{"id":3344,"date":"2016-05-17T19:16:46","date_gmt":"2016-05-17T19:16:46","guid":{"rendered":"https:\/\/microsites.bournemouth.ac.uk\/cel\/?p=3344"},"modified":"2016-05-17T19:16:46","modified_gmt":"2016-05-17T19:16:46","slug":"higher-education-white-paper-key-points-at-a-glance","status":"publish","type":"post","link":"https:\/\/microsites.bournemouth.ac.uk\/flie\/2016\/05\/17\/higher-education-white-paper-key-points-at-a-glance\/","title":{"rendered":"Higher education White Paper: key points at a glance"},"content":{"rendered":"<div class=\"panel-pane pane-entity-field pane-node-field-body\">\n<div class=\"pane-content\">\n<div class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n<div class=\"field-items\">\n<div class=\"field-item even\">\n<p>Source: https:\/\/www.timeshighereducation.com\/news\/higher-education-white-paper-key-points-glance<\/p>\n<p>The government\u2019s <a href=\"https:\/\/www.timeshighereducation.com\/node\/578763\">higher education White Paper, Success as a Knowledge Economy<\/a>, was published on 16 May. Key proposals in the document include:<\/p>\n<p><strong>Teaching<\/strong><\/p>\n<ul>\n<li>Creating an <strong>Office for Students<\/strong>, merging the Office for Fair Access with the learning and teaching functions of the Higher Education Funding Council for England<\/li>\n<li>Retaining the proposed link between the <strong>teaching excellence framework and tuition fees<\/strong>, but phasing the system in more slowly. Universities that meet basic standards in 2017-18 and 2018-19 will be allowed inflation increases in tuition fees, ahead of the introduction of differentiated caps in 2019-20<\/li>\n<li>Providers taking part in the full TEF will be divided into three tiers after being assessed: <strong>meets expectations, excellent, and outstanding<\/strong>. From 2019-20, institutions that met expectations would be permitted to increase their fees at a rate equivalent to 50 per cent of inflation; while those in the top two categories would be eligible for a full inflationary rise. If a provider\u2019s TEF level dropped, they would be required to lower the fees they charged, including for existing students<\/li>\n<li>The government estimates that the value of\u00a0 awards stemming from the TEF \u2013 via higher undergraduate fees for teaching excellent institutions \u2013 will be worth on average around <strong>\u00a31 billion a year<\/strong> during the first ten years of its operation<\/li>\n<li>Piloting of <strong>subject-level TEF assessments<\/strong> will begin in the third year of the scheme, ahead of full introduction in year four<\/li>\n<li>Universities will be assessed according to their performance on <strong>student satisfaction, retention and graduate employment<\/strong>, as well as other metrics yet to be developed, while also drawing on qualitative institutional submissions and expert judgements<\/li>\n<li>Students will eventually be able to access <strong>detailed information on graduate earnings<\/strong> by individual degree course. It will be provided using HMRC tax data, rather than information from the Destination for Higher Education Leavers survey run by universities<\/li>\n<li>Headline results on graduate earnings will be <strong>published in summer 2016<\/strong>, followed by detailed breakdowns by subject and institutions in late autumn 2016. Spring 2017 will see publication of more authoritative graduate earnings data for use in the TEF<\/li>\n<\/ul>\n<p><strong>Research<\/strong><\/p>\n<ul>\n<li>All seven research councils, Innovate UK and the research and innovation responsibilities of the Higher Education Funding Council for England (Hefce) are to be brought together in a new quango called <strong>UK Research and Innovation (UKRI)<\/strong>. Hefce\u2019s research functions will be taken on by a new body called \u201cResearch England\u201d within UKRI<\/li>\n<li>As recommended by a previous review led by Sir Paul Nurse, UKRI will control a <strong>\u201ccommon research fund\u201d<\/strong> and have responsibility for funds with \u201ccross-disciplinary impact\u201d, in order to promote interdisciplinary research<\/li>\n<li>The government has emphasised its support for the <strong>current \u201cdual support\u201d system<\/strong> of research grants and quality-related funding. There have been fears that bringing all research funding under one organisation could muddy the waters between these two streams<\/li>\n<\/ul>\n<p><strong>New providers of higher education <\/strong><\/p>\n<ul>\n<li>Allowing new providers to offer their own degrees from <strong>the day that they open<\/strong>, on a probationary basis that requires them to be subject to ongoing monitoring and annual reviews<\/li>\n<li>Allowing new providers to apply for <strong>full degree-awarding powers<\/strong> after three years, and to apply for university title three years after that. The process for awarding degree-awarding powers and university titles will be transferred by from the Privy Council to the new Office for Students<\/li>\n<li>Allowing new providers who want access to state student loans <strong>to charge tuition fees of up to \u00a39,000<\/strong>, rather than \u00a36,000 as is currently the case, if they have an access agreement in place<\/li>\n<li>Reducing the size threshold \u2013 <strong>currently 1,000 students<\/strong> \u2013 required for applications for university title<\/li>\n<li>Requiring all providers to have <strong>protection plans<\/strong> in place setting out how students would be supported in the event of institutional closure<\/li>\n<\/ul>\n<p><strong>Other key points<\/strong><\/p>\n<ul>\n<li>Launching a call for evidence looking at whether students <strong>should be able to switch university course more easily<\/strong><\/li>\n<li>Universities will be required to publish the <strong>gender, ethnicity and social backgrounds<\/strong> of their student intake to \u201cshine a light on their admissions processes\u201d<\/li>\n<li>Allowing the Office for Students to promote not only access <strong>but also \u201cparticipation\u201d, including retention and graduate employment<\/strong><\/li>\n<li>The Quality Assurance Agency looks in prime position to play leading role in the <strong>future quality system<\/strong>, with the White Paper referencing the \u201cmany voices who have spoken positively about the role of the QAA\u201d<\/li>\n<li>Plans to possibly establish a <strong>central register of students\u2019 unions<\/strong>, strengthening the rights of redress for students, and reviewing how effectively the existing statutory provisions regarding students\u2019 unions are being upheld<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Source: https:\/\/www.timeshighereducation.com\/news\/higher-education-white-paper-key-points-glance The government\u2019s higher education White Paper, Success as a Knowledge Economy, was published on 16 May. Key proposals in the document include: Teaching Creating an Office for Students, merging the Office for Fair Access with the learning and teaching functions of the Higher Education Funding Council for England Retaining the proposed link between&#8230;  <a class=\"excerpt-read-more\" href=\"https:\/\/microsites.bournemouth.ac.uk\/flie\/2016\/05\/17\/higher-education-white-paper-key-points-at-a-glance\/\">Read more &raquo;<span class=\"sr-only\"> about Higher education White Paper: key points at a glance<\/span><\/a><\/p>\n","protected":false},"author":486,"featured_media":2060,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[5,259],"tags":[],"class_list":["post-3344","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-news","category-tef"],"acf":[],"_links":{"self":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/3344","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/users\/486"}],"replies":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/comments?post=3344"}],"version-history":[{"count":1,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/3344\/revisions"}],"predecessor-version":[{"id":3345,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/3344\/revisions\/3345"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/media\/2060"}],"wp:attachment":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/media?parent=3344"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/categories?post=3344"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/tags?post=3344"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}