Tagged / widening participation

HE Policy Update for the w/e 6th March 2020

Pre-budget week has been as we’d typically expect with organisations releasing a hoard of reports, evidence and lobbying papers aiming to influence Government funding decisions. We’ve summarised the main reports and added links for the reports which say similar things. Graduate outcomes and apprenticeships& technical education were the loudest shouters, and this week also saw University Mental Health day and the beginning of British Science Week.

Select Committees

All but one of the select committees has now confirmed their MP membership. You can see the members and brief details on the role and future outlook of the committees most relevant to BU in our committee special edition here.

Immigration

The Immigration Bill has now been published.  Dods report that the Office for Budget Responsibility is preparing to downgrade the UK’s economic growth prospects in next week’s budget because of the country’s proposed post-Brexit “points” based immigration model. The OBR will forecast that a smaller population will lead to lower economic growth and detriment public finances, restricting the new Chancellor’s abilities to spend more money on key public services such as the NHS as well as the Government’s wider programme to “level up” the economy.

The economic impact of the new immigration system has led to tensions between the Treasury and Number 10 Downing Street. The Treasury favours a looser migration regime, without a cliff edge at the end of 2020, when the Brexit transition period ends.

Importantly, a reduction in migration rates have little to no effect on living standards because while economic growth might slow overall, gross domestic product per person was remain unchanged. The Migration Advisory Committee estimated a rise in GDP per person but added that this was very uncertain.

Science

Gavin Williamson and Business SoS Alok Sharma announced £179 million funding package for science, maths and engineering on Friday (which is the first day of British Science Week):

  • £179 million for PhDs (up to 2,200 students) within the 40+ UK universities in Doctoral Training Partnership institutions. Students will commence 2020 and 2021 academic years within the subject areas of physical sciences, maths and engineering to develop the skills for ground-breaking research and high-tech industries like cyber security and chemical manufacturing. Part of the investment will go into pilots looking at how best to attract and support those from non-academic backgrounds to undertake this type of training.
  • Encourage more young people, particularly girls, to study STEM subjects at school and university, and pursue a STEM-related career.
  • £8.9 million to continue funding science education programmes including Science Learning Partnerships and Stimulating Physics Networks, which aim to improve science teaching and increase the take up of science at GCSE level and A level and ultimately encourage young people to pursue a STEM-related career.

And on Thursday the PM hosted the Council for Science and Technology at Downing Street. The Council is comprised of senior science civil servant officials, the VC of Manchester University and attended by the Science Minister (Amanda Solloway). It advises the PM on science and technology policy matters. The official account of the meeting states the PM set out his priorities for science, research and innovation; championed science as a key part of his levelling up agenda, and emphasised the role of scientists in tackling the policy challenges of the coming decades. He challenged the Council to define their “moon-shots” for UK science, their ideas for where the UK should aim high, for example across healthcare, transport, energy and robotics. He restated the government’s pledge to invest in science and significantly boost R&D funding.

Ex-Universities Minister Chris Skidmore has two articles in TES: UK Universities must embrace the future and Skidmore rejects ‘university-bashing’ and urges funding stability. The first looks at the Universities Minister role and Chris reflects on what he achieved and his approach to the role:

  • I arrived with a mission. Put simply, I felt that I had to try to steer the relationship between government and the sector into a better place. No more university-bashing for the sake of a few cheap headlines. What would be the point? 
  • Of course, that still means challenging the sector to do even better, but with a change in approach and a change of tone, I knew that I was more likely to enact real change, to encourage reform and to work productively on actual solutions, rather than simply sending out press releases calling for them.
  • So much good work is already taking place – one of my rules for every speech I made was to highlight best practice
  • I wish my successors, both in universities and science, the very best. They have an opportunity to fashion and lead an exciting agenda that is at the centre of the prime minister’s vision. Of course I would have loved to have been part of this, but I hope I have played my small part in helping to steer the sector through a difficult year and helping it recognise the huge opportunities that can lie ahead – if the initiative is seized, and university leaders are prepared to tell a positive, forward-facing narrative, rather than being always on the defensive.
  • Universities are not part of the problem, they are part of the solution. We need to hear more of that message, and I, for one, will continue to do everything I can to make sure that it is voiced – and heard. 

Graduate Premium

The Institute for Fiscal Studies and DfE have published The impact of undergraduate degrees on lifetime earnings. It paints a mixed picture confirming and quantifying the graduate premium across the lifespan for today’s workforce. It also digs down into the variables highlighting the effects that current age/life stage, gender, programme choice, and institutional status have on pay levels. There has been lots of media interest alongside the Government’s keen focus on the value for money agenda. Plus some acknowledgement of the other personal benefits from studying at HE level, particularly in light of the headline grabber of male creative arts graduates who experience a negative financial return.

  • “while about 80% of students are likely to gain financially from attending university, we estimate that one in five students – or about 70,000 every year – would actually have been better off financially had they not gone to university.
  • … Other personal and social benefits may be as or more important. We also only consider the effect of each student’s choices on their ownearnings holding constant the choices of others”
  • Median earnings of male graduates grow strongly throughout their 30s, and this earnings growth far outstrips that of non-graduates. For male graduates who were 30 in 2016, we predict earnings to rise by £15k from age 30 to age 40, compared with a rise of just £5k in the median earnings of non-graduate men. The gap in median earnings between graduate and non-graduate men continues to grow strongly until individuals’ mid-40s.
  • Median earnings growth for female graduates in their 30s is moderate, but still higher than that of non-graduates. We predict median real earnings of female graduates who were 30 in 2016 to rise by around £5k from age 30 to age 40, compared with no growth for non-graduate women. Among degree subjects, law and medicine stand out in that their female graduates do see large growth in median earnings between ages 35 and 40.
  • Accordingly, the causal effect of undergraduate degrees on earnings grows after age 30 for both men and women, but much more strongly for men.  Average pre-tax returns for men at a given age increase from around 5% on average at age 30 to more than 30% on average at age 40, after which they increase more slowly to reach around 35% from age 50. For women, average pre-tax returns increase from around 25% at age 30 to more than 40% at age 40, but then fall again to between 30% and 35% at ages 50 and 60.
  • The average lifetime earnings gain from undergraduate degrees is substantial for both men and women, but much smaller than the difference between the gross earnings of graduates and non-graduates. The discounted difference in lifetime earnings between graduates and non-graduates is £430k for men and £260k for women. Once we account for differences in characteristics between those who do and do not attend HE, we obtain a discounted lifetime increase in gross earnings of £240k for men and £ 140k for women as a result of attending HE.
  • The average gain in net lifetime earnings is even smaller due to the progressivity of the tax system. Once taxes and student loans have been taken into account, the earnings premium declines to around £130k for men and £100k for women (£350k and £230k with no discounting). In percentage terms, this represents a gain in average net lifetime earnings of around 20% for both men and women.
  • The subject studied at university is hugely important. Net discounted lifetime returns for women are close to zero on average for creative arts and languages graduates, but more than £250k for law, economics or medicine. Men studying creative arts have negative financial returns, while men studying medicine or economics have average returns of more than half a million pounds.
  • However, studying a subject with high average returns is no guarantee of high returns. While average returns to law and economics are high, many students will see much lower benefits from studying those subjects, and a few will see much higher returns. In contrast, subjects such as education and nursing do not have very high returns on average, but women who study these subjects almost universally achieve positive returns.
  • Overall, we expect 85% of women and around three-quarters of men to achieve positive net lifetime returns. This means that around one in five undergraduates would have been better off financially had they not gone to university. At the other end of the spectrum, the 10% of graduates with the highest returns will on average gain more than half a million pounds in discounted present value terms.
  • Financing undergraduate degrees is expensive for the taxpayer, but on average increased tax revenues more than make up for it. Overall, we estimate that the expected gain to the exchequer of an individual enrolling in an undergraduate course is around £110k per student for men and £30k per student for women.
  • However, these gains are driven mainly by the highest-earning graduates. We expect the exchequer to gain more than half a million pounds on average from the 10% of graduates with the highest exchequer returns, but to make a loss on the degrees of around 40% of men and half of women. This means that nearly half of all students receive a net government subsidy for their degrees, even after tax and National Insurance payments have been taken into account. The selectivity of the institution has an influence too:

Michelle Donelan (Universities Minister) writes for the TelegraphUniversities minister announces crackdown on ‘low quality’ courses.  The below excerpts are interesting because they seem to suggest the Minister gets the point that earnings aren’t everything, and that low quality means poor teaching [measured somehow] AND relatively low returns for graduates (compared to other courses at other universities in the same subject that have higher earnings). Hopefully it also means ‘adjusted for background and prior attainment’!

  • We know that medicine and law, for example, will generally lead to higher earnings than languages but that does not mean to say that one degree is better than another. Its value extends far beyond what anyone is likely to earn during their lifetime and is merely one of the things to add to the mix when planning this stage of your life. 
  • There will always be some courses which do not lead to increased earnings for graduates. Value is relative and for many people their degree will lead to an immensely rewarding career even though the financial returns may be lower and society as a whole is the better for it.
  • What concerns me most are those courses that deliver neither the high-quality teaching students deserve, nor the value for money that they and the taxpayer rightly expect. In some subjects there is a very high variability in returns depending on where that subject is studied, which students need to be aware of.
  • This is one of the reasons why we created a new regulator, the Office for Students, to make sure standards throughout the sector can stand comparison with the best in the world. I fully back the regulator to step in and use its powers where providers are falling short, and am determined to crack down on low-quality courses. They do nothing for the reputation of universities and they will do even less for students who sign up for them.
  • And for those universities who are providing a world-class education, I expect them to continue offering a world-class experience. The time spent at university will help shape an individual, adding layers to their character through independence, knowledge, experiences and friendships – and no amount of data crunching can put a figure on that.

HEPI – Careers Service view on Graduate Outcomes driving institutional change

The Higher Education Policy Institute has also published a graduate outcome related report although this one contemplates change from a different angle. Getting on: graduate employment and its influence on UK HE is a more discursive paper addressing whether recent years’ policy changes (TEF and the new Graduate Outcomes survey accompanied by the tracking of graduate salary data through LEO) has changed the nature of HE institutions. It examines the sector by drawing on the views of Heads of Careers Services via the Association of Graduate Careers Advisory Services survey. Key points:

  • 76% of careers services have seen a change in student engagement with careers in the last three years (24% no change).
  • 93% of careers services see the increased policy focus on graduate outcomes as positive (2% negative; 5% neither positive nor negative).
  • The new Graduate Outcomes survey and the OfS Access and Participation plans are having the greatest impact on how careers services operate, rather than graduate salary data.
  • 69% say Graduate Outcomes has the most impact
  • 19% say Access and Participation plans has the most impact.
  • 2% say the LEO (Longitudinal Educational Outcomes data) has the greatest impact.
  • 45% of careers services have seen an increase in funding to cover additional demand on their services; 55% haven’t.
  • The report also covers qualitative analysis of the views of careers services, including how they, their university and students classify a successful outcome from university.

Rachel Hewitt (report author), HEPI,  said: ‘Policy changes in recent years have led to employability being a mainstream activity across all universities, rather than the specialism of a few. While some may rail against the ’employability agenda’, it is clear that universities are now better serving the interests of their students by supporting them through their transition into the workplace.’

Responding to the HEPI report NUS (Claire Sosienski Smith, NUS Vice President for HE) said:

  • “The focus on employability and graduate outcomes is not having a positive effect on students. We see this through the increased levels of stress and anxiety that they experience. Since the tripling of tuition fees, the burden of debt hangs heavily over students entering higher education and this explains why there is a greater focus among some on their future careers. As careers services have received more funding it is a natural step that they will see more use from students.
  • But this change in focus shifts attention from many of the most important benefits of studying and the transformative nature of education. Graduate outcomes is a reductive measure for whether someone has had a perceived ‘successful’ education and the report highlights the disparities between the measures institutions and students care most about.
  • It would be more insightful to look at the impact the focus on employability has had on students and their wellbeing.”

Part time study

Ahead of the budget UUK have written to ministers to urge them to reconsider the cut off points for part time learners to access student finance. The current restrictions are that students must study at least 25% of a full time equivalent per year and must commit to an approved qualification up front. Changes to these requirements would allow fractional learners to engage with HE level study in smaller bite sized chunks. UUK argue this would encourage more learners to engage or reskill, including those with commitments such as caring responsibilities or disabilities. Previous UUK publication Lost Learners (2018) highlights the three main reasons potential students chose not to enrol are:

  • 44% unable to afford tuition fees
  • 42% cannot afford the cost of living whilst studying
  • 26% course is not flexible enough to fit alongside their other life commitments

The Augar Review also highlights that having to study at 25% intensity and follow a specified qualification has been a major factor in the decline of part-time adult study. The Learning and Work Institute state that adult learning participation is as a 23 year low point with participation fallen to a record low the last three years in a row.

UUK call on the Government to run a pilot scheme targeting funding at communities with skills shortages.   Alistair Jarvis, Chief Executive of UUK, said:

  • We know this government is committed to investment in regional economies and to helping people of all ages and backgrounds to reskill and retrain. Universities have an important role to play in that, but the current system counts against many would-be learners by restricting access to the financial support they need to develop their skills. There should be more than one accepted path to progress in higher education, to recognise that aspiring students of all ages have different circumstances and different needs. 
  • It is time for universities and government to work together on bold new ideas to resolve the long-term skills challenges of our changing economy. Breaking down barriers to studying shorter courses would not only help students to build-up qualifications over time but boost productivity across diverse regions, target local skills needs and support economic and social regeneration.

Technical Education

Degree Apprenticeships

Education Secretary of State, Gavin Williamson, has written to the Institute of Apprenticeships and Technical Education to ask them to review their approval for a level 7 apprenticeship which includes an MBA or other masters level qualification in management. The DfE state:

  • In his letter, the Secretary of State reiterated his determination to ensure levy funds are used to support the people that can benefit most from an apprenticeship, such as those starting out in their careers or those from disadvantaged backgrounds, rather than paying for staff who already have a degree and are highly qualified to receive an MBA.

You’ll recall when Theresa May’s Government set out to reinvent technical education there was a big push for degree apprenticeships. Universities were urged to embrace and offer the qualifications in areas which served local or national industrial and economic priorities. Meanwhile the Government’s introduction of the apprenticeship levy was unsuccessful and instead of improving quality and opportunity it resulted in declining levels of new starts, amid reports of some apprenticeship providers gaming the system. Overall the profile of apprenticeship provision changed as the higher and degree level apprenticeships took off. The Government became concerned that the cost of the higher level provision was significant alongside the reduction in availability or lower numbers of level 2 and 3 apprenticeship starts. Gavin’s letter represents the Government trying to regain control over the apprenticeship system. They still want degree level provision within the genuine apprenticeship form and we may see either Government or the Institute tightening control over the programme areas in the future. Requiring the qualification to be an essential regulatory or professional requirement also provides the Government with wriggle room. Here is an excerpt from Gavin’s letter:

  • I am absolutely determined to make sure levy funds are being used to support the people that can benefit most from an apprenticeship, such as those starting out in their careers or helping more people from disadvantaged backgrounds to get ahead, and that we ensure good value for money in the apprenticeships offer…In that context, [I] am unconvinced that having an apprenticeship standard that includes an MBA paid for by the levy is in the spirit of our reformed apprenticeships or provides value for money. I question whether an MBA is an essential regulatory or professional requirement to work in this field…I am of the view that we absolutely need to safeguard the integrity of the apprenticeship brand and value for money of the levy.

Investing in Higher Technical Education

Millionplus published Levelling up: investing in higher technical education at universities in England this week . Amongst the content it covers the same argument as UUK above – that the lack of financial support for part time students and the introduction of higher tuition fees have resulted in a reduction of Level 4 and 5 study. Dods go into detail on why level 4 and 5 technical education has declined:

  • In 2008 support for Equivalent and Lower Qualifications were withdrawn, barring students who had previously experienced higher education funding from studying programmes to support retraining or for re-entering the workforce
  • The long-term impact of the 2008 financial crash on the training budgets of public and private sector employers also contributed to the sharp decline in higher technical education.
  • The level of provision has been declining since 2008, with a sharp drop taking place after the 2012 university fee changes in England introduced by the then coalition government.
  • The government has, through the Sainsbury Review and the introduction of the 15 [T level, technical] routes, recognised that this area of education needs a new focus and targeted attention. However, those reforms are not going to be enough.

In Scotland, there is a much greater level of integration between bachelor and sub-bachelor levels of study than in England. In Scotland 14% of the whole of the HE system is made up of students studying HNCs and HNDs, in England it is 0.4%.  However, a decline of 45% in the number of students engaged in “other sub-degree” mirrors English trends– provision has been shrinking in Scotland as well.

There is discussion on how students are categorised in England, i.e. undertaking a level 6 programme despite years 1 and 2 being level 4 and 5 study. They argue this misleads thinking when examining level 4 and 5 study in technical areas that only standalone level 4/5 provision is appropriate (rather than the same as provision on the level 6 journey).  I.e. there is no “missing middle” of sub-degree qualifications in the English HE system. The report suggests that the Augar review understood this. Moreover:

This data should suggest to policymakers that the fundamental challenge is not a trade-off between progressing younger people either to level 4/5 or to level 6, but how we can best enable 16-25 year olds, and those later in life, to successfully complete level 3 study which can provide them with a gateway of opportunity for progression into higher education or directly into employment.

There are a host of report recommendations which we’ll avoid covering in detail. In short:

  • Level 4 and 5 (L4/5) should receive full maintenance grant support (to increase the take up of work-focused higher education).
  • All L4/5 providers to register with OfS to guarantee high quality provision and access to student finance.
  • Universities are as much a key players in the provision of higher technical education as colleges.
  • Sort the L4/5 data out to better understand nature and scope of technical education across college and university providers.
  • All level qualifications should enable progression at any life stage and financially support level 3 students to remove barriers to study.

The DfE consulted on higher technical education reform (July-Sept 2019). Like the Augar Review the Government’s response is notably late. Most likely technical changes will sit alongside however, the Government decide to implement elements of Augar, T levels will undoubtedly be of influence, and some thinkers suggest TEF changes could also be wrapped up within this surprise parcel.

Education Policy Institute (EPI)

The EPI has published a report questioning what England can learn from other nations in designing technical education funding systems. The report finds that T levels are a significant step in the direction of high performing countries, however, there is a way to before English upper secondary technical provision resembles the model and success of other nations. EPI suggest tackling the necessary issues would require substantial levels of additional government investment.

  • UK has historically funded upper secondary technical education at lower rates than academic education (23% less per student in 2016, lower than the OECD average) – this is not the case in most other countries.
  • In other countries subsidies are provided to employers to compensate for the time that an apprentice is training outside the job or to compensate for disadvantaged intakes that drive costs up. In England, subsidies are concentrated on small and medium companies.
  • More generous financial support is available in other countries. In England support funding to students has fallen by 71% per student in real terms between 2010/11 and 2018/19.
  • While over a half of students in England follow the technical pathway in upper secondary, only 16% do so through apprenticeship training. In EU its 27%.
  • English technical upper secondary education is a shorter duration (2 years, even 1 for some apprenticeships).  In high performing countries it takes 3-4 years.
  • 15% of English students are in the highest-cost groups of subjects (including engineering, manufacturing, and construction); in OECD countries its 34%.
  • The curriculum in England is relatively narrow. In the other countries many technical students  continue to study their local language, a foreign language, maths and other general subjects to equip them with a sound knowledge base.

The introduction of T levels and other proposed reforms will bring England closer to technical provision in high performing countries:

  1. Funding will be rebalanced towards more technical subjects and funding levels will increase compared to the status quo with a corresponding increase in teaching hours.
  2. Students starting from lower levels will receive an additional funded year to prepare them for the T level study programme.
  3. Industry placements will improve students’ readiness for entry to the labour market..
  4. The requirement to pass English and maths at GCSE level will result in more young people studying these subjects.

However, important gaps will remain:

  1. Most students will study T levels over just two years.
  2. Only those not achieving the level expected at 16 will continue to study English and maths and the curriculum will remain narrower than in other countries.
  3. Industry placements will remain less substantial than elsewhere.
  4. These improvements largely only apply to those taking T levels, and it is still unclear how dominant these qualifications will become.

Recommendations:

  • Funding for technical pathways: The government should provide the 16-19 phase with a more enduring financial settlement to sustain quality provision in the long term.
  • Increase the number of starts for younger apprentices:  The government should consider the options to increase apprenticeship uptake among young people, including further redistribution of levy funding towards younger apprentices, or other incentives for employers to hire younger learners.
  • Government should review the adequacy of student support, particularly whether recent changes have left disadvantaged students worse off.
  • Review curriculum breadth and programme length: The government should commission an independent review to consider whether the breadth of upper secondary study, for all students, is properly providing the basic and technical skills that young people need for the labour market and for progression to further study. Where this leads to increased provision, this must be matched by appropriate funding rates.

Working life longevity

The Social Market Foundation has published Work, education, skills and the 100-year life exploring the policy changes needed to ‘ensure the workforce is ready for extreme longevity.’ It touches on the need to retrain for an extended working period during an individual’s lifetime.

  • As life expectancy continues to rise, the number of years spent working is likely to increase.
  • The 50-year career will become the norm.
  • The career chosen at 18 or 21 is not likely to be the career of the individual when they retire. Changes to the labour market, technology and the wider environment could mean that at various points in a person’s working life they need to change careers and retrain. [So would the restrictions on studying another equivalent level qualification place graduates at a disadvantage? Currently the rules bar access to fees and finance funding (in all but priority areas), this would prevent retraining at an equivalent high level in a different subject for existing graduates.]
  • EPI estimate people should plan for five careers in their lifetime. Yet 40% of 34-54 year olds are unwilling to change careers.
  • Longer working lives will affect employers too. Employers are concerned about increased pension contributions, time out of the workforce due illness. Needing to reskill and train staff was split but overall employers were less worried about this factor.

EPI lobby for the following to address working life longevity:

  • Individual Learning Accounts  (they suggest Singapore as an example)
  • Modular learning and an inquiry into the fall of mature and part-time students.
  • Reallocate the money earmarked for the National Skills Fund for retraining those aged over 40 particularly in industries where there is a risk of automation or industrial decline.
  • Reduce Employer National Insurance contributions for certain workers over 50.
  • Clinical Commissioning Groups (CCGs) and GPs should proactively enable people to work for longer through advice, support, and social prescribing of workplace health support.
  • Create a Minister for Lifelong Learning and Training who has responsibility over longer lives, work and skills, positioned between DfE, BEIS and DWP.

Access and Participation

Social Mobility effect of school admissions: The Sutton Trust released their fairer school admissions report at the end of February. In it they raise social mobility questions by highlighting that there is a wealth divide between low and middle income families accessing state comprehensive schools. They state that the best performing comprehensives only take half the number of disadvantaged pupils as an average state school would. And that it costs £45,700 more to buy a house in the catchment area serving a top comprehensive. The Sutton Trust wants to see a fairer system where access to schools is not as closely linked to income stating it would have benefits in terms of overall attainment, teacher recruitment and retention and social cohesion. They are calling for more balanced intakes overall, with every high-performing school committed to admitting more poorer pupils. They state comprehensives should pledge to prioritise applicants eligible for the pupil premium, to create more socially balanced intakes. Schools who are responsible for their own admissions should introduce ballots, with an inner catchment area based on proximity and the remainder of places allocated by ballot. On grammar schools they would like to give priority to applicants eligible for the pupil premium who meet the entrance criteria. They should provide a minimum ten hours test preparation for all pupils to provide a level playing field for the 11-plus and improve their outreach work to families from disadvantaged backgrounds. More details in the second Sutton Trust report: School Places: A Fair Choice?

Lords Debate – Working Classes Educational Opportunities

Baroness Morris lead a debate within Lords to take note of the educational opportunities available to children and young people from working class backgrounds. It critiqued Government initiatives including catch up clubs and the abolition of Sure Start. The Baroness said that the working class and middle class were generally pursuing different post-16 routes, with disadvantaged children entering a sector that had experienced a 20% reduction in funding.

Lord Woolley commented on disparities in outcomes between students, stating white working-class students outside big cities experienced a bottom-up lack of investment in good jobs, or in schools, contributing to communities having low expectations. Conversely, education, for the BAME community was often seen as a route out of disadvantage. However, BAME working-class students face the race penalty disadvantage that their white counterparts do not. (This comes from UCL data highlighting that BAME young people were  58% more likely to be unemployed and 47% more likely to have a zero-hours contract.)

Lord Knight of Weymouth asserted that that could be no change in working class communities without regeneration through education:

  • “that system must be designed for a long life of continuous reskilling—one that prepares people for a working life of 60 years, multiple careers, being great at interacting with machines as well as humans, but also out-competing machines at being human. It must be one that accepts that analytics will replace qualifications and that universities will have to innovate to deliver lifelong learning rather than a debt-loaded rite of passage, as at present”.

Baroness Wilcox: Those on free school meals and receiving the pupil premium are 27% less likely to achieve five or more GCSEs at grades A* to C (grades 9 to 6).

Lord Livermore said that getting a degree from a leading university was one of the surest paths to social mobility. She was concerned that working class students receive a lack of advice, guidance and support in navigating the university application process. She lamented that this lack of support seemed to be permeating the HE sector, with disadvantaged students disproportionately more likely to not return as second year students. Concluding, she endorsed the Sutton Trust’s proposed policies of; contextual admissions, post-qualification applications, greater evaluation of university outreach activities, increased numbers of degree and higher-level apprenticeships, and the restoration of maintenance grants for students to reduce the debt burden on the least well off.

Lord Storey (Lib Dem Education spokesperson) spoke of post- 16 education stating that there should be clear signposting about the best vocational opportunities and apprenticeship schemes available: “This would help to increase parity of esteem with academic routes”.

Lord Bassam (Opposition spokesperson for FE &HE) highlighted the Sutton Trust tuition fee research which suggests that student debt may be having an impact on the aspirations of children before they even take their GCSEs and asserts that the removal of maintenance grants in favour of loans was deterring working-class young people. He also criticised the impact of predicted grades and conditional offers on students from disadvantaged backgrounds, insisting that, “poor predictions can blight young people’s life chances, often becoming a self-fulfilling prophecy. Moreover, young people with huge potential but low predictions stand little chance of proper consideration from the top universities”.

He also raised concerns over UCAS personal statements and references as a method in assessing an individual’s aptitude and ability, and intimated that was following the OfS university admissions review closely. On admissions diversity he said: “At present, half of all children in receipt of free school meals are educated in just a fifth of all schools, and more than half of universities in England have a white working-class student intake of less than 5%, despite the fact that 75% of universities, including the Russell Group institutions, claim to use “contextual information” to admit students from disadvantaged backgrounds”.

Baroness Berridge spoke for the Government and praised the role of the OfS in ensuring that universities produced ambitious access and participation plans. On contextual admissions she said that the Government “will look in appropriate circumstances at the background of students”, whilst stating that post-qualification applications could cut disadvantaged young people.

Admissions Review: Research Professional has a thoughtful article delving into contextual admissions which is well worth the quick read.

HE stats

HESA (Higher Education Statistics Agency) published income and expenditure data for HE institutions.

Income

  • Tuition fees and education contracts: £18,875bn in 2017/18, up from 15,541bn in 2014/15
  • Funding body grants: £5,112bn in 2017/18, down from £5,345bn in 2014/15
  • Research Grants and Contracts: £6,225bn, up from £5,968bn in 2014/15
  • Other income: £7,203bn in 2017/18 up from £5,902bn in 2014/15

Expenditure

  • Staff costs: £20,071bn in 2017/18, up from £18,210bn in 2014/15
  • Other operating expenses: £13.8bn in 2017/18, up from £11,770bn in 2014/15
  • Depreciation: £2,467bn in 2017/18, up from £1,986bn in 2014/15

Mental Health

Thursday was University Mental Health Day. Universities Minister, Michelle Donelan, – in conjunction with the DfE and the Department of Health and Social Care – announced a funding competition: £1million for innovative student mental health projects.

  • Students identified as being at high risk of poor mental health will benefit from a £1m funding boost. Research has identified such groups as including black/ethnic minority students, those from disadvantaged backgrounds, those with disabilities, and those identifying as LGBTQ+.
  • Successful projects will also target groups of students who might face barriers in accessing support, like carers, part-time and international students and those on placements as part of their course.
  • The projects will also be judged on how they use innovative and technological approaches to addressing mental health issues, in line with the new NHS drive for improvement in digital support.

OfS will hold the money and approve proposals.

Chris Millward, Director for Fair Access and Participation at the OfS, said:

  • “All students deserve the opportunity to thrive at university and college, but for too many mental ill-health remains a significant barrier. We know that there are many factors which can impact the wellbeing of students and situations where students may be or feel more vulnerable. Through this funding we want to support innovative and strategic solutions that can help ensure that all students, regardless of their background or how they study, get the support they need.
  • By working together with partners including the NHS and charities, universities and colleges have the power to address the complex issues associated with student mental ill-health. We will be sharing the effective practice that comes from this funding and driving improved mental health support for all students.”

Universities Minister Michelle Donelan said: “Going to university can be a really challenging time, especially if you face added pressures or if you are balancing studies alongside other commitments like carers and mature students. It is vital no student is put at risk by not getting the help they need. Universities must step up to this challenge, and this funding will help them and the sector by looking at ways support can be better targeted and improved.”

Despite the fresh announcement the funds are the same as those announced in June 2019, the change is that the bidding is now open. Research Professional cover the announcement here.

The NUS spoke out on University Mental Health Day. Eva Crossan Jory, NUS Vice President Welfare commented:

  • “Through my two years as Vice President Welfare I have seen the incredible work students and student’s unions have done to lobby for better mental health care on our campuses, but it shouldn’t be this way: we shouldn’t have to campaign for colleges and universities to do this work.
  • Universities need to acknowledge the structural barriers they create that lead to poor mental health. Our poor mental health cannot be separated from the intense pressure and competition that is deemed as a necessary aspect of our educational experience. From the spiralling costs of accommodation to the need for a better system of student funding, the student mental health crisis won’t be stopped until the problems are tackled at the root.
  • There is also intense pressure put on staff, from precarious contracts to over work, we cannot demand better mental health support for students without also fighting for better mental health care for staff in our universities.
  • Although we have seen significant movement in the sector on student mental health we must ensure that signing up to charters is not where this work stops. We need real investment made into both university services but also the NHS which is being criminally underfunded. We must also ensure the services we campaign for and win are culturally competent. That they acknowledge the structural inequalities that exist. We need a support system that understands students are not one homogeneous group.
  • We’re urging our members and students to have those hard conversations with senior leaders and challenge them, to start talking honestly and openly about the whole of student mental health. Only that way can we reach the goals of a truly mentally healthy whole university.”

Research

There were a series of  research focussed oral questions in Parliament this week. Here’s the edited version:

Julian Sturdy: What steps he is taking to increase investment in research and development.

  • Alok Sharma (SoS BEIS):The Government are already increasing public spending on research and development by £7 billion over five years, the biggest increase in public funding for R&D on record. Every pound of public expenditure on R&D leverages a further £1.40 of additional private investment, generating even greater returns for the UK.

Julian Sturdy: Given that nearly 50% of the core science budget currently goes to just three cities in southern England, can the Secretary of State assure me that the increase in R&D funding will do more to favour the regions outside the south, so that in future both my city…and other regional hubs across Yorkshire…will receive their fair share for the purposes of research and innovation?

  • Alok Sharma: I absolutely agree that that is part of our levelling-up agenda. We want to support centres of excellence across the country… we will set out our ambitious play strategy for R&D in the second half of this year.

Bim Afolami: [Mentions agritech start ups and incubators – asks Minister to endorse Rothamsted Research  and visit].

  • Alok Sharma:[Agrees to] meet him to discuss how the Government can support his proposals.

Mrs Drummond: .. what further action is being taken on the proposal for a UK advanced research projects agency, following the departmental meeting last year?

  • Alok Sharma: The UK is ranked fifth in the global innovation index, and our strengths in R&D mean that we are well placed to develop a new funding body to specialise in high-risk, high-reward projects. … I am absolutely determined that the UK should be a global science superpower, and my Department is making good progress on a UK advanced research projects agency. We are engaging with a wide range of researchers and innovators, and we will set out further plans in due course.

Chi Onwurah (Lab) (Newcastle upon Tyne Central):…European research programme.. For every £1 we put into the European Union programme, we got £1.30 back, and such funding is essential if we are to retain our place as a global science superpower, so will the Secretary of State boost UK science by confirming that we will be going for full associate membership?

  • Alok Sharma: Of course I want the UK to be a science superpower, and we have set out our views on expanding the R&D budget. On Europe, our EU negotiating objectives are very clear: the UK will consider participation in Horizon Europe and Euratom, but this will be part of the wider negotiations.

Geraint Davies (Lab/Co-op) (Swansea West): [Unclean air and electric cars, subsidies]

  • Alok Sharma: ..We currently have 460,000 green jobs in this country, and we want to push that to 2 million. I would be happy to meet him to discuss the specific point that he has raised.

Jim Shannon (DUP) (Strangford):Across the whole of the United Kingdom of Great Britain and Northern Ireland, universities have played a critical role in research and development. [Requests specific help for two local institutions.]

  • Alok Sharma: Of course, UKRI provides funding for a whole range of universities. Again, if the hon. Gentleman has specific ideas for projects, perhaps he would come forward with them.

Mr Richard Bacon (Con) (South Norfolk): It is possible to build a house that costs nothing to heat, but that is not happening at scale at the moment. Does my right hon. Friend consider it part of his Department’s responsibilities to support research into making this more widespread, which would be hugely beneficial for the planet?

  • Alok Sharma: I know that my hon. Friend is an authority on the house building sector..he raises an important point. We know that 15% of emissions are from housing, and we are looking to see how we can bring that down as part of the net zero target.

And a written question on levelling up:

Q – Neil O’Brien (Harborough): What steps he is taking with UK Research and Innovation to increase funding allocated to projects in regions of lower productivity.

  • A – Amanda Solloway (Derby North): We will publish an ambitious place strategy for R&D in the next few months. This will build on existing and emerging research and innovation capabilities across the country, enabling areas to ‘level up’ and reach their economic potential. This is an important part of our ambition to increase R&D investment across the economy.

Research Professional have an article how Greg Clark (Chair) is keen to incorporate social sciences, arts and humanities within the remit of the Commons Science and Technology select committee.  RP also have a piece covering Germany’s statistics announcing they have hit 3% R&D spending target. And an article on the importance of metrics and measuring impact within research.

HE focussed Parliamentary Questions

PG Fees

Q – Dr Rupa Huq: what assessment he has made of the potential merits of abolishing application fees for postgraduate students; and if he will make a statement.

A – Michelle Donelan: Higher education providers in England are autonomous bodies and therefore have discretion over the application fees they charge for postgraduate courses.

Strikes

A question asking what guidance the Department has issued on tuition fee refunds as a result of cancelled lectures during industrial action.

Apprenticeships

Q – Sir David Evennett: What steps his Department is taking to promote apprenticeships as an alternative to university.

The full answer is here. Excerpts below:

A – Gillian Keegan:… We are continuing to promote all apprenticeships as a genuine, high-quality alternative to traditional academic only study for people of all ages and from all backgrounds. We launched the third phase of our apprenticeships marketing campaignFire it Up, in January, which promotes how apprenticeships can provide opportunities for ambitious young people.

… In January 2018 we introduced a legal requirement for schools to give training providers the opportunity to talk to pupils about technical qualifications and apprenticeships, so that young people hear about the alternatives to academic routes. We also offer a free service to schools through the Apprenticeship Support and Knowledge (ASK) project to ensure that teachers have the knowledge and support they need to enable them to promote apprenticeships, including higher and degree apprenticeships, to their students.

…We have also worked with the Universities and Colleges Admissions Service (UCAS) to support employers to raise awareness of their apprenticeship opportunities to prospective employees through an online higher and degree apprenticeship vacancy listing.

Inquiries and Consultations

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

Subscribe!

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

Did you know? You can catch up on previous versions of the policy update on BU’s intranet pages here.

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 24th January 2020

There are five reports touching on social mobility this week, lots of education statistics released, and we’ve almost Brexited.  After all the focus on Parliamentary process over the last two and a half years, the ping pong was over before it really started.  There is scope for more before the end of the year, although given the government majority are seemingly united on Brexit, we are going to have to look elsewhere for Parliamentary excitement.  Perhaps HS2, Heathrow’s third runway and some of the other big projects up for debate in 2020 will have us all watching Parliament TV again.  Or maybe not.

Research policy developments

There have been a lot of announcements over the weekend and the Minister gave a big speech on Friday, so for BU staff we have summarised the latest developments for you here.

Global Talent Visa:

  • “A new Global Talent Visa, increased investment in mathematical sciences and commitments to strengthen and simplify the research and innovation funding system have been announced by the Prime Minister.
  • A new fast-track visa scheme to attract the world’s top scientists, researchers and mathematicians will open on 20 February. The bespoke Global Talent route will have no cap on the number of people able to come to the UK, demonstrating the Government’s commitment to supporting top talent.
  • It replaces the Tier 1 (Exceptional Talent) route and UK Research and Innovation will endorse applicants from the scientific and research community.”

Maths funding:

  • “Also announced by the Prime Minister was a significant boost to the UK’s world-leading mathematical sciences community, increasing support for this key discipline and expanding the pool of trained mathematicians.
  • Up to £300 million of additional funding will more than double the current funding for the mathematical sciences delivered by the Engineering and Physical Sciences Research Council (EPSRC), part of UK Research and Innovation (UKRI)”.

Research Professional say:

  • It is also “subject to business case”, so it might never see the light of day. Nonetheless, the £60m commitment in principle is to be welcomed, and will provide £19m of additional funding for PhD studentships (double the existing funding, ministers say). There is also £34m of additional funding for “career pathways and new research projects”, and £7m a year extra to be shared between Bristol’s Heilbronn Institute for Mathematical Research, the Isaac Newton Institute for Mathematical Sciences in Cambridge and the International Centre for Mathematical Sciences in Edinburgh.

Reduction of research bureaucracy

  • “In line with the commitment to reduce administration for researchers and innovators, UKRI has also announced that applicants to UKRI will no longer be required to provide a ‘Pathways to Impact’ plan or complete an ‘Impact Summary’ within grant applications from 1 March 2020.
  • The impact agenda remains incredibly important and UKRI exists to fund the researchers who generate the knowledge that society needs, and the innovators who can turn this knowledge into public benefit.
  • Pathways to Impact has been in place for over a decade and we recognise the research and innovation landscape has changed since its implementation and impact is now a core consideration throughout the grant application process.
  • The move supports UKRI’s ambition to create a stronger research and innovation environment that is focussed on supporting talented people and realising the full potential of their work.”

Research Integrity paper: See the paper here:

Research Professional say:

  • Universities should be doing more to ensure the integrity of their research and to retain the trust of society at large, says a paper from League of European Research Universities.
  • The Leru paper published on 24 January is co-authored by Antoine Hol, a law professor at Utrecht University in the Netherlands, and Inge Lerouge, an ethics and integrity coordinator at KU Leuven in Belgium, with an input from its thematic group on the issue.
  • “Universities should be at the forefront of developing and implementing new approaches to research integrity that will maintain and strengthen the confidence of the public, governments, research funders and end users,” say Hol and Lerouge in the paper.
  • Among their recommendations are that universities should devise and share research integrity guidelines, appoint specialist personnel on the issue, and make integrity education mandatory for students.

Chris Skidmore speech on research and innovation (24th Jan)

Parliamentary News

  • Education Appointments  – Scott Mann (Conservative, Wadebridge) has been appointed Parliamentary Private Secretary (PPS) to Education Minister Gavin Williamson. Previously he was a PPS within the Dept for Work and Pensions. Chris Green (Conservative, Manchester Withington) retails his pre-election role as the DfE PPS. Innes Taylor has been appointed as Gavin Williamson’s SPAD (special advisor).
  • Labour Leadership Contest – Jess Phillips dropped out of the Labour leadership contest this week. Lisa Nandy has been endorsed by the GMB union and already had the support of the National Union of Mineworkers. Scroll halfway through this article to read the BBC’s analysis of all the candidates chances (spoiler – Sir Kier Starmer is still in the lead).
  • Brexit – The Lords amended the Withdrawal Bill this week starting the ping pong process. The Government threw out the amendments and the Lords acquiesced, so passing the Bill. So 4 years on from the referendum, after 2 general elections, 3 Prime Ministers, 3 extensions, and 4 exit days…The European Union Withdrawal Act 2019 has now had Royal Assent and is on the statute book. Boris has (almost) delivered (phase 1 of) his Brexit and the UK will leave the EU on 31st January 2020 (next Friday).

Longitudinal education outcomes  (LEO)

The Department for Education has published experimental statistics showing employment and earnings outcomes of HE graduates by provider and current region of residence based on the LEO (longitudinal education outcomes) data.

  • Graduates earn a median annual salary of £19,900 one year after graduating, £23,300 after three years, £26,000 after five, and £30,500 after ten years.
  • Graduates in all regions of the country earn on average around 20% more than their peers in the same region who did not go to university.
  • After adjusting for region, there is still variation in the median earnings outcomes between HE institutions, with 25% of institutions having average adjusted graduate earnings of £23,200 or below and 25% of institutions having adjusted graduate earnings of £28,500 or above.
  • At the individual institution level, controlling for regional destination can make a significant difference for some institutions; 16.9% of institutions see a change of 10% or more in their median earnings.
  • When looking at HE institutions whose graduates now live in London, half had median earnings of £29,400, five years after graduation – the highest across all current regions.

Universities Minister Chris Skidmore said:

  • It’s great to see that all over the country, it pays to have a degree from our world-leading universities, and they are bringing benefits to all of the regions. This data is a milestone for the thousands of future students, helping them to work out whether university is for them, and where to study and work. I hope this will particularly help students from disadvantaged backgrounds to see the benefits, who are often more likely to stay in their home region. Of course earnings potential is just one factor for students, but we believe they should have all the facts to make their decision. It is important for young people to know that they will not only get a rich education at university, but that their degree will be good value for money.

Wonkhe have an analysis by David Kernohan:

  • The region a graduate lives in has an impact on provider level medians. DfE use a weighted median in their top level data (which I haven’t plotted here for reasons that will become clear), and gleefully reports significant differences between median salary by provider even after a graduate region-based weighting is applied.
  • Of course, a gold standard LEO would absolutely need take into account subject of study and provider alongside current region (or indeed, local authority) of residence – alongside the sex of a graduate, their GCSE performance, and a suitable measure of inequality. However, such a nuanced examination would provide numbers too small to publish without identifying individuals.
  • There is hopefully a point in the middle, where LEO gives us enough information to be usable while remaining publishable. This release is not at that point, but I feel like we are gradually iterating around it.
  • The publication itself is clear on the limitations:
  • It should be noted that the data presented here does not control for many other factors that can influence graduate outcomes e.g. prior attainment, subject studied and other characteristics. It should also be noted that a higher education will have a range of personal and societal benefits that extend beyond earnings, which by its nature are not captured in the statistics presented here.”
  • So how useful is the weighted median? If we’re not controlling by subject or by sex, not very.

David has, of course, done a chart and you can play with where students studied (by region) and where they are currently based.  How useful is it – well, as with all these things, it depends what you are looking for.  What will be interesting will be to see what it means for the new TEF, where they included LEO as additional data in the last pilot and have long said that they would like to reflect regional differences in the metrics, but have previously only supported that with some high level maps and an opportunity to make your case for regional differences in your provider submission.  So we’ll see.

Staff in HE

DfE and HESA released the Higher Education Staff Statistics 2018/19. Key points:

  • There were 439,955 staff (excluding atypical staff) employed in the HE sector, showing an increase of 2% from 429,560 on 1 December 2017.
  • HE staff employed on academic contracts made up 49% of the population. This percentage has remained the same since 2013/14.
  • There were 296,185 staff employed on full-time contracts. This is an increase of 2% from 289,730 in 2017/18.
  • The number of staff on part-time contracts increased by 3% from 139,830 in 2017/18 to 143,765 in 2018/19.

Again, Wonkhe were quick off the mark with analysis from David Kernohan looking at data about senior BME staff in HE following headlines that there are no Black senior academics” – it seems it’s a rounding issue:

  • “..in the 2014/15 academic year there were between 0 and 2 Black senior academics in UK HE – a state of affairs that continued until 2016/17. At that point there were between 3 and 5 Black senior academics in the UK… which continued until 2018/19 when the number once again dropped below 3.
  • As Chris Skidmore put it: “It is unacceptable that the number of black academic staff in senior positions has fallen, as this does not represent our British society. Universities need to make more progress and I urge all vice-chancellors to address the barriers that are holding back black and ethnic minority staff from senior positions.”
  • He actually worded that fairly well – others in and around the sector went for the shocking (if less accurate) “no Black senior academics” framing….
  • So where does this leave Chris Skidmore (and the many journalists that have gone along with the ministerial line)? He’s right to be concerned about the poor representation of Black academics at the top of our academic providers, and he’s right that the situation needs to be improved.”

The Times Higher Education chose a different angle:

  • Teaching-only contracts up again as REF approaches.  Almost a third of staff in UK higher education are now classed as teaching-only
  • The Hesa data were released as Research England published figures showing that 22,500 more academics – measured by full-time equivalent – are set to be entered into the 2021 REF because of new rules that require all staff with “significant responsibility for research” to be submitted.
  • In practice, anyone with a teaching-only contract will not have to be entered, a key reason why it has been suggested that institutions are moving staff perceived to be underperforming in research to teaching-only contracts.
  • Last year, an analysis by Times Higher Education based on 2017-18 figures found that about a fifth of universities had substantially increased their share of academics on teaching-only contracts, while 12 institutions had a quarter of full-time staff on teaching-only terms.
  • Elsewhere, the latest Hesa staff statistics showed that the rise in the share of professors who are female increased by a percentage point again in 2018-19 to reach 27 per cent, while for “other senior academics” the female share rose to 38 per cent from 36 per cent. Overall numbers of black academics grew by 11 per cent, but they still represent just 2 per cent of all academic staff.
  • …The number of part-time contracts was up a percentage point more than full-time contracts, while the share of full-time academic staff on fixed-term contracts also rose slightly, to 25.3 per cent from 24.9 per cent.
  • The number of staff classed as “atypical” – which includes those employed for one-off tasks, for a short amount of time or in roles “that involve a high degree of flexibility” – also increased, by 2 per cent, after having fallen in previous years.
  • But specific figures on the number of zero-hours contracts, which include only “typical” staff, showed a drop, from about 11,400 in 2017-18 to 7,000 in 2018-19.
  • With Brexit now imminent, the data also showed that the share of academics from other European Union countries remained stable in 2018-19 at 17.5 per cent of total numbers.

At the same time, Wonkhe report: The REF 2021 team at UK Research and Innovation (UKRI) reports that nearly 75,000 academic staff are expected to be submitted to REF 2021, a 43 per cent increase, according to the results of a preliminary survey. All subject areas are projected to increase, especially the social sciences. This is due to the implementation of the recommendation of the Stern review that all research-active staff should be submitted to the exercise. A reduction in the number of outputs to 2.5 appears to have ensured that the overall number of outputs to be assessed remains roughly the same as the 2014 REF.

And Research Professional focussed on gender:

…What is the problem?

  • First, it’s money. While women, as a majority of students, are contributing a large part of what institutions get in fees, the salaries those fees help to fund seem to be going, in large part, to men.
  • The median gender pay gap was 13.7 per cent on average in UK universities in 2018, with men working in higher education earning £7,220 more on average each year than women.
  • One reason is that while the overall number of staff working in higher education may be mainly female, the number working in (more highly paid) academic roles is mainly male. The HESA stats show that 27 per cent of professors are women—just one percentage point higher than last year—and women comprise just 38 per cent of staff employed on other senior academic contracts. These numbers have been improving, but at a glacial pace.
  • More women are also employed part-time, including 55 per cent of employees in part-time academic roles.
  • Recent studies have also shown gender gaps for researchers in success rates for grant applications and in amounts awarded.

The other problem is that it is not just about numbers of women or the size of their salaries. Speaking at yesterday’s conference, Ruth Sealy, associate professor in management and director of impact at the University of Exeter, said it was also important to consider the nature of the roles women were taking on.

  • She cited the problem of the “glass cliff”—the idea that women tend to be offered leadership positions at a time of crisis, when it often turns out to be a poisoned chalice. (Think Theresa May after David Cameron’s resignation as prime minister following the Brexit referendum.)
  • …Another speaker at the conference, Norma Jarboe, external adviser to the Centre for Diversity Policy Research and Practice at Oxford Brookes University, has been studying diversity among university boards and their chairs, vice-chancellors, leadership teams and heads of academic departments. She has found that 55 per cent of higher education institution boards are gender balanced, compared with 19 per cent in 2013. More than 27 per cent of university governing body chairs are now women—more than twice as many as in 2013, although still low—and in 2018, women made up 29 per cent of vice-chancellors and 37 per cent of all executive team members.
  • But she said that pairs of female vice-chancellors and board chairs were still rare, and her greatest concern was the low number of female heads of academic departments—31 per cent—and the fact that this had not moved in the past two years.
  • Jarboe said a major problem was the low number of female professors, as a professorial role is often a prerequisite for gaining positions of senior responsibility. “We aren’t going to shift in a big way the numbers in executive teams unless we do something about professorial roles and paths to head into that,” she argued.

Meanwhile, the culture in some university departments remains one in which female staff and students find it difficult to thrive. Launching a consultation on harassment and sexual misconduct earlier this month, Dandridge said the OfS felt that while many institutions were improving their policies in this area, more needed to be done.

  • Writing for HE, Antonia Sudkaemper, a researcher at OCR Cambridge Assessment, suggested that men were crucial to creating a more inclusive departmental culture for women.
  • What makes all this important—beyond simply being fair—is that higher education has a particularly transformative effect on women.
  • Yesterday’s release of post-university earnings data, which focused on how median earnings vary for graduates from different institutions by the region in which they end up working, did not include a breakdown by gender. But previous releases of Longitudinal Education Outcomes have shown that the graduate premium is significantly higher for women than for men—a 28 per cent boost to salaries, compared with just 8 per cent for men, when moderated for social class.”

A levels and progression to HE

DfE released A Level and Other 16 to 18 Results.

Attainment is lower for disadvantaged students compared to non-disadvantaged students across all level 3 qualification types

  • The average grade for A levels was C for disadvantaged students (increased from C- in 2018), and C+ for all other students (the same as in 2018).
  • The average grade for Tech Levels and Applied General qualifications was Merit+ for all students, regardless of their disadvantage status. This is an increase from Merit to Merit+ for Tech Level disadvantaged students compared to 2018.

English and maths progress increased for students who did not achieve at least GCSE grade 4 or equivalent at the end of key stage 4.

  • In 2019, average progress was 0.13 and 0.08 for English and maths respectively. Average progress has steadily increased each year since the measure was introduced in 2016

Level 3 Value Added for A-level disadvantaged students continues to decrease

  • Over the last three years, the Level 3 value added scores for A-level disadvantaged students have decreased, from -0.06 to -0.12, at a rate of -0.03 per year. This contrasts with a stable score of 0.00 for non-disadvantaged students.

Read more on gender, ethnicity and disadvantage (including free school meals) breakdowns and the most popular subjects here.

DfE statistics on the destinations of Key stage 4 and 16 to 18 (Key stage 5) students:

  • Overall, 94% of pupils were in sustained education, employment or apprenticeships in the year after key stage 4, unchanged from 2016/17.
    • With 86% of this total in sustained education, up 4% since 2010/11 and unchanged from 2016/17
  • Apprenticeships and employment destinations rose slightly
  • Overall, 88% of students who took mainly level 3 qualifications went to a sustained education, apprenticeship or employment destination. Students taking qualifications at level 2 and below were less likely to have a sustained destination overall. However, they were more likely to enter apprenticeships and employment.

You can read about  progression to HE here.

  • Figure 4 shows the progression into HE/training by type of school or college. Selective schools have the highest progression rate at 88%. Non-selective schools situated in highly-selective areas have a much lower progression rate (56%) which remains low after influencing factors are controlled for. You can read more on this interesting phenomenon on page 8.
  • Figure 5 highlights the huge disparity between the regions in progressing to HE. London 16-18 year olds are 17% more likely to progress to HE/training than students in the south west (even when controlling for prior attainment and qualification type).  The report questions if this is due to the lack of local easy to access HE institutions within the south west.

Health Maintenance Grants

A Government news story released the detail on the health professions that will benefit from the non-repayable £5,000 (per year) maintenance grant reintroduction (announced in December). The bursary will be in addition to existing support so students will still receive the same loan entitlement. Students on the following programmes will benefit from the grant:

  • paramedicine
  • midwifery
  • nursing (adult, child, mental health, learning disability, joint nursing/social work)
  • occupational therapy
  • physiotherapy
  • operating department practitioner (level 5 courses)
  • dietetics
  • dental hygiene or dental therapy (level 5 courses)
  • orthoptics
  • orthotics and prosthetics
  • podiatry or chiropody
  • radiography (diagnostic and therapeutic)
  • speech and language therapy

There are three more additional payments worth £1,000 each (per year) for students meeting special criteria:

  • £1,000 towards childcare costs
  • £1,000 if studying in a region that is struggling to recruit
  • £1,000 if they’re a new student studying a shortage specialism important to delivering the NHS Long Term Plan (mental health nursing, learning disability nursing, radiography (diagnostic and therapeutic), prosthetics and orthotics, orthoptics and podiatry).

So a learning disability nurse with children (who qualify) and who is studying in a problem recruitment area would receive £8,000 per year in addition to eligibility for student loans.

This is part of the Government’s drive to increase numbers of nurses by 50,000 by 2025. The press release says the Government expects the £5,000 maintenance grants to benefit 100,000 students each year.

Unpaid Internships

Lord Holmes of Richmond was successful in the Lords Private Members Bill ballot (again!) that was held in December. He continues his campaign to tackle unpaid internships lasting longer than four weeks and has reintroduced legislation to ban unpaid internships over four weeks (with the intent that they will become paid at a reasonable rate). Lords legislation, and private members bills, often fail to progress through Parliament and become law. However, we’ll be keeping a close eye on this Bill. The date for the second reading has yet to be announced.

Social and Geographic Mobility

The Sutton Trust, in partnership with the LSE Inequalities Institute published a report on social mobility, geographic mobility, and elite occupations. This comes from a summary provided by Dods. The report presents a systemic study of whether elites in the UK are pulling away, economically and socially. Elites here are defined in two senses;

  • firstly ‘economic elites’ , a group of the most economically, culturally and socially advantaged in society, and
  • ‘occupational elites’ , a much larger group comprising of those who work in professional and managerial jobs, the most privileged group of occupations.

The report finds that becoming socially mobile – moving into a higher professional or managerial job from a working-class background – doesn’t necessarily mean moving away from where you grew up. The report also comments on the elites’ consolidation of London, finding that, for the younger generation (aged 30-36), moving to London and working in an elite occupation is largely the preserve of those from a privileged background in the first place.

  • Elites are likely to justify their position through beliefs in meritocracy. However, these meritocratic views are also largely endorsed by the wider population and thus the elite exaggerate rather than repudiate wider common sense perspectives on social mobility.
  • Although the impact of private schooling on access to elite universities and firms remains important, their power has slightly waned over the very long run.
  • Occupational elites, those employed in higher managerial and professional occupations, have not become more geographically segregated over the period 1981-2011. In fact, outside London, such segregation has declined.
  • Over two-thirds of the most socially mobile people born in 1965-1971 and 1975-1981 have never made a long-distance move (69% and 68% respectively). Instead they’ve built careers near to where they grew up in sectors like law, medicine and academia, aided by the growth in professional jobs across the country in the latter part of the century.
  • For the younger generation, moving to and living in London at age 30-36 and working in an elite occupation is overwhelmingly associated with being from a privileged background in the first place, and this holds even more true than for older generations
  • Those from privileged backgrounds that are most able to migrate to, and remain in London, and can therefore take advantage of the most sought-after career opportunities in Britain’s elite occupations. Therefore, there is an association between geographic mobility and the reproduction of social class advantage, rather than social mobility.
  • Conversely, ‘ordinary’ Londoners who move into elite occupations actually tend to move away from London in order to accomplish their ascent.

Recommendations:

  • Unpaid internships are a significant barrier to those from less well-off backgrounds outside big cities and exclude those who cannot afford to work for free. To ensure access to opportunities are fair, internships over 4 weeks should always be paid at least the minimum wage. [See our coverage of the Bill here.]
  • There needs to be a significant increase in the number of degree and higher-level apprenticeships available across the country, and a focus on ensuring young people from low and moderate income backgrounds can access them.
  • Admissions to the best schools and universities should be more equitable, with increased use of contextual admissions by more selective universities, and opening up the best comprehensive, grammar and independent schools to young people of all backgrounds.

Social Mobility Barometer

The Social Mobility Commission’s  annual social mobility barometer which assesses public attitudes to social mobility in the UK. The report underlines stark regional differences in people’s perceptions of their life prospects:

  • 31% of people living in the north-east (and 48% in north-west) think there are good opportunities to make progress in their own region, whereas
  • 74% believe this in the south-east, and
  • 78% in London.

Dame Martina Milburn, Chair of the Social Mobility Commission, said:

  • This year’s Social Mobility Barometer gives a clear message to the new Government. It shows that more than half of people feel that government does not give enough support to those who are struggling or to the least well off. It should be doing much more both at national and local level.
  • This year the Barometer reveals a worrying divide between opportunities in education and what follows – work, income and job security. Overall 63% of people felt they were better off than their parents in terms of the education they had received, but only 45% felt they had a better standard of living. Less than a third felt they had better job security.
  • This suggests that the focus on improving educational opportunities may have started to pay off but much more attention is needed on training, jobs, and pay levels. The majority of people continue to feel there are fewer opportunities for people from disadvantaged backgrounds compared to better-off peers. Almost half of people (44%) say that where you end up in society is largely determined by your background, while twice as many people feel it is becoming harder rather than easier to move up in society. This poll is a ‘call to action’ for this new Government to do more to help social mobility. Politicians must listen to it. This is a great moment to start reversing inequities of generations.

Delving into the detail behind the headlines is the finding that apprenticeships were considered to offer better career progression than HE study. However, there is a stark age difference with the younger generation plumping for HE to pursue a successful career (see page 12 for the full breakdown).

  • 77% felt that poorer people have less opportunity to attend a top university with 65% believing poor people’s chances were reduced to attend any university. 49% believed it would also be harder for poorer people to obtain an internship. Interestingly 57% believed poor people had equal opportunity to obtain an apprenticeship.
  • Those surveyed who were aged under 50 believed they received a better education than their parents but scored lower on all other factors with the 18-24 and 25-49 age groups particularly negative in their opinion.
  • Those born in the 1980s and 1990s were rated highest for the best educational opportunities (despite the fact the tuition fee loan system was in place for this cohort).

Dods report that the Social Mobility Commission poll coincides with the publication of the commission’s research report into further education and recommends that the government set up an independent What Works Centre for Further Education and Adult Learning (proposed budget £20 million over the next 5 years) to act as a knowledge and research hub; translating the best available evidence and testing a variety of approaches to ensure resources for poorer students, who make up the bulk of students in further education, are targeted more effectively.

The NUS responded to both social mobility reports and the FE report but were not in favour of a What Works centre – NUS Vice President (Further Education) Juliana Mohamad-Noor said:

  • We welcome the publication’s focus on how to improve education attainment among disadvantaged students and the report can provide a useful evidence base for this. However students have told us that what they need to best help them succeed is more direct investment into further education (FE) rather than investing in a £20 million What Works Centre. FE is in a funding crisis due to cuts since 2010, with students bearing the brunt of these cuts. The government must raise the rate to at least £4,760 per student as a priority if they are to improve attainment.

I believe there are a number of initiatives which could make life better for disadvantaged students. They include:

  • Travel passes: City of Liverpool College had travel passes for students with a household income of less than £25,000 who lived more than two miles away and had good attendance.
  • Bursary Grants: City of Liverpool College also had a small pot of funding for students who met a similar criteria. I benefitted from this when I was a business student at the College and was granted £200 to buy a laptop so that I could do my coursework outside of the classroom and not be dependent on limited library resources in College or at home.
  • Free School Meals. At City of Liverpool only 2 or 3 centres were funded to be able to provide free food at lunchtime. This lack of support meant many students had to spend time travelling to another college where their ID cards would allow them access to the meal allowance, or use their own limited resources to buy food elsewhere.
  • Nurseries, such as the one provided at City of Liverpool College for students with young children. This allows both access to education for the students as well as reliable and safe childcare for their young ones.
  • Direct investment in response to real student needs in their day-to-day lives is what’s needed to close the education attainment gap among disadvantaged students

Interventions to widen access to HE – impact evaluation

The Education Policy Institute (EPI) has published a report on the impact of interventions for widening access to HE. Students from disadvantaged backgrounds are still less likely than their more privileged counterparts to progress to HE. The report finds that, despite considerable investment and many years of widening participation policy, progress has been modest and there appears to be limited evidence on the effectiveness of the interventions carried out. The paper also describes interventions that have proved most effective.

These are the key findings as described by the EPI:

  • Overall, there is still a lack of available evidence on the impact of outreach interventions on actual enrolment rates. Much of the existing evidence focusses on intermediate outcomes such as increased aspirations and awareness which may not always translate into actual enrolments.
  • Most of the studies analysed found positive but modest effects. There are still some gaps in the research base, and the evidence often does not demonstrate causality; however, there has been an increased focus on robust evaluations.
  • Much of the evidence is concentrated on students in their final years of secondary school and post-16 learners (A levels students in particular). Given that differences in attainment can explain much of the participation gap, and that these arise early, there is a lack of evidence on the impact of interventions happening earlier in the student life cycle.
  • Most widening participation initiatives analysed were black box interventions combining several outreach components. These combined interventions seem to be associated with improvements in higher education outcomes but drawing definitive conclusions on the effectiveness of the single components is challenging.
  • Providing financial aid to disadvantaged students is a high-cost widening participation intervention that has a small but positive effect on enrolment. The literature suggests that financial support is most successful when it is relatively easy to understand and apply for and efforts are made to raise awareness amongst potential beneficiaries.
  • Interventions in the area of mentoring, counselling and role models has generally positive association with the outcomes considered. Qualitative and quantitative evidence suggests an increase in students’ confidence to succeed in higher education, higher aspirations and a better understanding of the world of university, especially when the mentors can act as relatable role models for the mentees. Again, much of the literature analyses only changes to intermediate outcomes such as increased aspirations, confidence or awareness, rather than actual enrolments.
  • Providing information, advice and guidance to underrepresented students during secondary school is a low-cost, light-touch tool to widen participation. The literature is largely based on fully scalable randomised control trials and indicates limited effects on both aspirations and actual enrolment. The more promising interventions are those that are tailored to the students, start early and are integrated into other forms of support, such as career advice and guidance.
  • Summer schools are high-cost interventions that appear to be positively correlated with an increase in confidence and aspirations, but evidence on their effects on application to and acceptance by higher education institutions shows mixed results.

EPI make the following recommendations: [some very familiar messages here!]

  • To avoid overestimating the effectiveness of widening participation interventions, it is crucial to provide more causal evidence on the capacity of interventions to translate increased aspirations and awareness into a higher enrolment rate.
  • There is a need for more robust research on the impact of black box interventions, with a focus on teasing out the separate effect of each component. Robust monitoring and evaluation should be built into these interventions from the start.
  • There is not enough research focused on vulnerable but overlooked groups, such as mature students, carers and care leavers, some ethnic minority students and vocational students.
  • More causal evidence on the effectiveness of summer schools should also be carried out. Where randomised control trials are not practical, other quasi-experimental techniques should be applied.
  • More research on financial aid is recommended to ensure relevance to the English and UK context.
  • The government and its delivery bodies must facilitate greater tracking of the progression outcomes of participants in widening participation interventions over time and between the school, college and the higher education sectors. This would provide improved evidence based on actual enrolments to higher education rather than on self-reported aspirations and attitudes only, and would allow for the development of more research on interventions happening

NCOP (National Collaborative Outreach Programme)

A report on the future of the NCOP (National Collaborative Outreach Programme): Voices: What next for the National Collaborative Outreach Programme? Last week OfS announced they would need to make savings in the HE recurrent funding budgets. They have confirmed they will not cut NCOP allocations, however, they will clawback and repurpose any underspend. Voices is a responsive briefing written by 17 leaders of the 29 regional NCOP consortia on the future of the programme based on this statement:

  • “The Office for Students has signalled its intention to financially support the Outreach Hubs to 2025. What recommendations would you, as NCOP Leads, make to OfS decision makers for a national programme to run alongside the Outreach Hubs to ensure that some element of nationally-funded collaborative widening access work continues once NCOP ends in 2021, drawing on your expertise and your own local context?”

The South West leads had this to say in response:

  • NCOP partnerships are neatly taking care of collaborative outreach targets, and implicit impartiality. This does not exonerate HE providers from their obligations to provide high-quality institutional WP Outreach, with the potential student as the focus of their work, not the potential recruitment of that student to their institution. The success of the Outreach Hubs will depend, in part, on their ability to signpost to a coherent, broad-ranging institutional WP Outreach offer. HE providers should be supported to build this now, in preparation for meaningful continued collaborative working post July 2021.

Here Dods summarise how the NCOP Consortia see the Future:

  • Collaboration is crucial but fragile: Strong relationships between schools, higher education, and further education are being formed but without continued funding
  • Commitment to collaboration has to be long term: A recurring theme of the responses was the need for a stable long-term commitment to a funded collaborative infrastructure. This commitment needs to be until 2025 to at least match the APP cycle.
  • Starting earlier is key: A strong theme running through the responses was the need to engage with learners earlier, as soon as primary level if possible. A strong theme running through the responses was the need to engage with learners earlier, as soon as primary level if possible.
  • Institutional Outreach will not ‘replace’ NCOP targeted activity: If NCOP targeted funding is removed then large groups of learners will lose their support if they do not fit with the priorities of providers in that area, and the risk is that all learners will have what they can learn about HE restricted. This will include those who need greater, more extensive support to progress to HE.
  • Direct school involvement matters: Even if funding is to be scaled down there could be a case for transitional support in those areas most badly affected by such a scaling.
  • Targeting is important, but targeting who?: There were voices which questioned the present area based approach and whether an individual-level approach would have greater merit. It would possibly assist the Office for Students in understanding what range of approaches to defining disadvantage and educational disadvantage could be the most appropriate in widening access work.
  • Fund national but deliver local: The recent interest in civic universities is welcome but will not represent any kind of replacement for a coherent funded commitment made by the HE sector to engaging with the local areas for whom HE does not seem relevant.

You can read the (relatively short) full document here.

Grammar Schools

Arguments over the abolition, taxing, and expansion of grammar schools were features of GE2019 and they’re still topical in 2020. In January 2019 HEPI published an occasional paper by Iain Mansfield The Impact of Selective Secondary Education on Progression to HE which found that attending a grammar school increased the likelihood of attending a highly-selective university for disadvantaged pupils. However, this week HEPI have published a collection of essays – Social Mobility and HE: Are grammar schools the answer? refuting Iain’s claims that grammar schooling has a positive effect for deprived pupils. In short:

  • The data used by Iain Mansfield was flawed – the exclusion of (missing) income data from higher income families makes it appear more grammar students come from poorer households that is actually the case.
  • Any positive benefits for individuals from attending grammar schools are outweighed by negative effects on those who do not pass the 11+. Furthermore, selection depresses overall educational achievement and harms the chances of the poorest children. There are also moral arguments against the social segregation that is the consequence of selective secondary education. At a time of increasing social division and inequality in England, authors argue that a high-quality and comprehensive system which educates all pupils effectively is needed.
  • Grammar schools thrive as a result of having highly selective universities, and because of their diverse classroom learning experience which matches well with university study.
  • There are geographical differences in areas which have grammar schools – generally they’re more affluent. This means it is not possible to attribute all differences in progression rates between selective and non-selective areas to grammar schools rather than differences in the pupil population or other factors.
  • Personal ideologies have not coloured the academic debate on grammar schools as Mansfield suggests.

Contributors, John Furlong & Ingrid Lunt, Emeritus Professors of Education, University of Oxford said:

  • Increased mobility that occurred in the 1960s and 1970s did not come about as a result of grammar schools but because of structural changes that brought about substantially increased opportunities for social mobility. There literally was ‘more room at the top’ that had to be filled whether or not there were grammar schools at the time…In a society that aspires to greater social equality and equality of opportunity there can be little justification for the continued existence of grammar schools today, let alone their expansion. They are the product of educational thinking from a very different era from our own. They are part of our educational history; that does not mean they should be part of our educational future.

Iain Mansfield blogged for HEPI in response to the latest paper both welcoming it for the contribution it makes to the body of evidence on the topic but also raising concerns on factors not addressed. He re-highlights his original points on unconscious bias and speaks out against the comprehensive university model. He concludes:

  • Academic selection is a fundamentally complex subject, involving complex trade-offs that impact on different individuals in society in diverse and varied ways. Selection may be applied at different ages, on a general or a specialist basis, and both between and within schools, for example with streaming and setting. It may be applied with differing degrees of flexibility or movement between schools and under a wide variety of different funding frameworks, from the highly inequitable one prevailing in the 1950s to one significantly more progressive, in which greater resources are provided to those most in need. There are no easy answers to any of this – but it is a matter which deserves to be discussed and researched by a diverse group of individuals with different perspectives, not a closed circle of those who have already made up their minds.

Immigration

This week The Times reported PM Boris has confirmed he will axe the £30,000 minimum salary threshold for immigrants arriving after Brexit through the planned Australian-style points system. The Times state:

  • Under Mr Johnson’s plan migrants’ earnings will be taken into account as part of their application to enter the UK. Other criteria could include English proficiency, educational qualifications, occupation and willingness to work in particular areas of Britain.
  • While the prime minister is understood to have the support of his cabinet, ditching the £30,000 criteria will still be controversial in the Tory party.

Iain Duncan Smith, the Eurosceptic MP and former Conservative leader, said they should be cautious about ditching the £30,000 threshold. They will need to have very strong checks in place to ensure that they deliver on their pledge to control immigration.  Anti-immigration campaign group Migration Watch UK are reported as warning that the number of migrants coming to Britain could rise sharply under a points-based system.

The Migration Advisory Committee will publish a report next week on how the new points-based system would work and the Government is expected to publish an immigration white paper in March 2020. The Government intends for the new immigration system to be introduced immediately at the end of the Brexit transition period in December 2020.

Assistive Technology

Universities, Science, Research and Innovation Minister  Chris Skidmore  has made an announcement  on technology to support pupils with special education needs.  From Dods: Chris Skidmore’s EdTech related speech at the BETT show has now been published.

  • The government’s EdTech testbed programme launched with Durham University, will match schools and colleges with leading EdTech products created to tackle specific educational challenges, like homework marking, or parental engagement.
    I’m pleased to announce today that in 2020 we intend to achieve a world-first, and develop a new Assistive Technology testbed aimed at transforming learning for pupils with special educational needs and disability. 
  • At the school level, we’ve put more than £80 million to create the National Centre for Computing Education, to improve the quality of computing teaching across England and to encourage more girls to take the subject.
  • On the college level, we’ve established the National College of Digital Skills, better known as Ada. We have also started to open the first 12 Institutes of Technology (IoTs), backed by £170m of government funding, to offer higher technical education in key sectors including digital. 

The Education Minister speaks

Gavin Williamson spoke to more than 100 education ministers from around the globe at the Education World Forum, setting out his vision for British education.  HE commentators were disappointed about the (lack of) priority given to HE in the speech.  There’s a transcript of the speech here.

  • …For the first time, the latest PISA results show 15-year-olds in England achieving scores above the OECD national averages in reading, maths and science.
  • …Last year we set up a £2.5 million programme to help encourage international exchanges, with a particular focus on children from disadvantaged backgrounds. Thanks to that programme, children from 138 schools have or are planning to travel to countries as far-ranging such as Austria and Zambia. Today, I’m thrilled to announce a one-year extension to this International School Exchange programme, and its expansion to include primary school children in Years 5 and 6.
  • We truly do hold the tools to make a global difference and a global change. So many people turn to us to provide them with a chance to succeed in life. To free themselves sometimes from the poverty they’ve known, or the lack of ambition that others have experienced. We have that ability to level up, to give people, young people, the chance for them to succeed, for our nations to succeed, and for every generation to be able to contribute more to their nations but also to the globe. That is what we can, and that is what we will do.

On HE:

  • We recognise for our higher education institutions to remain the best in the world, that is done through international collaboration, working with others, making sure that research and study is always an international endeavour.
  • Of course, a traditional academic education isn’t the be all and end all, and we’re all rapidly finding this out. It’s 2020, and we all live in a modern global economy—one that is set to be transformed by AI, automation and other technologies, and which will require a new and constantly changing skillset for our workforce. And those might not be the kind of skills that we can necessarily always develop within universities or traditional academia.
  • As a result, every country across the world is now putting a much bigger focus on further and technical education, so that we can build a workforce that’s fighting fit for the future and able to deal with the new challenges and opportunities that the globe faces.

Other news

  • Strong growth: The Open Innovation team have published Cautionary Tales from History an economics focused blog examining Britain’s exponential economic success during the 16th  and 17th Centuries. The blog considers the influence of policy and questions whether the growth enabling elements could be harnessed today to address left behind regions in the UK. The blog concludes that in the past strong Government with an efficient system of taxation and public finance alongside strong markets which were not manipulated by special interest groups (guilds, landlords, the church, etc) and a strong civil society were the social conditions behind the success of the industrial revolution.
  • Care Leavers: The Care Leaver Progression Partnership have promoted the latest Stand Alone report What Happens Next? which explores care leavers transitioning out of HE. And Care Day will be held on 21 February.

Subscribe!

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

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 17th January 2020

Another busy week  in HE policy– with consultations and a very short timeline for the KEF.  Everyone has hit the ground running in 2020!

The third leg of the HE stool arrives: KEF has landed

The outcome of the KEF consultation in 2019 has come out. UKRI have published the “Decisions for the first iteration”.  They have given a very short timeline for the publication of the first set of data and narratives from institutions – they will all be published this summer.  Narratives have to be submitted by May.  Data will be published for everyone, whether they submit narratives or not.

They have also indicated that it is likely that from 2020/21 institutions will have to submit narratives for the KEF to be eligible for Research England funding.

  • This first iteration of the KEF will take place in the current academic year 2019/20. All Higher Education Institutions (HEIs) eligible to receive Research England Higher Education Innovation Fund (HEIF) funding in this current academic year are in scope for this exercise.
  • The KEF is taking a metrics-led approach, although it also includes a narrative component. As previously advised, all proposed KEF metrics use existing data sources that are already collected via existing statutory returns or other means. …. This reflects the minimal burden of this exercise as there is no need for any institution to gather or submit new metrics for this iteration of the KEF.
  • The narrative component of the KEF will consist of three brief narrative statements … we intend to publish in summer 2020 the KEF metrics of all institutions in receipt of HEIF in this 2019/20 academic year. Therefore, institutions in receipt of HEIF in this academic year 2019/20 are strongly encouraged to submit narrative information to contextualise their results….
  • This report will be followed by publication of the narrative templates and final cluster membership in February 2020. If institutions in scope for this exercise wish to have their narrative templates published alongside their results, the completed templates should be returned on Friday 15 May 2020.
  • …Research England will provide further contextual information about the external environment in which the HEI operates that should be considered when interpreting results. This contextual information will be in the form a standard set of indicators at the LEP-region level.
  • Results will be presented through an online visualisation platform displaying perspectives and underlying metrics, as well as narrative statements and contextual information

The metrics will be reported against “clusters”. They have changed their original cluster proposals somewhat, removing the Social Science and Business specialist cluster – final cluster membership will be published in February with the templates. These clusters have been designed to allow meaningful comparison.  When BU responded to the consultation we suggested that it is unhelpful to introduce a third methodology for comparison – the TEF uses institutional benchmarks, something that has challenges itself, and the REF is of course organised by subject.  We remain concerned that this will be confusing and not very meaningful for businesses and other organisations (the declared target for this information) who may not find the cluster comparison useful if they only have limited experience with a small number of universities.

You will recall that the metrics are grouped into seven “perspectives” – only two will require narratives.  The consultation looked at additional metrics but has discounted any that are not already “gathered through existing statutory returns, or available from other UKRI or external sources”.  This is because they want to make it a “low burden” exercise.

Public and Community Engagement narrative – a statement:

  • identifying the public and community groups served by the institution and how their needs have been identified;
  • description of the targeted activities that are undertaken to meet these needs;
  • evidence that needs have been met and tangible outcomes achieved.

Local Growth and Regeneration narrative – a statement:

  • identifying the geographical area(s) that the institution considers to be its local area;
  • explanation of how needs of the local area(s) that relate to economic growth and regeneration are identified;
  • description of the targeted activities undertaken by the institution to meet those needs and any outcomes achieved.

The third narrative will be an institutional context narrative – “setting out the geographic, economic and social context within which the higher education institution is operating…. The information contained within this statement will not be used to normalise any of the metrics or perspectives across clusters.”

David Kernohan has written for Wonkhe about it:

  • The Knowledge Exchange Framework is not (like REF and TEF are) an “excellence framework”. It doesn’t make any judgement on the quality of business and community interaction, just on the proportional volume and likely output of a number of activities described in the HE-BCI survey data. Neither is it of use to professional or armchair rankers – it doesn’t offer named awards or simple stepped gradations that demonstrate one thing is unfailingly better than another.
  • It may eventually be used to support the allocation of the £200m Higher Education Innovation Fund (HEIF), which is currently allocated using similar data. But for the first year (2020-21) it is for entertainment and edification purposes only.”

David summarises the pages of normalisation methodology in the document nicely: Metrics are a three-year average, mostly …as ratios, which are converted at perspective level into deciles. This reduces a great deal of data and analysis into what amounts to a set of marks out of 10, which are compared to an average mark from comparable institutions (the infamous clusters)”.

And the visualisation approach: “Research England has a grand plan to use spider graphs to show institutional scores alongside cluster averages, with an option to drill down into more detailed data on each metric. I’m not as struck by this as they are – the exercise is designed to support comparisons and spider diagrams are an unwieldy way to do this. I also feel like the individual metrics are still fairly abstract, you have to go quite a long way back down the methodology to get something that the mind can easily take hold of.”

Erasmus after Brexit

After the social media storm last week when Parliament didn’t approve the Erasmus amendment to the Withdrawal Agreement Bill (it doesn’t mean we can’t be in it, it just means that government won’t be bound by the new Bill to make sure we are in it), there have been a few questions this week.

Douglas Chapman (SNP) said that the end of Erasmus scheme was an “utter disaster, culturally and socially” and asked the PM to comment on the end of the participation of the scheme. Boris’ response implied that the UK would continue to participate in the scheme.

And there were several questions on Erasmus (see this one and this one) – all with similar response – that the Government is including it within the Brexit negotiations and is working towards remaining within the scheme.  The House of Commons Library have released this briefing paper on Erasmus to inform MPs ahead of Monday’s scheduled Education debate.

New HESA data

HESA have published higher education statistics for 2018/19.  Interestingly, the OfS focussed on grade inflation in their response –and nothing else.

Sex of students

  • Of all HE students 57% were female in 2018/19 (see Figure 4), this has been the same since 2016/17.
  • A larger proportion of part-time students were female than full-time students.
  • For other undergraduate students, 64% were female, compared with 49% of postgraduate (research) students.

Age of students

  • The overall number of first year students aged 30 and over has increased in 2018/19 after a decreasing trend in previous years.
  • The number of first year students aged 21-24 has increased from 2015/16 to 2018/19.
  • The number of first year full-time students aged 30 and over has increased every year since 2014/15.
  • Numbers of full-time students aged 20 and under have increased year on year since 2012/13.

Student disability status

  • The overall number of students with a known disability is increasing year on year. The main reason for this increase is students identified as having a mental health condition.
  • Of students with a known disability in 2018/19 the category of specific learning difficulty is the largest group accounting for 36% of the total.

Ethnicity of students

  • The percentage of UK domiciled students that are White has decreased over the last five years. However, the percentage that are Asian, Mixed and from Other ethnic backgrounds has increased.
  • HE providers in England show the largest decrease and the lowest proportion of UK domiciled students that are White compared to HE providers in all other countries of the UK.

Within the European Union:

  • Italy has seen a notable rise to become the top European Union country sending students to the UK, overtaking three other countries in the last five years.
  • Germany is the top European Union country to send students to Wales and Scotland, and Ireland is top in sending students to Northern Ireland.

Outside the European Union:

  • China sent more students to the UK than any other overseas country. In 2018/19, 35% of all non-EU students were from China. The number of students from China was also 34% higher in 2018/19 than in 2014/15, increasing from 89,540 to 120,385 in the five year span.
  • Student numbers from India increased from 18,325 in 2014/15 to 26,685 in 2018/19.
  • The other countries in the chart are more in line with European Union student numbers.
  • Nigeria has seen a 41% decline in student numbers coming to the UK over the five year period, dropping behind the United States, Hong Kong and Malaysia.
  • For more recent trends in international student visa applications and granted visas, refer toTable 1 of Immigration statistics published by the Home Office in November 2019. Please note that although on a similar theme, these statistics are not directly comparable. Home Office statistics cover further education as well as higher education, and immigration data provides an indication of the number of people who have an intention to enter the UK for study reasons, not whether, or when, an individual actually arrived in the UK, or what they did on arrival to the UK.

Of those gaining a classified first degree:

  • The percentage of students achieving a first class honours remains stable at 28% for both 2017/18 and 2018/19. This follows an increase year on year since 2009/10 where 14% of students achieved this classification.
  • A larger proportion of female students gained a first or upper second class honours than male students.
  • Full-time students had a larger proportion of first or upper second class honours than part-time students.

Subjects

In 2018/19:

  • More qualifications were awarded in business & administrative studies than any other subject area.
  • Amongst part-time students, more qualifications were awarded in subjects allied to medicine than any other subject area.

Over the five year period 2014/15 – 2018/19:

  • There has been an overall increase in the number of qualifications gained in biological sciences and social studies.
  • There has been a decline in the number of qualifications gained in languages and education.

Mental Health

Student Minds has launched The Wellbeing Thesis, a website designed to support postgraduate research students to maintain their mental wellbeing.

Baroness Tyler of Enfield has presented a Bill in the House of Lords which would amend the Education Act 2002 and the Academies Act 2010 for schools to promote the mental health and wellbeing of their pupils. The Bill will proceed to a second reading at a future date.

And some Parliamentary questions:

Q – Conor McGinn: To ask the Secretary of State for Education, what steps his Department is taking to (a) reduce the level of social stigma in relation to mental health and (b) promote awareness of mental health issues among young people.

A – Nick Gibb:

  • The Department is making teaching about mental health part of compulsory health education in all state-funded schools in England from September 2020. The statutory guidance sets out that pupils will be taught about the importance of good physical and mental health including the steps pupils can take to protect and support their own health and mental wellbeing. The content will also cover understanding emotions; identifying where someone is experiencing signs of poor mental health; simple self-care; and how and when to seek support.
  • The Department is also working with the Anna Freud National Centre for Children and Families to pilot setting up peer support approaches in schools and colleges that allow young people to play an active part of creating a mentally healthy and supportive environment. The findings from the programme’s external evaluation will be shared nationally, to help more schools to develop or improve their own mental health peer support programmes.
  • To support school staff, the Department has set up Expert Advisory Group on teacher and leader wellbeing which has a remit to advise the Department on what it can do to help schools and colleges promote good wellbeing, including tackling stigma around mental health.

Labour leadership

Monday was the closing date for Labour leadership candidates to secure the 22 nominations from MPs to run for party leader. Chris Lewis and Barry Gardiner did not secure the required amount. The following candidates will progress to the next round (number of nominations received noted in brackets):

  • Keir Starmer (89)
  • Rebecca Long Bailey (33)
  • Lisa Nandy (31)
  • Jess Phillips (23)
  • Emily Thornberry (23)

Candidates for deputy leader:

  • Angela Rayner (88)
  • Ian Murray (34)
  • Dawn Butler (29)
  • Rosena Allin-Khan (23)
  • Richard Burgon (22)

We explained the leadership contest process in detail in last week’s policy update. However, here is a quick recap: the next phase requires the candidates to seek nominations from Constituency Labour Parties and the Unions by 15th Jan – to carry on they need support of 5% of the constituency parties (the BBC said 30) OR 3 affiliate organisations, including 2 trade unions.  The members’ ballot opens on 21st Feb and runs to 2nd April.  Votes are redistributed if there is no clear winner.  Results announced on 4th April

An interesting background briefing on the Labour leadership candidates prepared by Dods is available here. It is worth a read to get to know the candidates better.

Fees and funding

The House of Commons Library has a new briefing paper on the Augar Review (Post 18 Education and Funding Review). The paper considers the recommendations of the Augar Review and the (page 26) initial responses to it from major HE bodies. The Government is rumoured to have made the decision on how they will respond (which parts they will adopt) of the Augar Review and intend to release their response at a suitable point (soon-ish!). Most likely the briefing paper has been produced because Education Questions will take place in Parliament next Monday.

And some Parliamentary questions:

Q -Baroness Bennett Of Manor Castle: following the announcement that nursing bursaries are to be reintroduced, what plans [the Government] have to support nurses, midwifes and other healthcare professionals with any debt incurred before the reintroduction to support their study and training.

A -Baroness Blackwood Of North Oxford:

  • We have committed to 50,000 more nurses in the National Health Service by 2025 and our new financial support package is crucial to delivering this.
  • Eligible pre-registration students on nursing, midwifery and many allied health students’ courses at English universities from September 2020 will benefit from additional support of at least £5,000 of non-repayable funding, with up to £3,000 additional funding for some students, who choose to study in regions or specialisms struggling to recruit, or to help with childcare costs, which they will not have to pay back.
  • The Government has no plans to introduce a scheme that will backdate the offer for students who completed courses in earlier years.

Q – Dr Matthew Offord (Hendon): To ask the Secretary of State for Education, what steps his Department has taken to introduce Sharia compliant student loans.

A – Chris Skidmore (Kingswood): The government remains committed to introducing an Alternative Student Finance product for tuition fee and maintenance loans. Details on implementation will follow the conclusion of the review of post-18 education and funding.

Select Committees

Parliamentary business has been laid to commence the election of the select committee chairs now the new Parliament has formed. We anticipate the chairs will be announced early in February.  Below is a diagram stating which party will chair each select committee.

There are several committees where the previous chairman has vacated their position through losing their seat, or where the chairmanship has switched from Labour to Tory to reflect Parliament’s new arithmetic (the number of chairs for each party is proportionate to the size of the party in Parliament).  These include the Treasury, health, transport and work and pensions committees.

There is a potential change on the horizon. In the past when a parliamentary session ends the chairmanship and membership of a select committee ceases – as it did when the 2019 general election was called. However, a parliamentary motion introduced this week seeks to remove the limit on the maximum length of time an individual can chair a committee. This would allow parliamentarians to become long-serving chairs. There is also a clause which stipulates that the Brexit committee will continue for another year, even though the department it shadows — DExEU — is being wound up at the end of January.

Education Debate

There was a major Education and Local Government debate within the House of Commons this week led by Gavin Williamson, Secretary of State for Education. On schools the debate covered content on: the minimum school funding (per pupil), rolling out free schools (Midlands, North and South West), extra funding to Councils to support children in care, capital funding for childcare provision within schools (for school aged children), an arts activities premium for secondary schools from 2021, school building safety – following advice in the independent Hackitt review,

Gavin Williamson also said:

  • The Government’s £3bn national skills fund would build on ongoing work to develop a national retraining scheme in underpinning economic prosperity.
  • Capital investment of £1.8bn into the further education estate.
  • The Government plans to create more mayors across England to devolve power away from Westminster via a devolution white paper.

Angela Rayner challenged the Government on the lack of response to the Augar review, particularly in relation to decision on the regulation of home education. She said: “While we are on the subject of Bills that are missing in action…The Augar review went from being a flagship to a ghost ship”.

SNP Shadow Secretary of State for Education, Carol Monaghan, asked the Minister whether a fee change would be forthcoming, further to the Augar review recommendations. She also raised concerns over the implications of Brexit on HE staff, research funding, infrastructure and collaboration: “A recent report from the Royal Society has shown that the UK’s share of EU funding has fallen by €500 million since 2015. There has also been a drop of 40% in UK applications to Horizon 2020. We are still in it just now, but we have had that drop because people do not have any certainty. The UK is now seen as a less attractive place to come and do research, with 35% fewer scientists coming to the UK through key schemes. That is of concern, as is Erasmus and what Brexit will mean for that programme”.

David Davis (Conservative) criticised the university tuition fees and loans scheme for delivering poor-quality education, high levels of expectations and low levels of outcome. He called for concerted action to tackle low productivity, including translational research, but also, “investment, education, infrastructure, magnet cities and garden villages”.

Previous chair of the Education Select Committee Robert Halfon welcomes the Queen’s Speech and said that he believes that “skills, social justice, standards and support for the profession should be the four interlocking foundations of this Government’s education programme.” He called on the Government to turbocharge adult learning, citing that adult learning is at its lowest since 1996 and that this county needs a world-class apprenticeships programme.

Halfon also raised concerns about disadvantaged pupils who are often 19 months behind by the time they reach their GCSEs, he called on the Government to have a “bold, assertive agenda that has compassion and aspiration right at its core.” Halfon told the chamber that the Government should offer top-quality childcare, to help plug the gap of disadvantaged children who are already left behind when they start primary school.

Shadow Minister for Northern Ireland Karin Smyth told the house that the Government has got it wrong in its implementation of apprenticeships, particularly by making the process more complicated for small and medium sized enterprises.

Janet Daby (Labour, Lewisham East) raised a number of concerns surrounding the funding of schools and local authorities. She told the house that “in the midst of a mental health crisis in young adults, we must do more to address the increasing lack of support in further education colleges.”

Steve McCabe (Labour, Birmingham, Selly Oak) welcomed the Secretary of State’s admission of the problems faced by pupils with special educational needs and disabilities. He also hoped that the new student visa would make it easier for people to come here to study, but noted that PhD students did not find it particularly easy to stay after they completed their doctorates.

Alex Norris (Labour/Co-op, Nottingham North) spoke about the educational trouble faced by working class boys, saying that it was caused by a cocktail of poor discipline, irregular attendance and below par curriculums. He called on the Government to have better curriculums based on international best practice; specific, targeted resource to augment the pupil premium; a focus on catching up for boys who fall behind at key stage 1; and the deployment of the best teachers in the most challenged schools, incentivised to work in the hard environments.

Bambos Charalambous (Labour) said there wasn’t enough school funding to reverse cuts on areas like school maintenance and a lack of further education.

You can read the debate in full here.

Skills gap

The Local Government Association (LGA) published a report (compiled by the Learning and Work Institute) considering 2030 projected skills gaps in England. It considers eight areas and quantifies potential loss of economic output due to the skills gaps. They conclude that 6 million people in England risk being without a job or in work they are over-qualified for by 2030. This is a similar message to the Government’s line on upskilling the workforce to plug business needs due to insufficient skills within the workforce. However, the LGA imagine a more localised solution to the skills gaps.  Key points:

  • 1 million low-skilled people chasing 2 million low-skilled jobs – a surplus of 3.1 million low-skilled workers
  • 7 million people with intermediate skills chasing 9.5 million jobs – a surplus of 3.1 million people
  • 4 million high-skilled jobs with only 14.8 million high-skilled workers – a deficit of 2.5 million

This note looks at the extent and nature of the potential skills gap that could be faced in the future through to 2030 – at both the level of England as a whole and in eight selected local areas:

  • Nottingham City
  • Staffordshire
  • Gloucestershire
  • Greater Lincolnshire
  • Essex, Southend and Thurrock
  • Lambeth, Lewisham and Southwark
  • North of Tyne
  • Southampton and Portsmouth

The LGA are critical of the current centrally-governed skills and employment system whereby £10.5 billion a year is spent by eight government departments and agencies across 20 different national schemes. Unsurprisingly the LGA is calling for the Government to use the Budget to devolve all back-to-work, skills, apprenticeship, careers advice, and business support schemes and funding to the local areas in which they are used. They envisage groups of councils across England with the power and funding to deliver a one-stop ‘Work Local’ service for skills, apprenticeship, employment, careers advice and business support provision. Bringing together local skills planning, overseeing job support including Jobcentre Plus and the Work and Health Programme and coordinate careers advice and guidance for young people and adults.

Cllr Kevin Bentley, Chairman of the LGA’s People and Places Board, said:

  • Millions of people face a future where they have skills mismatched for jobs at a huge cost to people’s lives and the local and national economy. Councils are ideally placed to lead efforts to help the Government bring growth and jobs to all parts of the country and ensure everyone is fully equipped with the skills they need to compete for future jobs.

Stephen Evans, Chief Executive of Learning and Work Institute, said:

  • Improving skills is central to making the 2020s a decade of growth. Other countries have continued to invest in skills, while progress in England has stalled over the last decade, the result of large cuts in England’s adult education budget which has left us lagging behind other countries and the number of adults improving their skills at a record low. We now need a decade of investment, in order to boost life chances,

Widening participation

A thought provoking HEPI blog considers the last 20 years of research published on addressing widening participation (WP) aims. It covers all the expected current topics from the BME attainment gap to the non-participation in HE by costal and/or rural areas. It highlights international approaches such as that from Australia and Canada explaining how studies addressed the same enduring gaps as the UK has now. Overall there are no magic solutions but the blog is reinvigorating in the way it brings all the WP themes together for fresh reconsideration. You can read the full blog here.

At Prime Minister’s Questions this week previous Head of the Education Select Committee, Robert Halfon said that despite improvement in educational standards and funding, white working-class boys underperform at every stage of education system. He questioned whether, in the context of large infrastructure projects expected, and the high value apprenticeships associated, whether the apprenticeship levy could be reformed to enable such young people to climb the skills ladder of opportunity. Boris responded that the House should follow Halfon’s advice and reform the apprenticeship levy, and intimated that the Education Secretary would update the House on this in due course.

And some Parliamentary questions:

Q – Lord Bourne Of Aberystwyth: To ask Her Majesty’s Government what progress they have made in improving education outcomes for Gypsy, Roma, and Traveller communities.

A – Lord Agnew Of Oulton:

  • The latest published data, including breakdowns for Gypsy, Roma and Traveller (GRT) pupils, relates to 2019 at key stage 2 and 2018 at key stage 4. At both stages, the data showed a small improvement in headline attainment measures for this group compared to the previous year. At key stage 2, the percentage of GRT pupils attaining the expected standard in reading, writing and mathematics rose from 19% in 2018 to 20% in 2019. At key stage 4, the percentage achieving grades 9-4 in English and mathematics rose from 11.8% in 2017 to 13.1% in 2018.
  • The government is taking significant steps forward to support attainment and progression for all pupils, including GRT pupils. Our education reforms, including those aimed at improving teaching; encouraging good attendance and behaviour; and strengthening the curriculum and examination system, are designed to improve opportunity and standards for all pupils. These reforms are underpinned by school accountability measures, which are intended to encourage schools to focus more closely on the attainment of all their pupils.
  • Through the pupil premium; we are addressing low economic circumstances. This is a key factor that predicts future educational outcomes, and affects a high proportion of GRT children. Since 2011, we have provided over £15 billion of this additional funding, with a further £2.4 billion being distributed in this financial year.

Life Sciences

Medical Science is one of BU’s strategic investment areas (SIA). Colleagues with an interest in this SIA area will be interested in the Life Sciences Industrial Strategy update which highlights progress in delivering the strategy since 2017. It covers:

  • NHS collaboration
  • Business environment
  • Reinforcing the UK science offer, including clinical research, data and genomics
  • Skills
  • Advanced therapies, including developing advanced therapies and advanced therapies manufacturing

The report notes very substantial progress in making the UK a more attractive place for life sciences companies to succeed and grow. These developments are the result of a strong collaboration between all aspects of this diverse industry – pharma, biotech, medtech, digital and diagnostics – the wider research community in the UK, the NHS and government. And states A substantial majority of the objectives in the Life Sciences Industrial Strategy have been met and more are being delivered now. Page 5 details the key achievements and page 10 onwards details the health and clinical research and development. Page 20 covers growing the skills base and workforce to deliver the life sciences industrial strategy. However, the content is limited and mainly covers AI and existing initiatives. It does not that the 2030 Skills Strategy will be published this year so we can expect more detail in the new future facing document. Page 21 briefly touches on commercialisation of university research.  You can read the sections that interest you most here.

Other news

Unconditional offers: Nottingham Trent have followed their public discussion on grade inflation last year by collaborating with The Times and publishing detail of their defence on conditional unconditional offers.  Wonkhe had an article by Mike Ratcliffe, their Academic Registrar.

Care Students: The Scottish Funding Council has published its National Ambition for Care-Experienced Students, which outlines its commitment to equal outcomes for those students by 2030.

Languages: The Financial Times responds to the HEPI language report, arguing that foreign language study should be made compulsory.

Social Commuting: The Guardian have a short, to the point, piece advising commuter students how to balance a social life with their commuting arrangements.

R&D – extending definition to cover the Creative Industries: Last week there was an interesting mini-debate following this question by Baroness Bull: To ask Her Majesty’s Government what consideration they have given to adopting a broader definition of research and development that includes, and incentivises, research and development investment in the creative industries. You can read the debate responses and follow on questions here.

Universities and Crime – a Parliamentary question

Q – Lord Taylor Of Warwick: To ask Her Majesty’s Government what discussions they have had with UK Universities about reports that universities are not reporting crime statistics.

A – Baroness Berridge:

  • Criminal acts and misconduct are unacceptable in our world-leading universities, which should be safe and inclusive environments. Universities are autonomous institutions, and it is for each provider to determine what information should be collected and reported. Institutions have no statutory requirement to report crime statistics but have a responsibility to ensure students feel safe and able to report incidents, and to provide robust policies and procedures to address all forms of misconduct.
  • Current recorded crime statistics cover incidents reported to police. Where an institution (or the victim themselves) report the matter to the police it will be recorded and therefore captured in crime statistics. The government is aware that third party organisations collate data relating to incidents reported as taking place in Higher Education Providers (HEPs) and officials monitor this information.
  • The government expects providers to keep records of incidents disclosed to them and act swiftly to investigate and address them, with police involvement where necessary. Effective data collection processes enable HEPs to review and analyse reported incidents and complaints to inform continuous improvement. HEPs should continue to break down barriers to reporting, to ensure students and staff feel safe and able to report incidents.
  • The government continues to work closely with Universities UK (UUK) on implementing its Changing the Culture framework. The most recent progress report, published in October 2019, showed that 72% of responding institutions had developed or improved recording of data on incidents with a more centralised approach. UUK are also supporting HEPs in handling misconduct and criminal offences, including working with the Police Association of Higher Education Liaison Officers to explore how to best support information sharing between police forces and universities, and government officials meet regularly with UUK representatives.

Subscribe!

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

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 20th December 2019

It’s our last update until the New Year – we give you the Queen’s speech (not that one, the one at the State opening) and the OfS annual review, to get you ready for what will be coming in the New Year. At the time of writing MPs are expected to pass the second reading of the EU Withdrawal Agreement Bill, paving the way for the more detailed third reading stage in January.

Happy Christmas and a happy new year to all our readers, and thank you for your patience in what has been a very interesting year!

Queen’s speech (again)

You can read the Queen’s Speech here along with the PM’s introduction and briefing notes about all the legislation etc. The Executive Summary in this briefing document sets out the legislative programme clearly.

This Queen’s Speech will deliver Brexit on 31 January and allow the Government to deliver on people’s priorities and unleash the country’s potential. The Government’s first priority is to deliver Brexit on 31 January and to negotiate an ambitious free trade agreement with the EU that benefits the whole country This Queen’s Speech sets out how we will seize the opportunities created by Brexit:

  • The European Union (Withdrawal Agreement) Bill will ratify the deal secured by the Government in October, delivering Brexit.
  • The Agriculture Bill will reform UK agriculture by improving environmental protections and strengthening transparency and fairness in the supply chain.
  • The Fisheries Bill will enable us to reclaim control over our waters, ensuring the sustainability of our marine life and environment.
  • The Trade Bill will establish the Trade Remedies Authority to protect UK industry from unfair trading practices.
  • We will end free movement and pave the way for a modern, fairer points based immigration system.

You will remember that “The Home Secretary has commissioned the Migration Advisory Committee (the MAC) to consider points-based systems, including the Australian immigration system and other international comparators. The MAC is due to report in January 2020.”

And this from the more detailed briefing:

Our new single system will allocate points on a range of criteria in three broad categories and it will be focused on skills and talents, not nationality:

  • Migrants who have received world-leading awards or otherwise demonstrated exceptional talent and sponsored entrepreneurs setting up a new business or investors.
  • Skilled workers who meet the criteria of the points-based system and have a job offer.
  • Sector-specific workers who enter on schemes for low-skilled work, youth mobility or short-term visits. These provide no route to permanent settlement and will be revised on an ongoing basis based on expert advice from the MAC.

Although it isn’t mentioned in the briefing, this was the October 2019 briefing on graduate employment rights

  • A Private International Law (Implementation of Agreements) Bill will provide a clear framework for cross-border resolutions for individuals, families and UK businesses involved in international legal disputes.
  • We will provide certainty, stability and new opportunities for the financial services sector.

The Speech sets out a number of proposals to invest in and support our public services:

  • Legislation will enshrine in law the largest cash settlement in the NHS’s history and we will deliver the NHS Long Term Plan in England to ensure our health service is fit for the future.
  • A Medicines and Medical Devices Bill will ensure that our NHS and patients can have faster access to innovative medicines, while supporting the growth of our domestic sector.
  • We will also pursue reforms to make the NHS safer for patients.
  • We will provide extra funding for social care and will urgently seek cross-party consensus for much needed long-term reform so that nobody needing care should be forced to sell their home to pay for it.
  • We will continue work to modernise and reform the Mental Health Act to ensure people get the support they need, with a much greater say in their care.
  • We will increase levels of funding per pupil to ensure all children can access a high quality education.

This is from the more detailed briefing on education

  • The Government is giving schools a multi-billion pound boost, investing a total of £14 billion more over three years, on top of £5 billion for teacher’s pensions. Overall, that translates to £150 million a week. The core schools budget will be £7.1 billion higher in 2022-23 compared to this year.
  • Every school will have more money for every child and we will level up minimum per-pupil funding for secondary schools to £5,000, and primary schools to £3,750 next year, and £4,000 the year after.
  • From next year, we will legally require all local authorities to deliver the minimum per-pupil funding in their local area. And that will be an important first step towards delivering this funding directly to schools, through a single national formula, so that it is fair and equitable for every school in the country.
  • It is vital we ensure that the pay offer for teachers is positioned at the top of the graduate labour market – ensuring we recruit and retain a world class profession – and that is why we have announced plans to significantly raise starting pay to £30,000 nationally by September 2022.
  • The Government will also continue to expand the successful free schools programme, promoting choice, innovation and higher standards to kick-start wider improvement.
  • The Government wants to bring renewed focus to further and technical education, and will ensure our post-16 education system enables young people and adults to gain the skills required for success and to help the economy.
  • This means an extra £400 million for 16-19 year-old education next year, an increase of 7 per cent overall in 16-19 year-old funding and the biggest injection of new money in a single year since 2010.
  • There will also be additional investment in T Levels, supporting continued preparation for these courses with the first three starting from September 2020.
  • The Government will invest an additional £3 billion over the course of this Parliament to support the creation of a ‘National Skills Fund’.
  • The Government will invest £8 billion over five years in a rebuilding programme to upgrade the entire further education college estate.
  • The Government are also planning to establish 20 Institutes of Technology across England- unique collaborations between further education colleges, universities, and employers –– offering higher technical education and training in science, technology, engineering and maths subjects, to give people the skills they need for key sectors such as digital, construction, advanced manufacturing and engineering.
  • The Government is committed to making sure higher education funding reflects a sustainable model that supports high quality provision, maintaining our world-leading reputation for higher education and delivering value for money for both students and the taxpayer.
  • The Government will ensure that our universities are places where free speech can thrive, and will strengthen academic freedoms.
  • The Government wants to ensure we deliver better value for students in post- 18 education, have more options that offer the right education for each individual, and remove barriers to access for disadvantaged young people.
  • The Government is considering the thoughtful recommendations made in the Augar Review carefully.
  • The Government will boost Ofsted inspection so that parents can be confident they have the fullest picture of quality at their child’s school. We will consult on lifting the inspection exemption so that outstanding schools are inspected routinely.
  • To ensure children are getting an active start to life, The Government will invest in primary school PE teaching and ensure that it is being properly delivered. The Government wants to do more to help schools make good use of their sports facilities and to promote physical literacy and competitive sport.

The Speech sets out a variety of measures to support workers and families:

  • An Employment Bill will enhance workers’ rights, supporting flexible working, extending unpaid carers’ entitlement to leave and ensure workers keep their hard earned tips.
  • A Renters’ Reform Bill will enhance renters’ security and improve protections for short-term tenants by abolishing “no-fault” evictions and introducing a lifetime deposit.
  • To ensure residents are safe in their homes, we will bring forward measures to implement the most urgent recommendations from the first phase of the Grenfell Tower Public Inquiry. We will also publish a draft Building Safety Bill to implement the recommendations of Dame Judith Hackitt’s review of building regulations.
  • Recognising our commitment to making the UK the safest place to be online, we will continue to develop an Online Harms Bill.
  • The Pension Schemes Bill will enable people to better plan their saving for later life and improve the protection of people’s pensions, strengthening the regulator’s powers to tackle irresponsible management of pension schemes.
  • We will reduce the cost of living, including through increases to the National Insurance threshold and the National Living Wage.

The Speech reaffirms our commitment to strengthening the criminal justice system, ensuring it keeps people safe:

  • A Counter Terrorism (Sentencing and Release) Bill will ensure the most serious and dangerous terrorist offenders stay in prison for longer.
  • A Sentencing Bill will ensure the most serious and violent offenders serve more of their sentences in custody.
  • A Serious Violence Bill will place a duty on public bodies to work together to identify and tackle early factors that can lead to crime and ensure the police can more easily stop and search habitual knife carriers.
  • A Police Powers and Protection Bill will establish a Police Covenant and ensure the police are able to fully conduct their duties by providing them with additional support and protection.
  • Recognising the pain felt by victims and their families when offenders refuse to disclose certain information about their crimes, the Prisoners (Disclosure of Information about Victims) Bill will require the Parole Board to take this into account – a version of “Helen’s Law”.
  • The Divorce, Dissolution and Separation Bill will remove unnecessary conflict during the divorce process, in which children are so often caught up, while ensuring that divorce remains a carefully considered decision.
  • We will re-introduce the Domestic Abuse Bill, strengthening protections for victims and providing new enforcement mechanisms.
  • The Extradition (Provisional Arrest) Bill will empower police officers to immediately arrest someone wanted for a serious crime committed in a trusted country, without having to apply to a court for a warrant first.
  • We will consider proposals to deal more effectively with foreign national offenders, including increasing the maximum penalty for those who return to the UK in breach of a deportation order.
  • We will set up a Royal Commission to improve the efficiency and effectiveness of the criminal justice process.

The Speech sets out how we will improve our infrastructure and level up opportunity across the country:

  • We will invest in public services and infrastructure while keeping borrowing and debt under control and will publish a National Instructure Strategy.
  • We will accelerate the delivery of fast, reliable and secure broadband networks to millions of homes, with legislation to make it easier for telecoms companies to install digital infrastructure and to ensure all new homes are built with reliable and fast internet.
  • The Air Traffic Management and Unmanned Aircraft Bill, will maintain our position as a world-leader in aviation by modernising our airspace, making journeys quicker, quieter and cleaner whilst also tackling the unlawful use of unmanned aircraft (drones).
  • Legislation will be brought forward to ensure that minimum levels of service are maintained during transport strikes so that hard-working commuters can still get to work.
  • We will develop measures to ensure people can get home quickly when an airline goes bust.
  • In response to the Williams Review, we will publish a White Paper containing reforms that address passengers needs while providing value for the taxpayer and delivering economic benefits across the UK.
  • A draft National Security and Investment Bill will strengthen the Government’s powers to investigate and intervene in business transactions (takeovers and mergers) to protect national security.
  • To maintain the UK’s position as a global science superpower, we will boost public R&D funding, launch a comprehensive UK Space Strategy and develop proposals for a new funding agency.

The detailed note says:

To build on our world-leading excellence in science and deliver solutions to some of the world’s greatest challenges we are:

  • Setting out plans to significantly boost public R&D funding.
  • Backing a new approach to funding high-risk, high-payoff research in emerging fields of research and technology. The Government will work with industry and academics to finalise this proposal.
  • Introducing a new fast-track immigration scheme for the best and brightest scientists and researchers.
  • Reducing bureaucracy in research funding to ensure our brilliant scientists are able to spend as much time as possible creating new ideas.
  • Establishing a new National Space Council and launching a comprehensive UK Space Strategy.
  • The R&D funding plans the Government will unveil will help accelerate our ambition to reach 2.4 per cent of GDP spent on R&D by 2027. This boost in funding will allow the UK to invest strategically in cutting-edge science, while encouraging the world’s most innovative businesses to invest in the UK.
  • Under our new funding plans the Government will prioritise investment in industries of the future where the UK can take a commanding lead – such as life sciences, clean energy, space, design, computing, robotics and artificial intelligence. The Government will drive forward development of these technologies by investing in hubs around world-leading universities.
  • Some of this new R&D spending will go towards a new approach to funding emerging fields of research and technology. It will provide long term funding to support visionary high-risk, high-pay off scientific, engineering, and technology ideas, and will complement the UK’s existing world class research system.
  • The Government will increase the tax credit rate to 13 per cent and review what R&D-related costs qualify for tax credits, so that important investments in cloud computing and data, which boost productivity and innovation, are also incentivised.
  • Removing unnecessary bureaucracy in the science funding system will help ensure all UK investments have the greatest possible impact by cutting the time wasted by scientists filling out forms.
  • The UK’s new fast-track immigration scheme for top scientists and researchers will help significantly enhance the intellectual and knowledge base of the UK. The changes to the immigration system will:
  • Abolish the cap on numbers under the Tier 1 Exceptional Talent Visas;
  • Expand the pool of UK research institutes and universities able to endorse candidates; and
  • Create criteria that confer automatic endorsement, subject to immigration checks.
  • Under the current Tier 1 Visa system, the immigration system already:
  • Ensures dependents have full access to the labour market;
  • Removes the need to hold an offer of employment before arriving; and
  • Provides an accelerated path to settlement.
  • This new immigration scheme will support our world-leading research by ensuring that UK teams can recruit the best skills and talent from abroad. We will continue to collaborate internationally and with the EU on scientific research, including with the EU through Horizon.
  • The Government will unlock long-term capital in pension funds to invest in and commercialise our scientific discoveries, creating a vibrant science-based economy post-Brexit.

 

  • We will publish a White Paper to reiterate our commitment to levelling up opportunities and investment in the regions across England.
  • We will reform business rates to protect high streets and communities from excessive tax hikes and keep town centres vibrant. We will bring forward the next business rates revaluation and make future revaluations in England more frequent.

This Queen’s Speech deepens our commitment to safeguarding the natural environment for future generations:

  • Our landmark Environment Bill will protect and preserve the planet for generations to come. It will establish a new Office for Environmental Protection, increase local powers to tackle air pollution, introduce charges for specified single use plastic items, and ban exports of polluting plastic waste to non-OECD countries.
  • We will also continue to take steps to meet the world-leading target of net zero greenhouse gas emissions by 2050.
  • We will introduce legislation to promote and protect animal welfare, including measures to increase maximum sentences for animal cruelty, to ensure animals are recognised as sentient beings, and ban the import and export of trophies from endangered animals.

The Government will continue to work to strengthen the bonds between the different parts of the UK and to safeguard its constitution and democratic processes:

  • We will continue to uphold the constitutional integrity of the UK, working constructively with the devolved administrations and their legislatures to ensure our Union continues to flourish.
  • We will urgently pursue the restoration of the devolved power-sharing government at Stormont to ensure the people of Northern Ireland have the political leadership of their elected local representatives.
  • We will set up a Constitution, Democracy and Rights Commission to consider the relationship between Government, Parliament and the courts and to explore whether the checks and balances in our constitution are working for everyone.
  • We will take forward work to repeal the Fixed-term Parliaments Act.
  • We will protect the integrity of our democracy and elections, tackling electoral fraud through the introduction of voter ID and banning postal vote harvesting.

The Speech confirms our determination to celebrate and support the work of our courageous armed forces and to retain and enhance the UK’s global status and reach as we leave the EU:

  • We will continue to invest in our Armed Forces and honour the Armed Forces Covenant.
  • We will continue to uphold the NATO commitment to spend at least two per cent of national income on defence.
  • We will legislate to bring an end to the unfair pursuit of our Armed Forces through vexatious legislation.
  • We will seek the prompt implementation of the Stormont House Agreement to provide both reconciliation for victims of the Troubles in Northern Ireland and greater certainty for military veterans.
  • The Prime Minister will undertake an Integrated Defence, Security and Foreign Policy Review – the deepest review of these issues since the end of the Cold War.
  • We will secure ambitious new trade deals with our international partners across the world.
  • We will take forward our commitment to ban public bodies from imposing their own direct or indirect boycotts, divestment or sanctions campaigns against foreign countries.
  • Finally, this Government will champion Conservative values and put a strong United Kingdom front and centre in the world. We will champion the UK’s interests and uphold our values of the rule of law, freedom of expression, and the importance of human rights on the international stage. We will continue to work alongside our international partners to tackle the most pressing global challenges, including terrorism and climate change.

Research funding

We have mentioned the government’s promises on research funding above. Wonkhe have done some analysis

  • The ten-year science and innovation investment framework launched to much fanfare in 2004 made a similar promise, but ultimately didn’t deliver. Given 2.4 per cent is a “whole economy” target, i.e. made up of both public and private sector spending, we’d argue that what really counts this time is the pledge made by the Prime Minister during the election that a returning Conservative government would increase its annual investment in research and development to £18 billion by 2024/25.
  • Clearly that level of investment will need to ramp up over time to address capacity issues in the research sector: the UK will need thousands more research workers in universities, businesses and research institutes and the wider public sector.
  • Interestingly, the Conservatives’ costings document appears to only indicate a rise to just over £14 billion public investment in research and development by 2023/24, so these pledges will also need ongoing scrutiny. And we will need a strategic plan to deliver this level of change and that plan will need to show how the government will leverage private investment, alongside its own, to deliver on the GDP target as soon as possible.

Office for Students Annual Review

The Office for Students have issued an annual review which defends their approach to date and sets out some continuing and  new frontiers for intervention in the sector. The headline lets you know what is coming: England’s universities world class, but pockets of poor provision letting students down.

Before we get stuck into the detail, there is some analysis of this and the OfS board papers from Wonkhe – Jim Dickinson on plans for student protection:

  • The interesting question here is what students actually expect in each of those areas, where they get those expectations from, and what happens if the expectation doesn’t match the reality.
  • For example – a university website that boasts ”there’s lots of support available to you… no problem is too big or no worry too small for our team of experts, and there are plenty of services so you can choose the one that’s best for you” might not be setting an appropriate expectation of its waiting lists to access these services are over a term long.
  • Similarly, a university boasting that “students experience an open, informal study environment with teachers and students usually on a first-name basis… a more collaborative approach, where students are respected as junior colleagues and their opinions valued and encouraged by more experienced peers” sounds great, but may be hard to access if there’s 300 people on all your modules.
  • A student enrolled at a university whose assessment policy says that “you will normally receive work back within three weeks” and claims “you will be allocated a supportive personal tutor” might reasonably have rights to redress if all their marks take six weeks to appear, and if they get to their final year having never met their personal tutor.
  • Much of this sort of stuff isn’t in contracts now, but is certainly implied in prospectuses or university policies – and what this probably points to is providers having to be much more specific about the nature, quality and level of service on offer – both to help students compare, and enable them to enforce their rights if it doesn’t materialise.

And David Kernohan on the OfS board papers – he has a whole advent calendar full of points (26) but we’ve pulled out a few

  • 13) More publications on the way. There’ll be more guidance on value for money transparency expectations in early 2020, which may include a consultation (and thus, we guess, changes to the regulatory framework)
  • 14) We’ll be getting the results of a survey of students and graduates about VfM views in March 2020.
  • 15) There’s a consultation coming very soon, which may mean changes to the regulatory framework to help tackle harassment and sexual misconduct.
  • 19) The Student panel have been getting stuck into TEF, and they reckon the purpose of TEF should be to “incentivise continuous improvement” within providers rather than to guide student choice, which tells its own story. They don’t like the current stratification of awards (Bronze can still mean bad), but they do fancy an increased number of awards to identify providers with greater precision.
  • 20) The panel also “appreciated the level of student engagement” included within the subject-level pilot and supported “increasing the level of direct engagement and introducing more qualitative data to TEF”. There was even support for “less reliance on NSS data” as there was a feeling that “it could be gamed” and that low response rates “can lead to unreliable data which then can’t be used”.

So back to the Review.  Nicola Dandridge says:

  • ‘It is simply wrong to suggest that criticism of poor-quality provision and poor outcomes for students, when appropriate and evidenced, amounts to disloyalty that will damage the reputation of English higher education. Indeed, the reality is exactly the opposite: saying that everything is perfect in every university and college, when it plainly is not, is dishonest and corrosive, and ultimately will do more damage by undermining trust and confidence.
  • ‘More to the point, it is not in the interest of students. The OfS seeks to be honest about the experience students receive, however uncomfortable that may be. That is our job. In this, we take our cue from the principles that underpin the institutions we regulate: universities are places of intellectual exploration and, above all, honest enquiry. By drawing attention to the evidence, and to areas of concern as well as outstanding strength, we aim to offer challenge, support and opportunity for improvement that will make our exceptionally strong higher education sector even stronger

The blog summarises the areas of focus:

  • Within the OfS’s broad agenda, Ms Dandridge highlights three key issues that the OfS will pay particular attention to in the year ahead: admissions and recruitment, the quality of information for prospective students, and improving the quality of teaching and courses. To address the first of these issues, the OfS plans to launch a review of the admissions system. Ms Dandridge says:
  • ‘To the extent that the existing system is not serving students’ needs in a fair, transparent and inclusive way, it must change, and we will consult widely with students, schools, providers and others to understand their views and perspectives.
  • ‘We will also consider ways of addressing increasing concerns about some student recruitment practices. Students can be offered enticements and inducements which are often not in their best interests, at a time when they may be especially vulnerable. In particular, we will continue closely to monitor the impact of the damaging growth of ‘conditional unconditional’ offers that require students to commit to a particular course.’
  • Reforming admissions practices is one way of addressing entrenched gaps in access and participation in higher education which, historically, universities and colleges have been too slow to address. Ms Dandridge continues:
  • ‘What we have seen in the past is ‘slow but steady’ improvement. The trouble is that slow and steady is too slow when people’s livelihoods and opportunities are at stake. That is why we are now looking for a radical improvement in progress.
  • ‘There is work to do to dispel wider, persistent myths and misperceptions about access and participation: that universities and colleges cannot be expected to compensate for poor schooling and wider social inequalities; that contextual admissions are unfair; that disadvantaged students will always do less well in their degrees. Research shows that if students from disadvantaged backgrounds are helped to make the right choice of what and where to study, and given the support that they need during their time in higher education, they can end up performing just as well as, if not better than, their more privileged peers.’
  • The second of three issues identified by Ms Dandridge as priorities for the year ahead is improving the quality and reliability of information available for prospective students:
  • ‘Providers registered with the OfS must demonstrate that the information on their websites and marketing materials is accurate and accessible. At a time when questions are being asked, and concerns raised, about the value of a higher education degree, it is more important than ever that students are able to make informed choices about what and where to study based on clear, correct information. There can be no place for false and misleading advertising in how universities sell themselves to prospective students, or a lack of clarity about their rights.
  • ‘We cannot have a situation where students’ expectations are raised unrealistically before they go to university, only to be dashed when they get there. Such marketing is clearly within the scope of consumer protection law, and we will act swiftly and decisively where we find evidence of breach.’
  • The third priority identified is how universities, colleges and other higher education providers address concerns identified by the new regulatory system – particularly the quality of teaching. Ms Dandridge says:
  • ‘As our attention turns to regulating the providers we have now registered, we now plan to use our regulatory tools to support improved quality of teaching and courses. We plan to consult on whether our requirements for quality are sufficiently demanding to ensure that all students receive a good education.
  • ‘We set numerical baselines for indicators such as continuation, completion and employment as part of our assessment of the outcomes delivered for students. Our view is that a minimum level of performance should be delivered for all students, regardless of their background or what and where they study. We will consult on raising these baselines so that they are progressively more demanding and using our regulatory powers to require providers to improve pockets of weak provision.’

In the main document, there are some interesting points:

Registration:

  • Over 500 applications were received from higher education providers to join the OfS register.
  • A total of 387 providers were registered.
  • Eight providers were refused registration
  • The majority of applications (446) and registrations (330) were for the ‘Approved (fee cap)’ category, which allows providers to charge tuition fees up to the higher limit.
  • The majority of providers on the Register (373) had been regulated under the previous higher education regulatory systems. 14 providers not regulated under the previous systems have been registered

And the process has not been without challenges:

  • The vast majority of registered providers have had some form of regulatory intervention imposed. Some have had more than one intervention applied to them. Only 12 providers had no interventions as part of the registration decision. The total number of interventions applied as of 23 October 2019 was 1,109.
  • Most interventions (615) took the form of a formal communication. There were 464 requirements for enhanced monitoring, and 30 specific ongoing conditions were imposed.
  • As Table 1 on page 23 shows, interventions have been imposed across all of the conditions of registration. The majority relate to the first condition, on access and participation plans. This is in large part a reflection of our level of ambition and challenge in relation to access and participation.
  • Fair access and participation is an important OfS objective, and there is an expectation of continuous improvement in reducing the gaps between the most and least advantaged students in access, student success and progression into further study and employment. Many providers not considered to be at increased risk for other conditions of registration were judged to be at increased risk for this condition. The greatest number of interventions (229) have been made to improve progress on access and participation by those universities and colleges that wish to charge higher tuition fees. 

And what does the future hold:

  • There are notable gaps in the data we collect on students’ wellbeing. We are developing ways of capturing more data and as a first step have produced experimental statistics on background characteristics including sexuality and gender identity, which will cover mental health.
  • We intend to publish a consultation document laying out our expectations for universities and colleges in terms of preventing harassment and sexual misconduct, and dealing appropriately and effectively with reports of infringements
  • We will work to improve the quality of the academic and pastoral experience of students, using our powers of monitoring and intervention where appropriate.
  • We will:
  • Explore expanding the NSS survey to cover all years of a student’s course.
  • Continue to fund and evaluate priority areas such as mental health.
  • Set out our expectations of universities and colleges in preventing and dealing with incidents of harassment and sexual misconduct.
  • Following the outcomes of the independent review of the TEF, develop the scheme to increase its future role in securing high-quality teaching and learning in the sector.
  • To ensure we fully understand students’ ideas about value for money, and to maintain pressure on universities and colleges to deliver it in the future, we will:
  • Consider putting a question in the NSS about value for money.
  • Encourage universities and colleges to be more transparent in their value for money plans about how student fees are spent.
  • Continue to monitor the pay of senior staff, and consider taking action if it is unjustified.

On 20th December, Nicola Dandridge published a blog with similar themes:

  • …students reported valuing the quality of teaching and the learning environment above everything else. This chimes with the discussions I have had with students over the past 18 months, during which the quality of their courses and the academic support on offer was raised again and again – but not always in complimentary terms. Addressing poor quality provision, where it exists, has been one of our top priorities and will continue to be into the future
  • In particular, we are deeply concerned that some students – disproportionately from disadvantaged backgrounds – are recruited inappropriately on to poor quality courses and left to flounder without the support they need to succeed. Many end up dropping out altogether – a terrible waste of talent.
  • Over the course of the next year, we will champion areas where universities and colleges are doing great things. Where there are examples of good practice from which others can learn, we will promote them. We want to get the balance right between promoting good practice where we can, while never shying away from identifying and addressing poor practice and speaking openly about what we are doing

Prevent statistics

From Wonkhe: The Home Office has published statistics on individuals referred to and supported through the Prevent programme for April 2018 to March 2019. Of 1,887 cases reported by the education sector (the largest single sector in terms of referrals), only 324 linked explicitly to Islamic extremism – 530 cases specified right wing extremism. David Kernohan asks if we should be thinking again.

Nursing bursaries are back

In an announcement trailed in the Conservative manifesto the government has confirmed the reintroduction of maintenance support for nursing (and other healthcare) under=graduates, with more details to follow in the New Year.

Students will receive at least £5,000 a year, with up to £3,000 further funding available for eligible students, including for:

  • specialist disciplines that struggle to recruit, including mental health
  • an additional childcare allowance, on top of the £1,000 already on offer
  • areas of the country which have seen a decrease in people accepted on some nursing, midwifery and allied health courses over the past year

This means that some students could be eligible for up to £8,000 per year, with everyone getting at least £5,000. The funding will be available from next year. Further details on who can access the support will be available in early 2020.

The funding will not have to be repaid by recipients. Students will also be able to continue to access funding for tuition and maintenance loans from the Student Loans Company.

What about the Youthquake?

The day of the election, twitter was full of pictures of long queues of students at University polling stations waiting to vote. Students were encouraged by the Labour party to vote tactically.  HEPI have a blog about the impact and David Kernohan of Wonkhe did some more intensive analysis.

Nick Hillman says:

  • The embers of Labour’s defeat are now being pored over for clues on how they might do better next time. It would be wrong to assume that appealing even more to students is likely to boost Labour significantly at the next election, at least with regard to these seats. This is because, despite the general swing away from Labour, Labour held on to all 18 out of 20 that they already held, with the two Scottish seats staying in the hands of the SNP. When you already hold 90 per cent of the most student-dominated seats, there isn’t much further room for improvement.
  • Indeed, if anything, our tentative results support the idea that Labour’s problem is among less well-educated older people than it is more well-educated younger people.

David asks:

  • Are constituencies with universities in likely to see changes in the size of the majority of the winning party, or changes in voter turnout?
  • Turnout is down on 2017 (with a wet December day certainly playing a part in this trend). Intriguingly, turnout fell more in seats now held by Labour, and less in seats held by the SNP. SNP seats, too, saw a polarisation effect – the majority is higher for the winning party on a higher turn out. Conservative seats tended towards a falling turnout and a rise in polarisation.
  • But there was no way of associating “university seats” with these trends. Behavior was indistinguishable from non-university seats. More generally, if you are looking for an “anyone but the tories” get-the-vote-out pattern in any seat in England you will look in vain. Like other elections before it, 2019 was not the tactical voting election.

Updated UCAS data

UCAS issued more data about the 2019 admissions cycle. There were headlines about unconditional offers (they went up) with some faux outrage associated with it (the bit Ministerial assault on conditional unconditionals came too late for any institution to change its policy for 2019.

From the UCAS reports – main report

  • Clearing acceptances have been on the rise for several years. This continues into 2019. Over 34,000 UK 18 year olds secured a place through Clearing – the highest number on record. This figure accounts for 14% of all placed UK 18 year old applicants.
  • On A level results day this year, almost all UK universities and colleges had courses available in Clearing. This covered over 30,000 courses.
  • Clearing covers a broad range of subject areas. This includes typically highly selective courses, such as preclinical medicine (over 400 placed through Clearing, comprising 7.9% of all UK 18 year old acceptances to this subject) and mathematics (over 600 placed through Clearing – 14% of acceptances to this subject).
  • 2019 also brought the highest ever proportion of places secured through Clearing at higher tariff providers – 9.8%, compared with 8.3% in 2018.
  • New in 2019 was the option for placed applicants to ‘self-release’ online into Clearing. Nearly 16,000 UK 18 year olds with main scheme places took advantage of this option, with over 11,000 of these placed on a new course.

On unconditional offers:

  • In 2019, 20.6% of these applicants selected their conditional unconditional offer as their first choice, compared to 25.6% in 2014. Despite applicants needing to select their conditional unconditional offer as their first choice if they wish it to become unconditional, they are now only marginally more likely (1.3 percentage points) to select their conditional unconditional offer as their first choice than any of their other offers individually.
  • Applicants with unconditional offers were less likely to report feeling stressed when waiting for their exam results. In 2019, over 30,000 English, Welsh, and Northern Irish 18 year old applicants told us how they felt whilst waiting for their exam results. Figure 3 shows applicants with an unconditional offer at their first choice were less likely to feel stressed, worried or uncertain while waiting for results, and more likely to feel calm.
  • Men receiving an unconditional offer are, on average, 15.5 percentage points more likely to miss their predicted attainment by three or more grades than if they had received a conditional offer.
  • Women are, on average, 9 percentage points more likely than if they had received a conditional offer.
  • However, men with conditional offers are less likely to miss their predicted attainment by three or more grades than women with conditional offers. The net effect of the above is that men and women with an unconditional offer have similar attainment relative to predicted grades.
  • Overall, POLAR4 quintile 5 applicants are least likely to miss their predicted attainment by three or more grades (and quintile 1 most likely).
  • However, modelling did not show a significant difference between POLAR4 quintiles in the impact of an unconditional offer on attainment.
  • When the OfS talk about incentives, this is what they mean – UCAS have some data:
    • Based on responses from over 30,000 applicants in 2019, 54% of 18 year old applicants in England, Northern Ireland, and Wales reported receiving an offer with an incentive to select the provider as their first choice.
    • Of those:
    • 56% reported receiving an offer where the provider would change the conditional offer to unconditional (a conditional unconditional offer)
    • 30% reported receiving an offer promising a guaranteed place in university halls
    • 17% reported receiving an offer which would include a scholarship, bursary or cash payment
    • The biggest change in the responses to this question was in the promise of a lower grade offer or entry requirement as an incentive for selecting the provider as their first choice. In 2018, 23% reported receiving this type of offer. In 2019, this proportion has risen to 36%.
    • UCAS’ terms of engagement require providers to communicate their offers through the UCAS system. This promotes transparency and provides consistency in experience for applicants.
    • However, survey data suggests 30% of applicants who received any type of incentivised offer only received them directly from the provider – via post or email.
    • When looking at applicants who received an offer which would be changed from conditional to unconditional if selected as their first choice, 26% reported only receiving it via post or email, and that it was not mentioned in their offer conditions.

    All very interesting stuff for the OfS when doing their review of admissions.

    Wonkhe have an article

    • With only one in five 18 year olds meeting or exceeding their predicted grades in 2019, there are clearly questions to be asked
    • However the margin of error is highly predictable – predictions generally lie within 2-3 points above the actual grades, and this year’s figure is 2.35 points. There are differences based on attainment – higher predicted grades are likely to mean a smaller average difference – and more likelihood that an applicant would meet or exceed predicted grades.
    • ….The emphasis in guidance and reporting is that predicted grades should be seen as one part of a holistic system – a nod to more contextual approaches to admissions playing a wider role. Intriguingly there has been a rise in the acceptance rates for applicants holding three E grades over last year.

    Subscribe!

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

    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 13th December 2019

It’s a full moon on polling day and the results will be announced on Friday the 13th! Superstitions aside we’re issuing your policy update early this week before the election outcomes are announced so you can focus on all the educational news. Fear not, we’ll bring you all the election fall out and early outcome scenarios in a post-election special edition.

Measuring Up the Educational Manifestos

We’re not including the myriad of speeches and party declarations this week. However, worth a short mention is the Education Policy Institute (EPI) who have (like many others) analysed the five main parties’ manifestos, compared them against EPI costings, and considered what the impact would be from an independent perspective. They conclusions don’t paint the rosiest of futures for the education sector:

  • Although all parties have made bold pledges about reducing opportunity gaps and raising educational attainment, the policies in their manifestos are unlikely to deliver on these aspirations.
  • Despite a large proportion of the attainment gap between poor children and the rest emerging before entry to school, party policies seem to focus on improving childcare for employment and cost of living reasons, rather than focusing on high quality early years education. While Labour and the Liberal Democrats are making major funding commitments in this area, there are serious questions about whether their policies can be delivered effectively and secure high quality and value for money over the limited implementation periods envisaged. The Conservatives give no indication of whether they will take action to improve the quality and progressiveness of early years entitlements.
  • All major parties are pledging additional funding for schools, colleges and special needs education – with Labour and the Greens committing to the biggest increases. This could help to deliver effective interventions and may improve teacher retention. But under Conservative policies, there will be a relative shift in funding away from schools with higher levels of disadvantage – and this attempt to “level up funding” could widen the disadvantage gaps in attainment. Both Labour and the Liberal Democrats may have under-estimated the cost of their policies on free school meals, and this could require funding to be diverted from other parts of the schools budget.
  • Large policy differences have opened up between the parties over school inspection, school testing and performance tables. The current system of accountability is in need of improvement, but education research suggests that Labour and Liberal Democrat plans to scrap primary tests and move to lower stakes inspection could damage attainment, and might particularly pose a risk to improving outcomes for the most vulnerable learners. The Conservatives do not commit to improving the current system or addressing any of its negative incentives and impacts.
  • Party policies on post 18 education are particularly disappointing. Labour proposes that its most expensive education policy should be allocating around £7bn to scrap university tuition fees, even though this may not improve participation, or the access of vulnerable groups. The Conservatives offer few policies on higher education, and the one concrete measure (reduced interest rates on student loans) would disproportionately benefit higher earners. The Liberal Democrats appear to be offering a similar “Review” to those included in their two previous manifestos.
  • While all parties are committed to additional education funding over the years ahead, there is a high level of uncertainty about the revenues which have been earmarked for such funding. The Conservative plans assume that the growth impact of Brexit will be moderate; the Labour plans assume the same, and also rely upon large tax revenues from a limited number of sources; meanwhile, the Liberal Democrats are banking on a “Remain Bonus”, and revenues from uncertain sources such as tax avoidance. With all parties, it is unclear how education spending plans would be altered if the projected revenues isn’t realised and cuts have to be made.

Natalie Perera, Executive Director and Head of Research at the Education Policy Institute, said:

  • “All of the main parties are united by one thing – bold ambitions to raise attainment and close gaps. However, our analysis shows that while each party has some well-designed and helpful policies, none has a properly evidence-based strategy to meet their ambitions”

A NUS General Election survey with healthcare students found that 68% of students (with a loan) are more likely to vote for a party because they plan to bring back maintenance grants post-election. Claire Sosienski Smith, NUS Vice President (Higher Education) also mentioned the NUS Homes Fit for Study Report which said 1 in 6 students are unable to keep up with their rent payments. She said “we know that a student finance system based on individual debt is fundamentally flawed.” This was reinforced by the recent General Election survey with 2 out of 3 students stating they did not have enough money left to pay for everything once they had paid their rent and 43% rely on their bank overdraft. Healthcare students particularly raised issues of having to fund placement expenses up front, inadequate hardship funding systems and paramedics who are unable to access reimbursement for placements.

Also hitting the news this week are the health care courses at risk due to the bursary removal recruitment crisis – podiatry, radiotherapy, prosthetics, orthoptics, and mental health and learning disability nursing. BU’s Steve Tee, Executive Dean of HSS, is quoted in the article:

  • Now the bursary has been taken away there are specialist courses with small numbers nationally that have been put at risk. This is intensified if the course is in an area like radiography, which requires expensive kit. Why would a university invest if they are only getting 20 people?”

Grade Inflation

There is an interesting article on Wonkhe by Mark Corver of dataHE. Sarah was lucky enough to hear him speak at Wonkfest and explain how claims about grade inflation rely on inaccurately data.  The data modelling actually suggests grade deflation –a double whammy for students. The article is a little technical but worth a read to understand why the Government’s claims are being refuted. It also has a high number of comments at the bottom of the article showing how engaging it is (and as Wonkhe only publish the ‘most interesting’ comments we can imagine there was a lot more chatter than published). Some excerpts to get you started:

  • It is likely that the true attainment of today’s young people is being seriously underestimated, putting them at a disadvantage, and damaging universities in the process.
  • ..there might be areas where this powerful grade deflation could be causing problems for young people and universities. Here are two examples.
  • The first is the damage from the charge that the sector is “dumbing down”. This has that – in contrast to the past – universities are now admitting people whose attainment is simply not good enough for higher education. That the average A level grades for UCAS acceptances has been going down provide fuel for this view… If you correct for the modelled grade deflation (Figure 8), average grades held by UCAS applicants who get into university have not been going down. They have been going up.
  • The second problem is where post-2010 grade data is used for analysis through time. Particularly so if that analysis is used by government to pursue policy. Which takes us back to those sharply worded complaints of degree grade inflation that the government has levelled at universities, and its calls for action to stop it. These rest on Office for Students statistical models of degree grade inflation. A level attainment is a very powerful factor in that model. And rightly so because the stronger your A level grades the better your odds of getting a higher class degree.
  • But the way the model is built effectively assumes that A level grades are an absolute measure of educational attainment that are stable through time. With this model construction, if universities maintain their academic standards then it is inevitable that the neglected A level grade deflation will pop up as degree grade inflation. But it would be a false signal. Degree quality would be unchanged. It is the measure of the input quality that has changed.
  • Our proposed A level grade deflation might not be a big enough effect to account for all the degree grade increases seen. But it would be a very substantial effect. We think that this, and other potential weaknesses in the model, do amount to reason enough to look again at the models and their conclusions. Meanwhile, government might want to think again about its pressure on universities to make it harder for students to get “good” degrees. Otherwise a double whammy for young people looms: those who have already been hit by deflated A level grades risk being hit again with a lower degree class than their attainment deserves.

Student Finance & Accommodation

Clear Accessible Finance Information throughout the Student Lifecycle

In June UUK and NEON published The Financial Concerns of Students. They said that the available information on tuition fees and the student loan system in England is often inaccessible and unclear, and that students want more information on how universities spend tuition fee income. The main findings were:

  • Prospective and UG students need clearer and better-targeted financial advice on the full implications of taking out a student loan.
  • Prospective students are uncertain what universities spend tuition fee income on.
  • Living costs are a more significant concern for current UG students than the level of tuition fees.
  • Strong agreement that going to university generally helps graduates to earn more money in the longer term (64% of prospective students and 77% of UG students).
  • More than half of students believe they should make some contribution to the cost of their education.

Since the report NEON and UUK ran a student finance information advisory group consisting of sector experts from nationwide leading organisations who work with prospective and current students to communicate student finance information. This week the group published Improving the provision of information on student finance and have proposed a Student Finance National Education Programme which recommends how to ensure student finance is more understandable and accessible for all (including family members). In summary:

  • Student Finance Information should be more coherent and collaborative – government and information providers should develop and sign up to an industry standard of core messages.
  • Teachers, schools and parents vary in their capacity to support prospective students’ decision making – leading to access gaps. Approaches and activities offered to schools should be underpinned by a more robust, funded, national careers policy than exists at present. Specific parental information is important as they are one of the most influential actors on the young person’s decision.
  • Take a student lifecycle approach to the provision of information required. Focus on sharing information during study and post-graduation (differentiated for particular groups of students) as well the prospective student stage.
  • The UK’s student population is larger and more diverse than ever before. A national education programme on student finance must reflect this diversity with a balance of different approaches to information sharing. It should reflect the needs and circumstances of prospective and current students, from school leavers to those in work considering study, and those with caring and other commitments. There is potential to strengthen a range of different approaches, such as online and face-to-face provision, and explore implementing tailored approaches for groups like mature students and care leavers.
  • Policymakers need to adopt a more strategic approach to the provision of information on student finance and be more ambitious in their goals particularly on coherence. A strategy should be developed collaboratively and in consultation with students, those who advise them, and student finance information providers. This strategy should aim to provide more than a basic level of information at the pre-higher education stage and ensure that students have a level of knowledge enabling them to make the right choices for them, based on an understanding of the costs and benefits of higher education prior to, during and after study.

Wonkhe have a blog on the topic: How we communicate student finance needs a re-think.

Accommodation

Wonkhe report that Commercial Estates specialist Cushman and Wakefield have reported on the level of private student accommodation. Key points:

  • 87% of new student beds are delivered by the private sector
  • The average ensuite accommodation is priced at 70% of the level of the maximum student loan. (NUS recommends rent by no more than 50% of maximum available.)
  • There are 23% more places in private halls since 2013
  • Demand for student accommodation rises 30% faster than can be built (although there are huge increases at some providers balanced by decreases elsewhere). Research Professional state – the top five universities for recruitment accounting for 41% of all growth in the last five years while the bottom five universities by student growth have seen a 29% decrease in student numbers.

The Times covers the report in the (very short!) Students struggling to find affordable accommodation.

Research Professional also covered the report in their own way highlighting concerns over absence of affordable student rooms stating that private student accommodation blocks are becoming more luxurious but affordable options remain scarce.

Eva Crossan Jory, vice-president for welfare at NUS echoed this and called for rent controls to stop prices spiralling further. “This is the latest report to confirm the increasing cost of accommodation has created a real affordability problem for students,” she said, adding that “reform is urgently required.”

Social Mobility

HEPI have released a wide range of content this week. Their policy note (prepared by colleagues at Exeter University) on Social Mobility has particularly been picked up by the media.  The note begins by stating

  • Much of the heavy lifting on widening participation in higher education to date has been undertaken by newer and less selective higher education institutions. The access challenge therefore remains greater at more selective institutions. They could learn from the best practice that exists in less selective universities.
  • It will take nearly a century for highly-selective universities in England to raise the participation rate for 18-to-30-year olds from the least advantaged areas to the existing participation rate for 18-to-30-year olds from the most advantaged areas.

Interestingly they state that if the number of degree places at the selective institution remains static (i.e. doesn’t grow) the number of places for advantaged pupils would need to fall by as much as 10,000, which is one-third of current annual intakes [to meet social mobility targets]. To meet the targets highly selective universities would need to double their places over the next 20 years to ensure all young people access the same participation rates as the most advantaged students. An extra 19,400 18-year old students from the least advantaged areas would need to enrol each year at highly-selective universities to equal the current participation rate of 18-year olds from the most advantaged areas.

Other recommendations:

  • Social mobility rankings for universities should be established, measuring outcomes for disadvantaged students.
  • The Office for Students should challenge highly-selective universities to expand student numbers in innovative ways to diversify intakes, including degree apprenticeships, foundation years and courses for part-time and mature learners.
  • Universities should undertake a social mobility audit, benchmarking their work on outreach, access and academic and pastoral support for disadvantaged students.
  • Universities should also consider using random allocation of places for students over a certain minimum academic threshold (as has occurred in other countries).

On Contextual Admissions the report states:

  • Universities have long taken into account the context of prospective students when assessing their potential. Contextual admissions are used in many ways – giving students a taste of university life, establishing which candidates should be interviewed or offering a degree place on lower grades.
  • But too often universities operate in the dark, worried that reduced offers will damage their reputations. ‘How low can we go?’ is the first question, sometimes followed by ‘how can we keep this out of the public eye?’ What is baffling for applicants is that contextual information is used differently from one university department to another. Research suggests that more consistency and transparency is needed.

Later the policy note acknowledges how university league tables have ‘chilling effects’ on universities’ efforts to promote social mobility. But rankings are here to stay.

  • The problem is that league tables punish universities for improving social diversity. Perversely, the tables do not generally measure the gains made by students. Universities gain higher rankings for the higher A-Level entry grades they demand – a direct disincentive to award lower grade contextual offers or consider applicants without traditional academic qualifications. Dropping down the newspaper rankings and losing status can mean fewer future applicants from the very groups a university is trying harder to attract. A succession of government representatives have tried in vain to convince newspaper compilers to reform their rankings.

Instead the policy note authors suggest that social mobility rankings could bring balance to the importance placed on current attainment based ranks.

On the place lottery:

  • Post-qualification applications would open up more radical possibilities. Universities could use random allocation of places for students over a certain threshold of A-Level grades. This is the fairest way of selecting equally-qualified candidates for degree courses. Lotteries have been used widely in education. You might compensate losers in the lottery – such as guaranteeing a place at another institution. Dutch medical schools select the highest academic performers by traditional means, and enter lower achievers into a lottery.
  • The benefit of these schemes is their simplicity. Admissions tutors have amassed a battery of criteria designed to distinguish between thousands of equally well-qualified applicants: personal statements; teacher recommendations; predicted exam grades; essays; university admissions tests; interviews; and much more. But how much of this data add to predicting which candidates are best suited for degree courses? And how much does the complexity alienate potentially excellent applicants?

The policy note concludes:

  • The time has come for a simpler, more transparent, consistent and honest system of university admissions, recognising that A-Level grades (still less predicted grades) are no longer the gold standard of entry.
  • Failing to find ways of expanding university places will prompt acrimonious battles over who secures degree places – a clash of the classes – with politicians, parents and students questioning the fairness of university admissions.
  • Universities need to embrace a cultural shift in the support provided for students from disadvantaged backgrounds, seeing greater diversity as an opportunity to enrich the academic experience for all students and staff.

The Times takes up the HEPI report arguing for most selective universities to allocate places to all those meeting the A level grade criteria threshold by lottery (with a fall back place at another University for students who do not ‘win’ the lottery).

HEPI have also published a reply to the paper on their website by Tim Blackman, VC of the Open University.

  • “‘Elite’ universities are described as such simply because they are so selective. They are the grammar schools of the higher education sector and cause the same problem for other universities as grammar schools cause for other schools. This problem is that they cream off students who have had all the advantages that enable them to be academic high-achievers at school, concentrating these students in institutions that are full of other students like them, making all universities less diverse and denying other universities a mix of abilities that is likely to enrich their learning environment and benefit everyone.
  • Lee is silent about the many, often post-92, universities that have become the secondary moderns of the higher education sector because of the self-perpetuating prestige of highly selective institutions. While the measures he advocates would help diversify these institutions, they would do so at the cost of other universities that do not have the prestige that comes with the academic snobbery that pervades British higher education.
  • Reluctantly, I have come to the conclusion that the only way to address this problem is to return to student number controls at an institutional level and require institutions to use entry quotas banded by grades above a minimum matriculation requirement to create mixed ability intakes across the board. This would be a requirement of their access or outcome agreements. There could be some exceptions; in The Comprehensive University I suggested that a regional distribution of research universities could be excluded on the basis that they explicitly prioritise research over education and the unique open access mission of The Open University would continue to serve a valuable role.
  • What I do not think is a good idea is to advocate more audits and more league tables. The sector is already creaking under the number of reports and returns it is required to complete, paradoxically never including institutions’ own strategic plans and institutional performance indicators. There are many progressive incremental reforms that can be made – I would add to Lee’s list the scandal of part-time distance learning students being denied access to maintenance loans in England – and in that sense his note is certainly to be welcomed. But there are great dangers in a one-sided argument that frames the debate as one that is just about access to ‘elite’ universities.”

Meanwhile Prospect Magazine takes a differing tack arguing that education is no longer a path out of the social mobility trap and that a greater focus on creating better jobs is a solution.

Finally Wonkhe have a new blog on the transformative experience of HE for care leavers.

Mental Health

Student Minds have created the University Mental Health Charter – a set of principles to ensure student and staff mental health becomes a UK wide university priority. The principles will inform the Charter Award Scheme which will be developed during 2020 to recognise universities promoting with excellent mental health practices. This summary contains the key recommendations under various topics such as transitioning to university, learning and assessment, support services, managing risks, residential accommodation, and proactive interventions. There is a timeline highlighting the next steps as the Charter Award Scheme is developed and piloted. The Scheme is due to launch in Winter 2020.

Student Minds highlight that the Charter has drawn on all the current evidence, research and sector context to ensure its real world validity for the university sector. It states it isn’t intended to be definitive and encourages institutions to combine the elements to fit the local context. Future work will review the Charter and refresh it as new evidence emerges with a major review every 3-5 years. In conclusion Student Minds state:

  • It is not expected that universities will aim to fulfil each of these themes perfectly (no such a thing exists), but we hope they inspire discussion, thought, new interventions, evaluation and learning. The evidence we have suggests that progress on each of these themes will bring us closer to a moment when our universities are mentally healthy environments.
  • Universities are incredible places. Within our universities we have established the basis of science, unravelled the mystery of DNA, discovered stem cells and even located a long lost King under a car park. Improving the mental health of students and staff is within our ability, given time, resource and commitment. We hope the University Mental Health Charter helps to make a contribution to this process.

Mark Fudge, Chair of the University and Colleges Division for the British Association of Counselling, responded to the Charter’s publication:

  • Student Minds’ University Mental Health Charter is a step in the right direction and something for the higher education to sector to aspire to… But higher education leaders need to ensure they invest in counselling services to ensure they have enough resources so student have access to a range of mental health and wellbeing support options while at university.
  • There are thousands of students who are accessing counselling services every year. These services are at the forefront of supporting the most disenfranchised and vulnerable university populations.  They don’t just offer counselling but all sorts of group work, training and other support. They are often under-resourced, but they are having a positive impact on students’ lives and universities need to see that and invest more in them.
  • Universities need to invest in all forms of mental health support so that students have access to a range of options when they need them.”

Immigration

Universities UK has published a public poll (data available here). British adults were interviewed on their attitudes towards the immigration of university staff coming into the UK. Had there not been a purdah period for the General Election the timing of this poll would have hit whilst the Migration Advisory Committee considers how to implement a points-based immigration system and a salary threshold for international staff. Key points:

  • 87% strongly agree that it is more important that the UK’s immigration system attracts university staff who are highly skilled than it being more important that the UK’s immigration system attracts university staff who are highly paid (3% felt high pay was an important factor to allow immigration).
  • 89% agree that scientists, academics and their support staff are valuable to the UK, with half (51%) saying they strongly agree. 3% disagree.
  • 85% agree that it is important for the UK to be a world leader in science and research. 5% disagree.
  • 82% agree that the UK should try to compete with other major economies to attract scientists, academics and their support staff. 7% disagree.
  • 69% said that a UK points-based immigration system should be designed so that scientists, academics and their support staff score highly.

Alistair Jarvis, Chief Executive of Universities UK, commented on the findings:

  • “Technicians, researchers, and language assistants are all vital in supporting both high-quality teaching and innovative research at our universities. These skilled roles are critical to the ongoing success of our universities. As the UK prepares to leave the EU, it is more vital than ever that the UK remains a world leader in science and research and continues to attract international talent at different stages of their careers – from support staff and technicians to Nobel Prize winners.
  • If a new immigration system were to have a salary threshold, Universities UK has called for a threshold of £21,000 which would allow recruitment for most technician and language assistant roles in the higher education sector. This polling shows the strength of feeling among the British public that immigrants should be welcomed into the country on the strength of their skills and potential rather than facing a system that judges them on their income. This is vital for the UK to continue to lead the way in research and education.”

Wonkhe reported that a linked report from Universities Scotland had similar attitudinal findings with 78% of Scottish adults agreeing that the immigration system should support the entry of academics and support staff. The National covers the Scottish perspective.

Other news

Political untruths: Plaid Cymru leader Adam Price published a new draft law on Thursday that would make deliberate lying by politicians a criminal offence. The bill states “It shall be an offence for an elected representative acting in their capacity, or an agent acting on their behalf, to make or publish a statement they know to be misleading, false or deceptive in a material particular”. Adam was interviewed by Sky News highlighting how Parliament had changed: “Unfortunately we are normalising a dishonesty, we used to have conventions, social mores and norms etc. you know people used to resign in parliament if they mislead”. Adam said the push for the lying law was triggered by the misleading and false information such as Conservative HQ rebranding their twitter account to appear to be a fact checking service alongside other politicians Brexit claims which the EU have refuted.

Student Vote denied: The Independent report on the c.200 Cardiff Halls students who registered to vote but were not informed their application was incomplete and have been denied the vote. The student quoted in the article selected her address from a pre-filled drop down list but later discovered it had not registered her because it did not contain her room number. NUS called for Cardiff Council to resolve this unacceptable outcome. The Council said they had not been able to contact the c.200 people who supplied the incomplete addresses to register them in time.

Gamification: A Wonkhe article considers whether gaming could be a positive outreach method (alongside more traditional current efforts) in Simulation games: can gaming break barriers to university?

System Working: NHS Digital has published  a briefing on workforce challenges in the NHS:

  • As part of the drive to offer staff incentives to stay in the system, trusts are seeking to collaborate with local partners to make it easier for staff to move between organisations. Initiatives like rotation agreements and staff ‘passports’ have the dual benefit of creating a varied developmental employment offer for staff who might otherwise look outside of the system for new opportunities, and creating a more efficient mechanism for filling vacancies where they arise.
  • Our workforce has a substantial role to play in driving the progress of system working. How we work with our valued workforce to enable closer relationships between trusts and other health and care organisations, and how we support staff throughout periods of change and transformation, will be an important determinant of how systems work in collaboration to tackle workforce pressures and drive integrated care

Subscribe!

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

JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

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

A fresh selection of educational reports were issued this week. When we issue next week’s policy update the election results will be out.  The campaign has already got a bit over-heated, with leaks from both main parties, edited videos, dodgy data and everyone trying to avoid making the ultimate error in today’s world – the soundbite in which you admit that the interviewer may have a point.  It is becoming increasingly hard to listen to interviews in which people read out their prepared lines and then repeat them over and over again. And it will probably get worse next week.  So we’re going election light in this update.

If you are interested in comparing manifesto pledges, the BBC have an interactive tool here.  And here is our own comparison of the major parties’ take on the key HE issues.

An English atlas of inequality

The Nuffield Foundation have published a new English Atlas of Inequality (created by University of Sheffield) challenging the current one-metric approach to disadvantage in distinguishing between ‘rich’ and ‘poor’ areas.

  • In late 2019, as the nation continues to experience political uncertainty and the machinations of the Brexit process roll on, it seems there is little room in the policy arena for taking action on persistent poverty, deprivation or the level of inequality in England. In fact, it seems like there is little room to even discuss the topic. However, as hard as it may be to envision a return to ‘normal’ politics, it is surely the case that at some point in the future attention will once again turn to the question of inequality, and the growing consensus that something needs to be done about it. Indeed, only two years ago it was one of the few topics where there was an element of consensus across the political spectrum…in their 2017 party political manifestos, all the major parties in England highlighted inequality as a policy challenge that needed to be tackled.

The research uses three separate measures of inequality and compares the results of each measure in ‘travel to work areas’ to outcomes for the population in mortality, poverty and entry to higher education; to understand how alternative approaches to understanding inequality can produce very different results. The measures used consider income distribution, a measure of economic imbalance within areas, and geographic clustering of different income groups. The report also stresses the risk of relying on one metric to understand an issue so they compared all three measures across the geographical classifications of local authority districts, parliamentary constituencies, and the ‘travel to work’ areas.

Professor Rae (author, Sheffield) said: 

  • “Our atlas highlights the fact that no one measure of inequality paints the full picture and that methodological diversity is needed before we start to think of solutions to inequality at a local, sub-national and national level. This is a reminder that a policy focus on inequality ought also to be linked to a focus on poverty alleviation and equality of opportunity, but also that how we understand inequality is inextricably linked to how we measure it in the first place.”

An example given in the report is that

  • if inequality alone was seen as a policy problem worth tackling, and the Gini coefficient [income distribution] was the only way we measured it, one could conclude that some of England’s most deprived seaside towns should not be the focal point. We believe such a conclusion would be incorrect.

Alex Beer, Programme Head at the Nuffield Foundation, said:

  • “This English Atlas of Inequality advances our knowledge of how inequalities are distributed at the local level. The Atlas highlights the importance of taking a multi-faceted approach to the study of inequality and to policy making for a more inclusive society.”

The report makes four recommendations:

  1. Take into account the fact that many of the poorest local economies in the country are also the most equal. Methods which increase equality alone are not enough.
  2. Increase the policy focus on the links between geographic dislocation, deprivation and inequality. It is important to consider wider questions of regional and sub-national connectivity and links to the drivers of inequality. There are important connections to be made between transport policy and welfare policy and as such an inter-departmental approach to tackling geographic dislocation is likely to be necessary.
  3. Thorough review of evidence considering whether the ‘majority of deprived individuals and families [do] not live in the most deprived areas’ (Smith et al., 2001; Barnes and Lucas, 1975). Rather than viewing this issue as an arcane methodological question finding a definitive answer should be a policy priority. When it comes to tackling persistent poverty through policy intervention, it may be right to focus on the most deprived locations if they contain the highest proportions of poor households and residents, yet doing this in isolation may lead to reduced effectiveness if poorer residents living elsewhere are overlooked. This is a fairly obvious point but it is a gap in the academic and policy literature – there is no definitive answer on the proportion of ‘poor people’ who do or don’t live in ‘poor areas’.
  4. Any approaches which seek to understand the true nature of inequalities should incorporate an explicit measure of spatial disparity: it’s clear from our analysis in this Atlas that the story of inequality in England is an inherently spatial one and as such we believe it should also be measured as one, in addition to [income] The authors say this point is threaded through the literature on urban and regional inequalities (e.g. Beatty and Fothergill, 1996; Bell et al., 2018), which often highlights quite striking spatial imbalances at the regional level.

On local areas Dorchester and Weymouth are rated 11th in the country as least unequal. Portsmouth and Southsea are among the most unequal. (Remember areas can be poor but still equal.) You can also delve into all the map detail for different areas here (e.g. by constituency, by travel to work area, and by local authority areas).

  • “Too often the debate takes place in silos, focusing on just one type of inequality, a specific alleged cause or a specific proposed solution. We need to step back and ask: how are different kinds of inequality related and which matter most? What are the underlying forces that come together to create them? And crucially, what is the right mix of policies to tackle inequalities?”

(Joyce, R. and Xu, X. (2019) Inequalities in the twenty-first century, Introducing the IFS Deaton Review, Institute for Fiscal Studies and the Nuffield Foundation, London.)

Academic Mismatch

UCL and the Nuffield Foundation have launched ‘Mismatch in Higher Education’ . Mismatch is a term that’s become very popular in widening participation and governmental circles recently, particularly after the Behavioural Insights Team considered how they could use nudge theory to tackle academic mismatch. A ‘mismatch’ is when a student selects or attends a course/institution which is less or more selective (competitive) than their academic achievement might suggest they could attain.

In the Nuffield investigation a course was benchmarked by using the median A-level (and equivalent) exam results of the students studying on the course as well as the average earnings of previous graduates of the course. The report finds that there is significant under- and over-match in the UK. They also confirm the widely held belief that there are substantial socio-economic status (SES) and gender gaps in mismatch, with low SES students and women attending lower quality courses than their attainment might otherwise warrant. Past universities ministers Sam Gyimah, Chris Skidmore and (briefly) Jo Johnson all picked up the theme of ensuring the most capable students from disadvantaged backgrounds aspired to and were able to access the most selective institutions. Under matching by disadvantaged students and females has ramifications for social mobility and the gender pay gap.

Key Points:

  • Up to 1 in 4 students from lower socio-economic backgrounds take courses at ‘less prestigious’ universities despite having the grades for ‘more selective’ institutions.
  • 15% of students were over-matched and 15% were under-matched using the course quality measure and 23% over-matched and 23% under-matched based on earnings.
  • The school attended accounted for much of the ‘mismatch’ among lower socio-economic students, most likely due to influential factors such as peers, school resources and what information, advice and guidance (IAG) is offered.
  • Disadvantaged students were more likely to attend universities close to home, but those who do so are worse matched than richer students who attend universities close to home.
  • High attaining disadvantaged students going to universities near home were more likely to attend a post-1992 institution, whereas high attaining advantaged students staying near home were more likely to attend a Russell Group university.
  • Interestingly the report suggests 50% of US students are mismatched and that students from ethnic minority backgrounds are likely to undermatch, however, this is not replicated in the UK context.

The data points have been taken from a report by Dods Political Consultants because at the time of writing the full report findings have not been released to the public outside of those attending the launch event for us to verify their accuracy.

Cheryl Lloyd, Programme Head at the Nuffield Foundation, says:

  • “This research highlights that students from different backgrounds but with similar abilities are making very different choices when it comes to the university courses they decide to study. To overcome the significant socio-economic and gender inequalities students face when choosing university courses, it is clear that they need equal access to the information, advice and support they require to make informed choices about their future.”

Co-author, Professor Lindsey Macmillan (UCL Institute of Education) explains:

  • “While women enrol in courses that are as academically prestigious as men, they are more likely to attend courses which command lower average earnings. This is, in large part, driven by the different subjects studied by men and women at university. These findings have important implications for the gender pay gap.”

The student take on data security

HEPI have published students or data subjects? What students think about university data security.

The research stems from the volume of data HEIs collect on students both for regulatory purposes or to gather information about student experience. The authors suggest the volume of data collected will increase further as the Government’s focus on measuring universities’ performance through metrics and the internal analysis of data increases. Key Points:

  • 32% of students surveyed agree they are aware of how their institution handles their personal data, 45% who disagree, 22% undecided.
  • Students surveyed do not feel they have been provided with clear information on how their personal data are used. 31% feel their institution has clearly explained how their personal data are used and stored, compared to 46% who disagree (24% who neither agree nor disagree).
  • When asked whether students are concerned about rumours of universities facing data security issues, 69% of students said they are concerned. Around one-fifth of students (19%) are unconcerned and 12% are unsure.
  • 65% of students said a poor security reputation would have made them less likely to apply, compared to around a third (31%) who said it would have made no difference and 4% who said it would have made them more likely to apply.
  • Under half of students feel their university will keep their data safe: only 45% of students feel confident that their institution will keep their personal data secure and private, while 22% are not confident. A third (33%) are unsure.
  • 64% of students say that when sharing personal information online, they check to see if the source is trustworthy and secure. 17% don’t check.
  • Students were split in their knowledge of data privacy and ethics news and 36% keep current on ethical developments whilst 37% don’t.
  • 93% of students feel they should have the right to view any personal information their university stores about them, 2% disagree. 86% also felt they should have the right to delete any personal data the institution holds about them.
  • Students do not want their health information shared widely. 83% of students expect their medical information to be kept private to their institution and themselves. 5% say they would expect for it to be shared with commercial and business services, 10% for it to be shared with government services and 2% for the information to be shared more widely.
  • When asked about information provided to student support and welfare services, 78% say they expect the information to be kept private between them and their institution.
  • A quarter of students (26%) said they are comfortable with their HEI reviewing their social media posts, if it allows them to better identify and target struggling students with wellbeing support services. 57% were opposed to this and 17% neither agreed nor disagreed.
  • On sharing health or wellbeing information with a student’s parents/guardians 48% were happy for institutions to do this; 33% disagreed, 19% were undecided. However, on contacting parents/guardians over academic performance issues only 35% of students were happy for this to take place, 48% were opposed and 17% undecided.

Rachel Hewitt, HEPI’s Director of Policy and Advocacy, said:

  • ‘Students are required to provide large amounts of data to their universities, including personal and sensitive information. It is critical that universities are open with students about how this information will be used.
  • Under a third of students feel their university has clearly explained how their data will be used and shared and under half feel confident that their data will be kept secure and private. Universities should take action to ensure students can have confidence in the security of their data.’

Michael Natzler, HEPI’s Policy Officer, said:

  • ‘Students are generally willing for their data to be used anonymously to improve the experience of other students, for example on learning and mental wellbeing. Around half are even happy for information about their health or mental wellbeing to be shared with parents or guardians.
  • However, when it comes to identifiable information about them as individuals, students are clear they want this data to be kept confidential between them and their institutions. It is important that universities keep students’ data private where possible and are clear with students when information must be shared more widely.’

On learning analytics the majority of students were happy for their anonymised data on accessing university buildings, online platform usage, library books checked out to be aggregated into patterns and used as insights for other students, lecturers, to forecast if future students will drop out and to predict their own performance from the similarity of behaviours from past students (including possibility of drop out).

HEPI concluded:

  • A clear majority of students are happy for the university to use their own and other students’ data to enhance the learning and mental wellbeing of students at university. However, students do not want personal data and data related to learning to be shared outside the student-university relationship.
  • Students expect and demand privacy around their data, while being aware of the positive outcomes responsible usage can bring. Understanding of how student data are used is lower than it ought to be, which universities should work to address, but the message about how students want their data used is clear and must be listened to.

PISA results

The DfE have published the PISA (programme for International Student Assessment) 2018 reports coving the four areas of the UK. Once every three years the PISA measures 15-year-old school pupils’ abilities in reading, mathematics and science through ‘their competence to address real-life challenges’. PISA is administered by OECD (Organisation for Economic Co-operation and Development). It is a snapshot assessment checking how countries are performing relative to each other,

  • In PISA 2018, mean scores in England were significantly above the OECD averages in all 3 subjects. The mean scores in reading and science in England have not changed significantly over successive PISA cycles, but in mathematics, England’s overall mean score showed a statistically significant increase compared with PISA 2015.
  • England’s mean score for reading was similar to scores for Scotland and Northern Ireland, and all 3 had scores significantly higher than Wales. In both science and mathematics, the mean scores for England were significantly higher than the scores for Wales, Scotland and Northern Ireland, which were not significantly different from each other
  • Closing the gap – the top performers in reading were south-east Asian countries China, Singapore, Macao, China and Hong Kong with Estonia, Canada and Finland also scoring highly. In PISA 2018 there were 9 countries where the mean reading score was statistically significantly higher than that in England, compared to 12 countries in PISA 2015.
  • In common with all other participating countries, girls in England outperformed boys in reading. However, the gender gap in England was significantly smaller than the average gap across the OECD.
  • In England, the gap between high and low achievers in science was significantly larger than the OECD average, with a larger proportion of pupils in England performing at the highest proficiency levels.
  • There was no statistically significant gap between performance of boys and girls in science in England, which was also the case in PISA 2015. This differs from the OECD average where there was a small but statistically significant gender gap in favour of girls.
  • England’s mean score in mathematics was significantly higher than in PISA 2015, which is the first time performance has improved after a stable picture in all previous cycles of PISA. The size of the gap between scores of the highest and lowest achievers in England was similar to the OECD average.
  • Boys in England significantly outperformed girls in mathematics, as was also the case for the OECD average. The gap between boys and girls in England was similar to that in PISA 2015.

TES covered the release in PISA results must be a relief for the government (but there are still many challenges that we must address). This includes the England’s higher scores for pupil dissatisfaction and poorer wellbeing. Also that many pupils said they only read if they have to, not for enjoyment which the article says is of concern, given the importance of reading – for future learning, stimulating creativity and imagination (sought after by employers).

Inquiries and Consultations

Click here to view the updated inquiries and consultation tracker. Email us on policy@bournemouth.ac.uk if you’d like to contribute to any of the current consultations. There are not any new consultations or inquiries this week because we are still in the purdah period.

Other news

Transnational Education: The Government have released statistics costing the revenue generated through transnational education (THE) and other education related exports. The HE highlights:

  • HEIs contributed £14.4 billion (67%) of the total value of £21.4 billion. This is +7% growth between 2010 to 2017. The revenue from other stages of education such as FE and Schools is smaller at £0.3 billion and £1.0 billion.
  • The share of English Language Training (ELT) and FE (non-EU students) have both fallen – the ELT share dropping from 14% to 7% and FE dropping from 6% to 1%.

New Welsh Tertiary System: The Welsh Children, Young People and Education Committee have published their final report scrutinising the HE (Wales) Act 2015. This report aims to showcase evidence to learn the lessons of the 2015 Act, which is considered unsuccessful and set to be repealed. The report also sets the scene to influence the preparation of the forthcoming Tertiary Education Bill. The new bill will establish a new Tertiary Education and Research Commission for Wales, which will oversee the entire post-16 education system.  Lynne Neagle AM, Committee Chair, said:

  • We heard quite considerable criticism of the HE Act, mainly focusing on its failure to create a complete system of HE regulation, its unsatisfactory addressing of student interests, and it not providing an effective means to align providers behind national priorities. These issues are of such consequence, and are so much a part of the fabric of the 2015 Act, that we agree with the Minister’s intention to repeal Because it is to be repealed, the recommendations we make in this report in relation to it are what we think are realistically possible before any new tertiary education and research Commission is established. 

GCSE changes: The Sutton Trust has released the report Making the Grade analysing the impact of GCSE reforms on the attainment gap between disadvantaged pupils and their peers. Read the executive summary for a main synopsis in general the gaps between disadvantaged pupils and their more advantaged peers have not changed significantly (except for triple science), partly due to the conscious maintenance of grade boundaries and the comparable outcomes approach. Of concern is that less disadvantaged students are achieving the highest marks and grades – potentially impacting on future social mobility as less disadvantaged students achieve the top grades needed to apply to the most selective institutions and impacting on their graduate wage due to the focus top employers place on recruiting from the selective institutions.

Kevin Courtney, Joint General Secretary of the National Education Union, commented on the report:

  • “It is absolutely not surprising that the attainment gap between disadvantaged pupils and others has widened as a result of the Government’s GCSE reforms. These reforms were unplanned, had no meaningful consultation with teachers and no proper lead-in time. The exams now cover an unmanageable amount of content for many students, and unlike in real life the students have to sit them once-and-for-all at the end of the course.
  • Both these issues are causing real problems… whilst under the previous system 2% of disadvantaged pupils achieved the top grade (of A*), it is now just 1% that achieve a grade 9. The Sutton Trust is right to say that this may have negative impacts on these students when they are applying for university places.
  • A survey of National Education Union members found that 73% thought that pupil mental health was worse due to the new GCSE reforms and 64% said the reformed courses did not reflect students’ abilities as accurately.
  • We need to see a system in place that plays to all pupils’ strengths to ensure they get the qualifications they deserve.”

Subscribe!

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

JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

HE Policy update for the w/e 15th November 2019

Breathe – in four weeks the general election will be done and dusted, meanwhile we’ve listed the key information sources and looked at the education related pledges made so far. Of course, the HE sector has been busy too with research funding, postgraduate satisfaction, student accommodation, more free speech, value for money, and widening participation under the microscope this week.

Research

Research Fundermentals have a blog from Wonkfest on discussions with John Kingman (Chair UKRI, ex-Permanent Secretary to the Treasury). Key points:

  • UKRI has challenges because the core funding is ‘tight’ – which has consequences for the system
  • The 2.4% GDP research and development (R&D) spend target is a ‘stretch target, but not necessarily a crazy one.’ He emphasised that the target was for the economy as a whole, and two thirds of R&D happens in the private sector. He felt using public money to ‘crowd in’ private investment was a sound policy. With both the Government and Opposition backing the 2.4% target he stated the sector should be very pleased about this strong cross-party consensus.
  • UKRI ready to administer the Government’s promise to underwrite UK involvement in European funding, however he couldn’t say how this will ‘play out,’ he would be arguing strongly for UK science, and was already ‘heavily involved’ in policy discussions.
  • On international engagement we was more reticent – ‘We’ve got to think hardheadedly,’ he said, ‘and consider what benefits will come from any links we make.’ There should not just be memoranda of understanding and photo calls just for the sake of it.
  • Kingman was positive about Darpa and didn’t see it as a sign the government want greater control of research funding: ‘I see this as part of a wider jigsaw…It should be wholeheartedly welcomed.’
  • On talent Kingman stated: Developing the next generation of researcher is a priority for UKRI. Those working in science are pressured to deliver results quickly. To do so, ‘we need incredibly talented people…and we need to worry about people as much as money.’ UKRI are focused on encouraging and supporting early career researchers and believe research (especially science) needs to be seen as a positive option by people before they leave school. He also stated UKRI should ‘own it’ because there is much to do on equality, diversity and inclusivity.
  • Kingman was in favour of REF and believes research has benefited from the system. He agreed REF isn’t perfect and need to continue to develop but that, for him, there was still a strong case for the dual support system, regardless of the legal obligation to continue it, and that we ‘shouldn’t put all our eggs in one basket of project research.’
  • Kingman was not in favour of prescriptive regional funding, and believes research should be funded wherever it was found.

On Wednesday the PM made a speech on ‘unleashing the potential of the whole country’ in which stated he would double funding for R&D to £18bn in the “biggest ever increase in support for R & D”. Theresa May’s government committed £7 billion extra R&D funding over five years as part of the 2017 Industrial Strategy, and set the target of reaching 2.4% by 2027. Earlier this year, Johnson said he would “double down on our investment in R&D”, and committed to making an extra investment of £2.3 billion in 2021/22. The science, research and innovation community support the 2.4% target but few believe it is achievable without considerable levels of private investment. With the new announcement that the Conservatives would commit to £18bn this would provide a major boost. Of course, there are not yet details about how this spending will be balanced between competing areas of R&D.

Other commitments made in the speech included investing more in electric vehicle technology and creating a Britain that would lead the world in tackling climate change and reach net zero by 2050. In his own words: “not because we hate capitalism, not just by gluing ourselves to the tops of tubes trains or whatever, as important as that may be, but because it is precisely companies like this one [the London Electric Vehicle Company] that make the brilliant technical breakthroughs that will enable us to cut CO2 and go carbon neutral by 2050”.

Venki Ramakrishnan, President of the Royal Society, responded to the announcement: “Successful science is not based on money alone. We will also need to maintain full participation in European funding schemes and the collaboration that they promote, rather than trying to replace them.” (Source: Wonkhe/Financial Times.)

Postgraduate Student Satisfaction

AdvanceHE have published the 2019 Postgraduate Taught Experience Survey (PTES).

The Office for Students has announced that they will have a new measure of postgraduate satisfaction so this is likely to become an area of focus for the regulator.

  • “Overall satisfaction is high and has remained consistent over several years. The one exception to this was in 2018, when a temporary dip in satisfaction appears to be related to UCU (University and College Union) strike action. Despite the strong scores, satisfaction levels remain slightly below those reported by undergraduates through the National Student Survey (NSS).
  • …institutions across the sector score particularly highly for providing effective resources (e.g. library, IT, subject-specific) and information, although organisation (logistics, guidance, communication) and assessment (criteria and timeliness) continue to be rated least positively. …The main specific aspect that requires attention is how to provide opportunities for postgraduate taught (PGT) students to be involved in decisions about how their course operates, which scores consistently lower than all the other measures in the survey.
  • In 2019, for the first time, we have conducted detailed analysis of the open comments, specifically around suggestions for improvement. This analysis identified some key areas of consistency with the quantitative analysis, building a clear picture of some areas to prioritise across the sector. In particular, these included how teaching staff provide support and how the course is organised.
  • A relatively small proportion, 20%, had considered leaving their PGT course to date, which compares favourably with similar data collected at undergraduate and postgraduate research (PGR) level – and is an endorsement of the levels of support provided across the sector.
  • In terms of ethnicity, the results go against the stark White/BAME (Black, Asian and Minority Ethnic) contrast that we have previously found at undergraduate level. Instead, there is a more nuanced picture, with Black, Chinese and White students reporting strong satisfaction levels, contrasted by evidence of a more disappointing experience for Asian and Mixed students, as well as those of “Other” ethnicity. A particular challenge for investigating the concerns of these cohorts lies in the fact that they are comprised of a range of different subgroups, each of which may be facing their own particular issues.
  • There is a strong picture among overseas students, who tend to report a very positive experience. One of the factors contributing to this is that overseas students tend to spend little time working for pay. Our analysis shows that time spent working for pay can link strongly to a greater likelihood of leaving the course, and hence the high levels of retention among overseas students are likely to be strongly linked.
  • Motivations for choosing an institution can vary, but analysis highlights how the type of motivation can be linked to the subsequent quality of the experience. Where students have chosen an institution based on reputation (of tutors, course or institution) or content of course, they tend to go on to be much more satisfied than those for whom the choice may have been a more restricted one – e.g. based on the location of the institution of whether there was funding available.”

According to PTES, Black postgraduate taught students are more motivated to progress to a higher-level qualification than white students – which is interesting in the context of the recent Leading Routes report which found that only 1.2 per cent of UKRI-funded PhDs over the last three years went to Black or Black mixed students.

Mental Health

The OfS have published an insight brief on mental health – Mental health: Are all students being properly supported? It highlights that students who report a mental health condition are more likely to drop out of higher education, less likely to progress into skilled work or further study, and graduate with a first or 2:1 – compared to students without a declared mental health condition.

Key points:

  • PT students from deprived areas are most likely to report mental health conditions
    Whereas PT students from advantaged areas were least likely to report a mental health condition
  • Black students with a declared mental health condition have low continuation and attainment rates.
  • Full time students declaring a mental health condition has more than doubled in the last five years (1.4% in 2012-13 to 3.5% in 2017-18)
  • Females are more likely to report a mental health condition (4.7% females report; 2% males report)

The report does mention the distinction between a clinically diagnosed mental health condition and the broader mental ill health/distress.

Participation and Attainment

School Families: The Education Endowment Foundation (EEF) has re- launched the Families of Schools Database. This is an online database for schools to compare themselves against other institutions nationally by a range of criteria (e.g. levels of free school meals pupils, or similar disadvantage/poverty area measures). It aims to help schools understand more about their disadvantage attainment gaps. Every school in England has been placed into ‘families’, based on the characteristics of pupils who attend them. The EEF hopes schools will use this as a springboard to learn from, and collaborate with, the most successful schools in their ‘family’ of similar schools.

Analysis published by the EEF found that the national disadvantage gap would be significantly reduced if schools are able to help their disadvantaged pupils reach at least the average performance achieved by their 30 most similar schools.

Educational Cold Spots: just before Parliament entered purdah Robert Halfon questioned whether the extension to the DfE Opportunity Areas which tackle the national cold spots (including West Somerset) was a suitable use of Government funding and whether it provided value for money. However, the Government have reconfirmed their commitment and stated that the funding is beginning to boost GCSE grades.

Social Mobility: The Sutton Trust has published their Mobility Manifesto aiming to influence politicians to embrace social mobility at the heart of their election campaign. It covers fairer school admissions, early education, widening access to universities, banning unpaid internships, degree and higher apprenticeships, and best practice in widening access in employment. Below is the light touch summary on each. Incidentally in the run up to the vote for the new speaker of House of Commons, The Sutton Trust CEO wrote to all the candidates to urge them to commit to tackling unpaid and unadvertised internships in Parliament.

Residential Model

HEPI and UPP (a major student accommodation provider) have published Somewhere to live: Why British students study away from home – and why it matters examining the ramifications of the choice of most students to move away from home to study. Excerpts:

  • ‘There are many problems with the residential university. It is expensive – and becoming ever more so. It disadvantages those students who do not live away from home and those young people who never get a chance to attend university. It can alienate and exclude others, especially the communities who live around the campus. And yet, residence is undeniably popular and remains desirable, despite its costs. By tracing its history, we can also consider its future, and how it might come to serve the interests of all.
  • Demand for student accommodation remains strong, with many young people still wishing to leave home to benefit from a fully immersive higher education experience.
  • The report considers how the issue of the value-for-money of accommodation has emerged as a key area of focus for both the NUS and the OfS in the wider context of the affordability of going to university.’

The report also looks to the future and how diversity drives need – what student accommodation should be like in the future; what proportion of students should live away from home; how costly should it be to live in bespoke student accommodation; and what support should be on offer?

Here are the key points:

  • For the overwhelming majority of UK undergraduates, attending university means leaving home. It is certainly a distinctive feature of British higher education, and one that marks Britain out from both its nearest neighbours and its most obvious comparators.
  • In Britain, in the academic year 2017-18, just over 80% of full-time students left home for study. On average, 36% of European students live in their parental home. In America nearly 40% of students live at home and 77% attend college in their home state.
  • Student accommodation is now worth something like £53 billion in the UK. Struggling to keep up, even traditionally residential universities are having to invest millions in providing new housing – with Cambridge borrowing nearly £1 billion and Oxford recently agreeing a joint venture with Legal and General worth £4 billion.
  • Residence has an effect on the host communities, who may find themselves irritated, changed and outpriced by the students who live within them.
  • ‘Commuter students’, do not always have such rounded and fulfilling experiences as other students, and they sometimes do not benefit from their higher education as much as those students who reside at university.
  • If universities are to remain residential for most, they still need to think about those who are excluded or disadvantaged precisely because they do not share the same benefits as the overwhelming majority who do study away from home.

Recommendations:

  • Although there are some examples of good practice, universities as a whole must do better at providing appropriate information about accommodation to prospective students. This means offering accurate details about the true cost of living.
  • Universities should review how they support their students: both those who live on campus and those who do not. There is a need to better integrate commuter students.
  • The design of accommodation should be reviewed by universities and other providers alike. As a report published in 2019 outlines, many developments have not been designed with student wellbeing in mind.
  • Both government and accommodation providers need to address an increasingly unsustainable rise in rents.
  • Universities should review how their accommodation policies affect the local community and how their resources can be shared.

Freedom of speech

The Policy Exchange have had another “go” at free speech in universities in their report, enticingly titled “Academic Freedom in the UK”..

It starts with an allegation of political discrimination which *may* be violating academic freedom and confirms that there is really no evidence of a problem:

Britain’s universities are world-leading. Yet there is widespread concern that, instead of being places of robust debate and free discovery, they are being stifled by a culture of conformity. Universities have a particular role in upholding free speech in society more broadly, with academic freedom central to this. The danger is that academic freedom is being significantly violated due, in particular, to forms of political discrimination.

There has to date been a lack of good evidence, specific to the UK, which confirms or disconfirms whether academic freedom is being infringed beyond a small number of high profile cases. In addition, beyond statements like the ‘Chicago Principles’, which affirm the value of free speech in universities, there is a relative lack of policies which would protect academic freedom. The link between academic freedom among faculty and freedom of speech amongst students has also not been thoroughly explored in a UK context.

New polling by Policy Exchange supports three key findings.

  1. There is evidence of a chilling effect for undergraduate students. For instance, on Brexit, only 4 in 10 (39%) of Leave-supporting students say that they would be comfortable espousing that view in class.
  2. Despite such chilling effects, a significant proportion of students are consistently supportive of academic freedom. This figure is likely to be between 3 out of 10 to a half of students.
  3. Support for academic freedom is significantly affected by the context in which one considers the issue. In particular, it is affected by whether one is exposed to narratives that affirm either the need to create safe spaces for disadvantaged groups who have been subject to systemic oppression, or the value of free speech in preventing censorship and in promoting liberty and the free exchange of ideas. These findings reinforce the need for, and value of, policies which protect academic freedom

But it goes on to set out a framework anyway.  The key to this seems to be the Chicago Principles, as referred to above, plus a system of “champions” across the sector and a new charter-mark for viewpoint diversity.

Universities should:

  1. Adopt an academic freedom commitment, such as the Chicago Principles, that clearly states that ‘debate or deliberation may not be suppressed because the ideas put forth are thought by some or even most members of the University community to be offensive, unwise, immoral, or wrong-headed’.
  2. Appoint an Academic Freedom Champion (AFC), reporting directly to the Vice-Chancellor, with the power to investigate complaints of political discrimination across the Higher Education Institution (HEI), and to recommend actions as appropriate.

The Office for Students should:

  1. Appoint a National Academic Freedom Champion who would have the power to investigate allegations of academic-freedom violations from academics and lead on enhanced monitoring requirements or other sanctions where appropriate.
  2. Impose an obligation on HEIs to have a senior person responsible for protecting academic freedom in each HEI, and to have an Academic Freedom Code of Practice.

The Government should:

  1. Establish a statutory duty of non-discrimination for political and moral beliefs and judgments for the purposes of employment in higher education.
  2. Extend the existing statutory duty to ensure freedom of speech and academic freedom to include students and Student Unions, as well as those involved in governance in HEIs.

Civil society should:

  1. Incorporate academic freedom as a criterion against which universities are measured in international rankings of universities.
  2. Establish an Academic Freedom charter organisation, awarding kitemarks to HEIs for their demonstrated commitment to political anti-discrimination and viewpoint diversity.

The report has been criticised by David Kernohan on Wonkhe: who calls the underlying research a “terrible survey” and says that “The recommendations are nonsensical.”

This section is interesting (page 15):

Are academics brainwashing students?

When asked how most students acquired their opinion on the Peterson and Greer cases, 68% said social media. This was by far the most important influence on student opinion on these issues, with parents well down the list at 14%. New partisan online news sites like Vox, Buzzfeed, Breitbart, the Mail or the Guardian came in at 8%. University lecturers and schoolteachers both scored a paltry 1%. This suggests that the content of what students are learning is not directly shaping their worldviews on the speech issue. A further data point in favour of this interpretation is that older students (those 20-25) were 19 points more likely than 18-19 year olds to back the free speech position over emotional safety. It must also be emphasised that more research is needed to test this finding as some of this effect may be due to mature students. While it is reassuring that students do not appear to be directly influenced by their University experience to oppose free speech, given the range of opinions on this issue, it is important for universities to consider how their policies, structures and culture can encourage support for free speech rather than inadvertently suppress it.

A limitation of this polling is that it does not probe the social influence that lecturers may exert on students, through the way that they speak about and present politically-salient topics in their teaching. For instance, it is unknown whether the 6 in 10 Leave-supporting students who do not say that they would be comfortable expressing that view in class are cautious of how other students would react, or of how their lecturers may react. Further work is needed on this too.

And an interesting Times article –  Students have every right to ban speakersexplores a very different perspective of how politically and media savvy Gen Z students are, how they care about world issues, and how they avoid the pitfalls of being drawn into furious Twitter rows that older generations are floored by.

General Election 2019

We list below some sources of information on the election:

HEPI’s latest is about how manifesto promises don’t really mean much for HE:

“Finally, it is also worth remembering that the biggest higher education policies tend not to feature in election manifestoes at all. That was true of:

  • Tony Blair’s introduction of tuition fees;
  • Tony Blair’s tripling of tuition fees;
  • David Cameron and Nick Clegg’s tripling of tuition fees; and
  • George Osborne‘s abolition of maintenance grants.”

Last week there was a lot of press coverage about students voting tactically and it is rumbling on – HEPI referred to it in a student voting report: this has been widely cited as a storm rages on social media about student voting.  For the record, students can register both at home and at their university address but it is illegal to vote twice.  BU and SUBU have been working together to promote student registration and we will be sharing impartial information with students about policies nearer the time.  The voter registration deadline is midnight on 26th November.

Sky News has announced they will hold a 3 way head to head debate on 28th November between Johnson, Corbyn and Swinson (Swinson a late add to the line-up after the Lib Dems complained to ITV about their exclusion).

Finally, in parliamentary news, last week Sir Lindsay Hoyle was elected the new Speaker of the House of Commons. He is a Labour MP and former deputy speaker. He has pledged to be a “neutral” speaker and highlighted his desire to restore respect to the Commons. He also stood on the platform of safeguarding the welfare of MPs and staff.

Local candidates

Candidate selection closed on 14th November.

  • BCP have announced the candidates in Bournemouth East, Bournemouth West, Christchurch, Mid Dorset and North Poole and Poole:
  • Dorset Council have announced the candidates for North Dorset, South Dorset, West Dorset (and they overlap with some of the above too)

Party Education pledges so far

These all come with a pinch of salt because the manifesto pledges have not yet been published…

Labour  

Labour’s pledges sit within their National Education (cradle-to grave) Service (which they have been talking about for a long time and which are therefore relatively well developed),  They plan to:

  • expand adult education and lifelong training, including:
    • increasing reach of basic skills provision (on Tuesday they published research stating the number of adults currently learning is at its lowest point since 1996, and the number of people achieving basic skills qualifications has plummeted since 2011).
    • Retraining for adults (improve job chances, tackle displacement through automation/AI, and address skills shortages/meet changing needs of industry and the climate emergency) they expect to reach an extra 300,000 people per year and “throw open the door” for adults to study.
  • Ensure vocational education is considered on a par with a university degree, in particular they aim to increase the flexibility adult learners receive to resolve the mature tensions.
  • Support adults studying with 30 hours of free childcare for all 2 to 4 year olds.
  • They also state they will involve employers in designing qualifications to ensure the training equips them with the right skills.

The ‘free’ education covers:

  • any adult without A-level or equivalent qualification to attend college and study for free;
  • every adult a free entitlement to six years of study for qualifications at level 4-6 (undergraduate degrees and equivalents such as Higher National Certificates and Diplomas, Foundation Degrees, Certificates and Diplomas of Higher Education in areas such as rail engineering technicians, nursing associates, and professional accounting technicians);
  • provides maintenance grants for low income adult learners to complete their courses;
  • gives workers the right to paid time off for education and training;
  • Make sure everyone has access to the information they need to return to study through a national careers advice service.

Angela Rayner also told BBCR4 Today programme that a Labour Government would crack down on high wages for vice chancellors, and abolish university tuition fees. It will be interesting to see if this makes it into the manifesto.  Labour’s ‘rescue plan’ for the NHS also includes a promise to restore bursaries for student nurses and tackle the staffing crisis. There are also proposals to extend statutory maternity leave to 12 months, legislate for menopause friendly workplace policies and fine firms who fail to report on gender pay gaps.

Healthy Young Minds: Labour have also pledged £845 million to put a qualified counsellor into every school across the country, to combat the long waiting times for treatment and the lack of mental health services available to young people. The commitment is considered timely as it dovetailed the publication of the National Education Union’s league table of underfunded schools which found that there are just 18 out of 533 Parliamentary constituencies where per-pupil funding will be above its 2015 level in real terms.

Liberal Democrats

The Liberal Democrats have proposed a “skills wallet” providing every (English) adult with £10,000 to spend on education and training throughout their life. People would get the money in three instalments: £4,000 at 25; £3,000 at 40 and another £3,000 at 55. Individuals, their employers and local government will be able to make additional payments into the wallets. Access to free careers guidance will also be provided.  They intend to fund this by reversing government cuts to corporation tax – returning the business levy to its 2016 rate of 20%. However, they would consult on their proposal and therefore would not bring it in until 2021-22.

Liberal Democrat Shadow Business, Energy and Industrial Strategy Secretary, Sam Gyimah, (ex-Conservative Universities Minister, of course) stated:

  • “By stopping Brexit and investing in our Skills Wallets, Liberal Democrats will empower people to develop new skills so that they can thrive in the technologies and industries that are key to the UK’s economic future and prosperity.”

Conservatives

The Conservatives have been tight lipped about their manifesto intentions (not unexpected – they published their 2017 manifesto far later than the other parties). So far they have proposed a National Retraining Scheme for adults needing to update their skills for work. Prior to purdah Johnson also made the schools funding pledges. On Thursday they promised to cut immigration numbers ‘overall’ after Brexit if elected to government. Home Secretary Priti Patel said the party would not set an “arbitrary” target if it wins the election, having failed to meet previous targets, but the policy ambition is in line with the Conservative’s agenda for a points-based system based on skills and other factors. And they intend a NHS visa scheme (reduced application cost, 2 week decision fast track, 5 year visa) to run alongside the introduction of the points based system in 2021. The scheme has been criticised because it fails to consider worker retention and critics feel it doesn’t address how dependent the UK is on clinicians from abroad. Priti stated: “We will reduce immigration overall while being more open and flexible to the highly skilled people we need, such as scientists and doctors.”

They Conservatives have also attacked Labour’s immigration policy in their own published report by the Conservative Research Department. They argue that Labour’s official immigration policy is to ‘maintain and extend free movement rights’, which includes closing down all detention centres, providing unconditional rights to family reunions, scrapping immigration targets and maintaining and extending free movement of peoples , including outside of the EU through facilitating an open-borders policy. It notes that Labour voted against specifically ending free movement (Public Bill Committee Immigration and Social Security Coordination (EU Withdrawal) Bill fifth sitting motion).

The Conservatives claim there are leaked Labour documents whereby Corbyn’s team have been reviewing ways of extending visa schemes to allow thousands of unskilled immigrants access to the UK. Finally the Conservative paper refers to immigration under the previous Labour Government where between 2003 and 2008 there was a 91% increase in employment levels accounted for by foreign nationals. Dods report that the Conservatives have been pulled up on their claims and Shadow Home Secretary Dianne Abbott stated it was “more fake news from the Conservative party’s make-believe research department”.

SNP

The SNP campaign focuses on the NHS and pledges an NHS protection Bill which “would explicitly prevent any future UK government from signing up to any agreement that made the NHS, in any part of the UK, a bargaining chip of any kind in any future trade deals”. This is in response to Trump’s interest in access to the NHS in a US/UK trade deal (which the Conservatives have strenuously denied). They also push for a second Scottish independence referendum. Labour who, should they be in a position to form a minority government would rely on the support of the SNP, have suggested they would permit another independent referendum however, Corbyn has been heavily criticised this week as he will not commit to a timeframe for it to be held.

Lots if interest groups will also publish their calls for policies:

MillionPlus have published their Manifesto entitled; The soaring twenties: investment, innovation and inclusion in UK higher education. They ask parliamentary candidates to commit to six key pledges that will boost the country by embracing, engaging and enhancing what modern universities have to offer to students and the economy. Key Pledges:

  • Increase current levels of investment in line with inflation and guarantee sustainable resourcing for universities to provide world-leading education for students
  • Restore maintenance grants for students from lower income backgrounds
  • Reform the student visa system to attract global talent to study across the UK
  • Invest 3% of GDP in research and innovation to boost our national productivity
  • Improve student financial support so mature and part-time students can better access higher education in a way that works for them
  • Recognise modern universities as being at the heart of technical education and pivotal providers for a skilled public service workforce

The British Academy has published a Manifesto for the Humanities and Social Sciences setting out 6 priorities for the Government to tackle. It includes supporting a sustainable HE sector and highlights that skilled arts, humanities and social science graduates fuel the service sector (80% of the economy) and asks for a funding system which maintains the breadth of subjects at both FE and HE. You can read the other priorities such a research environment and global talent here.

The final word

And the Institute for Fiscal Studies are warning the main parties about their ambitious spending pledges being made during this election campaign. Lord Gus O’Donnell, President of the Institute for Fiscal Studies, spoke on BBC R4 Today to explain that spending pledges could only be met by increased taxes. He said:

  • “When you look at the big capital spending increases – it’s about £50bn for Labour, £20bn for the Conservatives – do we have the capacity? The civil servants who are writing their briefing packs for the incoming ministers for various parties will be thinking, ‘well what could you spend this on’? ‘What’s, as it were, shovel ready? Will you get good value for money if you rush at it this quickly?’ So I think there’ll be lots of bottlenecks.”

Other news

Pay Gap: Thursday was Equal Pay Day where, due to the 13.1% pay gap, women have (on average) effectively stopped earning for the rest of the year. The Fawcett Society have launched a campaign today “right to know” which would allow women the right to have access to equivalent male counterparts salary details. They have a Bill drafted and will be pushing for MPs to introduce it in the new Parliament. The Lib Dems have also pledged to compel large companies to publish data on employment demographics for gender, BAME and LGBT employees.

Labour have pledged to eradicate the gender pay gap by 2030 through measures such as fines for organisations that fail to report on the subject, and by extending the reporting requirement from firms with 250 or more employees to those with more than 50.

Value for Money: HEPI have a new blog by Sir Nigel Carrington (VC, University of the Arts, London) on the multifaceted nature of value for money in degree provision. While this is a topic where we’ve regularly heard all the arguments this is a nice simple blog that brings the points together.

Multi-skilled engineers: IMechE have published an article, Adapt or Perish, on the growing trend (and challenge) of multidisciplinary engineering teams. The changing job market and AI revolution is creating a need for engineers to be technically fluent in a wider range of areas alongside collaboration and problem solving skills. Early-career engineers stated that they left university without skills such as coding and augmented reality, and that their degrees were often out of sync with the future needs of the industry.

The article states that embracing life-long learning will become a way of life for engineers at all career stages as new, disruptive technologies come into play. However, the research suggested that there is currently a mismatch between what higher education is delivering at masters level and what industry actually needs.

Italian or Chips?: This week’s best read has to be the (statistically modelled) article demonstrating how the Brexit leave / remain voting significantly correlates with the dominant type of fast food restaurant in the constituency area. Fish and Chips correlate with a leave vote, Italian with a remain. Without spoiling the amusement factor it is worth noting that Fish and Chips dominant constituencies also tend to be less diverse, and that the influence of holding a degree trumps all culinary effects. Worth a look at the map just to see the startlingly regional patterns in takeaway preference!

Subscribe!

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

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 27th September 2019

What a week! Parliament is sitting (but not quietly) and there is lots of coverage from the Labour Party conference including the fringe events.

Fresher loneliness

Fresher loneliness: The British Association for Counselling and Psychotherapy and Louise Knowles (Sheffield University) have spoken out on tackling loneliness during the first few weeks when starting university.

  • For many, the thought of Freshers’ Week conjures up images of non-stop partying, a whirlwind introduction to university life and new places, opportunities and friendships. But for some students it also brings a feeling of anxiety, isolation and the start of a long battle against homesickness.
  • Fresher’s Week can be a culture shock. Some students relish this and enjoy the excitement, but others are like a rabbit caught in headlights.
  • Being isolated affects your psychological wellbeing. When they start at university, many students have lost the comfort of home, someone to cook for then, that structure they had, their community of family and friends for support.
  • It’s especially true for marginalised students – such as international, disabled or mature students. They can feel at a loss. They will wonder ‘is there anyone else like me here?’ or ‘where can I get support?’

Having a sense of community can be key to helping a student overcome homesickness.

Sense of belonging

  • “They need to build up that sense of community, that sense of belonging.
  • “Some students can be very reserved. They might not be comfortable in large social groups or going out clubbing all the time with lots of new people. They might find it easier to join smaller, informal groups, and look for activities on a smaller scale to join in.
  • “We have to push ourselves a little bit to put ourselves out there and build a new community, but not to the depths of despair.”

There are university societies to pretty much cover every interest and hobby, as well as for specific groups of students, and they can often help people form a much-needed community to help them settle in.

Preparation

  • “Some students haven’t had much preparation for university. If they’ve accepted a place through clearing they may not even known where they were going until a few weeks before. It does help to familiarise yourself with where you’re going and what life’s going to be like before it’s thrust on you in the first week of term.

Freshers’ Week and the following few weeks can be a bit of a blur. Some people want to jump in and do everything. Others want to familiarise themselves with university life more slowly. “It’s important students remember to take it at a pace that they are comfortable with.”

Wonkhe have a fresher related blog: Are freshers the new realists when it comes to mental health support?

Initiations: UUK have published a briefing, Initiations at UK Universities, to raise awareness of the dangers associated with initiation tasks and excessive drinking among students. The briefing sets out recommendations and actions they suggest universities should take to prevent and respond to dangerous behaviours and aim to drive a change in attitudes towards these events.

The briefing includes a consensus statement on the best way forward from stakeholders across the university and health sectors and examples of emerging good practice. Here are the key recommendations:

  1. Adopt a clear definition of what constitutes an initiation which focuses on prohibited behaviours
  2. Foster cross-working and a whole university approach. This means including work to prevent initiations as part of strategies to tackle harassment and promote good wellbeing and mental health
  3. Evaluate new initiatives and share knowledge and good practice, continuously assessing progress being made
  4. Update or develop policies and practices to explicitly refer to initiation events and the problems that arise from them
  5. Ensure proportionate disciplinary processes and sanctions are in place, noting that a “zero tolerance approach” is unhelpful as it implies initiations do not happen
  6. Provide clear reporting systems and advertise support available to students
  7. Raise awareness of initiations and their risks among students and staff
  8. Organise appropriate staff training, identifying the levels of training needed for different staff. First responders will need the most training, for example.
  9. Work with the local council, licensees and partners to ensure the campus environment promotes responsible behaviours towards drinking
  10. Work with alumni to encourage an increased sense of responsibility for the safety of student groups and societies of which they were a part

Wonkhe have a new blog exploring the complexities for universities to walk the right balance over initiation.

Parliament is back

The supreme court ruled that PM Johnson was unlawful in his advice to the Queen to prorogue parliament. A summary of the court’s decision is here. In essence:

  • For present purposes, the relevant limit on the power to prorogue is this: that a decision to prorogue (or advise the monarch to prorogue) will be unlawful if the prorogation has the effect of frustrating or preventing, without reasonable justification, the ability of Parliament to carry out its constitutional functions as a legislature and as the body responsible for the supervision of the executive. In judging any justification which might be put forward, the court must of course be sensitive to the responsibilities and experience of the Prime Minister and proceed with appropriate caution.

The court ruled that Parliament was frustrated and its ability to debate the Brexit change curtailed:

  • This was not a normal prorogation in the run-up to a Queen’s Speech. It prevented Parliament from carrying out its constitutional role for five out of the possible eight weeks between the end of the summer recess and exit day on 31st October. Proroguing Parliament is quite different from Parliament going into recess. While Parliament is prorogued, neither House can meet, debate or pass legislation. Neither House can debate Government policy. Nor may members ask written or oral questions of Ministers or meet and take evidence in committees. In general, Bills which have not yet completed all their stages are lost and will have to start again from scratch after the Queen’s Speech.
  • This prolonged suspension of Parliamentary democracy took place in quite exceptional circumstances: the fundamental change which was due to take place in the Constitution of the United Kingdom on 31st October. Parliament, and in particular the House of Commons as the elected representatives of the people, has a right to a voice in how that change comes about. The effect upon the fundamentals of our democracy was extreme. No justification for taking action with such an extreme effect has been put before the court.
  • The Court is bound to conclude, therefore, that the decision to advise Her Majesty to prorogue Parliament was unlawful because it had the effect of frustrating or preventing the ability of Parliament to carry out its constitutional functions without reasonable justification.
  • The prorogation was also void and of no effect. Parliament has not been prorogued. This is the unanimous judgment of all 11 Justices.

So all bills that were previously passing through parliament are resumed and Parliament is sitting again. A recess for the Conservative Conference was not approved.  Next week will be another interesting one.

Fees and funding

Meanwhile, on Monday, Wonkhe reported that the Sunday Times confirmed that ministers have “shelved” implementing the Augar recommendation to cut full-time undergraduate English tuition fees to £7,500. Wonkhe continue:

  • This does not mean that higher education finance will not make its way into a future Conservative election retail offer to students and young people – maintenance grants, expansion of higher technical and apprenticeship qualifications, and interest rates on student loans could all plausibly feature – and would generate fewer direct comparisons to Labour’s free tuition offer. Though other parts of the Augar recommendations will perhaps make it through the month, the “big difference” that education secretary Gavin Williamson claimed the Augar review is making to his thinking, now looks quite a bit smaller.

And there is a new Wonkhe blog on the topic.:

  • The Sunday Times reports that ministers felt there was no parliamentary majority for any legislation. However:
  • Making changes to the fee cap would just require a statutory instrument. From the way HERA has been drafted it is difficult to see what the precise process would be to lower fee caps… but there is no indication that lowering fees would require such a vote.
  • The blog suggests Jo Johnson killed off the fee reduction “Six weeks would be plenty for him to kill off the idea of ill-considered tweaks to his 2017 legislation. He lost his job over opposition to the post 18 review, so given a second chance he was always going to take the opportunity to render it harmless.”

Voter registration

Electoral Registration: With the prospect of an election before the end of 2019 looming an Electoral Commission report holds particular interest for the student voter registration hurdle. They find that local government registers are only 83% complete (so between 8.3 and 9.4 million people are not correctly registered). The greatest risk factors for non or inaccurate registration are:

  • Aged 18-24 years
  • Having lived at current address for less than two years
  • Renting from a private owner
  • Being of ‘other ethnic background’ or ‘mixed background’ ethnicity

Several of the risk factors chime with the HE student demographic, which also has the additional hurdles of understanding the electoral registration process given their dual (home/study address) residence status. Alongside the de-prioritisation of registering to vote against the many other items competing for their attention when they start or return to university.

KEF is coming – and more money for knowledge exchange

A couple of significant announcements were made this week by the Universities Minister.

Universities Minister Chris Skidmore has today announced a new strategic direction for university knowledge exchange funding to drive the high performance needed to deliver the government’s commitment to raise research and development investment to 2.4% of GDP.

The measures announced at the Research England Engagement Forum event in London today, Thursday 26 September, include:

  • Confirmation that Higher Education Innovation Funding (HEIF) will rise to £250 million by 2020/21
  • Roll-out of the first iteration of the Knowledge Exchange Framework (KEF), with the first results anticipated in 2020
  • A comprehensive Research England-review of the current HEIF funding method, aiming to put the KEF at the heart of the approach
  • The launch of a joint call with the Office for Students (OfS), making £10m available for projects that evidence the benefits to students of being involved in knowledge exchange

You can find more detail here: Research England

Universities Minister, Chris Skidmore, spoke to celebrate the broad range of topics and internationalism within the Future Leaders Fellowships second wave. He also spoke about early career researchers:

  • I also want to highlight what I’ve referred to as the ‘Cinderella subject’ of education and research policy: that surrounding early career research. How can we create an environment that ensures early career researchers are not only better paid, but feel valued, that their work is properly recognised and rewarded?

And on the academic juggle:

  • I also am acutely aware that for all Future Leaders Fellows, the ability to conduct your research unhindered and free from the constraints of what should I say, ‘normal academic life’, is just as important as some of the financial investment that has been made today.
  • Pressure is experienced by us all, but I know myself as a historian, writing books late into the night, that there are few disciplines such as the process of academic thought and research creativity, that can be so adversely affected by the impositions of the outside world.
  • So I’m keen to do all I can to help investigate how to reduce these pressures, to understand where we need to refine our processes and minimise unnecessary paperwork, and find out where additional flexibilities need to be created, to clear the path for researchers to be free to conduct the research they need to.
  • This includes looking again at our various research funding models, ensuring that we are doing everything we can to unlock the creativity and imaginations of everyone working in research, whether they work in universities, research institutes or in industry.
  • It also means focussing on our efforts on that critical point in a researcher’s early career, when they feel most precarious, and when the strictures of an academic career can seem so burdensome that most choose simply to take a different path in life, away from research altogether. 

More detail on the Future Leaders projects can be found here.

Skidmore also spoke on Space and the importance of small business innovation this week.

Lastly, PM Boris visited a school and the BBC captured his talk with the children when he reminisced that he didn’t do enough work at university and frittered too much time at university. He advised them to use their time productively: “Don’t waste your time at university, don’t get drunk…use it well”.

HE Data

The OfS have released a new area based measure of access named TUNDRA (tracking underrepresented students by area). As the name suggests it is a data source derived from the tracking of 16 year old state funded mainstream school pupils in England on an area basis who participate in HE at age 18 or 19. They have also updated the POLAR4 postcode data which measures how likely a young person is to participate in HE based on their postcode. Note: POLAR 4 covers all schooling types as it is an area based measure. However, questions of the validity of any postcode based metric remain due to start discrepancies which mask disadvantage within postcode areas. And Minister Chris Skidmore has been open within his criticism over the shortcomings of this measure. The Government (and OfS) are rumoured to be quietly investing more time in understanding whether the index of multiple deprivation has potential for greater use in the future. Back on the OfS site are also interactive maps selectable by each of the four types of recognised young participation measures (TUNDRA, POLAR 3 & 4, NCOP) and the calculation methodologies for each type of measure are here.

Data guru David Kernohan of Wonkhe gallops through the main features, issues and oddities of TUNDRA in A cold spot on the TUNDRA.

OfS data – Changes in Healthcare Student Numbers

The OfS have published data on healthcare student number changes following the removal of the bursary system (2017 entrants). The data compares 2016-17 to 2017-18 highlighting:

  • An 11% drop in the number of students starting nursing courses (19,790 down to 17,630). Students aged over 21 dropped by 17%
  • A 3% increase in students starting midwifery courses
  • Little overall change in the number of entrants to allied health courses, with some courses growing and others decreasing. E.g. physiotherapy increased by 19% (250 students), while podiatry decreased by 19% (45 students)
  • Overall, the number of young entrants to healthcare courses increased by 8%, BUT the number of mature students decreased by 30%
  • Overall, there was a slight increase in entrants from the lowest POLAR4 quintiles (areas of lowest participation).

They said that the full impact of the reforms will not be evident until more years of data are available.

Yvonne Hawkins, Director of Teaching Excellence and Student Experience, said:

  • The reduction in nursing and healthcare students is a concern for the health workforce of the future. We are working in partnership with universities, Health Education England, NHS England and representative bodies to increase the numbers of healthcare students and there is emerging evidence that this work is starting to have an impact.
  • The OfS is supporting a number of innovative projects to boost take-up and development of specialist healthcare courses – as well as providing direct additional funding for the delivery of high-cost healthcare subjects. This data will help universities to identify gaps and opportunities to increase recruitment and ensure that the country is provided with the next generation of highly-trained health professionals’

Immigration: The Tier 4 Visa list which catalogues the institutions licensed to sponsor migrant students has been updated. It includes information about the category of students a provider is licensed to sponsor and their sponsorship rating.

Students

UCAS have launched the UCAS Hub which aims to bring together all a student’s research about their next steps into one place including HE and apprenticeships. UCAS describe it as: a personalised, digital space for young people considering their post-18 choices, as well as anyone thinking about returning to education.

It seems it is a week for one-stop shops as UK music have launched their own to help students and parents consider a career in the creative industries. Excerpt:

DiscoverCreative.Careers is designed to help students and their parents, guardians and teachers find out more about the careers in industries including advertising, architecture, fashion, film and television, museums and galleries, performing arts and publishing – and the routes to them.

The creative industries are growing three times faster than the UK economy as a whole and to meet the predicted growth, there is a need for more young people to choose a career in one of the UK’s most dynamic sectors. The new site will signpost users to the full range of jobs available to counter an historic dearth of good careers information for the creative sector.
The initiative is part of the Creative Careers Programme being delivered by ScreenSkills, Creative & Cultural Skills and the Creative Industries Federation supported by the Department for Digital, Culture, Media and Sports as part of the Government’s industrial strategy. The lead partners have worked with organisations covering the 12 subsectors of the creative industries to provide expert information on the range of jobs. (More content here.)

HE Participation Stats

The DfE has published statistics on Participation Rates in HE from 2006 to 2018 (and this link gives previous years of data). It shows rise in the Higher Education Initial Participation rate, a stable gap between male and female HE participation and a highest rate of 18 year olds accessing HE.  The detail is explained here.

New Insight: See the OfS press release in our WP and Access section on their new Experimental Statistics which group disadvantaged student demographic characteristics to, hopefully, provide answers to tricky questions such as why certain groups of students are more likely to drop out or encounter difficulties whilst studying.

Widening Participation and Access

Experimental Statistics: The OfS highlight new experimental statistics which consider the interaction of demographic characteristics. Imaginatively named ABCS (Associations Between Characteristics of Students) the OfS state the statistics could offer important insights on the combining factors which leader to non-access or poorer outcomes for disadvantaged students. The OfS press release says:

Associations between characteristics of students’ (ABCS) is a new, experimental set of analyses that seeks to better understand how multiple characteristics – like age, sex, ethnicity and area background – interact to affect students’ outcomes in higher education, including whether they get in to university and, if so, whether they continue beyond their first year.

The methodology could also be used in future to look at the results students achieve and whether they progress to graduate employment, and across all levels of higher education.

The kinds of findings that can be explored using the ABCS methodology include:

  • black Caribbean students aged 21-25 are at higher risk of dropping out than other students, and this risk increases dramatically when looking at those who also report having a mental health condition
  • although young female students are, on the whole, much more likely to go to university than male students of the same age, those who received free school meals were far less likely to go than those who did not.

Chris Millward, OfS Director for Fair Access and Participation, commented:

  • Our guidance encourages universities and other higher education providers to address combinations of characteristics when they are setting targets, choosing measures and evaluating their work to close equality gaps.
  • Our hope is that, in the future, measures such as these will help them better understand these interactions, and therefore target their work more effectively.
  • This work is experimental, so we are looking to users to provide feedback on all aspects of the methodology and measures. This will be crucial to any future development and use of these analyses.

Power of the Parent: FE Week has an article stating the truism that every WP practitioner knows – the power of the influencing parent on a young person considering their HE prospects. Towards the end of the article are some suggestions on how to bring parents on board.

Differentiated Fees: Colin McCaig (Sheffield Hallam) has a policy paper explaining how differentiated fees (e.g. based on higher fees for higher tariff entry points to a course) would significantly undermine widening access for underrepresented social groups. In particular they find that applicants from low income households would gravitate towards lower cost provision rather than accessing the prestigious, high tariff, high cost institutions.

Tricky Target Decisions: The Times letters to the editor contains Degrees of Privilege (scroll to half way down the page to find it) which explores the complexities (and hints towards a fairness question) in widening access targets.

Private Tuition

The Sutton Trust and Ipsos MORI surveyed schools and found that 24% of secondary teachers have offered paid for private tuition, two-thirds did so after direct approach by parents of pupils. In primary school it is 14%.  The survey also found that in 2019 27% of 11-16 year olds have received private tuition at some point during the last four years, up from 18% in the 2005 survey. The duration of the tuition isn’t stated but looking at the data it appears around 10% of the 2019 27% had tuition across multiple years in the last four years.

24% accessed the private tuition for a school entrance exam, and 37% for a specific GCSE subject, 4% because their school doesn’t offer a particular subject they wish to study.

The increase in private tuition is contentious because, unsurprisingly, the young people who receive it come from better off backgrounds (34% from high affluence households, 20% from low affluence households). The Sutton Trust’s press release says:

  • The Education Endowment Foundation (EEF), the Sutton Trust’s sister charity, has identified one-to-one and small group tuition as a very cost-effective way to boost attainment. To level the playing field outside the classroom, schools should consider prioritising one-to-one and small group tuition in their Pupil Premium spending. The government should also look at ways of funding access to such tuition sustainably, for example through a voucher scheme.
  • The Trust would also like to see more private tuition agencies provide a certain proportion of their tuition to disadvantaged pupils for free, as well as an expansion of non-profit tuition programmes that connect tutors with disadvantaged schools. Agencies like Tutorfair, MyTutor and Tutor Trust operate innovative models in this area.

The Sutton Trust’s other recommendations are available here.  The survey results are available here.

This was a limited scope survey designed to provide a yearly update to the two key questions of how many mainstream teachers are offering private tuition and how many young people are being tutors. The research does not answer questions behind the increase in private tuition, such as whether the Government’s raising of curriculum standards may have been a factor in compelling parents that can afford additional tuition to do so. However, the data shows that accessing private tuition has increased at a steady rate since 2005.

The next challenge – continuation

The Ministers have made a big WP student success speech this week. SoS Education, Gavin Williamson, and Universities Minister Chris Skidmore both spoke out to compel universities to do more to reduce dropout rates, particularly within the disadvantaged student body. The Government news story highlights how the Government are looking to the Access and Participation Plans that all registered providers are required to have as a vehicle for sector movement to improve the drop out disparity. While more disadvantaged students now access university (although students from advantaged areas are still 2.4 times more likely to access HE) there is a gap with students from lower income backgrounds more likely to drop out of university. In 2016/17 6% of advantaged students dropped out compared to 8.8% of disadvantaged. Of concern is that the drop out gap has become wider from the previous year. The news story says:

  • Ahead of… the publication of new statistics on access and participation by university regulator the Office for Students, Mr Williamson has underlined his determination to take action and ensure every student choosing to go to university – regardless of background – is supported to get the most out of the experience….[he will]…say that more needs to be done to make progress on access and participation at our world-class institutions. He will urge all universities to follow in the footsteps of institutions like Kings College and improve their offer for students from disadvantaged backgrounds.

The Education Secretary of State, Gavin Williamson, said:

  • It is not good enough that white working class boys are far less likely to go to university and black students are far less likely to complete their courses than others. We cannot let this wasted potential go unchecked any longer.
  • I want all universities, including the most selective, to do everything they can to help disadvantaged students access a world-class education, but they also need to keep them there and limit the numbers dropping out of courses. My message is clear – up your game and get on with it.

Universities Minister Chris Skidmore said:

  • Progress is being made to ensure that more disadvantaged young people are going to university than ever before, but it’s not enough to get students through the door – they must then get the right support to complete their courses too.
  • Dropouts will be a key focus of mine as Universities Minister and I will be watching carefully to see how universities respond to this challenge. I fully support the OfS in taking action if providers fail to do all they can to deliver their commitments.

The Government news story concludes:  The Government’s wide-ranging reforms to higher education has led to the publication of access and participation plans…The OfS will closely monitor all these providers to make sure they follow through on their plans.

UUK have responded to the speech – Julia Buckingham, UUK President, said: “there is more work to do” and called on the government to “quicken the progress” by “reintroducing maintenance grants for students most in need”.

Media coverage can be found in iNews and ITV.

Labour Party Conference

32 hour working week: At the Labour Party conference John McDonnell said the next Labour government will reduce the average full time working week to 32 hours within a decade. A shorter working week with no loss of pay. HEPI have a short new blog on what this might mean for university staff and whether it also applies to students who work long hours as part of their course load (medicine, health, architecture and education).

Abolishing Student Fees: Jim Dickinson from Wonkhe highlights the unknowns within Labour’s commitment to abolish student fees:

  • Blimey. Do you remember when the most interesting that happened at Labour Party Conference was Cherie Blair mouthing “the chancellor’s a liar” on her way out of Tony’s speech?
  • For higher education, the inclusion of “no fees” in Labour policy has never really been in doubt, and popped up several times in Brighton. The question is the deeper complexity – would existing debt be wiped? Would the unit of resource be protected? Would more students in England be discouraged from doing higher education in universities rather than FE colleges? What kinds of incentives will get the adults back? Will OfS be scrapped or reformed? The party is unforgivably vague or refreshingly open to ideas, depending on your perspective.
  • Labour’s Lifelong Learning Commission is expected to provide some answers, but has not produced its findings in time for conference. Gordon Marsden is furious that Gavin Williamson has announced subject TEF before the independent review has even been presented to Parliament. But given that every delegate agrees that the system is too “marketised”, the thorniest question was on student numbers. Say out loud that you’d have number caps and you look like an enemy of opportunity. Say you wouldn’t and you rule out the thing that has caused the intensification of competition in the first place. Marsden said neither, of course.

MillionPlus call for maintenance grants to be reinstated: Professor Lynn Dobbs, VC London Metropolitan University was a key speaker at a Labour fringe event. She said under a National Education Service (NES) a Labour government should restore student maintenance grants and guarantee investment, in order to deliver a well-funded tertiary education system for all. She said:

  • Guaranteeing sustainable investment across tertiary education can foster collaboration rather than competition between universities and colleges.
  • Shifting money around within education only moves problems from one part of the sector to the other, and from one set of students to other, does not address the critical issue of a real-terms reduction in investment in all of our students – none of us should EVER settle for that.

She urged for part-time and mature students to become a priority: The need to focus on part-time and mature students is much needed … Despite the populist narrative of ‘too many students’, fewer than 50% of 30 years olds in the UK have had the opportunity to experience any form of higher education – this is a low bar that we should be seeking to leap over. 

Abolishing Ofsted: There were tweets (and another tweet) and news stories from the Guardian and Politics Home on scrapping Ofsted to be replaced by a teaching standards support system. Angela Rayner: Schools will no longer be reduced to a one-word grade or subjected to a system that hounds teachers from the classroom. 

Further Education and the Fair Economy: The Social Market Foundation and the Further Education Trust for Leadership (FETL) ran the Further Education and the Fair Economy fringe event. The panel discussed further education and the opportunities it opened for elderly people, as well as disabled students. Time was also spent discussing the impact it had on social mobility and the future economy.

  • Chair James Kirkup, director, Social Market Foundation said that further education was pivotal to the future economy and insisted that politicians needed to increase their engagement in FE considerably.
  • Opinium’s research manager, Priya Minhas provided an overview of public perceptions of vocational qualifications, noting that they were well perceived in terms of practicality. However, she noted that most people saw university degrees as more useful for future careers and linked university education with more than just a skillset – they had an intellectual and social aspect too. Yet, vocational qualifications did have a reputation for helping people get into a job. She discussed the potential for “Nimbyism”, wherein people spoke positively about vocational qualifications but would not want them for their own child. However, the data did not simply support this hypothesis.
  • Lord Bassam of Brighton expressed disappointment at the gradual erosion of funding for FE, which had served to destabilise the sector and restrict access to FE for many people. He praised the Augar Review and said that it was through the review that the Government had realised that they needed to improve their work in the sector. He concluded by emphasising that if the Government truly believed in improving the quality of manufacturing in the UK, then it needed to increase support for FE.
  • Caireen Mitchell of Croydon College said that many colleges, including her own, had been forced into mergers due to financial pressures. She welcomed the announcement of £400m for the FE sector but said that far more was required. The implications of the funding shortage could be extensive, with far lower hours for a “full-time” programme compared to other European countries the primary concern for Mitchell. She also noted that health and mental health support was stretched, and extra-curricular activities were being slashed in favour of other priorities. The college could provide qualifications, Mitchell said, but a wider breadth of education was simply not possible. She linked the lack of funding to a lack of social mobility and productivity, with many low-income students unable to afford to continue in education. She said people on low-incomes needed free access to a rounded education, including subjects that were not “core” such as English and Maths.
  • Gordon Marsden MP (Shadow Minister for HE, FE & Skills) referenced the House of Lords Committee on seaside towns, noting the challenges that people in those areas had in accessing higher education and said that the educational challenges in those areas was “palpable”…The economic and political context was that skills were no longer siloed – the rise of technology meant that skillsets were far more fluid and varied than before. This, Marsden believed, made FE more vital than ever.
  • A representative from the Deaf Children’s Society noted that FE was often a better route for disabled children and asked what more could be done to assist disabled people get the careers they wanted. Gordon Marsden said that Labour had wanted to make provisions in law to put a special emphasis on disabilities generally in education and apprenticeships. The Government had not been willing to work with them so far, he said.

Immigration – What should be in Labour’s manifesto?: The session focussed on immigration policies as a whole and didn’t specifically cover HE.

  • Shadow home secretary Diane Abbot said that there was a lot of interest in immigration and that (following her own experience working in the Home Office after university) it was essential that the culture of the Home Office changed and the language it was having around migration. She highlighted a poll which suggested that in the last few years the UK had had an increasingly positive view of the benefits of immigration, with a poll this year showing that 22% of people believed immigration provided a net benefit to the UK.
  • Abbot said that Labour would look to unpick those policies introduced by both Labour and Conservative governments that tied into the hostile environment, principally that immigrants could not have access to resources once in the UK. Labour would not seek to impose salary limits for access to the UK as the £30,000 figure excluded valued professions like nurses. And that Labour would also entitle family members to join people already in the UK.
  •  Abbot criticised the Home Secretary’s commitment to end freedom of movement from day one and explained that it had to be reserved quickly because it was illegal. Abbot said that Labour would take a more liberal approach to immigration which she said had become increasingly popular.
  • Thom Brooks, professor at Durham University, offered his views on immigration, stating that an EU citizen amnesty should be introduced because the current EU settlement scheme was inadequate. He said he would like the 2014 Immigration Act to be repealed and reviewed with the view that immigration was positive for the UK overall. He also said that the Migration Advisory Committee was too small and should be expanded so there would be more expertise. He called for a Royal Commission to be conducted on immigration, which could form the basis of future immigration policies.
  • Kate Green, chair of the APPG on Migration, said that Ministers in the Home Office should be giving their civil servants a positive message about immigration and affirmed that immigration should be viewed as being beneficial to the UK. Green said that migration would rise across the world because of conflict and climate change and said that it was a shame the UK was leaving the EU because this was an important institution the UK could use to influence global issues.

Industrial Strategy, Skilled Jobs and Education; Run by the Fabian Society and the Association of the British Pharmaceutical Industry this event focused on assessing on how places, communities and regions can all see good work grow. The panel questioned what methods can be undertaken to ensure not only high employment, but also high skilled jobs. There was consensus that stronger regional strategy for providing skilled jobs is needed but also a strategy which guarantees that jobs remain “good” with the implementation of automation and new technology.

Shadow Minister for Business, Energy and Industrial Strategy Chi Onwurah MP opened the discussion on the topic of skilled jobs everywhere which she said is driving part of the industrial strategy. [Note – Labour have their own version of the Industrial Strategy.]  Key points are:

  • strong cross sector investment and a strong focus on investing in infrastructure so that people have sufficient access to jobs.
  • delivering skilled jobs as part of an industrial strategy, this would allow for some divisions to be healed amongst regions, prosperity would be delivered
  • innovation needs to be a part of the “cultural DNA of our country” and the UK needs to become an “innovation nation”; if this remains a key goal then access to skilled jobs can be broadened to those who are currently excluded
  • there should be the implementation of a National Education Service that champions adult education and enables people to reskill.
  • both the industrial strategy and education strategy should be combined and work alongside each other so that individuals can “realise their dreams”.
  • international talent is vitally important and even those who earn less than £30,000 should have access to work in the UK

Labour’s Anti-Private Schooling Motion:  At the Labour Party Conference a motion was passed intending to dismantle the private school system should Labour win the next general election. Previously Labour said they intended to close the tax loopholes available to elite private schools, redistributing this money to ‘improve the lives of all children’.  However, the motion, spearheaded by the Momentum faction, said the next Labour manifesto should include a: “commitment to integrate all private schools into the state sector…[and]…withdrawal of charitable status and all other public subsidies and tax privileges, including business rate exemption. Plus: “endowments, investments and properties held by private schools to be redistributed democratically and fairly across the country’s educational institutions”.  It also said that universities only admit 7% of students from private schools, to reflect the proportion of all pupils who attend them. More details are in this Politics Home article. Laura Parker, Momentum’s national co-ordinator, said: “This is a huge step forward in dismantling the privilege of a tiny, Eton-educated elite who are running our country into the ground.

The Letters to the Editor of the Times on Labour’s proposed abolition of private schools provide some interesting questions on how beneficial it would be to society to carry this policy through.

From the Labour NASUWT fringe event on valuing teachers:

  • Dr Patrick Roach, Deputy General Secretary of NASUWT – in some instances, teachers only had a single GCSE in the subject area they were responsible for, which had led, he added, to a culture where “as long as you are one-page ahead in the textbook of the pupils that you are teaching then that is good enough.” He lamented that this is not good enough.
  • Mike Kane, shadow schools minister, said that the Labour Party would bring an end to “toxic testing” and ensure that teachers had proper qualifications in a bid to bring “hope” back to the profession. He proceeded by highlighting how Conservative cuts to university budgets and training courses had led to an influx of unqualified teachers entering schools. He said “far too many teachers in our system are absolutely unqualified. It isn’t a profession, it is becoming more of a trade which you learn on the job”. Kane continued emphasising that forcing teachers to “teach to the test” coupled with a litany of legislation had resulted in plummeting morale.

The Class Ceiling: Barriers to Social Mobility in the UK today.  This event run by Demos and The Investment Association focused on the challenges facing social mobility today. In particular, how aspirations, access to jobs and attitudes can be altered amongst those who have the least opportunity and come from backgrounds that traditionally limits how far people go in life.

  •  Duncan Exley, former director of the Equality Trust, said that during the 20th Century there was more social mobility than in the 21st Century with the odds now greater that individuals will have a lower level job than their parents. He also said that no matter how much individuals are trained and educated, there needs to be an increase in supply of good jobs and homes if social mobility is going to occur. Finally, Exley said that there is a need to support collective wellbeing to encourage social mobility, as this in turn unleashes individual opportunity.
  • Claire Ainsley, Executive Director Joseph Rowntree Foundation said that the perceived social mobility problem is particularly worrying – younger people are less likely to believe that it is hard work and talents that gets them on in life, as most see background and parents as responsible for where they end up. Ainsley argued that this is a problem that needs to be tackled if levels of social mobility are going to improve. She continued that in order to properly address social mobility problems, bright young people from deprived backgrounds aren’t the only ones that need to be given attention, but maybe those who are older too; the lens on social barriers and mobility needs to shift.
  • Seema Malhotra, MP for Feltham and Heston, framed her remarks on social mobility about “creating conditions for success”. She said that there needs to be an increased readiness to learn amongst people, the opportunity to dream and a desire to achieve. Malhotra commented that not only do attitudes towards young people need to change if social mobility is to improve, but she also said that attitudes within families and communities that traditionally hold people back when there is an attempt to create opportunity need to be altered. She explained that young people are experiencing cumulative impact effects, whereby they are absorbing their parents’ anxieties about housing and this in turn is limiting their own mobility; Malhotra attributed this whole issue to poverty and austerity. Malhotra discussed what she called “the pillars of prosperity” –  she said that the education system needs to create conditions for success and that the levers and relationships within communities and society need to assist in creating opportunity.  To conclude she spoke on how there is a “fundamental” issue about human flourishing and providing mechanisms that support this; this is something that must start early in life and should be sustained if social mobility is to improve. Whilst this isn’t really a policy goal currently, she argued that it should be a central approach to the creation of policy.
  • CEO of the Investment Association, Chris Cummings, said industry should be prioritizing ‘potential’ over ‘polish’. Cummings said that financial services specifically has a bad habit of employing the “best” people – those that have good academic qualifications, perform very well at interview and have a high degree of social capital. However, Cummings said that this often leads to a “group thinking” attitude, instead of prioritizing diversity of thought, which in turn can be highly beneficial, and give overall better outcomes and returns. He said that if industry isn’t diverse in the way it thinks then decisions can often become constrained. Cummings described his own organisation as implementing an hour glass model, rather than a pyramid, to provide opportunity to those who can bring a “different dimension” to the world of work.

Labour’s cradle to grave careers service and the quality of careers advice was also discussed.

A guest blog from SUBU

Our guest blog series by Sophie Bradfield of SUBU continues this week

With a new cohort of students joining us this week, Unite’s recent report with HEPI on ‘The New Realists’ can help us gain some insights about prospective students, students enrolling and already enrolled at BU.  The aim of the report is to “investigate young people’s transition to university, their expectations and their experiences in the first year, looking at both academic and non-academic aspects.” There are 4 stages to the research: desk research, online communities, friendship triads, and a quantitative survey. (You can download the full methodology here). Respondents are diverse with a range of genders, nationalities, ethnicities, grades achieved, sexualities and abilities, ensuring a reflective view of the student mind set. 5,108 students were surveyed, with a fairly even split between applicants (2,535) and first year students (2,573). The majority of these respondents are in the 16-19 age bracket (86%) with the remaining 14% in 20+ age bracket. The report has 3 key themes which I have unpicked below.

Key Theme 1: University Provides a Bridge to a Stable Future

One of the key findings from the report is the general belief carried by generation Z that University is a way to foster stability in an unstable world where their futures are otherwise uncertain. 69% of respondents agreed “going to University is the only way to make sure I’ll get the life I want”. 68% felt they would face more challenges than their parents in becoming successful in life which may be because 59% felt there is more “chaos and risk in the world than there was 20 years ago”. ‘Independent but not adults’ is a term used in the report to explain how students felt. I’ve heard BU students refer to themselves as feeling ‘adultish’ which links to the findings of this report and shows how widespread it is. University is a place where students can try new things, challenge themselves and develop their future selves. For many students, University is a key development time to ‘become adults’.

Key Theme 2: Students are more Diverse than ever

The report finds that more than ever, students have diverse individual identities dispelling the myth that there is a ‘typical student’. For example over a fifth (22%) of students in the research study identified as being teetotal, demonstrating a shift away from the drinking culture often associated with the student experience. As noted in the report, this means it is essential that students are continuously listened to so their education experience meets their needs.

With the research depicting a rise in students declaring a disability (including mental health); a higher proportion of Black and Minority Ethnic students (BAME); a rise in students from lower participation neighbourhoods; and a higher proportion of students identifying as LGBT+, higher education institutions are fantastically diverse places for students to develop and grow as open-minded and progressive individuals. Nevertheless, the report finds that respondents from minority and under-represented groups are slightly less likely to see themselves as successful which shows there is still some way to go to level the playing-field for all students, through empowerment and liberation.

The report also finds that over 80% of respondents combined either don’t follow trends or don’t pay attention. We can see this in the political world too; 40% of respondents didn’t identify with a particular political party. Labour came top being supported by 19% of respondents, followed by 8% supporting the Green party; 7% the Conservatives and the remaining gaining 1-3%. We’ve seen this move away from tribal politics over the last few decades but these latest results show how pertinent it will be for political parties to attract the student vote in the anticipated General Election.

Key Theme 3: Peers Play a Pivotal Role in a Successful Student Experience

The report asks students about successful aspects of their student experience.

In SUBU we’ve been asking BU students a similar question for the last 7 years in an annual student experience survey: ‘When you graduate from BU, what are the 3 most important things that will determine whether your time at BU has been as good as it could have been for you?’ With an open text response, students have always chosen the same three themes: Degree Grade, Friends Made; and Employability Prospects. This shows similar themes to the Unite report above.

The report finds that the majority of students report feeling lonely occasionally with a further 22% saying they feel lonely often and 4% saying they feel lonely all the time. The BBC loneliness experiment reported in 2018 found a higher proportion of 16-24 year olds were lonely compared with the oldest in society. Wonkhe reported on this issue earlier in the year too making the link between loneliness, student activities and mental wellbeing. The Unite report also shows that students understand that they can increase their wellbeing through socialising, making friends and taking part in activities, demonstrating the importance of balancing the academic experience with the non-academic experience whilst at University. ‘Freshers’ Week’ events are highlighted as specifically making a positive difference to the experience of students who are estranged from their parents or have been in care. Yet, more can be done ‘to help students connect, make friends and integrate when they first come to University’.

The research shows that students feel ‘pressure to solve their own problems independently or with peers’ connected to ‘transitioning to adult life’. This belief is reflected in their approach to mental health too as despite an increase in students identifying as having a mental health condition, many want to manage it themselves rather than seeking support from University services. Only half of students report their condition to their University and trust their peers far more than their University to reach out to for support. The report found that 47% of respondents considered their mental health condition to be part of who they are, forming part of their identity, however 46% also acknowledge there is still a stigma around mental health. This reluctance to seek support due to stigma and trust is something that continues to be a key area for Universities’ to address in the midst of an ongoing national debate about whose responsibility it is to ensure students get support for mental health issues.

Conclusions

The Unite/HEPI report highlights some very interesting insights from the student perspective, some of which are detailed above. Ultimately it all relates to conversations around transitions and support. There has been lots of research and work around improving the transition of students into University, for example Michelle Morgan developed the Student Engagement Transitions Model for Practitioners to demonstrate the importance of transition at all stages of University. This Unite report highlights this too; the whole University experience is a transitionary experience for many students into ‘adulthood’. As director of HEPI Nick Hillman notes, “Today’s students are not, in the main, going to university because they want to be rich; they are going because they want to absorb the lifelong transferable benefits that degrees continue to confer.” Therefore it seems Universities and Students’ Unions should continue to do all they can to shape and nurture a diverse and malleable University community for students to share, experiment and grow into progressive, engaged citizens of the future.

Inquiries and Consultations

Click here to view the updated inquiries and consultation tracker. There aren’t any new inquiries and consultations this week however, email us on policy@bournemouth.ac.uk if you’d like to contribute to any of the open inquiries or consultations.

Other news

Climate Change Funding: At the United Nations General Assembly on Monday PM Boris announced £1 billion aid funding to develop and test new technology targeted at tackling climate change in developing countries. The innovative new Ayrton Fund to give developing countries access to the latest cutting-edge tech to help reduce their emissions and meet global climate change targets.

The UK is home to some of the world’s best innovators in clean energy technology. Through the Ayrton Fund they and other scientists from around the world can work in partnership with developing countries to transform their energy sectors and reduce emissions by:

  • providing affordable access to electricity for some of the 1 billion people who are still off the grid, including through innovative solar technology for their homes
  • enhancing large-scale battery technology to replace polluting diesel generators and ensure clean energy can be stored and not lost
  • designing clean stoves like electric pressure cookers for some of the 2.7 billion people who still rely on firewood – with the smoke damaging their health as well as the environment
  • working with factories in major polluting industries like iron and steel, petrochemicals and cement to reduce their carbon output
  • improving the technology behind cooling systems so energy isn’t wasted – residential air conditioning alone is expected to raise global temperatures by 0.5°C in the years ahead; and
  • designing low-emission and electric vehicles to cut pollution and make transport systems cleaner and greener

Meanwhile Labour seem to have interwoven the environmental crisis through all their policy areas during their Party Conference this week. For example, when speaking of planned NHS reforms they said their: Green New Deal for our NHS – A Labour government will deliver the greenest health service in the world. As we rebuild our hospitals we’ll invest in solar panels and energy efficiency schemes. We’ll move to a fleet of low emission ambulances. And we’ll guarantee patients and staff a right to green space with an ‘NHS Forest’ – 1 million trees planted across our NHS estate – a tree for every member of staff.

Graduate Employment: The Times describe the biggest graduate recruiters in Top 100 Graduate Employers: bright young things flock to prison careers. In 2019 the Civil Service was the biggest graduate recruiter followed by PwC, Aldi, Google and the NHS. You’ll need to follow another link to find out about the variety of work within the prison service, however, this article talks about how young designers are influencing the prison environment.  And WONKHE have a quick and interesting new blog: Who is responsible for getting a graduate a graduate level job.

Positivity towards TEF (or not): Steven Jones (Manchester) speaks of how to harness TEF for positive gains during the SRHE conference:

  • [The Conference] was full of new ideas. Opposition to metrics wasn’t based on change-resistance and ideological stubbornness. Indeed…we urgently need to measure, understand and close differential attainment gaps in many areas, such as ethnicity. But there was consensus that current proxies for ‘excellence’ were incomplete, and creative thoughts about how they could be complemented. What about capturing graduates’ long-term well-being instead of their short-term satisfaction? Or encouraging institutions to develop their own frameworks based on their specific mission and their students’ needs? How about structural incentives for collaboration rather than competition? And a focus on teaching processes, not teaching outcomes?
  • The argument that the TEF is less about changing pedagogies than manipulating wider discourses shouldn’t bring any comfort to the sector. I tried to show how the dominant logic of teaching excellence primes the sector for more fundamental policy shifts, such as for-profit providers receiving taxpayer subsidy on pedagogical grounds. One delegate spoke to me at the end of the event to offer another example, explaining how employability-minded managers within his institution were squeezing out critical engagement with cultural theory to allow for further skills-based, professional training. The TEF may not change practice directly, but it retains the power to nudge the sector away from its core public roles towards more privatised and instrumental practices.
  • The challenge for us is to articulate a confident and robust defence of all kinds of university teaching. We need to explain how our pedagogies bring lifelong gains both to our students and to wider society, even if initial encounters can be difficult and unsettling. Policy has taken us a long way down the market’s cul-de-sac, but what’s reassuring is that we’re now moving on from TEF-bashing towards a coherent counter-narrative. This event confirmed that universities have more meaningful things to crow about than their fleeting goldenness against a bunch of false proxies.

Apprenticeships Access: The OU surveyed 700 employers in England and have published their Access to Apprenticeships report. Wonkhe describe the report contents: [the report]

  • concludes that many employers need more funding, training and information to support apprentices with declared disabilities. 24 per cent of companies surveyed find it challenging to fund training and development for apprentices with disabilities and 34 per cent of employers surveyed report an increase in entry-level applications from people with declared mental health conditions.
  • The report recommends that the government support employers through providing clearer guidance around hiring apprentices with disabilities, urges the Department for Education to simplify its funding model for providing additional learning support, and advocates the introduction of a training programme for employers recruiting apprentices with disabilities – akin to a Mental Health First Aid course.

Subscribe!

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

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.

Subscribe!

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

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 26th July 2019

The Policy Update will take a break for a few weeks followed by a bumper edition catching you up with the summer news.  We realise that this is poor timing given everything that is happening but we offer you some great links to use instead:

New PM and administration

The PM gave his first statement to the House of Commons.  Interestingly he did chunks of it facing his own side.  And very fast.

  • The deal is dead
  • The backstop is dead – a time limit is not enough
  • Ready to negotiate an alternative in good faith
  • Does not accept that any of the UK needs to stay in the single market or customs union
  • Steadfastly committed to the Good Friday Agreement
  • Preparing for no deal is a top priority in case it is necessary
  • Absolute commitment to 31st October
  • And repeated a lot of yesterday’s spending pledges on education, health, social care, police etc
  • He has asked the Migration Advisory Committee to come up with a new plan on immigration – referring again to the Australian points based system

You can catch up on the appointments to cabinet via the BBC here, who will presumably also list the more junior roles as they come out over the next few days.

This from Conservative Home: “Remainers and Leavers alike can converge on a shared point.  Vote Leave helped to create Brexit.  Let their leaders now own it.  If one asks for decisiveness – for an end to drift – one can scarcely complain when it’s delivered.”

One of the most interesting from a Brexit point of view is the appointment of Jacob Rees-Mogg and leader of the House of Commons, which puts him in pole position to go up against Speaker Bercow over Parliamentary efforts to block a no-deal Brexit.  Rees-Mogg made his first appearance on Thursday.   Lots of laughing as he said pretty much nothing at all.  He said prorogation was an archaic mechanism and the PM has said that he does not want to see archaic mechanisms used.  He was vague on recesses.  He also said that Parliamentary motions cannot overrule legislation – motions of course being the tool that rebels and opposition of all sides have used a lot this last year.  And Theresa May used to take notice of the will of the house as indicated by motion.  I wrote a while ago that those wishing for a change might regret it because the new government are very unlikely to take as much notice.

The press is full of profiles of new PMs and his cabinet, many of them character assassinations, some massively supportive.

And everyone is lobbying – from the EU saying “we already have a deal but we can look at the political declaration” to UUK saying that he needs to look at post-study visas and participation in EU research programmes, and everything in between.  Like he’ll be listening to any of that for the next three days – he has plenty of other things to do.  Let’s get going, dude.

And views of the outcome of all this – either we have an election in short order with a landslide for the Conservatives, or we have an election with a desperately hung Parliament, or we have no election at all.  Either way I still think we are likely to leave the EU without a deal in October.  because even if we have one/call one before October an election is unlikely to change anything as far as the EU are concerned.  And I still don’t see that many Tories voting down the government.  Yet.   Matt Hancock ruled out an election deal with the Brexit Party – of course it isn’t up to him (although he did keep his job).

But the PM also seemed to (more or less sort of) rule it out earlier this week.  And Jo Swinson has ruled out a Lib Dem deal with Labour.  So unless we have a smooth exit (with a deal, or less bad than expected without one), followed by a Tory landslide (still possible), we may be headed for Italian style politics based on minority governments and frequent changes of leader for some time yet.

The new leader of the Lib Dems has asked Jeremy Corbyn to call for a vote of no confidence on Thursday.  This is very unlikely to happen.

Will there be a spending review?  Interesting blog from the Institute for Government:

  • If the spending review had run on Philip Hammond’s time-table then it would already be underway, but it now looks like a very tall order to complete a three-year spending review before an autumn Budget.
  • This is partly because of uncertainty about Brexit. Without knowing when and how it will happen, it is difficult to predict the economic and fiscal consequences – this makes decisions about spending across government departments ever harder to make.  
  • It is also about political head space. Can a new Chancellor, a new Chief Secretary and new Ministers in charge of most spending departments really sort out a spending review in only a few months? Do they even have the time to attempt it while Brexit still dominates their attention morning, noon and night?
  • There has been speculation that the Budget may be brought forward to September. This would make it impossible to undertake a spending review. So an early decision for Sajid Javid will be whether to defer the spending review to 2020 and instead attempt a much more limited exercise this year to patch up public service budgets for 2020/21

It may all change by September but remember that MPs have gone back to their constituencies on Thursday.  No more late night make or break votes.   They are not due back until 3rd September and then they are expected to break again for conferences for three weeks in mid September into October.  The PM doesn’t need to prorogue Parliament – they are hardly meeting.  So all the politics will happen behind closed doors or through the press between now and early September, at least.

The government, of course, will not go on holiday – the PM has said he in a hurry and it will be a busy summer.

Meanwhile with a focus on the sector, Nick Hillman has written for Research Professional a characteristically positive blog about the prospects for HE under a Johnson government, not least a positive attitude to HE and research, a relaxed attitude to immigration and (as a classics graduate) perhaps a less reductionist view of value for money in education.

  • In fact, the traits that have damaged recent prime ministers have all been known before they took office.
  • We knew Blair was too eager to please long before he sought to please George Bush without proper scrutiny. We knew that Gordon Brown lacked the social skills that make for happy teams and electoral victories. We knew Cameron liked to take risks and enjoyed winging it a bit too much. And we knew that Theresa May was inflexible long before she became prime minister.
  • Now we know that Johnson is entering Number 10 famed for his stunts, sunny optimism and constructive ambiguity. Whether these are the characteristics we need to see us through the next few years, only time will tell.

And in terms of the sector appointments?

Jo Johnson is back in what looks like his old job at BEIS and DfE, as Minister for Business, Energy, Industrial Strategy….and Education.  That looks like universities.  Is it called education to reflect a view that the post-18 review and Augar had a point and that the integration of post 18 education will be a real thing (and that at least some of Augar, in that sense, will be implemented?).  Or is it something more broad?

He will report to Andrea Leadsom (grammar school; University of Warwick, Political Science), as business secretary and Gavin Williamson (comprehensive school; BSc in Social Sciences from the University of Bradford) as Education secretary.  And Jo Johnson (Eton; Balliol College, Oxford, Modern History) will sit in cabinet – which this post has not done for some time. We don’t know what Gavin Williamson’s and Andrea Leadsom’s views are on Augar (or anything else related to education). Of course one priority is clear, the promise made outside No 10 yesterday about “levelling up funding for primary and secondary schools”.

Not all the details of junior ministers have been released, the focus has been on the cabinet.   So maybe Chris Skidmore will stay as universities minister under Jo Johnson?  As at the time of writing is still unclear.

Nick Hillman also recommended in a HEPI blog leaving Chris Skidmore in place as Minister.  He has been MUCH less negative than Jo Johnson or Sam Gyimah.  Interestingly different takes on this one on Thursday morning.  The sector generally liked Chris Skidmore.  He was positive and supportive.  He didn’t like talking about “bums on seats” or 3Ds.  He talked a lot about research and research funding.  He seemed to get it.  Some people have welcomed the return of Jo Johnson, who is opposed to Augar and is pro-immigration (Boris is also pro-immigration).

But we seem to have short memories.  Jo Johnson started the bums on seats line of thinking.  He created the interventionist system we have now with its focus on encouraging alternative providers (which many worry about) and in which the OfS will not prop up failing universities.  At the end of this term in office he was very critical and negative of the sector.  Many were pleased to see him go.  He may well support 3D floors on entry – as an alternative way of limiting supply instead of cutting fees (which he has said he opposes).  He invented the TEF and the KEF.  He also invented subject level TEF, which the sector was hoping would be abandoned after Dame Shirley Pearce reports on the TEF (soon?). He got all tangled up the (largely spurious, made-up stories) freedom of speech battle towards the end of his tenure.

Wonkhe have an article by Jim Dickinson, who also reminds us that Jo Johnson also stirred up the snowflake student stuff and grade inflation.

It’s going to be interesting.  But of course it may be that this is a short-lived government and they never get to do anything about the detail.  We’ll see.

Contextual admissions

HEPI have published an opinion poll of students in What do students think of contextual admissions? (HEPI Policy Note 14).

The survey of over 1,000 students shows:

  • three-quarters of full-time undergraduates (73%) think it is harder to achieve good exam results if you grow up in a disadvantaged area – and support is highest at Russell Group, where 81% believe this;
  • most students (72%) also think higher education admissions should take account of applicants’ backgrounds;
  • around half of students (47%) back lower grade offers to those from disadvantaged areas, while nearly as many (45%) oppose the idea – at the most selective universities, a majority (57%) support lower grade offers while 36% oppose them;
  • a minority of students (28%) think contextual admissions would make it ‘harder for students like me’ to get into university, while a majority (53%) disagree;
  • two-thirds (65%) of students do not know if their own university makes contextual grade offers and just 16% are certain that it does; and
  • most students (54%) think those admitted with lower grades would be able to keep up with the course requirements, but four-in-ten students (38%) do not.

Nick Hillman, HEPI’s Director who wrote the Foreword to the report, said:

  • Giving disadvantaged applicants lower entry offers is one of the most controversial things that universities do. But there is a secure evidence base for it, as many people underperform at school and college because of their personal circumstances.
  • Amazingly, despite the controversy about and evidence for, contextualised offers, we haven’t known what students think of them. This, rightly, concerns the Office for Students.
  • Our poll shows the principles behind contextual offers are widely accepted by students, who believe disadvantage applicants need a boost. Yet most students don’t know if their own university awards contextual offers and only half of students think lower entry offers are right.
  • So there is still considerable work to be done on winning over hearts and minds.

Fake news, tribalism and the state of public debate

We thought this period – quieter on specific HE policy although not quiet on national politics, would be a good opportunity to reflect on some bigger issues.  This reflection is a sad one; it took us to fake news, tribalism and the state of public debate.

Starting with public debate – perhaps the state we are in was epitomised by the recent Tory leadership debates.  Shouty people, mostly men, talking over each other, not listening to either questions or responses, trying to make the three points they had on their “must say” list rather than respond to the question.  Despite this, trying to show empathy with the questioner (lots of use of their first names when they could remember them).  Ignoring and speaking over the person trying to run the debate.  Desperately repeating a small number of phrases over and over again (did anyone know Jeremy Hunt was once an entrepreneur?).  Essentially they looked either like a poorly run Oxford Union debate or a dysfunctional family Christmas lunch.  (Maybe that is really what Christmas lunch was like for the Johnson family last year.)

But of course those were staged events, in an unreal situation.  The general public wasn’t really the audience, the electors were.  So perhaps we shouldn’t worry too much about them.

So what about the state of public debate more widely?  To say it is polarised would be understating it.

There’s a Conversation article you might find interesting.

I found this US article about fake news in Psychology Today.  And it is terrifying to hear that there are people who don’t believe that the moon landings were real.  But the problem I wanted to think about was the impact of people in the public eye telling lies.  Or at least being economical with the truth.  Or at least making promises they break, and perhaps never intended to keep.  These all suggest that that the person doesn’t care.  It is all about the impact of the statement in the moment.  It assumes that the listener doesn’t care either.  So Trump can say things that are clearly not true, and his supporters don’t care.  He doesn’t care, because it won’t make any difference to the people who don’t support him.  So he can land a message about democratic congresswomen and move on.  It may not gain him any supporters, but it may deepen support amongst his existing base, because one of the things they admire him for, is saying the unsayable.

And he doesn’t really expect people to take it seriously.  All that stuff about the ambassador, and taking him off the invitation list – I don’t know, but it looked to me as if he didn’t really expect him to resign.  It could have blown over.  Are we doing the wrong thing in taking it all too seriously?

But of course we need to take it seriously, because if we don’t this sort of thing will become even more normal.  We will all adopt a cynical approach to everything.  And in fact, we probably already have.  Which brings us back to fake news – because we are more likely to go back over and over again to the same sources who present a view we agree with – where we can stop being uncomfortably cynical and not question the stories we find in our safe spaces.

Do I have a conclusion?  Not really.  It’s just worrying.  It’s good to know that this is something that BU staff are engaged with.  And I went back to the conclusion of that Psychology Today article:

  • Strive to make critical thinking your automatic reaction to online encounters with news and other information. This won’t make you invulnerable and incapable of making missteps, of course.
  • Do not forget for one second that you are under constant threat of intellectual assault from countless throngs of deluded believers pushing endless streams of baloney and madness. There also are countless profit-motivated, agenda-driven, and just plain dishonest companies and people who show up and work hard every day with the aim of fooling you for their own gain. Defend your mind.
  • I find some reason for hope and optimism amid the current explosion of fake news we are experiencing. There is a chance that people finally will be forced, after being suckered one too many times, to recognize and admit the obvious: We must think before we believe. Maybe financial cost, political exploitation, or just plain humiliation will motivate more of us to finally become our own editors and stop trusting every story that comes along. And that would be progress.”

It would.  But alongside that we also need to remember that just because this is true, not everyone is bad.  And maybe trying to understand the perspective of someone we disagree with would also be progress.  Perhaps politicians could try that.  Some people believe that this will be our new PM’s greatest strength.  Let’s hope so.  In his own words “it is time to get on with it”.  Looking at the make-up of the cabinet, though, and the things being said about it already, things haven’t started well.

Subscribe!

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

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 19th July 2019

The big news this week was the defeat of the Government’s wishes to prevent an amendment which aims to hinder the prorogation of Parliament. Chris Skidmore made what may be his last speech as Universities Minister. Few HE reports were issued and the main thrust this week focussing on skills within industry including apprenticeships and the launch of the national retraining scheme. Have a lovely weekend, refuel and shore yourself up ready for Parliamentary changes next week!

Parliament

When we write next week we’ll have a new Government with (probably) a swift Ministerial reshuffle. The media has few hints about who will get what job, aside from some key Conservatives jostling for ministerial position.

Hints include:

  • Matt Hancock challenging Boris’ stance on energy drinks – Boris wants to remove the sugar tax, Matt want to ban the drinks. Is it enough to boot him out of the Health Secretary role despite his declaring for Boris when he removed himself from the leadership race?
  • Gove (Environment Secretary) has stated Boris would make a ‘great Prime Minister’ and on both Boris and rival Hunt he states: “We can trust them both to do the right thing on every critical issue” whilst warning that time is running out to stop climate change. On this note he described Boris as having been “passionate about the environment for decades… [upon first meeting Boris Gove recalls that Boris] described himself to me without prompting as a passionately green Tory and in every role he has had he has championed the environment”. The media is awash with stories that this is Gove’s pitch to remain as Environment Minister. When Gove was asked if he wished to stay on in the Ministerial spot he stated he had merely been giving in the speech a “personal indication of the way which I would hope policy to develop, whoever does this job”.
  • Amber Rudd has performed a political U turn and dropped her opposition to a no-deal Brexit. The Spectator claims she is a ‘reasonable bet’ for Ministerial office. Interesting, especially as she is backing Hunt for PM.
  • Plus Justine Greening, Sam Gyimah, local Sir Oliver Letwin, Sarah Newton, Minister Margot James all showed their stripes this week and voted against a 3-line whip in the amendment aiming to hinder Boris’ potential prorogation of Parliament (more on this below).
  • Similarly four ministers failed to ingratiate themselves when they abstained on the amendment vote – Rory Stewart, long term Cabinet member Greg Clark, current Chancellor Philip Hammond (long rumoured to already have been off the list anyway) and Justice Secretary David Gauke.
  • And Chris Skidmore gave a speech which he said might be his last as Universities Minister –although he has also said he would like to stay.

Change is inevitable.  Boris (assuming it is him) has said all his Ministers must support a no deal Brexit.

The Guardian has this to say on the Cabinet spots: Johnson is adamant that he has not been offering jobs to anyone before entering No 10, as appears likely to happen next Tuesday. He has even declined to say that Hunt will be allowed to stay in the cabinet. It remains to be seen whether he will forgive Gove for his betrayal in 2016, although senior Eurosceptics believe he will extend the hand of friendship with a cabinet post.

Meanwhile the Lords are trying to safeguard against Boris prorouguing Parliament (assuming Boris becomes PM). In an amendment to legislation the Lords defeated the Government by 272 votes to 169. While we have seen various opposition and backbencher parliamentary challenges aiming to prevent no deal or the prorogation this is the first real success.

Last week former PM John Major spoke out and threatened action against Boris’ refusal to rule out closing down parliament to pass no deal. This week it appears the Lords may have been tipped into action by Boris’ team suggesting that if Boris becomes PM he is considering holding a Queen’s Speech to set out his legislative plans at the start of November – such a move would usually close down Parliament for the preceding two weeks – meaning MPs would be unable to vote against a no-deal in the run-up to the crucial Brexit deadline.

On Thursday afternoon the Commons debated the final stage of the Northern Ireland Bill (considering the Lords above amendment) – this is the legislation the amendments are being made to hindering the prorogation of Parliament for Brexit. Despite a Government 3-line whip the MPs voted to uphold the Lords amendment and this amendment blocks suspension of Parliament between 9 October and 18 December unless a Northern Ireland Executive is formed. It the NI Executive is not in place MPs must be recalled to debate Northern Ireland issues (of which Brexit is the key current issue) at this point. Notable for their vote against their party whip are: Justine Greening, Sam Gyimah, local Sir Oliver Letwin, Sarah Newton and the Minister Margot James who promptly resigned her DCMS ministerial post. Twelve other conservative MPs voted against the Government’s wishes. Four cabinet ministers abstained: International Development Secretary Rory Stewart, Business Secretary Greg Clark, Chancellor Philip Hammond, and Justice Secretary David Gauke. Leadership hopeful Jeremy Hunt ‘accidentally’ missed the vote and took to Twitter to say he would have voted based on Government wishes. 30 other Conservative MPs abstained, including local MP Simon Hoare. Universities Minister Chris Skidmore and Education Secretary Damian Hinds voted with the Government’s wishes. See the listings here for the full who’s who details on the votes.

The amendment places another road block against the prorogation of parliament. However, the power to request the Queen to prorogue remains with the PM so it could still happen. What is most interesting is that the Government’s defeat in this vote shows the potential for Conservatives to rebel and vote down the next PM in support of a Labour motion of no confidence.  However, this would be  an extreme action for Conservative MPs as doing so would precipitate a general election with the risk of MPs losing their constituency seats and potentially Labour (or a coalition group) forming a new Government.  Many rebels have been suggested that they would stop short of this.

WP Speech from Universities Minister

Universities Minister Chris Skidmore spoke on widening access and participation on Monday. He visited Birkbeck University which has a big widening participation agenda and classes are held during the evenings only. The Minister visited because he wanted to learn from Birkbeck’s flexible, ‘step-on, step-off’ approach to higher education for the future. And that’s why we’re expanding the range of options available to students today. The Minister states the Government’s agenda is all about students making choices, which are best for them. He goes on to highlight key points:

  • We are putting extra resources into higher technical education and apprenticeships. So, as well as offering a range of world-leading higher education courses, we’d like to ensure that vocational and technical training options of equal quality are available across the entire country, so that all 18-year-olds are able to select the pathway that best suits their aspirations and potential. But…higher level education is not just for 18-year-olds. Here…we see the ultimate in flexible teaching models combined with high impact research, which all goes to show that part-time and mature students are right to expect the highest quality experience and outcomes.
  • This government recognises the importance of studying part-time and later in life, and the huge range of benefits it can bring to individuals, employers and the wider economy. We acknowledge there has been a 57% decline in the number of students in part-time higher education since 2010-11 – many of whom will be mature. And we recognise the need to rectify this since, as the world of work changes, it is important people are able to retrain and reskill as they need, so they don’t get left behind. According to research by the Centre for Social Justice, it is expected that anywhere between 10 and 35% of the UK workforce will need to reskill in the next 20 years. 
  • The Minister goes on to detail the changes aimed to support part time and mature students – access to maintenance loans and access to loans for STEM courses for ELQs (students who already have a degree or equivalent level qualification). But we know we still need to do more – both to encourage students to study part-time and later in life, and to encourage all higher education providers to develop their offers to appeal to those students. The Minister mentions the OfS’ work on Access and Participation Plans and how institutions plan to tackle barriers and problems for mature students.
  • In 2018, for the first time ever, over 20% of English 18-year-olds living in the lowest participation neighbourhoods entered higher education. And the data just released on 2019 applications shows further significant progress… But, we cannot rest on our laurels… we’re still not getting the most disadvantaged students into the best possible courses for them. Our widening participation data shows White boys on free school meals have the lowest progression rates to higher education. And there are still significant regional differences to address across the country.
  • To make sure our efforts to improve access and participation are as effective as they can be, we need to be willing to look at the system as a whole, and to take a whole-system approach to outreach and widening participation activities… we cannot offer just generic support. What we need is support tailored to different student groups – including commuter students, postgraduate students, mature part-time students, international students, care leavers and estranged students, disabled students, students from Black and Minority Ethnic (BME) backgrounds, and students from the poorest parts of our society. And let’s not forget the need to support the inclusion of Lesbian, Gay, Bisexual and Transsexual (LGBT+) students… Inclusion needs to be at the heart of all institutional policy. Because it is only when inclusion becomes mainstream that we will deliver a sea change in attitudes – putting an end to the old myth that university is only for a certain type of person, from a certain type of background.
  • That’s why I welcome the review of admissions being undertaken by the Office for Students (OfS)… Experimenting with contextual admissions is one part of this. Contextual admissions involve universities reflecting on the circumstances within which students’ attainment has been achieved; for example, the nature and overall performance of the school they attend, their socio-economic background, or perhaps a difficult personal situation. Most universities already do this to some extent, but I would like the most selective, in particular, to be more ambitious in making contextual offers to recognise the untapped potential that many disadvantaged students have. There is good evidence to show that students who have had offers reduced by several grades can make excellent progress at university, provided the right support has been put in place for them.
  • Ensuring we [institutions] are using the right data, measuring the right things, and using data in the right way is a key priority for me
  • The Minister went on to state a reformed student information resource would be launched in the autumn including LEO data, the innovative digital tools developed through the Open Data Competition and the OfS review of Unistats. The UCAS new student hub to enable applicants more personal searches and advice was mentioned too.
  • And the OfS is promoting and supporting greater and faster progress to support disadvantaged students…all [HEI’s] need to be able to access high quality evidence of what works to enable them to make a step change in closing the gaps between students – in access, experience, and outcomes. This is why the new [OfS] Centre for Transforming Access and Student Outcomes (TASO) is so important.
  • Unpaid internships are mentioned too: let’s not forget the work we can be doing to support graduates into the world of work at the end of their studies… we shouldn’t turn a blind eye to the fact that it is at this point of the year that some students and fresh graduates fall prey to unpaid internships to gain experience and get a foot on the jobs ladder.
    Recent research by the Sutton Trust showed that the minimum cost of carrying out an unpaid internship here in London is £1,019 per month. So, we should be doing everything we can to stop these work placements being a privilege of the rich and making careers support more visible on campus to steer students in the right direction.
    Employability needs to be weaved into the system – not just by careers teams but also by academics, who equally have a role to play in making students aware of the transferable skills they are gaining from their higher education. It’s obviously not great news when almost half (49%) of young people aged between 17 and 23 believe their education has not prepared them for the world of work – as revealed by a survey from the CBI in November last year.
  • And, as this may well be my last higher education speech as Universities Minister, I want to thank the sector for all I have seen and for all it is doing in continuing to make our universities and colleges accessible, inclusive and open to all.

 Degree Apprenticeships

Universities UK has launched the Future of Degree Apprenticeships report arguing the qualification  provides significant opportunities for employers to diversify their workforce, increasing the opportunities available to young people, and widening employers’ talent pools. It suggests that the link between apprenticeship policy and the Industrial Strategy needs to be strengthened to ensure provision in key sectors can flourish. This is in line with the recent Government position on focussing degree apprenticeships into specified key sectors and stemming the (expensive) significant growth in higher level apprenticeships which has displaced some lower level provision (see 12 July policy update for more on this). UUK suggest that encouraging development of more level 4 and level 5 apprenticeships and progression pathways will bring flexibility and is a direct appeal to the Government during the Higher Technical Education Reform consultation period.

The report recommendations sound familiar:

  • The Government should lead a campaign to promote the benefits of degree apprenticeships to employers and the public, including better careers information and guidance at an earlier age in schools, and the Universities and Colleges Admissions Service (UCAS) should make the application system for degree apprenticeships as straightforward as it is for undergraduate degrees.
  • The Government should invest in initiatives to support social mobility, lifelong learning, and growth in degree apprenticeships among underrepresented groups.
  • The system should develop to meet current and future demand for higher level skills in areas such as digital technology, management, and public services, to boost regional economies.
  • Make it easier for employers to include a degree within their apprenticeships where they see it adding value to their business and to their apprentices, and streamline processes and reduce unnecessary costs in the system.

Professor Quintin McKellar CBE, VC, University of Hertfordshire stated: Degree apprenticeships provide an opportunity for employers to work closely with universities to develop high-quality programmes that meet key skills needs, fill occupations that are experiencing shortages and deliver them in an innovative and flexible way. They provide opportunities for employers to recruit talented staff with potential, and to develop and upskill existing staff.

Industry Skills Focus

The new Peterborough University has surveyed employers in its quest to directly produce graduates which serve national shortages but particularly fit the skills needs of local employers. Retaining graduate talent in the local area is another key priority. The survey is interesting because it provides feedback from employers on what they see as the most useful degree programmes.

  • The most popular areas were business, IT and digital, and sustainability skills. These areas of learning were judged to have been favoured because of their general importance to a range of business sectors.
  • Employers also said that skills in mechanical and structural engineering, mathematics, science and certain health and social care skills were in demand now, and would continue to be so in the future.
  • Newer and rapidly progressing technology featured strongly in the responses, with artificial intelligence, cybersecurity and software development highlighted as likely to be in significant demand in the future.
  • Sustainability, primary environmental management and the circular economy were also identified as areas where skills will be needed in the future.

(Note: employers selected their most useful degree programmes from a slightly limited range, based on what Peterborough is proposing to offer.)

Interesting for the Government’s achievement of the Research Development target is that 83% of the industry respondents stated they would use the university’s research functions with manufacturing, advanced manufacturing and materials companies the most enthusiastic about the prospect.

Peterborough Mayor, James Palmer, said: We have always said that this university will be delivery and should engage with the local business community from development through to operation in order to turn out the kinds of technical skills needed in our local economy. Not only that, but the way skills are delivered is also important, and we can see from the survey that courses which involve work placement or work-based study were revealed to be very popular…We need this university to help retain and attracted talented people to the local area, to drive up the levels of aspiration and to offer a secure, proven educational pathway to better life chances, fulfilling careers and the skills that will be in demand in the 21st Century economy.

Councillor John Holdich, Leader of Peterborough City Council and Deputy Mayor of the Combined Authority said: Our aspiration is for a university for Peterborough which is rooted in the needs of the local economy and supplying the skills demanded by local employers. This in turn will help our young people into well-paid, secure jobs fit for the rapidly evolving 21st Century workplace. Our employers have told us quite clearly what skills they need and the industries likely to prosper in future years which will now be used to shape the curriculum to be offered by the university.

 National Retraining Scheme

The DfE have launched a National Retraining Scheme to support people whose jobs are at risk to adapt to technological change. Current figures suggest that 35% of jobs will change due to automation within the next 20 years. The scheme is starting in the Liverpool City Region with help provided through a new digital service Get Help to Retrain. It aims to support those at risk to identify their existing skills, explore local job opportunities and where to go to find training courses to gain the skills they need to progress. As the scheme is available through an online digital method we hope those needing the support do have sufficient digital literacy to access the service.

Education Secretary Damian Hinds said:

  • “Technologies like AI and automation are transforming the way we live and work and bringing huge benefits to our economy, but it also means that jobs are evolving and some roles will soon become a thing of the past.
  • “The National Retraining Scheme will be pivotal in helping adults across the country whose jobs are at risk of changing to gain new skills and get on the path to a new, more rewarding career.
  • “This is big and complex challenge, which is why we are starting small, learning as we go, and releasing each part of the scheme only when it’s ready to benefit its users

You can read the DfE written ministerial statement on National Retraining Scheme here.

Student Loans Company

You may recall the effectiveness of the Student Loans Company was questioned in 2018 following high profile resignations, their use of social media to determine the estrangement status of students, and the revelation of concerning levels of poor mental health within the workforce.

Universities Minister, Chris Skidmore issued a Written Ministerial Statement on the Tailored Review of the Student Loans Company stating the organisation remained relatively fit for purpose, despite significant operational challenges which include high turnover of staff, and is meeting the majority of its performance targets.

On moving forward the Minister states: The SLC’s own Transformation Programme seeks to address some of the issues and the Tailored Review provides additional and complementary recommendations. The Department for Education is committed to working with the SLC and other stakeholders to develop and implement an action plan to take forward all 39 recommendations.

Parental financial top up

Which? have released findings revealing the scale of parental support for children studying at university. In a survey of 846 parents of both current and prospective undergraduate students, a quarter admitted to cutting back on big expenses, such as holidays.

  • More than eight in ten parents of current students said they were funding their child in some way while they were studying.
  • Half of parents said that the overall cost of university was more than they expected and it caught them off guard.
  • Some parents took a second job to cover their child’s university expenses. Two thirds of parents manage the extra costs through their normal employment pay levels whereas a quarter fund the child through their savings. Two in five parents state they had to cut down on their day to day spending, not just luxuries such as taking holidays.
  • When asked what expenses they were helping to cover, parents of current students listed accommodation, bills and food (56%), study materials (37%), outings and hobbies (28%), and even tuition fees (10%).
  • Yet one fifth of parents stated they didn’t know exactly what their child was spending their additional top up money on
  • The survey states parents of current undergraduate students in our survey said they are putting their hand in their pocket to the tune of £360 per month, on average.
  • A separate Which? survey to students found nearly half of respondents underestimated the price of accommodation and course expenses.

Which? use the news article to highlight the range of student finance options available and to urge parents of younger children to use the calculators and tools to begin financially preparing in advance of their child commencing university.

Graduate Regional Earnings

The DfE has released the LEO data detailing regional findings in HE graduates earnings.

  • Almost half of all graduates residing in the same region as their HE provider 5 years after graduation. If a graduate now lives outside of the region of their provider they are most likely to have moved to London.
  • Some of the movement away from provider region will be graduates returning to their home region. One year after graduation a very high proportion of graduates (82%) are in the same current region as their original home region (43.7% who studied in the same region and therefore never left their home region and 38.3% who chose to study in a different region and subsequently returned.)
  • Graduate earnings are highest in London but graduates earn more, on average, than non-graduates in all regions of England with the gap in pay relatively similar across the country but greatest in absolute terms in London (around £5,000) and in percentage terms in the South West (around 22%). The report acknowledges that the regional itself has a significant effect on earnings.

Read more here.

Education Committee funding report

The Education Committee has published the report from their inquiry into school and college funding. It calls on the Government to fix the broken education funding system, commit to a multi-billion cash injection for schools and colleges and bring forward a strategic ten-year education funding plan.

See the report for all the school related findings; here we focus on the key points relevant to FE.

  • The report shows that further education has been hardest hit, with post-16 funding per student falling by 16% in real terms over the past decade.
  • The capital funding landscape is becoming increasingly concerning. The Department must make the strongest possible case to the Treasury for a multi-billion pound funding increase in the next spending review, and ensure this is aligned with the requirements for a ten-year plan.
  • The continued underfunding of post-16 education is no longer justifiable. These budget pressures are the result of political decisions that have had enormous impacts on young people’s educational opportunities and undermined attempts to tackle social justice. The Department must make the case to the Treasury for a post-16 core funding rate raise from £4,000 to at least £4,760 per student, rising in line with inflation. This is needed to ensure pupil services can be provided at minimum acceptable levels, and prevent institutions from having to cut back still further on the breadth of subjects offered.
  • It is clear that Pupil Premium is being used to plug holes in school budgets rather than being directed at disadvantaged children.  The Department should also introduce a 16–19 Pupil Premium scheme. The Department should additionally develop a data-sharing system to ensure FE institutions can identify disadvantaged students automatically.
  • A ten-year plan for education funding is essential. It would provide schools, colleges and the Department with much needed strategic direction and financial certainty. The short-termism and initiative-itis that characterises the Department’s current approach cannot afford to continue.

Rt Hon Robert Halfon MP, Chair of the Education Committee, said:

“Education is crucial to our nation’s future. It is the driver of future prosperity and provides the ladder of opportunity to transform the life chances of millions of our young people. If it is right that the NHS can have a ten-year plan and a five-year funding settlement, then surely education, perhaps the most important public service, should also have a ten-year plan and a long-term funding settlement.

Recess

Parliament will enter recess shortly after the new Prime Minister is announced. We’ll issue a policy update next Friday 26 July, then there will be a break for a few weeks followed by a bumper edition catching you up with the summer news.

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.

Don’t forget! – There’s still time to response to BU’s internal consultation gathering colleagues view on transparency and openness in health and social care research to inform our response to the HRA Make it Public consultation.

Subscribe!

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

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 28th June 2019

Although after the frantic weeks in early Spring we seem now to be in a political limbo, when nothing is achieved except an escalation in rhetoric and an increase in polarisation, actually, there’s quite a lot going on.  Some of it looks like political legacy building, but hey, if it works…

Sharing access to health and social research in the UK

BU is gathering views internally on the consultation “Make it Public” by the Health Research Authority.  Responses to an internal survey will inform BU’s institutional response.

The HRA’s consultation gives everyone involved an opportunity to influence the Health Research Authority’s future strategy to improve public access to information about health and social research in the UK. Please read the strategy before you answer the questions.

The BU survey is anonymous, however we have asked about your role at BU to inform our response. We have taken the content and questions directly from the HRA’s consultation. Please take time to complete it if you have experience in this area.

New Commission for Students with Disabilities

The Minster has announced a new body to speak out for students with disabilities…or actually, has renamed an existing group and confirmed he supports its work. Chris Skidmore announces new Commission to improve support for disabled students: 27th June 2019.  The OfS is setting it up:  [The Minister] ”has instructed the Commission to identify and promote good practice which helps those with disabilities have a positive experience at university. The Commission, formerly Disabled Students’ Sector Leadership Group (DSSLG), will use the DSSLG’s existing guidance for providers on supporting disabled students inclusively and look at what more needs to be done.”

Universities Minister Chris Skidmore said:

  • Living with a disability should never be a barrier to entering higher education and as Universities Minister, I am determined to ensure disabled students get the support they need to have a positive, life-changing university experience.
  • There are a record number of students with a disability going to university, but we must do more to level the playing field and improve the experience and outcomes for disabled students.
  • It’s my personal priority that those living with a disability have an equal chance to succeed in higher education. I want to see all universities face up to their responsibilities and place inclusion at the heart of their access and participation agenda.
  • The Commission will look at approaches which work well to improve support for disabled students, such as more inclusive curricula, restructuring support for students and enhancing learning and teaching environments.

Brexit

All those who backed Boris on the basis that he would flunk a hard Brexit (eg George Osborne at the Evening Standard) seem to have their bluff called.  This week Boris Johnson has written to Jeremy Hunt saying that leaving on 31st October is a “do or die” thing.  So it looks like he has been nobbled by the Brexiteers , perhaps spooked by the reaction stories of his private life into thinking that his lead with the membership was slipping away.  He looks pretty committed now.  But he has also made lots of speeches suggesting it is all going to be very straightforward….(there’s a million to one chance of not getting a deal, apparently).

Jeremy Hunt meanwhile has refused to make such a robust commitment but continues to challenge Boris on a number of fronts and to present himself as the experienced negotiator.

Both of them sound like the US President from time to time. And they are both making huge spending commitments.  They were both at the Pavilion on Thursday evening, and the local news showed Boris giving BU a tiny plug and also repeating his commitment (as we noted last week) to removing international students from the immigration cap.

Last week we talked about the possibilities for recess being cancelled – that seems unlikely, so we are likely to have an announcement of the new PM on 22nd July, a frantic couple of days in Parliament and then a recess that will probably end earlier than usual, with EU negotiations taking place in the background – if they can find anyone to negotiate with in what is likely to be a long hot European summer.

Local MP Tobias Ellwood was mentioned on Monday’s Radio 4 Today programme talking about the ‘nuclear’ Brexit option of taking down Boris Johnson’s Government through a vote of no confidence should he intend to push through a no deal Brexit to ensure exit from the EU on 31 October. Tobias states a group of 12 backbencher and ministerial Conservatives are already in talks and prepared to risk their careers, including losing their Conservative candidacy, to bring Boris premiership down if he pursues a no deal Brexit. This would be done either through ministers joining backbencher dissidents to vote against the Government (and party whip) or a larger group of MPs abstaining en masse so the Government loses the vote. Tobias also featured on BBC’s Panorama programme talking about this potential rebellion. If the Government lost a no confidence vote it would pave the way for a general election.

REF

Research England have published the Real-Time REF Review evaluating perceptions and attitudes towards the Research Excellence Framework (REF).

  • Views on the REF are not as polarized or as extreme as is commonly believed, or reflected in coverage of the REF in the media. Extremely negative views were in the minority, while a majority of respondents had neutral or moderately negative attitudes about the REF.
  • REF has both positive and negative influences on research activity. The REF is seen to increase engagement outside academia and the use of open research activities, whereas game playing and impacts on creativity are deemed to be the most negative influences.
  • Open access and research practices was the most consistently positive and impactful influence of the REF on both researchers’ own work and UK academic culture. Survey data suggested the move to encourage more open research practices was seen as the most positive change in REF 2021.
  • Researchers generally saw the changes to REF 2021 in a positive light. Increased emphasis on open research practices was seen as the most positive change.
  • It may be fruitful for institutions to share best practices in REF readiness rather than attempting to ‘reinvent the wheel’ as the REF process approaches the submission stage and as the new rules are more widely embedded

And interestingly:

  • Notably, women and independent early and mid-career researchers reported that changes made to REF 2021 were more likely to influence the expectations placed on them, although it was not clear whether these changing expectations would be positive or negative ones. The finding that early-career researchers report more influence is consistent with interviews, in which managers highlighted a disproportionate influence of the REF on early-career academics. The difference across genders is also noteworthy and merits future consideration
  • Although not assessed in the survey data, analysis of the interviews conducted with university managers revealed some negative impacts upon the health and well-being of the research community with respect to the REF. With respect to the changes to REF 2021 where equality and diversity considerations are taken more plainly into account, most managers felt that this would have a positive impact upon the well-being of academics for whom equality and diversity issues were faced in the previous REF 2014. Analysis suggests that the new approaches to equality and diversity and reduction in outputs may lessen anxiety and stress caused by the rules of the previous REF cycle.
  • However, notable findings are: that those who identified as submitting to Panel B – engineering and physical sciences – reported the most beneficial influences on research activities in academic culture, and that those from Panel D – arts and humanities – reported the least beneficial influence of the REF on research activities.
  • Further, in survey data, Panel C participants reported a greater influence of the REF on the quantity, quality, scope, and prestige of outputs they produced. This may suggest a challenge to meet expectations of the REF, particularly as interdisciplinary research is often located within this group of cognate disciplines.

Immigration

Home Secretary Sajid Javid formally requested the Migration Advisory Committee (MAC) to review and advise on salary thresholds for the 2021 immigration system. All the details remain as we’ve already informed in previous policy updates, this simply triggers the requirement for the MAC to carry out the review (again) and report back to the Government in January 2020.

Sajid stated: “It’s vital the new immigration system continues to attract talented people to grow our economy and support business while controlling our borders. These proposals are the biggest change to our immigration system in a generation, so it’s right that we consider all of the evidence before finalising them. That’s why I’ve asked independent experts to review the evidence on salary thresholds. It’s crucial the new immigration system works in the best interests of the whole of the UK.”

In their last review the MAC advised the Government to continue with the existing minimum salary thresholds for the future immigration system. This means international entrants would need to be paid at least £30,000 (for an ‘experienced’ role) and new entrants (including recent graduates) at least £20,800.

The new review asks the MAC to

  • consider how future salary thresholds should be calculated
  • what levels to set salary thresholds at
  • If there is a case for regional salary thresholds for different parts of the UK
  • whether there should be exceptions to salary thresholds, e.g. newly started occupations or work shortage occupations.

Free Speech

HEPI have published Free Speech and Censorship on Campus defending free speech in Universities.

  • HEPI say:the report recognises the concerns of those who wish to restrict free speech as a way of protecting others, but concludes that restrictions on free speech usually end up being counter-productive. Despite the UK’s Government’s strong rhetoric supporting free speech in universities, the paper claims the current single biggest threat to free speech on UK campuses currently comes from the Government’s own Prevent programme.
  • Corey Stoughton, the author of the report, states:“…honest confrontation of legacies of discrimination and unequal distribution of power allow us to see how censorship replicates those problems and to focus on the real threats – like the UK Government’s ill-conceived Prevent strategy, which has had a demonstrable chilling effect on free speech in universities.”
  • Nick Hillman, Director of HEPI, said:  ‘We are delighted to be publishing this nuanced but firm defence of free speech. It challenges students, universities and, above all, Government Ministers to be more careful when they are tempted to impose new restrictions on free expression.There are few justifications for limiting free speech beyond current laws. That is true whether it is students wanting to block provocateurs from speaking or Government Ministers mixing up the prevention of terrorism with blocking legitimate free expression.’

Raising aspirations

In a debate on raising aspirations of secondary school pupils Dr Matthew Offord MP (Conservative) urged the Government not to view academic and technical education routes as two simplistic alternatives. He insisted that permeability and flexibility between different types of learning, throughout the academic journey would be crucial in underpinning increased social mobility and productivity. He also argued that HEIs must develop an understanding of T-levels to communicate entry requirements to prospective students and level 3 providers. He pushed the Government to drive collaboration between schools, universities and local Government. To raise aspirations within school age pupils he set out three elements to be addressed:

  • interventions that focus on children’s parents and families
  • interventions that focus on teaching practice
  • out-of-school interventions or extracurricular activities

Shadow HE Minister Gordon Marsden (Labour) suggested the Government should pursue sustained and dedicated programmes, with children from a much earlier age, and with particular social and ethnic groupings. He also argued for the need to enact a robust, independent and wide-ranging review of admissions processes to higher education, removing unconditional offers and investigating the value of post-qualification admissions.

Nick Gibb (Minister for School Standards) stated “For the good of our economy, we need more young people to pursue degrees and careers in the sciences, including computer science. We have already seen excellent progress, with entries to STEM A-levels increasing by 23% since 2010”. The Minister reassured members that views expressed during the debate had been taken into account as part of the Post-16 review process.

Staff Mental Health

Q – Sir Mark Hendrick: To ask the Secretary of State for Education, with reference to the report by the Higher Education Policy Institute entitled Pressure Vessels: The epidemic of poor mental health among higher education staff, what assessment he has made of the reasons behind the increase in poor mental health among academics and the increasing numbers of university staff being referred to counselling and occupational health services.

A – Chris Skidmore:

  • Mental health is a priority for this government which is why last week (17 June 2019) my right hon. Friend, the Prime Minister announced measures which overhaul the government’s approach to preventing mental illness. These measures include £1 million to the Office of Students for a competition to find innovative new ways to support mental health at universities and colleges.
  • The Department for Education is also working closely with Universities UK on embedding the Step Change programme, which calls on higher education leaders to adopt mental health as a strategic priority and take a whole-institution approach to embed a culture of good mental health practice.
  • The university Mental Health Charter announced in June 2018 will drive up standards in promoting mental health and wellbeing, positive working environments and excellent support for both students and staff.
  • The Independent Review of the Concordat to Support the Career Development of Researchers led by Professor Julia Buckingham has recognised issues of wellbeing and the challenges that arise from the use of short and fixed term contracts. Recommendations are currently under review and a revised concordat is expected by the end of June.
  • However, universities are autonomous institutions and it is the responsibility of Vice Chancellors to give due consideration to the way their policies and practises impact on staff. This includes responsible use of performance management, workload models and other metrics to assure both student and staff success.

Changing nature of future work

The Learning and Work Institute has published Tomorrow’s World – Future of the Labour Market highlighting the shifts in employment culture and adaptive skills that young people will need for the future labour market. It suggests that young people will be increasingly likely to be self-employed, in busier jobs, need to adapt and more frequently update their skills because of the pace of technological changes and their longer working lives (50 years due to higher retirement age).

Some points from the report:

Young people will need a rising bar of skills needs and a wider pool of skills to enter and progress at work and to adapt to change. Changes in sectors and occupations, coupled with changes within existing jobs, imply an increased demand for interpersonal skills, cognitive skills, customer and personal service, English language, literacy, numeracy, digital, communication, team working, and management.

  1. A more diverse range of young people will participate in the labour market, with further increases in participation among women, people with disabilities, and other groups. This makes it even more important to tackle education and employment inequalities among young people, or these will have long-lasting impacts.
  • Higher occupations and sectors such as health and social care are likely to continue to grow, and the nature of work will continue to change.
  • There will be more opportunities for young people to work flexibly, with policy helping determine if this benefits both people and employers. Employment laws and the tax and benefit system need to support flexibility and security for young people. More workers in the workforce with caring responsibilities means employers will need to offer more flexible options. 
  • Longer working lives and economic change mean young people will need to be adaptable and flexible. A wider and deeper core set of skills will help young people adapt. Learning and social security systems must reflect this ‘new normal’.

Stephen Evans, Chief Executive of the Learning and Work Institute, stated:

“Young people are going to face huge changes during 50 year careers. Attention often focuses on the risk of robots replacing jobs, but further growth in self-employment and changing skills requirements in most jobs could perhaps have bigger impacts. Young people must get the support they need to prepare for this future. It is no good just focusing on the skills needed for jobs today, we also need to give young people the skills they need to adapt to future changes, many of which cannot be predicted accurately.”

Social Mobility

The Sutton Trust has published Elitist Britain 2019.

The nature of Britain’s ‘elite’ is higher in the national consciousness than ever, with a series of events, including 2016’s vote to leave the European Union, putting a focus on the strained trust between significant sections of the population and those at the highest levels of politics, business and the media.

Social mobility across the UK is low and not improving, depriving large parts of the country of opportunity. This contributes strongly to this sense of distance. This study, conducted for the first time by both the Sutton Trust and the Social Mobility Commission, looks at the backgrounds of around 5,000 individuals in high ranking positions across a broad range of British society, and provides a definitive document of who gets to the top in Britain in 2019.

The report paints a picture of a country whose power structures remain dominated by a narrow section of the population: the 7% who attend independent schools, and the roughly 1% who graduate from just two universities, Oxford and Cambridge.

Key findings:

  • Politics, the media, and public service all show high proportions of privately educated in their number, including 65% of senior judges, 59% of civil service permanent secretaries and 57% of the House of Lords.
  • 39% of the cabinet were independently educated, in stark contrast with the shadow cabinet, of which just 9% attended a private school.

However:

  • Significant is decline of grammar school alumni among the elite (20%), down about 7 percentage points in five years, and a consequent rise in those educated at comprehensives (40%, up 9%). This reflects the abolition of the selective system in most of England during the 1960s and 70s, and the rise of the comprehensively educated generation to positions of power.

Access to professions

  • Law, defence and the academic world had the highest level of these “elites”.
  • University Vice Chancellors had relatively low levels of private school and Oxbridge educated members among their number
  • Media – Britain’s media, including newspaper columnists, and high-profile editors and broadcasters, had some of the highest rates of attendance at independent schools and elite higher education institutions. Newspaper columnists, who play a significant role in shaping the national conversation, draw from a particularly small pool. Only 5% of newspaper columnists attended a non-Russell Group University.
  • Police and Crime Commissioners were more likely than those elected at local council level to have attended independent school, 29%, the same as MPs.
  • Civil service permanent secretaries (59%), Foreign Office diplomats (52%), and Public Body Chairs (45%) have among the highest rates of independently educated in their ranks. Despite recent efforts to overhaul entry into the Civil Service, its highest levels remain highly exclusive, with 56% of permanent secretaries having graduated from Oxford or Cambridge, and 39% having attended both a private school and Oxbridge.
  • The chairs of public bodies were more likely than their CEOs to have come from exclusive educational institutions; 45% from independent schools compared to 30%. This may reflect the age of such post-holders as well as their social class background.
  • Women are under-represented across the top professions (5% of FTSE 350 CEOs, 16% of local government leaders, 24% of senior judges, 26% of permanent secretaries and 35% of top diplomats). Socio-economic class and gender can often combine to create a ‘double disadvantage’, with women from lower socio-economic backgrounds less likely to be socially mobile. Interestingly for women who do make it to the top, their journeys do not always look the same as those of their male peers. In a variety of sectors, women at the top are less likely to have attended Oxbridge than their male counterparts.
  • The Creative Industries had the lowest levels of these groups; however, among the wealthiest members of the TV, film and music industries, university attendance was higher (42%), with about a quarter attending Russell Group institutions. Also 38% of independent school attendees, although the number attending comprehensives has risen by 18% since 2014.

Policy recommendations from the report:

Sir Peter Lampl, Chairman of the Sutton Trust and the Education Endowment Foundation, stated:

“Britain is an increasingly divided society. Divided by politics, by class, by geography. Social mobility, the potential for those to achieve success regardless of their background, remains low. As our report shows, the most influential people across sport, politics, the media, film and TV, are five times as likely to have attended a fee-paying school.

“As well as academic achievement an independent education tends to develop essential skills such as confidence, articulacy and team work which are vital to career success. The key to improving social mobility at the top is to tackle financial barriers, adopt contextual recruitment and admissions practices and tackle social segregation in schools.  In addition, we should open up independent day schools to all pupils based on merit not money as demonstrated by our successful Open Access scheme.”

The Association of School and College Leaders released this statement:

“We need to do many things to break this cycle but a good start would be for universities and industry to do more to recognise the background of candidates through the greater use of contextual recruitment and admissions practices, as the report recommends.

Industrial Strategy developments – tourism sector deal

The government have published the Tourism sector deal  – the latest in a string of sector specific plans linked to the Industrial Strategy.  They have also published an International Business Events Action Plan outlines how government will support the events industry in attracting, growing and creating international business events.

We have pulled out the actions from the sector deal below:

People

  • The government will work closely with industry on the rollout of two new T Level courses to help deliver the hospitality and tourism workers of the future.
  • The government will continue working with industry, through ‘Fire It Up’ and other campaigns, to promote apprenticeship and the opportunities for careers in the hospitality and tourism sector.
  • The government will engage fully with industry during its Post-16 Qualifications review to ensure the sector has an opportunity to feed into future policy development.
  • `The Department for Work and Pensions will continue its partnership agreement with the hospitality industry to help provide its customers with a structured route into work in the Sector.

Sector action to support tourism

  • The sector will create 30,000 apprenticeship starts each year by 2025, covering all grades, from entry-level roles up to degree-level apprenticeship, and across a range of disciplines.
  • Employers will commit over £1m of funding to an ambitious retention and recruitment programme to revolutionise the pipeline of talent that joins the sector.
  • A new industry mentoring programme will be developed to support 10,000 employees each year. This will aim to enhance careers as well as helping to ensure talented people remain within the sector.
  • The sector will increase the percentage of the workforce receiving in-work training to 80 per cent.

Places

  • The government will pilot up to five new Tourism Zones to increase visitor numbers across the country. More information about the bidding process will be released later in the year, with a view to commencing projects in 2020.
  • Tourism Zones will also receive a range of support co-ordinated by central government.

Sector action to support tourism

  • Tourism Zones will be developed and delivered by businesses local authorities and Local Enterprise Partnerships (in England) who will determine the specific priorities of an area.
  • A range of larger businesses have offered training and support for small and medium enterprises within Tourism Zones.

Business Environment

  • Alongside the Sector Deal the UK government’s International Business Events Action Plan 2019-2025 has been published and sets out the steps the UK government will take to support the UK to maintain its position as a leading destination for hosting international business events in Europe.
  • The UK government will achieve this by providing support in relation to the six key drivers that event decision makers consider when determining where to host an event, from providing government advocacy to financial support.

Sector action to support tourism

  • The Events Industry Board, set up to advise government, has identified two priority areas which they can help and support – skills and infrastructure. These priorities are being considered by working groups set up by the Board and will report later in the year.

Infrastructure

  • The UK government will make travel to the UK and around the UK easier for tourists through the development of its Maritime and Aviation strategies, as well as a number of rail policy developments.
  • The UK government is investing in a number of projects across the Museums, Heritage and Arts sectors that will enhance visitor’s experience. These include supporting the conservation work at Wentworth Woodhouse, the development of a new interpretation centre at Jodrell Bank and the development of England’s Coast Path, the world’s longest coastal path.
  • The UK government will launch a new £250k competition to improve broadband connectivity in conference centres. This will be a UK wide competition.
  • The UK will build on its excellent existing offer, to become the most accessible destination in Europe.
  • The British Tourist Authority will increase their publicity about accessible travel and provide inbound visitors with increased information about the accessibility offer in the UK through a brand new website.

Sector action to support tourism

  • Industry will create an extra 130,000 bedrooms across the UK by 2025 – a significant increase of 21 per cent in accommodation stock.
  • Industry will continue to invest in tourism attractions and innovative products, to remain a global leader in the experiences the UK offers visitors.
  • The sector will support the UK government’s ambition to be most accessible destination in Europe. They will take forward a number of measures, including better coordination of accessible itineraries online, and increasing the visibility of people with accessibility issues in promotion and marketing campaigns

Ideas

  • The government has supported the British Tourist Authority development of Tourism Exchange Great Britain. Launching in June 2019, this is an online business-to-business platform, which will connect tourism suppliers to global distributors.
  • The UK government has provided £40k to the Tourism Alliance in England to carry out further research on how, where and why businesses within the sector obtain advice on compliance, which will inform the shape of further advisory services including Primary Authority.

Sector action to support tourism

  • The industry and British Tourist Authority will work together to create a new, independent Tourism Data Hub, which can help the sector across the UK to better understand visitors’ preferences for location, activities and products in real time. It will also enable the sector for the first time to gather better data about the people choosing not to holiday in the UK

Action plan

“The Action Plan lists a set of criteria that events will need to meet in order to qualify for the UK Government’s support. This includes criteria on the minimum number of delegates and the proportion of those travelling from overseas. It then outlines the UK Government’s support offer across a number of areas. Key actions include:

  • Government advocacy – A comprehensive advocacy package will be offered – ranging from Ministers being available to write letters of support in order to help with bidding for events to offers of hosting delegates in historical Government property;
  • Financial support – We will continue funding the VisitBritain led Business Events Growth Programme,and look at opportunities for expanding it, especially where business events are identified as critical to meeting the UK’s key economic sector objectives; and,
  • Arrivals and welcome – The Border Force and UK Visas and Immigration will offer a relevant support offer to delegates.”

Lifelong learning

Life Transition Point Learning: The Learning and Work Institute published Learning at Life Transitions focussing on the importance of understanding the needs of adult learners particularly at the key points in their lives when they might be more or less likely to take up learning opportunities. In particular, these points can be parents returning to work after caring for young children and also people preparing for retirement.

Transition back to work after caring for children:

  • Adults, and in particular women, with caring responsibilities who are outside of the labour market are under-represented in learning
  • Taking parental leave or returning to work can act as a trigger to engage in learning. This can result from greater time or a change in attitude or perspective.
  • Returners also face a range of barriers to learning. Adults returning to work after caring for children tend to face significant challenges in relation to work and time pressures, primarily related to childcare

Transition into and through retirement:  Participation in, and decisions about, types of learning opportunities alter as adults retire. Although participation in learning tends to decline with age, those approaching retirement have higher levels of participation than the national average.

  • Moving into retirement can create space to consider learning for enjoyment for the first time. The perceived value of learning can often be greater than at previous life stages, with many adults placing greater value on the role of learning, particularly in relation to providing intellectual and social stimulation.
  • Adults facing retirement experience a range of barriers to engaging in learning. Attitudinal factors, such as feeling too old, not wanting to learn or the perception that their skills and capabilities may have deteriorated can be common.

The report’s recommendations for Policy:

  • National lifelong learning strategy – It is vital that every effort is made to harness the opportunities presented by the 4th Industrial Revolution, while ensuring that no one – including those seeking to leave or return to the labour market – is left behind.
  • Increase investment in lifelong learning – Government should reverse the decade-long fall in real-terms investment in lifelong learning to drive economic growth, promote social justice and support inclusive communities
  • Personal learning accounts – Government should develop and trial a personal learning account model, as a mechanism to both stimulate greater engagement in learning and provide a vehicle through which investment in learning by the state, employers and individuals can be aligned and optimised.
  • As part of the wider development of the National Retraining Scheme, the government should give particular attention to how returners can be supported to upskill and retrain to re-enter the labour market.
  • Access to apprenticeships. Flexible timetabling and blended learning options to facilitate part-time and flexible apprenticeship models should be developed and promoted.

Dame Ruth Silver, President of the Further Education Trust for Leadership

The changing nature of work and of retirement mean that these transitions are changing in nature and need to be rethought. People are more likely to move between jobs, or to need to re-skill or up-skill, than they were 20 or 30 years ago. They are also much more likely to continue working after ‘retirement’, or to seek different ways of combining work and life, and not only when approaching the sort of age traditionally associated with retirement. Transition is increasingly a part of our everyday life; an ongoing consideration.

Other news

The leaders of every general further education college in England have written an open letter to the Chancellor and Secretary of State for Education urging them to “answer the calls from business” and respond to the “challenges of technological change and Brexit”  by urgently investing in the country’s technical and vocational education system by implementing the main recommendations of the government’s recent Post-18 Education Review. The Augar Review called for, amongst other things, an end to the 17.5% cut in education funding for 18-year-olds, support so that everybody, regardless of age, to achieve to at least level three, and a rebalancing of the traditional post-18 educational landscape.

  • In many respects the Augar Review represents a wider emerging consensus across England. We are sure that you will agree with us and other key stakeholders that further education colleges have been neglected, and that there is now a growing appreciation of their unique role, value and potential. What we now need are decisions and commitments: with your political leadership, support and resolve, colleges will be able to build on what they already do to reach more employers and more adults and make the differences our economy and society need.

David Hughes, Chief Executive of the Association of Colleges said: It is extraordinary to have every leader in every general further education college in the country collaborate like this. But then these are extraordinary times. These college leaders are uniquely placed at the hearts of their communities, working closely with local, national and international business, supporting individuals to get on in life, and driving the social mobility agenda. Government needs to listen to them if they’ve got any chance of tackling the major issues this country faces, now and in the future.

Welsh Digital Skills: the Welsh Government have published a strategic framework for post-16 digital learning to increase the continuity of learning experiences and transition from compulsory to post-compulsory learning provision.  Vision and aims:

  • Clear, nationally agreed standards for digital skills are in place to enable learners and staff to meet industry, private and public sector requirements, building on the digital competences developed during compulsory schooling
  • The coherence and accessibility of digital learning is increased through a range of curriculum delivery methods that are appropriate to learner and employer needs
  • The benefits of digital technology, and possible barriers to their achievement, are understood by all staff including senior leaders
  • A culture of collaboration ensures that information and best practice are shared to drive effective use of digital skills to support leadership, learning and business processes
  • Staff, learning and business resources are aligned to enable efficient support of the continually evolving digital requirements of post-16 education

Kirsty Williams, Welsh Education Minister, stated: Our Economic Action Plan highlights the importance of businesses adapting to the opportunities and the challenges presented by new technologies in order to grow the Welsh economy and pursue our aim of prosperity for all. We can’t predict exactly how technology will evolve over the next decade, but we can equip our post-16 learners with the confidence and capability they will need to use digital tools in their work and their everyday lives.

What’s your favourite subject?

The British Academy published a YouGov Poll revealing the nation’s favourite school and university subjects. The study, entitled, ‘a nation of enquiring minds’ reveals that:

  • Given the opportunity to start a university degree tomorrow, UK adults were most likely to choose a subject in the humanities and social sciences –
    • 28% would opt for either the humanities (14%) or social sciences (14%),
    • engineering and technology (10%)
    • mathematics and computing (10%)
    • medicine (9%) .
    • English (17%) and history/classics (15%) topped a list of the nation’s favourite school subjects,

The report finds that arts, humanities and social sciences (AHSS) graduates look forward to strong employment prospects. It states AHSS graduates are as likely to have a job, as resilient to economic downturn, and just as likely to avoid redundancy as STEM graduates. However, AHSS graduates are more flexible (more likely than STEM graduates to voluntarily change job or sector).

Professor Sir David Cannadine, President of the British Academy, said: “The humanities and social sciences help us to make sense of the world in which we live so it is little wonder that the desire to study these subjects at school and university is so great. We not only love the humanities and social sciences in the UK but we also excel at them. Graduates from these disciplines are highly employable and able to weather the changes of a fluctuating job market, while our researchers are disproportionately successful in international funding competitions, punching well above their weight on the world stage.

Subscribe!

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

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 7th June 2019

Is it only just over a week since Augar landed?  Given the volume of commentary, it feels much longer.  We are quite good as a sector at criticism and finding the potential problems and risks in things.  As a HEPI blog says: Last week’s Augar report divided opinion. At HEPI, we were at the more positive end of the spectrum, not least because the report addressed, in a serious way, pretty much all the points we had said it should. We were, and remain, determined not to fall down the biggest rabbit hole that has to be avoided when commenting sensibly on public policy: being unceasingly negative and refusing to recognise serious attempts to address genuine problems.” 

Last week  we stuck to the facts looking at the full set of recommendations and the content of the report, this week we look more at opinions in a report that may well not be implemented in full, but is unlikely to disappear completely.

One thing that everyone can agree on is that the implications of Augar are ominous for the Arts and Humanities – the (historian) Minister for Universities gave a speech on Thursday which we discuss below, with some reflections on what Augar could mean for Arts and Humanities subjects in universities.  This update was getting so big, we have written about that in a separate blog here.

Augar – what next?

On Tuesday the Secretary of State of Education, Damien Hinds, made a statement on the Government’s review of post-18 education and its funding – the first review since the Robbins report in 1963 to look at the totality of post-18 education. Hinds said the Government will carefully consider the independent panel’s recommendations before finalising any spending review announcements.

  • A lot of the attention will be on what this report says about higher education, but the majority of students in post-18 education are not at university. The report identifies the importance of both further and higher education in creating a system that unlocks everyone’s talents. As the Prime Minister said last week, further education and technical colleges are not just places of learning; they are vital engines of both social mobility and economic prosperity. Colleges play an essential part in delivering the modern industrial strategy and equipping young people with knowledge and skills for the jobs of today and tomorrow. We are conscious of the need for reskilling and upskilling at a time when we are all more likely to have multiple careers during our working lives.
  • …Our higher education system transforms lives and is a great contributor to both our industrial success and the cultural life of the nation. It can open up a whole world of opportunities and broaden horizons. Whatever decisions we make about how best to take forward the recommendations in the report, it is vital that we support these institutions to continue to offer world-leading higher education to students in future.

Hinds went on to highlight the general importance of education to society, listing current government policy geared toward improving education. He said that is it right that contributions to the cost of higher education are shared between the taxpayer and the student. The Minister added that although 18-year-olds from disadvantaged backgrounds are now 52 per cent more likely to go to university than 10 years ago, progress is still required in levelling the playing field in higher education.

In keeping with the continued pressure for Government to improve social mobility Hinds said: The panel’s proposals on support for disadvantaged groups are an important contribution to the debate in this area. I very much welcome the focus that the panel has placed on making sure that all higher education is of high quality and delivers well for both students and the taxpayer. There are very high-quality courses across the full range of subjects—from creative arts to medicine—but there are also courses where students are less well served. I have also spoken in recent months of bad practices not in the student interest, such as artificial grade inflation and so-called conditional unconditional offers.

On implementation: The panel’s recommendations on student finance are detailed and interrelated, and cannot be considered each in isolation. We will need to look carefully at each recommendation in turn and in the round to reach a view on what will best support students and the institutions they study at, and what will ensure value for taxpayers. In considering these recommendations, we will also have regard to students currently in the system or about to enter it to ensure that any changes are fair to current and new cohorts of students.  I am sure the House will recognise that this comprehensive report, with detailed analysis and no fewer than 53 recommendations, gives the Government a lot to consider. We will continue to engage with stakeholders on the findings and recommendations in the panel report, and we will conclude the review at the spending review.

The shadow secretary of state for education, Angela Rayner, responded, arguing the Conservatives have previously made terrible decisions regarding education. She intimated her belief that any adoption of recommendations will be deferred until the spending review, or the appointment of a new chancellor.

  • “Augar is the epitaph for Theresa May’s government…slow, wrong-headed, indecisive and, above all, failing in its central objective, to help level up Britain. As it stands, the Government have now wasted two years on a review to reach the blindingly obvious conclusion that, as the Prime Minister now admits, abolishing maintenance grants was a huge mistake.
  • Decisions need to be made on funding. The outgoing Prime Minister promised that austerity is over, but there is every danger it will continue in tertiary education. Presumably, the Secretary of State accepts that a cash freeze in funding for universities means a real-terms cut. Is the tokenistic fee cut pushed by the Prime Minister not the worst of both worlds, as institutions will have their hands tied on funding while students will still be graduating with tens of thousands of pounds of debt?”

She pushed the Secretary of State to assure the House that maintenance grants will be restored and that the cash-freeze for university’s will not have an equality impact burden – and that an assessment of this would be produced.  She concluded that any shortcomings in the Augar review are a product of the limitations the Government has set on them.

The Secretary of State responded:

  • The hon. Lady asked me to commit to not playing off further education and higher education. I give her that absolute commitment. That principle is at the heart of the independent panel’s report: both routes of higher learning are essential for widening social mobility, for letting young people fulfil their full potential, and indeed for enabling our economy and our society to fulfil theirs.
  • We should not lose sight of the fact that we have a successful system in place, particularly for the financing of higher education. The hon. Lady and her Front-Bench colleagues constantly complain about it, but since the 2012 reforms, resource per student has increased dramatically, the living costs support available to disadvantaged students has risen to its highest ever level, more young people are going to university than ever before, and more young people from disadvantaged backgrounds are going to university than ever before.

The Chair of the Select Committee on Education, Robert Halfon, raised the necessity of degree apprenticeships to ensure individuals from disadvantaged backgrounds gain the necessary skills to gain skilled employment. I welcome much of the report, particularly its strong emphasis on further education and technical education. Our Education Committee report talked about value for money in higher education and universities, focusing on skills, employability and social justice. Does my right hon. Friend not agree that the real engine of those three things is using funds to boost and put more emphasis on degree apprenticeships? They help people from disadvantaged backgrounds to gain the skills they need, they help us to meet our skills needs and they ensure that people are employed in properly skilled jobs.

Jo Johnson: The Augar review does not mention the teaching excellence framework. What use does the Secretary of State think the TEF will have in assessing which courses offer value for money for students and the general taxpayer?   [Readers will remember that differential fees based on TEF outcome were thrown out of the HERA by the Lords.]. Hinds: The TEF is a very important reform and is part of the framework from HERA—the Higher Education and Research Act 2017—and the OFS that enables a much more holistic view of quality in higher education. It remains a central part of that architecture.

Carol Monaghan, the SNP Spokesperson for Education questioned whether the Government will make up any funding shortfall associated with a reduction in fees. Hinds responded that education equality in England is better than that of Scotland and all recommendations will be considered carefully.

Several non-Conservative MPs echoed Rayner’s arguments, questioning when grants would be reinstated or whether the Government will fund the shortfall in funding for disadvantaged students.

Thangham Debbonaire (Lab, Bristol West) raised a necessity for free or low-cost high-quality childcare to ensure more women can develop their potential within further education to ultimately close the gender pay gap.  Hinds side stepped a direct response.

Dr Roberta Blackman-Woods: “…we want to hear a guarantee from the Minister that those resources will not come from higher education. We also want a guarantee that if tuition fees are reduced, any shortfall of money going to universities will be made up by teaching grant from the Government not just for science, technology, engineering and maths subjects, but for arts and humanities subjects, because they are also very important for our economy. If these proposals will eventually see their way into legislation—it is not clear to any of us how that would happen—is the Minister going to consult the sector widely so that he does not destabilise it further? We need those guarantees so that universities have certainty if they are to compete globally.”

Hinds: “The hon. Lady will shortly meet the universities Minister in her all-party group on universities and will have an opportunity to discuss some of these things further. She mentioned teaching grants. The Augar report recommends precisely that—that there should be top-ups, although not exactly the same for all subjects. Few people realise the extent of the teaching grant. It is £1.3 billion, with some 40%—two in five—of courses attracting some sort of teaching grant. What the report talks about is how we balance that correctly properly to reflect not only value but cost to serve, as I said to my hon. Friend the Member for Harborough (Neil O’Brien).” [So no guarantee then, despite his earlier commitment to “not playing off further education and higher education”.

Later in response to questions he also says: We must not allow different parts of our education system to be pitted against each other, and I can give him an absolute commitment not to do so. In fact, as he will know through his work, there is already a great deal of cross-over between what higher education institutions do and what further education institutions do, but they are both incredibly important parts of the overall system.

Barry Sheerman (Huddersfield) (Lab/Co-op): As I learned from the 10 years I chaired the Select Committee, we make most progress in higher education when we find a cross-party consensus, as anyone who looks at the Robbins report or subsequent reports, such as the Dearing report, will know. There is some good stuff in this report. ….let us build a cross-party consensus. I love the part about a new fund for lifelong learning. Tony Blair introduced one in 1997. It failed, but everybody knew we should bring it back to secure the future of further and higher education. So I say well done in part, but if the Secretary of State could keep a higher education Minister for more than a few months we would do a lot better.

Hinds: The hon. Gentleman was right about more than one thing—let us say several. He spoke of the local importance of universities not only to the cultural life of our towns and cities but to, for instance, local economies, business development, innovation, and research and development. He was absolutely right about that, but he was also right to speak of the importance of securing a degree of consensus about these matters. The last two major reports, the Browne and Dearing reports, straddled a change of Government. I hope that that will not happen on this occasion, but I think it right for us to have an opportunity, between now and the conclusion of the spending review, to engage in a good discussion with, among others, representatives of the sector and politicians on both sides of the House and elsewhere, because I think that such discussions help policy making to evolve.

Augar was mentioned in Wed’s Prime Minister’s Questions – Richard Graham (Conservative) made the case that the Government’s review into post-18 education should be “essential reading” for Treasury ministers before the Spending Review. He said that more funding for further education would be “very welcome”. Lidington concurred that further education plays a vital role in equipping young people with skills, but also providing a path towards higher education. He added that the Augar Review “provides a blueprint of how we can make sure that everybody can follow the path that is right for them” and its conclusions should be studied carefully before the Spending Review.

Augar – the critique

Wonkhe have centralised all their analysis and blogs on the Post-18 review and Augar – find it all  here. Including this ‘lessons learned’ blog from crossbench peer Professor Dame Julie King (who was part of the previous Browne review) and says Augar is ‘damaging’ and that it does not propose fundamental transformation.

One concern has been the impact on social mobility.  The Sutton Trust response is here:

  • The Augar Review’s headline proposal to reduce tuition fees to £7,500, alongside the reintroduction of maintenance grants, means that the overall student “debt” figure looks a little less eye watering.  But the review also proposes lowering the repayment threshold from £25,000 to £23,000 (based on 2018 figures) and to extend the lifetime repayment period to 40 years from the current 30 years, all at interest rates which at present are around 6 percent.  This means that lower and middle earners (like teachers and social workers) will end up paying more than they did before  and for longer – and the wealthiest, who can fall back on support from parent or grandparents, can pay the fees upfront, or over a shorter period, and thus contribute far less overall.
  • This is why the Sutton Trust has always argued for means tested fees – so the poorest student are asked to pay less than the wealthiest- and we are disappointed that the Post-18 Review did not adopt this as a policy.   It seems to us fundamentally unfair that, whatever the repayment mechanism, the son or daughter of a cleaner is asked to pay the same as the son or daughter of a stock broker.

Lizzy Woodfield, Policy Advisor at Aston University, wrote for Wonkhe on WP“Government should undoubtedly run with reintroducing maintenance grants, but not so hastily that it overlooks commuter students. The continued freeze in per student funding risks further squeezing universities’ ability to maintain high quality student services, like careers and placements and additional learning support, which support retention, success and good graduate outcomes. Doing away with foundation years would be very ill-advised and would set widening participation back.”

In an article for Wonkhe on 4th June 2019 , David Willets, the former Minister for Universities and Science, points out:

  • The period covered by the LEO data is the ten years since the financial crash. Our research at Resolution Foundation has shown that this post-crash decade has been particularly bad for salaries, and even more so for the pay of young people. The real hourly pay of young people aged 18-29 fell by 9% in the four years after the crash – an unprecedented fall followed by a modest recovery. Unemployment was less bad than in previous recessions but – again – one group which did suffer increased unemployment was young people with lowest educational qualifications. Their unemployment rate increased from 68% to 56% after the crash whereas for graduates it only fell from 91% to 88%. It looks as if graduates traded down to less well-paid jobs, displacing the less qualified.
  • The LEO data excludes unemployed people so the only effect they show is on pay. You would not get any sense from the review that the British economy has just been through its deepest post-war recession – with big effects covering exactly the same period as the LEO data. By contrast that same decade did not see a significant increase in the number of graduates – indeed the rate of increase of people with higher education qualifications slowed down. So it is dangerous to interpret LEO data as telling us much about higher education when it may be telling us more about the post crash labour market.”

There is also a geographical effect.  This has been raised by many in the sector before and I understand that there is some work looking at this in the context of the TEF (which is using median earnings as supplemental data in the subject level TEF pilot). The Office for National Statistics latest report on geographic mobility and young people (2012-2016) shows the change in average earnings growth for young people by local authority (see Figure 6). We wrote about some of these issues in our policy update on 6th July 2018

Augar – what does it mean for the Arts and Humanities

In an interesting choice of headlines, the headline on gov.uk is “Science Minister hails the importance of humanities to society”.  Of course his full title is Minister of State for Universities, Science and Innovation (and currently also Interim Minister of Stage for Energy and Clean Growth.  Like his predecessor , Chris Skidmore has also taken several titles upon himself – Sam Gyimah was famously “minister for students” and Chris Skidmore has called himself “minster for the 2.4% [investment in R&D]” and “minister for EdTEch”.  But most importantly, he adopted the title “Minister for the Arts and Humanities”. So what did this former academic and historian say on this vital topic at the meeting of the Arts and Humanities Research Council?  The full speech is here.

So with all that in mind, we took a look at the implications of Augar for the Arts and Humanities.  One narrative around the Augar Review is that it has embraced, and even validated the popular narrative about “mickey mouse degrees” and universities filling low cost, high volume courses, putting “bums on seats” to subsidise other activities, doing a disservice to “overqualified graduates” who are “saddled with debt” that they can never repay.  This shocking state of affairs means that the government subsidy to higher education, in the form of direct funding and underwriting for the student loan system, in which 83% of students will not repay their loans in full, is misdirected and therefore the taxpayer is receiving poor value for money.  And, the argument goes, it is not only the taxpayer who is being ripped off, but students are too.  They are being tricked into taking courses that will not lead to better paid jobs but will instead leave them with student loans that will hold them back even further.  These are the students who should be doing technical training, apprenticeships.  They should be plumbers and bricklayers.  They have been told that they will achieve social mobility through education, and it isn’t true.  These narratives were not born with the Review of Post-18 Education and Funding in February 2018.  They became sharper once the tuition fee cap was increased to £9000 and were heightened when Labour adopted a policy of abolishing fees.  Jo Johnson raised them when launching the Green Paper in November 2015 that led to the Teaching Excellence Framework and the Higher Education and Research Act 2017.  In just one example, many of the arguments were rehearsed by Jo Johnson as Universities Minister in a speech in February 2017.  It all boils down to value for money.

But there is a terrific confusion here, as highlighted by the Minister earlier on.  The talk in Augar is all about value for money subject level.  But when people (including previous Universities Ministers (both Sam Gyimah and Jo Johnson) and the current Education Minister) talk about this, they talk not about the value of whole subjects, but of individual courses at individual universities.  And so they talk about quality.  But they don’t really mean quality either, because they talk about entry tariffs and outcomes and start talking about bums on seats.  Which is the big give away.  What they really mean is that they believe that there are too many students going to universities to do courses which are not aligned with the government’s priorities.  This is about the government wanting to choose not to invest in subjects that they believe do not add value to the economy.  Which is why Augar, which is all about money, has kept in the threat of a 3D threshold and/or a cap on student numbers (for some courses at some universities).

You can read more in our separate blog on this here.

Student Mental Health

The OfS have published details of the 10 winners of their Challenge Competition (investing £14.5 million) which aimed to achieve a step change in mental health outcomes for students.

The OfS new story says:

  • The proportion of full-time UK undergraduate students reporting mental health concerns when they enter higher education has more than doubled over the last five years.
  • Over 87% of students said they struggle with feelings of anxiety, and 1 in 3 experienced a serious psychological issue which required professional help.
  • OfS data shows that full-time students with a declared mental health condition are more likely to drop out, and less likely to achieve a first or 2:1 degree or secure good jobs after graduation.

This week they have released a news story focussing on Northumbria University which aims to reduce student suicide through utilising analytics and mining data (such as social media). Of course the scheme has to be data compliant and students have to opt in. Northumbria state that only 1 in 3 suicide deaths are known to mental health services. In response the researchers have developed an Early Alert Tool identifying students in crisis to sport early warning signs and to target intervention. (A little more information on the data triggers is here.) Northumbria’s project has been picked up by the Telegraph.

Projects in other Universities cover:

  • Transition from school to university – addressing the first year additional vulnerability something mentioned by the Minister in his recent speeches]
  • Mental health needs specific to international students [another thing mentioned by the Minister recently]
  • Advancing HE / NHS partnership working to improve support
  • Embedding mental health within a community approach, holistically incorporating police, local authorities and the NHS.
  • Developing a module for the PGCertHE to ensure that new academics, nationally, have the knowledge and skills to support mental health and learning through their teaching.
  • Creation of a ‘hub’ of qualified therapists and volunteers with mental health experience who will provide brief therapeutic interventions for students in comfortable, open-plan safe-spaces without the need for appointments or waiting lists.
  • Curriculum-based ‘mind management’ skills training (separate UG and PG courses) which use evidence-based approaches for improving emotion regulation and for managing common issues in student life (e.g. anxiety, stress, social isolation, managing expectations, imposter syndrome).

Nicola Dandridge, OfS Chief Exec, said:

  • Whenever I talk to students, improving mental health support is consistently raised as a priority. Universities and colleges are responding to the problem, but in too many cases students are having their experience of higher education blighted by mental ill-health. For many of these students, there is much more that we can do. Taking preventative action to promote good mental health is critical, as is taking a whole institution approach and involving students in developing solutions. In addition, the earlier we can identify issues developing, the more effectively we can give the vital support that is needed.
  • We know that many complex factors impact on students’ mental health and wellbeing, so addressing mental ill health is always going to be challenging. But universities and colleges are uniquely placed to rise to that challenge: through the expertise of their staff, insights from their own students, and their ability to bring groups and other organisations together to tackle complex problems in partnership.

The Independent covers the launch of the projects.

Tory leadership contest

From Dods:

  • Speaker of the Commons, John Bercow has dismissed the idea that Parliament could be prorogued in order to force through a no-deal Brexit. The idea that Parliament could be dissolved by a new Prime Minister, so that MPs could not take any legislative steps to block no-deal, was touted by ERG members and gained attention when leadership contender Dominic Raab repeatedly refused to rule out pursuing it. The Speaker yesterday, however, told MPs that it was “simply not going to happen.”
  • 10 have confirmed that the Commons will be sitting when the new Prime Minister is appointed at the end of July, amid concerns that Parliament could have entered summer recess before this happens which would mean that the new PM could avoid a potential no confidence vote.
  • Theresa May will resign as Conservative Party leader today, but will remain on as Prime Minister until her successor is appointed in late July.
  • Boris Johnson will launch a judicial review today to challenge the private prosecution against him for the alleged offence of misconduct in public office.

Sarah enjoyed this Spectator article on the Tory leadership contest.

  • Parties don’t get rid of their leaders unless things are going very badly. But this Tory crisis is different in scale and size to anything we have seen in recent decades. The question is not whether the Tories can win the next election, but whether they can survive.
  • The dire state that the Tories are in hasn’t put anyone off running to be leader, however. We suddenly have the most crowded field we have ever seen in a leadership race. Whoever wins will become prime minister without having to go through a general election. It’s quite a prize. Given the unpredictability of Tory contests and the frontrunners’ ability to destroy each other, everyone thinks they have a chance.

It divides the candidates into two categories: the ‘full-blooded Brexiteer’ and ‘compromising cabinet members’. Then it explains the four challenges the Conservative leadership will need to deliver on:

The Tory party is attempting to answer four different questions in this contest.

  • The first is who can best get Britain out of the EU. This will require not just an ability to find a way to extract concessions from a recalcitrant EU, but also an understanding of how to get Britain’s departure through parliament.
  • Secondly, the Tories are trying to work out who is best placed to take on Jeremy Corbyn and Nigel Farage. Given the parliamentary numbers, the next election is likely to come sooner than 2022 and so the Tories need someone who can fight on two fronts simultaneously.
  • The next question is who can come up with a new domestic agenda. The failure of Theresa May’s attempt to reinvent the Tories as a Christian Democrat party has resulted in a vacuum where Tory domestic policy should be.
  • Finally, the Tories must ask themselves who could best do the job of being prime minister.

The problem for the party is no one candidate is the best answer to all four questions. The Tories will have to make trade-offs to decide which qualities they regard as the most important.

Apart from their views on Brexit, the candidates are trying to differentiate themselves on other policies too.  We pick out a few of both here but of course there is much more.  Two dropped out this week – James Cleverly and Kit Malthouse.  Nominations (which now require 8 MPs rather than 2) open and close on Monday.  The BBC list is here.   The Express have their take here  Politics.co.uk have a detailed analysis of their policies on Brexit.  And the (Boris Johnson banking) Guido Fawkes shows the state of support amongst Tory MPs .

  • Matt Hancock has pledged to re-implement a form of student nurse bursary if he succeeds as PM.  Huff post reports: he said that he would offer new cash support for mature student nurses, and those specialising in mental health and community work, in a bid to fill staff shortages. However, he is clear it is about nursing dearth areas: ensure…in the areas of shortage we have that sort of targeted support that’s needed – so not across the full nursing training spectrum. He continues: There’s a question of how you make sure the money we’ve got goes as far as possible. There’s an overall shortage of nursing. It isn’t as big as the headline vacancy figures suggest. But there are acute shortages, especially in some specific areas like mental health nurses, and community nursing. And: I want to make sure that the approach we take is to support and incentivise people into those areas where we’ve got shortages.  He also intends to tackle big business care providers for whom profit is a key objective.
  • Michael Gove has said that if it “finally comes to a decision between no deal and no Brexit, I will choose no deal”. However, he would be willing to delay Brexit beyond the 31st October if a deal was in sight, stating it wouldn’t be right to ‘flounce’ out of the EU for a delay of mere weeks. Gove said that the deadline of 31 October was “arbitrary” and he was “not wedded” to it. That any delay would only be sought if a deal or breakthrough was on the horizon. This sets him against the other front runners, Boris Johnson and Dominic Raab, who have said that the UK will leave the 31 October under any circumstances.
  • Dominic Raab has repeatedly refused to rule out proroguing (discontinue) Parliament days before 31 October, which would in theory prevent Parliament from blocking a no-deal and see the UK crash out at midnight on the 31st. This move would be completely unprecedented, and arguably unconstitutional. Sky News, Lewis Goodall has said such a move would be “a hand grenade into our constitution” and leadership contender Rory Stewart has said “it would be illegal…it would be unconstitutional and it would be undemocratic.”
  • Sajid Javid has said he supports Jo Johnson’s amendment to the draft immigration legislation to change post-study visas to encourage international students.  He is, after all, Home Secretary, and since his appointment has been less than enthusiastic about TM’s “hostile environment”, dealing with the fallout from the Windrush scandal amongst other things.  The FT article says: “Mr Javid has already announced plans to axe the net migration target — which has never been met — if he becomes the next Conservative leader and is now also supporting the move to let students stay for longer after they finish at university. Mr Johnson has forced the pace on the issue, tabling an amendment to the government’s immigration bill — designed to implement a post-Brexit visa regime — which would take students out of the net migration target. …In 2012 Britain cut the time that students can work after graduating from two years to just four months, although the government this year recognised that the new regime was causing problems and agreed to raise the limit to six months.”
  • Rory Stewart says his competitors’ claims they could negotiate a new Brexit deal before 31 October are “misleading” and there is “not a hope” a new deal can by deadline.
  • Behind its paywall, the Telegraph reports that Boris Johnson plans to spend at least £5000 on every secondary school pupil to “level up” Britain’s education system.

Cost of housing hinders employment prospects

The Resolution Foundation has published: Moving Matters – Housing costs and labour market mobility.  The briefing doesn’t focus on the HE sector but that are some interesting findings that could be transferable.

Nationally changing areas to move for new employment and housing purposes has fallen. Unexpectedly the rate has particularly dropped within the younger age groups. The report notes this is surprising because young people are more likely to be graduates, non-UK born and private renters than in the past, changes that should have increased rather than decreased moves made for work.

Why?

  1. Because moving area isn’t essential to get a job – “the variation between the employment rates observed across local authorities has reduced over time” – so it is possible for young people to obtain some form of employment relatively locally. This is not ideal for graduate outcome statistics as earnings are expected to be lower, the job likely to be less specialised or relevant to the degree. It becomes a compromise option – once that can be difficult to recover from financially in their future career (see this Policy Update page 6 – impact of recession on graduates) .
  2. Moving isn’t as lucrative as it once was – “the ‘pull’ of more buoyant areas has fallen apace.. the difference in the average ‘wage premium’ achieved as a result of such a move has fallen since the turn of the century.”
  3. High housing costs negate the wage premium – “private rents have risen consistently faster in higher-paying areas of England. Rents have risen by almost 90% in the highest-paying 30% of local authorities over the past 20 years, compared to just over 70% among the 30% lowest paying places. As a result, not only has the earnings boost of moving to a more productive area diminished as a result of closing wage differentials; so, too, has the broader living standards uplift once housing costs are taken into account. So for the young graduate quality of housing and lifestyle may well go down as the quality high cost rents are prohibitive.

The report notes that job + housing mobility rate have fallen over time and the number of relocations moving to lower housing cost areas (47%) has increased  6% in the last 15 years. It also highlights a rise in commuting time – which costs the individual both in time and money.

  • With the evidence showing that efficiently matching with job opportunities is especially important for young people at the beginning of their working lives, the intergenerational implications of this briefing note are clear. While two of the reasons we identify that potentially explain the fall in job-plus-residence moves can be viewed as positive, our findings about the way that rising housing costs are determining the behaviour of younger renters in particular is a real cause for concern.
  • ..the evidence is clear that the real boosts to earnings are achieved by moving jobs. Critically, taking a new post in a different firm has a larger pay uplift than simply being promoted within the same organisation, and moving to denser, more productive areas comes with an even bigger pay premium. We know that job mobility is especially important at the start of one’s working life, when progression depends on testing out new roles and developing new skills. Moreover, an agile workforce is generally viewed as good not just for the individuals concerned, but also for the economy as workers ‘match’ more efficiently with business requirements.

You can read the detail of the full report here.

Spending Review

With Teresa May stepping down as PM and the Tory leadership race galloping along the Spending Review will be delayed and likely to be finalised between autumn and Christmas 2019. Liz Truss MP (Chief Secretary to the Treasury) was questioned by the Lords on the Spending Review this week.   this is very important to the Augar review, as the government response will be timed to come out with it.

Here are the most interesting snippets:

  • Truss confirmed the Spending Review preparatory work had ‘already began’ with the Treasury having ‘written to departments asking for initial capital bids, human capital submissions and reform proposals’.
  • Lord Turnbull (Crossbench) asked whether the spending review was likely to prioritise ongoing austerity measures and the reduction of the deficit, or whether spending might be increased or taxes increased. Truss replied that the priorities were likely to continue to be reducing the national debt and maintaining fiscal discipline. However, the main priority was economic growth, and therefore spending and tax reforms would be directed towards that goal.
  • Lord Layard asked for the Treasury’s response to the Augar Review. Truss responded that FE needed reform and that there had been ‘problems with funding’. The Augar Review would be considered within the Spending Review, she said, though given the amount of public subsidy to universities, which was higher than in other areas, better value for money was crucial. She went on to state that she supported the notion of students contributing towards their own education and was not in favour of capping student places.
  • In response the Chair (Lord Forsyth of Drumlean, Conservative) voiced concerns that universities and university placements were being judged too narrowly on their value pertaining to economic productivity and not enough on whether they produced good quality of life.

Consultations

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

Other news

Degree Apprenticeships: The Augar Review, the Higher Education Commission, and budget concerns have all cast doubt on the effectiveness of degree apprenticeships during 2019. Concerns that it is not attracting the sections of the population who could benefit most from social mobility,  that existing courses are being rebranded as degree apprenticeships to attract funding and are not truly in the spirit of the alternative route to higher qualification, that higher level provision is counter productively squeezing out lower level apprenticeship starts, that rurality and access remains an issue, and crucially that a high proportion of degree apprenticeship starts are not within areas that will help deliver the Government’s industrial strategy have all come to a head. This Wonkhe blog Post Augar, what will it take to reform degree apprenticeships? takes a gallop through the issues.

Gender employment gap: The BBC report on research which finds gender as the main factor in employment seniority, regardless of whether the female had children or not.

Soft power:  It was good to hear Chris Skidmore publically acknowledge the importance of soft power through educating international students in answering a question on tuition grants for students living in Africa:  Scholarships are a key part of the UK’s soft power, creating lasting positive relations with future leaders, influencers and decision-makers around the world. Many scholars funded by the UK go on to take up senior leadership positions in their home countries, and the strong bond they have formed with the UK enhances our direct and indirect influence abroad. This enhances our diplomatic work, our efforts in promoting increased trade and investment and supports our national security through increased goodwill and cooperation.

School absence policy debate: While it’s not strictly HE related the parents and carers among our readers might like to be aware of a Westminster Hall debate on school absences during term time. Here is the quick summary. Don’t go booking that term time holiday yet though!

HERA:  The House of Lords approved a motion making ‘Uncontroversial’ amendments to the Higher Education and Research Act (HERA) relating to the registration and exemption status of some HE providers. You can read a summary here. As you will see some parliamentarians seized on the opportunity to ask what effects the Augar Review would have on matters under discussion.

FE: Parliament have published The Further Education Loans and the Education (Student Support) (Amendment) Regulations 2019. There has been a new regulation inserted which allows the Secretary of State to cancel all or part of a (FE) fee loan in certain circumstances.

TEF: Chris Skidmore answered two parliamentary questions on the TEF. He said the independent TEF review lead by Dame Shirley Pearce is expected to report in summer 2019. Also that the second pilot year of subject level TEF is drawing to a close and the OfS will shortly publish the findings. Skidmore confirms Government will await Dame Shirley’s recommendations, and take account of the evidence from the subject-level TEF pilot, before making a decision on the next phase of the TEF.

Sustainability: Transport Minister, Michael Ellis, has announced the new EU-wide fuel labelling system rolling out from this week which identifies how much of the fuel the drivers are using comes from renewable sources. Here is the news story which simply explains the change, and here is the campaign link.

Subscribe!

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

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 31st May 2019

We’re going early again this week as we have a big focus on this week’s big report, and we’re sure you all want to know (although there is a lot of coverage).  There is other news as well.

Augar recommendations for the Review of Post-18 Education and Funding

So finally, the long awaited report has landed.  Either it changed quite a lot in the last few weeks (no minimum threshold based on 3 Ds at A-level) or the leaks were inaccurate.  Actually the leaks were pretty inaccurate, because although the £7500 tuition fee loan cap is there, there are recommendations to make up the difference.  And that part was very badly trailed, probably because the recommendations are not simple and don’t make an easy soundbite.

The commentary will be extensive and you can read it for yourselves, we’ll give you some links below and recipients of Wonkhe and the Research Professional HE updates will get more in the coming days.  In the meantime:

We think that there is a risk with summarising and cherry picking the “most interesting” bits so we give you the whole set of recommendations below – with a little bit of commentary in places.  There’s some context and narrative first, so skip down to the big table if you want to go straight to the recommendations.

The report defines the purposes of post-18 education – nicely pulled out in a tweet by Mike Ratcliffe.

And the principles:

In setting about our task, we have been guided by a set of principles. Some of these were self-evident to us at the start, others have been developed in the light of emerging evidence during the panel’s life. The principles and their rationale are set out below.

Principle 1. Post-18 education benefits society, the economy, and individuals. The potential benefits of an increasingly educated adult population have guided our work. But increasing the sheer volume of tertiary education does not necessarily translate into social, economic and personal good. That depends on the quality, accessibility and direction of study.

Principle 2. Everyone should have the opportunity to be educated after the age of 18.We have noted the disparity of resources between higher and further education and the steep decline in opportunities for education and training in later life. We have this in mind in seeking to create an integrated and sustainable post-18 system with opportunities for the whole population.

Principle 3. The decline in numbers of those getting post-18 education needs to be reversed. In many developed economies, increased participation in tertiary education has been associated with productivity growth over the past half century but in England – where attention has focused largely on degree-level study – the total number of people involved in post-18 education has in fact declined. This decline needs to be reversed urgently.

Principle 4. The cost of post-18 education should be shared between taxpayers, employers and learners. This was the defining principle of the seminal Dearing Report (1997) and continues to have resonance: the alternatives are simply inconceivable. Getting the taxpayer to pay for everything is unaffordable. Getting learners to pay all their own costs is unfair to those of limited means. Getting employers to pay for the whole system would put too much emphasis on economic value alone. A shared responsibility, in our view, is the only fair and feasible solution.

Principle 5. Organisations providing education and training must be accountable for the public subsidy they receive. The receipt of taxpayer funding, whether this is directly through grants or indirectly through forgiveable loans, carries with it the expectation of transparency and accountability for the purposes to which it is put and the outcomes that it delivers. There should be no sense of entitlement.

Principle 6. Government has a responsibility to ensure that its investment in tertiary education is appropriately spent and directed. The government should consider public spending on tertiary education alongside its spending on other parts of the public sector and should hold the sector accountable whilst respecting its intellectual freedom and academic autonomy.

Principle 7. Post-18 education cannot be left entirely to market forces. The idea of a market in tertiary education has been a defining characteristic of English policy since 1998. We believe that competition between providers has an important role to play in creating choice for students but that on its own it cannot deliver a full spectrum of social, economic and cultural benefits. With no steer from government, the outcome is likely to be haphazard.

Principle 8. Post-18 education needs to be forward looking. The future challenges of technological innovation, artificial intelligence and shorter job cycles will require greater labour market flexibility. The post-18 education system needs to respond to this: doing more of the same will not be enough.

Here is the summary of the proposals from the front of the report itself:

  • Strengthening technical education – England needs a stronger technical and vocational education system at sub-degree levels to meet the structural skills shortages that are in all probability contributing to the UK’s weak productivity performance. Improved funding, a better maintenance offer, and a more coherent suite of higher technical and professional qualifications would help level the playing field with degrees and drive up both the supply of and demand for such courses.
  • Increasing opportunities for everyone – Despite the very large increase in participation in higher education by young people, the total number of people involved in tertiary education has declined. Almost 40 per cent of 25 year olds do not progress beyond GCSEs as their highest qualification and social mobility shows little sign of improvement. Our recommendations seek to address these problems by reversing cuts in adult skills provision and encouraging part time and later life learning.
  • Reforming and refunding the FE college network – Further education colleges are an essential part of the national educational infrastructure and should play a core role in the delivery of higher technical and intermediate level training. Our recommendations are intended to reform and refund the FE college network by means of an increased base rate of funding for high return courses, an additional £1bn capital investment over the coming spending review period and investment in the workforce to improve recruitment and retention. Rationalisation of the network to even out provision across over-supplied and under-supplied areas, funding for some specialised colleges and closer links with HE and other providers would help establish a genuinely national system of higher technical education.
  • Bearing down on low value HE – There is a misalignment at the margin between England’s otherwise outstanding system of higher education and the country’s economic requirements. A twenty-year market in lightly regulated higher education has greatly expanded the number of skilled graduates bringing considerable social and economic benefits and wider participation for students from lower socio-economic groups. However, for a small but significant minority of degree students doing certain courses at certain institutions, the university experience leads to disappointment. We make recommendations intended to encourage universities to bear down on low value degrees and to incentivise them to increase the provision of courses better aligned with the economy’s needs.
  • Addressing higher education funding – Generous and undirected funding has led to an over-supply of some courses at great cost to the taxpayer and a corresponding under-supply of graduates in strategically important sectors. Our recommendations would restore more control over taxpayer support and would reduce what universities may charge each degree student. Universities should find further efficiency savings over the coming years, maximum fees for students should be reduced to £7,500 a year, and more of the taxpayer funding should come through grants directed to disadvantaged students and to high value and high cost subjects.  [see CHAPTER 3 and in particular 3.2 to 3.5 below]
  • Increasing flexibility and lifetime learning – Employment patterns are changing fast with shorter job cycles and longer working lives requiring many people to reskill and upskill. We recommend the introduction of a lifelong learning loan allowance to be used at higher technical and degree level at any stage of an adult’s career for full and part-time students. To encourage retraining and flexible learning, we recommend that this should be available in modules where required. We intend that our proposals should facilitate transfer between different institutions and we make proposals for greater investment in so-called ‘second chance’ learning at intermediate levels. We endorse the government’s National Retraining Scheme, which we believe to be a potentially valuable supplement to college based learning.
  • Supporting disadvantaged students – Disadvantaged students need better financial support, improved choices and more effective advice and guidance to benefit fully from post‑18 education. Our recommendations would provide them with additional support by reintroducing maintenance grants for students from low income households, and by increasing and better targeting the government’s funding for disadvantaged students.
  • Ensuring those who benefit from higher education contribute fairly – Most graduates benefit significantly from participating in higher education – as does the economy and wider society. We therefore endorse the established principle that students and the state should share the cost of tertiary education. We support the income-contingent repayment approach as a means of delivering this fairly, with those benefitting the most making the greatest contribution. However, public misunderstanding is high and better communication is required, including a new name, the Student Contribution System. We believe that more graduates should repay their loans in full over their lifetimes, and recommend extending the repayment period for future students and effectively freezing the repayment threshold. These changes – with the reduction in fees – would apply only to students entering higher education from 2021-22 at the earliest: students starting before then would not be affected. Some aspects of the present system appear to be unfairly punitive and we recommend reducing students’ in-study interest charges and capping graduates’ lifetime repayments.
  • Improving the apprenticeship offer – Apprenticeships can deliver benefits both for apprentices and employers but there is evidence of a mismatch between the economy’s strategic requirements and current apprenticeship starts. Our recommendations, together with recent government reforms, look to make further improvements in the quality of the apprenticeship offer by providing learners with better wage return information, strengthening Ofsted’s role – and thus the quality of providers – and better understanding and addressing the barriers SMEs face within the apprenticeship system. We have considered how best to use the finite funding which is available for apprenticeships and recommend that apprenticeships at degree level and above should normally be funded only for those who do not already have a publicly-funded degree.

And the actual recommendations are at the back:

CHAPTER 2: SKILLS

2.1 The government should introduce a single lifelong learning loan allowance for tuition loans at Levels 4, 5 and 6, available for adults aged 18 or over, without a publicly funded degree. This should be set, as it is now, as a financial amount equivalent to four years’ full-time undergraduate degree funding. [This will be widely welcomed but has the potential to be very expensive if these loans turn out to be written off at high levels over time – the hope will be that these courses will directly lead to improved earnings and so there will be a better chance of repayment?]

2.2 Learners should be able to access student finance for tuition fee and maintenance support for modules of credit-based Level 4, 5 and 6 qualifications. [“bitesize” learning will also be welcomed as a solution for mature students to replace traditional part-time study which has collapsed]

2.3 ELQ rules should be scrapped for those taking out loans for Levels 4, 5 and 6. [this will be widely welcomed]

2.4 Institutions should award at least one interim qualification to all students who are following a Level 6 course successfully. [this is interesting]

2.5 Streamline the number and improve the status of Level 4/5 qualifications.

2.6 The OfS should become the national regulator of all non-apprenticeship provision at Levels 4 and above.

2.7 Government should provide additional support and capital funding to specific FE colleges in order to ensure a national network of high quality technical provision is available. Government should work with the OfS to determine how best to allocate this using, for example, quality indicators and analysis of geographic coverage. [this will be welcomed although the targeting and the suggestions of metrics (a TEF for FE?) may not be so welcome]

2.8 From 2021-22 the fee cap for Level 4 and 5 qualifications currently prescribed by the OfS should be £7,500 – the same as that proposed for Level 6 qualifications and in line with current arrangements for prescribed HE qualifications. Longer term, only kitemarked Level 4 and 5 qualifications that meet the new employer-led national standards should be able to charge fees up to the Level 6 cap and be eligible for teaching grant. From that point, any other Level 4 and 5 courses should have a lower fee cap.

2.9 The current age cap should be removed so that a first ‘full’ Level 3 is available free to all learners whether they are in work or not.

2.10 Full funding for the first ‘full’ Level 2 qualification, for those who are 24 and over and who are employed should be restored.

2.11  The careers strategy should be rolled out nationally so that every secondary school is able to be part of a careers hub, that training is available to all careers leaders and that more young people have access to meaningful careers activities and encounters with employers.

CHAPTER 3: HIGHER EDUCATION

3.1 The average per-student resource should be frozen for three further years from 2020/21 until 2022/23. On current evidence, inflation based increases to the average per-student unit of resource should resume in 2023/24.  [the interesting part here is not the freeze, as that was expected, but the proposal for an increase in 2023/24.  See page 93 of the report – “We believe that the gradual effects of a funding freeze would give HEIs time to rise to the challenge of greater efficiency and redesigned business models, whilst maintaining the quality of provision.  However on current evidence we believe that attempts to generate further savings over this proposed funding freeze would jeopardise the quality of provision”.

3.2 The cap on the fee chargeable to HE students should be reduced to £7,500 per year. We consider that this could be introduced by 2021/22. [so no cliff edge this year, may affect student numbers next year as some defer. They say on page 210 that ALL policies embed in 2021/22 for new students so although it isn’t clear in the section, this would be for new students only.  Also worth noting on page 205 they note that actually students may not be better off under the current scheme in the long run because of changes to repayments (see below) – but explaining that to students (and parents) will be a nightmare – the headline reduction will be what many people see]

3.3 Government should replace in full the lost fee income by increasing the teaching grant, leaving the average unit of funding unchanged at sector level in cash terms. [page 95 “We firmly believe that the total reduction in resources from the fee cut must be matched with an equivalent increase in average per student grant funding from the government, so that the average per student resource to the sector stays level in cash terms]

3.4 The fee cap should be frozen until 2022/23, then increased in line with inflation from 2023/24. [see 3.1 above]

3.5 Government should adjust the teaching grant attached to each subject to reflect more accurately the subject’s reasonable costs and its social and economic value to students and taxpayers. Support for high-quality specialist institutions that could be adversely affected should be reviewed and if necessary increased.

  • [The link to cost was well trailed in the press, but the Secretary of State focussed on the part about social and economic value to students and taxpayers – actually the report covers both. This is worth looking at in more detail – page 95/96 says that the current “system under-funds certain high cost subjects to the detriment of the economy in general and the government’s Industrial Strategy“, that “the current long-term taxpayer subsidy is poorly directed” and that “Government currently has very limited control over the substantial taxpayer investment in higher education”. 
  • There is more detail of the analysis that they did on page 72.
  • They propose that the OfS should carry out a review of the funding rates for different subjects, having “regard to economic and social value and consider support for socially desirable professions such as nursing and teaching”, and then rebalance funding towards high cost and strategically important subjects and to subjects that add social as well as economic value”.
  • They go on: “we would expect some subjects to receive little or no subject specific teaching grant over the £7500 base rate” – and this is where they add in about specialist institutions offering the highest quality provision.
  • This is really interesting stuff – but it is not at all clear how this would work and how economic and social value would be evaluated.  Anyone thinking that the debate over use of raw salary data in this process might be answered one way or the other by Augar will be sadly disappointed – the issue is put firmly into the hands of the OfS.  See also pages 104 and 105 for the things they rejected
  • Critics of using LEO in this context will like this bit on page 87: ““Limitations of the IFS early-career earnings analysis….
    • The data do not distinguish between full and part-time work, which is likely to affect comparisons of earnings between men and women, and they also do not cover the self-employed.
    • The results we discuss are for earnings up to the age of 29 whereas the principal benefit in earnings for graduates tends to arrive in the following decade and thus we would expect full lifetime earnings for most graduates to generate higher premiums than those shown.
    • However, the current data excludes the cost of foregone earnings during study and loan repayments after graduation which need to be taken into account for a full assessment of lifetime returns.
    • Earnings are largely a product of the labour market for particular skills and qualifications and should not be regarded as a measure of teaching quality. They also vary according to location: a graduate working in an economic cold spot is likely to earn less than her or his counterpart working in a hot spot.
    • However, if analysed with care, the data provide an insight into the early career financial consequences of degree study and will be a useful source of information for students, government and HEIs alike.”]

3.6 Government should take further steps to ensure disadvantaged students have sufficient support to access, participate and succeed in higher education. It should do this by:

  • Increasing the amount of teaching grant funding that follows disadvantaged students, so that funding flows to those institutions educating the students that are most likely to need additional support.
  • Changing the measure of disadvantage used in the Student Premium to capture individual-level socio-economic disadvantage, so that funding closely follows the students who need support.
  • Requiring providers to be accountable for their use of Student Premium grant, alongside access and participation plans for the spend of tuition fee income, to enable joined up scrutiny.

[Page 97 says that the current system prioritises access over successful participation, “fails to resource adequately those institutions that admit a large proportion of their students from disadvantaged backgrounds, relies on too limited an evidence base of what works best”.  They want to “discard measures or prior academic attainment and area-based measures of participation” (goodbye POLAR) and look at individual measures of socio-economic disadvantage to ensure that support is better directed.  They want a pupil premium style minimum sum for each student.  They also say that all the other changes should not mean a cut in the overall levels of spend on disadvantaged students.]

3.7 Unless the sector has moved to address the problem of recruitment to courses which have poor retention, poor graduate employability and poor long term earnings benefits by 2022/23, the government should intervene. This intervention should take the form of a contextualised minimum entry threshold, a selective numbers cap or a combination of both.

  • [Here’s a threat, then.  So 3Ds are not dead (see page 100 for the research), and neither are numbers caps.  But imposed on a course by course basis for students that “persistently manifest poor value for money for students and the public”.  They mention indicators such as employment, earnings and loan repayments.  They suggest the caps would be time limited – capping the numbers of students eligible for financial support who could be admitted to the course” (see page 102). 
  • So three years for the sector “to put its house in order”.  That gives the government time to sort our technical alternatives and the impact would be offset but the uptick in demographics from 2021.]

3.8 We recommend withdrawing financial support for foundation years attached to degree courses after an appropriate notice period. Exemptions for specific courses such as medicine may be granted by the OfS. [People are asking questions about this – it’s odd at first glance.  They say (page 103) that “it is not hard to conclude that universities are using foundation years to create four-year degrees in order to entice students who do not otherwise meet their standard entry criteria”.  But is that a bad thing?  The report concludes that it is a bad thing because of the fee and loan implications, and so it would be better to have access courses (usually in partnership with FE) on lower fees, better loan terms and a standalone qualification.  They say have a two year delay on implementing this recommendation]

CHAPTER 4: FURTHER EDUCATION

4.1 The unit funding rate for economically valuable adult education courses should be increased. [no-one will disagree but it will be expensive.  There’s a chart on page 124 which suggests what they mean by “economically valuable”.  It means higher level courses, it seems]

4.2 The reduction in the core funding rate for 18 year-olds should be reversed.

4.3 ESFA funding rules should be simplified for FE colleges, allowing colleges to respond more flexibly and immediately to the particular needs of their local labour market.

4.4 Government should commit to providing an indicative AEB that enables individual FE colleges to plan on the basis of income over a three-year period. Government should also explore introducing additional flexibility to transfer a proportion of AEB allocations between years on the same basis.

4.5.1 Government should provide FE colleges with a dedicated capital investment of at least £1 billion over the next Spending Review period. This should be in addition to funding for T levels and should be allocated primarily on a strategic national basis in-line with Industrial Strategy priorities.

4.5.2 Government should use the additional capital funding primarily to augment existing FE colleges to create a strong national network of high quality provision of technical and professional education, including growing capacity for higher technical provision in specific FE colleges.

4.5.3 Government should also consider redirecting the HE capital grant to further education. [that’s interesting – they suggest that £1billion needs to be invested.]

4.6.1 The structure of the FE college network, particularly in large cities, should be further modified to minimise duplication in reasonable travel to learn areas.

4.6.2 In rural and semi-rural areas, small FE colleges should be strongly encouraged to form or join groups in order to ensure sustainable quality provision in the long term. [consistent with the pressure on schools and academies to combine]

4.7 Government should develop procedures to ensure that – as part of a collaborative national network of FE colleges – there is an efficient distribution of Level 3, 4 and 5 provision within reasonable travel-to-learn areas, to enable strategic investment and avoid counterproductive competition between providers.

4.8 Investment in the FE workforce should be a priority, allowing improvements in recruitment and retention, drawing in more expertise from industry, and strengthening professional development.

4.9 The panel recommends that government improve data collection, collation, analysis and publication across the whole further education sector (including independent training providers). [As noted above, perhaps an equivalent of TEF for FE and all the other related metrics  – on top of Ofsted requirements where they apply.  They compare this critically with schools as well as HE (see page 137)]

4.10 The OfS and the ESFA should establish a joint working party co-chaired by the OfS and ESFA chairs to align the requirements they place on providers and improve the interactions and exchange of information between these bodies. The working party should report to the Secretary of State for Education by March 2020. [These will be interesting interactions.  The OfS is meant to be “light-touch” and “risk-based”, remember.  But it would be good to see them take a more similar approach – as universities registering with the ESFA to provide apprenticeships are aware, the requirements are different]

4.11 FE colleges should be more clearly distinguished from other types of training provider in the FE sector with a protected title similar to that conferred on universities.

CHAPTER 5: APPRENTICESHIPS

5.1 The government should monitor closely the extent to which apprenticeship take up reflects the priorities of the Industrial Strategy, both in content – including the need for specific skills at Levels 3 through 5 – and in geographic spread. If funding is inadequate for demand, apprenticeships should be prioritised in line with Industrial Strategy requirements.

5.2  The government should use data on apprenticeships wage returns to provide accessible system wide information for learners with a potential interest in apprenticeships.

5.3  Funding for Level 6 and above apprenticeships should normally be available only for apprentices who have not previously undertaken a publicly-supported degree.  [ELQ by the back door?]

5.4  Ofsted become the lead responsible body for the inspection of the quality of apprenticeships at all levels.

5.5  No provider without an acceptable Ofsted rating should receive a contract to deliver training in their own right (although a provider who has not yet been inspected could sub-contract from a high-quality provider pending their own inspection).

5.6  The IfATE and the DfE (through the ESFA) should undertake a programme of work to better understand the barriers that SMEs face in engaging with the apprenticeship system and put in place mechanisms to address these, including raising awareness of the programme and making the system easier to navigate.

5.7  The IfATE improve transparency when processing standards that have been submitted for approval. Trailblazer groups and providers should have a clear indication of progress, available on-line, so they can start to plan, recruit and invest within workable timelines.

5.8  All approved providers of government-funded training, including apprenticeship training, must make clear provision for the protection of learners in the case of closure or insolvency.

CHAPTER 6: STUDENT CONTRIBUTIONS

6.1 Continue the principle of loans to cover the cost of fees combined with income-contingent contributions up to a maximum. [NB they have not looked at PG loans – see page 166]

6.2 Set the contribution threshold at the level of median non-graduate earnings so that those who are experiencing a financial benefit from HE start contributing towards the cost of their studies. This should apply to new students entering HE from 2021/22.Adjust the lower interest threshold to match, with the higher interest threshold moving by the same amount. This should apply to new students entering the system from 2021/22. [That’s a reduction from £25,000 to £23,000 at current rates.  Note it went up to £25,000 from £21,000 in 2018 in a hasty attempt by the PM to appeal to the “youth vote” in a move welcomed by many (because the promised indexation for the threshold was abandoned) but also said to be regressive (because it reduced the total amount repaid by the highest earners).  The proposal is that it should be a floating threshold, linked to median earnings, and not implemented until 2021/22, so they expect it would be £25,000 then and when the first cohort of students start repaying it would be around £28,000 (see page 170)]

6.3 Extend the repayment period to 40 years after study has ended so that those who have borrowed continue to contribute while they are experiencing a financial benefit. This should apply to new students entering the system from 2021/22. [This is the big change and is why the main headline fee cut does not save many students much overall]

6.4 Remove real in-study interest, so that loan balances track inflation during study. This should apply for new students entering the system from 2021/22. [This is a tweak, but an important one, because this is one of those optical things that makes students really cross, as they incur interest at 3% plus inflation while studying.  A student on a maximum maintenance loan incurs £3800 in interest while studying on a three year course (see page 172)] 

6.5 Retain the post-study variable interest rate mechanism from inflation to inflation plus 3 per cent. [Many have called for this to be scrapped but the report thinks that’s a trade-off not worth making.  They also don’t adopt the arguments about moving away from RPI to CPI – some will be disappointed]

6.6 Introduce a new protection for borrowers to cap lifetime repayments at 1.2 times the initial loan amount in real terms. This cap should be introduced for all current Plan 2 borrowers, as well for all future borrowers. [This hasn’t been much covered in the press coverage so far – but it is interesting.  It addresses the “squeezed middle” who pay back more slowly and thus pay back more than the highest earners.  As the 40 year period makes that problem worse, this is a mitigation for it (see pages 174/5)]

6.7 Introduce new finance terms under the banner of a new ‘student contribution system’. Define and promote the system with new language to make clearer the nature of the system, reducing focus on ‘debt’ levels and interest and emphasising contribution rates. [Hurray, the rebranding.  Widely anticipated although it will take a mammoth effort to change national cultural expectations on this after everyone from the PM down has banged on about student debt.  This is a huge job.]

CHAPTER 7: MAINTENANCE

7.1 The government should restore maintenance grants for socio-economically disadvantaged students to at least £3,000 a year.

[This is really interesting, has been widely welcomed including by the PM who has taken the credit for it and blamed George Osborne and Sajid Javid for a mistake” in her statement this morning. The report says that this is a particular problem because of the assumption of parental support and that it impacts the choices that disadvantaged students make.   But…is £3000 enough?  The report says (page 192 “Combined with the reduction in the level of tuition fee recommended in chapter 3, this recommendation would see the maximum debt for a disadvantaged student on graduation from a 3 year degree decrease by £15,000, from approximately £60,000 to approximately £45,000”.  They looked at the Welsh system and  said it was not a priority for investment to make such a significant (and expensive) change).

7.2 The expected parental contribution should be made explicit in all official descriptions of the student maintenance support system. [Yes, alongside the other comms challenges, this is a big and important one.]

7.3 Maximum maintenance support should be set in line with the National Minimum Wage for age 21 to 24 on the basis of 37.5 hours per week and 30 weeks per year. [That’s a small cut outside London “We do not believe that students, who in practice are often studying for less than 37.5 hours, should receive a higher income than the minimum received by young people in full-time employment” (see page 193)]

7.4 In delivering a maintenance system comprising a mix of grant, loan and family contribution, the government should ensure that:

  • The level of grant is set as high as possible to minimise or eliminate the amount of additional loan required by students from disadvantaged backgrounds.
  • The income thresholds within the system should be increased in line with inflation each year.

7.5 The new post-18 maintenance support package should be provided for all students taking Level 4 to 6 qualifications. The government should take steps to ensure that qualifications which are supported through the maintenance package are of high quality and deliver returns for the individual, society, economy and taxpayer.

7.6 The OfS should examine the cost of student accommodation more closely and work with students and providers to improve the quality and consistency of data about costs, rents, profits and quality.

[Interesting comments on page 196:

  • “We believe that HEIs retain a responsibility for overall student welfare and delivering value for money and that this extends to university accommodation, whether or not they are the direct provider.”
  • And “The public subsidy of student maintenance, much of which is spent on accommodation, gives the OfS a legitimate stake in monitoring the provision of student accommodation in terms of costs, rents, profitability and value for money”
  • Also “We suggest a detailed study of the characteristics and in-study experience of commuter students and how to support them better.”(page 195)]

7.7 Funding available for bursaries should increase to accommodate the likely growth in Level 2 and Level 3 adult learners.

7.8 The support on offer to Level 2 and Level 3 learners should be made clearer by both the government and further education colleges so as to ensure that prospective learners are aware of the support available to them.

And there’s more

There are also other bits that are not reflected in the many, many recommendations but may be seized on by Ministers and others.  In the section on Market Competition, page 78, the report says that “‘post-18 education cannot be left entirely to market forces’.81 We have already established that England’s market in HE has produced substantial social, economic and personal benefits but have noted that price competition has not developed as was originally expected. This is rational behaviour in a market where price is taken as a signal of quality.”

It goes on:

It is of concern to us that these marketing approaches sometimes include cash and in-kind inducements to prospective students to accept a place. It would be an unacceptable use of public funds for universities to recycle tuition fees, funded by state-subsidised income contingent loans, as gifts over which the state has no recourse. A recent study for Universities UK found “… perceptions that universities are becoming more like commercial businesses, driven by profit” and we would not be surprised if over-enthusiastic marketing had contributed to this perception. We further note three aspects of academic practice that could be interpreted as being a consequence of market competition.

  • Grade inflation. The growth in the proportion of first and upper second-class degrees awarded (see box) has been too great to suggest plausibly that it can be entirely attributed to a genuine improvement in the quality of students’ academic performance. It is not unreasonable to assume that part of the explanation is that academic assessment has become a means of reputational enhancement, albeit how this has happened is unclear.84 We note the intervention in March 2018 on this matter by the Secretary of State for Education.
  • Lower entry requirements. An increasing proportion of students with lower prior attainment are now attending university. We welcome this but not at any price. Low prior attainment, measured by A level and BTEC grades, is associated with dropping out from university studies, to the financial and often emotional cost of the student. From the 2016/17 cohort, as many as 12.8 per cent of students with UCAS tariff points between 0 and 100 (equivalent to D and E at A-level in the old tariff scheme), and 11.6 per cent of students with BTECs at any level, did not progress past their first year of a degree. This is about double the 6.3 per cent drop out rate for students as a whole. For the lowest attaining BTEC students the drop-out rates are well above 15 per cent. At fourteen UK universities, projections of the number of students likely to obtain a degree is below 70 per cent; the lowest has a degree projection rate of 51.7 per cent with 28.1 per cent of its students dropping out entirely rather than transferring or obtaining another award such as a Level 4 or Level 5 qualification.
  • Unconditional offers. Responsibly used, unconditional offers can have benefits, particularly in attracting students from disadvantaged backgrounds – but the emphasis has to be on ‘responsible’. We agree with the OfS that “Universities must not resort to pressure selling tactics in promoting unconditional offers”87 and we note the intervention in April 2018 on this matter by the Secretary of State for Education.

They don’t have a recommendation in this area, but they do use these examples as justification for why the system needs to change – and government given back more control through grants and targeting of funding.

There’s also a kick at TEF: “the use of metrics in the TEF process must be robust and command confidence. The Royal Statistical Society has raised concerns about the statistical validity of the current approach and the risk of the system being “gamed”.72 We await the outcome of the on-going independent review of the TEF, led by Dame Shirley Pearce, which is examining this and other issues.”  It is really interesting to think about what, given this, they think will be the basis for their cost and value-based assessment for the top-up funding.  They manage not to suggest anything.  All they say about it is on page 75: “We expect this assessment to be contested within the sector. Typically, it has been resistant to measures of performance based on inputs (contact hours), outputs (student satisfaction) and outcomes (graduate salaries). There are undoubtedly weaknesses in all of these metrics, including the TEF framework which brings them together, but they give universities important information about their own performance and we encourage the sector to use them constructively.”

And what of employers?  When interviewed during the process, Philip Augar made a lot of the role of employers in the system.  In the opening principles, Principle 4 is “the cost of post-18 education should be shared between taxpayers, employers and learners”.  But there is nothing new here for FE, lots of references to employers working with FE, and of course the apprenticeship levy.

They also address the unintended consequences in terms of the cross-subsidy for research funding (see page 93): “Universities in the UK educate the graduates, especially in STEM fields, needed to achieve this target. Our proposals on rebalancing funding towards high‑cost and high‑value subjects, discussed below, are intended to encourage this and are likely to result in more funding going to institutions with a strong research base. We also make recommendations to protect high quality specialist institutions. We recognise that there will be concerns about the impact of the resource freeze on some institutions with pockets of research excellence. We are of the view that it is for government, business and other interested bodies to fund research adequately and directly.

So what now?  The coverage will be excited and excitable.  Justine Greening has already condemned the whole thing as regressive and called for a radical new student contribution system.  But will a new leader of the Tory party take it up?  Will it get lost in party politics and Brexit?  Will it be too unattractive in terms of cost (remember the spending review) and not attractive enough in terms of attracting voters (young and older)?. They have costed it all (page 204).

We’ll just have to wait and see.  But the main thing is that, despite several menacing bits, when taken as a whole it is not the nightmare scenario for HE that some were predicting, but neither is it a silver bullet.  It’s complex, subtle and intended to work as a package – if existing or new leaders start cherry picking, there is plenty of potential for the nightmare to materialise.  And the OfS have a LOT of work to do.

At a speech launching the review, Theresa May said: “I was not surprised to see the panel argue for the reintroduction of means-tested maintenance grants both for university students and those studying for higher technical qualifications. Such a move would ensure students are supported whichever route they choose, and save those from the poorest backgrounds over £9,000. It will be up to the Government to decide, at the upcoming Spending Review, whether to follow this recommendation. But my view is very clear: removing maintenance grants from the least well-off students has not worked, and I believe it is time to bring them back.”

On reforming tuition fees, she argued: “There is much to be said for the panel’s proposal to cut fees and top up the money from Government, protecting the sector’s income overall but focussing more of that investment on high-quality and high-value courses. I know there are some, including the Labour Opposition, who will reject this finding because they want to abolish fees altogether. Such a move would be regressive and destructive – hurting our institutions and limiting the opportunities for our young people.”

Shadow Education Secretary Angela Rayner commented: “The report alone does nothing to address the burning injustices facing our education system. With no formal Government response, no extra funding and no guarantee that the recommendations will be implemented by her successor the Augar review epitomises May’s legacy as Prime Minister and this shambolic Tory government –  all talk, empty promises and very little action.”

Speaking on LBC earlier, Chancellor Philip Hammond warned: “We won’t be able to prioritise every area. If we want to be able to spend some of that fiscal headroom that I have accumulated, we first have to get the Brexit issue resolved.”

By the way, as well as the report, there is a whole lot of supporting material including the outcomes of the call for evidence that informed the review. Some nuggets:

  • For student finance, more than half of students responding thought fees should be reduced or abolished. There was a mix of views from providers over whether the fees charged to students at present covered the cost of courses, with views further split about the advantages and disadvantages of applying differential fees for different subjects and how this might work. Student loans were seen by many as burdensome and off-putting, in particular for part-time and mature students. Many respondents suggested that means-tested maintenance grants should be reintroduced.
  • Respondents and respondent groups had a range of views of what constituted value for money in post-18 education including student experience, employability and commercial terms, as well as the wider benefits to society. Some questioned the need for the concept. HE providers and HE employees tended to favour value in terms of student experience and qualifications achieved, whereas students and graduates valued employability and the earnings advantage of a degree, seen as a return on their investment.
    • Overall employability was perceived as the most important measure of value for money, followed by value to society and the student experience.
    • Value for money was considered to be improved either if the cost of education to students is reduced, or if the quality of education and its contribution to the economy and to society is increased.
  • Respondents identified financial barriers as the most common difficulty for disadvantaged students, including debt (both real and the prospect of it), covering costs out of term time and inadequate maintenance support.

And the Tory leadership contest?

New potential candidates are joining the fray all the time.  There are so many it is hard to work out what they all stand for.  The whittling down process can’t start until after 10th June.  Until then we will have to put up with remarkably similar soundbites and some startling announcements as they try to be distinctive.  11 (or 12, or more) views to canvas on every issue that comes up from Augar to football to British Steel.  Oh dear.

This internal squabble really matters – because whoever it is, is going to try and sort out Brexit and nothing else will get done until they do.  The solution might be trying to create a cross party consensus to pass the Withdrawal Agreement legislation and leave with the PM’s deal in October (seems vanishingly unlikely).  Or by going back to Brussels with a backstop unicorn and trying to renegotiate (surely even more unlikely than it was when Parlaiment voted on it).  Or throwing the whole thing up in the air and asking for a long extension for a people’s vote (exceptionally unlikely because any candidate who would go for this will surely not be selected unless they are the last person standing).  Or going for a no-deal Brexit by default, with no legislation if Parliament won’t play ball – surely very unlikely indeed given that this is the only thing Parliamnet agrees on.  Any hint of this would surely spark another Letwin-style rebellion enabled by the Speaker (leading to what, though – there’s no time.  And surely the EU wouldn’t grant an extension in these circumstances).  The timing is critical, because the summer recess takes Parliament to the middle of September, unless they come back early.

And it may all be irrelevant.  If the new leader faces a vote of no confidence fairly early on, and is someone that enough Tories can’t work with (whichever approach they are taking), will enough rebels back it and force a general election?  Then surely the EU would grant an extension.  And all bets would be off, although it seems pretty likely that a general election would lead to another hung Parliament, probably very hung indeed, with a fair number of MPs for the Brexit Party (unless the new Tory leader wins them over) and more Lib Dems and Greens.  So then it would all be about coalitions.  Tricky.

So who could it be?  The BBC have a list although Philip Hammond hasn’t ruled himself out and isn’t on the list yet.  There are some predictions and some more details on The Week here

EU student fees and finance after Brexit

After the recent storm when it was pointed out that EU students would at some point after Brexit stop being eligible for tuition fee loans and “Home” fee status, Chris Skidmore this week confirmed that the current arrangements would continue for students starting courses in 2020-21, continuing the “one year at a time” approach that has been adopted since the EU referendum.

Universities Minister Chris Skidmore said: We know that students will be considering their university options for next year already, which is why we are confirming now that eligible EU nationals will continue to benefit from home fee status and can access financial support for the 20/21 academic year, so they have the certainty they need to make their choice.”

“Work to determine the future fee status for new EU students after the 2020/21 academic year is ongoing as the Government prepares for a smooth and orderly exit from the EU as soon as possible. The Government will provide sufficient notice for prospective EU students on fee arrangements ahead of the 2021/2022 academic year and subsequent years in future.”

Subscribe!

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

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 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.”

Subscribe!

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

JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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