to sit at the start of technical routes (apart from the four apprenticeship only routes), with a T Level for each pathway (i.e. some routes will have more than one T Level). They will be primarily aimed at 16 year olds. The Government intends to develop a ‘transition year’ for those students who are not ready to start a T Level at age 16, but who could achieve one by age 19.

T Levels will be equivalent to a 3 A Level programmes and will, on average, consist of 1800 hours studied full-time over two years – around 50% more than the average 16-19 study programme at present. They will all follow the same broad framework and will consist of five components:

A technical qualification
An industry placement with an employer of between 45 and 60 days
Maths, English and digital requirements
Any other occupation-specific requirements/qualifications (e.g. a license to practise).
Any further employability, enrichment and pastoral provision.

Three T Levels within the construction, digital, and education and childcare routes will be delivered at small number of providers from September 2020. A further seven T Levels will be available from September 2021, with the reminder rolled out from September 2022 onwards. The Government’s current aim is for all T Levels to be introduced by September 2023.

T Levels will not be available in all subjects where level 3 qualifications exist. The Government has stated that it will carry out a review of post-16 qualifications at level 3 and below (excluding A Levels and GCSEs), with the aim of simplifying the current qualification landscape.

It is intended that the technical option will extend from T Levels up to higher skill levels, and the Government is currently conducting a review looking at how technical qualifications at level four and five can better meet the needs of learners.

Professor Julia Buckingham CBE elected next President of Universities UK. Professor Julia Buckingham CBE, Vice-Chancellor and President of Brunel University London, has today been elected as the next President of Universities UK following a ballot of Universities UK’s members. She will succeed the current President, Professor Dame Janet Beer DBE, Vice-Chancellor of the University of Liverpool, from 1 August 2019 and will hold the post for two years. Please find more information here.

Defence recruit STEM grads: STEM graduates are targeted in a new Ministry of Defence initiative. Mark Lancaster, Defence Minister, issued a written statement outlining the new recruitment campaign. He stated:

In an increasingly complex and technologically driven world, the need for talented individuals with a wide variety of Science, Technology, Engineering and Mathematics (STEM) skills has never been greater. They will be central to developing, maintaining and exploiting our current and future military capabilities, to help Defence stay at the leading edge of technological change. Through their contribution to innovation and experimentation, to harness new technologies, we will be better prepared to meet the challenges and threats of today and tomorrow.
Defence has been reviewing its STEM graduate requirement and will put in place a new, targeted scheme to recruit undergraduates in related subjects; the STEM Graduate Inflow Scheme (SGIS). This scheme has been designed to significantly increase the number of STEM graduates brought into Defence and the variety of STEM disciplines they are from. It will be open to undergraduates across all UK Universities and be supported by a competitive financial package. The new scheme will also be more flexible and enable Defence to adapt quickly to future changes in requirement.
The new scheme will replace the current Defence Technical Officer and Engineer Entry Scheme…Defence needs to increase numbers well beyond the current scheme’s ability to deliver, and it needs to be more responsive and agile to succeed in an increasingly competitive market for STEM graduates in the UK and globally.

Transition from the current arrangements to the new STEM Graduate Inflow Scheme will take place incrementally over a 5-year period.

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October 26, 2018

HE Policy Update for w/e 26 October 2018

Knowledge Exchange, policy, Research news carters

To read the policy update in full with the infographics click here or continue to read below without the infographics for widening participation.

It’s been a busy week for activity in Parliament along with several new reports published, including the subject level TEF details and a focus on part time and flexible provision. Meanwhile the sector continues to lobbying efforts in hope of influencing the forthcoming outcomes of the Review of post-18 Education and Funding. It’s a bumper update this week so do scan through to read the sections of most interest to your role.

TEF and Grade Inflation

Grade Inflation

Sam Gyimah spoke on Monday to outline a new measure to discourage grade inflation within HE institutions which will be piloted through the second year of TEF subject level pilots. The DfE news story states:

Announcing a second year of pilots to move subject-level TEF a step closer, Sam Gyimah confirmed today that these will also look at grade inflation, with TEF panellists reviewing evidence to see whether universities are taking a responsible approach to degree grading and not awarding excessive numbers of firsts and 2:1s. It means a university’s provider-level rating of gold, silver or bronze will take their approach to tackling grade inflation into account.

Grade inflation will be an important feature of the criteria considered alongside how a university is stretching its students through course design and assessment, and through their ability to develop independence, knowledge and skills that reflect their full potential. It forms a key part of the government’s commitment to delivering real choice for prospective students.

This is one of the first measures taken by the government to tackle grade inflation, with the plans confirmed in the government’s response to the subject-level TEF consultation.

In the last five years alone, figures from the Higher Education Stats Authority show the proportion of graduates who gained a first class degree has increased from 18% in 2012/13 to 26% in 2016/17, which means over a quarter of graduates are now securing the top grade.

Despite Gyimah’s speech the grade inflation presence within the subject level TEF pilot will be light touch this year because of the level of opposition to the metric during the consultation process:

Grade inflation is an important issue and the Government is committed to ensuring it is addressed so that students and employers can have confidence in the value of higher education qualifications. It was one of the more contentious topics in the consultation. In response to the question posed, the consultation demonstrated support for our proposal to apply the grade inflation metric only at provider-level and we will therefore maintain this approach. We acknowledge however that challenges to the grade inflation metric were raised in both the consultation and pilot findings. While almost half of respondents agreed to our proposal, many respondents also stated that they did not support the continued use of this metric in the TEF at any level and the pilot found the metric was limited in its current form. To address these concerns, the OfS will use the second year of the subject-level pilots to test some refinements to the grade inflation metric, exploring how it can be improved. This includes presenting additional data such as trends in prior attainment alongside the grade inflation data to help panels better account for other factors that might influence grades. (Pages 6-7 of Government’s response link.)

Research Professional write about the removal of the ‘contentious’ teaching intensity measure.

Conservative Women have an article by Chris McGovern supporting Gyimah’s plans to address grade inflation. While the BBC considers: Does it matter what degree grade you get?

Subject level TEF

The Government issued its analysis and response to the subject-level TEF consultation. The first year of subject level TEF pilots have concluded (read the findings here). The second year pilots are underway; their design is based on the outcomes from the first pilots and the subject level TEF consultation.

While the second year of subject-level TEF pilots runs the Independent TEF Review (required by the Higher Education and Research Act 2017) will also take place. The Government expects this timing will allow full implementation of subject-level TEF for 2019/20. The subject-level pilots will trial the introduction of LEO (Longitudinal Educational Outcomes data) within the core metrics. And Wonkhe report that the teaching intensity metric has been removed and all the TEF awards currently conferred on Universities will cease by 2021 to dovetail the roll out of subject-level TEF.

There are a plethora of new TEF blogs and opinion on the Wonkhe website.

Yvonne Hawkins, Director of Teaching Excellence and Student Experience at the Office for Students, said:

“The TEF assesses the things that students care about: teaching quality, the learning environment that supports them; and employment and further study outcomes. The development of a robust model for subject-level TEF is progressing well…last year we tested and evaluated two different assessment models for generating subject-level ratings. This year we will consolidate this work, piloting a single approach that draws on feedback about the best elements from the previous models. The TEF’s strength relies not on any single source of evidence, but in drawing together multiple sources and making holistic judgements. This ensures no one issue is over-weighted. The changes we will be piloting are designed to strengthen this approach, so that ratings are informed by comprehensive contextual information. The input of students to last year’s pilot was invaluable, so this year we are also introducing ways to further strengthen their involvement.”

Transparency

The House of Commons debated the regulations surrounding the Transparency Condition (the requirement for HE institutions to publish data on access and success for disadvantaged and under-represented students). An Opposition spokesperson argued for the inclusion of data on students with disabilities, the age profile of students, and care leavers to be included:

We also believe that, if the transparency duty is to have any impact, it needs to include as many different dimensions of participation as possible by social background. That view was echoed strongly by the Sutton Trust, which did not believe that the Bill and the regulations went far enough in that area. It said, “evidence suggests many universities are favouring more privileged candidates even when levels of attainment are taken into account”…The Bill should be amended to require universities to publish their contextual admission policies clearly on their websites”.

The Opposition spokesperson also raised the key workforce data that has the potential to impact on the quality of students’ education, such as the use of insecure contracts and student-staff ratios as a potential measure to be included within the Transparency Duty. Finally he argued for the OfS to use broader measures and rely less on POLAR data to examine socio-economic disadvantage. The new MEM measure was highlighted (a multiple equality measure which combines various data sources including free school meals) for inclusion to prevent overreliance on just one data source.

Sam Gyimah responded: Quite rightly, the hon. Gentleman brought up the subject of care leavers. Our guidance to the OfS asks it to monitor care leavers as a key target group, which it has done. We expect to see providers focusing on that in their access and participation plans. Whether to add age and disability is a decision for the OfS, but I am pleased that it has included that in its consultation, as we asked.

Care Leavers

Further to Gyimah’s show of support for care leavers mentioned above the DfE have launched the Care Leavers Covenant aiming to provide more opportunities and support for Care Leavers through work placements, internships and training sessions (supported by bursaries and accommodation provided by the local universities). Chris Millward, OfS Director for Fair Access and Participation stated: “Disadvantage goes on to follow care leavers through their adult lives. We need a collective effort to ensure that care leavers are not denied opportunity simply because they’ve had a challenging start in life”. Read the Government’s news story on this new post-care scheme here.

Graduate Premium – female living standards

The Institute of Fiscal Studies have released a new paper analysing the female graduate premium: The impact of higher education on the living standards of female graduates. As the title suggests it looks wider than just wages on the benefits that achieving a degree brings. It uses data from two longitudinal surveys providing a sample of 1,000 women born in 1970 (so all attended university before tuition fees were introduced) and quantifies the role of working hours, life partners, and tax liability. It finds a graduate premium (compared to female non-graduates) and demonstrates how the above mechanisms vary in importance over women’s life cycles and have changed over time to impact on female graduates’ living standards.

HE significantly increases the probability a women is in work and the number of hours they work, boosting labour market returns.
HE increased the likelihood women worked in their early thirties, but there was no impact on the likelihood of working in their early forties. This reflects the fact that higher education causes women to delay childrearing until later in their careers.
HE also increases the probability of a woman having a partner who also has a HE qualification, the degree qualified partner is typically more likely to work and earn more.
However, focusing on gross earnings returns overstates the private benefits of HE, as higher-earning graduates pay more in tax and receive fewer (family based) benefits. This reduces the net financial returns from a graduate wage.
The benefits of HE can also vary over the life cycle. While HE increases net family income by around 20% (£9,500 per year) for women in their early 30s and early 40s, the mechanisms change over time:
- For women in their early 30s, the impact of HE on income primarily comes through their own labour market earnings;
- By age 40 the importance of the impact on partners’ earnings has increased, likely because at this age women have an increased propensity to work part-time.
  It appears that, through the higher education level of partners, HE provides some insurance for women taking time out of the labour market after having children. The role of partners’ earnings remains an important channel of returns, particularly at older ages.
You can read the research assumption caveats surrounding the impact of children (page 13/14), particularly their effect on the choice to work and the wage rate.
In summary, as a result of a degree, it is higher wages, more working hours and assortative mating (degree qualified life partner) that explain the graduate females higher living standards

Both the Times and Mail Online articles pick up on the report but mainly emphasise the aspect that female graduates are more likely to marry graduate men – boosting their joint earning potential. The Times go on to consider the male/female gender gap and report that after graduation, women are more likely to have a job or go on to further study than men, but they earn less from the very start of their careers. These figures, taken from The Times, show how the gender earnings gap expands:

When	Male	Female
At graduation		(-£1,600 less than men)
3 years post-graduation	£24,200	£21,800 (-£2,400 less)
5 year post-graduation	£27,800	£24,500 (-£3,300 less)
10 years post-graduation	£35,100	£27,100 (-£8,000 less)

Technological Innovation and Regulation

The Council for Science and Technology have written to the Prime Minister to make four recommendations on how to ensure Britain’s regulatory landscape creates an attractive and welcoming environment for technological innovation. Greg Clark’s (Secretary of State for Business, Energy and Industrial Strategy) response is warm and picks up on several of the recommendations. Furthermore, on Tuesday Greg chaired the new Ministerial Working Group on Future Regulation. One of the aims of the working group is to transform regulation to support innovators to bring new ideas to market. Greg stated:

“We have a world-beating regulatory environment in the UK which has set standards that have been exported around the world. But we can’t move forward by standing still and we must prepare for the technologies and industries of the future.
I am grateful to the work done by the Council and for their recommendations on how we can put the UK at the forefront of these industries. Through the Working Group on Future Regulation we are going to build on our exceptional foundations, ensuring our regulations keep pace with the technological advances that will reshape our economy.”

Those with an interest in this area can read more on the new working group here.

Civic Universities – Mature Education

UPP Foundation has released a progress report from their Civic University Commission which aims to explore and understand what a modern civic university does and how it benefits local people. This additional report was released to inform the Government’s review of post-18 tertiary education as the research uncovered a link between the decline in adult learning and universities’ civic mission.

They found that adult education used to be an integral part of universities’ civic activities but is now in major decline (non-degree courses for over 30’s have declined by 42% since 2012). The Commission states the decline will become more acute as more professional jobs become automated forcing changes in the labour market structure and increasing the need for retraining. The conditions on part time loans for retaining are noted as a barrier:

Those restrictions mean, for example, that a mother returning to work after a prolonged absence from the labour market — but who might have a degree from 15 years earlier — cannot retrain unless she can just pay the fees upfront, and support herself, from her own resources.

The Commission argues for a better adult university education system:

This is precisely the wrong moment to have closed off adult education. Graduate jobs will change, and as we leave the European Union the need for a good domestic skills base will be greater. We have already lost long-term capacity in universities — courses have closed and they are difficult to re-open. Rebuilding this capacity will take effort and time. In our view, that work needs to begin now.

It is also too limiting to see this education in terms of immediate fulfilling of skills gaps. It is extremely hard to predict exactly what the future skills needs of areas are likely to be — many would not have predicted, for example, the size and growth of creative industries and their importance to the economic wellbeing of places.

And even outside pure economic benefit — short and long-term — the benefits of education for adults are huge. It passes down into how children are educated at home — which has a much greater impact on their future success than the school environment. It improves peoples’ health and makes them more engaged in the labour market. It makes people more fulfilled and engaged in civic life. There is clear latent demand. A recent survey by Universities UK (UUK) found that as much as 24% of adults had seriously considered doing higher education, of which around half did not already have a post-A level qualification. …we believe it [is] important to offer education to existing professionals, women returning to the labour market and struggling to attend courses in intensity, and people who want to learn particular things rather than necessarily qualifications.

The report calls for the Government to:

Relax the ELQ rule so that graduates are able to do further learning;
Remove the 25% intensity rule so that both short courses, and longer-term learning, are eligible for loans and funding (they consider this particularly important for women with children);
Allow education that is not deliberately directed towards a qualification (such as a degree).

It also seems clear that the lack of direct public funding, and the funding of adult education mostly through traditional loans with RAB charges, is off-putting to many adults. Postgraduate provision and re-graduate provision, as well as first time undergraduate provision, needs to have some public subsidy. So the government should consider whether the apprenticeship levy has some part to play. Two options could be:

Hypothecating some proportion of the apprenticeship levy for courses that are shorter and more modular;
Having an additional, smaller levy for this particular purpose.

The Commission also favours greater pressure on universities to focus on widening participation initiatives that target adults, to be specifically monitored by OfS.

On Knowledge Exchange the Commission stated:

The new KEF metrics should have a strong weighting on knowledge transmission and knowledge exchange between universities and their local population. In our view it is as important that university staff spend time conveying ideas to the local population, and involving them in their activity, as it is to interact with traditional economic stakeholders.

Part time learning and Flexibility

The Confederation of British Industry (CBI) are calling for more flexible routes to higher skills noting that the decline in part time students is of crucial importance to the UK’s future economic prosperity. UUK and CBI have published a joint statement drawing on a previous report on the generation of ‘lost learners’. The lost learners are those who are:

mainly 25-44 years old,
48% only have a level 2 or 3 qualification,
54% are in full time work
they are motivated to upskill and train to develop their careers.

However, the study found many of the learners didn’t enrol or were unable to complete their studies. Familiar barriers are cited: unaffordability of tuition fees (44%) and managing cost of living whilst studying (42%), and an inflexible course that couldn’t be managed against other life commitments (26%). Other difficulties were employer inflexibility and lack of employer financial support plus benefits challenges created by studying. Of those that did enrol but subsequently dropped out 33% stated lack of flexibility (even with part time study) was the cause.

CBI emphasise the need for flexible and part time provision is greater now than it ever has been because technological advances are creating different and higher level jobs for which re-training is essential. CBI states: “Meeting the needs of the economy, therefore, rests on widening access to higher-level education and promoting routes that appeal to people for whom a traditional, three-year university degree may not be the best option.
For a whole range of reasons – from family to work commitments, caring responsibilities and many more – if flexible study isn’t accessible then many people don’t study at all.”

CBI and UUK’s calls are very similar to that of the Civic University Commission (described above).

They urge the Post-16 Review of tertiary funding to:

Reform the apprenticeship levy into a more flexible skills levy so that it can cover a wider range of training (more detail on page 5 here).
Develop shorter and more flexible provision – enabling students to move between work and study across their lifetimes. Government and higher education providers should work together to consider how a modular or credits-based system for undergraduate study could increase flexibility in the long term.
Support collaboration between employers, HE and FE – helping learners progress into provision which falls between A levels and a university degree (level 4 and 5 provision). Government should support… through changes in the regulatory environment, funding new partnerships and collaborations and/or facilitating sharing of information on the need for level 4 and 5 skills.

CBI acknowledge that many universities already have extensive collaboration with employers but state this, alongside flexible provision, needs to shift up a gear.

UUK state:

While in the longer-term, the post-18 education system should move to a modular or credits-based system, we must also ensure higher education institutions can deliver more flexible options as soon as possible. Evidence from our project suggests that while institutions are developing innovative and more flexible methods of course delivery there is a limit on the extent they can test the market and/or roll these out due to financial constraints.

Therefore, Universities UK recommends greater government support being given to higher education institutions wishing to innovate, scale up activity or further develop systems for flexible learning in order to overcome financial barriers and future uncertainties relating to these activities. This could be through targeted funding by government. Targeted funding could help institutions achieve greater clarity on the extent of market demand and how best to tailor their courses to meet the needs of students, so that over time more flexible courses become a central part of the institution’s offer.

Matthew Fell, CBI’s UK Policy Director, stated:

“Investing in our skills base is the best strategy for growth a nation can have…The findings of this project are clear. We need to raise overall levels of education and skills in the workforce. Universities need to play a critical role in responding to the changing world of work by offering education and training for learners for whom a three-year bachelor’s degree doesn’t quite fit their circumstances”.

Professor Julie Lydon, VC University of South Wales and Chair of the group that produced the study, stated: “For many years, discussion about higher education has focused only on the traditional route of school leavers heading away to study full-time at university for three or four years.

The evidence from this project shows there is significant demand from learners and employers for more flexible learning, where learners combine study with work, and other life commitments. Learning and improved life chances should not stop when you reach your 20s. It must continue over a lifetime.”

Read UUK’s news blog here, the joint statement here, and their previous publications: the economic case for flexible learning; the employer perspective of Skills Needs In England; report on ‘lost learners’; and the report on flexible learning.

Finally, Research Professional provide their take on the statement here.

Recruitment – record applicants

UCAS report a record number of applicants at the early deadline for the 2019 undergraduate cycle. This deadline mainly covers medicine, dentistry, veterinary and Oxbridge applications, however of interest are the higher than usual rates of applications (+9% from 2018 cycle rates). There are also increases in English applicant rates (+9%) and an 11% rise in 18 year old applicants – despite the further 1.8% 18 year old population decrease. EU applications remained at 2018 levels. The Guardian covers the story and places the high rates within the context of the additional 500 places available through the newly approved medical schools. UCAS are careful to manage expectations in their press release and remind the sector that the recruitment boost seen by these programmes may not mean a corresponding rise in applications for the January 2019 deadline.

There is coverage in the Guardian and the Herald.

Widening participation – evaluating student outcomes

The Sutton Trust has published Student Destinations which looks at the successful impact of their outreach and participation programmes delivered over the 10 year period 2006-2016. They offer three programmes – UK summer schools, a US programme to visit and support applications to study in the US, and pathways to law. Drawing on destinations data from multiple sources and benchmarking progression against controls they have been able to boast excellent outcomes resulting from participation in the programmes.

See this link to view the infographics detailing the impact of the programmes.

Despite their success the Sutton Trust are keen to point out the difficulties in evaluating such programmes brought about by a lack of access to the needed data sources which are owned by multiple other organisations.

By no means is our work on evaluation complete. It will be years of ongoing work looking to refine our methods and working in collaboration with our partners to constantly improve the evaluation we undertake. It will be challenging.

Access to the data needed to evaluate interventions is inconsistent, disjointed and often expensive. Working with NPD, UCAS, HESA, HEAT and co. to negotiate and navigate data requests can be a full time job and typically there is a delay in receiving the data.

We are calling for access to data to become more coordinated and for outreach activity to have a broader definition of success than simply progression to a particular institution. Source.

The Sutton Trust believe their evaluation success lies partly within their unique position whereby they collaborate with groups of universities to deliver their programmes “…this has enabled us to act as a facilitator to outreach collaboration. This allows for larger data sets to analyse, and data sharing across institutions, which we believe ultimately leads to stronger evaluation.”

Parliamentary Questions

A gaggle of parliamentary questions related to HE were answered this week.

On Brexit this answer covers the negotiation of science and innovation – excerpt: The White Paper set out that the UK is committed to establishing a far-reaching science and innovation accord with the EU as part of our future relationship. As part of this accord, the UK would like to explore association to EU research funding programmes, including Horizon Europe and the Euratom R&T Programme.

And another on participation in the Ninth EU Framework Programme.

A variation on a questioning theme that regularly surfaces with the House – how a Brexit no deal will affect universities

Q – Jared O’Mara: To ask the Secretary of State for Education, what plans he has to replace potential lost funding for universities as a result of the UK leaving the EU without a deal (link).

A- Sam Gyimah: We remain confident that we will agree a mutually advantageous deal with the EU – we do not want or expect a no deal scenario. It is, however, the duty of a responsible government to continue to prepare for a range of potential outcomes, including the unlikely event of no deal. Extensive work to prepare for this scenario has been under way for almost two years and we are taking the necessary steps to ensure the country continues to operate smoothly from the day we leave. We have now published 106 specific technical notices – including on Horizon 2020 and Erasmus+ – to help businesses, universities, citizens and consumers prepare for a no deal scenario.

In the event of a no deal scenario the government’s underwrite guarantee will cover funding for successful competitive bids to Horizon 2020 submitted before exit day. In July 2018, we extended this guarantee to cover all successful competitive bids by UK entities to Horizon 2020 calls open to third country participation submitted between exit day and the end of 2020. The guarantee will apply for the lifetime of qualifying projects, even where this extends beyond 2020.

The government will cover funding for successful Erasmus+ bids from UK organisations that are submitted while the UK is still a Member State, even if they are not approved until after we leave. The government will need to reach agreement with the EU for UK organisations to continue participating in Erasmus+ projects and is seeking to hold these discussions with the EU. The government has also extended the underwrite guarantee to cover the payment of awards under successful Erasmus+ bids submitted post-March 2019 until the end of 2020. The eligibility of UK organisations to participate in calls for bids once the UK is no longer a Member State is subject to agreement between the EU and the UK.

Student Loan Sale

Several questions from Angela Rayner delving into the cost effectiveness of both the prior and intended new student loan book sales – with little in the way of a clear answer given.

First a question requesting the estimated proceeds of the (new) student loan sale and for information shared to be accessed centrally.
Sam Gyimah’s response: The government and its advisers are continuing to refine the range of estimates for the expected proceeds of the sale. A report on the sale arrangements, and the extent to which they gave good value, will be placed in the House Libraries within three months of the date of the transfer arrangements.

Followed by another on the book value of the new student loans sale.

Gyimah responded: The department calculates the book value for the pool of loans for any given sale after the sale has completed, and the fully audited number for the second sale will be available in the 2018-2019 annual accounts.

On the previous student loan book sales Rayner questioned:

This asking for the value for money evidence and assessment for the prior student loan book sale and this querying the minimum price for the sale.

Gyimah responded that the report is available within the Parliamentary libraries and disclosing the minimum price was counterproductive as it is commercially sensitive.

TEF

On the TEF it is promised there will soon be news on who will conduct the independent review:

Q – Gordon Marsden: To ask the Secretary of State for Education, what progress he has made on appointing the Chair of the Independent Review into the Teaching Excellence Framework (link).

A – Sam Gyimah: We have made excellent progress in appointing an independent reviewer of the Teaching Excellence and Student Outcomes Framework and I hope to make an announcement shortly.

On Immigration

Q- Royston Smith: To ask the Secretary of State for the Home Department, what plans his Department has to replicate the provisions of Tier 2 visa requirements for EU students studying in the UK after the UK has left the EU (link).

A – Caroline Nokes: The Government is considering a range of options for the future immigration system and we will publish a White Paper later in the autumn.

The independent Migration Advisory Committee (MAC) published its report on the impact of international students in the UK in September 2018. The Government welcomes this report and thanks the MAC for their work. The report makes it clear that international students offer a positive economic benefit to the UK and offers a number of policy recommendations. We will be considering this report carefully and engaging widely as we develop proposals for the future system which will be implemented from 2021.

Widening Access

Q – Paul Blomfield: To ask the Secretary of State for Education, whether he has made an assessment of the potential implications for the Government’s ambition to increase the number of BAME students going to university by 20 per cent by 2020 of implementing the recommendations in the University and College Union report entitled Investigating higher education institutions and their views on the Race Equality Charter; and if he will make a statement.

A – Sam Gyimah: I welcome the report from the University and College Union. Widening access to Higher Education is a priority for this government. We want everyone with the capability to succeed in Higher Education to have the opportunity to benefit from a university education, regardless of background, ethnicity, or where they grew up.

In 2017, 18 year olds from ethnic minority backgrounds were more likely to enter full-time undergraduate higher education than ever before. However, we still have more to do. That is why we asked the Office for Students to continue to ensure ethnic minority groups are supported to access, succeed in, and progress from higher education.

A new transparency condition will also require HE providers to publish application, offer, acceptance, non-continuation and attainment rates by socio-economic background, gender and ethnicity, which will provide greater transparency and help to shine a light on those providers who need to do more.

Finally, a question on artificial Intelligence (autonomous weapons).

Consultations

Click here to view the updated consultation tracker. There aren’t any new consultations and inquiries this week, however, there have been several outcome reports and Government responses to the consultations and inquiries we are tracking. Look out for the yellow highlighting to find the new information.

Other news

Free Speech: i news has an article reporting on the BBC’s research stating universities are not restricting free speech. Here is the description of the BBC’s research findings. The findings suggest there are only a small number of isolated cases where free speech is restricted. However, the article continues: A Department for Education spokesperson said while there was no evidence of widespread censorship, there were some “genuine problems”, including the effect of the “complex web of rules and guidance”, as well as the behaviour of protestors and student groups. The OfS Free Speech guidance is expected to be published before Christmas.

Science after Brexit: Fans of Radio 4’s Today programme will have heard Sam Gyimah grasping for answers during a Brexit discussion with Nobel Prize winning geneticist Sir Paul Nurse. Total Politics and The National both reported following the discussion.

Sexual Harassment: The House of Commons Women and Equalities Committee published the outcome of their inquiry into sexual harassment of women and girls in public spaces. The report has a whole section devoted to women’s safety at university. BU readers can access a summary of the report provided by Dods Political Monitoring Consultants here.

Cost of Post Study Work Visas: Wonkhe report on UUK analysis which estimates that the UK economy could have lost out on £8bn in export earnings from international students due to changes to student migration policy in 2012, which include the closure of the Tier 1 Post Study Work Route.

Simon Marginson, writing for Research Professional, also had much to say on the post study work visa this week:

“The notion that we beckon [international students] in through the narrow Home Office doorway, extract as much money as possible from them while they are here, and push them out the moment they graduate, is uncivilised, exploitative and counterproductive.

A mature country will recognise the connections between international education and skilled migration, and understand that while the primary purposes of international education are economic and educational, an important secondary purpose is attracting outstanding future citizens.

Post-study work visas are not only a cornerstone of education exports policy, they are a cornerstone of economic policy on skilled labour.”

Alistair Jarvis, Chief Executive of UUK, stated:

“To keep up with competitors, the UK government needs to promptly develop a reshaped immigration system that recognises the value of international students as temporary visitors and tells the world that they are welcome here. This should include improved post-study work opportunities”

Students Union officers: Students Union officers are in the news this week with an article on the York University Students Union Working Class Officer and UWE’s short lived men’s officer, which was scrapped after the candidate withdrew citing harassment.

The Budget: The 2018 Autumn budget will be delivered on Monday 29 October. The House of Commons Library has produced a brief on the background to the budget. Political consultants have also been producing speculation documents detailing what has been leaked or is expected within the budget – so far there has been little content directly on Higher Education within the speculations.

Social economic comparators: The Organisation for Economic Co-operation and Development (OECD) has released Equity in Education which tracks the impact of socio-economic background on the academic performance and outcomes of young people. It notes that high performance and more positive attitudes towards schooling among disadvantaged 15-year-old students are strong predictors of success in higher education and work later on. Furthermore, adults in England with tertiary-educated parents were 9 times more likely to complete tertiary education than adults with less-educated parents. However, this is still below the OECD average of 11 times more likely.

The Independent covers the report stating only 1 in 6 of the disadvantaged UK pupils surveyed report they are satisfied with their lives, socially integrated at school and do not experience test anxiety. The UK also trails behind in that only 15% of disadvantaged students are socially and emotionally resilient (compared to 26% average across all countries surveyed). Although the report does state: Disadvantaged students who are socially and emotionally resilient tend to do better academically which suggests that helping disadvantaged students develop positive attitudes and behaviours towards themselves and their education would boost their academic development. It also notes that greater school choice doesn’t necessarily have a positive impact on disadvantaged pupils and that there can be a lack of sense of belonging amongst pupils. The Equity in Education report utilises PISA data (Programme for International Student Assessment). Click here for an interesting short set of infographics.

FE and Sixth Form Funding Crisis: Twelve associations that represent school and college leaders, governors, students, teachers and support staff in England have written to Chancellor of the Exchequer Philip Hammond urging him to increase funding for sixth form education in next week’s Budget. The letter launched the Raise the Rate campaign which hopes to increase the funding rate for sixth form students that has been frozen at £4,000 per student, per year since 2013. In the letter, the associations claim that a combination of funding cuts and cost increases “has left much less money for schools and colleges to spend on the front line education of students at a time when the needs of young people have become increasingly complex (for example the sharp rise in students experiencing mental health problems).” The associations use recent research from London Economics to call for a “minimum” £760 per student funding increase. Without this the campaign states that minority subjects such as languages are at risk of being dropped and there will be decreased extra-curricular activities, work experience opportunities and university visits. As major funding decisions are not likely to be taken until next year’s spending review, and would not take effect until 2020/21, the associations urge the Chancellor to introduce a “modest increase” to the funding rate of at least £200 per student in next week’s Budget “to provide some much needed financial stability and ensure that schools and colleges can continue to deliver the high class education our young people deserve.”

Geoff Barton, General Secretary of the Association of School and College Leaders stated:

“It makes no sense whatsoever that the basic funding rate in sixth forms and colleges is a miserly £4,000 per student, while universities are charging tuition fees of up to £9,250, often for fewer teaching hours. Government cuts to 16-18 education have severely damaged a sector which is pivotal to the life chances of young people, and an immediate funding uplift is essential.”

Emily Chapman, Vice President (Further Education) of the National Union of Students said:

“Successive budget cuts have left many colleges in a state of financial instability. The result has been course closures, cuts to student support, and reductions in teaching provision.”

Bill Watkin, Chief Executive of the Sixth Form Colleges Association said:

“Sixth form education is not just about exam results, it includes a host of essential wrap-around experiences. If we don’t fund it properly, something must give and young people won’t get the high-quality education they deserve. Every year, colleges are being asked to do more with less, and we must not sit idly by while young people are short-changed.”

Student Opinion: Read this blog on the latest research from an amalgamation of students’ unions: Asking the right questions on student lifestyle which covers wellbeing, living, eating and community identification. There are also previous research summaries giving the student perspective on Value for Money and Teaching Excellence.

Allied Health Professions: The OfS have published the blog Let’s shine a light on the opportunities in allied health professions educating about the wider NHS careers opportunities and how the OfS is supporting growth in recruitment to these programmes.

Immigration salary threshold: Research Professional discuss how the proposed retention of the £30,000 salary threshold for skilled migrant visa will dissuade talented social science researchers from considering a career in the UK.

Unconditional offers: Unconditional offers continue to make headlines as UCAS confirm they will publish data highlighting which HE providers make significant levels of unconditional offers. The data will be shared when UCAS release the annual end-of-cycle data in January 2019. A spokesperson for UCAS stated: “Unconditional offers can be made for a variety of reasons… Universities may also need to provide necessary context of their figures when they are published for the first time.” Research Professional state that UCAS will publish an analysis of unconditional offers during November to explore the different types of offers and how they are made.

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A big week for the KEF?

Spring Statement

Access and Participation

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Part Time Distance Maintenance Loans – shelved

Care leavers

Brexit

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TEF and Grade Inflation

Transparency

Graduate Premium – female living standards

Technological Innovation and Regulation

Civic Universities – Mature Education

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Widening participation – evaluating student outcomes

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