The government announced that total government expenditure on higher education in England would increase by over 2 billion between 2004-05 and 2007-08, to a total of over 9.5 billion. It said that the increase met its commitment to maintain the level of student funding per head in real terms, and allowed for a steady increase in student numbers (towards its 50 per cent target for participation). But a trade union said that the government had done 'too little to late' in dealing with the growing crisis of department closures and job losses engulfing higher education.
Source: Press release 13 December 2004, Department for Education and Skills (0870 000 2288)
Links: DfES press release | HEFCE press release | UUK press release | AUT press release
Date: 2004-Dec
A report said that underachieving school pupils in their early teens benefited from learning at college. Research with children aged 14 16 who were spending part of their education in further education colleges found that they liked the more 'adult' working relationships with teachers, as well as the opportunity to take practical subjects and the second chance that colleges offered.
Source: Joe Harkin and Ros Clow, Meeting the Needs of Younger Learners in Further Education, Learning and Skills Development Agency (020 7297 9144)
Links: Report (Word file) | LSDA press release (Word file)
Date: 2004-Dec
The schools inspectorate began consultation on proposed changes to the frameworks for inspecting education provision in schools, and post-16 non-higher education and training carried out by colleges and other training providers. There would be a three-year inspection cycle, with lighter inspections, less notice and more self-evaluation.
Source: Framework for Inspecting Schools, HMI 2357, Office for Standards in Education (07002 637833)
Links: Consultation document (pdf) | OFSTED press release
Date: 2004-Nov
Provisional statistics on student support showed that: the average full-time student had to find 575 each year in upfront tuition fees; 57 per cent of full-time students had to pay for all or some of their tuition fees before or while they were studying; the maximum amount of student support for the lowest-income full-time students starting in September 2004 was 6,050 for those living in London and 5,095 for those living outside the capital; 81 per cent of eligible full-time students were taking out a student loan, and the average amount they were taking out was 3,190 each year.
Source: Statistics of Student Support for Higher Education in the United Kingdom: Financial year 2003-04 and academic year 2004-05 (provisional), Statistical First Release SLC/SFR1/2004, Department for Education and Skills (0870 000 2288)
Links: SFR (pdf) | DfES press release
Date: 2004-Nov
The new Office for Fair Access (charged with safeguarding fair access into higher education for students from under-represented groups) said that, over time, up to 200 million a year could be available to support students from disadvantaged backgrounds. It also published guidance to institutions wishing to produce an access agreement.
Source: Press release 24 November 2004, Office for Fair Access (0117 931 7171) | Producing Access Agreements: OFFA guidance to institutions, Office for Fair Access
Links: Guidance (pdf) | OFFA press release | AUT press release | UUK press release | Guardian report
Date: 2004-Nov
A report said that, from 1997-98 to 2002-03, the numbers of state school students admitted each year to leading universities had risen both in actual numbers (from 16,900 to 22,800) and as a proportion of the overall intake (from 61 per cent to 68 per cent). Widening of access had been achieved without any compromise on quality or bias against private schools.
Source: State School Admissions to our Leading Universities, Sutton Trust (020 8788 3223)
Links: Report (Word file) | Guardian report
Date: 2004-Nov
Two related reports by the schools inspectorate said that nearly three times as many colleges were failing in the south of England as in the north - all of them were general further education colleges. Meanwhile, 60 per cent of the best colleges in the country were sixth form colleges. Colleges described the criticisms as 'inappropriate and immoderate'.
Source: Why Colleges Fail, HMI 2408, Office for Standards in Education (07002 637833) | Why Colleges Succeed, HMI 2409, Office for Standards in Education | Press release 26 November 2004, Association of Colleges (020 7827 4600)
Links: Report 2408 (pdf) | Report 2409 (pdf) | OFSTED press release | DfES press release | AOC press release
Date: 2004-Nov
A report established baseline data for an evaluation of the 'Aimhigher' programme, aimed at increasing and widening participation in higher education among young people from deprived areas (initially launched in 2001 under the name of Excellence Challenge).
Source: Marian Morris, Simon Rutt and Tilaye Yeshanew, Pupil Outcomes: The Impact of Aimhigher - Baseline analysis, Research Report RW16, Department for Education and Skills (0845 602 2260)
Links: Report (pdf)
Date: 2004-Oct
A report said that positive discrimination by universities in favour of applicants from state schools could breach human rights legislation.
Source: Alan Smithers, University Admissions: School effect and HE achievement, Centre for Education and Employment Research/University of Buckingham (01280 820338)
Links: Report (pdf) | Guardian report
Date: 2004-Oct
An annual statistical publication presented an overview of all aspects of higher education in the United Kingdom. There was an increase in the proportion of students from state schools, up from 86 per cent in 2001-02 to 87.2 per cent in 2002-03.
Source: Higher Education Statistics for the United Kingdom 2002/03, Higher Education Statistics Agency (01242 255577)
Links: HESA press release | Guardian report
Date: 2004-Sep
A Guardian newspaper survey found that two-thirds of universities in England were preparing to charge students the maximum top-up fee of 3,000 for all their courses.
Source: The Guardian, 21 September 2004
Links: Guardian report | NATFHE press release
Date: 2004-Sep
A think-tank paper argued that the top 10 per cent of the eligible population by academic ability should get full higher education scholarships, and the next 25 per cent should get loans. There was no wider social benefit from any more people than this going to university, and so the government should not fund them.
Source: Andrew Lilico, Higher Education Funding: A structured approach, Bow Group (020 7431 6400)
Links: Paper (pdf)
Date: 2004-Sep
An official working group (chaired by Stephen Schwartz) made recommendations designed to ensure greater fairness and transparency in higher education admissions. It said that it was fair and appropriate to consider contextual factors as well as formal educational achievement in assessing applications, given the variation in opportunities and circumstances. It also said that students should be able to make their university choices after their A level results.
Source: Admissions to Higher Education Steering Group, Fair Admissions to Higher Education: Recommendations for good practice, Department for Education and Skills (0845 602 2260) | House of Commons Hansard, Written Ministerial Statement 14 September 2004, columns 139-140WS, TSO (0870 600 5522)
Links: Report (pdf) | Hansard | Universities UK press release | SHA press release | Guardian report
Date: 2004-Sep
An annual publication provided comparative data on the performance of universities and colleges in widening participation, student retention, learning and teaching outcomes, and research outcomes.
Source: Performance Indicators in Higher Education in the UK 2002/03, Higher Education Statistics Agency (01242 255577)
Links: Report | HESA press release | HEFCE press release
Date: 2004-Sep
A think-tank report said that the government should accept teaching-only universities, and give colleges a greater role in delivering higher education. It also said the government should scrap the research assessment exercise, and remove barriers to collaboration, including league tables.
Source: Wendy Piatt, Diverse Missions: Achieving excellence and equality in post-16 education, Institute for Public Policy Research, available from Central Books (0845 458 9911)
Links: IPPR press release
Date: 2004-Sep
A review of funding to post-16 individual learners in Scotland recommended that the means test for student loans to cover living costs should be modernized to reflect modern definitions of households and families; that the test should cover both higher and further education, and be easier to understand; that the system under which discretionary hardship funds were awarded to students in further and higher education be simplified; and that the information, advice and guidance given to students and learning institutions be improved.
Source: Review of Funding for Learners: Final report, Scottish Executive, TSO (0870 606 5566)
Links: Report (Word file) | SE press release
Date: 2004-Sep
A report said that 3,000 well qualified young people attending state schools and sixth form colleges were not among those admitted to the dozen or so leading universities each year, despite achieving grades as good as or better than the entry requirements to courses in those universities: their places were taken by 3,000 pupils from private schools.
Source: The Missing 3000: State school students under-represented at leading universities, Sutton Trust (020 8788 3223)
Links: Report (pdf) | NATFHE press release
Date: 2004-Aug
An annual survey of graduate destinations found that fewer than two-thirds (63 per cent) of those graduating in 2002-03 (academic year) had entered full-time employment. Around 8 per cent were combining further study and part-time work, and 16 per cent were continuing their studies. More than 7 per cent were not in work or study, and were assumed to be unemployed.
Source: Destinations of Leavers from Higher Education in the United Kingdom for the Academic Year 2002/03, Statistical First Release 77, Higher Education Statistics Agency (01242 255577)
Links: SFR | Guardian report
Date: 2004-Aug
The Higher Education Act 2004 was given Royal assent. The Act provided for variable top-up fees for university students in England.
Source: The Higher Education Act 2004, TSO (0870 600 5522)
Links: Text of Act | Explanatory notes | DfES press release
Date: 2004-Jul
The schools inspectorate said that, although sixth-form centres in general further education and tertiary colleges represented good value for money, there was little evidence to suggest that this separate provision of education for young people aged 16-19 offered any advantages in terms of quality of teaching, course provision or student achievement.
Source: Focused Provision 16 to 19: A survey of colleges with sixth form centres, HMI 2277, Office for Standards in Education (07002 637833)
Links: Report (pdf) | OFSTED press release | AOC press release
Date: 2004-Jul
A report said that the learning and skills sector was too diverse, and needed realigning to give institutions a clearer strategic focus. One way of achieving this would be to restructure the sector along the lines of its major divisions, creating comprehensive 16-19 tertiary colleges, 19+ adult further education colleges, and a clear boundary between further and higher education provision.
Source: Norman Lucas, Teaching in Further Education: New perspectives for a changing context, Institute of Education/University of London (020 7612 6050)
Links: IOE press release
Date: 2004-Jul
The Learning and Skills Council began consultation on a new framework for the setting of fees; further education funding; and learner support. Subsidies would broadly move from higher to lower level vocational courses.
Source: Investing in Skills: Taking forward the Skills Strategy, Learning and Skills Council (0870 900 6800)
Links: Consultation document (pdf) | Summary | AOC press release
Date: 2004-Jul
The government proposed (in response to a review group report) the creation of the 'Higher Education Regulation Review Group' to scrutinise higher education policy, and to make sure it was developed in accordance with the principles of good regulation. A research report said that the cost of external bureaucracy to universities had fallen by 25 per cent in real terms over the previous four years: the proportion of public funding that universities spent on meeting external regulation had fallen from 6.3 per cent to 3.8 per cent.
Source: Higher Education, Better Regulation: Towards a new culture of autonomy and accountability, Department for Education and Skills (0845 602 2260) | PA Consulting, Better Accountability Revisited: Review of accountability costs 2004, Higher Education Funding Council for England (0117 931 7317)
Links: Response (pdf) | PA report (pdf) | DfES press release | HEFCE press release
Date: 2004-Jun
A report evaluated the planning, funding, institutional structure and operation of learning for adults and young people over the age of 16, following changes made since April 2001. It said there was evidence of improvement in many of the areas highlighted in the previous interim report. There was also evidence of increasing confidence and optimism across the sector as a whole.
Source: Philip Wilson, John Rodger, Vicky Hopwood and Matt Antill, Evaluation of Post-16Learning Arrangements: Final report, Research Report 542, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf) | Interim report (pdf)
Date: 2004-Jun
A study of students aged 16 and over found that exams, tests and end-of-course assessment that did not allow students to agree learning goals with their teachers were likely to undermine their confidence rather than get them motivated.
Source: Harry Torrance and Julie Coultas, Do Summative Assessment and Testing have a Positive or Negative Effect on Post-16 Learners' Motivation for Learning in the Learning and Skills Sector?: Research review, Learning and Skills Development Agency (020 7297 9144)
Links: Report (pdf) | LSDA press release (pdf)
Date: 2004-Jun
A report examined the influences on participation in higher education of minority ethnic students, and their achievements and transitions to the labour market. Minority ethnic people were more likely to take HE qualifications than white people: but the minority ethnic population did not participate in HE in a uniform way. Though their HE initial participation rates were higher, all minority ethnic groups did not do as well in degree performance as white students on average. They also did less well in the labour market, initially at least, than white graduates.
Source: Helen Connor, Claire Tyers, Tariq Modood and Jim Hillage, Why the Difference?: A closer look at higher education minority ethnic students and graduates, Research Report 552, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2004-Jun
The Scottish Parliament decided to levy higher tuition fees on students from England attending Scottish universities from 2006.
Source: Debate 24 June 2004, columns 9485-9498, Scottish Parliament, TSO (0870 606 5566)
Links: Report | Guardian report
Date: 2004-Jun
A report said that the bureaucratic burden in further education and training sectors remained too great, and there was a need for greater clarity and coherence in the roles of the Department for Education and Skills and the Learning and Skills Council.
Source: Annual Report 2004, Bureaucracy Review Group/Department for Education and Skills (0114 259 3313)
Links: Report (pdf) | Summary (pdf) | DfES press release
Date: 2004-Jun
The government outlined reforms to the learning and skills sector, designed to reduce bureaucracy and increase self-regulation; diversify the funding base for colleges and other providers; and streamline the quality improvement system.
Source: Speech by Charles Clarke MP (Secretary of State for Education) 15 June 2004
Links: Text of speech (pdf) | DfES press release | LSDA press release (pdf)
Date: 2004-Jun
A report said that funding from the Aimhigher programme had been used to both introduce and extend outreach work by higher education institutions. Summer schools funded by the programme seemed to be particularly effective in terms of widening participation. (The Aimhigher programme was established in 2001 - as 'Excellence Challenge' - with the aim of improving access to higher education for able young students from poorer backgrounds.)
Source: Hazel Pennell, Anne West and Audrey Hind, The National Evaluation of Aimhigher: Survey of Higher Education Providers 2003, Research Report 537, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2004-May
A government-commissioned report called on universities to adopt an American-style culture of fundraising from individual donors.
Source: Increasing Voluntary Giving to Higher Education ('Thomas report'), Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | University of Bristol press release | Guardian report
Date: 2004-May
A report said that the government should abandon its 50 per cent target for young people entering higher education, because the skills required for business were acquired from many areas, not just universities. Young people needed education and training - not education or training: while gaining academic skills, they should still be learning vocational ones too. Vocational courses were not seen as equal to academic ones, even though they were of equal value to employers.
Source: Skills in Business, British Chambers of Commerce (020 7654 5808)
Links: Report (pdf)
Date: 2004-Apr
An article discussed the course and causes of the expansion of higher education. The number of university students from modest social backgrounds had increased, but they comprised much the same proportion of the university population as they did 40 years previously. Though personal rates of return from higher education were generally substantial, the extent of the returns to society was more problematic. Despite government statements to the contrary, there was still doubt about how productively new graduates would be employed in the labour market.
Source: Ken Mayhew, Cecile Deer and Mehak Dua, 'The move to mass higher education in the UK: many questions and some answers', Oxford Review of Education, Volume 30 Number 1
Links: Abstract
Date: 2004-Apr
An official review group said that, although it was not the task of the higher education admissions process to compensate for educational or social disadvantage, identifying latent talent and potential (which might not fully be demonstrated by examination results) was a legitimate aim for universities and colleges which sought to recruit the best possible students regardless of background. This could be achieved by an assessment which took into account all relevant factors, including the context of applicants achievements, backgrounds and relevant skills.
Source: Fair Admissions to Higher Education: Draft recommendations for consultation, Admissions to Higher Education Steering Group, available from Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | SHA press release | ISCis press release | Guardian report
Date: 2004-Apr
Research found that most institutions had made progress with appointing staff and developing admissions policies to aid access to higher education for disabled students. However, teaching and learning provision was still poor and would require a cultural change by institutions.
Source: Sheila Riddell, Disabled Students and Multiple Policy Innovations in Higher Education, Economic and Social Research Council (01793 413000)
Links: Report (pdf) | Summary (pdf)
Date: 2004-Apr
An analysis of official figures found that total spending on higher education and student support fell by 7 per cent in real terms over the decade to 2003-04. This meant that an additional 3 billion was needed if government investment was to be brought in line with the average proportion of national income spent by competitor countries.
Source: Stephen Court, UK Higher Education, Public Spending and GDP, Association of University Teachers (020 7670 9700)
Links: Report | AUT press release
Date: 2004-Apr
The provisional higher education initial participation rate for 2002-03 was 44 per cent - a rise of 1 percentage point on the 2001-02 figure.
Source: Participation Rates in Higher Education for the Academic Years 1999/2000-2002/2003, Statistical First Release 07/2004, Department for Education and Skills (0870 000 2288)
Links: SFR (pdf)
Date: 2004-Apr
The Higher Education Bill, introducing a system of variable tuition fees, was given a third reading.
Source: Higher Education Bill, Department for Education and Skills, TSO (0870 600 5522) | House of Commons Hansard, Debate 31 March 2004, columns 1610-1722, TSO
Links: Text of Bill | Explanatory notes (pdf) | Hansard
Date: 2004-Mar
A paper examined the future of the dual support system for university funding (core and research). It said that the fundamental problem with the system was that the purposes and rationale of the two funding legs were not clear, and nor was it clear who was responsible for what aspects of research expenditure.
Source: Jonathan Adams and Bahram Bekhradnia, What Future for Dual Support?, Higher Education Policy Institute (01865 284450)
Links: Report (pdf)
Date: 2004-Mar
A think-tank pamphlet said that the 'crisis' in higher education in England was not just one of funding but also one of confusion over its purpose. The future of universities should be governed by the principles of choice and the market.
Source: Robert Stevens, Where Now for Universities? Principle before pragmatism, Centre for Policy Studies (020 7222 4488)
Links: No link
Date: 2004-Mar
Universities submitted a bid to the government's 2004 Spending Review for higher education in England and Northern Ireland. It identified a total investment need of 8.79 billion over the period 2005-06 to 2007-08, including both capital and recurrent funding.
Source: Achieving our Vision, Universities UK (020 7419 5435)
Links: Report (pdf) | UUK press release
Date: 2004-Feb
The four higher education funding bodies for the United Kingdom agreed the framework and timing of the next research assessment exercise, following a major review and consultation. The exercise planned for 2008 would use 'quality profiles' to provide a 'fuller and fairer' assessment of research carried out in universities and colleges. Lecturers described the outcome of the review as 'a missed opportunity for radical reform'.
Source: RAE 2008: Initial decisions by the UK funding bodies, Higher Education Funding Council for England (0117 931 7317), Scottish Higher Education Funding Council, Higher Education Funding Council for Wales, and Department for Employment and Learning Northern Ireland | Press release 11 February 2004, National Association of Teachers in Further and Higher Education (020 7837 3636)
Links: Report (pdf) | Summary | HEFCE press release | NATFHE press release | Guardian report
Date: 2004-Feb
A paper calculated that universities together would raise about 1.44 billion from top-up fees under government proposals in the Higher Education Bill.
Source: Bahram Bekhradnia, HE Bill and Statement: Implications of the government s proposals, Higher Education Policy Institute (01865 284450)
Links: Paper (pdf)
Date: 2004-Jan
A university teacher said, in a think-tank paper, that up to two-thirds of the undergraduates he had taught had not been suited to academic study. He criticised government targets to get 50 per cent of young people into higher education, and said only a small proportion had the intellectual capability to benefit from a traditional degree.
Source: John Marenbon, University Challenge: Freedom, fees and future funding, Politeia (020 7240 5070)
Links: Guardian report
Date: 2004-Jan
The Higher Education Bill was given a second reading by a majority of just 5 votes, following a rebellion by backbench Labour MPs. The Bill introduced a system of variable tuition fees for higher education students of up to 3,000 per annum from autumn 2006. Up-front tuition fees would be abolished, and fees would be repayable only after a graduate's earnings reached 15,000 per annum. A range of measures was contained in the Bill to protect students from poorer backgrounds: the government said that 30 per cent of the poorest full-time students would be guaranteed at least 3,000 in financial support per annum, including bursaries where universities were charging the highest fees. Fees could not be raised above inflation unless the government secured the approval of parliament by a vote in both Houses. Any fees not repaid after 25 years would be written off. An independent review would examine and report on the new system after three years. Separate government papers argued that the proposals would not deter poorer students from participating in higher education; put the government s case for variable, as opposed to fixed, fees; and put the case against a graduate tax. Opponents of variable fees said the policy would raise universities' income by only 1 billion per annum, compared to the 10 billion needed; and that universities serving high numbers of low-income students risked further financial pressure.
Source: Higher Education Bill, Department for Education and Skills, TSO (0870 600 5522) | House of Commons Hansard, Written Ministerial Statement 26 January 2004, columns 5-6WS, TSO | House of Commons Hansard, Debate 27 January 2004, columns 167-279, TSO | Student Loans and the Question of Debt, Department for Education and Skills (0845 602 2260) | Why Not a Fixed Fee?, Department for Education and Skills | Why Not a Pure Graduate Tax?, Department for Education and Skills | Press release 27 January 2004, Association of University Teachers (020 7670 9700)
Links: Text of Bill | Explanatory notes (pdf) | Hansard 26/1 | Hansard 27/1 | DfES press release (1) | Student Debt (pdf) | Variable Fees (pdf) | Graduate Tax (pdf) | AUT press release | Universities UK press release | HOC research briefing (pdf)
Date: 2004-Jan
A briefing paper discussed the ways in which students, graduates, and universities were likely to be affected by the government's proposed reforms to higher education funding. It also considered the possible effects on the taxpayer.
Source: Lorraine Dearden, Emla Fitzsimons and Alissa Goodman, An Analysis of the Higher Education Reforms, Briefing Note 45, Institute for Fiscal Studies (web publication only)
Links: Briefing Note (pdf)
Date: 2004-Jan
