Top PDF House of Commons Library: Briefing Paper Number 5440: 12 June 2019: Higher Education Finance Statistics

House of Commons Library: Briefing Paper Number 5440: 12 June 2019: Higher Education Finance Statistics

House of Commons Library: Briefing Paper Number 5440: 12 June 2019: Higher Education Finance Statistics

Between 1994/95 and 2002/03 the number of full-time academic staff at UK HEIs increased by 18% and the number of part time staff by almost 120%. The total headcount increased by 28% and there were above average increases in the number of academics working in research only (not teaching) and in the number of professors, and (non senior) researchers. However, full-timers and academics involved in teaching at least part of the time were still in the majority in 2002/03. More detail is given in Table 4 at the end of this note. The headcount number can obscure some trends in the balance between full- and part-time staff, but it was all that was published at the time. The increase in academic staff headcount over this period was slightly higher than the increase in full-time equivalent student numbers, 29 but much of the growth in staff
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House of Commons Library: Briefing paper: Number 5440, 20 March 2017: Higher Education Finance Statistics

House of Commons Library: Briefing paper: Number 5440, 20 March 2017: Higher Education Finance Statistics

Much of the information in this note is taken from the annual Higher Education Statistics Agency (HESA) publications Resources of higher education institutions and its recent replacements. A limited amount of free information can be found on the HESA website. The most recent Patterns and Trends in UK Higher Education from Universities UK looks at 10 year trends in the sector and variations between institutions on a number of different indicators. The Higher Education Funding Council for England publishes an annual financial assessment of the sector in England. The latest version is Financial results and TRAC outcomes 2014-15, forecasts are given in Financial health of the higher education sector: 2015-16 to 2018-19 forecasts
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House of Commons Library: Briefing Paper: Number 1079, 6 February 2019: Student Loan Statistics

House of Commons Library: Briefing Paper: Number 1079, 6 February 2019: Student Loan Statistics

potential repayment followed by much less variation and a gradual decline in numbers as more repay their loans in full. The average value of repayments continues to increase in each year and hence totals also increase. This suggests that it is only in the first few years after leaving higher education that large numbers of borrowers start repaying. Relatively few only start earning above the repayment threshold three, four, or more years later and even then their numbers are balanced by those who stop repaying for one reason or another. It may be some time before any longer term patterns become clear, particularly shifts from non-payment to payment.
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House of Commons Library briefing paper : Number CBP 7976, 12 March 2019 : International and EU students in higher education in the UK FAQs

House of Commons Library briefing paper : Number CBP 7976, 12 March 2019 : International and EU students in higher education in the UK FAQs

As set out in a previous statement dated June 2016, EU nationals or their family members, currently in higher or further education, and who are eligible to receive loans and/or grants from SFE will continue to remain eligible for these loans and grants until they finish their course. This applies to all student finance provided to eligible EU students by SFE. This includes loans to cover tuition fees (for those resident in the EEA for at least three years), loans and grants for maintenance (for those resident in the UK for at least three years if they started a course before 1st August 2016, and at least five years if they started or will start a course after 1st August 2016, or who are EEA migrant workers), and some other grants and allowances. These students are also entitled to home fee status. This also applies to students who have not yet started their course, but who will do so before the end of the 16/17 Academic Year.
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House of Commons Library: Briefing Paper Number 07819: 27 June 2019: Constituency casework: schools in Scotland

House of Commons Library: Briefing Paper Number 07819: 27 June 2019: Constituency casework: schools in Scotland

The categorisation of most term-time holidays as unauthorised absence has been a contentious issue for some families, many of whom are concerned at the higher cost of holidays during school holiday periods. The Scottish Government has no control over the pricing decisions of holiday companies or flight operators. Our main focus is to encourage parents and pupils to recognise the value of learning and the pitfalls of disrupting learning for the pupil, the rest of the class and the teacher. It is for schools and education authorities to judge what sanctions, if any, they may wish to apply to unauthorised absence due to holidays. (p16)
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House of Commons Library: Briefing paper: Number 1079, 18 June 2018: Student Loan Statistics

House of Commons Library: Briefing paper: Number 1079, 18 June 2018: Student Loan Statistics

out various options for reforming loans terms, most of which involve setting the interest rate on loans at the same level as the Government’s cost of borrowing. These options remove some or all of the benefit to more highly paid graduates while protecting some or all of the benefit for the less well paid. He argues that this cut in public spending could improve the economic efficiency of higher education more generally by taking the financial pressure off direct support for institutions, allowing maintenance loans to be expanded to cover the full cost of going to university, increasing fee loans to cover the potentially higher fee cap, extending loans to part-time students and postgraduates and/or loans to students in other tertiary education and training more generally.
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House of Commons Library: Briefing paper: Number 0616, 9 January 2019: Oxbridge 'elitism'

House of Commons Library: Briefing paper: Number 0616, 9 January 2019: Oxbridge 'elitism'

In July 2012 The Department for Education released new ‘experimental’ statistics which looked at the destination of A level students the year after they took their qualifications. The data identify those in higher education and within this those in any Russell Group university and those at Oxford or Cambridge. The information is taken from matching National Pupil Database records to those held by the Higher Education Statistics Agency. It only includes young people who studied at state sector schools or colleges in England. Information is broken down by region, local authority, individual (state) school or college and, more recently, student characteristics. The data now covers the period up to 2017 and can be found at can be found at: Destinations of Key Stage 4 and Key Stage 5 pupils.
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House of Commons Library briefing paper : Number 0616, 31 July 2019 : Oxford 'elitism'

House of Commons Library briefing paper : Number 0616, 31 July 2019 : Oxford 'elitism'

In July 2012 The Department for Education released new ‘experimental’ statistics which looked at the destination of A level students the year after they took their qualifications. The data identify those in higher education and within this those in any Russell Group university and those at Oxford or Cambridge. The information is taken from matching National Pupil Database records to those held by the Higher Education Statistics Agency. It only includes young people who studied at state sector schools or colleges in England. Information is broken down by region, local authority, individual (state) school or college and, more recently, student characteristics. The data now covers the period up to 2017 and can be found at can be found at: Destinations of Key Stage 4 and Key Stage 5 pupils.
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House of Commons Library Briefing Paper: Number 8655, 12 September 2019: Funding for healthcare students in England

House of Commons Library Briefing Paper: Number 8655, 12 September 2019: Funding for healthcare students in England

Students following a different training route may be eligible to receive funding through the Local Education and Training Boards (LETBS which is former Strategic Health Authority) or Local Ambulance Service Trusts. Students funded through this route may in some cases also be eligible for SFE funded student support, this is explained in an SFE document NHS Guidance Higher Education Student Finance in England 2019/20 Version 2.0 August 2019 :

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House of Commons Library Briefing Paper: Number 8593, 21 August 2019: Support for students with mental health issues in higher education in England

House of Commons Library Briefing Paper: Number 8593, 21 August 2019: Support for students with mental health issues in higher education in England

There is a strong connection between mental ill health and suicide or self-harm. The ability to identify students who are at risk of suicide is difficult. The Stepchange website states that only 12% of students who died by suicide were reported to be seeing student counselling services. In September 2018 Universities UK (UUK) and PAPYRUS, a national charity dedicated to the prevention of young suicide, published Suicide Safer Universities. This guidance provides a framework to help university staff understand student suicide, mitigate risk, intervene when students get into difficulties, and respond to deaths. The document also aims to help university leaders develop strategies to prevent student suicides. A number of higher education institutions have introduced suicide prevention strategies. The University of Wolverhampton and the University of Cumbria employ Connecting with People and the
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House of Commons Library: Briefing paper: Number 7393, 14 June 2017: Higher education funding in England

House of Commons Library: Briefing paper: Number 7393, 14 June 2017: Higher education funding in England

BIS estimates of the RAB cost of student loans are calculated using a student loan repayment model. This makes long term forecasts of repayments for individual borrowers and is highly complex. There is a substantial amount of uncertainty about future repayment levels which are connected in large part to earnings growth forecasts. The paper HE in England from 2012: Funding and finance looks in depth at changes/improvements to the loan model over time.

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House of Commons Library : Briefing paper : Number 7393, 1 July 2019 : Higher education funding in England

House of Commons Library : Briefing paper : Number 7393, 1 July 2019 : Higher education funding in England

After consultation the Government decided to freeze the repayment threshold for all post-2012 borrowers. The discount rate used for the public accounting of loans was reduced from 2.2% to 0.7%. These changes were expected to result in savings to current spending when grants are ended, and a substantial cut in the subsidy element of loans. On 1 October 2017 the Prime Minister announced a number of changes to these policies: The fee cap would be frozen in 2018-19, the repayment threshold would rise to £25,000 and a there would be a review of the student finance system. The Department for
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House of Commons Library: Briefing Paper Number 7756: 12 June 2019: Carers

House of Commons Library: Briefing Paper Number 7756: 12 June 2019: Carers

In 2018 it emerged that the DWP had detected higher rates of overpayment of Carer’s Allowance than in the past, following an exercise to match claims to earnings data. Most of the overpayments identified were caused by carers’ earnings exceeding the earnings limit, though few cases involved proven fraud. The Department had however been slow to take compliance action, due to staff shortages. It is now aiming to recover around £150 million overpaid Carer’s Allowance from just under 80,000 carers.

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House of Commons Library briefing paper : number CBP 7976, 26 September 2019 : International and EU students in higher education in the UK FAQs

House of Commons Library briefing paper : number CBP 7976, 26 September 2019 : International and EU students in higher education in the UK FAQs

The Higher Education and Research Act 2017 contains a provision to make universities provide more information specifically for international students. Section 65 of the Act places a duty on higher education providers to publish higher education information and s65(8) states that when the Office for Students (OfS) determines what information is covered by this duty it must include information which would be helpful to international students. Under s65(9) the OfS may also consider it appropriate to ask providers to supply information on numbers of international students on HE courses.
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House of Commons Library: Briefing Paper Number 08543: 28 June 2019: Children's social care services in England

House of Commons Library: Briefing Paper Number 08543: 28 June 2019: Children's social care services in England

The work shows, therefore, that spend on children has in fact been overall broadly resilient over the last 20 years, even taking into account the effects of the 2008 recession. Within that overall figure, however, are some worrying trends. Mainstream and acute services such as age 4-16 education and provision for children in care have been protected at the expense of targeted preventative services, removing vital safety nets for some very vulnerable children. The 60% cut in Sure Start and youth services will see an increasing number of vulnerable children fall through the gaps. England now spends nearly half of its entire children’s services budget on 73,000 children in the care system – leaving the other half for the remaining 11.7 million kids.
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House of Commons Library: Briefing paper: Number 7857, 7 February 2018: Higher education student numbers

House of Commons Library: Briefing paper: Number 7857, 7 February 2018: Higher education student numbers

UCAS breaks down some of its group entry rates by the ‘tariff’ level of different universities. There are three tariff groups; high, medium and low and these refer to average grades of students admitted. High tariff institutions where entrants have higher grades are generally considered more prestigious and harder to get into. This type of analysis therefore can shed light on a different aspect of widening participation. In 2016 only 2.5% of 18 year olds from England who were eligible for FSM at school got into one of these high tariff universities. The rate has increased over time from less than 1.5% in the period 2006 to 2010, but was still well below the 9.5% for the non-FSM group. The size of the relative gap has fallen over time; in 2006 the non-FSM group were almost six time as likely to go to a high tariff university and this fell to below four times as likely in 2016. However, the absolute gap has increased in recent years from six percentage points in 2012 to seven points in 2016.
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House of Commons Library: Briefing Paper: Number 07714, 1 April 2019: The Family Test

House of Commons Library: Briefing Paper: Number 07714, 1 April 2019: The Family Test

In that light, a whole host of questions have been put to Departments. They ask the Minister how many of his or her Department’s policies have been assessed against the family test and what steps have been taken to publish the outcome of such an assessment. I regret to say that the answers to those questions have been rather limited. In many instances, the response was that the guidance urges only a consideration of publication, and therefore no publication had followed. There have been good examples of the assessment in relation to the Childcare Bill and the Education and Adoption Bill. However, the potential within the family test is as yet unrealised. 14
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House of Commons Library: Briefing Paper: Number 7222, 12 February 2019: Teacher recruitment and retention in England

House of Commons Library: Briefing Paper: Number 7222, 12 February 2019: Teacher recruitment and retention in England

The Department has missed its recruitment targets for the last 4 years and there are signs that teacher shortages are growing. By taking a national view of the number of teachers required, the Department risks paying too little attention to clearly meaningful local patterns of supply and demand. The Department does not yet have the information it needs to understand how different routes into teaching impact on schools’ ability to recruit and retain newly qualified teachers, and cannot yet demonstrate how new arrangements are improving the quality of teaching in classrooms. The Department has plans to analyse existing data further. However, until the Department meets its targets and addresses the remaining information gaps, we cannot conclude that the arrangements for training new teachers are value for money. The Department will also need to show that the arrangements are more cost-effective than alternative expenditure, for instance on improving retention. 185
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House of Commons Library: Briefing Paper Number 07059: 18 June 2019: FAQs: Academies and free schools

House of Commons Library: Briefing Paper Number 07059: 18 June 2019: FAQs: Academies and free schools

On 11 May 2018 The Secretary of State for Education made a statement about the Government response to the consultation. The Government decided to retain the 50% cap for faith free schools, but also created a capital scheme to support the creation of new voluntary aided schools (where for qualifying projects 90% of the capital cost of a new school is to be paid by the state and 10% sourced by the proposers). Faith schools created through this mechanism may have 100% faith-based oversubscription criteria in their admissions. For further detail on the capital scheme (now closed to new applications) please see the Guidance and Criteria.
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House of Commons Library briefing paper : number 7951, 23 April 2019 : T levels : reforms to technical education

House of Commons Library briefing paper : number 7951, 23 April 2019 : T levels : reforms to technical education

In addition to this economic rationale, the report outlined a social need for change: that individuals should have access to a national system of technical qualifications that is easy to understand, has credibility with employers and remains stable over time. The current system, it argued, failed on all three counts, comprising “a confusing and ever-changing multitude of qualifications”, many of which “hold little value in the eyes of individuals and are not understood or sought by employers.” The report added that learners, teachers and the public have “long regarded technical education qualifications as inferior to academic qualifications”, and higher level technical qualifications “have too often become
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