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24+ Advanced Learning Loans: specific learner groups

[This paper] reports research findings on the [UK] government's proposal for adults aged 24 and above, who study fo ... Show more
[This paper] reports research findings on the [UK] government's proposal for adults aged 24 and above, who study for qualifications at level 3 and above, to make greater contributions to the costs of their learning. The government proposes to remove grant funding for these further education learners and courses. This will allow the government to focus investment on younger and lower-qualified learners who are less likely to invest in themselves. Instead, the government will provide income-contingent loans to cover the resulting upfront costs, in line with its principles of promoting fairness and personal responsibility. These 24+ Advanced Learning Loans will be made available to new learners from the 2013 to 2014 academic year, with the first full year expected to be the 2014/15 academic year. [Department for Business, Innovation and Skills] BIS carried out an impact assessment to show the economic costs and benefits of this proposal, and an equality impact assessment to look at how the proposal will affect different types of learners. This research provides a greater understanding of four specific learner groups: those aged 40+, and particularly those out of work; those with mental or physical disabilities or learning difficulties that have particular needs regarding communication and information; those seeking to take up Advanced/Higher Apprentices; and Muslim learners. This research indicated that most learner groups are unlikely to be put off by the loans proposition, provided it is communicated effectively. It also highlighted groups which are likely to face specific issues and challenges.
Abstract from publisher's website. Show less

Corporate authors: Great Britain. Department for Business, Innovation and Skills (BIS)

Date: 2013

Geographic subjects: Great Britain; Europe

Resource type: Government report or paper

Series name: BIS research paper

Subjects: Higher education; Finance; Students ... [+] Show more
Higher education: students at the heart of the system

Higher education in the United Kingdom (UK) is a successful public-private partnership of government funding and in ... Show more
Higher education in the United Kingdom (UK) is a successful public-private partnership of government funding and institutional autonomy. This White Paper sets out the government's reforms for higher education with a view to tackling three challenges. The first is to shift public spending away from teaching grants and towards repayable tuition loans, to ensure that higher education receives the funding it needs even as substantial savings are made to public expenditure. The second is to ensure that higher education institutions (HEIs) deliver a better student experience; improving teaching, assessment, feedback and preparation for the world of work. The third challenge is to ensure that HEIs take more responsibility for increasing social mobility. The reforms are designed to deliver a more responsive higher education sector in which funding follows the decisions of learners and successful institutions are freed to thrive; in which there is a new focus on the student experience and the quality of teaching and in which further education colleges and other alternative providers are encouraged to offer a diverse range of higher education provision. The overall goal is higher education that is more responsive to student choice, that provides a better student experience and that helps improve social mobility.
Excerpts from publication. Show less

Corporate authors: Great Britain. Department for Business, Innovation and Skills (BIS)

Date: 2011

Geographic subjects: Great Britain; Europe

Resource type: Government report or paper

Subjects: Higher education; Governance; Students ... [+] Show more
Employer perspectives on part-time students in UK higher education

[This paper] draws on recent surveys of part-time students and their employers in the UK in order to investigate th ... Show more
[This paper] draws on recent surveys of part-time students and their employers in the UK in order to investigate the extent and nature of employer support for part-time higher education study. [It] looks at the perceived advantages and disadvantages of this kind of study for the organisation concerned.
Published summary from BIS website with additions. Show less

Authors: Mason, Geoff; Hopkin, Rebecca

Corporate authors: Great Britain. Department for Business, Innovation and Skills (BIS) ... [+] Show more

Date: 2011

Geographic subjects: Great Britain; Europe

Resource type: Government report or paper

Series name: BIS research paper

Subjects: Higher education; Students; Employment ... [+] Show more
Computer science graduate employability: qualitative interviews with graduates

Data indicates that computer science graduates are more likely to be unemployed six months after graduating than th ... Show more
Data indicates that computer science graduates are more likely to be unemployed six months after graduating than the average graduate and [science, technology, engineering and mathematics] STEM graduates in particular. Employment outcomes for computer science graduates significantly improve 3.5 years after graduation although they are still lower compared to other graduates. These findings are seemingly contradictory to evidence of increasing employer demand for digital skills and above average levels of recruitment difficulty in the [information and communications technology] ICT sector. This research explores the reasons behind the poor employment record of computer science graduates through interviews with graduates with an undergraduate computer science degree. The interviews covered graduates' views on their degree and their subsequent employment experience, along with steps they have taken to enter employment since graduation. The findings suggest that the overarching issue for the computer science graduates interviewed is not that they don’t eventually achieve positive employment outcomes - because virtually all were in work at the time of interviewing - but that they are relatively slow to move into work.
Excerpts from publication. Show less

Corporate authors: Great Britain. Department for Business, Innovation and Skills (BIS)

Date: 2016

Geographic subjects: Great Britain; Europe

Resource type: Government report or paper

Series name: BIS research paper

Subjects: Employment; Outcomes; Students ... [+] Show more
Further education and skills: learner participation, outcomes and level of highest qualification held

This release provides information on adult (aged 19 and over) government-funded further education (excluding school ... Show more
This release provides information on adult (aged 19 and over) government-funded further education (excluding schools and higher education) and all age (16 and over) apprenticeships in England, between 2010 to 2011 and 2015 to 2016. It also includes the highest level of qualification held by adults (aged 19 to 64) in England calculated from Labour Force Survey (LFS) data. Highest levels of qualification data are presented from 2008 to 2014, although 2014 figures are provisional and subject to revisions.
Excerpts from publication. Show less

Corporate authors: Great Britain. Skills Funding Agency ... [+] Show more

Date: 2016

Geographic subjects: England; Great Britain; Europe

Resource type: Statistical series

Series name: Statistical first release

Subjects: Higher education; Participation; Outcomes ... [+] Show more
The role of finance in the decision-making of higher education applicants and students: findings from the Going into Higher Education research study

This report summarises findings from the 'Going into HE' qualitative research project, conducted by the Institute f ... Show more
This report summarises findings from the 'Going into HE' qualitative research project, conducted by the Institute for Employment Studies (IES) for the Department for Business, Innovation and Skills (BIS). The aim of the project was to develop a clear understanding of: (1) the role and importance of finance in the decision-making process of English-domiciled people from different groups who are considering entering full-time higher education (HE) in the UK; and (2) the impact of the support arrangements on their decisions. The research found that financial factors tend not to dent HE aspirations among those planning to apply. Indeed, they tend to be outweighed by a range of non-financial factors, especially for younger people. Insofar as finance is important in decision-making, it is in determining where to apply and study rather than what to study or whether to study at all. Applicants tend to underestimate the amount of student financial support for which they will be eligible. Some of them arrive at key HE decisions having accessed very little information and having cursorily discounted certain options. Insofar as fees are seen as an inevitability, there is broad support among students for financing these through loans for tuition. Preferences regarding loans for maintenance, however, are more divided: some students are receptive to bigger loans as a means of financing study while many mature and non-traditional students would be prepared to contemplate a lower total support package within which non-repayable support such as grants and bursaries would make up a higher proportion, leading to lower indebtedness.
Excerpts from published executive summary. Show less

Authors: Usher, Thomas; Baldwin, Susanna; Munro, Miranda; Pollard, Emma ... [+] Show more

Corporate authors: Great Britain. Department for Business, Innovation and Skills (BIS) ... [+] Show more

Date: 2010

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Series name: BIS research paper

Subjects: Higher education; Research; Statistics ... [+] Show more
Motivations and experiences of UK students studying abroad

International student mobility, especially diploma mobility (students taking their entire degree outside the UK), h ... Show more
International student mobility, especially diploma mobility (students taking their entire degree outside the UK), has received little attention from researchers. This report summarises the findings of research funded by the UK Department for Business, Innovation and Skills (BIS) aimed at improving understanding of the motivations behind the international diploma mobility of UK students. It also seeks to evaluate the scale and significance of UK international diploma mobility. The research on which this report is based had two general aims: (1) to improve understanding of the motivations behind diploma mobility and the career aspirations of those who choose to study abroad; and (2) to evaluate the scale and significance of international diploma mobility of English students. The report is organised in three main sections. First, a review is offered of secondary data relating to UK diploma mobility. The second section of the report analyses the survey of school pupils and the interviews with school careers guidance teachers. The third main part of the report describes the results of the international student survey. It then seeks an explanation of the motivations for studying abroad before considering what have been the experiences of UK internationally diploma-mobile students and whether they are likely to return to work in the UK after graduation.
Excerpts from publication. Show less

Authors: Findlay, Allan; King, Russell; Geddes, Alistair; Smith, Fiona ... [+] Show more

Corporate authors: Great Britain. Department for Business, Innovation and Skills (BIS)

Date: 2010

Geographic subjects: Europe; Great Britain; England

Resource type: Government report or paper

Series name: BIS research paper

Subjects: Higher education; International education; Research ... [+] Show more
Case for creation of the Office for Students: a new public body in place of the Higher Education Funding Council for England (HEFCE) and the Office for Fair Access (OFFA)

This business case sets out the rationale for creating a new non-departmental public body and assesses the estimate ... Show more
This business case sets out the rationale for creating a new non-departmental public body and assesses the estimated costs and benefits. Estimates are taken from the impact assessment for the Higher Education and Research Bill, which sets out detail on underlying assumptions. The white paper 'Success as a knowledge economy: teaching excellence, social mobility and student choice' sets out plans for the creation of the Office for Students (OfS). This new public body will be a new market regulator in place of the Higher Education Funding Council for England (HEFCE) and the Office for Fair Access (OFFA).
Abstract from publisher's website. Show less

Corporate authors: Great Britain. Department for Business, Innovation and Skills (BIS)

Date: 2016

Geographic subjects: Great Britain; Europe

Resource type: Government report or paper

Subjects: Higher education; Students; Participation ... [+] Show more
Supporting graduate employability: HEI practice in other countries

[This report] explores the development of employability skills in the UK and in an international setting. It report ... Show more
[This report] explores the development of employability skills in the UK and in an international setting. It reports on new primary research (insights from 414 career advisory staff from institutions in 25 countries) and draws together selected best practice examples from UK and international higher education institutions (HEIs). [It] aims to understand further what international HEIs are doing to develop and improve the employability of their graduates, and compares this to the UK.
Excerpt from published abstract. Show less

Corporate authors: Great Britain. Department for Business, Innovation and Skills (BIS)

Date: 2011

Geographic subjects: Great Europe; Canada; Belgium; Estonia; Finland; France; Germany; Netherlands; Italy; Norway; Sweden; Poland; Oceania; New Australia; Asia; China; India Britain; Europe; United States ... [+] Show more Britain">Great Britain; States">United States; America">North America; Zealand; [-] Show less

Resource type: Government report or paper

Series name: BIS research paper

Subjects: Employment; Skills and knowledge; Students ... [+] Show more
Higher education: student finance: the Education (Student Support) (Amendment) Regulations 2014: equality analysis

Under the Equality Act 2010, the Department for Business, Innovation and Skills (BIS), as a public authority, is le ... Show more
Under the Equality Act 2010, the Department for Business, Innovation and Skills (BIS), as a public authority, is legally obliged to give due regard to equality issues when making policy decisions - the public sector equality duty, also called the general equality duty. Analysing the effects on equality of these regulations through developing an equality impact assessment is one method of ensuring that thinking about equality issues is built into the policy process, and informs Ministers' decision making. The general equality duty covers the following protected characteristics: age, disability, gender reassignment, pregnancy and maternity, race, religion or belief, sex and sexual orientation.
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Corporate authors: Great Britain. Department for Business, Innovation and Skills (BIS)

Date: 2014

Geographic subjects: Great Britain; Europe

Resource type: Government information

Subjects: Higher education; Students; Finance ... [+] Show more