Tagged / sexual harassment

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

The Government has announced the current Parliamentary session will be prorogued in April (date not confirmed yet) (you’ll remember that process from “that” prorogation).  A new session will commence with a State Opening of Parliament and the Queen’s Speech on Tuesday 10 May. This means that legislation that is currently incomplete will either be dropped or will need to be allotted parliamentary time for a carry over motion debate (not quite as easy as it sounds). For HE this means the future of the controversial HE Freedom of Speech Bill is less certain although Wonkhe reported that it is likely to be carried over.

Meanwhile the Government has a plethora of consultations and white and green papers out. We can expect expectations for these to feature in the Queen’s Speech. For HE we will be watching for the legislative and regulatory changes required to implement the lifelong loan entitlement and the response to Augar (see our 3rd March update for more info. Consultations on many aspects of these things close on 6th May, so we won’t get definitive announcements on the detail that is being consulted on, and the Queen’s speech itself is very high level and so are the policy statements that come out with it.

Skills and Post-16 Education Bill

The Skills Bill is one they are trying to get through before prorogation.  The Skills Bill parliamentary ping pong continues with MPs rejecting the Lords amendment relating to the changeover from BTECs and T levels. The Lords attempted to delay the defunding of BTECs and force a public consultation but MPs overturned it through their majority in the Commons. Compromises were also made on vocational careers advice provided by schools.

The outcome and more details of all the Skills Bill amendment are available in this Dods summary. The Commons Library also have a useful publication highlighting the changes as the Bill has progressed through the legislative system, shorter version here.

Next: the Bill will pong back to the Lords on Thursday 7 April. The Lords will consider the MPs’ rejection of Lord Blunkett’s BTEC amendment, which attempted to attach conditions to the defunding of BTEC/level 3 technical qualifications. Potential options:

  • The Lords will accept the rejection and will not push for the amendment to added again (at this point, the Bill would have completed its passage and will be sent for Royal Assent)
  • The Government will bring forward a compromise amendment, and the Lords will vote on this (if it passes, it will have to go back to the Commons where it would be agreed)
  • Lord Blunkett will move to disagree with the Commons’ decision on his amendment and re-introduce it again in its current form (this is the least likely option, but it would then ping back to the Commons).

Compromise is the usual solution when there is a hard stop like this.

Levelling Up

Citizenship within Levelling up policy: The Lords Liaison Committee published a follow-up report examining the Government’s progress in  implementing the recommendations made by the Select Committee on Citizenship and Civic Engagement’s 2018 report. While the (new) report focuses on citizenship, including the educational delivery of citizenship, it is worth looking past this because the Lords highlighting the importance of citizenship within the Government’s current flagship levelling up policy. In brief, the Lords criticised:

  • Poor progress in improving Governmental coordination of citizenship and civic engagement policy since 2018. The Lords recommended a Minister with responsibility for Citizenship and Civic Engagement be appointed immediately within the Department for Levelling Up, Housing and Communities (DLUHC) or the Cabinet Office. The new Minister to be given latitude and authority to facilitate integrated policymaking across the Government departments including a permanent seat on the Domestic and Economic (Levelling Up) Cabinet Committee.
  • The Lords are also concerned that as cabinet committee meeting are not available for public scrutiny that the Levelling Up Cabinet Committee may not be meeting or gaining traction. The related Inter-Ministerial Group leading on similar Citizenship content has not met since 2019: the Committee saw good intent in relation to the Inter-Ministerial Group for Safe and Integrated Communities and yet that group did not meet for three consecutive years. They’ve called for evidence of the scale of the work expected to be undertaken by the Domestic and Economic (Levelling Up) Cabinet Committee.
  • Also the Levelling Up Cabinet Committee is criticised for the lack of cross-departmental members particularly from the Cabinet Office and the DfE.

Lord Hodgson of Astley Abbotts, who was the Chair of the Select Committee on Citizenship and Civic Engagement commented:

  • Things have gone backwards rather than forwards with citizenship education in the UK since our last report. This is despite the government’s clear commitment to levelling up across the country and an Elections Bill where great stress is being placed on the importance of engagement with our voting system…
  • We were promised a cross-department Minister, we didn’t get one. We were told that Ofsted should treat citizenship education is a core part of the curriculum, the evidence shows they don’t. The government had a chance to put things right in its Schools White Paper. It appears that they have missed the opportunity to do so. There is just one mention of citizenship in the Schools White Paper, and it is mentioned in the context of volunteering. We urge the Government to think again. Otherwise, they risk damaging democracy for generations to come.

Also on levelling up – Wonkhe report: Speaking to Chris Skidmore at a ResPublica event yesterday, Secretary of State for Levelling Up Michael Gove expressed his view that the number of students in higher education should be further extended, and drew links between recruitment and research and development in the creation of local high quality jobs. On the future development of the sector he saw a mixture of national missions and provider aspirations driving future developments. A twitter thread describes the key points of the discussion, and a recording is available.

Research

Dods have this on the research side of the Spring Statement:

In his Spring Statement to the House, the Chancellor also unveiled a new ‘tax plan’, part of which outlines what his focus will be for the Autumn Budget later this year. This included:

  • Considering whether the current tax system, including the operation of the Apprenticeship Levy, is doing enough to incentivise businesses to invest in right kind of training.
  • Reforming R&D tax credits to be more effective, expanding the reliefs to include data, cloud computing and pure maths, and considering whether to make the R&D spending credit more generous.
  • He said he would also cut the tax rates on business investment in Autumn, and would consult with employers and businesses in the run-up to the Budget.

On R&D tax reliefs, the Chancellor announced these would be reformed in the Autumn Budget 2021, following a consultation launched in the Spring Budget earlier that year.

  • “The government set out in the Tax Administration and Maintenance Command Paper that R&D tax reliefs would be reformed to include some cloud and data costs and refocus support on R&D carried out in the UK. The government has listened to stakeholders and can confirm that from April 2023, all cloud computing costs associated with R&D, including storage, will qualify for relief. The government remains committed to refocus support towards innovation in the UK, ensuring that the UK more effectively captures the benefits of R&D funded by the reliefs. The government recognises that there are some cases where it is necessary for the R&D to take place overseas. The government will, therefore, legislate so that expenditure on overseas R&D activities can still qualify where there are:
  • material factors such as geography, environment, population or other conditions that are not present in the UK and are required for the research – for example, deep ocean research
  • regulatory or other legal requirements that activities must take place outside of the UK – for example, clinical trials
  • To support the growing volume of R&D underpinned by mathematical advances, the definition of R&D for tax reliefs will be expanded by clarifying that pure mathematics is a qualifying cost. Where required, legislation will be published in draft before being included in a future Finance Bill to come into effect in April 2023.”

Delivering a UK science and technology strategy: The House of Lords Science and Technology Committee heard evidence from NERC, the Medical Research Council and ESRC at the session on delivering a science and technology strategy. They covered funding and the relative responsibilities of the research councils and other delivery organisations. All the key points that you’d expect were touched upon such as 2.4% R&D funding, Horizon, interdisciplinary research promotion, research morale and opinion of UKRI, academic/industry interaction, and how the research councils will interact with Government departments and budgetary implications. Summary here. Your policy team was also happy to hear that incorporating more academic research into government policymaking was addressed and it was suggested that UKRI could do more to coordinate the work with research councils to this end. BU researchers who are interested in sharing their work with policy makers or interested in influencing policy making are encouraged to sign up to our regular influence digest which highlights opportunities, sector policy news and shares top tips to increase influencing success.

Russia research | Ukraine support package: The Government announced a £3m support package to support Ukrainian researchers at risk and the suspension of publicly funded research and innovation collaborations with Russian Universities and companies of strategic benefit to the Russian state. Research Minister George Freeman stated:

  • All payments for projects delivered through UK public research funds with a Russian dimension have been paused. I have commissioned an assessment, on top of the existing and strong due diligence processes of UK public research funders, to isolate and freeze activities which benefit the Russian regime.
  • We will not fund any new collaborative projects with Russia through our research and innovation organisations.
  • We have suspended existing government to government dialogue through our science and innovation network team in Russia including their collaborative science projects.
  • Where the UK is a member of multilateral organisations, we are working at pace with partners to respond appropriately – holding Russia to account for its actions while diminishing and isolating its influence.
  • We are standing up a £3 million package of support for Ukrainian researchers at risk. We stand with Ukraine, its democratically elected government and its brave people at this awful time.

Wonkhe tell us more on the Ukrainian package: The British Academy, UK National Academies, and the Council for At-Risk Academics have announced the Researchers at Risk Fellowship Programme – a new fellowship scheme for Ukrainian researchers who are fleeing the conflict or are already in the UK and unable to return. £3m is being contributed by the Department for Business, Energy, and Industrial Strategy, and £0.5m from the Nuffield Foundation. The funding will provide visas, a salary, research costs, and living costs to successful applicants, and will be open to all postdoctoral or those with equivalent experience in all disciplines. Participatory institutions will need to identify six months’ worth of accommodation for recipients and their dependants. 

A parliamentary question asking if universities should take action against academics who promote pro-Putin propaganda (set within the backdrop of the Government’s steer on HE upholding free speech) is met with a beautifully fence sitting answer:  Alongside our allies, we are united in support for Ukraine. Universities, as independent and autonomous organisations, should decide whether to investigate such incidences.

Quick news:

  • Wonkhe – The Economic and Social Research Council, the Arts and Humanities Research Council, and the Japan Society for the Promotion of Science, have announcedcollaborative UK-Japan projects which have been awarded funding to support international efforts to manage the impact of the Covid-19 pandemic.
  • George Freeman (Science, Research and Innovation Minister) provided a written ministerial statement on the Intellectual Property Office performance targets and transformation projects.

Parliamentary Questions

Blogs:

Financial sustainability of the HE sector in England and the Spring Statement

The Public Accounts Committee published the oral evidence from the latest Financial sustainability of the HE sector in England session. The DfE and OfS were called as witnesses. A shorter summary is here. The session covered grade inflation, international students, financial support/Augar, risk modelling, student satisfaction and outcomes, regulation, value for money, student protection plans, minimum entry requirements, and the new loan terms.

In the Spring Statement the Chancellor said that there would be a review of the apprenticeship levy.

Regarding levy reform, last month the CBI challenged the Government to pursue more ambitious growth with new policies – one of which was to replace the Apprenticeship Levy with a new Skills Challenge Fund, to “incentivise more flexible training to meet skill shortages and rewards firms who invest beyond their apprenticeship levy levels”. Leaders across the sector have raised Levy reform for some time, and today’s announcement could represent a step towards this.

PQs:

Education Committee: Universities

The Education Committee ran a session questioning witnesses on the HE sector. Topics included outcomes for disadvantaged students, anti-Semitism and free speech. The NUS was criticised by Committee Chair Robert Halfon as they did not provide a witness for the session. A summary of the committee session is available here provided by Dods and good coverage by Wonkhe is available in: Is OfS asleep or woke at the wheel?

Here are the key discussion points from the session (which at times felt like an echo chamber):

  • 92% of the British public believe antisemitism is a problem in universities.
  • The witnesses presented a number of points to evidence that universities are not upholding free speech.
  • The Committee criticised the OfS for not intervening enough to tackle antisemitism in universities including noting that the rapper Lowkey had been asked to attend the NUS conference, a rapper he said had made antisemitic statements. The committee then went on to criticise the University of Nottingham for revoking the honorary degree award to Tony Sewell following a report on UK institutional racism. Highlighting once again the difficulty of drawing the unclear free speech/antisemitism line with different actors believing it should be drawn in different places.
  • While headline figures suggest more disadvantaged pupils are going to university the number of part time students has dropped. Disadvantaged pupils remain less likely to access the higher tariff institutions, more likely to drop out and less likely to have good employment outcomes. Concern was express that the gap between advantaged and disadvantaged is not narrowing.
  • On disadvantaged students witness McKellar (VP at UUK) said disadvantaged students started form a legacy of poorer education, and often had to do part-time work, because they lacked social capital.  There was a need for universities to create Access and Participation Plans (APPs) which supported disadvantaged students. He said in general these plans had worked better in other areas, such as closing the BAME attainment gap.
  • Witness Humphries (Chair, University Alliance) said the availability of more scholarships and support – including grants as low as £500 – would help. She also pointed to the role of peer mentoring and better careers guidance.
  • Dandridge (OfS) stated tackling disadvantage was a core priority as in addition to APPs the OfS looks at post-university progression, as poor progression after university could be a breach of a regulatory condition. Dandridge also stated disadvantaged participation was creeping up but measures not happening fast enough.
  • Careers and the role of research and knowledge exchange with employers were discussed.
  • Old chestnuts such as students not repaying their loans and is attending university really of value to society or enabling social mobility were trotted out. As were courses that were poor value for money (due to strike action, poor mental health support, high costs of tuition and lack of in-person teaching). Pensions were mentioned.
  • Blended learning was discussed with an overall positive tone.
  • BAME students drop out / lower degree classification and staff representation in senior roles were raised. Diversity at Board level was raised. McKellar (UUK) called for quotas for both academic staff numbers and senior representation of BAME staff. Dandridge (OfS) highlighted the UKRI programme on black progression into research careers.
  • On the Government’s implementation of the Augar review Clare Merchant (Chief Executive, UCAS) said recent UCAS analysis on GCSE English and Maths levels suggested that those on free school meals, some BAME communities, and those in certain disadvantaged areas, were less likely to obtain the requisite levels at GCSE. Other concerns about the impact of minimum entry requirements and possible student number caps and their disproportionately disadvantaging effect compounding existing disadvantage were raised by other witnesses.

Related to the above points made during the Education Committee are comments that Emma Hardy (previous Shadow Minister for FE & HE Education) made at an accountability meeting and again at the Treasury Committee Spring Statement session. Wonkhe report: At the Treasury Committee Emma Hardy highlighted the regressive nature of changes to student loans, and the impact of these changes on the national accounts. Rishi Sunak described the reforms as “sensible”, and emphasised that nobody will pay more back in real terms than what they borrowed. Hardy noted that this change would only affect higher earners, with lower earning graduates likely to pay more than under the current system. Sunak rejected Hardy’s characterisation of the changes as “a tax on low earners” despite the evidence presented from Office for Budgetary Responsibility and Department for Education figures. You can watch the committee session on parliamentlive.tv.

There’s also a very short Wonkhe explainer, snippet:

  • Hardy’s argument is that this has a place based effect – graduates earning around the average wage in Hull will pay a lot more than they currently do, graduates earning around the average wage in London will pay less than currently. The opposite – in other words – of “levelling up”.
  • There’s a tendency in expert commentary to see this as a niche issue affecting only a small part of the population – but with participation rates rising (and set to rise further if we take into account both demographic bulging and the LLE opening the loan system to more people) there is a sizable marginal tax rate impact for a large part of a generation.

Graduate Jobs

The Institute of Student Employers has released their 2022 Student Development report which compiles trends following a survey of the Institute’s employer membership base. It’s sat behind a paywall so here is Wonkhe’s synopsis:

  • Every year Institute of Student Employers (ISE) surveys its member employers to get their view of graduate skills – in this year’s Student Development Survey reportwe get the picture of the impact of the pandemic, as well as an update on larger trends in graduate employment, with data drawn from 107 employers. ISE analysis concludes “there is a renewed focus on the soft skills required for a post-Covid workplace.”
  • A third of respondents say their skills needs have changed as a result of Covid-19 – focusing on independence, resilience/growth mindset, adaptability, and confidence. 65 per cent of employers expect their new hires to be able to work remotely, up from 45 per cent in 2021. There is also greater expectation that graduates will arrive with technical skills such as coding and data analysis – or be able to acquire these skills. Expert insight from University of Leeds academic Helen Hughes suggests that early career hires may struggle to access development opportunities and secure visibility of their work if there is more hybrid and remote working.
  • There is a long term downward trend in retention of graduate hires three years post-graduation – down to 72 per cent from 79 per cent in 2011, suggesting that employers may need to work harder to retain early career staff in the post-Covid workplace. 61 per cent reported demand for mental health support has increased during the pandemic and 89 per cent report providing mental health support and counselling particularly for early career hires.

There’s also a blog written by Nicola Thomas of ISE: Never have the skills required to thrive in the workplace shifted so dramatically in a two year period as in the last two years.

Access & Participation

We wrote about UUK’s new Fair Admissions Code of Practice recently – as of 1st April there is a long list of universities who have signed up to it.

The OfS issued some data on their participation performance measures.

As you have seen in our recent commentary on the B3 licence condition consultation and TEF plans, continuation is a key metric for the OfS.  They note from this data that there is a difference of 3.7% for continuation between the most and least represented groups.  These splits will feature in the regulatory and the TEF data and so we can expect scrutiny of this – the Ofs target is “To eliminate the unexplained gap in non-continuation between most and least represented groups by 2024-25, and to eliminate the absolute gap by 2030-31”.

Wonkhe report on the black attainment (degree classification) gap:

  • The gap between the proportion of black undergraduate qualifiers and the proportion of white qualifiers in England achieving a first class degree has almost doubled in a decade, widening to almost 20 percentage points in 2020-21…..Its headline measure on “good honours” attainment, which combines first class and upper second class honours, saw further improvement as a continuation of a long term trend – but masks the significant differential when only considering firsts.

Similar issues apply to the degree outcomes for disabled students.

As well as updating the KPM analysis, OfS has updated its Access and Participation Dashboard with figures for 2020-21, updated sector-level information on student’s qualifications on entry to higher education and their subject of study, and published a report that summarises the key gaps in access, continuation and attainment at a sector level for different student characteristics.

Blogs

Parliamentary Questions

OfS

It is Ministerial letter time.  After the flurries of letters from Gavin Williamson, things had gone a bit quiet, but a letter appeared on 31st March 2022, offering guidance on strategic priorities.  It replaces  the previous guidance up to February 2021, but notably the guidance on teaching grant (strategic priorities grant) stays in place.  The priorities as set out will not surprise you.  Although the encouragement to the OfS to carry out in person inspections of 10-15 institutions is interesting and the instructions on how the new B3 enforcement regime will be carried out.

  • We are clear that HE has an important role to play in delivering the government’s moral, economic and social vision for levelling up: supporting strong regional and economic growth, developing partnerships with Further Education colleges and local employers to improve the skills base nationally, and working with schools to drive up attainment
  • We welcome the OfS’s ongoing engagement on the development of the LLE to date and would like this engagement to continue in 2022-23. Together we need to ensure that the LLE is supported by an appropriate regulatory regime, fully equipped to support radically different, flexible arrangements, measuring quality using metrics that are meaningful in the new system and which interact positively with our admissions regime
  • Cold spots…We would like the OfS to explore ways of encouraging the expansion of HE provision into new areas, while ensuring that high quality provision is maintained
  • We would like the OfS to work with officials to help to grow the uptake of high-quality technical education and degree apprenticeships including, where possible, through the use of access and participation targets, information and guidance, as well as supporting the raising of the profile of IoTs.
  • … it is our clear and firm expectation that the OfS will use the new outcome thresholds to identify providers with unacceptable levels of performance and challenge them. In the event that they cannot convincingly explain and justify their student outcomes data, then this should provide the basis for generating robust regulatory investigation and action. In cases where low and unacceptable quality is confirmed, action should include, where appropriate, financial penalties and ultimately the suspension or removal of the provider from the register (and with it, access to student finance)
  • our priorities for investigation are:
    • larger providers with university title which are below proposed numerical thresholds either for the whole provider, or multiple subject areas; and
    • a set of investigations focused on a major subject grouping with large numbers of students and high variation in outcomes, such as Computer Science or Law, with the intention to drive up the quality of those courses across the sector as a whole; and
    • providers where OfS has long-standing concerns about quality which are confirmed or strengthened by numerical data on student outcomes
  • Our expectation is that the OfS should … implement a visible and effective inspections regime against the other B (Quality) conditions of registration, that will involve on-site inspection of 10-15 providers next year, that will root out pockets of poor provision and will result in regulatory action where appropriate. Through this activity, we would expect the OfS to focus on the following priorities:
    • that online learning should be used to complement and enhance a student’s learning experience, not to detract from it;
    • the provision of sufficient contact hours, particularly where this has been flagged by intelligence from students; and
    • the importance of maintaining rigour in assessment, including appropriate technical proficiency in English necessary to secure a good outcome for all or some students.
  • …., we want to offer our support for the OfS proposals for a refreshed Teaching Excellence Framework (TEF) and, in particular, welcome the proposed introduction of the new ‘Requires Improvement’ category
  • On APP: we would like the OfS to work at pace to publish guidance this spring, calling for providers to bring forward variations to their current A&P plans where these do not currently meet the new expectations. We would like to see these approved this autumn, to take effect from September 2023. Where providers with substandard plans fail to bring forward variations voluntarily, the OfS should not hesitate in calling on those providers to submit a new plan for approval.
  • We endorse the OfS’s proposal to move to a four-year A&P plan cycle, with a full rewrite of new A&P plans at the end of 2023, to come into effect by September 2024
  • We would also like to see providers incorporate data on completion rates and entry into professional employment, or further study, in all their advertising of subjects and courses from the start of the next admissions cycle
  • Anti-Semitism, freedom of Speech bill
  • We welcome the OfS’s publication of the statement of expectations on sexual harassment and misconduct last Spring …. in our view, the OfS should include this in a condition of registration as soon as possible.
  • we would like the OfS to work with officials and sector stakeholders to consider how we can ensure that the student interest is placed at the centre of fair and transparent admissions practices, and that the sector avoids practices where students may feel pressured into making decisions, including through the use of ‘conditional unconditional’ offers

And on funding – a separate letter also came out on grant funding.  Research Professional have a summary:

  • …the ministers set out how funding will be distributed next year after it pledged £750 million over three years last month to support “high-quality teaching and facilities” such as engineering and nursing.
  • The strategic priorities grant will rise by 5 per cent to £1,397m in 2022-23 from £1,330 million in 2021-22. Of the £56m rise, £32m is for strategically important subjects, particularly those connected to health.
  • Capital funding will be £450m between 2022-23 and 2024-25, compared with £150m in 2021-22. There will be up to £4m across the 2022-23 financial year to support Ukrainian nationals and Ukrainian-domiciled students affected by the war, and universities will have £5m to set aside for “emerging priorities”.
  • However, the student outreach programme Uni Connect will lose £10m next year after losing £20m this year, and student hardship funds will go without the £5m pandemic-related boost they received last year. 

More detail from RP here.  And you can find the letter itself here.  Some interesting points:

  • we want to further accelerate the growth of degree apprenticeships and encourage Higher Education Providers to expand their existing offers, or develop new ones, where they are best placed to do so. We will explore options with the OfS for supporting this important provision with up to £8m of funding for this goal
  • To encourage greater provision of level 4 and 5 qualifications we are providing £8m in the 2022-23 financial year to be allocated to providers with eligible learners on level 4 and 5 qualifications, through formula funding
  • we will explore options with the OfS for using an additional £10m of funding in the 2022-23 financial year to increase the amount of skills provision at levels 4 to 6 available in preparation for the launch of the LLE from 2025.
  • Mental Health: We have listened to students and the HE sector and would like the OfS to distribute funding, at a similar level to that disbursed last year, to give additional support for transitions from school/college to university, and through targeting funding to support partnership working with NHS services to provide pathways of care for students
  • No additional student hardship funding for 2022/23
  • Capital funding: We would like the OfS to continue allocating the majority of funds to providers through a competitive bidding process, to continue to target funds at specific projects and activities supporting high-quality, skills-based education but to do so using a multi-year approach.

In the meantime the OfS had published their 2022-2025 strategy focusing on quality and standards, and on equality of opportunity. The strategy aims for:

  • students to receive a high quality academic experience that improves their knowledge and skills, with increasing numbers receiving excellent provision
  • rigorous assessment and for qualifications to be credible and comparable
  • a focus on free speech
  • using incentivisation, regulation and providing a focus so that the subjects graduates study contribute usefully to the economy/industry and the levelling up agenda
  • student access, success and progression is not limited by their background, location or characteristics
  • a diverse range of courses and providers are available for students to choose from; provision is flexible and innovative and access to people at all life stages
  • harassment and sexual misconduct are responded to effectively if they occur
  • the environment supports student mental health and wellbeing to enable success in HE
  • HE providers are financially viable, sustainable and have effective governance
  • the promised academic experience is delivered to students and consumer protection is applied
  • minimising the OfS regulatory burden – action to meet the OfS goals and regulatory objectives

A summary is available here. Full content here.

Details of the latest appointments to the OfS board are here.

PQs:

Education Policies: White and Green

Education: Schools White Paper: The Schools White Paper – Opportunity for All: strong schools with great teachers for your child. Dods summary here (see first 6 pages).
Key aspects of the paper are:

  • Strong teaching (including aspects on teacher training, recruitment and the retention of teachers delivering key subjects in deprived areas through enhanced pay).
  • High standards for the curriculum (English and Maths are key foci, increasing average GCSE grade from 4.5 to 5 by 2030), behaviour and attendance (minimum 32.5 hours in school by 2023). Every school to have access to funded training for a senior mental health lead to deliver a whole school approach to health and wellbeing. New plans for sport, music and cultural education. New modern foreign language network hubs and professional development. More students to take the EBACC.
  • Targeted support for children who are behind in English and maths via a new parent pledge, guidance on the catch up (again with parent communications so parents stay informed) but without labelling and over testing; tutoring expected to be funded out of school core budgets including pupil premium.
  • All schools to be in a ‘strong’ multi-academy trust (MAT) by 2030 with new intervention powers to address MATs that are not strong. (There’s a new consultation on it here.) Plus transparency measures for parents to understand their top slicing of school budgets. Exceptionally schools may be able to move MATs. Local Authorities will receive ‘backstop powers’ to force trusts to admit children, and to object to schools’ published admissions numbers. Lots more on MATs in the summary.
  • A nice section in the summary page 5-6 which highlights the ‘re-announcements’ i.e. the aspects the Government have already released information or funding on. So if you are wondering if some aspects are new money or new interventions the ‘re-announcements’ detail what isn’t new but makes sense to sit under the White Paper umbrella.

SEN Green Paper: Nadhim Zahawi launched the green paper Special Education Needs and Disability Review through a debate in Parliament on Tuesday. Dods summarise the content here or there is a short Government press release: Ambitious reform for children and young people with SEND.

Other news

NUS: The NUS have elected new leadership. Wonkhe – NUS has announced that Shaima Dallali – currently President of City, University of London Students’ Union – was elected UK President for a two year term starting in July. Chloe Field – from Liverpool Guild of Students – was elected Vice President for Higher Education. Jewish News reports on concerns over Dallali’s “historic tweets” (since deleted), and her apology for them.

HE Data Reduction: Yes, you’ve heard it all before. Here’s the news from Wonkhe:  Higher and further education minister Michelle Donelan has announced that she will chair a HE Data Reduction Taskforce. The new taskforce will meet every six weeks to “streamline and simplify reporting requirements” on higher education institutions. We understand that representatives from HESA, the Education and Skills Funding Agency, the Student Loans Company, OfS, Ofsted, Ofqual, UCAS, and the Institute for Apprenticeships and Technical Education – along with experts from the wider sector – will have a particular focus on instances of duplication in data requirements. The Task Force will produce interim recommendations within three months, and a final report after six months.

This announcement comes following a written parliamentary question from Shadow HE minister last week asking Michelle Donelan what steps have been taken to ensure that higher education providers have a good understanding of (a) the reasons for which the Office for Students collects the data it does and (b) how it uses that data.

Turing mobility scheme: PIE news has a good quick read:

  • Improvements proposed for UK Turing scheme. Excerpt: while the new outward mobility program is being praised for the short mobility opportunities it presents and its weighting towards disadvantaged students, improvements could create a more efficient program, they have suggested.
  • UUKi is calling for the current 12-month project cycle to be shifted to a multi-year funding model.
  • “We think [that] would better support, not only the Global Britain agenda and the widening participation goals, but students to apply for actual funding so they can have funding confirmed earlier on,” said UUKi head of Global Mobility Policy Charley Robinson.

More here. And the second year of the Turing Scheme bids has opened.

Graduate shaped learning: Wonkhe – Miriam Firth explains why incorporating graduates’ working experiences into teaching is essential to helping students develop.

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HE policy update for the w/e 28th January 2022

The big news this weekend was the quiet announcement of at least part of the government’s response to the Augar review – a freeze on the inflation linked threshold increase for student loan repayments.

Student loan repayments

The statement that generated a fair amount of weekend press coverage is here.  It looks like a very technical announcement but this is at least part of the long awaited response to the Augar report – fiddling with repayment arrangements to reduce the overall cost of HE to the government.  They have not (yet) done the other things that were rumoured, like change (reduce) the interest rate or extend the repayment period but of course none of that has been ruled out.

  • I intend to bring forward regulations that will keep the repayment threshold for Plan 2 student loans [post 2012 loans] – the income level above which post-2012 student loan borrowers are required to make repayments – at its current level for the financial year 2022-23. The threshold will be maintained at its financial year 2021-22 level of £27,295 per year, £2,274 a month, or £524 a week.
  • The post-study interest rate thresholds that apply to Plan 2 loans will also be kept at their current levels in accord. For financial year 2022-23, the lower interest rate threshold will remain at £27,295 – to align with the repayment threshold – and the upper interest rate threshold will remain at £49,130.
  • I can also confirm today that the repayment threshold for postgraduate student loans will remain at its current level of £21,000 per year, £1,750 a month or £404 a week for financial year 2022-23.

As Jim Dickinson points out for Wonkhe, in an article which is worth reading:

  • The announcement officially marks a first formal break in policy on loans since Theresa May’s “British Dream” – in the speech where she launched the Augar review, she also raised the repayment threshold to £25,000 and announced it would be annually uprated by earnings, “putting money back into the pockets of graduates with high levels of debt”.
  • As such, the Institute for Fiscal Studies (IFS) saysthat the announcement effectively constitutes a tax rise by stealth on graduates with middling earnings.

Ah, the days when the government was worried about having lost the student vote.

Student Loan Rate: Wonkhe tell us that the Telegraph has an explainer on student loans and repayments as the loan interest rate hits 4.4 per cent.

PQs:

Parliamentary News

Antisemitism on campus remains a key focus for Education Secretary, Nadhim Zahawi. This week he hosted a closed door antisemitism summit with this news story setting the scene. Wonkhe have a short piece on the topic and there is a Government news story.

Michelle Donelan blogged for Conservative Home: Our new plan to crack down on low-quality higher education. The blog sweeps through the intent behind the regulatory changes we explained in last week’s policy update and then continues to trot through a reiteration of previously trailed Government intent for several policies related to HE.

Michelle Donelan also launched a campaign for every university to sign a pledge to end the use of non-disclosure agreements (NDAs) when handling complaints of sexual misconduct, bullying and harassment. Speaking about the “#CantBuyMySilence” campaign, supported by former equalities minister Maria Miller, she told BBC Woman’s Hour: This is a moral contract and I don’t think any vice-chancellor is going to look me in the eyes and not do this. Taking to Twitter she added: Victims of sexual harassment in universities should no longer be silenced by NDAs. I’m committed to stamping out sexual harassment on our campuses. That’s why I’m campaigning for every university to sign the pledge to end the use of NDAs in these circumstances. The DfE also issued the press release: Ministers and campaigners back new pledge to end the use of Non-Disclosure Agreements within universities to silence complainants in sexual harassment cases.

PQ: NDAs in schools

Finally the DfS is considering restructuring their staff and activities.

Research

Quick News

  • The Association of the British Pharmaceutical Industry reporteda lack of digital skills among those currently working in the life sciences sector, they intend to work with HE institutions and industry placements to increase the needed digital skills.
  • Science, Research and Innovation Minister George Freeman has made an announcement on the future uses and considerations of genomic science. And the Government Office for Science has published a report on genomics beyond healthcare
  • The reproducibility and research integrity inquiry continues (see here), the last session centred around AI.
  • Former universities minister (and current chair of the University APPG), Chris Skidmore, has been appointed as a member of the UK delegation to the new UK-EU Parliament Partnership Assembly. Skidmore has saidhe aims to highlight the need for continued partnership and collaboration in R&D, higher education and approaches to tackling climate change.
  • UK’s future exhaustion of intellectual property rights regime – consultation outcome inconclusive

Blogs:

Parliamentary Questions

Student Statistics

HESA published their HE Student Statistics for 2020/21, their summary here. It is interesting data because 2020/21 was the first full academic year within the Covid pandemic bringing nuance to the statistics. Wonkhe have a chew through the data here and highlight the key points as:  HESA puts an 8% increase in student numbers down to a combination of demographics, pre-existing trends; more students meeting offers due to centre assessed grades, and a 16 per cent increase in students deciding to progress to postgraduate study. There’s been a dramatic drop in the number of students studying abroad for part of the year, and following a drop in qualifications awarded in all categories in 2019–20, there has been an increase everywhere except postgraduate research for 2020–21.

The ONS also published the experimental statistics from the Student Experiences Insights Survey which surveyed final year HE undergraduate students on their behaviours, plans, opinions and well-being within the influence of Covid. Main points are here.

Complaints: Wonkhe – The Office of the Independent Adjudicator (OIA) has published its Operating Report for 2021, which saw record numbers of complaints and a six per cent increase on the 2020 numbers. OIA was successful in settling 15 per cent of cases. The Operating Plan for 2022 has also been released which focuses on four key areas; reviewing student complaints, sharing learning, effective working with others, and continued organisational development. Operating Plan here.

Admissions

UCAS End of Cycle provider level data (2021 cycle) was released. UCAS set out the top analysis points here. They include

  • 606,645 people of all ages applied to HE in 2021 (+5% on 2020), with 492,005 accepted (+1%).
  • 81% of students gained a place in their first choice university or college (up from 76%).
  • Overall, 38.3% of UK 18 year olds gained a placed in 2021 (up from 37% in 2020 and 34.1% in 2019).
  • 9% of students eligible for FSM entered higher education – a record high. 2021 also saw a record proportion of students from the most disadvantaged areas enter university or college.
  • The number of applicants achieving the top A level grades almost doubled compared to 2020 (19,595 from 12,735) and nearly quadrupled from pre-pandemic levels (5,655 in 2019). As a likely result, 103,010 UK young people were accepted at higher tariff providers, up 11% from 92,650 in 2020.
  • UCAS’ Career Finder apprenticeship searches jumped 50% in a year to 1.5 million, with half of UCAS pre-applicants telling us they are interested in learning about apprenticeships as well as traditional undergraduate degrees.
  • UCAS state the UK remains globally attractive UCAS, with their recent ‘Where Next: the experience of international students connecting to UK higher education’ report indicating that nearly 9 out of 10 students find the UK a positive place to study. (Other key points from the report here.)
  • Internationally, a total of 142,925 people of all ages applied (-5% on 2020), with 70,005 accepted (+1%). 111,255 people applied from outside the EU (+12%) with 54,030 accepted (+2%); while 31,670 people from within the EU applied (-40%) with 16,025 were accepted (-50%).
  • Unconditional offer-making fell from a high of 15.7% of all offers made in 2020 to 3.3% in 2021, with ‘conditional unconditional offers’ all but eliminated within this cycle.

Wonkhe have a quick data run through with their usual charts and short explanations style highlighting some of the key points and nuanced anomalies.

Clare Marchant, Chief Executive at UCAS, said:

  • “The 2021 cycle was the first admissions cycle that took place end to end during a global pandemic, and the tremendous hard work and resilience of students has been justly rewarded with the increase in placed applicants as well as those getting their first choice…Today’s data also shows a significant move away from unconditional offer making as universities have sought to provide greater stability to students and address concerns from schools and colleges.
  • This year sees the return to exams and is the second year of what will be a decade of growth of 18 year olds in the UK population. As we are set to hit a million applicants by 2026, it will be even more important that the higher education admissions system meets the needs of students in this increasingly competitive environment.

Alistair Jarvis CBE, Chief Executive of Universities UK said:

  • The data on unconditional offers shows that universities have responded to recommendations in our Fair Admissions Review, aimed at building greater levels of transparency, fairness, and trust in the system, and worked hard to provide stability during the uncertainty caused by the pandemic.
  • To build on this progress, we are currently working with UCAS, universities and school leaders to develop a new admissions code of practice that will further improve fairness, deliver for students, and continue universities’ commitments to widening access and participation in higher education.

PQ: 2022 exams going ahead and outline of adaptations. The latest DfE exams explainer to students is here.

Another Wonkhe blog considers whether there is diversity of access within the increased student numbers– in essence the answer is ‘yes – but…’!

80 HE providers (including BU) have confirmed they will accept the new T level qualification for entry onto at least one courses. Of the 80 providers 10 are Russell Group members. Here’s the list of HE institutions accepting T levels.

The content and assessment of GCSE French, German and Spanish will change. Contact us if you’d like a short summary.

Access & Participation

The Office for National Statistics (ONS) has published Education, social mobility and outcomes for students receiving free school meals in England: initial findings on earnings outcomes by demographic and regional factors. These are experimental statistics delving down to a deeper level than previously possible as the education data is linked with LEO’s earnings data at the population level.  Key points:

  • At age 25 years, 23% of free school meal (FSM) recipients recorded earnings above the Living Wage (42% were below the threshold; 29.2% recorded as no earning).
    Comparison: 43.5% of people not eligible for FSM recorded earnings above the Living Wage. For both females and males, the difference between FSM recipients and non-recipients earning the living wage was broadly similar in every region.
  • Females earn less – 18% of FSM females recorded earnings above the Living Wage compared with 28% of FSM males. Non-FSM people recording earnings above the Living Wage were 39.3% (female) and 47.5% (male). In every region, the proportion of males who received FSMs earning above the Living Wage was larger than the proportion of female FSM recipients.
  • The East of England had the greatest proportion of FSM recipients with recorded earnings above the Living Wage (29.5%), the smallest proportion was in the North East (19.9%).

PQs:

Care Leavers

Wonkhe: The Student Loans Company has published new data on the number of care leavers and estranged students who received student finance between 2017-18 and 2021-22 which are lower than in 2020–21 but still show an increase on 2017.

Ofsted has published findings from a survey of children in care and care leavers on the planning and preparation that happens before they leave the system. Over a third of care leavers feel that they left care too early, regardless of whether they were ready or not. And care leavers’ experience of preparation has been varied.

Ofsted set out the key findings as:

  • More than a third of care leavers felt that they left care too early. This was often because the move out of care happened abruptly and they were not ready for all the sudden changes.
  • Of those who did feel that they left care at the right time, not all felt they had the required skills to live more independently. Many care leavers told us that they were not taught essential skills, such as how to shop, cook or manage money.
  • Many care leavers felt ‘alone’ or ‘isolated’ when they left care and did not know where to get help with their mental health or emotional well-being. Many care leavers had no one they could talk to about how they were feeling or who would look out for them. A third of care leavers told us they did not know where to get help and support. For many, no plans had been made to support their mental health or emotional well-being when they left care.
  • Although statutory guidance requires that young people should be introduced to their personal adviser (PA) from age 16, over a quarter of care leavers did not meet their PA until they were 18 or older. Care leavers saw PAs as helpful in preparing to leave care, but a fifth felt they met them too late. Two fifths of the children still in care told us that they did not yet have a PA, meaning that some about to leave care still did not know who would be helping them.
  • Some care leavers could not trust or rely on the professionals helping them to prepare for leaving care. Care leavers needed someone they could rely on for help when they felt scared or worried, but sometimes they felt that professionals were ‘rude’ or ‘uninterested’, or showed a lack of respect, for example by cancelling meetings, turning up late or ignoring their feelings.
  • Care leavers were not involved enough in plans about their future. Around a quarter of care leavers reported they were not at all involved in developing these plans. Some felt that, even when they expressed their wishes, they were not listened to, or that they did not fully understand the options. Some felt that plans did not match their aspirations. For many, this had a long-term impact on their education or career path, as well as their emotional well-being.
  • Many care leavers had no control over where they lived when they left care, and many felt unsafe. Only around a third of care leavers had a say in the location they’d like to live in and even fewer (a fifth) in the type of accommodation. One in 10 care leavers never felt safe when they first left care. Many care leavers were worried about the area or people where they lived. Sometimes the area was completely unfamiliar to them or was seen as a crime and exploitation hot spot. Many care leavers also felt unsafe living on their own.
  • Many care leavers felt unprepared to manage money. Some were not aware of what bills they needed to pay, or how to budget. In some cases, this led to them getting into debt, losing tenancies, or not being able to afford food or travel. Some care leavers were still in debt years later. When they were asked what made them feel unsafe when they first left care, being worried about money was the most common reason reported. A few care leavers reported getting into crime when they left care in order to get money, or because they were not able to manage their finances.
  • Some care leavers said they did not find out about their rights until they were already in serious difficulties. In some cases, care leavers were already in debt or homeless before they were told about the help they could access. Only around half remembered being told about the support and services available in the local care leaver offer. A similar proportion reported being told how to complain and even fewer were told how to get advocacy support. Care leavers (or their carers) who had engaged advocacy services had found this help to be vital.

The National Foundation for Educational Research in England and Wales warns that the changes to Free Schools Meals eligibility will make tracking the progress of disadvantage pupils ‘almost impossible’. Full report here.

Student accommodation

The Scottish Government is considering regulating purpose built student accommodation.

PQs:

PQs

Other news

Green Jobs: The Government  published its response to the Environmental Audit Committee’s report on green jobs. The committee’s report found that the Government was not sufficiently grappling the skills gap needed for net zero, resulting in missed opportunities. The Government’s response outlines the Government’s actions on green jobs and confirms that the new Green Jobs Delivery Group will include ministers from multiple departments alongside an industry co-chair.

Non-vaccinated nursing students: Wonkhe – Nursing students in England who have not been double vaccinated against Covid-19 by April will not be able to undertake clinical placements, risking their ability to complete and join the register. Newly updated guidance published by Health Education England (HEE) on changes to vaccination rules notes some temporary exemptions for unvaccinated nursing students who have recently had a confirmed Covid-19 infection which prevents them from having the jab for 28 days after, and for those who are pregnant and may choose to take a “short-term medical exemption”. The Royal College of Nursing continues to call for a delay to the implementation of the policy.

Skill Shortages: The Department for Digital, Culture, Media and Sport (DCMS) has published experimental statistics on skills shortages and skills gaps in the DCMS sectors for 2019.

 Skills Shortages

  • 4% of DCMS Sector vacancies were attributed to skills shortages (i.e. applicants did not have the right skills, qualifications and/or experience), lower than 24.4% for All Sectors.
  • 2% of DCMS Sector businesses have at least one skills shortage vacancy, compared with 5.5% of All Sectors.

 Skills Gaps

  • 8% of the DCMS Sector workforce had skills gaps (staff judged to be not fully proficient in their role), slightly higher than 4.5% for All Sectors.
  • 2% of DCMS Sector businesses have at least one skills gap, the same as for All Sectors (13.2%).

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HE policy update w/e 17th January 2022

As the PM tries to focus on policy to reduce the chat about parties, it may be that the levelling up white paper finally sees the light of day fairly soon, and some big OfS consultations are also expected, so hold on to your hats for the next update!  In the meantime, plenty on research priorities.

Parliamentary News

Michelle Donelan gave a ministerial statement on 5 January about reforms to support the government’s skills revolution – ie levelling up by filling skills gaps to boost the economy. Nine more Institutes of Technology were announced (12 already running), T levels announcements were made, and it also covered access to flexible short courses for retraining: More than 20 universities and colleges will offer the courses in subjects where there are skills shortages such as digital, Net Zero, Education, STEM and Healthcare, and offering an alternative to studying a traditional three-year degree. Student finance will be available to students taking the courses, marking the next step in the development of the government’s Lifelong Learning Entitlement which, from 2025, will provide individuals with a loan entitlement to be the equivalent of four years of post-18 education they can use flexibly over their lifetime.

The DfE statement contains more detail.

Education Minister, Nadhim Zahawi, also made a statement. It focussed mainly on schools and Covid issues related to compulsory schooling. However, on international HE students Zahawi stated: We continue to welcome international students to the United Kingdom, and universities stand ready to support any students who are required to quarantine on arrival. Overseas students should not worry, because visa concessions remain in place for international students to allow them to study remotely until 6 April this year.

Research

ARIA: The ARIA Bill has passed through Parliament with limited amendments. Plans for recruitment of the ARIA Chair and Chief Executive are at various stages but it is not known if a preferred candidate has yet been selected. ARIA will have a budget of £800 million over the next four financial years. Wonkhe have a blog.

2022 Ministerial Science Plan: Science Minister George Freeman outlined his core missions and priorities for 2022 on Twitter. Here’s the basics:

  • Horizon: push for final sign-off on the UK’s Horizon Europe membership (£80.5bn). As political disputes continue to hold up membership in Brussels the Minister stated he is still working on a “bold Global Britain Plan B” should Horizon membership fall through.
  • Research Ecosystem: implementing the Nurse, Grant and Tickell reviews which address the research landscape, UKRI, and research bureaucracy. All three reviews are expected to be published this year.
  • ARIA: Establishing the £800m Advanced Research and Invention Agency as the UK’s “science satellite” to ensure the UK “stays on the frontline of exploring new ways of doing new science”. The Bill is now awaiting Royal Assent.
  • Science Cabinet: Establishing the new National Science & Technology Council, which Freeman calls the “Science Cabinet”. The Council, which was announced last year, will be chaired by the PM and the chief scientific adviser Patrick Vallance. Freeman also committed to establishing an R&D inter-ministerial group to provide a “joined-up cross-Government” approach to R&D policy.
  • Funding: Allocating the £20bn R&D funding promised by 2024-25 at the last spending review to help reach the government’s target of increasing R&D spend to 2.4% of GDP. He also commits to work with the Chancellor, Treasury, and industry to “take forward” the Patient Capital Reviewon supporting business to scale-up to “unlock great UK pension and fund investment” in high-growth companies.
  • Regulation: Freeman also commits to support the implementation of the recommendations of the Taskforce on Innovation, Growth and Regulatory Reform– of which he was a member prior to being appointed – which he says will “unlock UK leadership in regulatory innovation for leadership in setting the global standards for fast-emerging new sectors” such as AI and nutraceuticals.
  • Levelling Up: The Minister plans to map and focus on the roughly 30 R&D clusters around the UK as the basis for how science and innovation can support the Government’s level-up ambitions, creating “new jobs, opportunities & companies key to sustainable long term growth.” The Levelling Up White Paper is expected to be published in the first half of this year.
  • Quantum: Developing a ‘UK Quantum Computing Technology and Industrial Strategy’ to “consolidate the UK’s global leadership in the science of advanced computing into commercial leadership in innovation & industry.”
  • Strategies: The Minister committed to implementing the 2021 Life Sciences Visionto “ensure we repeat the successes of our first industrial strategy”, as well as the UK Innovation Strategy to “help create the next high growth sectors”. Plus the UK Space Strategy to develop the £16bn UK space tech sector. Freeman pledges to implement key reforms of the R&D People and Culture Strategy (published by the previous Minister).
  • International: Establishing new Global Britain science fellowships, working with global allies and the National Cyber Security Centre to “ensure research security against hostile industrial and sovereign research espionage and IP theft.”

In response, Hetan Shah, writing for Wonkhe calls for the inclusion of social sciences, arts and humanities in achieving the science minister’s priorities for research and development in 2022.

AI: The Centre for Data Ethics and Innovation has published the second edition of its AI Barometer, analysing the most pressing opportunities, risks and challenges associated with AI and data in the UK. And the Defence Science and Technology Laboratory (Dtsl) has published information on the development of a standard approach for AI and autonomy in networked multi-sensory systems in security and defence.

Research Integrity: The Commons Science and Technology Select Committee met on 15 December as part of the Reproducibility and Research Integrity inquiry. Dods have summarised the session here.

Parliamentary questions:

Research Bureaucracy: The Independent Review of Research Bureaucracy has published its interim findings focusing on the role funders play within the research system. You can read a summary of the interim findings or the full interim report. The final report is due in Spring 2022.   The report sets out themes and the next steps for the review to consider, rather than recommendations, including:

  • How funders might adopt a risk based approach to assurance
  • Streamlining reporting including across concordats and the possibility of collective resources
  • Simplifying applications and moving admin post-award
  • Triaging applications via an expert panel and simplifying assessment criteria
  • Maybe controversially – capping the number of applications an institution can submit to a scheme
  • Reviewing contracting processes, procurement and change processes
  • Digital platforms – portals and interoperability
  • Looking at how individual universities manage research and building case studies – the implication being that a lot of the bureaucracy is self-imposed within universities

There will be consultation and the next report will have recommendations.

Admissions

Exams: Wonkhe tell us that the Times reports that Minister for Education, Nadhim Zahawi, has insisted that school exams will go ahead this summer.

BTECs: The Nuffield Foundation & Oxford Brookes University have issued a press release Students with BTECs are successful across a range of university outcomes. The headlines are drawn from this report (the 60 second summary from page 3 is useful). The political context for this release is the DfE’s intention to cease some BTECs and reduce the number of others offered as the country moves towards the T level curriculum. The results provide balance to previous reports that suggest BTEC students achieve lower outcomes that A level entrants. Key points from the press release:

  • Students who take A levels are less likely to drop out of university and more likely to graduate with a 2:1 or a first than those with BTECs.

However:

  • The majority of graduating BTEC students gain at least a 2:1.
  • BTECs provide the route into university for 1 in 4 young student entrants from England, and they are more likely to be from disadvantaged backgrounds than their A level peers.
  • Over 80% of students with just BTECs stay at university after their first year and over 60% of graduating BTEC students gain a 2:1 or above.
  • However, students who enter with only BTECs are almost twice as likely (11% vs 6%) to drop out before their second year compared to similar A level students. They are also 1.7 times more likely to repeat their first year and around 1.4 times more likely to graduate below a 2:1.
  • BTEC entrants with ‘average’ GCSE results had a 25% chance of graduating below a 2:1 compared with an 18% chance for A level entrants with the same GCSE grades and similar other characteristics.
  • There are differences in university outcomes between entrants with a combination of A levels and BTECs compared with just A levels, but they are smaller than the differences between those entering with only BTECs and only A levels.
  • Analysis of data from one university providing detailed module scores suggests that those with BTECs perform less well on exam-assessed than coursework-assessed modules.  Since recent reforms, BTECs must have a proportion of external assessment which may prepare BTEC students better for university exams – the research subjects predated these reforms.
  • The type of A levels (e.g. traditional) and whether an A level in the degree subject was held had an impact on degree outcome read more in the report and press release on the above links.

Dr Dilnot (report author) said: Reform of level three qualifications is high on the Government’s agenda, with the publication of a policy document in July 2021 on the defunding of large BTECs in the context of introducing a more clearly two pronged approach to further study and training, with A levels on the one hand and T-levels on the other.  We welcome the planned postponement of the removal of funding for most BTECS and would encourage further consideration of their future. It’s very important to note that although there are differences between outcomes for BTEC and A level students, the overwhelming majority of students entering with BTECs or combinations do not drop out, and the majority of those graduating do so with at least a 2:1.

Dr Wyness (report author) commented: It is clearly important to address the differences in university outcomes between those with A levels and BTECs…But it should be remembered that, without the availability of BTECs, many disadvantaged students might not have attended university at all.

Access & Participation

First in Family – part 1: The Nuffield Foundation & UCL published First in family: higher education choices and labour market outcomes highlighting that women who are the first in their family to graduate from university earn 7% less in their mid-20s compared to female graduates whose parents attended university. They are also less likely to attend an elite institution, 4% more likely to drop out than those with graduate parents and female first in family students often face multiple disadvantages. The report is set against the recent political backdrop whereby the Government is pushing universities to reduce dropout rates and introduce new targets which support disadvantaged students through university and into highly paid, skilled jobs.

On the female multiple disadvantage the report finds the first in family female (FiFF) pay gap is impacted by:

  • Unlike first generation male graduates, FiFF graduates have, on average, lower pre-university educational attainment than their female peers with at least one graduate parent.
  • FiFF are less likely to attend a more selective university;
  • FiFF tend to work in smaller firms, and in jobs that don’t require a degree;
  • FiFF are more likely to become mothers by the age of 25;

Moving forward lead author, Dr Morag Henderson, said: Universities should target first generation students in their recruitment and ensure that there are systems to support them while at university. We recommend that universities target some of their successful mentoring schemes specifically to first in family students to reduce the risk of dropout among this group…And while it is encouraging to hear the government suggesting that university is ‘as much about getting on as it is about getting in’, their new plans to reduce dropout rates and set targets for entry into well-paid jobs among disadvantaged graduates should consider those who are first in their family to attend university.

Other recommendations within the report are:

  • Use Contextual Admissions to make offers to students which consider socioeconomic status, individual characteristics and type of school attended. It remains all the more important that universities are able to identify students who have a high potential to succeed, irrespective of their background.
  • Given that first in family status is an important indicator that could be key in efforts to widen participation at universities: we recommend that University College Admissions Service (UCAS) increase its efforts to improve measurement and validity of the first in family measure.
  • We recommend that early intervention among the potential first in family group is important, where there should be more coordination and resource to raise attainment [and non-cognitive skills] among this group throughout schooling to ensure that students are able to pursue higher education should they choose to.
  • We recommend that efforts are made by graduate employers to support the Widening Participation agenda beyond higher education. By targeting these groups in their graduate training programmes and recording first in family status data in applications through to recruitment, they can ensure a diverse workforce.

First in Family – part 2: Meanwhile HEPI published: New report finds ‘first-in-family’ status flawed as a way of helping disadvantaged students. It states with over two-thirds of students able to be classified as first in family it cannot be a useful indicator for widening participation activities, particularly because it is self-declared and unverifiable. The report argues only a tighter first in family indicator should be considered and only for lower stakes widening participation activities. For higher stakes activities, such as contextual offers at highly selective universities, it should be used only as part of a basket of measures. Overall the paper agrees with the data mentioned in the Nuffield study above and the short version is the authors recommend first in family be used in combination with other measures to target support (such as free school meals). While this HEPI report and the above Nuffield study seem to disagree ultimately they both recommend a granular approach acknowledging multiple deprivations and organisations working together to enhance the validity of the looser measures. So the same messages that have been around for several years.

Drilling down further the HEPI paper also recommends:

  • delivering outreach for the parents of groups that are under-represented in higher education, and:
  • providing student mentors for first-year undergraduates to help them build networks.

Nick Hillman, Director of the Higher Education Policy Institute, said: This research has changed my thinking on “first-in-family” students. It is a description of majority status that has been masquerading as a description of minority status.

Harriet Coombs, the author of the report, stated: The first-in-family problem is, at root, a fair access one rather than a widening participation one…the bigger problem is not getting more first-in-family students into higher education, but rather getting more first-in-family students into highly selective institutions. Further to this, highly selective universities now need to ensure they retain first-generation students as well as just recruit them.

Student transfers: Parliamentary Question on the background of students changing HE provider; (context: the proportion of higher education students who transfer between higher education institutions in any given year; and the assessment of the socio-economic backgrounds of those students). Edited answer:

  • 9% of students who entered the first year of a full-time first degree in England in the 2018/19 academic year had transferred to a different provider one year after entry.
  • The statistics are disaggregated by student characteristics, including two measures of disadvantage. These show that:
    • 4% of students from Participation of Local Areas (POLAR4) [1] quintile 1 (lowest higher education participation) backgrounds had transferred to a different provider one year after entry, compared to 3.0% for those from quintile 5 (highest higher education participation);
    • 8% of students from Index of Multiple Deprivation (IMD)[2] quintile 1 (most deprived) backgrounds had transferred to a different provider one year after entry, compared to 2.5% for those from quintile 5 (least deprived).

Rebooting Widening Access: Another offering from HEPI written by NEON Director Professor Graeme Atherton Giving widening access a real reboot argues that if the government really wants to move the widening access agenda forward then it needs to be more radical than was suggested by the Minister for Higher Education in November last year. A ‘real’ reboot of widening access to higher education would:

  • Revise graduate outcomes targets to make them both broader to encompass both other measures of success alongside income and also local/regional as well as institutional.
  • Move away from the POLAR measure as a tool to orientate the work of outreach and access work.
  • Initiate collaboration across the student lifecycle.
  • Make the Office for Students more outward facing.
  • Link outreach to careers work through a change in the admissions system.

Old Vs New Advice: Finally Wonkhe report on The Centre for Global Higher Education’s working paper written by former OfS director of fair access and participation Chris Millward, reflecting on his experience working in higher education access. On Wonk Corner, Jim Dickinson notes sections that shed light on Millward’s views on universities being asked to raise attainment in schools – which he approached with “caution” given questions over how “appropriate” such advice would be for the regulator of higher education.

Degree Apprenticeships

The Institute for Apprenticeships and Technical Education has reported the responses to their consultation on reforming degree apprenticeships. You can read a summary here. There was support for the planned changes to how degrees are included in apprenticeships. This included further integration of on-the-job and off-the-job training, aligning the end point assessment with the final assessment of the degree, and the alignment of all degrees within apprenticeships with the occupational standards (the employer-defined knowledge, skills and behaviours that must be learned to prove occupational competency) to avoid existing degrees being re-badged as apprenticeships.

Separately this parliamentary question has warm words from the Minister on degree apprenticeships.

International

The Department for Education has updated the Covid-19 guidance for international students before they travel to the UK.

Parliamentary Question: International students are permitted to start a course from overseas through distance learning without a visa.

Wellbeing

Wonkhe report on a National piece which highlights new research from Glasgow University on the wellbeing of Postgraduate Researchers. The research, which surveyed PGRs across 48 UK institutions, found that “almost a quarter of respondents (23 per cent) had considered suicide or self-harm in the past two weeks”.

Wonkhe also have a wellbeing blog – In difficult times communications can enhance or erode student wellbeing. Sunday Blake talks to student welfare officers to learn the lessons of the pandemic for connecting with students.

Sexual Violence

UCU published a new report on eradicating sexual violence in tertiary education. The report calls on employers to do more to tackle sexual violence. UCU found in the last 5 years:

  • 12% of women and 5% of men had directly experienced workplace sexual violence
  • 52% of those who directly experienced sexual violence did not disclose or report it to their employer
  • 70% of those who directly experienced sexual violence experienced it as an ongoing pattern of behaviour rather than a one-off incident
  • Staff on non-permanent contracts were 1.3 times as likely to experience direct sexual violence than those in permanent roles
  • Staff on insecure contracts, those with disabilities, those who are trans & non binary, those in racialised minorities and those with a sexual orientation other than heterosexual are all at significantly greater risk of sexual violence

PQs

Other news

Free speech:

  • Wonkhe report that Education secretary Nadhim Zahawi has saidon Twitter that he will consider supporting a new amendment to the Higher Education (Freedom of Speech) Bill, proposed by Jesse Norman, that would require universities to declare all overseas contributions of more than £50,000 to the Office for Students (OfS). The amendment, also supported by education select committee chair Robert Halfon, would see OfS publishing a searchable database of such donations annually and would require institutions to report all applicable contributions made since April 2013. The bill is currently awaiting a date for report stage debate in the House of Commons.
  • A new short Wonkhe piece on students’ self-censoring their viewpoints and commenting on a You Gov survey which polarises opinion between prioritising free speech or preventing hate speech.
  • PQ on Guidance to accompany the Free Speech Bill for HE sector and a consultation will be published in due course (0.24% events cancelled on campus – not necessarily due to free speech issues).

National Security (& research):

  • Business Secretary Kwasi Kwarteng has made an announcement on new laws to strengthen national security coming into effect: The National Security and Investment Act came into force this week, granting the Government powers to scrutinise and intervene in certain acquisitions made by anyone, including businesses and investors, that could harm the UK’s national security, better reflecting the threats we face today.
  • The government now has the power to block deals ranging from research projects for foreign corporations and funding of PhDs to the establishment of joint research centres and the purchase of spinout companies
  • The government will also be able to impose certain conditions on an acquisition or, if necessary, unwind or block it – although it is expected this will happen rarely and the vast majority of deals will require no intervention and be able to proceed without delay, in the knowledge that the government will not revisit a transaction once cleared unless false or misleading information was provided.
  • The new regime is more transparent about the types of deals the government could examine, and requires businesses and investors to notify the government of certain acquisitions across 17 sensitive areas of the economy, including Artificial Intelligence and Civil Nuclear.
  • The Department for Business, Energy and Industrial Strategy has published guidance to help higher education institutions, other research organisations and investors in this area to understand the scope of the NSI Act, which came into force on 4 January 2022.

Appointments:

  • Department for Environment, Food and Rural AffairsEnvironment Agency – Sarah Mukherjee and Mark Suthern appointed as Non-executive Directors to the Board from 10 January to 9 January 2026; Natural England – Tony Juniper CBE reappointed as Chair for a second term from 23 April to 22 April 2025.
  • Department for Digital, Culture, Media and Sport: John Edwards appointed as Information Commissioner for five years from 3 January; BBC – Muriel Gray appointed to the Board as Scotland Nation Member from 3 January to 2 January 2026; Charity Commission – Ian Karet’s term as Interim Chair extended from 27 December 2021 to 26 June 2022, whilst the appointment process for a permanent Chair is conducted. Household name Laura Kuenssberg is to stand down as BBC Political Editor after seven years in the job, she will remain in the post until Easter; Deborah Turness appointed as CEO, BBC News and Current Affairs.
  • Government Equalities Office: Equality and Human Rights Commission – Akua Reindorf appointed as a Commissioner and Board Member.
  • Department of Health and Social Care: NHS Business Services Authority – Silla Maizey’s re-appointment as Chair extended from 1 January to 31 March; Human Fertilisation and Embryology Authority – Margaret Gilmore’s and Ruth Wilde’s re-appointment as Non-executive Members extended for three months from 1 January; Anne Lampe’s re-appointment as Non-executive Member extended for three months from 1 February

Interest Groups:

  • Beaver Trust – Sandra King appointed as Chief Executive.
  • The Clink Charity – Yvonne Thomas appointed as Chief Executive.
  • Crisis – Matt Downie MBE appointed as Chief Executive.

Student Engagement Tech: Wonkhe report that Jisc and Emerge Education have released a new report on how technology can be used to improve student engagement. The report presents several case studies of technology being used to enhance engagement across the sector and suggests that both digital strategies and working with students should be adopted by institutions. On Wonk Corner Will Awad has some thoughts on what’s next for technological advancements in the sector.

Doctoral recruits: Wonkhe inform that The Natural Environment Research Council has published best practice principles for recruiting doctoral candidates. The aim of the principles are to assist Centres for Doctoral Training (CDTs) and Doctoral Training Partnerships (DTPs) to improve their diversity, equality and inclusion. The CDTs and DTPs need to be implementing the principles from October 2022 if they have not already begun.

HE reputation: Research Professional – University reputations ‘at risk’ from Office for Students’ focus on compliance. England’s regulator risks accidentally damaging higher education’s reputation by not focusing on positive examples, Universities UK has warned.

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External readers: Thank you to our external readers who enjoy our policy updates. Not all our content is accessible to external readers, but you can continue to read our updates which omit the restricted content on the policy pages of the BU Research Blog – here’s the link.

Did you know? You can catch up on previous versions of the policy update on BU’s intranet pages here. Some links require access to a BU account- BU staff not able to click through to an external link should contact eresourceshelp@bournemouth.ac.uk for further assistance.

JANE FORSTER                                            |                       SARAH CARTER

VC’s Policy Advisor                                                              Policy & Public Affairs Officer

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

HE policy update for the w/e 12th November 2021

Here’s our round up of the news from the last couple of weeks.

Parliamentary News

David Thomas, a co-founder of the Oak National Academy, has been appointed as a part time policy adviser to Education Secretary Nadhim Zahawi. His policy brief will focus on recovery, academies and remote education. Former free school founder Mark Lehain has been appointed as Zahawi’s policy special adviser.

All change at the OfS

The OfS have announced that chief executive, Nicola Dandridge, will leave the regulator at the end of April 2022. This was anticipated as Dandridge’s original term was extended for one year to cover the period to April 2022. The recruitment of her successor will be closely watched with many a keen eye judging the impartiality of the process.

But in the meantime, they are not wasting any time, as they have launched a consultation on their next year strategic plan.  The contents are not very surprising given what we have been hearing from them and from Ministers.  There is a Wonkhe article here which is a little bit critical….

  • What’s missing? An opportunity to say something on sector cohesion and co-regulation has been missed. There should really have been something about external pressures – the recovery and change as a result of Covid-19, the wellbeing of staff, the incoming demographic pressure on the system.
  • If you were writing a new strategy for anybody involved in English higher education, your environmental analysis would include the potential government response to the Augar report and the incoming Lifelong Loan Entitlement … You will search the strategy consultation in vain for more than a single line noting the LLE might be a thing. So maybe a goal around delivering and supporting systemic changes. And another about working in partnership with other agencies.
  • There’s a school of thought that would suggest waiting until you have all your senior roles filled before you wrote a strategy – the whole point of recruiting good board members and directors is to let them have an input into things like this, surely?
  • .. Now if you were an organisation whose principal beneficiaries were named in your title, you might reasonably set about involving those beneficiaries in determining those priorities, right?… Nothing. Nada. Even the paternalism doesn’t sound especially benevolent this time around. There’s a couple of pages reminding us that 25 different directions in ministerial guidance letters have helped shape the strategy, both not a single word on how students have.

Anyway, extracts from the consultation proposal are here.  As well is what is missing, we invite you to form your own views on how chilling it is.  Spoiler: it’s chilling.

Regulatory approach

Our approach is based on a set of minimum expectations that we refer to as the ‘regulatory baseline’.

  • The regulatory baseline is a set of regulatory expectations that represent the minimum performance to which students and taxpayers are entitled. The baseline is predominantly expressed through our conditions of registration and all providers are required to satisfy these. We also use statements of expectation and other tools to express this minimum level of performance from providers to which students and taxpayers are entitled.

…During the next strategic period, our work will be strongly focused on ensuring that providers are meeting these expectations. Performance that falls below our regulatory baseline fails students, who contribute through their time, effort and fees. It fails taxpayers, who support a significant investment of public funds through grants and subsidised loans. It also fails to deliver the objectives set out in our regulatory framework.

We use a range of regulatory approaches to secure compliance with the baseline: setting clear expectations for compliance with our conditions of registration; taking proportionate action to secure compliance with this baseline, escalating enforcement action where it is breached; and intervening where a provider is at risk of dropping below it. We also communicate information and use influence to incentivise compliance with the baseline.

Where it is proportionate to do so, we regulate to ensure that providers cannot continue to access student loan funding, grant funding, and degree awarding powers, if their performance falls below this baseline.

In regulating providers against this baseline, we use a risk-based and proportionate approach. This means that we prioritise and act according to the risk posed to students and taxpayers, and that our interventions are proportionate to that regulatory risk. This approach enables us to minimise burden on providers where possible: providers that represent low risk to students and taxpayers will experience lower regulatory burden.

Above the baseline, we believe that autonomous providers making their own decisions is the best way to ensure the sector can flourish and innovate. We do not prescribe how universities and colleges should operate beyond our minimum requirements, and most of our activity will be designed to ensure that providers meet these expectations.

We will, however, influence and incentivise providers to perform beyond our minimum requirements over the next strategic period. Student choice has a significant role in shaping the sector to respond to students’ needs and goals: effective information, advice and guidance plays a major role in driving high quality outcomes. We will therefore take steps to ensure that students and their advisers have access to relevant and targeted information to inform their choices about whether, what and where to study.

 We will also use other methods. For instance, in using our funding powers to incentivise certain outcomes or through such mechanisms as the TEF.

Areas of focus

The two areas that we will focus on from 2022 to 2025 are quality and standards, and equality of opportunity. … These areas of focus are important in their own right, and they have only become more so in the context of the coronavirus pandemic. In response to the pandemic, we paused some of our reporting requirements as higher education providers adapted to the novel and fast-moving environment. As we transition out of the early stages of the pandemic over the next strategic period, we know that quality and standards will be of utmost importance to students. Many have faced significant disruption to their education during the pandemic, while new opportunities have emerged from the significant change that came with it. Meanwhile, gaps in opportunity have for the most part stagnated or widened during the last two years, and longer-term effects are still unclear, adding further imperative to focus on this area.

Goals

Quality and standards

  • Students receive a high quality academic experience that improves their knowledge and skills, with increasing numbers receiving excellent provision.
  • Students are rigorously assessed, and the qualifications they are awarded are credible and comparable to those granted previously.
  • Providers secure free speech within the law for students, staff and visiting speakers.
  • Graduates contribute to local and national prosperity, and the government’s ‘levelling up’ agenda.

Equality of opportunity

  • Students’ access, success and progression are not limited by their background, location or characteristics.
  • Prospective students can choose from a diverse range of courses and providers at any stage of their life, with a wide range of flexible and innovative opportunities.
  • Providers act to prevent harassment and sexual misconduct and respond effectively if incidents do occur.
  • Providers encourage and support an environment conducive to the good mental health and wellbeing that students need to succeed in their higher education.

Enabling regulation

  • Providers are financially viable and sustainable and have effective governance arrangements.
  • Students receive the academic experience they were promised by their provider and their interests as consumers are protected before, during and after their studies.
  • The OfS minimises the regulatory burden it places on providers, while ensuring action is effective in meeting our goals and regulatory objectives.

Is University worth it?

The University All Party Parliamentary Group (supported by Universities UK) published Is university worth it? Young people’s motivations, aspirations and views on student finance. The Group commissioned this research to gather better evidence of prospective students’ views on the student finance system as it stands, potential reforms to the system and the post-18 education options available to them. They found that less affluent students could be worst hit by a reduction in the number of universities or the number of courses on offer. Read more – there is a good short summary of the report available on the APPG website.

Research

The Spending Review reconfirmed the Government’s intentions for research but lengthened the timescale, speech:

So we will also invest more in innovation. The UK is already a world-leader. With less than 1% of the world’s population, we have 4 of the world’s top 20 universities; 14% of the world’s most impactful research; And the second most Nobel Laureates. We want to go further.

I can confirm we will maintain our target to increase R&D investment to £22bn. But in order to get there, and deliver on our other priorities, we’ll reach the target in 2026-27. Spending, by the end of this Parliament, £20bn a year on R&D. That’s a cash increase of 50%. The fastest increase ever. And I can confirm for the House that this £20bn is in addition to the cost of our R&D tax reliefs. Combined with those tax reliefs, total public investment in R&D is increasing from 0.7% of GDP in 2018 to 1.1% of GDP by the end of the Parliament.

How does 1.1% compare internationally? Well, the latest available data shows an OECD average of just 0.7%. Germany, investing 0.9%. France, 1%. And the United States, just 0.7%. This unprecedented funding will:

  • Increase core science funding to £5.9bn per year by 2024-25, a cash increase of 37%.
  • Meet the full costs of associating with Horizon Europe;
  • Establish the new Advanced Research and Invention Agency with £800m by 2025-26.
  • And strengthen our focus on late-stage innovation, increasing Innovate UK’s annual core budget to £1bn……double what it was at the start of the Parliament.

More detail:

BEIS will receive £14.2 billion for R&D funding by 2024/25, an increase of £3 billion from 2021/22. As a result, core science funding to National Academies, universities and research institutions will rise to £5.9 billion by 2024/25. The Department of Health and Social Care (DHSC) will receive £5 billion by 2024/25 to fund health research via the National Institute of Health Research (NIHR), with £2 billion spent in 2024/25.

Other key announcements include:

  • £2.1 billion will be allocated for association to the Horizon Europe funding programme;
  • The Overseas Development Assistance (ODA) budget, which contains funding for research, will return to 0.7% of GDP by 2024/25;
  • The new Advanced Research and Invention Agency (ARIA) will receive £800 million by 2025/26, with £50 million in 2021/22.
  • In addition, £95 million will be invested in increasing the uptake of innovation in the NHS and £30 million invested in in research skills and training, which will focus on improving diversity by increasing the number of life science researchers from under-represented groups. NHS England will receive £5.9 billion to help clear the backlog of patients waiting for tests and treatments. Genomics England will launch a pilot scheme to detect rare diseases, Generation Genome, which aims to sequence 100,000 new-borns; and a Diverse Data project will aim to tackle healthcare inequalities by increasing the proportion of under-represented groups in genomics research.

ARIA: The Committee stage of the Advanced Research and Invention Agency Bill in the House of Lords is scheduled to begin from 17 November.

Clean Tech: The Prime Minister has launched an international plan to accelerate the delivery of affordable clean technologies worldwide by 2030. Modelled on the UK’s Net Zero Strategy, the Agenda will see countries and businesses coordinate and strengthen their climate action each year to dramatically scale and speed up the development and deployment of clean technologies and drive down costs this decade. The aim is to make clean technologies the most affordable, accessible and attractive choice in each of the most polluting sectors by 2030, especially supporting the developing world to access the innovation and tools needed to transition to net zero.

Innovation: The Council for Science and Technology have written to the Prime Minister giving advice on encouraging scale up investment in innovative science and technology companies.

Parliamentary Question: Shared prosperity fund

Admissions

It was confirmed that 2022 exams will go ahead with results to be released on the usual days. Meanwhile Ofqual published details of the contingency arrangements for awarding Teacher Assessed Grades (TAGs) for use in the event that exams are not able to go ahead in summer 2022 due to the pandemic. Ofqual’s document follows the Sept-Oct 2021 consultation on the arrangements – responses highlighted the following themes:

  • The importance of clear and timely communication around the decision to implement contingency plans, including establishing the level of disruption required before implementing TAGs nationally and providing sufficient notice ahead of this.
  • Exam boards should take a greater role in any TAG process in 2022, compared to 2021 arrangements. Exam fees should be proportional to the level of services provided and regular exam fees would not be justifiable. A greater level of refunds should be offered if exams are unable to go ahead, and awarding organisations should provide additional support through exam papers or question banks, moderation and/or marking, among other services.
  • Any TAG process for 2022 should follow the process from 2021 as closely as possible to minimise confusion among teachers, students and parents.
  • Some respondents called for exams to go ahead regardless of underlying circumstances. These respondents felt exams were the best way to assess student knowledge and it would be difficult to ensure the fairness and consistency of TAGs across the country.

Following the consultation, if the pandemic disrupts the exam diet again in 2022, students will be given extra help to prepare for GCSEs, AS and A Levels as follows:

  • students taking GCSEs in English literature, history, ancient history and geography will not need to cover the usual range of content in the exams
  • students taking GCSEs in all other subjects will be given advance information about the focus of the content of the exams to help them focus their revision
  • students taking AS and A levels will be given advance information about the focus of the content of the exams to help them focus their revision
  • students taking GCSEs in mathematics will be given in their exams copies of formulae they would in other years have to memorise
  • students taking GCSE physics and combined science will be given in their exams a sheet covering all the equations they might need to apply in the exams
  • If exams had to be cancelled in summer 2022, students’ grades would instead be determined by their teachers, using a Teacher Assessed Grades (TAGs) approach similar to that used in summer 2021.
  • The advance information for GCSE and AS and A levels will be published no later than 7 February 2022. The government retains the flexibility for advance information to be deployed at other points ahead of 7 February if circumstances require.
  • Some changes have also been made to the way non-exam assessments that are used in some GCSE, AS and A level subjects are taken, to address difficulties that might otherwise be caused by the pandemic.
  • Ofqual has decided that grade boundaries for summer 2022 will be set so that more students than was the case before the pandemic receive higher grades, providing a safety net for students in this transitionary year.
  • Centres should plan assessment opportunities to a timetable that secures evidence which could be used to inform TAGs if necessary.

Ofqual has produced guidance for schools, colleges and other exam centres and written to centres, students and private candidates.

Access & Participation

Several weeks ago we brought you news that Katharine Birbalsingh was the Government’s intended choice for the Chair of the Social Mobility Commission (SMC). High level appointments such as hers undergo a pre-appointment hearing at the appropriate parliamentary committee. The Women and Equalities Committee has published its report following Katharine’s pre-appointment hearing finding her a suitable candidate for Chair of the SMC, and recommending she be appointed for an initial term of three years.

In their conclusion to the report, the Committee notes Birbalsingh has several major strengths, including a track record of enhancing the life chances of disadvantaged young people through education, excellent communications skills, and a forceful character with the ability to challenge institutions and received wisdom. They note her forthright views on education which they say she defends robustly but also note that she will need to demonstrate her ability to listen to, and work collegiately with, colleagues and stakeholders with whom she will not always agree.

The Committee also comment on her relatively narrow field of experience in secondary education and that her vision for social mobility beyond the sphere of education was much less clear. Because of this they say they believe she will need further support from a wide range of fellow Commissioners with diverse backgrounds, knowledge and experience across all relevant areas of social policy and sectors of the economy.

In part due to the above the Committee urges the Minister to recruitment the new Commissioners immediately and recommends their terms be staggered so that they do not all expire at the same time.

Student Finance

The Spending Review did not set out the Government’s intentions towards implementing remaining aspects of the Augar review – despite all the hype. More information is promised later – although as this tweet highlights we’ve heard that one before!

You may have missed our recent updates giving loads of background and context to the ongoing speculation about possible changes to HE funding.  In case you did, we have created a briefing which puts it all nicely in one place along with the latest speculation on what next.  BU readers can find it here.

The Department for Education has published a written ministerial statement on higher education student finance arrangements for the 2022/23 academic year.

  • Tuition fees will be frozen for 2022/23 at the same levels as 2021/22, meaning the maximum fee level for a standard full-time course will remain £9250.
  • Maintenance loans will see an increase by forecast inflation of 2.3 percent, including for DSA.
  • The same increase will be applied to postgraduate loans.
  • Individuals relocated under the Afghanistan Relation and Assistance Scheme will qualify for student support and home fee status.
  • Home fee status will also be extended to the family members of all persons settled in the UK, subject to three years residence in the UK and Islands immediately before the start of the course.
  • Those who have settled status on arrival in the UK, who come to the UK from specified British Overseas Territories and who are starting full-time and part-time undergraduate courses in 2022/23 will be eligible for tuition fee loans.
  • Government will lay regulations implementing changes to student finance for undergraduates and postgraduates for 2022/23 in November.

Michelle Donelan, Minister for Higher and Further Education said in a written ministerial statement:

  • The changes set out above demonstrate our commitment to supporting economic development in the British Overseas Territories and enabling those who wish to study at one of our world class education providers to be able to do so.
  • I expect to lay regulations implementing changes to student finance for undergraduates and postgraduates for 2022/23 in November. These regulations will be subject to Parliamentary scrutiny.
  • The Government continues to consider the recommendations made by the Augar Panel carefully. We plan to set out a full response to the Review of Post-18 Education and Funding in due course.

Michelle Donelan has also reportedly agreed to improve official information on maintenance loans for students in England after the founder of MoneySavingExpert.com, Martin Lewis, wrote a formal letter requesting this in June. The letter explained that there is what he calls the implicit “parental contribution” built into the student finance system and argued it needs to be made explicit.

Donelan tweeted yesterday saying:

  • “I’m working with [MoneySavingExpert.com] to make our loan system simpler & more transparent for students/parents – inc. highlighting what family income means-testing means for parents’ contribution to their children’s study.
  • “This ensures that Govt support prioritises disadvantaged students from low income households, who otherwise wouldn’t be able to attend university. This in turn increases access, opportunity and opens up higher education to talented people from all walks of life.”

Not being overt about this information leaves many parents unprepared and unable to find the cash to help.  It all adds to the confusion and concern about student finances.  These changes don’t affect the amount provided – but do set expectations more clearly.  Our fees, funding and finance brief gives a lot more information on how this all works.

NSS

The OfS have announced the NSS will run as usual in 2022. The questions will be the same as 2021 (without the specific Covid questions) plus a pilot of a new set of questions. A consultation on the future of the NSS will run in summer 2022.  More information here.

Higher Technical Qualifications

The Education and Skills Funding Agency (ESFA) has published information and guidance on higher technical qualifications (HTQs). It explains how the Institute for Apprenticeships and Technical Education has launched a national opt-in approval scheme for new and existing qualifications, which will recognise prestigious HTQs that provide the skills that employers want. Awarding bodies can submit qualifications to be approved against the Institute’s occupational standards at levels 4-5.

The first approvals cycle for Digital qualifications concluded in Summer 2021, with the first approved qualifications available to be taught from September 2022. Cycle 2 will launch on 5 July 2021 for submissions of qualifications for Health & Science and Construction, with a further opportunity for Digital qualifications. This will be followed in 2022 by submissions for:

  • Business and Administration
  • Education and Childcare
  • Engineering and Manufacturing
  • Legal, Finance and Accounting

These will be followed in 2023 by:

  • Agriculture, Environmental and Animal Care
  • Catering and Hospitality
  • Creative and Design
  • Hair and Beauty

Sexual Violence

Dods summarise a new study examining sexual violence by male HE students. You can read the one-page summary and recommendations for universities here.

Guidance – undertaking education abroad (Turing)

The DfE published new guidance for students undertaking education or placements abroad, including the Turing Scheme, Erasmus+ and European Solidarity Corps, during the coronavirus pandemic.

Parliamentary Questions

Other news

Subjects: The Quality Assurance Agency for Higher Education (QAA) has launched a new consultation on 13 Subject Benchmark Statements, which have been reviewed by QAA in collaboration with expert Subject Advisory Groups.

Covid: The Office for National Statistics (ONS) has published the latest statistics (to 1 Nov 2021) from the Student COVID-19 Insights Survey (SCIS) in England, which includes information on the behaviours, plans, opinions and well-being of higher education students in the context of guidance on the pandemic. Main points:

  • The majority (91%) of students have said they had already been vaccinated against coronavirus (COVID-19) at least once.
  • A significantly higher proportion of students reported having had two vaccine doses in late October (85%) than reported in late September (78%).
  • A minority (8%) of students said they had not been vaccinated against COVID-19; of those, half (51%) said they were fairly or very unlikely to take a vaccine if offered, and a third (32%) said they were fairly or very likely to accept the vaccine if offered.
  • Around half (49%) of students had taken a COVID-19 test in the previous seven days.
  • If they developed symptoms, 92% of students reported they would request a test.
  • Students who had received at least one dose of a COVID-19 vaccine were significantly more likely to request a test if they developed symptoms (95%), than students who had not been vaccinated (73%).
  • When asked what they would do if they developed symptoms, 57% of students reported they would stay at home for 10 days; this is similar to late September (58%).
  • The average life satisfaction score for students was 6.6, which was significantly lower than those aged 16 to 29 years in general (7.0) and the adult population in Great Britain (7.1).
  • Students were significantly more likely to report their mental health and well-being had worsened (32%) compared with late September (26%); however, this is still significantly lower than in late May (50%).

Subscribe!

To subscribe to the weekly policy update simply email policy@bournemouth.ac.uk. A BU email address is required to subscribe.

External readers: Thank you to our external readers who enjoy our policy updates. Not all our content is accessible to external readers, but you can continue to read our updates which omit the restricted content on the policy pages of the BU Research Blog – here’s the link.

Did you know? You can catch up on previous versions of the policy update on BU’s intranet pages here. Some links require access to a BU account- BU staff not able to click through to an external link should contact eresourceshelp@bournemouth.ac.uk for further assistance.

JANE FORSTER                                            |                       SARAH CARTER

VC’s Policy Advisor                                                              Policy & Public Affairs Officer

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

 

 

 

HE Policy Update for the w/e 2nd July 2021

A slower news week. this week, in HE policy terms.  Make the most of the quiet while it lasts…

Contract Cheating

Wonkhe have a petite summary of the OfS blog on essay mills: It refers to growing concern about the use of essay mills, highlights that the consequences for using essay writing services can be severe, and notes that legislation to ban essay mills has been brought in in the Republic of Ireland and Australia.

However, two guest bloggers for Wonkhe argue the ban that Lord Storey hopes to bring in won’t work and to neutralise contract cheating universities need to understand the aspects of their marketing that appeal to students. The researchers looked at 95 essay mill websites and reveal some common themes. The short blog is worth a read. A couple of excerpts.

We analysed the promotional rhetoric on 95 essay mill websites. Unsurprisingly, they all stressed the quality, price, and fast turnaround of their service. Beyond that, most of them reinforced the importance of students succeeding on their course.

But around half of them went further – promoting a distinctly hostile view of higher education. It was characterised as letting students down. Critical commentary mainly focussed on assessment processes, including assignment design. Five distinct propositions recurred in the text and images projected on these sites. 

  • One common framing is that assignment tasks are typically irrelevant to personal ambitions. Tasks were described as not simply “boring”: they were unrelated to the interests and passions that had originally made higher education attractive:
  • Assignment tasks are also framed as a distraction from authentic learning. These tasks “take up invaluable study time and are often responsible for students getting behind”
  • The mills also frame the demands of academic communication as unreasonable.
  • They also like to suggest that tutors fail to support students’ assignment work. Assignment-setting tutors were characterised as disconnected from student experience, indifferent to their needs, imprecise in task specification, and often preoccupied with other matters
  • they frequently suggest that the delegation (of assignments) is a rational and an adaptive practice. In the outside world it is noted that:
  • The majority of successful people practice the delegating of huge and ineffective workloads to well-trained professionals”.

The article continues to discuss how universities can address the problem and highlights A&E style tutorial support during assignment periods. Read more here.

Parliamentary News: Bills

Skills and Post-16 Education Bill

Wonkhe: In the Lords, Jo Johnson has proposed an amendment to the Skills and Post-16 Education Bill. Under the former higher education minister’s plans, a note inserted after Clause 15 would make the Lifelong Learning Entitlement available to all regardless of prior qualification, subject of study, intensity of study, or student number restrictions – and forbid the Secretary of State to restrict access in future.

The Second Reading of the Higher Education (Freedom of Speech) Bill will take place on Monday 12 July.

Research

It’s all Quick News this week:

  • Dods tell us: Drafts of the UK’s upcoming Innovation Strategy suggest it will be a 10-point plan focusing on seven key areas including quantum, advanced materials, life sciences, genomics, robotics and artificial intelligence. This is according to a Financial Times storyon Friday citing unnamed government sources, which said the strategy will outline plans for new science-focused schools and better access to private funding for tech-focused companies. The strategy will also suggest new pro-innovation policies, seek to cut red tape and confirm plans to increase annual state investment in R&D to £22 billion and set up the new Advanced Research and Invention Agency, according to the story. A government spokesperson said: We do not comment on individual leaks, but it is no secret that we intend for the UK to stand as a world-leading centre for the development of brilliant ideas, innovation in industry, and jobs for the future. The government says the strategy will set out the steps it will take to boost innovation in the UK, including investing more money than ever before in core research, having pledged to increase investment in core UK Research and Innovation and National Academies funded research by more than £1 billion by 2023 to 2024.
  • The Commons Business, Energy, and Industrial Strategy Committee has releaseda report on the government’s industrial policy, while agreeing that there were problems with it.
  • The report is critical of the Government’s scrapping of the independent Industry Strategy Council (ISC), which had been chaired by chief economist of the Bank of England, Andy Haldane. The report calls the axing of the ISC a ‘retrograde step’, removing valuable independent scrutiny, insight, and expertise.
  • The report warns that the lack of industrial strategy and oversight risks widening the gap between Government and business at a time when delivering productivity improvements, economic growth and decarbonisation is urgent.
  • While acknowledging that many businesses found the 2017 Industrial Strategy inaccessible and remote from their day-to-day concerns, the report expresses fears that scrapping the strategy risks leaving a ‘fragmented’ and piecemeal approach to solving sectoral problems and enhancing growth opportunities.
  • Ensuring open access policy is as permissive as possible for researchers whilst also achieving public value and affordability, and taking account of the changing landscape in publishing agreements in the UK are all key considerations of the [Open Access Policy] review. The outcomes of the review are due to be published this summer… For peer-reviewed research articles the proposed policy start date will be 1 April 2022, while the policy for monographs is proposed to start from 1 January 2024. UKRI will work closely with stakeholders in the lead up to the policy start dates to ensure any questions or issues are addressed.
  • UK Research and Innovation has announceda new funding model for universities to help increase the impact of their research.
  • The new Impact Acceleration Account (IAA) model represents the start of a range of efforts to improve the effectiveness and influence of funding processes.
  • The IAA will offer a UKRI-wide model with a single application and centralised reporting and monitoring that aims to improve strategic planning.
  • The IAA model will incorporate funding through the following UKRI councils:
  • AHRC
  • Biotechnology and Biological Sciences Research Council (BBSRC)
  • Engineering and Physical Sciences Research Council (EPSRC)
  • Economic and Social Research Council (ESRC)
  • Medical Research Council (MRC)
  • Science and Technology Facilities Council (STFC).
  • The opportunity for applications opens on 6 July and will run for three months until 6 October. Following assessment and evaluation, the first of the new harmonised funding awards will then be made from April 2022.

Access & Participation

Care Leavers

The National Network for the Education of Care Leavers launched their new Quality Mark for the inclusion and success of care experienced students awarding it to the 17 institutions who completed the award during the pilot and trail phases. The award has been in production and testing since 2019 and the UPP Foundation funded the initial developmental pilot. Patricia Ambrose, NNECL Director, commented: Our new Quality Mark enables universities and colleges to demonstrate the effectiveness of their support for care experienced students from pre-application through to graduation and beyond.  Building on the excellent legacy of previous work by Buttle UK, the NNECL Quality Mark covers all aspects of the student lifecycle and has been informed by recent research findings and feedback from care experienced students on the types of support they value.

Universities Minister Michelle Donelan has mentioned care leavers in many speeches and letters.  She said: Improving the opportunities available to care leavers as they gain independence and enter adulthood, is a top priority of this government. This new Quality Mark will help ensure students with experience of being in care have the support they deserve, and the information they need to choose the universities or colleges that work best for them. I warmly welcome this evidence-based approach, and encourage all institutions to join this sector-wide effort to provide targeted support for these students, at every stage of their education.

Black Lives Matters and the student voice

A report from Advance HE examines a sample of statements and actions undertaken by UK universities in response to Black Lives Matter (BLM) protests that occurred in the UK and around the world from May 2020.

The report aims to ensure that momentum gathered during the summer of 2020 is not lost and that universities are “encouraged to evaluate their response to BLM and explore the need for further work in terms of anti-racist initiatives and their applicability to other types of intersectional injustice.”

This report does not answer criticisms about how universities responded to BLM nor does it evaluate which universities did what. Rather, it functions as an accessible introduction to how staff working in HE, whether as senior leaders or specifically as EDI practitioners, might ‘build on’ initiatives associated with BLM to advance structural change within their university. The examples identified are not intended as a comprehensive nor representative cut of the HE sector but as an illustrative launchpad for future work. The showcasing of particular initiatives is intended to highlight tactics, wedge points and themes that might inform the design and execution of future actions to address injustice in the sector more widely

It looks at 7 themes:

  • Culture and history
  • Listening and wellbeing
  • Training
  • Research funding, scholarships and internships
  • Tackling the awarding gap
  • Diversity and data
  • Race Equality Charter.

Employment Prospects: Second-general ethnic minority graduates: The Institute for Fiscal Studies has published a report on the educational and labour market outcomes of second-generation ethnic minorities in the UK. It finds:

  • The UK’s second-generation minority ethnic groups are performing well in education, especially in terms of attainment of degree-level education. This is striking because those from ethnic minority groups born or brought up in the UK are much more likely than those from white UK backgrounds to have been disadvantaged in childhood; and we know that childhood disadvantage is in general strongly associated with poorer educational outcomes. 
  • Employment disadvantage of minority ethnic groups still, however, persists.Men and women from most ethnic minority groups have lower employment rates among those economically active than their white majority counterparts. This disadvantage is reduced but not eliminated when we account for disadvantaged family origins. 
  • For those in work, education does offer a route to attaining a higher social class for some minority groups.Indian and Bangladeshi men and Indian and Caribbean women achieve considerably greater levels of occupational success than their disadvantaged family origins might suggest. But this is not the case for Pakistani and Bangladeshi women, despite the fact that they are successful in education

The Telegraph covers the report.

Parliamentary Questions:

Mental Health

The Department for Education has published the results of a study examining the differences in mental health among students and non-students.

The aim of our research project was to improve our understanding of common mental health problems in young people who attend higher education, compared with those who do not. We investigated:

  • whether there were differences in symptoms of common mental disorder between these groups;
  • how these differences changed over time and what might drive them; and
  • whether the mental health of higher education students compared with the general population has changed during the past decade.

We conducted analyses of two large nationally representative cohort studies: the Longitudinal Studies of Young People In England (LSYPE).

Jim Dickinson digs into the detail over on Wonk Corner.

The Department for Education has published a report “Student mental health and wellbeing Insights from higher education providers and sector experts”

Conclusions:

  • HE providers offer a wide range of services and are looking to further develop their services to support their students with their mental health and wellbeing needs and to promote positive mental health and wellbeing. These cover the spectrum from wellbeing initiatives through early intervention activities to targeted support for those with very specific support needs. …..it is clear that many providers view their services in a holistic or fluid manner, with considerable overlap between services to support wellbeing and those to support mental health needs.
  • For many, their work is backed by a clear strategy or policies which have evolved and will continue to evolve over time to address changing environments and emerging challenges. …. However more providers could develop strategies to guide and consolidate their work, following the lead of their peers. The new Mental Health Charter will help providers with this.
  • Providers collect data to try to understand the extent of the demand for support with mental health across their student population drawing on admin data, self-disclosure and in some cases clinical measures. Providers appear to struggle with assessing their students’ wellbeing needs but some use or are planning to introduce student surveys (either bespoke or utilising standardised measures of wellbeing). ….. However, independent external evaluation is rare, and there is a lack of understanding about the real effectiveness of wellbeing support. ….there is a desire to do more to improve evidence and understanding around the influence of HE on students’ mental health and wellbeing, potential mismatches in expectations for and experiences of support, those most at risk and least likely to seek support, and the prevalence and nature of mental health disorders and poor mental wellbeing in the student population.
  • Finally, the research highlights how definitions, language and terminology are still evolving and are sensitive and value-laden which can create challenges for understanding and describing what is happening in the sector and in developing any monitoring. The sector will need to work together – gathering perspectives of mental health experts, providers, and students – to agree a set of terms that will ensure a common understanding.

Sexual Harassment and Wellbeing

We’ve written about the OfS Statement of Expectations before.  Clearly all the pressure around “Everyone’s Invited” has made the Minister feel that she needs to be doing something, so a letter arrived on Friday afternoon.  It’s a combination of reminder and exhortation:

“I wanted to take the opportunity to state how seriously the Government takes this issue, following the recent letter to providers on this subject from the Office for Students (OfS), and meetings I have held with the founder of ‘Everyone’s Invited’ and Universities UK (UUK)”.

There is a threat of further legislation and action on the use of non-disclosure agreements and a reminder that the government considers the OfS document to be a “minimum”.

International

One of the most frequently challenged policies recently has been the Government’s unwavering policy not to permit international students to quarantine in their halls of residence. Instead they are required to pay for hotel quarantine (£1,750 – payment can be spread for those with demonstrated financial need) and there is no guarantee of the level of face to face learning they will received. Wonkhe report on comments by Sanam Arora, from the National Indian Students Union UK, who says that up to 55,000 Indian students are hoping to arrive – but – uncertainty means many are considering their optionsEveryone is deferring their decision till the very last minute… £1,750 on top of fees is quite a significant cost for them. A lot are still in that confused state of should we come, should we not come?

Below we included a parliamentary question on the hotel quarantine highlighting that the Government has not undertaken any special liaison with universities to ensure sufficient hotel quarantine places are available for the peak autumn influx. Instead the Government recommended that international arrivals booked their quarantine place ahead of time to secure a spot.

This week the Scottish Government has approved a trial for incoming international students to quarantine in their on-campus accommodation. The trial will need to demonstrate that the on campus quarantine will meet the stringent safety measures enforced at quarantine hotels. Wonkhe report: It’s not straightforward – some universities would be unable to meet the requirements necessary and there’s nothing similar on the cards for English universities – yet. UUKi’s Vivienne Stern welcomed the news but told the i news: “I think there are going to be questions about how the DHSC in the end feels about travel distance from port of entry to point of quarantine. So it’s not resolved, there’s no discussion of a pilot, it’s simply that we’re in that information sharing phase.” So Scotland’s on campus quarantine isn’t certain yet and the Government maintain that international students entering English universities will use the hotel quarantine system.

Immigration Minister, Kevin Foster, has announced flexibility for visa arrangements to account for the continued uncertainty over the autumn term teaching model. International students are not required to enter the UK until 6 April 2022 to retain their visa.

This concession will extend to cover the first two semesters of the 2021-2022 academic year, until 6 April 2022. This date is encouraged to be seen as a deadline, not a target, and will help avoid a surge in travel and the associated resources needed to comply with quarantining measures, and help manage the arrival of students….An extension to these concessions helps in protecting international students from being further disadvantaged due to circumstances outside their control and allows a greater element of flexibility to start and continue their studies safely. 

Research Professional also have a write up on the visa flexibility and cover other topics such as international students perception of online learning.

Graduate Work Visa: The two-year graduate visa route officially opened on Thursday, meaning graduate can stay for an additional two years without an employer sponsor or minimum salary. There are no limits on the number of graduates able to access this new immigration channel. The specifics are here. And in the face of continued Covid travel restrictions (and the online learning start to the year) the Government has confirmed that student who commenced courses in 2020 that wish to qualify for the visa must enter the UK by 27 September 2021. As mentioned above international students commencing the 2021/22 academic year online will need to enter the UK by 6 April 2022.

Research Professional have a short write up on the graduate visa in their usual entertaining style:

  • the two-year graduate visa that was hard won, in the face of Home Office opposition, by a parliamentary amendment jointly sponsored by former universities minister Jo Johnson and Labour’s Paul Blomfield. It has been on the cards for some time, after the government was shamed into it during the last parliament.
  • As the Home Office put it, “international graduates must have completed an eligible course at a UK higher education provider, with a track record of compliance with the government’s immigration requirements, to apply to the graduate route”. That would be almost everyone.
  • The Home Office says: “Graduates on the route can work flexibly, switch jobs and develop their career as required.”
  • While universities will be celebrating a significant victory at a time when wins are hard to come by with this government, the truth is that the UK is facing a major skills shortage because of both a squeeze on immigration and the effects of Covid.

Careers & Placements

Here are some of this week’s blogs and publications

Digital Curriculum

Various media discussed digital content in the curriculum this week. Below are a selection of the blogs.

Wonkhe’s blogs:

THE blogs:

Higher Technical Qualifications – publications

The Education and Skills Funding Agency published information and guidance on reforms to higher technical education, and the Institute for Apprenticeships and Technical Education unveiled a new quality mark to accompany the Higher Technical Qualifications. The DfE published the Government’s response to the higher technical education consultation and details on their higher technical education reforms.

PQs

  • Universities are eligible for the Higher Technical Education Provider Growth Fund – as long as they meet the criteria.
  • Prevent – feedback from providers
  • Government pleased will the response and volume of applications to the Turing Scheme so far,
  • Study Abroad Programmes 2021-22
  • Students isolating but at the end of their accommodation tenancy agreement can move back home if there is no other choice – under The Health Protection (Coronavirus, Restrictions) (Self-Isolation) (England) if someone is legally obliged to move, they are allowed to do so even if isolating.

Inquiries and Consultations

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

Other news

Finance: HESA published the HE Provider Finance Data. Research Professional pick out the elements they find interesting from the data for the unusual end to the financial year as the UK entered the Covid lockdown. You can read their analysis here. The very short version is: …the Hesa data for 2019-20 suggest that the bank balances of most universities were healthy enough, with decent surpluses reported from the Russell Group through to specialist institutions. Perhaps this does not reflect a hit taken in the final quarter of the financial year at a time when the final outcome for the 12-month period had been mostly set. We look forward to next year’s data as a clearer indication of how the pandemic has affected universities.

Exam feedback:  Wonkhe – Should students get individual feedback on exams? Andy Grayson thinks so, and he has ways of delivering it that aren’t onerous.

Student Support: Wonkhe – Post the pandemic, Ellen Buck argues that being more cognisant of the support that students need to transition between spaces, experiences and identities should be core.

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JANE FORSTER                                            |                       SARAH CARTER

VC’s Policy Advisor                                                              Policy & Public Affairs Officer

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