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Education

At last: The Diamond Report arrives

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whosfundingwhom

Who’s funding whom?: Welsh students head for England not Wales

A FACTUAL summary of the evidence collected as part of the ongoing review of Higher Education Funding and Student Finance Arrangements in Wales was published last week. The review, which is being carried out by a panel chaired by Sir Ian Diamond, began in April 2014. At that stage it was agreed that Sir Ian would produce a factual summary of the evidence he and the panel had collected in autumn 2015. Education Minister, Huw Lewis said: “Since April 2014 Sir Ian Diamond and his review panel have made good progress in reviewing a wide range of evidence and data relating to the Higher Education sector and to Higher Education funding. “The report identifies the key themes arising from that evidence, however it does not make any judgement about the validity or significance of that evidence.

Nor does it seek to represent the Review panel’s view or provide any recommendations. These will be presented in the final report which will be issued in September 2016.” Remarkably, the Minister’s statement contained no reference to the key evidence referred to in the report and the bald summary of facts it presented; namely that the current system of funding undergraduate higher education as it is currently constituted is unsupportable. Welsh Conservatives were swift to welcome Professor Diamond’s interim finding, which they claim confirm the party’s long-standing criticism of Labour’s ‘unsustainable’ tuition fees policy. The report’s conclusion that ‘many respondents were strongly of the view that, in light of sustainability concerns, there is a need to revisit the tuition fee grant policy’ was also highlighted by a Conservative press release which pointed out that their opinions had been reinforced by those expressed by Universities Wales, the Learned Society of Wales and in a report commissioned by the University and Colleges Union, which also called the policy ‘unsustainable’.

Welsh Conservative Shadow Minister for Education, Angela Burns AM, said: “We welcome the review’s interim findings, which confirm what we have always said; Labour’s policy is entirely unsustainable. “This blunder has always been a misguided vanity project and the evidence against it continues to pile up. Welsh Conservatives are committed to replacing it with a progressive system of living cost support to enable students from all walks of life to get to university.” Mrs Burns restated Conservative claims that the Welsh Government’s commitment to capping the burden of tuition fee loans on Welsh students in England was resulting in Welsh public money subsidising English universities. UCAS’s response to Professor Diamond was particularly telling on that last point: ‘The 15 January (2015) statistical release shows that application rates for Welsh applicants choosing to study at English institutions have further increased, whilst numbers choosing to study at Welsh institutions have decreased’.

There has been an increase of 20% in Welsh domiciled applicants applying to English HE providers since 2010. William Powell, Welsh Liberal Democrat Assembly Member for Mid and West Wales told The Herald he wanted an alternative system for student finance: “Time and time again we see evidence that the struggle to afford living costs is the number one reason why many people are put off applying to go to university. This is why the Welsh Liberal Democrats would change the system and give students financial support upfront to pay for their living costs. William Powell claimed: “This would be a far better arrangement than giving them money in the form of a loan which they have to pay back over a number of years and simply adds an additional burden of debt.” Simon Thomas, Plaid Cymru Shadow Education Minister, said: “There is a case to be made for the refocusing of student support to students studying in Wales, so that Welsh colleges and universities benefit.”

Simon Thomas was clear on the current system’s shortcomings: “The unintended consequence of the current policy – that English universities benefit by millions a year from Welsh government money – must be addressed.” A Welsh Government statement appeared to concede that point, but said the report ‘highlights that Wales is a net importer of students and that as a result Welsh HE institutions receive more in tuition fees from English and other UK students than they pay out to institutions based over the border’. Current higher education (HE) students conveyed mixed views about whether the level of tuition fees acted as a disincentive to young people considering entering HE. Several contributors argued that the sums involved were so large that potential students had become inured to it.

Indeed the fact that it was not a critical consideration for most prospective HE students would seem to support this claim and prospective HE students seemed to take it for granted that they would either earn enough as a result of gaining a degree to be able to pay their debt off relatively easily or, that they would never have to worry about paying back their debt if they did not earn enough. Similarly, HE students alike did not seem themselves as averse to running up debt which would only be repaid in the long-term once earnings thresholds were exceeded. Generally neither current nor prospective HE students were overly concerned about the wider long-term consequences of accruing debt to fund their studies – although student support representatives in particular worried that they ought to be, given that the potential consequences of such debt on longer term prospects (e.g. borrowing for mortgages) was not yet clear. Employers, who generally did not have such a detailed insight into the tuition fees policy, generally thought that the current policy did not seem to be hindering any individuals from enrolling at HE when considering that there was currently an over-supply of graduates within the workforce.

Neither current nor prospective HE students thought that the full £9,000 tuition fees represented reasonable value for money, with some of the more informed current students noting that the idea of a market in HE with institutions offering varying fees had not been realised. It would appear that few prospective HE students had actually given serious consideration to the balance between the costs incurred in attending HE and any premium they would be likely to earn as a result of gaining a degree qualification. Professor Sir Ian Diamond said: “The commitment of so many people to a healthy and vibrant higher education system in Wales bodes well, not only for Welsh Higher Education but, more broadly, for Wales. It further inspires us for the next stage of our work which will be to build on the principles in the interim report to propose a sustainable system of higher education funding for Wales.”

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Education

Parents warned to look out for respiratory illness in children

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RSV is a common respiratory illness which is usually picked up by children during the winter season

RESPIRATORY Syncytial Virus (RSV) is circulating amongst children and toddlers in the Hywel Dda area (Carmarthenshire, Ceredigion and Pembrokeshire)  

Hywel Dda UHB Medical Director and Deputy Chief Executive Dr Philip Kloer said: “Because of the COVID restrictions, there have been few cases of RSV during the pandemic, but this virus has returned and in higher numbers now people are mixing more.

“RSV is a common respiratory illness which is usually picked up by children during the winter season, and causes very few problems to the majority of children.  However, very young babies, particularly those born prematurely, and children with heart or lung conditions, can be seriously affected and it’s important that parents are aware of the actions to take.”

Parents are being encouraged to look out for symptoms of severe infection in at-risk children, including:

*a high temperature of 37.8°C or above (fever)

*a dry and persistent cough, difficulty feeding, rapid or noisy breathing (wheezing).

The best way to prevent RSV is to wash hands with soap and water or hand sanitiser regularly, dispose of used tissues correctly, and to keep surfaces clean and sanitised.

Most cases of bronchiolitis are not serious and clear up within 2 to 3 weeks, but you should contact your GP or call NHS 111 if:

  • You are worried about your child.
  • Your child has taken less than half their usual amount during the last two or three feeds, or they have had a dry nappy for 12 hours or more.
  • Your child has a persistent high temperature of 37.8C or above.
  • Your child seems very tired or irritable.

Dial 999 for an ambulance if:

  • your baby is having difficulty breathing
  • your baby’s tongue or lips are blue
  • there are long pauses in your baby’s breathing
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Business

University to host industry summit online

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SUPPORTING industry’s recovery from the impact of the pandemic is a key priority for the University of Wales Trinity Saint David (UWTSD).

The University has a track record for working with industry through knowledge transfer, research innovation, workforce development and by providing a ready pipeline of skilled students and graduates, in partnership with employers.

In addition, UWTSD’s MADE Cymru initiative was established to support manufacturing industries in Wales to adapt to the challenges of Industry 4.0.

The initiative, funded by the EU via the Welsh Government, aims to support the economic recovery of manufacturers in Wales by offering part and fully funded training to businesses to upskill staff, as well as research and development that improves processes and products to reduce waste and costs.

In addition, UWTSD and MADE Cymru have organised an Industry Summit to be held online between June 8-10 to inform, engage and inspire businesses during this critical period of post-Covid recovery.

Expert speakers will be sharing their insights including James Davies from Industry Wales, Carol Hall, Regional Investment Manager, Development Bank of Wales, Chris Probert, Innovation Specialist, Welsh Government and Geraint Jones, Knowledge Transfer Adviser at KTN.

The line-up also includes Welsh manufacturers who will be sharing their own experiences, including Tim Hawkins, Managing Director, Markes International, Julia Chesney-Roberts, Commercial Manager, Riversimple, Angus Grahame, Founder of Splosh and Jacques Bonfrer, Co-Founder and Team Lead, Bot-Hive.

There will be guest talks from circular economy expert Eoin Bailey and lean author Daryl Powell and an opportunity to find out about the range of services offered by the University.

Graham Howe, Executive Head of the MADE Cymru project at UWTSD says: “This Industry Summit aims to explore issues and challenges facing manufacturing in Wales so that we can work together with employers to find solutions. 

“We always start with asking a manufacturer what their biggest problem is today and look at how we can help them with it.

“We aim to unravel potentially confusing challenges like these. Our approach begins by looking at what companies need to increase their productivity and competitiveness.

“We aim to lead the businesses we work with through a journey of continuous improvement – a journey that makes the most of Industry 4.0 technologies and their ever-growing digital capabilities to help solve the specific problems faced by each company.

“All of the feedback we receive from businesses shapes our curriculum – we want to produce employable, digitally literate graduates who can contribute to their workplace from day one”.

Alison Orrells is CEO and Managing Director of Safety Letterbox and has been one of the organisations participating in the MADE Cymru initiative.

She said: “It was important to keep innovating and investing to set us apart and come out stronger. It’s been intense but we had a game plan – now it is all about business future-proofing, being agile, collaborations and being adaptable.”

Covid-19 has affected every part of a business and shifted the focus from production to survival.

UWTSD recently led a round table discussion with Welsh manufacturers about the future of manufacturing in Wales.

That discussion found that their outlook is positive about the future.

Manufacturers accelerated their adoption of new technologies to enhance and optimise production.

With many employees on furlough, managers took the opportunity to rethink and invest in better IT, particularly communications, training and diversified into new product areas. They looked to local colleges and universities to help shift perceptions of jobs in manufacturing and demonstrated the career opportunities and pathways available.

They also loosened their reliance on overseas imports and looked for suppliers in the UK to minimise future risk of disruption.

All sessions of the Industry Summit are free to attend and places can be booked on the UWTSD website: https://uwtsd.ac.uk/made/made-cymru-industry-summit/

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Education

A long road back for education

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EVEN before schools find out what the new normal will be, the pressure is already on the education system to deliver significantly more.

Some talk about a ‘lost generation’ needing to ’catch-up’ amid concerns those comments stigmatise children. However, the reality is that children have missed months of face-to-face teaching, and that has inescapable consequences.

DISADVANTAGED SLIP FURTHER BEHIND

Wales’s learners have been part of the pandemic’s ‘collateral damage.’

Although, for now, there are more questions than answers, solutions to repair that ‘damage’ will need to be carefully considered and delivered during the Welsh Parliament’s sixth term.

Even before the pandemic, Wales already faced an uphill struggle to secure good educational outcomes for all its learners.

The most disadvantaged learners have extra challenges which can prevent them from achieving their full potential.

Even though the previous Welsh Government invested £585 million since 2012 through the Pupil Development Grant (PDG), the attainment gap it was seeking to close, didn’t narrow.

It also typically widens as learners get older.

There’s a stark difference between children eligible for free school meals and their peers at Key Stage 4, the two years where learners usually take GCSEs and other examinations.

Children and young people themselves are well placed to give their verdict.

A 2021 Children’s Commissioner survey of 20,000 children found that 35% didn’t feel confident about their learning, compared to 25% in May 2020. 

63% of 12–18-year-olds were worried about falling behind.

There are countless reports setting out adults’ views about how missing more than half a year of ‘face-to-face’ schooling has affected learners.

One of the major concerns is the variation between what schools have delivered to pupils.

There’s a long list of potential impacts:

·        ‘Lost learning’ meaning pupils could underperform academically and have their long-term prospects affected.

·        A loss of confidence in the examination and assessment system.

·        Long-term reductions in school attendance, a factor known to be key to educational outcomes.

·        Difficult transitions between school years and from primary to secondary.

·        Challenges in re-engaging learners and addressing low motivation.

·        An unhelpful ‘catch up’ narrative about lost learning placing unnecessary psychological pressure on children and young people; and

·        A negative effect on learners’ ability and confidence to communicate in Welsh where they haven’t been able to do so at home.

WIDER EFFECTS

As well as these obvious educational issues, there are wider predicted effects.

Current learners could earn less, with one estimate of up to £40,000 in a lifetime.

The harm to children’s physical health and a higher prevalence of mental health issues, including anxiety and depression, are also serious concerns.

 The pandemic’s wider economic impact is also likely to increase the number of children living in low-income families.

Again, it’s the most disadvantaged learners who are predicted to bear the brunt in the longer term.

For example, in March 2021, the Child Poverty Action Group found that 35% of low-income families responding to its UK wide survey were still without essential resources for learning, with laptops and devices most commonly missing.

The Fifth Senedd’s Children, Young People and Education (CYPE) Committee heard that there is “plenty of evidence” that” there are striking differences between families in terms of their ability to support young people in their learning: the resources they have around them, the enthusiasm, the engagement, the commitment”.

REBUILDING TRUST

There must be work to rebuild relationships that have been under significant strain during the past 12 months.

Those between teaching unions and the decision-makers within the education system; between parents/carers and schools; and perhaps, most importantly, re-establishing the relationship between learners and their teachers.

Some of the immediate solutions which are already on the table or up for discussion are: more money, including the ‘Recruit, Recover and Raise Standards funding’; more teachers and learning assistants on the ground; changing term times; and setting up summer schools, holiday clubs and home tuition.

However, the longer-term problems are far harder to solve.

One estimate puts the cost of Wales’s journey back from COVID-19 at £1.4 bn to meet the challenges to the education system alone.

The opportunity exists for major reform and an examination of the whole approach to and aim of education.

Children and young people’s return to the classroom has been heralded as a big chance to put their well-being at the heart of education. As well as having a positive impact on well-being, put, mentally healthy children are much more likely to learn.

Following pressure from the Fifth Senedd’s CYPE Committee and its stakeholders, Wales has already made a significant shift towards establishing a ‘Whole School Approach to Mental Health’. The challenge during the Sixth Senedd will be to deliver it.

PERMANENT CHANGE

The potential sting in the tail is that, at the same time, the education system is getting children back to school, it also contends with major legislative reform.

This is in the form of wholesale changes to both the school curriculum and support for learners with Additional Learning Needs.

Some may argue that there’s been no better time to have such significant changes.

If the education system can successfully implement these three major reforms, arguably Wales will complete significant leg work and be on a firmer footing to meet the challenges presented by Covid-19.

At this stage there may be many more questions than answers for the education system.

The world into which learners will move has changed forever.

Not only has the pandemic interrupted their schooling, but the future journeys they were expected to make into the workplace or further and higher education could be unrecognisable.

The skills and aptitudes needed in the ‘new normal’ are only now beginning to be identified and are likely to be different from those needed before the pandemic began.   

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