Tagged / T levels

HE policy update for the w/e 6th September 2019

The political to and fro this week has been whiplash-inducing and the Universities Minister job is vacant – again.

Brexit & Parliament

Unfortunately the Universities Minister job is beginning to resemble that of the Hogwarts Defence against the Dark Arts teacher – in a shock announcement on Thursday Jo Johnson resigned as Universities Minister and announced he would be stepping down as a MP in the next election.

Given his views on Brexit it wasn’t really a surprise (it was more of a surprise that he took the job at all) but the timing was dramatic. He said:

 “In recent weeks I’ve been torn between family loyalty and the national interest – it’s an unresolvable tension & time for others to take on my roles as MP & Minister”. He announced his resignation through Twitter and it received 17,000 likes (presumably as support for his principled decision) within hours.

Following Jo’s resignation the Spectator and Evening Standard published a 2013 older quote in which Boris criticised Ed Miliband for competing against his brother for the Labour leadership: ‘Only a socialist could do that to his brother, only a socialist could regard familial ties as being so trivial as to shaft his own brother.’ [Spectator]

UUK have said it is unlikely the government will appoint a replacement universities minister because of the likelihood of a general election in the near future. It is expected that Education Secretary Gavin Williamson and Children and Families Minister Kemi Badenoch will cover the brief in the immediate future.

NUS issued a statement responding to Jo’s resignation: “Jo Johnson’s resignation identifies the inability of our current governing structures in the higher education sector to improve the lives of students, as well as how disruptive Brexit negotiations have been to all parts of our society. The next Minister will be the fourth in under a year and these constant changes from Westminster do not provide the continuity that students need to get on and reform education in the UK. A no deal Brexit would be disastrous for students, who bear the burden of an education system that is in crisis. At the NUS, we will continue to critically engage with decision makers in Westminster to resist the damage that a no deal Brexit will have on our members and advocate for structural change to our entire education system.”

Jo’s departure creates a lot of uncertainty for the sector, as there are many live issues in HE, including subject level TEF and Dame Shirley’s review and the Augar Review. Of course we are wondering who will eventually take over the position and become the fifth HE minister in under two years.  There’s not a lot of experience of the role left in the Commons now – of all the HE minsters in the last 9 years only one remains as a Conservative MP.

Jo Johnson, alongside Nick Gibb (Minister for School Standards) were the only Education experienced Ministers within the Department for Education. We could of course be in for more changes in the next two months.

Ministers linked to education and HE have not had a good week: Justine Greening, Greg Clark, Sam Gyimah were all expelled from the Conservative Party for voting against the Government whip this week. Here is the list of all 21 ousted  MPs. Furthermore, 30 MPs have said they will stand down as MPs and not contest the next election (16 Conservative, 12 Labour, 2 Lib Dem) including some big names. See the list and their reasons for leaving politics here.

In other parliamentary news –

  • Michelle Donelan has been appointed as an unpaid Parliamentary Under-Secretary of State, Department for Education, as maternity cover for Kemi Badenoch MP (Minister for Children and Families).
  • Graham Brady has been reinstated as Chair of the 1922 Committee (until the start of the next parliamentary session).

What’s going to happen next

The House of Lords have finalised the Hilary Benn Bill that requires the PM to ask for an extension to Article 50 if he has not finalised a deal that Parliament can support by 19th October.  It was not amended and will now receive Royal Assent and become law.

The government will propose another motion under the Fixed Term Parliaments Act on Monday asking Parliament to agree to holding a general election.  The opposition parties have agreed to oppose it or abstain.  Under the Act, it needs 434 votes in support to be approved.  Unless the government tries a different route, this means that there cannot be an election in October.  The other possibility is that they try to pass a law allowing one, but given that they do not have a majority, it is unlikely that this would pass.

Parliament will be suspended (prorogued) for 5 weeks at some point next week.

At the time of writing this, the PM is still saying he will not ask for an extension to Article 50, despite the law that has been passed.  It is hard to see how he can avoid doing so unless he resigns.  Unless of course he negotiates a deal in the next few weeks and it is approved by Parliament.

If there is an extension, then there is likely to be an election after that, probably before Christmas.  And someone will then have to sort out what happens when the extension expires. It is of course very possible that lots of things will happen before the end of October and this could all change several times before then.

Spending Round 2019

Chancellor, Sajid Javid, announced departmental budges during a controversial parliamentary session where he was told off several times by the Speaker for electioneering. In short the spending announcement, termed an infrastructure revolution, covered a one year period and it seems the government are expecting to be awash with cash for police, health, social care, schools, prisons, and places of worship. Dods have produced a comprehensive briefing on it here including reaction from sector stakeholder bodies The Education and Skills section starts on pages 17-18. FE and apprenticeships are also mentioned under the Business section on pages 19-20.

Just a few key points:

Health & Research

  • Increase to the Health Education England (HEE) budget, including
    • an additional £150 million for Continuing Professional Development
    • providing a £1,000 central training budget over three years for each nurse, midwife and allied health professional, as well as increased funding for wider education and training budgets to support delivery of the NHS Long Term Plan
  • The Government is committed to increasing levels of research and development (R&D) to at least 2.4% of GDP by 2027. In the autumn, the government will set out plans to significantly boost public R&D funding, provide greater long-term certainty to the scientific community, and accelerate its ambition to reach 2.4% of GDP
  • £250m of investment in artificial intelligence from 2020-21 and discovering preventative solutions to issues such as cancer.

Education

  • Schools got a three year funding settlement, however, this is situated within the changing face of the education sector:
    • These announcements come at a time of significant upheaval within the education system.
      The Government’s response to Augar and consultations on Level 3, 4&5 courses are all still outstanding.
      Whilst today’s announcements will go some way towards alleviating anxiety over school budgets, the Government have their work cut out in aligning and resourcing employer led standards across, apprenticeships, T-levels and Higher Technical Qualifications. Such efforts will be integral to assuaging broader concerns over skills shortages post-Brexit.
  • £400m investment in Further Education in 2020-21
    • includes £190m to increase core funding for 16-19- year-olds;
    • £210m of funding in targeted interventions such as high-cost programmes, English and Maths resits, T Levels, the Advanced Maths Premium and workforce investments.
  • No mention of HE.

Stakeholder reaction to Education announcements

  • The National Education Union commented that the Spending Review saw a “major shift in Government policy”. However, also warned that spending was still “significantly short of what is required”.
  • The NAHT has the Chancellor’s commitment to further education spending, claiming it as a “big win” and that it will go “some way to restoring the real-terms cuts”. But emphasised that “gaps still remain” and that “we need to work with the government to make sure the money goes where it is most needed”.
  • The Sixth Form Colleges Association has welcomed the £400million investment in 16 to 19 education and is a foundation upon which to build.
  • The Association of School and College Leaders has welcomed the money promised by the government, but noted that “even with this additional funding there will still be a shortfall” in education funding.

Student Voter Registration

Earlier this week the Government intended to push for 15 October general election, however political developments seem to have temporarily postponed this (for now, at least). Unless the EU wave a magic wand and a Brexit deal is reached in time for a 31 October exit then a general election at some point late in 2019 remains a very likely possibility.

In Theresa May’s snap 2017 election, there was a widely held belief that young voters had made a huge difference to the results (since largely discredited). In fact a Times article claims a source within Boris’ campaign team has admitted that an advantage of the proposed 15 October election date meant it would limit the numbers of students who register to vote (because the voting registration deadline would have be 27 September).

No matter when (if) the election is held it is important that BU and SUBU play a full role in ensuring  students register to vote at their new address. A staggering number of people have registered to vote recently – The Times report that 70,000 under 35’s registered to vote within the last two days.

No doubt, whatever the outcome and whenever the election takes place, the student vote will be closely analysed post-election. For example, in Northampton the Conservative majority is 807 and there are 900 students within new halls of residence.

This is the online link to register to vote.

Soft Power

HEPI have published The soft-power benefits of educating the world’s leaders  which details how the UK is falling behind the US in the soft power statistics. Soft power is the eventual influence experienced by educating a person from another country within the UK. The individual receives a positive UK HE experience and considers the UK favourably when they return to work in a leadership position within their own country. HEPI state:

Two years ago, the UK had educated one more serving world leader (58) than the US (57). Today, there is one more serving world leader educated in the UK (59) than back in 2017 but there are three more who were educated in the US (62). Over the same period, the number of world leaders who were educated in France has increased from 34 to 40. 

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

  • “The soft power that the UK has historically accrued through educating so many of the world’s leaders is extraordinary. It is rivalled only by the US, which is of course far larger. But it cannot be taken for granted. In recent years, the UK has slipped behind the US while the third placed country, France, has made great strides. Moreover, as the UK struggles to find its new place in the world, it may need to rely on the potential benefits from soft power even more than in the past.
  • Given that the UK’s international student numbers have flatlined in recent years while countries like Australia have been forging ahead, this won’t be easy. Our survey of world leaders provides yet more evidence of the need for a more positive approach towards international students than has been taken over the last decade.”

Tom Huxley, the report researcher, said: “Britain’s higher education sector has, in the past, been the most attractive on the planet for those who go on to lead their own countries. But the growth of US influence in this ranking is striking. US institutions have educated more of today’s world leaders than we have. If recent trends continue, there is a risk that, over time, it could diminish the standing of our universities.”

Access and Success – white working class boys

THE ran an article suggesting digital technology could support universities’ diversity and help bridge the gap in attracting disenfranchised social groups: Reaching invisible students: white working-class boys.

  • Our work in this area has shown us the potential for digital technology to significantly encourage better student inclusivity, via a combination of effective information delivery and reducing psychosocial barriers to entry.
  • One of the key barriers for young white working-class men is their lack of confidence that university life is for them. With accents, clothing and lifestyles that may be very different from their more affluent peers, it is hard for them to imagine themselves fitting in.
  • This is where digital tech can be a great benefit. An online chat event set up by a university can specifically target this group while they are still at school, enabling them to see and hear from those a few years ahead of them and with a similar background. We know that during this key information-gathering stage, it can be a significant advantage to working-class young men to be able to ask questions anonymously and to listen to the questions of other people in the same position as them.
  • At the same time, this kind of online platform can address financial worries by including someone on the student finance team to explain any bursaries or scholarships available, or the availability of part-time jobs in the area – perhaps again drawing on the experience of other working-class students who have supported themselves financially.
  • Chatbots can also be useful here… Because chatbots are non-judgemental and unbiased, they can help teens at least familiarise themselves with the jargon, tackle some of their initial worries and gradually build their confidence.
  • There is potential for this group of men to be invited to online events throughout their university life, offering extra support and helping to minimise the risk of dropping out. These events could also help men to think about future careers and raise their confidence at tackling interviews, recruitment tests and the social aspects of networking.
  • Universities already plough large investments into outreach and support. But by embracing digital tech platforms, they are going where teenage boys spend time already, potentially attracting them into an academic environment that, although initially alien, could prove to be the making of them.

The article references NEON’s Working Class Heroes report from Feb 2019.

Catching up

You can catch up on our summer updates here.  Highlights include Sarah writing about the Impact of Post Qualification Admissions on WP students and a review of the responses to the KEF consultation (from page 5).

Parliamentary Questions

Mental Health

Q – Jo Stevens (Cardiff Central): To ask the Secretary of State for Education, what steps the Office for Students has taken since its establishment to assess the adequacy of provision of mental health services and student support at universities.

A – Joseph Johnson:

  • In our latest guidance to the Office for Students (OfS), we asked that it continue its work to support student experience, with a focus on wellbeing and mental health.
  • Where a provider has significant gaps in outcomes between students with a declared mental health condition and their peers, the OfS require providers to set out an ambitious strategy to narrow these gaps and promote equality of opportunity, as part of their access and participation plans.
  • The OfS also regulates at a sector level to share evidence and examples of effective and innovative practice. On 5 June 2019, the OfS announced the award of almost £6 million for 10 large-scale projects through a challenge competition, encouraging higher education providers to find new ways of combating student mental health issues. The OfS has commissioned a programme-level evaluation to gather what works most effectively and to disseminate learning across the sector.
  • On 17 June 2019, the government announced a £1 million fund for a further OfS challenge competition to find innovative proposals that drive improvements in mental health support for higher education students.

Student grants

Q – Angela Rayner: To ask the Secretary of State for Education, whether it is his policy to reintroduce maintenance grants for students from low and middle income backgrounds in higher education.

and

Q – Angela Rayner: if he will make it his policy to implement the recommendations of the Augar Review

A – Joseph Johnson:

  • As part of our ongoing review of Post-18 Education and Funding, the government will be considering Philip Augar’s recommendations carefully. The government has not yet taken decisions with regards to the recommendations put forward.
  • Students from the lowest-income families have access to the largest ever amounts of cash-in-hand support for their living costs. The government has announced a further 2.9% increase to maximum grants and loans for the 2020/21 academic year.
  • (Same answer to both questions.)

STEM

Q – Andrew Percy: To ask the Secretary of State for Education, what steps his Department is taking to encourage more working class young people to take up STEM subjects at university . [282286]

A – Joseph Johnson:

  • To maintain a dynamic and growing economy, the government is committed to tackling science, technology, engineering and mathematics (STEM) skills shortages. The department is encouraging more students into STEM education and training, at all stages, from primary school to higher education (HE).
  • To support more students to take STEM subjects at university, the government has increased investment in maths and digital subjects within schools, including a new post-16 maths premium and a new £84 million programme to improve the teaching of computing. Both of these initiatives aim to increase the number of young people taking these subjects, from all backgrounds.
  • This school-level investment programme is complemented by increasing efforts from the university sector to encourage more disadvantaged students to enter HE. The Office for Students (as the regulator for HE in England) has a duty to promote equality of opportunity in relation to access and participation in HE. In 2018, 18 year olds from disadvantaged backgrounds were proportionally 52% more likely to enter full-time HE than in 2009.

Q – Stephen Morgan: To ask the Secretary of State for Education, what assessment he has made of the effect on funding for STEM subjects at higher education institutions of the UK leaving the EU without a deal.

A – Gavin Williamson:

  • Part of the teaching grant funding that the government provides to eligible higher education (HE) providers, via the Office for Students, is allocated to support the provision of high-cost subjects, including science, technology, engineering and mathematics (STEM) subjects. We do not expect this funding arrangement to change as a result of Brexit .
  • We do not expect any significant short-term increase in the vulnerability of HE providers to financial failure as a result of no deal EU Exit. The income shock from EU exit, deal or otherwise, is expected to be ‘manageable’, and any effect will not lead to a cliff-edge.  
  • Department for Education officials engage regularly with HE institutions in relation to HE funding and the provision of high-priority courses such as STEM, as well as on EU Exit.

Universities: Apprentices

Q – Paul Farrelly: To ask the Secretary of State for Education, what steps his Department and the Education and Skills Funding Agency are taking to support universities to work closely with non-levy-paying small and medium-sized enterprises .

A – Kemi Badenoch:

  • The department and the Education and Skills Funding Agency continue to encourage universities to work with employers, including non-levy-paying small and medium-sized enterprises (SMEs).  The Degree Apprenticeship Development Fund (DADF) has focussed on building collaborative projects between providers and employers; including non-levy-paying SMEs . DADF has funded additional engagement activities to better understand their needs.
  • Birmingham City University, University of Greenwich and Aston University have actively engaged with SMEs as part of DADF-funded projects.
  • Over the course of the next year, all employers will be able to control how they pay for their apprenticeship training and assess and recruit their apprentices via the apprenticeship service. This will allow non-levy paying SMEs to work closely with a greater number of high-quality training providers, including universities.

Q – Paul Farrelly: To ask the Secretary of State for Education, what steps the Government is taking to ensure that degree apprenticeships support (a) social mobility and (b) lifelong learning among underrepresented groups.

A – Kemi Badenoch:

  • Apprenticeships benefit people of all ages and backgrounds, offering high quality on and off-the-job training. Level 6+ and degree apprenticeships offer people an alternative to full time university, as well as the opportunity to upskill or re-train throughout their lives.
  • The Degree Apprenticeship Development Fund (DADF) aims to enable and encourage greater social mobility and widen participation. The DADF has supported 103 higher education (HE) providers and has resulted in 4,464 degree apprentice starts. The Office for Students has published an evaluation of the fund.
  • HE providers, such as universities, can include degree apprenticeships in their Access and Participation Plans; these set out how they will support underrepresented groups and help individuals from disadvantaged backgrounds access and succeed in HE. The National Apprenticeship Service works with local partners to ensure that apprenticeships at all levels are available in disadvantaged areas.
  • We are running an employer engagement campaign, ‘Opportunities through Apprenticeships ’, working with partners in Portsmouth, Nottingham, South Tyneside and Torbay. It aims to support social mobility by creating opportunities for more apprentices from disadvantaged areas to undertake high value apprenticeships with higher earnings potential and progression, such as degree apprenticeships

Electoral Register: Students

Q – Chris Ruane: To ask the Minister for the Cabinet Office, what assessment he has made of the potential merits of (a) the University of Sheffield ‘s initiative on voter registration for students and (b) mandating universities to promote students to register to vote.

A – Kevin Foster:

  • The Government is encouraged by the University of Sheffield ’s experience but has no plans to mandate a single approach across the country.
  • The Government is, however, committed to ensuring the electoral registration system is responsive to the needs of students. Ministerial Guidance was issued to the Office for Students (OfS) in February 2018 acting on a commitment made in Parliament during the passage of the Higher Education and Research Act (2017), directing that they require Higher Education providers to comply with Electoral Registration Officer (ERO) requests for data and they be encouraged to work with Local Authorities to promote electoral registration amongst their student populations. The merits of working closely with EROs have been demonstrated by a number of Higher Education providers across the country.
  • Yet, the Government does not believe that one size fits all and instead favours an approach which allows innovation.
  • The Ministerial Guidance has since been used by the OfS to produce their own guidance to Higher Education providers, which advises them how they might best implement, and abide by, the requirements placed on them. The OfS guidance came into force in August. The Government is committed to ensuring everyone who is eligible to register to vote is able to do so and, in 2014, introduced online registration for the first time. Statistics show young people aged between 14 and 24 are more likely than average to use this as a means of registering to vote.
  • The Government believes these measures will drive up the number of applications to register from students – improving both the completeness and accuracy of the electoral register – as well as further improve the relationships between Higher Education provider and Local Authorities.

Nursing: Training

Q – Graham P Jones: To ask the Secretary of State for Health and Social Care, whether the additional funding for the NHS announced by the Prime Minister will be used to increase the number of nursing bursaries.

A – Chris Skidmore:

  • The education funding reforms announced in the 2015 Spending Review started to take effect from August 2017 and pre-registration nursing students began to access student loans rather than receiving a National Health Service bursary.  
  • In January 2019, the NHS published its Long Term Plan which sets out a 10 year vision for healthcare in England . The NHS Interim People Plan, published on 3 June, sets out the immediate actions needed to grow the nursing workforce across all settings by over 40,000 in the next five years.
  • We will work with the NHS and the Higher Education Institution sector to improve awareness of the financial support packages available to all undergraduate and postgraduate healthcare students and how they can be accessed.

Students: Disadvantaged

Q – Angela Rayner: To ask the Secretary of State for Education, what assessment he has made of the potential merits of a student premium for funding (a) further and (b) higher education.

A – Kemi Badenoch:

  • The government is determined to ensure disadvantaged students are supported in their post-16 education. The national funding formula for 16-19-year olds and the funding through the Adult Education Budget both include a disadvantage uplift. This provides extra funding for disadvantaged students and learners, specifically for those with low prior attainment, or those who live in the most disadvantaged areas.
  • The government teaching grant funding to the higher education (HE) sector includes 3 student premium allocations that support: full-time students deemed to be at risk of discontinuing their studies; part-time students; and disabled students. All HE providers in the approved (fee cap) category of the Office for Students register are eligible to receive these student premium allocations, including further education college ’s offering HE.

Q – Cat Smith: To ask the Secretary of State for Digital, Culture, Media and Sport, with reference to the announcement of 27 February 2019 that new youth voice projects will be launched to encourage young people to participate in making national policy, what policies will be prioritised for youth participation; and what steps she will take to ensure the work and influence of the projects is transparent.

A – Nicky Morgan:

Three new youth voice projects were announced in February to encourage young people to participate in making national policy:

– Youth Steering Group

– Young Inspectors Group

– Digital Youth engagement research

The Youth Steering Group has already been involved in discussing the Government’s future offer for young people and the review of the guidance which sets out the statutory duty placed on local authorities to provide appropriate local youth services. The Department for the Environment Food and Rural Affairs and the Department for Business, Energy and Industrial Strategy invited the Youth Steering Group to conduct a review of environment and climate policy. Young people are also contributing to policy development on serious violence through the Government’s Youth Advisory Forum on Serious Violence .

The Young Inspectors Group are participating in the monitoring and evaluation of national programmes affecting young people.

The Digital Youth Engagement research explored how new digital solutions can enable large numbers of young people to play a role in consultations and policy design across government.

We will make further announcements on these pioneering Youth Voice projects in due course

Research

UK Research and Innovation has published its vision for how it will promote world-leading research and innovation that is built on the knowledge and values of society and open to people from all backgrounds. Its four goals are to:

  • Focus on under-represented communities and places
  • Actively involve people in their work
  • Inspire and empower young people
  • Listen to and understand public concerns and aspirations

The goals will be delivered through funding calls, commissioning research and analysis, and piloting new approaches.  The vision was launched in conjunction with UKRI’s first public engagement funding call for universities and community partners to test new ways to collaborate on research and innovation with under-represented communities.

Special Educational Needs

The Government have announced a ‘major review’ into support for children with special educational needs, seeking to build on the 2014 reforms. The review comes a week after the Government announced a funding boost of £700m in 2020/21 for pupils with the most complex needs.

Education, Health and Care Plans, launched in 2014, were designed to deliver tailored support to children and young people aged 0-25 with the most complex special education needs. The new review will look at how the system has evolved since then, how it can be optimised for families, and how to ensure quality provision is delivered across the country. It will also explore the role of health care in SEND in collaboration with the DHSC.

The review will look at and put forward new actions on:

  • The evidence on how the system can provide the highest quality support that enables children and young people with SEND to thrive and prepare for adulthood, including employment
  • Helping parents to make decisions about what kind of support will be best for their child
  • Making sure support in different local areas is consistent, joined up across health, care and education services, and that high-quality health and education support is available across the country
  • How to strike the right balance of state-funded provision across inclusive mainstream and specialist places
  • Aligning incentives and accountability for schools, colleges and local authorities to make sure they provide the best possible support for children and young people with SEND
  • Understanding what is behind the rise in education, health and care (EHC) plans and the role of specific health conditions in driving demand
  • Ensuring that public money is spent in an efficient, effective and sustainable manner, placing a premium on securing high quality outcomes for those children and young people who need additional support the most.

Education Secretary Gavin Williamson said: Our reforms in 2014 gave vital support to more children, but we know there have been problems in delivering the changes that we all want to see. So it’s the right time to take stock of our system and make sure the excellence we want to see as a result of our changes is the norm for every child and their families.

Minister for Care Caroline Dinenage said: The support and care for people with special educational needs and disabilities is one of my top priorities. The SEND review will be crucial in widening our knowledge of the parts of the system which are working well and the areas which need improvement. The Department for Health and Social Care will play a key role in the review so we can ensure that high quality healthcare support is available for all throughout the country.

Secretary of State for Work and Pensions Amber Rudd said: Children with special needs and disabilities need to get the right educational support and health care so they can thrive. This review will help make sure all families get the support they need so every child, young person and their parents feel extremely positive about their future.

MPs have repeatedly raised concerns over the number of timeliness of completed EHCPs, with it being reported that only 24% were completed in the statutory time limit in the Secretary of State’s own constituency. Nationally, only 3% of children in England have SEND statements or EHCPs. The Government contend that, owing to the introduction of EHCPs more than 350,000 children and young people aged 0-25 with the most complex special educational needs are receiving the tailored support they need to thrive and receive a world-class education. Of those in schools around half (130,000) are continuing in mainstream education.

T-levels

The DfE have published a policy update as a compendium to their T-level action plan.  Key Points:

Grading and Certification:

The T Level Certificate will include:

  • an overall grade for the T Level, shown as Pass, Merit, Distinction or Distinction
  • a separate grade for the core component, using A* to E
  • a separate grade for each occupational specialism studied, shown as Pass, Merit or Distinction
  • confirmation that the minimum requirements for maths and English qualifications have been met
  • confirmation that the industry placement has been successfully completed
  • confirmation that any additional mandatory requirements have been met

A T Level Distinction grade is only awarded to students who, as well as meeting the other T Level requirements, have achieved an A* in the core and a Distinction in their occupational specialism (or Distinction on aggregate if more than one occupational specialism is studied).

UCAS Tariff Points:

  • To support progression into higher education, UCAS tariff points will be allocated to T Levels. Points will be allocated to overall T Level grades, not to separate elements of the T Level. This is to recognise the value of the T Level programme as a whole. Students must achieve at least an overall Pass grade or higher in order to receive UCAS points.
  • The size and rigour of a T Level programme is comparable to a 3 A Level programme. Therefore, T Levels will attract UCAS points in line with those allocated to 3 A Levels.
  • Although the T Level programme is broadly the same size as a 3 A level programme, the qualifications have different purposes. The T Level programme is intended to help students develop the knowledge and technical skills required for skilled employment. T Levels and A Levels therefore measure different abilities, using different grading scales.
  • A T Level Pass grade is allocated a tariff score of either 72 or 96 points: where a student has obtained an overall Pass by achieving a Pass in the occupational specialism and a B or C in the core, a tariff of 96 UCAS points. Where a student has obtained an overall Pass by achieving a Pass in the occupational specialism and a D or E in the core, a tariff of 72 UCAS points.
  • The tariff points allocated to overall Merit and Distinction T Level grades represent even increments between the points allocated to an overall Pass (with a C or above in the core component) and Distinction* grade.

Despite the allocation of UCAS points to T-levels, the policy paper twice emphasises that the qualifications are predominantly designed to deliver a direct route into skilled employment, given the industry placement inherent in the qualification. It also lacks detail how the qualifications will feed into Level 4 & 5 Higher Technical Education (HTE), currently under review by the Government. In the HTE consultation the Government emphasise the importance aligning of employer-led standards across apprenticeships, T Levels and HTQs. They also state their desire that HTE be a prestigious choice for those completing T-levels.

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 responses this week:

Other news

New Towns Fund: Bournemouth is on a (short) list of 100 towns eligible to receive funding if they successfully work with Government to develop innovative regeneration plans. The Government announcement states:

  • The towns eligible for support from the £3.6 billion Towns Fund include places with proud industrial and economic heritage but have not always benefitted from economic growth in the same way as more prosperous areas.
  • Communities, businesses and local leaders will now join forces to draw up ambitious plans to transform their town’s economic growth prospects with a focus on improved transport, broadband connectivity, skills and culture.
  • Today’s announcement follows the Prime Minister’s confirmation in July of an additional £1.325 billion to support towns as part of a renewed vision to level up our regions, which took the total value of the Towns Fund to £3.6 billion.
  • The government will soon publish a prospectus to guide towns through the process and set eligibility criteria for funding.
  • Once approved, new Town Deals will improve connectivity, provide vital social and cultural infrastructure and boost growth – with communities having a say on how the money is spent. 

Here is the full list of eligible towns.

Migration: Research Professional report on the Office for National Statistics who have announced inaccuracies in their non-EU migration figures (overestimation) due to inaccurate international student data.

Student Loans: The SLC has issued top tips for actions students should take to ensure they receive their maintenance loans on time. Meanwhile £28 million pounds worth of overpaid student loan contributions still hasn’t been able to be returned to the students who are due a refund. The SLC has written to the students who overpaid but £28 million remains unclaimed. Research Professional have the detail here.

Commuting: A Government news story highlights how the gender pay gap is exacerbated by reluctance to undertake a longer commute despite a higher salary.

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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 23rd August 2019

A quieter week for HE policy, however, there’s news on the KEF and lots of other relevant content.

STEM for Britain

As a member of the Parliamentary and Scientific Committee BU’s early career researchers and PhD and post-doc researchers all have the opportunity for exposure of their work through the annual poster competition. Posters are being accepted for the following areas:

  • Biological and Biomedical Sciences
  • Chemistry
  • Engineering
  • Mathematical Sciences
  • Physics

Prizes will be awarded for the posters presented in each discipline which best communicate high level science, engineering or mathematics to a lay audience.

Please share this information with ECR, PhD and PDR colleagues and those who work directly with them. This is a rare opportunity to showcase work within parliament at this level. All the shortlisted posters will be shared during a parliamentary reception in March 2020 and there will be the opportunity to talk about the research directly with policy makers.

The poster competition is open now please contact Lisa Andrews, RDS Research Facilitator, for more details and to enter.

www.stemforbritain.org.uk

Mental Health

The House of Commons library has a briefing paper setting out data on the prevalence of mental health conditions in higher education students in England and outlines the action higher education providers, the government and the Office for Students are taking to help students with mental health issues. It also flags up how students can get support.

From the briefing:

  • Student mental health has been the subject of a number of reports as students are increasingly declaring mental conditions and reporting issues with stress and poor mental wellbeing. It has been suggested that student mental health is in ‘crisis’.
  • The proportion of students who disclosed a mental health condition to their university has increased rapidly in recent years.
  • Surveys of students have found much higher rates of mental ill health than those disclosed to universities. A recent survey found that 21.5% had a current mental health diagnosis and 33.9% had experienced a serious psychological issue for which they felt they needed professional help. Survey responses are confidential and are likely to give a better idea of the full extent of mental ill health.
  • Many factors have been suggested as contributing to the rise in cases of mental ill health among higher education students – work pressures, moving away from home, financial worries, or more generally higher education institutions are said to be feeling the impact of the rise in metal health conditions among the 16-25 age population.
  • The effect of mental health issues on students can be serious and can lead to consequences such as: academic failure, dropping out of education, poorer career prospects and in the worst cases suicide.
  • Concern has been expressed about the availability of support for students with mental health conditions and the response of universities and higher education institutions.
  • In 2017 Universities UK, published Stepchange Mental health in higher education. Stepchange provides a framework to help higher education providers embed good mental health across all university activities.

Placement Premium

A Chartered Management Institute commissioned survey finds 3 in 4 parents believe that qualifications that combine with work experience and study are the best way to prepare young people for the workplace.

With record numbers of young people going through university clearing, the survey also shows that:

  • Parents rate degree programmes that combine work and study over traditional university degrees.
  • Nearly two thirds of parents (64%) favoured a degree apprenticeship with a major company like Rolls-Royce over a degree at Oxford or Cambridge (36%).
  • Nearly three quarters (73%) rated a degree that combines full-time work with study over a traditional 3 year university degree based on lectures and seminars alone (27%).
  • 71% of parents also wanted all graduates to have the opportunity to develop management, enterprise and leadership skills.

Rob Wall, Head of Policy at CMI said: “Innovations like degree apprenticeships – which bring together work and study, and allow apprentices to apply their learning in the workplace – are hugely attractive to employers. Our survey shows that they are now increasingly popular with parents, with the vast majority rating a degree apprenticeship with a FTSE 100 corporate over a traditional 3 year degree at a top university. Our message to all those young people receiving their GCSE results this week is that, whatever your results and whatever path you take next, developing those employability skills like self-management and leadership will always give you an edge in a competitive jobs market.”

 FE Funding Push

The Association of Colleges are capitalising on the recent announcement that there will be an accelerated spending round by the end of September. They have issued a paper to the Treasury and the DfE making recommendations for tertiary education. In headline their proposals cover the full remit of college work and request a one-off cash injection of £1,114m in revenue and £240m in capital. The paper capitalises on the Augar Review which discussed the lower funding rates and investment in FE education. It covers the items you would expect such as a higher funding rate for all FE provision, better pay and status for FE teachers. It also suggests a ten year funding plan for education. A larger adult education budget to support retraining, improve skills and develop lifelong learning (at a one-year cost of £250 million).

Of relevance to HE are the apprenticeship funding reforms they suggest (at a one year cost of £200m).

  • Increase funding for non-levy employers and for young people. The non-levy budget should increase by £200 million and all 16-to18 year olds should be funded through the education budget to guarantee their training opportunities.
  • The increase in degree apprenticeship numbers is a concern because these involve high costs and because it appears that obligations previously covered by tuition fees have been shifted onto the apprenticeship budget. It would seem more appropriate for apprenticeships at level 6 and above to be funded from the higher education teaching budget, regulated by the Office for Students and operated with the same rules on equivalent and lower qualifications as loan-supported programmes.

They also suggest a development fund for higher technical education (one year cost of £40m).

  • For students, it would be simple to offer the same tuition fee cap, student finance rules and teaching grant funding as offered for degree-level study. For colleges there needs to be a modest fund to support set-up costs which precede the relevant income because enrolments take time to build.

On regulating to protect students and employers while maximising impact:

  • Colleges spend a growing and disproportionate share of their budgets on administration and compliance and account for themselves to two different parts of the Education and Skills Funding Agency (ESFA), to the Office for Student (OfS), to Ofsted, to local enterprise partnerships and combined authorities, to the Home Office, to lenders, pension funds and any other funding organisation. Some complexity is unavoidable but there is a case for the DfE group to consider whether there are ways to focus regulation more clearly on activities that benefit students and employers, to cut compliance costs and to place simpler duties on college governing bodies to account for the public investment they receive.

David Hughes, Chief Executive, Association of Colleges, said:  After making great efficiencies over the last decade, there is a strong consensus now that colleges need major investment to put them in a position to be able to thrive and from that position to be able to maximise the impact they can have. The UK’s industrial strategy identifies skills as an issue across a range of priority sectors and the need for action to avoid shortages. Without thriving colleges, this priority will not be met.

  • Total expenditure on 16-19 education fell by 17.5% in real terms between 2010-11 and 2016-17, while the funding allocated to 16-19 education fell by 13% in real terms between 2013-14 and 2017-18.
  • The funding rate for students aged 16 and 17 in education in 2018-19 has been frozen at £4,000 since 2013-14, while the funding rate for students who are already aged 18 has been frozen at £3,300 since it was cut by 17.5 % in 2014.
  • The government is currently consulting on ambitions to build a “new generation” of higher technical qualifications at levels 4 and 5 for T-level students to progress onto. The introduction date of 2022 has been set to fit with the first cohort of T-level students, who will start their two-year level 3 qualification in 2020.

Labour’s Education Policies

Recent news has detailed Jeremy Corbyn’s efforts to amalgamate enough support that should the autumn vote of no confidence succeed he may be able to form a temporary caretaker Government. Labour are hoping for an early General Election and Wonkhe have covered all their recent Education related announcements into one blog.

KEF

Research England have published the outcomes of the Knowledge Exchange Framework (KEF) consultation and pilot exercise. Final decisions on the KEF will follow later in 2019.

  • 72% of responses agreed the KEF should be an annual, institutional-level, metrics driven exercise.
  • The respondents commented on the balance between running a low burden exercise at the expense of losing valuable detail.
  • Significant themes within the report were noted as:
    • The (mostly) output metrics do not necessarily capture the quality of knowledge exchange activity
    • Varied responses on how often the KEF should take place, although the report notes the majority favoured an annual exercise.

Below follow the main points picked out of the KEF report narrative

Clusters The KEF clusters institutions together, BU is in cluster E.

  • “The conceptual framework underpinning the analysis and the variables and methods employed were broadly well received, with the majority of respondents somewhat agreeing or agreeing with these aspects, and the resulting composition of the clusters. There was less consensus on whether the clusters would help fulfil the stated aims of the KEF (Q6.4), and the purpose of allowing fair comparison. Although a majority agreed to some extent, there was a higher level of ‘disagree’ responses than for Q6.1-6.3.”
  • “In regard to the overall approach to clustering (Q6.4) it is worth noting that the majority of negative responses were ‘somewhat disagree’. This is borne out by the associated commentary, with the most common response (105 respondents) welcoming the clustering approach, with only 10 respondents making critical comments on the overall concept. Respondents indicating an overall ‘slightly disagree’ or ‘disagree’ tended to be for very specific reasons. For example, while broadly welcoming the concept of clustering they disagreed with the range of variables used. Other more negative responses were driven by consideration of whether clustering helped the KEF meet its aims (and how businesses and other users might use or interpret them), with more agreement on their positive role in enabling fair comparison between HEIs.”

“There were a substantial number of points in the commentary focussing on the descriptions and presentation of the clusters:

  • There were a significant number of comments relating to the cluster descriptions – e.g. describing a cluster as having HEIs with ‘limited world leading research’ could be seen as negative in itself, and that it may be better to frame cluster descriptions on what the institution does do, rather than what it doesn’t.
  • Multiple requests to provide a brief introduction into what the clustering is for, how the descriptors work and how the cluster names (which are random letters) were assigned. It was noted that this was particularly important for external audiences.
  • Approximately 15% of responses suggested clusters may be confusing for businesses and other users or they suggested that there should be flexibility for users to be able to group institutions in different ways that were more relevant to them.
  • There was some concern that whatever the intent, the clusters will be seen as a hierarchy in their own right (10%).
  • That there is still too much variation within clusters (although we would argue that the KEF proposals include further steps to normalise for size, and the scaling of metrics mitigates this).
  • That specialist institutions are difficult to place in clusters, but most respondents making this point stated that this approach was still preferable to not using clustering or a comparable method to aid fair comparison.”

“There were also multiple comments and suggestions on the variables used to create the clusters, including on the role of professional services staff not being represented, concerns that variables were too heavily skewed towards research activities, and that 3* (as well as 4*) REF outputs should be used.

 “Overall, there was no clear consensus from the responses received on a course of action that would satisfy all and no appropriate alternative models were proposed that would meet the requirements of providing a means of fair comparison. Given that the concept of clustering was well received for those in the main clusters, it is unlikely the fundamental approach to this aspect of the KEF proposals will change….

Perspectives and metrics

“For the proposed perspectives and associated metrics, we asked for feedback on both the overall range and balance, and also views on the metrics proposed under each perspective.

  • A majority agreed that a sufficiently broad range of KE activity was captured (72%), although a sizeable minority of 26% disagreed to some extent”
  • The range of perspectives were welcome with around 40% of responses agreeing that they broadly captured a sufficient variety of KE activity. However, around 15% of responses felt that the individual metrics within the perspectives were too narrow to adequately capture the full range of KE activities undertaken by HEIs.”

“The majority of recommendations for KE activities that could be considered for inclusion in the KEF fell into four key areas:

  • Contribution to public policy
  • International partnerships
  • Partnerships with SMEs
  • HEI-HEI collaboration

Other common themes expressed in the commentary related to:

  • The timing of the HE-BCI review and the subsequent impact on the KEF. …
  • How the quality and sustainability of partnerships with business can be captured e.g. regular student placements, repeat business, voice of the customer.”

On working with business:

“A significant number of responses considered there was a disconnect between the broad nature of the perspective title ‘Working with business’ and the proposed income metrics. The metrics were considered by over a quarter of respondees to be very narrow, and not reflective of the full breadth of knowledge exchange activities undertaken in HEIs. In particular 15% of respondees felt that income from use of specialist facilities and equipment should be included as a useful indicator of interactions with business.”

“The nature of the metrics as income measures brought feedback across a number of points:

  • Some argued that income is not an appropriate proxy for impact and does not well reflect the quality of the interactions. A number of alternative metric areas were suggested such as repeat business, length of relationships or nature or number of strategic partnerships.
  • The opportunities for undertaking consultancy and contract research and the income value of that activity will be impacted by the local economic context, particularly for some types of interactions e.g. with SMEs.
  • Across all disciplines, but especially in the public and third sectors, it was considered that a significant proportion of knowledge exchange activity is not monetised and so not well reflected in the metrics.
  • The role of students is seen as significant by about 10% of respondents, either through the close relationships developed with businesses through degree apprenticeships or placement work, or directly by supervised services delivered as part of their course or extra curricula activity.

About a fifth of respondees provided feedback on the use of ‘academic FTE’ as the denominator for two of the metrics. While 4% expressed support for the use of academic FTE to account for the size of the institution, 10% considered it to be misleading to restrict it to academic staff when a signification proportion of knowledge exchange activity is undertaken by professional services staff or students. Some 5% requested a clearer definition of who is included in ‘academic FTE’ and 2% felt that it would be more relevant to restrict it to research active academic staff.”

On local growth and regeneration:

“We recognise that this metric on its own does not sufficiently capture the breadth of activity in this area and therefore have proposed the use of additional narrative. The feedback from respondents verified this view, with over a quarter expressing support for the use of narrative. The primary areas of concern expressed for the proposed metric were:

  • The metric was considered by over 20% of respondees as unhelpfully focused on income, it was felt that this is a less effective proxy for impact within local growth and regeneration.
  • Around 14% of respondees noted that the metric was very narrow as a standalone metric and needed to be part of a wider basket of metrics. A further 5% of respondees felt that the metric was too poor to be used at all and suggested that the perspective should be ‘greyed out’ until additional metrics could be identified. It was considered that the forthcoming HESA review of the HE-BCI survey may be an opportunity to find additional metrics. …
  • Inconsistency of returns to the HE-BCI survey were believed to impact this metric in particular, ….
  • A small number of respondees felt the use of academic FTE as a denominator was inappropriate, with a wide variety of reasons cited.

A number of alternative or additional metric areas were suggested by respondees:

  • The investment that individual institutions make to their local areas, either through the local supply chain, direct regeneration investment in cash or in kind was viewed by over 10% of respondees as a helpful addition.
  • While 9% suggested that activity and income related to local industrial strategies and related government funding such as city deals, regional growth funds or local growth funds should be included.

A small proportion of respondees (4%) also looked to create links to the strategies and action plans being developed by institutions who have signed up to the Civic University Commission’s Civic University Agreements.”

On IP and commercialisation:

“A wide range of comments concerned timeframes around these metrics including:

  • The concentrated nature of income-generating commercialisation activity within relatively few institutions and its ‘lumpy’ nature (i.e. that volumes vary significantly year-to-year) means the metrics in this perspective may not be relevant to some institutions, and that it would be hard for external audiences to draw conclusions from them (18% of respondees).
  • Whether the proposed three year time series and normalisation by research income was appropriate for measuring spin-out performance, given the long time-lags involved. Would a longer time series of 10+ years be more appropriate?
  • The time lags between research being undertaken and spin-out creation was seen as particularly problematic for the metric of ‘research resource per spin-out’. Several respondees also expressed concern that given the relative ease of creating a spinout that this metric may create a perverse incentive to incorporate spin-out companies too early, or where a more appropriate exploitation route existed.

This question also elicited specific suggestions for new metrics based on other areas of the HE-BCI collection:

  • In addition to licensing income, nearly 10% of respondees argued that the numbers of licenses granted (whether or not they generate income) may also give a useful indication of performance. Numbers of free licenses could (subject to a rigorous treatment that differentiated end-user licenses from other forms) indicate active exploitation of IP (the licensee having gone to the effort to enter a formal agreement) where impact rather than income generation was the primary driver.
  • Other common suggestions focused on proportions of patents or licenses generating income (indicating active exploitation), rates of disclosures, or ratios of disclosures to patents and IP income (indicating effective translation of disclosures).
  • There was also a group of suggestions for metrics which focused less on income and more on capturing results from enterprise structures and IP exploitation strategies that do not focus on income generation, such as social enterprises, open innovation strategies or open source products and software.”

On public and community engagement

‘Public and community engagement’ received the lowest average score when participants were asked to rate their percentage agreement…while the inclusion of the perspective in the KEF was broadly welcomed, there was also a clear message that the metric did not adequately capture the range of activities undertaken by HEIs in this area.

  • Around 17% of respondees suggested that the current metric of time per FTE was not adequate to capture performance or quality of the events recorded, with an additional 12% of respondees suggesting that this risked the role of professional services staff being overlooked.
  • The consistency of reporting in Table 5 of the HE-BCI return (Social, community and cultural engagement: designated public events) was a concern for 15% of respondees, highlighting the need for clearer guidance on how this information should be recorded across the sector.
  • The inclusion of narrative was welcome, but 10% of respondees raised the concern that it was not assessed and would therefore not be viewed as of equal value to metric element of the perspective.

Additional metrics that were suggested included:

  • The number of times that university assets are opened up to the community in some way
  • HEI investment in brokerage
  • Public involvement in research
  • Metrics collected by public relations and marketing departments e.g. the number of academics/professional staff blogging on external sites, social media interactions, media appearances by academics, or coverage of research
  • Number of performances or events and the associated number of attendees.”

Use of Narratives:

The NCCPE concluded that there is strong rationale for adopting and adapting the approach to narrative within the KEF. Whilst the proposed template delivers some effective prompts that elicited useful information, there was considerable variety in the level of specificity and supporting evidence provided in the pilot drafts.

The NCCPE have provided specific recommendations to Research England on how the templates and use of narrative could be improved to draw out more relevant and consistent information. Alongside the consultation responses these recommendations are informing the development of the KEF.

Respondees showed an exceptionally strong preference for the provision of an overarching institutional statement being provided by the HEI with 89% agreeing to some extent (and almost half strongly agreeing). 101. This was echoed through the written responses which expressed the broad view that an overarching narrative would be beneficial and that it should be provided by the institutions themselves. There was also a strong articulation that the local economic context needs to be considered to place knowledge exchange activities in context, and that it may be appropriate for Research England to provide this data in a standardised format

A number of respondees felt that an overarching statement could also be a useful tool to demonstrate an institution’s overall strategic goals in relation the perspectives. This may help mitigate any perceptions of relative ‘poor’ performance in areas that were not of strategic importance to a particular HEI. However, it was recognised that this would be difficult to achieve through the visualisation. Other voices expressed concern that the statements could become marketing tools with little added value.

And finally: We note the concerns expressed in both the consultation and pilot regarding timing of implementation and potential overlaps with the REF and TEF. We will pay regard to this when agreeing implementation timescales.

You can read the report in detail here.

Widening Participation and Access

  • National Care Leavers Week will be held on 24-31 October 2019.
  • Estranged Students Solidarity Week is 25-29 November 2019
  • Former Prime Minister Theresa May recently announced plans for a new body, the Office for Tackling Injustices (OfTI), to monitor government efforts to tackle “deep-seated societal injustice”.

Inquiries and 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: Lords inquiry in Ageing: Science, Technology and Healthy Living

Other news

Arts rise: The DfE published information on GCSE entries on results day. It highlights that entries to arts subjects have risen by 3.2% to 320,000. The DfE see this as positive new because previously the EBacc was criticised as squeezing these subjects out of the curriculum because of the opportunity to select them was less than other curriculum models. The news sits alongside a 3.7% rise in entries to EBacc subjects and an increase in foreign language entries (particularly Spanish and French). For more detail, including the key stats for other subjects click here.

T levels: The House of Commons Library have one of their helpful briefing papers on T Levels: Reforms to Technical Education which provides an overview of the proposals to reform the technical education system.

Student Debt Sanctions: the CMA have taken action causing the University of Liverpool to change their student debt penalty policy. They will no longer issue academic sanctions – such as the as the removal of library or email access – for students who have debts which are unrelated to their fees. Susan Lapworth, Director for Competition and Registration, at the Office for Students, said: “We welcome today’s announcement that, following CMA action, the University of Liverpool has formally committed to drop academic sanctions for students with debts, for example for accommodation costs, that are not related to their tuition fees. The fair treatment of students is important to us as a regulator. All universities and other higher education providers should be mindful of today’s CMA announcement and ensure that their debt collection policies comply with consumer law. Our own regulatory framework sets out the need for universities to demonstrate they are complying with consumer protection law, and we will continue to support the important work of the CMA on these issues.”

AI job displacement scheme: On Tuesday new Education Minister, Kemi Badenoch, announced an extension in the roll out of a pilot programme aiming to help adults whose jobs may change due to new technologies – such as automation and AI – to retrain and get on the path to a new career. The Get Help to Retrain digital service will now be rolled out to the West Midlands and the North East following success in Liverpool City during the summer.

Student Grants: The Student Loan Company are raising awareness of their practitioners’ page. They are also sharing information on their grants –  Childcare Grant; the Adult Dependants’ Grant; and the Parents’ Learning Allowance – to ensure those eligible apply for the funds.

Market Signalling: HEPI have a new blog exploring the marketisation of HE alongside the Augar Review and institutional autonomy.

Unconditional Admissions: The most effective and fairest admissions system continues to be debated this week. A provocative Wonkhe article makes the barest nod to grades asking what if all university offers were unconditional? The comments at the end are well worth a read too as sector colleagues suggest other alternatives and admissions tweaks, primarily moving away from the overreliance on A level grades. And The Guardian have an article which suggests social class is a barrier to good A level/exam performance.

PQA: Post qualification admissions. Mary Curnock Cook, ex-CEO of UCAS, explains the factors that made her turn from determined to implement post qualification admissions to remaining with the current system.

OfS Student Tool: The OfS have a new online tool for prospective students which launches in September: Discovering Uni: planning your HE journey.

NEETS: Office for National Statistics published the quarterly stats on 16-24 year olds who are classified as NEET (not in education, employment or training).

  • There were 792,000 young people in the UK who were NEET; this number increased by 28,000 from January to March 2019 and was up 14,000 when compared with April to June 2018.
  • The percentage of all young people in the UK who were NEET was 11.5%; the proportion was up 0.4 percentage points from January to March 2019 and up 0.3 percentage points from April to June 2018.
  • Of all young people in the UK who were NEET, 41.6% were looking for, and available for, work and therefore classified as unemployed; the remainder were either not looking for work and/or not available for work and therefore classified as economically inactive.

The report details examples of specialist projects (Medway, Southwark, Blackpool) which have effectively decreased the NEET population.

Schools Funding: One of Boris’ campaigning objectives was his pledge to increase the minimum per pupil funding level for English schools – this House of Commons Insight Guide has an interactive mechanism which checks which schools within a constituency area will see an increase against the £4k (primary) and £5k (secondary) proposed thresholds.

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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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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.

Subscribe!

To subscribe to the weekly policy update simply email policy@bournemouth.ac.uk

JANE FORSTER                                            |                   SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

65111                                                                                     65070

 

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