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Education

AM’s fears for local higher education

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Students given the chance to learn in Welsh face cuts

Students given the chance to learn in Welsh face cuts

PLAID CYMRU AM Simon Thomas, has raised fears about the future of local higher education, following a large cut in funding to the sector from the Welsh Government.

The Welsh Government announced its draft budget last month featuring massive cuts to the Higher Education budget, affecting all higher education institutions in Wales, including the Carmarthen-based Coleg Cymraeg Cenedlaethol and the University of Wales Trinity Saint David.

There are 15 staff of the national all-Wales Coleg Cymraeg Cenedlaethol based in the office in Y Llwyfan, Heol y Coleg, Carmarthen.

The Shadow Education Minister: “I’ve been contacted by many people who fear for the future of our universities locally.

“The Welsh language Coleg Cymraeg, a newly founded institution based in Carmarthen, is just one of the higher education institutions which will now be underfunded and struggling to compete.

“Cutbacks of 32% for Higher Education in Wales will take £41million out of universities’ budgets whilst the Welsh Government is increasing its funding for English universities to £90m through its tuition fees policy.

“This is a scandalous admission from this government that it is pursuing short-term headlines instead of making long-term commitments.

“It will make it difficult for universities to widen access to Higher Education for students from all backgrounds, and the Welsh Government has questions to answer over how it intends to ensure a fair playing field for all students.”

An independent report by Universities Wales last October assessed the impact of Higher Education in Wales it discovered that 1512 full-time jobs in Carmarthenshire are generated by university activity and 542 in Pembrokeshire.

The contribution to the local economy was £8.2m in Carmarthenshire and £27.3m in Pembrokeshire.

The Coleg Cenedlaethol ensures more study opportunities for Welsh medium students – in partnership with the universities.

Since 2011 £18m has been invested in universities across Wales by the Coleg, with 115 lecturers appointed in universities in a large number of subjects including: medicine, geography and drama.

Their £1m scholarship scheme has benefited over 600 students that have received bursaries.

When the Coleg Cymraeg Cenedlaethol was established by Welsh Government in 2011, funds were allocated for a period of six years, up to 2017, to implement the recommendations of the report compiled by Professor Robin Williams. More than £30m has been invested thus far in the further development of Welsh medium provision, with the majority of the funding used to appoint new Welsh medium lecturers.

Over 115 new Welsh medium lecturers have been appointed as a result of Coleg funding and an extensive range of other activities are being supported across the higher education sector, including the development and provision of new resources, enhancing the student experience, facilitating collaboration between universities, providing scholarships to students and academic staff training, and working with schools and further education colleges. These activities have already led to a situation where an additional 1,000 full-time students are now studying through the medium of Welsh.

We asked Coleg Cenedlaethol to respond to the cuts and Mr Thomas’s comments.

We received a statement which set out the institution’s viewpoint and considerable concerns about the potential damage caused by a cut in funding.

From the outset, the Coleg was seen as a long-term project to ensure that Welsh medium university education was available to students in a wide range of subjects. The lecturers are distributed across the universities. The fact that so many of these lecturers are early career academics means that there is now a generation of lecturers who will, in time, be able to develop and embed Welsh-medium provision and thereby transform the situation in the universities.

The biggest challenge at present is to maintain what has been achieved during the first five years, and to build on it, at a time of considerable pressure on public funding. In Professor Ian Diamond’s recently published Interim Report, there is a section that deals specifically with Welsh medium provision, including the Coleg Cymraeg Cenedlaethol. It is also stated that further attention will be given to Welsh medium provision during the next phase of the Review. The Coleg believes that this presents an excellent opportunity to establish permanent and sustainable arrangements for maintaining Welsh medium provision in the universities and, in particular, to recognise the additional costs associated with that provision.

In this context, the Coleg is very concerned that short-term decisions in relation to the Coleg’s budget for 2016/17 will undermine the existing arrangements, thereby jeopardising much of what has been achieved, at a time when the Diamond Review could recommend a durable solution.

Recognising the current financial climate and the savings required by publicly funded bodies, the Coleg’s Board of Directors, at their meeting in November 2015, identified savings across the Coleg’s range of activities so that a budget can be set for the academic year 2016/17. The proposed budget would enable the Coleg’s activities to remain viable while discussions take place on the funding arrangements for 2017/18 and beyond. The Coleg has also held constructive discussions with the universities about their commitments to maintain provision following the end of some fixed-term grants provided by the Coleg.

The publication of the Welsh Government’s draft budget for 2016/17, however, creates uncertainty, since there is a possibility of a further and substantial cut in the Coleg’s budget. This is a cause for concern and, for that reason, the discussions are ongoing with the Welsh Government and the Higher Education Funding Council for Wales.

The Coleg does not intend to make any further public comment until those discussions have been completed.

Rebecca Williams, Policy Officer for UCAC education union, told The Herald: “UCAC has very serious concerns about the proposed 40% cut to the Higher Education budget, and indeed about the Welsh Government’s current funding methodology.

“By channelling such a high percentage of the Higher Education budget through students in the form of tuition fee grants, the Welsh Government is ensuring that millions of pounds are flowing from the Welsh budget directly to universities over the border, mainly in England.

“At the same time, by substantially reducing the funding it provides to universities via the funding body (HEFCW), the Welsh Government is undermining its ability to influence the sector in key areas such as parttime provision, increasing access to students from deprived backgrounds, and providing Welsh-medium courses. The clear and immediate consequence of such a cut will be the axing of these crucial types of provision.

“Such a move could be devastating to the nature and quality of university provision, the Welsh economy, and the options available to students of all backgrounds. We call on the Welsh Government to revisit this illconsidered and damaging decision.”

Universities Wales, the body which represents the interests of Universities within Wales were equally concerned and have suggested that the cuts are both in breach of the Welsh Government’s current policy on widening access and constitute a reverse of previous policy commitments. In its submission to the Welsh Government on the issue, the Uni Wales says: “The distribution of the cuts between institutions is likely to be very uneven. At this stage we are unclear how the sector can absorb a reduction of this size in a single year or where the shortfall in income can be made. The impact of the fee and funding changes introduced from 2012/13, for instance, has worked through the system already and will provide no significant additional income for 2016/17. Recruitment for 2016 entry is already in full swing, and growth in fulltime undergraduates from Wales remains subject to an overall limit in the sector.”

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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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