Tagged / T levels

HE Policy update for the w/e 24th May 2019

We usually post these early on a Monday morning so you can all catch up before you start the week, but we write them on a Friday – these days they can be out of date within 10 minutes, let alone after a weekend.  So this week we are going early!

  • EU election results will be announced on Sunday.  In BCP the turnout was 36%.  In Dorset it was 41.2%.  While these are not spectacular turnouts, they are higher than some were expecting.
  • The PM has announced that she will step down and that the leadership contest will start on 10th June (which means the positioning etc that had already started will now intensify massively and candidates will only start being eliminated formally after 10th June).  We have more below.
  • And in “legacy” territory – the Augar review may be published next week.
  • Expect “ground-softening” over the weekend – probably as painful as it sounds.

Augar rumours – the Review of Post-18 Education and Funding.

The Augar review may be published next week.  Remember, it’s the review of an advisory panel.  The Department for Education will have to respond (was planned for the Autumn) and it is dependent to a certain extent on the Comprehensive Spending Review (not yet started).  Whoever gets the top job may have other priorities than implementing its recommendations.  And if whoever gets the top job really messes things up, there might be a general election  before the end of the year.

However, once the recommendations are out, it will be very hard to put them back into the box, so hold on to your hats.  Personally I’m expecting a very complex and detailed set of recommendations – not just a simple cut to headline tuition fee loan amounts (although that may be the starting point).

Damien Hinds is already positioning.  How to read this?

  • “universities that are shown to offer a poor economic return for their degrees will not be able to charge £9,250 a year”….” Instead, a lower fee of around £7,500 is expected to be announced by Philip Augar’s review” [note it’s a recommendation not an announcement]
  • “the Education Secretary argued that under the current £9,250 a year tuition fee system there is “no distinction” between courses that offer a high return for graduates and the economy and those that do not”…targeting “low value, low quality” university degrees – “the move is likely to crack down on creative arts and media studies courses from lower tariff universities”

So does this mean fees set by subject?  But it sounds more complex than that – how do you address the low quality, low value bit of this?

  • This could imply an uplift on a £7500 base for the “high value, high quality programmes” within a subject based on a metric linked to either “quality” [defined how?] or outcomes [aka graduate salaries or a basket of outcomes measures?]. If so, let’s hope it is based on data that takes into account background, context (eg geography and the state of the economy) and prior attainment of students, and not just raw salaries. 
  • Any uplift could be in the form of a government grant or an increased fee cap funded by a tuition fee loan. The latter seems to add a level of complexity for applicants and a set of strange incentives [pay more for sciences] so a government grant/loan to the provider seems more likely – perhaps with further strings attached? 
  • Or does it mean something else? “he said too many universities were being “incentivised” to expand courses that cost little and offer poor prospects to students in a bid to generate income”

This is the “bums on seats” argument.  So that sounds like instead of being based on outcomes, a fee cap might be linked to cost?  Probably not, it probably means quality and outcomes again.  There will just be [slightly] less incentive to offer these courses and pack the bums onto seats once the fee cap is reduced.  This is playing to the proponents of the “too many students are going to universities” argument by linking high volume and low cost to poor quality – which doesn’t necessarily hold true. 

  • But on top-ups, the article says: “Universities have argued that any cut in tuition fees should be topped up by the Government, but Mr Hinds suggested the sector had not been forced to bear the brunt of cuts as other areas of the public sector had since 2010.” “If you look back since the financial crash in 2007/08…it has been difficult for the public finances. We’ve protected the five to 16 schools budget, we’ve protected the health budget but for everywhere else there have been tight times. For universities they haven’t had that same tough, tight times,” he said.”

So no top ups then?  But if that is the case, how is the Minister going to achieve the differentiation that he seems to want?  I think this is just an argument against universal top ups – and there will be some, just limited, linked to metrics and with strings attached as described above.

It’s all a bit of a muddle.  We may see as early as Sunday….

Grade Inflation

In November 2019 QAA ran a consultation on degree classification and academic standards (here is BU’s response). You can read an analysis of the consultation responses here, and this week the outcome report has been published: Degree Classification transparency, reliability and fairness – a statement of intent. It sets out a statement of intent by which HE institutions will ensure academic standards are protected. It also calls on English universities to publish a degree outcomes statement. The statement should report on an internal institutional review which will self-judge whether the Quality Code and the OfS’ registration conditions relating to qualifications are being met.

A common degree classification framework, which will act as a reference point for providers by describing high-level attributes expected of a graduate to achieve a particular degree, is also in development. The descriptions formed part of the consultation and are currently being refined ready for publication by the UKSCQA in the summer.

Finally the report sets out the sector level actions to ensure the conventions and practices are refreshed and remain current.

Nicola Dandridge, Chief Exec of OfS, welcomed the report and said: “This is a welcome statement of intent which shows that universities recognise the need to ensure that degree standards are maintained, and can be trusted by students and employers alike…Our own research on this issue showed that there has been significant and unexplained grade inflation in recent years. The Office for Students has been clear that measured but decisive action is necessary to ensure that students, graduates and employers have confidence in the manner in which degrees are awarded.”

Brexit and the government….

Well, this is out of date the minute it’s written.  The Withdrawal Agreement Bill is now completely irrelevant until after the Tory leadership contest.  There is time for one of those and then who knows what before Hallowe’en and the default date for leaving the EU without a deal.  Everyone assumes that either a no-deal advocate will win – and ignore the wishes of Parliament and let us default out of the EU – or that whoever wins will have to ask for yet another extension while they sort out a new arrangement or try to persuade the EU to change the backstop etc.

Key EU figures have spoken out against the Conservative leadership squabbles restating that the EU will not reopen negotiations with the new Conservative Prime Minister. Ireland’s deputy PM, Simon Coveney, said: “the personality might change but the facts don’t”. Coveney said: “The danger of course, is that the British system will simply not be able to deal with this issue…even though there’s a majority in Westminster that want to avoid a no-deal Brexit, and that is why over the summer months we will continue to focus significant efforts and financial resources on contingency planning to prepare for that worst case scenario.”

The BBC explain the process here:

  • Candidates need two MP proposers to back them for leader;
  • Tory MPs then vote and the candidates with the lowest votes are eliminated until two candidates remain;
  • A postal vote ballot is then held on these two candidates with the rest of the Tory membership. The winner of this becomes Conservative leader.

Current likely candidates: Jeremy Hunt, Amber Rudd, Liz Truss, Sajid Javid, Boris Johnson, Dominic Raab, Andrea Leadsom, Matt Hancock, Penny Mordaunt, Tom Tugendhat, Michael Gove, Esther McVey, Sir Graham Brady, James Cleverly, Kit Malthouse, Mark Harper, Rory Stewart.   A recent YouGov poll reveals Boris Johnson is the most popular Conservative candidate among the party members with a lead of 18 points.

With a change of party leadership and PM we may see some policies being pushed and others dropped.  The Times have an interesting piece sharing a survey of 858 Conservative members’ opinion on key manifesto pieces such as same-sex marriage, HS2, economic policy, and avoiding an early general election.

Finally, a cascade reshuffle has been announced to replace Andrea Leadsom:

  • Mel Stride,the current Treasury minister, will become leader of the Commons replacing Andrea.
  • Jesse Norman, currently the transport minister, will replace Mel Stride as financial secretary to the Treasury and paymaster general.
  • Michael Ellis, currently a culture minister, replaces Jesse Norman as transport minister.
  • Rebecca Pow joins the government to replace Michael Ellis as culture minister.

T Levels

The Government have announced the package of measures to support employers to deliver T-level industry placements. The T Level placement will be at least 315 hours (approximately 45 days) allowing students to build the knowledge and skills they need in a workplace environment. The package includes:

  • New guidance to support employers and providers to offer tailored placements that suit their workplace and the needs of young people. This will include offering placement opportunities with up to 2 employers and accommodating students with part time jobs or caring responsibilities.
  • A new £7 million pilot scheme to explore ways to help cover the costs associated with hosting a young person in their workplace such as equipment and protective clothing.
  • Bespoke ‘how to’ guides, workshops and practical hands-on support for employers – designed alongside industry bodies to make it as easy as possible for them to offer placements.

T levels begin rolling out in across the first three study areas in September 2020 (digital, education, construction). The announced pilot scheme will start prior to the 2020 roll out. From 2021 Health and Science T levels will be introduced, followed by legal, finance/accounting, engineering and manufacturing, creative and design in 2022. Bournemouth and Poole College are listed as one of only 20 providers who will run the first T level projects. The Government also aims to attract 80 industry experts to teach within the T levels sector.

Education Secretary Damian Hinds said: T Levels represent the biggest shake up to technical education in a generation…Industry placements will provide businesses with an opportunity to attract a diverse range of talent and build the skilled workforce they need for the future. To make a success of T Levels, we need businesses working in partnership with us and colleges. Industry placements will help young people build the confidence and skills they need to get a head start in their careers and they’ll help businesses maximise their talent pipeline for the future.

Matthew Fell, CBI Chief UK Policy Director, said: There has long been a need for an increase in prestigious technical options after GCSEs that parents, teachers, and businesses understand. This package of measures to help employers deliver placements is welcome, because if T Levels are going to be a success they will require long-term commitment from Government. Support will be most needed for small and medium-sized businesses, so special attention should be paid to these firms.

Mature Foundation Year Phenomenon

Last week we told you about how access courses are declining whilst foundation years are on the rise and explored the student outcomes for these differing routes (see here, pages 9-10).

HESA have analysed data from 2010/11 to 2017/18 to find clues about disadvantaged students who undertake a foundation year. Foundation years have taken off in increasing numbers since 2014/15, in particular London sees significant growth in foundation year numbers.  Click here for the interactive chart to explore the interactions between disadvantage and young/mature.

The analysis uses the index of multiple deprivation to measure disadvantage and find that across England the number of entrants to a foundation year from the most disadvantaged areas has grown by 7%  – making it 32% of the total entrants. However, the effect is greater when only the most disadvantaged mature students are explored up by 12% to 41% of the total entrants. Mature students seem to account for the significant rise in foundation years – it can be seen most prominently in the London only data.

HESA say:

  • The Office for Studentshas said that reversing the decline in entry into higher education among mature students and especially those from less privileged backgrounds is a vital part of ensuring more equality in access to higher education. Much of the current debate has been around what modifications are required within part-time study and student finance to help achieve this, given such courses are taken predominantly by older students.

The above narrative suggests that foundation years could also be a useful way of helping disadvantaged mature learners return to study. In both countries, we found that much of the increase in mature entry in recent years is accounted for by a small number of institutions. Hence, future research may wish to explore how these universities have managed to buck the wider trend of decline, as this may improve sector understanding of what is needed to support mature and/or disadvantaged individuals into higher education.

Graduate Outcomes

Wonkhe report on the graduate recruitment company who have published Working with class: The state of social immobility in graduate recruitment. Wonkhe state the report finds over a third of 18-25 year olds are put off joining a business if they perceive the workforce to be made up predominantly of middle and upper-class employees – equating to 2.5 million young people. The report argues that this is costing businesses and the wider economy £270 billion per year. The research also found two thirds (66%) of graduates felt they had to change “who they are” to “make a good impression” during an interview and the majority (64%) said they weren’t able to express themselves as individuals during application processes.

Wonkhe also have an interesting and short blog on what the graduate outcomes metrics aren’t measuring despite the data being available. What about graduate job satisfaction? explores the old DLHE question examining why the graduate chose the job they were doing and the nearest equivalents in the Graduate Outcomes survey which asks whether the graduate’s current activity fits with their future plans, is meaningful, and utilities their degree learning. The author calls for TEF and league table compilers to pay more attention to this richer source of graduate outcome information.

Disadvantage – access, participation and success

A parliamentary question on opening up disadvantage data to support university admissions receives the usual ‘not yet’ response:

Universities: Disclosure of Information

Q – Ben Bradley: To ask the Secretary of State for Education, what discussions he has had with the Office for Students on the transmission of data on applicants’ pupil premium status and ethnicity directly to universities in order to support universities’ work on widening participation and access.

A – Chris Skidmore:

  • Widening access and participation in higher education is a priority for the government. This means that everyone with the capability to succeed in higher education should have the opportunity to participate, regardless of their background or where they grew up.
  • We have made real progress in ensuring universities are open to all, with record rates of disadvantaged 18-year-olds in higher education. However, we know there is further to go to maximise the potential of the talent out there, so it is vital that we build on this progress.
  • Higher education providers need to use good quality and meaningful data to identify disadvantage in order to effectively address disparities in access and participation in higher education. We encourage institutions to use a range of measures to identify disadvantage, including individual-level indicators, area data (such as Participation of Local Areas, Index of Multiple Deprivation or postcode classification from ACORN), school data, intersectional data such as Universities and Colleges Admissions Service’s (UCAS) Multiple Equality Measure, and participation in outreach activities. To this end, we are working with the Office for Students (OfS), UCAS and sector representatives to further explore how we can support universities to improve and enhance access to data.
  • We want institutions to consider a broad range of information in their offers, including the context in which a student’s results were achieved. We are committed to helping universities progress in their efforts to improve access and successful participation for under-represented groups.

And while we’re talking of Chris Skidmore, he has had a temporary promotion to cover for Claire Perry, Minister of State for Energy and Clean Growth. Chris will retain his Universities Minister portfolio whilst attending Cabinet on Claire’s behalf.

Minimum salary threshold

Politics Home reports that Home Secretary, Sajid Javid, will remove the £30,000 minimum salary threshold for EU migrants wishing to work within the UK. All media sources are drawing on a letter than The Sun obtained in which Sajid wrote to the Migration Advisory Committee (MAC) recommending they reconsider the wage threshold and address regional wage discrepancies. The Sun report Sajid also said he wants EU migrants to receive exemptions for a range of professions and for new entrants and inexperienced works to be paid less.

The MAC’s £30k policy brought the wage requirement for EU in line with that required to be achieved by international migrants and said it would also help to boost wages for UK workers. Prior to the £30k policy announcement (see Immigration white paper, Dec 2018) it was reported that there was heated opposition to the policy in the cabinet from both the Chancellor and the Business Secretary (Greg Clark). As a concession to the opposition it was agreed the Minister (Sajid Javid) would consult with business on the final level of the salary threshold. Politics Home state: “Saj is basically telling the MAC to go away and do their work all over again. He knows Theresa is off and he’s cashing in.”   

The leaked letter states: “The Government is committed to engaging extensively over the course of this year before confirming the level of the minimum salary threshold.”  It is believed the MAC are due to reopen the salary threshold discussions and report back to Sajid Javid at the end of 2019.

Apprenticeships

The Public Accounts Committee have published a progress review on the apprenticeships programme, raising concerns over low take-up, unambitious targets and poor-quality training.

It argues that the DfE has failed to make the predicted progress when launching apprenticeship reforms in 2017. The number of apprenticeship starts fell by 26% after the apprenticeship levy was introduced and, although the level is now recovering, the government will not meet its target of 3 million starts by March 2020.  The committee moreover concludes that the department’s focus on higher-level apprenticeships and levy-paying employers increases the risk that minority groups, disadvantaged areas and smaller employers may miss out on the benefits that apprenticeships can bring.

The report also finds that the Department underspent the programme’s budget by 20% in 2017-18, but employers’ preference for higher-cost apprenticeships means that the programme is expected to come under growing financial pressure in the coming years.

Other news

Smart dorms: Accommodation provider UPP are considering trialling new technology and research initiatives as part of a smart property technology push. UPP said:  “We have an aspiration to create smart communities within our bedrooms and our accommodation, and we want to support universities’ smart agendas…One of the ideas that we’re following at UPP is, how can we get virtual assistants into our rooms? How can we use smart technology in the lights and so on?”  UPP state that students want more control over their accommodation, such as how much energy they use, and that new technology could help monitor student wellbeing, for example registering how often students leave their rooms. They are encouraging suppliers to see university accommodation as a “testbed for…their new gadgets”, which could help keep down costs for students renting the rooms. Research Professional have the full article here.

FE funding: Education Select Committee Chair Robert Halfon joins the call for FE providers to be funded fairly. Writing in Politics Home he states:

  • When delivered well, skills, education and apprenticeships provide a ladder of opportunity that allows anyone, no matter what their background, the opportunity to secure jobs, prosperity and security for their future. This is important for two reasons: to address social injustices in our society and to boost productivity in our country. Getting this right benefits everyone, and colleges are the vanguard in our fight to achieve this.
  • Despite delivering fantastic outcomes for their learners and meeting our skills needs, colleges get a raw deal in funding terms. According to the IFS, 16-18 education “has been the biggest loser”, with spending per student falling by eight per cent in real terms since 2010/2011. For too long, Further Education has been considered the ‘Cinderella Sector’.

The Education Select Committee has been: examining the potential for a long term, ten-year vision for education investment that recognises the vital contribution from our collegesThe benefit that colleges bring to individuals, communities and our country transcends party politics and referendum lines.

Antisemitism: Universities were reminded of their responsibilities to tackle religious-based hate at the end of last week. This Government news story tells of potential indirect discrimination after a University Jewish society was expected to fund a £2,000 security bill to run an event.

Careers Hubs: Dorset LEP has been successful in a bid to establish a Careers Hub. In 2018 Careers Hubs were trialled through first wave providers who reported over performance against the measured careers education targets:

  • outperforming the national average on all 8 Gatsby Benchmarks of good careers guidance;
  • 58% of Careers Hubs provide every student with regular encounters with employers;
  • 52% provided every student with workplace experience (work experience, shadowing or workplace visits).
  • Improvements were strongest in disadvantaged regions.

The press release describes the Careers Hub model:

Careers Hubs bring together schools and colleges with employers, universities, training providers and career professionals to improve outcomes for young people. There is a focus on best practice and schools and colleges have access to support and funding, including an expert Hub Lead to help coordinate activity and build networks, a central fund to support employer engagement activities, and training for a Careers Leader in each school and college. Employers are vital to the Hub model’s success, with all Hubs required to demonstrate strong engagement amongst local businesses and a clear plan for increasing employer engagement

Carolyn Fairbairn, Director General of the CBI, said:“Firms can sometimes struggle to engage with the schools and colleges that need their support. It’s therefore hugely encouraging to see more Careers Hubs on the way. There is no doubt they will play a pivotal role in helping employers get more involved.”

Poverty: The Special Rapporteur on extreme poverty and human rights, Philip Alston, published his final report into extreme poverty and human rights (including taking account of 300 written consultation responses). You can read the full report here, or you can contact Policy for a shorter summary and recommendations if this topic is of interest. The report sets out a bleak picture of poverty levels in the UK and draws a direct parallel between the rise in poverty and the Government’s austerity agenda:

“Close to 40 per cent of children are predicted to be living in poverty by 2021. Food banks have proliferated; homelessness and rough sleeping have increased greatly; tens of thousands of poor families must live in accommodation far from their schools, jobs and community networks; life expectancy is falling for certain groups; and the legal aid system has been decimated”

“The bottom line is that much of the glue that has held British society together since the Second World War has been deliberately removed and replaced with a harsh and uncaring ethos.

The Government have responded pushing back on the report calling it a “barely believable documentation of Britain” and stating that “all the evidence shows that full-time work is the best way to boost your income and quality of life.”

Industrial Strategy: The 5 universities in the West Midlands have jointly published a report raising awareness of the value and contribution they make to the Government’s Industrial Strategy. Deborah Cadman, CEO of the West Midlands Combined Authority, said:  “The West Midlands is the first region to work with the UK Government to develop a Local Industrial Strategy and the region’s universities are at the forefront of the vital link between innovation and industry. Their research and development reaches far beyond the laboratory and lecture theatres. By driving the local economy and improving everyone’s lives, they are already addressing the UK’s future challenges.”

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

HE Policy update for the w/e 14th December 2018

A busy week in politics, and for policy too.  Not looking any quieter as we approach the end of the year, either.  We will do a short update next week because the ONS report on student loan accounting is due and there are likely to be interesting reflections on that through the week.

Student loans and accounting

Ahead of the big ONS announcement on Monday about accounting for student loans, there is a House of Commons library report: Student loans and the Government’s deficit

Following concerns from parliamentary committees, the Office for National Statistics (ONS) is re-examining how student loans are recorded in the Government’s deficit (which is the difference between the Government’s spending and its revenues from tax receipts and other sources). The ONS will announce its decision on 17 December 2018. (more…)

HE Policy update for the w/e 13th July 2018

You can’t have missed this

Dominic Raab has been appointed as the new Brexit Secretary. Previously he was the Minister of State for Housing, Communities and Local Government (Kit Malthouse (North West Hampshire) now holds the Housing role). Dominic’s political interests are civil liberties, human rights, industrial relations, and the economy. Alongside Dominic Chris Heaton-Harris MP (Daventry) has been appointed as Parliamentary Under-Secretary of State at the Department for Exiting the European Union.

Boris Johnson resigned as Secretary of State for the Foreign and Commonwealth Office on Monday (Politics Home covered his resignation). Local MP Conor Burns (Bournemouth West) has resigned his position as Parliamentary Private Secretary to Boris Johnson at the Foreign and Commonwealth Office. Boris is replaced by Jeremy Hunt.

As the reshuffle ripples outwards Matt Hancock (previously digital) has been appointed as Secretary of State for Health and Social Care, with Jeremy Wright QC appointed as Secretary of State for Digital, Culture, Media and Sport. Geoffrey Cox QC MP (Torridge and West Devon) has been appointed as Attorney General.

Dame Martina Milburn has been confirmed as the Chair of the Social Mobility Commission. She is expected to set out her priorities and strategy for improving the impact of the Commission and championing social justice shortly. Her remit states she should avoid duplicating the work of other organisations and think tanks. The Dame is known to support vocational education and apprenticeships.

Brexit – There has been no escaping Brexit this week with the high profile resignations and the Brexit white paper. UUK International’s response to the white paper to focus on research:

  • “It is encouraging to see that the importance of attracting world class researchers and international students has been acknowledged. We also welcome the UK’s proposed participation in Horizon Europe and the next Erasmus programme, which will benefit EU member states as well as the UK.
  • We urge the government and the EU to engage and reach agreement on these matters as quickly as possible to provide the certainty that university students and staff need on opportunities to study abroad and collaborate in research.” (Vivienne Stern, UUK International)

MillionPlus weren’t quite so magnanimous:

  • The labour mobility proposals in the White Paper indicate a clearer direction of travel from the government but reference to researcher mobility with the EU as ‘temporary’ and without any supporting detail will not reassure many. Maintaining the UK’s world class strengths in science and research will require a comprehensive and ongoing agreement concerning the mobility of academic and research staff. Other key concerns have gone unanswered in the White Paper, such as reciprocal agreement on university fees for EU students post-Brexit. This is a matter that should be a priority for the government, not an also-ran issue.
  • With so much time already lost, it will be challenging for agreement to be reached on the final shape of Brexit in time for the European Council in October. Any delay beyond this would be deeply problematic and expose the UK to a greater risk of ‘crashing out’ of the EU in March 2019. Such an eventuality could bring hugely damaging consequences for UK universities, their staff and students.”                                                                                                             (Greg Walker, MillionPlus)

The Creative Industries Federation stated:

  • “…we need to see stronger commitments on participation in Creative Europe and broadcasting, and more details on intellectual property, the definition of “major events” for the temporary movement of goods, the mobility framework and future immigration rules. It is one thing to permit people to come to the UK, but it is quite another to ensure they are valued and able to contribute to our creative industries.”

There was also an immigration parliamentary question focussed on the Creative Industries this week:

Q – Dr Lisa Cameron: To ask the Secretary of State for the Home Department, if he will take steps as part of the negotiations for the UK leaving the EU to seek the creation of a visa system between the UK and EU countries to meet the needs of the creative sector.

A – Caroline Nokes:

  • The Government is considering a range of options for the future immigration system. We will build a comprehensive picture of the needs and interests of all parts of the UK, including different sectors, businesses and communities, and look to develop a system that works for all. We will make decisions on the future immigration system based on evidence and engagement. That is why we have asked the independent Migration Advisory Committee to advise on the economic and social impacts of the UK’s exit from the EU. When building the new system, various aspects including the creative sector will be taken into account, to ensure the future immigration system works for sectors. We will set out proposals later this year.

This week’s Brexit/Research parliamentary question is:

Q – Tom Brake: To ask the Secretary of State for Business, Energy and Industrial Strategy, whether UK (a) companies and (b) institutions will be able to participate in EU research and development projects after 2020.

A – Sam Gyimah:

  • As part of our future partnership with the EU, the UK will look to establish an ambitious future agreement on science and innovation that ensures the valuable research links between us continue to grow.
  • The UK would like to participate in EU research and development projects after 2020 and would like the option to fully associate to the excellence-based European research and innovation programmes, including Horizon Europe (the successor to Horizon 2020) and Euratom Research and Training.

Such an association would involve an appropriate UK financial contribution linked to a suitable level of influence in line with the contribution and benefits the UK brings. The UK looks forward to discussing the detail of any future UK participation with the European Commission.

The Government also published their response to the Science and Technology Committee’s second report into Brexit, Science and Innovation this week.

Admissions

UCAS published their analysis of the national picture of full-time undergraduate applications made by end June 2018 (2018 cycle entrants). Key points:

  • In England, a record 38.1% of the 18 year old population have applied (0.2% up on this point in 2017). This is despite a 2.3% drop in total number of 18 year olds in England.
  • In Northern Ireland and Scotland the applications have dropped slights and Wales is also up by 0.2% against this point in 2017.
  • However, across all ages, there are now 511,460 UK applicants, a 3% decline on this point in 2017. Overall applicants are down across all of England, Northern Ireland, Scotland and Wales. In England there were 421,610 applicants (a decrease of 4%).
  • The number of EU applicants has risen 2% to 50,130.
  • There are a record number of students from outside the EU – 75,380 students applied to study (an increase of 6%).
  • Overall, 636,960 people applied in the current application cycle – a 2% decrease from 2017.
  • Nursing applications continue to drop – there were 48,170 applicants (9% down on last year). The picture for England only is worse – 35,260 applicants – 12% drop against 2017.

It’s likely that nursing applications have fallen so far because of the double whammy of reducing numbers of mature students accessing HE and the removal of the NHS bursary. The Royal College of Nursing (RCN) has noted that applications to nursing courses have dropped by one third in the two year since the bursary has been removed. They go on to note

  • the independent NHS Pay Review Body (PRB) warned this workforce gap could persist until 2027 unless immediate action is taken, jeopardising patient care for much of the next decade. In the official report to Government last month, the PRB told ministers the removal of the nursing bursary had resulted in a marked drop in applications.

The news on the poor recruitment is a blow for NHS England’s nurse recruitment campaign (launched last week).  The RCN have stated:

  • “We urgently need financial incentives to attract more students into the profession, and nursing students must be encouraged and supported. Our health and social care system is crying out for more nurses and recruitment should be the number one priority for the new Health Secretary.”

Research Integrity

The Science and Technology Committee continue their inquiry into research integrity and published their latest report this week (follow this link  to access a more readable pdf version of the report). The inquiry aims to investigate trends and developments in fraud, misconduct and mistakes in research and the publication of research results.  The recent report looks at problems arising from errors, questionable practices, fraud in research, and what can be done to ensure that problems are handled appropriately. Findings include:

  • Despite a commitment in the 2012 Concordat to Support Research Integrity, a quarter of universities are not producing an annual report on research integrity.
  • This lack of consistent transparency in reporting data on the number of misconduct investigations, and inconsistency in the way the information is recorded, means it is difficult to calculate the scale of research misconduct in the UK.
  • While compliance with Concordat is technically a prerequisite for receiving research and higher education council funding, non-compliance has not led to any funding actions against institutions.
  • There has been a lack of co-ordinated leadership in implementing the Concordat’s recommendations in universities.

The Committee issued this press release: Quarter of universities not reporting on potential malpractice

Norman Lamb, Chair of the Science and Technology Committee, said:

  • “Research can help tackle some of the world’s great challenges including as disease, climate change and global inequality. The UK is a world leader in research, and our universities are at the forefront of the many of the world’s great scientific breakthroughs. The importance of public confidence in research can’t be overstated.
  • While most universities publish an annual report on research integrity, six years from signing a Concordat which recommends doing so it is not yet consistent across the sector. It’s not a good look for the research community to be dragging its heels on this, particularly given research fraud can quite literally become a matter of life and death.
  • We need an approach to transparency which recognises that error, poor uses of statistics and even fraud are possible in any human endeavour, and a clear demonstration that universities look for problems and tackle them when they arise.”

Plagiarism

A parliamentary question on plagiarism this week:

Q – Tonia Antoniazzi: To ask the Secretary of State for Education, what steps his Department is taking to tackle (a) contract cheating services and (b) essay mills in Universities.

And: whether his Department is undertaking a review to establish the extent to which the practices of companies offering (a) essay writing and (b) other cheat services to students in the UK are illegal.

And: if he will bring forward legislative proposals to make it illegal for third party companies to provide exam answers to students.

A – Sam Gyimah: [Same answer to all of Tonia’s questions]

  • Cheating is unacceptable – it undermines the reputation of the sector, and devalues the hard work of those succeeding on their own merit.
  • I welcome the swift action YouTube took to remove videos containing adverts promoting the EduBirdie essay-writing service, in response to recent the BBC Trending investigation on academic cheating, in which I made it very clear that YouTube had a moral responsibility to take action.
  • We are currently focusing on non-legislative options, but remain open to the future need for legislation, and will investigate all options available. We should only legislate where it is absolutely necessary. The government’s preferred approach is to tackle this issue through a sector-led initiative, which is why the department has worked with the Quality Assurance Agency (QAA), Universities UK (UUK) and the National Union of Students to publish guidance last October for all UK Universities on how best to tackle contract cheating.
  • Time is needed to fully evaluate the effectiveness of the new guidance and this is underway. The QAA is running a series of seminars to evaluate how the sector is using the guidance.
  • Universities themselves are already taking action, and it is right that they should do so, as it is their own reputations and that of the higher education sector that are on the line. UUK played a key role in developing the new guidance.
  • In England, through the Higher Education and Research Act 2017, we have brought forward legislation that gives the new Office for Students (OfS) the power to take action if providers are complicit, which including imposing fines or ultimately de-registration of providers, the highest possible punishment.
  • My right hon. Friend the Secretary of State’s first ever strategic guidance letter to the OfS made it clear that it is a priority for the OfS to work with the QAA to improve and ensure confidence in the quality and standards of higher education. The OfS has an obligation to report to the Secretary of State, and the department will monitor progress closely.

Contextual Admissions

The Fair Education Alliance (FEA) released Putting fairness in context: using data to widen access to higher education which summarises the full research that they commissioned from the University of Exeter’s Centre for Social Mobility. The FEA state the report

  • seeks to shine a light on how contextual data is used in practice at highly selective universities, and to make recommendations on how to ensure that institutions have access to and use contextual data in ways that will make access to higher education in the UK fairer.

The FEA go on to state:

  • While [contextual admissions] has become more accepted, it is applied in a wealth of ways across HEIs and it is often unclear (particularly for applicants) exactly which practices are undertaken. We believe this is impeding the spread of good practice, and is creating an unacceptable position for young people from disadvantaged backgrounds whereby it is likely they will be considered a ‘contextual’ applicant at some HEIs, and not at others, and will have no way of knowing which universities will take their background into account.

The report goes on to explore how to improve the use of contextualised admissions, the role of data within admissions and current practices.

For a quick read the FEA’s press release covers the main points and background to the report.

Chris Millward (Office for Students Director of Fair Access and Participation) spoke at the launch of the report to urge universities to be more ambitious and extend their contextual admissions practice.  He stated:

  • “We are a long way from equality of opportunity in relation to access to higher education. So in the coming years, I will be expecting universities and colleges to set more ambitious targets in their access and participation plans to narrow the gaps. This will include measures to increase the pool of applicants with the high levels of attainment needed to enter many universities. But if we wait the years this will take to achieve, we will fail the next generation of students.
  • An ambitious approach to contextual admissions must be central to our strategy if we are going to make progress on access at the scale and pace necessary to meet the expectations of government, students and the wider public. A level grades can only be considered to be a robust measure of potential if they are considered alongside the context in which they are achieved.
  • I do not believe that the inequality of access we see currently can reflect a lack of potential, and promoting equality of opportunity must be concerned with unlocking potential for students from all backgrounds.”

Research Professional wrote:

  • Millward will no doubt understand from the experience of his predecessor Les Ebdon that the real power of a regulator lies in the threat to use the sanctions at its disposal, rather than actually implementing them. It will be interesting to see if the new regime at the OfS is prepared to make an example of a university on this topic. Higher education institutions cannot say they have not been warned.

Further media coverage courtesy of Wonkhe:

Researchers’ use of personal data

It’s fines for Facebook and the publication of the Information Commissioner’s report into the Cambridge Analytica scandal (Investigation into the use of data analytics in political campaigns). One of the report recommendations is

  • that Universities UK work with all universities to consider the risks arising from use of personal data by academics in a university research capacity and where they work with their own private companies or other third parties.

Universities UK have confirmed they will undertake this review of how researchers use personal data, collaborating with the Information Commissioner. Research Professional state:

  • Only yesterday…we urged universities to get ahead of the curve on public perceptions of research integrity. Whoops! Too late. Now every university in the country will be subject to a review brought as a result of a single high-profile case in which it would seem there was insufficient oversight. This is not just any old higher education front-page story—we have become blasé about those. This is a story that involves the vote to leave the European Union and the election of the 45th president of the United States. It makes vice-chancellors’ salaries look like chickenfeed.

Research Professional continue:

  • The commission seems to feel that if this can happen in Cambridge then it can happen anywhere. The report is cutting: “What is clear is that there is room for improvement in how higher education institutions overall handle data in the context of academic research and whilst well-established structures exist in relation to the ethical issues that arise from research, similar structures do not appear to exist in relation to data protection.”

Brain Drain

Last week a study by Grant Thornton UK regions struggling to retain young talent – considered the brain drain student retention crisis across the UK. It found that certain regions struggle to retain their best and brightest young graduates and illustrated a regional divide on whether university students stay or leave the area after graduating. Unsurprisingly London doesn’t struggle to retain its graduates – 69% want to stay and work in London after graduating – more than twice the number of any other region. Next best performing was Scotland (32%) and the North West (28%).

The study also found disparity between the regions when it comes to whether young people choose to go to university close to home or further afield. Again London performed well – 57% chose to stay in London to go to university. The South West had the lowest result of the whole country. Less than one in four young people elected to go to university in the region. While the number of young people from the South West  choosing to move to London was more than double most of the other UK regions.

The research also explored what matters most to students when it comes to choosing where they want to live and work post-graduation. It wasn’t career opportunities or higher pay but having a good work-life balance that was considered the biggest motivator (48% of respondents) – mirroring the trend that’s already being seen across the Millennial and Generation Z workforce. This was followed closely by being somewhere with family and friends nearby (47%).

Time spent travelling (43%), housing affordability (43%), career development (42%) and job availability (42%) also ranked highly, while housing availability (7%), being able to start or grow a business (8%) and, surprisingly, living in a diverse place (13%) or one with a sense of community (14%) were rated as the least important factors.

Students were asked what businesses could do to encourage them to stay in or move to London after graduation, rather than to somewhere in the UK, or abroad. They responded:

  • Financial support – whether to pay for housing, daily essentials or to pay off student loans –ranked highly.
  • ‘Softer’ benefits and support was considered important.
  • Leisure benefits such as gym memberships or tickets to cultural events were seen as worthy contributions from businesses to young talent.
  • The ability to work flexibly also ranked highly, with nearly a quarter of those surveyed believing this would influence their decision about where to live and work.

Grant Thornton stated:

  • “There’s…a clear role for higher education institutions to play in tackling this problem. Universities around the country need to be proactive in fostering stronger links with local businesses and creating a viable and attractive pathway for departing students to enter the local economy. This is especially important with tuition fees being where they are and universities needing to add as much value as possible for students.”

Parliamentary Questions

Scholarships & WP

Q – Jim Shannon: To ask the Secretary of State for Education, what discussions he has had with representatives of universities on ensuring that (a) scholarships are made available and (b) those scholarships are all taken up; and if he will make a statement.

A – Sam Gyimah:

  • Providers of higher education are autonomous institutions, and whether to offer scholarships is a matter for each individual provider to decide.
  • Where providers use scholarships and other forms of financial support to help widen access, we have said in our guidance to the Office for Students (OfS), that we expect such financial support to be backed up by evidence that shows the investment is proportionate to the contribution it is expected to make towards widening access. Any provider wishing to charge higher fees has to have an access and participation plan agreed with the OfS, setting out the measures and expenditure it intends to make to widen the access and success of disadvantaged students in higher education.

Gender Pay Gap

Q – Dan Carden: To ask the Secretary of State for Education, what estimate his Department has made of the gender pay gap in the higher education sector.

A – Sam Gyimah:

  • The data on the gender pay gap in the higher education sector can be found here. The Higher Education Funding Council for England, which preceded the OfS, commissioned a project that aims to equalise the gender balance and ethnic diversity of higher education governing bodies. This work will include establishing an online exchange to recruit board members. [Response edited, view longer response here]

Please note Parliament updated this response from Sam Gyimah to correct inaccuracies.

T-Levels

Q – Ben Bradley: To ask the Secretary of State for Education, what recent assessment he has made of the adequacy of technical education provision for secondary school pupils.

A – Anne Milton:

  • There are currently thousands of technical qualifications available to students at post-16, but some are not of sufficiently high quality. This makes technical qualification options confusing for both students and employers and is why we are introducing new T Levels. Alongside reformed apprenticeships, T Levels will give students a genuine, high quality alternative to A levels. They will give students the skills they need to secure a good job, as well as the knowledge and behaviours that employers value. We are making excellent progress with their development, and recently announced the selected providers who will deliver the first three T Level programmes from September 2020.
  • Students at key stage 4 in any type of school are able to take up to three Technical Awards alongside GCSEs that will count towards their school’s Progress 8 and Attainment 8 scores. Technical Awards focus on the applied study of a particular sector or occupational group, and include the acquisition of associate practical or technical skills where appropriate. Each Technical Award is equivalent to a GCSE in robustness and challenge.

Consultations

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

Other news

  • Alternative providers: The HE leavers statistics from alternative providers from 2016/17 has been published by HESA here.
  • Prevent: 97% of HE have satisfied the OfS on the Prevent duty in 2016/17 (news article here).
  • Engaging parents: King College London have published a report on how universities should work with parents to increase access to university. The report finds 95% of parents are concerned about their children attending university because of debt, living costs, support available to the child and employment prospects.

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

Policy Update w/e 1 June 2018

Research Collaboration

Research/Horizon Europe

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

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

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

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

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

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

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

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

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

On the European research access Sam stated:

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

Latest News

The latest news on our regularly featured topics.

 

OfS

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

 

Loans

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

 

Freedom of Expression

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

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

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

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

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

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

 

Value for Money

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

 

Degree Apprenticeships

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

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

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

 

Student Immigration

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

 

Accelerated Degrees – no news yet

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

 

Widening Participation and Achievement

National Collaborative Outreach Programme

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

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

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

 

The social mobility goals are to:

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

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

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

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

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

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

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

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

 

School League Tables Outcry

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

 

Mental Health

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

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

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

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

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

 

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

 

Disabled Students’ Allowances

The parliamentary questions pertaining to disabled students continue.

Q – Angela Rayner:

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

 

A – Sam Gyimah:

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

Part Time Students

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

 

HEPI

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

 

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

 

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

 

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

 

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

Read more sector change suggestions on the HEPI blog here.

 

T Levels

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

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

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

Admissions

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

 

Fraudulent UCAS Applications

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

 

Criminal Convictions

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

Christopher Stacey, co-director of Unlock, said:

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

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

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

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

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

Peter Stanford, Director of the Longford Trust, said:

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

 

Alternative Admissions

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

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

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

 

Nursing – fall in Access course registrations

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

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

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

Consultations

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

New consultations and inquiries this week:

Other news

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

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

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

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

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JANE FORSTER                                            |                   SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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