STUDY UK MANIFESTO 2015

CONTENTS FOREWORD

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ABOUT STUDY UK

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RECOMMENDATIONS TO THE NEXT GOVERNMENT THEME ONE: COMPETITION DRIVING QUALITY AND INNOVATION IN UK HIGHER EDUCATION RECOMMENDATION ONE

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The next Government should pass a Higher Education Bill by 2017 to establish effective regulation of an increasingly diverse and dynamic sector.

RECOMMENDATION TWO

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The new Higher Education Bill and associated legislation should enshrine equity, access and beneficial competition in the sector.

RECOMMENDATION THREE

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There should be protective measures in place to support students to complete their chosen course or receive suitable compensation.

THEME TWO: A MODERN MIX OF WELL-FUNDED AND VALUED QUALIFICATIONS RECOMMENDATION FOUR

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A National Validating Authority should be established with the power to accredit new academic and technical degrees and other higher-level provision.

RECOMMENDATION FIVE

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An overarching credit and qualifications framework should be established to support a full range of higher academic and vocational qualifications.

RECOMMENDATION SIX

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The student funding system should be reformed to incentivise more efficient delivery modes and raise participation amongst part-time and mature students.

THEME THREE: THE UK AS THE GLOBAL HOME OF EDUCATION RECOMMENDATION SEVEN

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The next Government should commit to a competitive international student policy including an ambition to increase our share of the global education market.

RECOMMENDATION EIGHT

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The student visa system should be fundamentally reviewed to ensure it is fit for purpose and enjoys the confidence of students and the sector.

RECOMMENDATION NINE

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The UK should make a clear, consistent and attractive offer to international students, benchmarked against our leading competitors.

RECOMMENDATION TEN

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The next Government should build on recent progress to further strengthen and support the exporting of UK education overseas.

END NOTES

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FOREWORD

ABOUT STUDY UK

Independent providers have long played an important part in the UK’s education sector. Although it might sometimes appear a relatively new phenomenon, many independent colleges have long and successful histories dating back decades. Developing their provision to meet specific student needs, they have remained intentionally outside of the public funding system in order to retain their independent ethos. Those that have thrived have done so thanks to their unique subject focus, their invaluable proximity to particular vocations, and their unparalleled commitment to the academic experience.

Study UK is the leading membership association for independent providers of

Independent providers were quick to recognise the rising demand for British education around the world, and have led the way in helping international students adjust to life in another country, develop their spoken and written ability in English, and to follow the British style of independent learning. They understood instinctively that these global citizens had not only other institutions but a whole world to choose from, and so placed the success and satisfaction of their students above all else.

fully validated higher education courses.

It is these twin forces of academic independence and student satisfaction that have been made more visible in British higher education through the recent reform and expansion of the sector. The introduction of tuition fees at public universities has led cost-conscious students to scrutinise the value they receive as never before, and to a wider appreciation of the value that independent providers can offer. The opening of the loans system to independent providers has given students the first genuine alternative with which to compare the traditional route. Overwhelmingly, independent providers are proving to be a catalyst for positive change in the sector, to the benefit of both student and taxpayer. At the same time, some recent headlines have made clear that further reform is required to ensure that quality and value is maintained throughout the sector. If, however, we are to make the most of this opportunity to build an efficient and innovative education sector, and to equip a generation with the knowledge and skills they need to meet the challenge of the 21st century, the role of independent providers must be acknowledged and properly supported. They must be treated as equals, fairly and reasonably, while being expected to meet the same important standards as all other providers. We believe that the recommendations contained within this manifesto will set us securely on that path.

Alex Proudfoot / Chief Executive 4

further and higher education. Formed in 2007, Study UK works with a wide range of partners and stakeholders worldwide to represent the interests of the independent education sector and its students. Study UK’s members form a diverse community of over 130 quality-assured providers preparing British and international students for university entry, offering specialist vocational and professional education, and working in partnership with universities to deliver

Our 130 quality-assured member centres range in size from under 6 to over 6,000 students. Together they teach over 60,000 students each year, employ over 6,000 staff and support many more jobs indirectly within local support services, retail and accommodation. Their international students spend an estimated £550 million per year in tuition fees and £450 million on subsistence, leisure and tourism. While Study UK members make a significant contribution to the national economy through this estimated £1 billion of annual export revenue, they represent only around one third of the overall independent tertiary sector, which continues to grow in size and diversity. Study UK members include international household names such as Le Cordon Bleu school of culinary arts, the Vidal Sassoon hairdressing academy and Sotheby’s Institute of Art; global education providers such as Hult, Study Group and Kaplan; modern creative institutes such as BIMM, SAE and Met Film School; independent sixth form colleges and international schools such as Abbey DLD, Bellerbys and Mander Portman Woodward; and tailored study abroad placements including the Hansard Scholars Programme.

Simon Cleaver / Chairman STUDY UK / MANIFESTO 2015

STUDY UK / MANIFESTO 2015

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THEME ONE

R E C O M M E N D AT I O N O N E

COMPETITION DRIVING QUALITY AND INNOVATION IN UK HIGHER EDUCATION

The next Government should pass a Higher Education Bill by 2017 to establish effective regulation of an increasingly diverse and dynamic sector. Students in 2015 have more choice than ever before of where and what to study. To benefit fully from this more diverse and dynamic sector, they need meaningful data on which to base their decision, and a clear assurance that appropriate protections are in place. Providers should expect flexible, effective but not onerous regulation, operating consistently across the departments of government. The incomplete and constantly changing patchwork of licensing, compliance and quality assurance processes which forms the operating framework of higher education today generates uncertainty for students and providers, as well as excessive administrative burden. It risks undermining the integrity and reputation of British education. Consequently, it should be urgently reviewed and replaced by a comprehensive regulatory framework, with a lead regulator established by statute. This might entail a universal registration or licensing process which grants higher education providers the right to operate, as proposed by CentreForum1. The design of this new regulatory framework should be led by a steering group of experts and recognised sector representatives (both providers and students). Its objective should not be to erect barriers but to secure a safety net for students and the taxpayer. Fairness, access and equitable treatment should be at its core.

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STUDY UK / MANIFESTO 2015

STUDY UK / MANIFESTO 2015

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R E C O M M E N D AT I O N T W O

R E C O M M E N D AT I O N T H R E E

The new Higher Education Bill and associated legislation should enshrine equity, access and beneficial competition in the sector.

There should be protective measures in place to support students to complete their chosen course or receive suitable compensation.

Greater diversity and increased competition in the sector should have a positive

Recent far-reaching changes to higher education should help to modernise and

impact on choice, quality and cost control. This can only be realised in full by

drive efficiencies within a sector which for years has operated under a high degree

removing barriers to entry and competition, and minimising systemic biases.

of state control. The benefits of student choice and innovation have already begun

One significant bias derives from the VAT regulations, which add 20% to the cost

to be felt. But any transformative change on this scale will lead to increased volatility

incurred by students at for-profit providers, impairing their competitiveness. The

which entails some risks as well as opportunities. Students cannot be asked to bear

Higher Education Bill should be careful to avoid any artificial distinctions between

these risks, and should be protected from the potential impact of courses closing or

established, ‘traditional’ providers and new, ‘alternative’ providers.

institutions failing.

This does not mean treating all providers as the same, but rather suggests a tiered

The legislative steering group should consider what specific measures would best

approach to regulation, with increasing benefits and rights attached to specific

secure the desired outcome for students, which will usually be to complete their

conditions and greater responsibilities. Regulation should be blind to historical biases

course or receive an appropriate refund. There should, however, be a mechanism

and focused instead on what matters to students: high-quality teaching; accessible

for switching to another provider to complete the same or equivalent course, at no

staff; well-organised and relevant courses; and value for money2.

significant additional cost to the student. There should also be a financial component, whether through insurance or a central, managed fund. It should cover all possible

In the case of teaching home students, all providers which meet the specified

eventualities, including course closure, institutional failure and regulatory action by

regulatory conditions should have the same access to funding through tuition fee

any arm of government.

loans and support for their students’ living costs. All international students in the UK should be subject to the same visa conditions, so that providers compete on the

Whatever the precise form, a student protection scheme will succeed only if it is

quality and value of their courses, not on whether their students can work while here.

mandatory and universal across the sector, and applies to all students (UK, EU and international).

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STUDY UK / MANIFESTO 2015

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THEME TWO

R E C O M M E N D AT I O N F O U R

A MODERN MIX OF WELL-FUNDED AND VALUED QUALIFICATIONS

A National Validating Authority should be established with the power to accredit new academic and technical degrees and other higherlevel provision. An essential characteristic of a dynamic and competitive sector is the opportunity for new providers to enter. New providers bring with them new ideas, new models of provision and a new approach to helping students develop knowledge, acquire skills and make the most of their abilities. Vocational providers may prioritise the acquisition of skills which are valued by employers, while reducing the financial burden and investment of time for career-minded students. Specialist providers may tailor their methods to reflect leading-edge practice in their fields and insight into the needs of particular industries. Others still may buck the trend of specialisation with a broader, liberal-arts curriculum. Each poses a challenge to the traditional UK model of three-year, single-discipline, residential, university degree courses informed directly by academic research. Established universities should not be cast in the role of gatekeeper as they are currently through the external validation of higher education programmes at further education colleges and independent providers. Such arrangements may be mutually beneficial but cannot be the only option. Instead, the Government should establish a National Validating Authority with the power to accredit both academic and technical education, so that all providers are empowered to innovate while still maintaining standards under the oversight of a central authority.

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STUDY UK / MANIFESTO 2015

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R E C O M M E N D AT I O N F I V E

R E C O M M E N D AT I O N S I X

An overarching credit and qualifications framework should be established to support a full range of higher academic and vocational qualifications.

The student funding system should be reformed to incentivise more efficient delivery modes and raise participation amongst part-time and mature students.

The next Government should establish a single, overarching credit and qualifications framework in England and Northern Ireland, following the example of Scotland and Wales. This would bring much-needed clarity to a complex area and enable the proliferation of portable credits and exit qualifications. Easier switching between courses and institutions should motivate providers to maintain high levels of student satisfaction. It would also facilitate flexible pathways through higher education, breaking down the ‘walled garden’ of traditional three-year degrees. A clear, single framework would enhance public understanding of the different qualifications available, their value and equivalence. It should help to build parity of esteem in the achievements of students across academic, creative and technical disciplines.

The three-year, research-led, bachelor’s degree model traditionally pursued at British universities is a gold standard in education, rightly prized. It is also expensive, with the cost now keenly felt by the students who are expected to repay on average more than £60,000 over their working lives3. This may well explain the dramatic drop since 2011 in the number of mature and part-time students who, as they are often already in employment, face the real and immediate prospect of a reduction in their take-home pay once repayments commence. Yet the current funding system strongly incentivises this expensive model, to the detriment of student choice and at mounting cost to students and the taxpayer (through the RAB charge4). Independent providers have pioneered cost-efficient alternatives including

Technical qualifications have suffered from a perceived inferiority in value and an actual inferiority in funding compared with their academic equivalents. The UK has fallen behind other leading economies in developing skills-based education, at a time when employers warn that a dangerous shortage of engineers and technicians is holding back our economic growth. The next Government should counter this trend by establishing a clear technical pathway from sixth form through to postgraduate,

high-intensity, two-year degrees and low-intensity, flexible online and blended learning, but these are not properly supported by the current funding system. Tuition fee loans should track the credit earned, not university calendars, so that the same funding is available for a degree, whether it is completed over two or three years. The minimum intensity for funding (currently 25% of ‘full-time’) should also be dropped to facilitate flexible learning by busy students with work and family commitments.

with higher level qualifications suitably funded and accredited by the new National Validating Authority.

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STUDY UK / MANIFESTO 2015

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THEME THREE

R E C O M M E N D AT I O N S E V E N

THE UK AS THE GLOBAL HOME OF EDUCATION

The next Government should commit to a competitive international student policy including an ambition to grow our share of the global education market. International students make a vital contribution to our local and national economies, while supporting a vibrant and diverse sector of educational institutions and related service companies. The UK’s success in positioning itself at the centre of a global education sector will have a bearing on public policy far beyond the issue of immigration. Ownership of this important policy area should therefore be shared equally between the Home Office and BIS, the department currently responsible for further and higher education as well as exports and industrial strategy. The Government’s International Education Strategy: Global Growth and Prosperity in 2013 envisaged a growth in the number of international students coming to the UK of 15-20% by 2018, but overall numbers have instead stagnated, while certain countries have suffered a precipitous drop5. The next Government should re-commit to and expand upon this ambition for growth, while ensuring that international students are protected from any political debates or arbitrary targets in relation to immigration. Sustainable growth in international recruitment will only be achieved with policy stability. Any major shifts should be signposted wherever possible one year in advance, giving the sector time to adapt and keeping our promises to the students who come.  

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STUDY UK / MANIFESTO 2015

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R E C O M M E N D AT I O N E I G H T

R E C O M M E N D AT I O N N I N E E

The student visa system should be fundamentally reviewed to ensure it is fit for purpose and enjoys the confidence of students and the sector.

The UK should make a clear, consistent and attractive offer to international students, benchmarked against our leading competitors.

Competitive international student policy rests upon the strong foundation of an

The UK is renowned for its academic excellence and the quality of learning

effective visa system. This system should protect the UK from fraudulent applications

opportunities available at our universities, colleges and schools. Nevertheless, we

and exploitation by criminal elements. It should also protect education providers and

can only rise to the challenge from our competitors in the global education market

students from unnecessary risk or excessive administrative burden.

by ensuring that our offer is clearly defined, consistent and attractive to prospective students. All who choose to study in the UK should expect to receive a warm

The current Tier 4 system was designed to be ‘transparent and objective’ and to

welcome, an efficient visa application and border service, and a clear statement of

preserve the autonomy of education providers in deciding whom to admit on their

their rights and responsibilities while here. These should be consistently applied

courses . It has been undermined by a rapid series of changes, rarely subject to

to all students irrespective of their choice of institution and course, including the

any parliamentary scrutiny or public consultation. Credibility interviews have been

opportunity to work part-time as their UK peers do, and for postgraduate students to

introduced across the board, reinstating the subjectivity in visa decisions that was

bring their families with them while they study.

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common before 2008. But in 2015 education providers are held to account for these decisions, even those that seem arbitrary or outside of their control. Providers face

Internationally mobile students understand the advantage that studying abroad

an annual judgement against blunt statistical indicators, and regular audits of their

confers in the employment market, but also that on-the-job training is considered

compliance with complex and ever-changing policy guidance. The consequences

essential by employers, and opportunities for direct recruitment into graduate

of any failure can be immediate, drastic and punitive towards both the institution

positions are strictly limited. They therefore expect to follow their course with

and its students.

post-qualification vocational training or work experience. The UK should meet these expectations with an unrestricted post-graduation period of six months, followed by

The administrative and financial burdens imposed by the system are considerable

two years of structured work experience within a field related to their studies.

and mounting. It is time the whole system is fundamentally reviewed and radically redesigned with sector input to be effective, proportionate and properly fit for purpose.

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R E C O M M E N D AT I O N T E N

END NOTES

The next Government should build on recent progress to further strengthen and support the exporting of UK education overseas.

CentreForum, 2014. Access and Equity: positioning Alternative Providers in Higher Education

1

provision. http://www.centreforum.org/assets/pubs/access-and-equity.pdf HEPI/HEA 2014 Student Academic Experience Survey showed a clear preference amongst students

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for more and better teaching, smaller classes and reducing the cost of a degree. http://www.hepi.

ac.uk/2014/05/21/hepi-hea-2014-student-academic-experience-survey/ The average total graduate repayment will be £66,897, according to the Institute for Fiscal Studies in

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The strong reputation of UK education extends beyond our borders and appeals not only to those with the means to relocate here for a number of years. A number of UK universities have established campuses overseas, while British schools overseas educate thousands of young students each year using British curricula



its 2014 report R93, Payback time? Student debt and loan repayments: what will the 2012 reforms



mean for graduates? http://www.ifs.org.uk/publications/7165 The Resource Accounting and Budgeting (RAB) charge is the estimated cost to Government of

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borrowing to support the student finance system. Universities UK’s 2014 report International students in higher education: the UK and its competition

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and examinations. Many governments around the world recognise and request our



found that “the UK higher education sector as a whole has experienced two consecutive years of

expertise to assist them in developing their own education systems and policies.



falling overseas entrants, in both 2011–12 and 2012–13”, a drop in non-EEA students of 1.7%



“which was in stark contrast to the strong growth in international recruitment witnessed pre-2010” as



well as continuing global growth in mobile students. The figures however show a significant



growth and increasing reliance upon Chinese students, which conceals larger decreases



elsewhere including Indian students, the number of whom “commencing courses in the UK has



almost halved in two years”. http://www.universitiesuk.ac.uk/highereducation/Documents/2014/

The establishment of a dedicated education unit within UKTI in 2013 heralded a welcome new focus by the Government on maximising the export potential of our education sector through the pursuit of high-value opportunities for educational institutions, service providers and consortia. The British Council has served for many years as an ambassador for UK culture, education and the English language, and will be renewing this central focus following its triennial review. There is now

InternationalStudentsInHigherEducation.pdf 6

In its 2006 proposals A Points-Based System: Making Migration Work for Britain, the Government



promised a “more efficient, transparent and objective application process”, and declared that “a judgement about whether a course is suitable for a particular applicant… [is] something that is

an unprecedented opportunity to strengthen the support provided by different



arms of Government to the education sector to help maximise its export potential.

attachment_data/file/272243/6741.pdf

This will encompass financial and logistical support, market intelligence and local



best left to the educational institution”. https://www.gov.uk/government/uploads/system/uploads/

introductions, and a coordinating role in winning valuable contracts and marketing UK education overseas.

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STUDY UK / MANIFESTO 2015

STUDY UK / MANIFESTO 2015

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Study UK
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