TIGA, the trade association representing the video games industry, has today published a Parliamentary activity update for the higher education sector.
Written Answers and Statements:
Higher Education Admissions
Welsh Assembly
11 August 2020
Kirsty Williams (Minister for Education): In my higher education policy statement of 4 May I proposed the need for admissions constraint in the Welsh higher education sector. My proposal was set in the context of higher education admissions being a UK wide issue which required a co-ordinated approach across the four nations for the 2020/21 academic year.
The Welsh Government’s priority is to ensure that all suitably qualified Welsh domiciled full-time undergraduate applicants are able to enter higher education in the 2020/21 academic year. I am also keen that we build on our recent success in more entering higher education through part-time study and increased progression onto post-graduate study. I want to provide opportunities in Wales for young people to progress with their education and to avoid becoming NEET and opportunities at higher education level for displaced workers to upskill and reskill. I also want to maximise Welsh institutions’ capacity to recruit new students in light of the UK Government’s new restrictions on English domiciled applicants, building on the HE sector’s wider role in supporting learners as informed and engaged citizens.
I have today written to HEFCW to ask the Council to take the steps it deems to be necessary to achieve stability in the higher education Welsh sector without adversely impacting on the opportunities available to study in Wales.
This statement is being issued during recess in order to keep members informed. Should Members wish me to make a further statement or to answer questions on this when the Senedd returns I would be happy to do so.
Arts: Higher Education
Department for Education
28 July 2020
Neil O’Brien (Con): To ask the Secretary of State for Education, pursuant to the Answer of 16 July 2020 to Question 70489 on higher education: finance, what the cost to the public purse has been of support for media studies courses in higher education in each of the last three years.
Michelle Donelan (Minister of State): Reliable estimates of the historic cost to the public purse of degree subjects at this level of disaggregation are not available.
Recent research published by the Institute for Fiscal Studies looked at how financial returns to higher education, for both students and the taxpayer, differ by subject studied. They estimate that, on average, the taxpayer gains £110,000 per male graduate and £30,000 per female graduate through extra tax and National Insurance contributions less unpaid student loans, with economics and medicine seeing the greatest returns and creative arts seeing the lowest returns. The publication is available here:
https://www.ifs.org.uk/uploads/R167-The-impact-of-undergraduate-degrees-on-lifetime-earnings.pdf.
Higher Education: Finance
Department for Education
28 July 2020
Neil O’Brien (Con): To ask the Secretary of State for Education, pursuant to the Answer of 16 July 2020 to question 70489 on higher education, what the cost was to the public purse of support for higher education in each of the last 10 years, by degree subject area.
Michelle Donelan (Minister of State): Reliable estimates of the historic cost to the public purse of degree subjects at this level of disaggregation are not available.
Recent research published by the Institute for Fiscal Studies looked at how financial returns to higher education, for both students and the taxpayer, differ by subject studied. They estimate that, on average, the taxpayer gains £110,000 per male graduate and £30,000 per female graduate through extra tax and National Insurance contributions less unpaid student loans, with economics and medicine seeing the greatest returns and creative arts seeing the lowest returns. The publication is available here:
https://www.ifs.org.uk/uploads/R167-The-impact-of-undergraduate-degrees-on-lifetime-earnings.pdf.
Letters:
Open letter to UKRI students – Update on extensions for doctoral students impacted by the COVID-19 pandemic
UKRI
17 August 2020
Professor Rory Duncan
When we first announced the support package for UKRI-funded doctoral students we committed to reviewing our policy and guidance to ensure that we took any further impacts to doctoral training into account. In this letter I want to give students, training grant holders and the wider community an update on that ongoing work.
COVID-19 has had a dramatic impact on all of us. Doctoral students have felt this keenly with sudden changes to their projects in a complex funding landscape, with a significant number facing disruption because of the effects on their health and wellbeing. Over the last few months many students have contacted us directly by email, on social media and through open letters to explain the pressures that they are facing and suggest actions that might improve the situation. I am hugely grateful for their doing so and, while we have not been able to meet all of their requests, we continue to listen, consider and act on those concerns where we can.
We have also been working with our partners in universities to understand how they are implementing the guidance. As a first step we asked them to provide us with details, by 9th June, of how many UKRI final year students require an extension at that stage. This exercise – which indicates decisions likely to be taken rather than final decisions – suggests that the majority (92%, 6362 students) require an extension. Of these, most (58%) need at least an extra three months to complete their studies. Recognising students could be impacted by multiple issues, the three leading reasons for an extension were:
- ‘Lack of access to research resources and facilities’ with 76% of the students affected.
- ‘Interruption of data collection and/or fieldwork’ affecting 41% of students.
- ‘Affected health and wellbeing’ for 34% of students.
This final year survey showed that in many cases we are students’ sole funder and so they will receive full support from us. However, around two-in-five (2887) UKRI final year students are co-funded, meaning that their financial support comes from their university, businesses or other sources, as well as from UKRI. Individual students can be co-funded by multiple organizations and the survey indicated that HEIs contribute to 72% of UKRI co-funded students while non-HEIs such as private businesses and charities support 32%.
At the time of the survey, universities indicated the ability to support the extensions of the majority of their UKRI co-funded students with 55% expected to receive full support and 3% partial support.
The survey also indicates that:
- universities are not able to offer any support to around 220 students (11% of those they co-fund)
- 30% of students were still awaiting a decision.
For students co-funded by other organisations:
- 55% were still awaiting a decision
- 13% can expect full support
- and 7% partial support.
Support could not be offered to support around 170 students (19% of those they co-fund).
In April, we announced that we would provide additional funding to our partners to support final year students. As an immediate response to this survey UKRI has released over £5 million to universities as an initial payment towards supporting students who are already in their extension period. A further release of funds will be made in the autumn once universities have confirmed the details of all extensions awarded to final year students.
Our training grant holders face an incredibly difficult job. We encourage them to make full use of the support we have made available and to continue prioritising support for existing students over future recruitment.
We are now taking further steps, including analysing the returns from a second survey that closed on 30th June, focused on students who are at an earlier stage in their studies. Through workshops with students, university leaders and training grant holders we are seeking to understand their experience in more detail. We are particularly keen to hear more from disabled, chronically ill and neurodivergent students and will be considering what revisions are required to our policy and equalities impact assessment in the light of how particular groups have been impacted by COVID-19.
The aim of this work is to develop our understanding of whether the policy is working, and its cost. This understanding will inform ongoing implementation of this policy and future policy development. We will gauge the extent to which the policy has been implemented consistently and in line with our guidelines across grants, disciplines and research organisations. We will publish our full findings in the autumn.
Undoubtedly, many students are still under pressure. We are seeing encouraging signs that many now have support in place, but we also accept there is more to do. In the meantime, we remain committed to doing everything we can to ensure the students we support are able to complete their training and to be funded to do so.
Yours faithfully,
Professor Rory Duncan
UKRI Director of Talent and Skills
Communication to HEFCW on higher education admissions constraint
Scottish Parliament
11 August 2020
Letter from Kirsty Williams MS, Minister for Education
David Allen
Chair HEFCW
In my higher education policy statement of 4 May I proposed the need for admissions constraint in the Welsh higher education sector. My proposal was set in the context of higher education admissions being a UK wide issue which required a co-ordinated approach across the four nations for the 2020/21 academic year.
I was pleased to note HEFCW’s consultation on this matter. It is now necessary to reconsider the approach in Wales in light of the regulations recently approved by the UK Parliament which will give effect to the UK Government’s student number controls policy. I do not believe this approach is in the best interests of Wales. I have previously stated that my chief concern is to protect the interests of Welsh students and Welsh higher education institutions. I am therefore not proposing to seek similar measures in Wales.
Emerging data from UCAS suggests that interest in entering higher education among Welsh domiciled applicants has grown since March, and a record proportion of Welsh 18 year olds are now applying to university.
However, the pattern of student demand in 2020 is expected to be volatile and very different to previous years, and we know that many institutions will be concerned about the need to fill places left vacant by any decline in international and EU recruitment. Consequently I do not wish to see an overly competitive approach to higher education recruitment within Wales which could put at risk the stability of some of our institutions.
The Welsh Government’s priority is to ensure that all suitably qualified Welsh domiciled full-time undergraduate applicants are able to enter higher education in the 2020/21 academic year. I am also keen that we build on our recent success in more entering higher education through part-time study and increased progression onto post-graduate study. I want to provide opportunities in Wales for young people to progress with their education and to avoid becoming NEET, opportunities at higher education level for displaced workers to upskill and reskill, building on the HE sector’s wider role in supporting learners as informed and engaged citizens.
I also want to maximise Welsh institutions’ capacity to recruit new students in light of the UK Government’s new restrictions on English domiciled applicants. It is therefore vital that any student number control operating in Wales does not have the unintended consequence of limiting student opportunity by creating a surplus of unfilled places.
I would therefore like HEFCW to take the steps it deems necessary to achieve stability in the Welsh sector without adversely impacting on the opportunities available to study in Wales.
I remain very appreciative of the collaborative approach we have established with the sector here in Wales, in working to identify and address the many and varied challenges the pandemic has presented.
Yours sincerely,
Kirsty Williams
Minister for Education
News:
UKRI-funded postgraduate programmes to open to international students
UKRI
20 August 2020
International students will be eligible for all UKRI-funded postgraduate studentships from the start of the 2021/22 academic year, UK Research and Innovation has announced today.
The updated eligibility criteria will ensure that the UK, which is a world leader in research and innovation, is able to attract talent from around the globe. International PhD students play a valuable part in the UK’s research system, contributing skills, ideas and networks.
As a public funder, UK Research and Innovation has a responsibility to develop both domestic research and innovation talent alongside opening recruitment to attract the best international talent into the UK. UKRI will normally limit the proportion of international students appointed each year through individual doctoral training programmes to 30 percent of the total.
All UKRI-funded PhD students will be eligible for the full award – both the stipend to support living costs, and fees at research organisations UK rate. Further details will be laid out later this year and communicated to universities and research organisations, allowing the change to come into effect for the August 2021 academic year. UKRI funding will not cover international fees set by universities, but they will be given the flexibility to find international tuition fees from other sources.
UKRI students who started their degree in previous academic years are not affected by this announcement. EU, EEA and Swiss Nationals starting UKRI-funded programmes in the 2020 academic year will remain eligible for funding under the same terms as guaranteed by the Government in July 2019.
Science Minister Amanda Solloway said:
“International PhD students are invaluable to supporting our world-leading research across a range of disciplines, providing new energy, ideas, and creativity. I am delighted that they will now be eligible for UKRI-funded PhDs in the UK.
“Through our ambitious R&D Roadmap, we want to make it easier for top global science, research and innovation talent to come to the country so we can cement the UK as a science superpower. Today’s measure is a key part of that.”
Further information:
Following the written statement by The Minister of State for Universities, EU, other EEA and Swiss nationals will no longer be eligible for home fee status from the academic year starting in August 2021. It will not affect EU, other EEA and Swiss nationals benefitting from Citizens’ Rights under the EU Withdrawal Agreement, EEA EFTA Separation Agreement or Swiss Citizens’ Rights Agreement respectively. It will also not apply to Irish nationals living in the UK and Ireland whose right to study and to access benefits and services will be preserved under the Common Travel Area arrangement.
GCSE and A level students to receive centre assessment grades
Department for Education
17 August 2020
The Government has announced that students in England will receive teacher assessed grades for GCSE and A level results this summer.
Students in England will receive centre assessment grades for this week’s GCSE results and last week’s A and AS level results, the Government and Ofqual have confirmed today (17 August).
Ofqual had consulted on and implemented a standardisation process for exam results this summer, but the system has resulted in too many inconsistent and unfair outcomes for A and AS level students. Over the last few days, it has become clear that the algorithm has revealed a number of anomalies that had not been anticipated by Ofqual and which severely undermined confidence in the system.
Subsequently, the Government and Ofqual have jointly agreed to revert to centre assessment grades, which are the grades which schools and colleges assessed students were most likely to have achieved, had exams gone ahead. This was deemed to be the fairest approach to avoid some students receiving grades that did not reflect their prior performance.
Students awaiting their GCSE grades on Thursday will receive their centre assessment grade from their school or college, and students who received their A or AS level results last Thursday (13 August) will be reissued their centre assessment grade. If students’ calculated grades were higher than the centre assessment grade, their calculated grade will stand.
To ensure students can progress to higher education, the Government intends to remove temporary student number controls which had been introduced for the coming academic year.
Education Secretary Gavin Williamson said:
“This has been an extraordinarily difficult year for young people who were unable to take their exams.
“We worked with Ofqual to construct the fairest possible model, but it is clear that the process of allocating grades has resulted in more inconsistency and unfairness than can be reasonably resolved through an appeals process.
“We now believe it is better to offer young people and parents certainty by moving to teacher assessed grades for both A and AS level and GCSE results.
“I am sorry for the distress this has caused young people and their parents but hope this announcement will now provide the certainty and reassurance they deserve.
“Schools and colleges will receive students’ final GCSE grades on Wednesday, meaning they will be available to young people on Thursday as planned.”
Earlier this year the Government announced that assessments and exams would not take place in schools and colleges this summer, following the closure of schools and colleges as a response to the public health crisis.
On 3 April, Ofqual announced a system based on teachers submitting grades and rankings for students and then launched a consultation on the approach. This consultation included the statistical standardisation of centre assessment grades in order to ensure that overall grades were broadly in line with previous years.
The Government recognises the move to centre assessment grades will have implications for universities and students, and therefore intends to remove student number controls. The move will help to prioritise students’ interests and ensure that there are no barriers to students being able to progress.
The Government is working closely with the sector to create additional capacity and ensure they are as flexible as possible, and are setting a clear expectation that they honour all offers made and met. The Universities Minister Michelle Donelan will lead a new taskforce, working with sector groups, to ensure students can progress to the next stage of their education.
Students who previously missed their offer and will now meet it on the basis of their centre assessment grade should get in contact with the university. Those who have accepted an offer will be able to release themselves if they have another offer reinstated.
Government urges universities to hold places
Department for Education
11 August 2020
The Universities Minister has written to all Vice-Chancellors asking them to hold places for students appealing their A level results
Universities have been urged by government to be flexible in their admissions ahead of A level results day this week.
In a letter to all Vice-Chancellors, the Universities Minister has asked institutions to hold places for students appealing their grades until they receive the outcome of the appeal, where possible. The Minister has also said universities should take into account a range of evidence when admitting students to courses.
Michelle Donelan has made clear that the exam boards are committed to doing all that is possible to resolve appeals for affected candidates by 7 September – the deadline for applicants to meet academic offer conditions.
In the letter, the Universities Minister has also confirmed that the Government will exempt certain students who successfully go through the appeals process from counting towards student number controls held by individual institutions.
This exemption will apply to those whose grades are successfully appealed, increased to meet the conditions of a university offer, and their place confirmed because of this, ensuring they are able to move onto their chosen route.
Universities Minister Michelle Donelan said:
“Nobody should have to put their future on hold because of this virus. That is why I am urging universities to be as flexible as possible in their admissions and to hold places for those whose grades are being appealed.
“Our ambition for students this year is no different to any other year and it is in everybody’s interest to see them progress.”
Education Secretary Gavin Williamson said:
“I’m confident the system Ofqual has put in place is fundamentally a fair one, that will award the vast majority of students a calculated grade that genuinely reflects the grade they would have achieved. Provisional data published by Ofqual suggests that the number of As and A*s being awarded will increase compared to last year and moderation has ensured students from all backgrounds have been treated fairly.
“We know that, without exams, even the best system is not perfect. That is why I welcome the fact that Ofqual has introduced a robust appeals system, so every single student can be treated fairly – and today we are asking universities to play their part to ensure every young person can progress to the destination they deserve.”
Read in full here – Minister Donelan Summer Admissions letter
Triple lock for students ahead of A level and GCSE results
Department for Education
11 August 2020
Students could receive the higher result out of their calculated grade, valid mock grade, or autumn exam grade to bolster fairness.
A new ‘triple lock’ process will give young people added security as they receive their grades this year, the Education Secretary has announced.
Students could accept their calculated grade, appeal to receive a valid mock result, or sit autumn exams to ensure the achievements of young people are recognised.
Ofqual has been asked to determine how and when valid mock results can be used to calculate grades.
All outcomes will hold the same value for universities, colleges and employers, building on the significant number of students who will still progress as a result of their calculated grades. Similar arrangements will apply to vocational and technical qualifications.
The move comes as the Government also announces an extensive support package for all schools, colleges and further education providers to run a full exam series in the autumn.
Education Secretary Gavin Williamson said:
“Every young person waiting for their results wants to know they have been treated fairly. By ensuring students have the safety net of their mock results, as well as the chance of sitting autumn exams, we are creating a triple lock process to ensure confidence and fairness in the system.
“No one wanted to cancel exams – they are the best form of assessment, but the disruption caused by Covid-19 meant they were not possible.
“This triple lock system will help provide reassurance to students and ensure they are able to progress with the next stage of their lives.”
This will provide an additional safety net to the system of calculated grades, which is the fairest possible approach in the absence of exams. The grades students receive on Thursday will be based on the judgement of their school or college, and have been moderated by exam boards to make sure the same standard is applied for all students, whichever school, college or part of the country they come from.
Students who would like to use a valid mock result will be able to do so through the appeals process, with individuals notifying their school or college who will provide evidence of their mock results to their exam board.
As set out by Ofqual last week, schools and colleges will also be able to appeal if they believe their historic data does not reflect the ability of their current students – that may be because they have experienced a recent change in leadership or because they have one or a number of exceptional students.
For those wishing to try and improve their grades by taking exams in the autumn, the support package will help schools with the costs associated with running these exams including booking venues, sourcing invigilators, and meeting the cost of autumn exam fees if they exceed summer fee rebates.
Where it is not possible to run exams on their own premises without disrupting study, schools and colleges will either be able to book sites through the Department for Education at no cost, or arrange sites themselves and claim back those costs.
Schools and colleges will be able to use the Government’s specialist staffing and events agencies to book invigilators and sites from September as well as being able to claim back costs later in the autumn term.
While £30 million is being earmarked to deliver this support, funding will be demand-led and driven by the number of students who choose to sit exams.
High value courses for school and college leavers: a one-year offer for 18 and 19-year-olds
Education and Skills Funding Agency
4 August 2020
Additional funding for one-year to encourage and support delivery of selected level 2 and 3 qualifications in specific subjects and sectors in response to coronavirus (COVID-19).
Summary
On 8 July the Chancellor announced exceptional funding as part of the wider COVID-19 skills recovery response to support 18 and 19 year old young people leaving school or college this summer. The high value courses for school and college leavers one year offer for 18 and 19 year olds is additional funding to encourage and support delivery of selected level 2 and 3 qualifications in specific subjects and sectors that enable a more productive economy and support young people to remain engaged with education, employment and training. This is a one-off intervention in response to the COVID-19 pandemic.
The priority is for young people to find work or a work-based training offer such as an apprenticeship or traineeship. Where these are not available locally, providers can use this funding to deliver extra classroom-based opportunities to young people to prevent them becoming not in employment, education or training (NEET).
This is a short-term offer. We will fund young people aged 18 and 19 for an additional programme of study of high value level 2 and 3 qualifications for up to a year from September 2020 if they cannot find employment or work-based training.
We refer to both 16 to 19 students (18 year-olds) and AEB learners (19 year-olds) as learners throughout this guide.
This offer is for learners:
- aged 18 and 19 on 16 to 19 and AEB Education and Skills Funding Agency (ESFA) funded provision respectively; and
- studying qualifications of between 120 and 540 guided learning hours (GLH) included on our published list of eligible qualifications
What the offer includes
- a £400 uplift to be paid once per learner to cover the costs of putting on additional courses at short notice, recruiting extra students, and preparing staffing and facilities
- adjustments to retention payments (16 to 19 funding) and job outcome payments (ESFA AEB) to compensate where learners leave early and take up employment or an apprenticeship
- increased rate to fund 18 year olds on larger programmes at the rate for 16 and 17 year olds
Other guidance
Providers must use this detailed guide alongside our other published guidance and funding rules.
- 16 to 19 funding: information for 2020 to 2021
- ESFA AEB 2020 to 2021 Funding and Performance Management Rules
- ESFA Funded Adult Education Budget Funding Rates and Formula 2020 to 2021
- School census 2020 to 2021
- Specification of the Individualised Learner Record
- Qualifications in COVID-19 support packages
- Funding guidance for young people 2020 to 2021 Funding rates and formula
- Funding guidance for young people 2020 to 2021 Funding regulations
Eligible qualifications
We have based the list of qualifying qualifications for 2020 to 2021 on qualifications approved for funding for all or part of 2020 to 2021 academic year.
We will include a qualification in this offer if it meets all of the following criteria. The qualification must be:
- regulated by Ofqual
- already approved for funding through the 16 to 19 offer, the ESFA funded adult education budget, or advanced learner loans
- operationally available for all or part of the funding year 2020 to 2021
- at level 2 or level 3
- at least 120 guided learning hours (GLH) in size, but no greater than 540 GLH
- not in scope to have funding approval removed because of no or low publicly funded enrolments
- in either:
- a sector or subject identified in the HVCP lists for the funding years 2020 to 2021 and 2021 to 2022
- the health and social care sector
We have not included qualifications that:
- mainly serve as an introduction to further training or study
- are mainly focussed on individuals already in the workplace and/or upskilling in the workplace
- are either too specialised or focus on knowledge and skills that are not essential for starting in a job
- are Access to Higher Education diplomas, because they are designed to help students to progress to higher education
Evidence suggests that these subject areas traditionally attract lower levels of enrolment from female students. We ask providers to be aware of this during recruitment activity and look at ways of encouraging interest from this group.
Eligible providers
All colleges and other providers who are currently delivering a 16 to 19 study programme that have additional qualifying learners will be eligible to receive the additional funding. For ESFA AEB providers an allocation will be based on historic delivery of the qualifications in scope and will be confirmed in allocation letters.
For 18 year-olds
Funding and payments
We will fund additional 18 year-olds above an individual baseline for each provider based on historical delivery.
These payments are subject to affordability and ESFA reserves the right to withdraw the offer for this programme if faced with exceptional levels of demand.
The £400 uplift will be funded as a lump sum. The programme funding will be profiled across the year.
Eligible learners
For a learner to be counted as eligible they will need to be enrolled on a 16 to 19 qualifying study programme, and:
- be aged 18 at the start of the 2020 to 2021 academic year
- enrolled on a planned one year qualifying 16 to 19 study programme that starts after the 31 August 2020
- be recorded as studying an approved high value courses for school and college leavers qualification as their core aim.
We will calculate the number of learners by:
Step 1 – we will calculate a baseline
We will calculate a baseline figure by using 2019 to 2020 full year ILR (R14) and autumn census 2020 (end year 2019 to 2020 data) to establish the number of eligible learners who have started their 16 to 19 study programme on or before the 1 November 2019. Providers that do not have any learners recorded on eligible qualifications will have a baseline of 0.
Step 2 – we will identify the number of eligible learners studying in the 2020 to 2021 year
We establish the number of eligible learners studying in the 2020 to 2021 academic year by using the 2020 to 2021 ILR (R04) and autumn 2020 census data.
Step 3 – we calculate the difference between eligible learner numbers in the baseline and the 2020 to 2021 year
We then compare the eligible learner number against the baseline to calculate the number of additional 18-year-old learners for each provider.
For example
- in the baseline a provider has 30 eligible students studying a qualification from the approved high value courses for school and college leavers list as their core aim
- in academic year 2020 to 2021, they have recruited additional students who are again studying a qualification from the approved high value courses for school and college leavers list as their core aim. The provider has a total of 45 eligible students in the 2020 to 2021 academic year
- for this provider there are 15 additional students in the 2020 to 2021 academic that would attract the £400 uplift
The date when learners enroll will change when we will make payments to providers.
For a learner to be counted as eligible they will need to be enrolled on a 16 to 19 qualifying study programme, and:
- be aged 18 at the start of the 2020 to 2021 academic year
- enrolled on a planned one year qualifying 16 to 19 study programme that starts after the 31 August 2020
- be recorded as studying an approved high value courses for school and college leavers qualification as their core aim
September enrolment
We anticipate that providers will enrol most learners in September. We will pay £400 uplift for each of these additional qualifying learners.
After allocating the uplift for each eligible student, programme funding, of up to a value of £4100, will be funded depending on the remaining available budget. We will pay the programme funding in-year and then offset this against future funding.
£4100 is an average figure so does not equal the exact amount that the learner would attract for programme funding in-year. We have calculated this amount based on the full time 18 year old rate plus an average for other formula factors.
We will retain an element of the available budget for enrolments later in the year. This will determine the amount that can be funded per student in-year.
Counting learners
We will identify the total number of qualifying learners nationally from the ILR R04 data return or the autumn census. Then we will calculate the additional learners above each provider’s individual baseline. We will then calculate the programme funding that can be paid in-year from the available budget.
Where providers recruit additional learners over the baseline, we will revise allocations for 2020 to 2021 academic year and confirm:
- total amount of the uplift for each additional student
- total additional programme funding for the academic year
We will pay additional funding from March 2021. We will:
- offset any in-year additional programme funding per student that we have paid, against the 2021 to 2022 allocation
- not offset the £400 uplift
We will count the learners in lagged student numbers so that their full programme funding will be calculated and allocated in the 2021 to 2022 allocation, and adjusted as indicated above to offset the additional programme funding paid in-year during 2020 to 2021.
We explained that 18 year-old learners on large qualifications (450 GLH) or more and with an overall programme of at least 540 planned hours, will attract the 16/17 year old rate. We will fund these learners as part of the usual lagged calculations in the 2022 to 2023 academic year allocations.
16 to 19 in year growth
We will consider any overall growth in student numbers more generally as part of the usual exceptional in-year growth process.
Enrolments after R04
Learners that are enrolled on eligible qualifications above the individual provider baseline and recorded after R04, with a planned end date on or before March 2022, will attract the £400 uplift. We will pay the uplift alongside the 2021 to 2022 academic year allocations.
Counting learners
We will count 18 year-old learners enrolled after R04 in lagged student numbers. In addition to the uplift, which will be paid in 2021 to 2022, the provider will therefore receive their normal programme funding for these students in the 2022 to 2023 academic year allocation. This includes those 18 year-old learners on a qualification from the list of 450 GLH or more with a study programme of more than 540 planned hours.
Large qualifications
To reflect the additional costs of large qualifications, 18 year-olds on qualifications of 450 hours or more will be funded at the (higher) rate that usually applies to 16 and 17 year-olds, where they are on a programme of 540 planned hours. In all instances the funding will be included as part of the lagged student number process and will be allocated in 2022 to 2023 allocations.
16 to 19 retention factor
The 16 to 19 funding formula recognises that there is a cost to institutions in delivering programmes of study to learners who do not complete their learning. For provision for 18 year-olds under this offer, we have amended the usual retention rules to provide assurance to providers. However, where possible we ask providers to support young people to finish their studies part time or through flexible learning where the learner withdraws early to take up employment or an apprenticeship.
18 year-old learners enrolled on one of the eligible qualifications will count as retained in the retention calculation if they withdraw early from their study programme to secure an apprenticeship or sustained employment.
Maths and English condition of funding
For 18 year-olds students the maths and English condition of funding will apply.
Progression
We usually expect providers to demonstrate educational progression when enrolling learners on qualifications. On this offer, we accept that some learners may study a qualification that is at the same level as previous qualifications.
High needs
For the high needs funding element, we will provide additional detail at the beginning of the academic year.
16 to 19 bursary funding
We are exploring how best to ensure that Bursary Funds are allocated appropriately as part of this offer and will provide additional detail at the beginning of the academic year.
For 19 year-olds
We will be responsible for funding learners resident in non-devolved areas, and a proportion of the funding will be devolved to mayoral combined authorities (MCAs)/greater London authority (GLA) who will be responsible for funding learners resident in their areas.
Learner eligibility
We will fully fund AEB learners as part of this offer. Eligible learners are those that:
- are aged 19 on 31 August within the 2020 to 2021 funding year
- enrol on one Level 2 or Level 3 qualification from the list of eligible qualifications
- already hold a Level 2 or Level 3 qualification or this is their first Level 2 or Level 3 qualification
Providers will need to ensure that learners have a clear understanding on how this provision is linked to future employment, and record this as part of the Learner Agreement.
Funding and payments
We will allocate the additional ESFA AEB funding by the end of August 2020. The additional funding will be ring-fenced which means it will be performance managed separately and details are provided in the ESFA AEB 2020 to 2021 Funding and Performance Management Rules.
Uplift
We will pay the uplift monthly as part of the AEB funding formula details of which can be found in the AEB funding rates and formula guidance 2020 to 2021.
Increased job outcome payment
We will make a full achievement payment, rather than the usual 50% where a learner leaves their course early and takes up employment or an apprenticeship before achieving the learning aim. This is subject to meeting requirements as set out in the AEB funding rules 2020 to 2021. The detailed payment methodology can be found in the AEB funding rates and formula 2020 to 2021.
Maths and English
Where a 19 year old learner does not hold a Level 2 in maths and/or English and they wish to study these subjects, providers will be able claim full funding for English and maths, up to and including level 2 through the AEB.
Monitoring the offer
We will closely monitor this offer to track spend, increased participation and outcomes in these specific sectors/subjects for 18 and 19 year olds. We will monitor delivery against the subject areas traditionally attract lower levels of enrolment from female students.
We will do this as part of our ongoing monitoring. We will continue to contact providers where data, audit feedback or other feedback indicates that they are operating outside of normal rules.
Providers have a responsibility to provide courses that prepare learners for their future ambitions and that means they must take account of the local or regional circumstances when designing their programmes and providing guidance to learners. Ofsted make it clear in the further education and skills inspection handbook what inspectors look at when evaluating the curriculum. Specifically that ‘the curriculum offers learners the knowledge and skills that reflect the needs of the local and regional context’ and ‘the curriculum intent takes into account the needs of learners, employers and the local, regional and national economy, as necessary.
Evaluation
The government will work closely with the sector to evaluate and review this approach to make sure it is delivering improved outcomes for young people. In addition to existing data collections, researchers may contact a sample of providers to better understand how the policy has worked.
Apprentices to get jobs boost
Department for Education
31 July 2020
New support service launched to help apprentices who have lost their jobs due to the Covid-19 outbreak to find new opportunities.
A new online and telephone support service for apprentices who have lost their jobs during the Covid-19 outbreak has been launched today by Gillian Keegan, Apprenticeships and Skills Minister (1 August).
The new Redundancy Support Service for Apprentices (ReSSA) will ensure apprentices can access local and national services that can provide financial, legal, health and wellbeing support, and help them to find a new job should they need it. Apprentices can also search and apply for other available apprenticeship opportunities across the country.
From today, employers large and small are also being encouraged to take advantage of generous new cash incentives designed to create more high quality apprenticeship opportunities so more people, particularly young people, can kick-start an exciting and rewarding career.
As part of the Government’s Plan for Jobs, employers are being offered £2,000 for each new apprentice aged under 25 they hire, and £1,500 for each new apprentice they hire aged 25 and over, up to the 31st January 2021. This includes taking on an apprentice who has been made redundant.
Gillian Keegan, Minister for Apprenticeships and Skills said:
“Covid-19 has had a big impact on business and the jobs market, and we know that some apprentices have lost their jobs or are facing redundancy as a result.
“We are taking unprecedented steps through our Plan for Jobs to protect, support and create jobs, with a clear focus on ensuring people have the right skills to get into work and progress. This includes creating more high quality apprenticeship opportunities to help get our economy moving.
“Our new Redundancy Support Service for Apprentices will make sure apprentices who have lost their jobs can get the help and support they need to get back on track and on the path to a new career.”
Employers who have apprenticeship opportunities up for grabs and who are willing to take on a redundant apprentice are also being urged to sign up to the new service to advertise their vacancies. Apprentices who are looking for new opportunities can then see what is on offer, get support to apply and kick-start a new career.
The new cash incentives for employers are in addition to the existing £1,000 payment for new 16-18 year-old apprentices, and those aged under 25 with an Education, Health and Care Plan.
To support people, particularly young people, affected by Covid-19 the Government has also announced a range of support including:
- £111 million boost to triple the number of traineeshipsavailable across England – the largest-ever expansion of traineeships – to help make sure more 16-24 year olds have the skills, experience and confidence they need to enter the world of work.
- A new £2 billion Kick-start Scheme to create hundreds of thousands of new, fully subsidised jobs for young people across the country.
- £17million is being invested to increase participation in our sector-based work academies, to upskilling job seekers to fill locally identified vacancies.
- A Job Retention Bonus – a one-off payment of £1,000 to UK employers for every furloughed employee who remains continuously employed through to the end of January 2021.
- The Government is providing £111 million to support school and college leavers at risk of becoming unemployed to do a fully funded optional extra year of study.
- The National Careers Serviceis also providing high quality impartial advice and guidance to more young people and adults who have been affected by coronavirus.