Education

Brexit threat to Welsh universities

Published

8 years ago

August 11, 2016

MORE THAN 100 prospective European students have withdrawn applications to study at a Welsh university following the European referendum result.

Professor John Grattan, acting Vice- Chancellor of Aberystwyth University, said about half of those pulled out the day after the Brexit vote.

“I won’t hide it from you that Brexit poses a challenge to the university,” Prof Grattan told students during one of the graduation ceremonies this week.

“Over 100 European students have withdrawn their applications to us at this point, 50 by the end of Friday on Brexit day.

“That’s a stunning impact on our finances. There are 120,000 European students at British universities.”

The BBC has reported that Prof Grattan’s concerns do not exist in isolation, and that other Welsh Universities are also concerned about both the short -term and long -term effects on their finances.

THE CHALLENGE OF BREXIT

‘Leaving the EU will create significant challenges for Welsh universities’. Whether one considers that comment, made by Wales’s Cabinet Secretary for Education, Kirsty Williams, as unnecessary doom-mongering or a significant understatement of the size of the problems ahead, the decision to leave the EU will have a significant impact on the Welsh higher education sector.

The reliance of some institutions and some courses on relatively significant numbers of EU students to ensure viability of provision could cause considerable pressure on the already-squeezed budgets of higher education institutions.

While leaving the EU will not happen overnight – to the apparent amazement of some Brexit supporters – there will be a gradual exit process and it is that process which presents Welsh Universities with the best chance to ensure that they do not lose out as the tide of EU students studying in the UK reduces – as it surely will – and the opportunities available to Welsh students to study in the EU recede.

The EU referendum outcome will not lead to any immediate change to the immigration status of current EU students or those about to start a course in the coming academic year (2016–17). This has been confirmed in a statement from Jo Johnson, UK Minister of State for Universities and Science.

Ms Johnson said: “EU and international students make an important contribution to our world-class universities, and our European neighbours are among some of our closest research partners.

“There are obviously big discussions to be had with our European partners, and I look forward to working with the sector to ensure its voice is fully represented and that it continues to go from strength to strength.”

However, the longer term implications for EU students who want to apply to study in the UK (ie from 2017–18 onwards) will depend on the outcome of negotiations and what kind of relationship the UK agrees with the EU.

An immediate priority for Welsh universities is to urge the government to take steps to ensure students from EU countries can continue to study at UK universities on the same terms after the UK leaves the European Union and beyond.

‘EU STAFF VITAL’

Kirsty Williams has sought to address concerns raised in the aftermath of the referendum: “There is no escaping that the recent referendum has unleashed uncertainty and worry. In some cases, it may have roused the spectre of racial tensions. I want to send a message loud and clear that students and staff from across the European Union are still welcome at Welsh Universities. Those already studying here, and those who are planning to come, are still welcome – our places of learning are still there for you.

“Welsh universities will continue to recruit and teach students from across the world. The long, proud tradition of European students coming to Wales has helped us foster our relationship with many countries. There are thousands of people who have a special place for Wales in their hearts after studying here. Our country will remain a tolerant, accepting and safe place where people from any nation can pursue their academic ambitions. Let me be clear, we will not tolerate any form of racial abuse whether on our campuses or within the wider communities in which we are rooted.

“Let’s not forget EU staff are vital to the operation of our universities. We attract some of the best minds from across Europe to teach here and importantly carry out research that will benefit the people of Wales, from developing life-saving medicines to clean energy. This will not and must not change. Our universities are central to our social and economic future and they thrive through the diversity of the people who come to them.

“The Welsh Government is determined to protect Wales’ reputation as a friendly and tolerant place to study and carry out world-class research. Whatever the long-term implication of the vote, we remain an outward looking and welcoming nation where we are committed to sharing knowledge across national borders.”

STUDENT FINANCE

EU students attending universities in England and Wales who are eligible under current rules to receive loans and grants from the Student Loans Company will continue to do so for the duration of courses they are currently enrolled on, or are about to start this coming year. This has been confirmed by the Student Loans Company for England, and by Universities Wales for Wales.

Under EU law, students from EU member states applying for undergraduate degrees at Scottish universities are currently eligible for free tuition. For EU students attending a university in Scotland, the Scottish Government and Universities Scotland have confirmed that there has been no change in current funding arrangements and that eligible EU students already studying in Scotland or commencing their studies in the coming months will continue to benefit from free tuition and, for those who meet the residency requirement, associated living cost support.

EU nationals or their family members, currently in higher education, and who are assessed as eligible to receive loans and/or grants from SFW, will continue to receive these loans and grants until they finish their course. This applies to all student finance from SFW for students in Wales for which EU nationals are eligible. This includes grants and loans to cover tuition fees (for those resident in the EEA for three years), loans and grants for maintenance (limited to those resident in the UK for at least three years), and some other grants and allowances.

The rules applying to EU nationals, or their family members, who have applied for a place at university from this August to study a course which attracts student support are unchanged. SFW will assess these applications against existing eligibility criteria, and will provide loans and/or grants in the normal way. EU nationals, or their family members, who are assessed as eligible to receive grants and/ or loans by the SLC will then be eligible for the duration of their study on that course.

RESEARCH OPPORTUNITIES THREATENED

While there will be no immediate change to the UK university sector’s ability to participate in EU research and innovation programmes, such as Horizon 2020, the long term future of UK participation in European science programmes will be decided as part of the UK’s exit negotiations. These talks are expected to take up to two years. The UK will remain an EU member during this time and as such will be entitled to participate in EU programmes and apply for EU research grants.

After that point, the situation is uncertain. Although Universities UK is committed to making sure that the UK government takes steps to ensure that the UK can continue to participate in EU research collaboration and funding programmes after the UK formally leaves the European Union, the UK will be reliant upon either the goodwill or self-interest of its former EU partners. What it will be keen to avoid is the sort of relationship Canada has with the EU where it gets to participate in research but not have access to all of that research’s results.

The issue of research funding was raised during the Brexit campaign, but nobody on either side of the referendum debate appears to have given the matter any real thought or made any real preparations for the consequences of Brexit upon Britain’s research sector.

STAFFING

The UK government has confirmed that there has been no change to the rights and status of EU nationals in the UK as a result of the referendum, and that it ‘recognises and values the important contribution made by EU and other non-UK citizens who work, study and live in the UK’.

The UK remains a member of the EU for the time being and the government has confirmed that there will be no immediate changes to UK visa policies for university staff currently in, or contemplating coming to, the UK from the EU.

In terms of recruiting EU staff in the longer term, any changes will depend on the kind of relationship the UK negotiates with the EU. Universities UK (UUK) is urging the UK government to guarantee that those currently working at UK universities can continue to do so in the long term. UUK is also calling on the UK government to make a clear and unequivocal statement that any changes to immigration status will only apply to new entrants to the UK.

However, as long as the UK remains a member of the EU – that is until the end of the Article 50 process intended to manage the UK’s withdrawal – there is likely to be stasis on the issue and accompanying uncertainty.

UK STUDENTS IN THE EU

While EU students are a source of finance to UK Universities, small numbers of UK students elect to attend European universities, some because tuition fees are lower in some high quality institutions in Europe than they are (regardless of the quality of the teaching) in almost every UK higher education provider. In addition, UK students enjoy access to European Universities as part of academic exchanges as part of their courses and the Erasmus+ programme.

The Erasmus+ Programme is a European funding programme established in 1987, offering university students the possibility of studying or doing an internship abroad in another country for a period of at least two months and maximum 12 months per cycle of studies. After completing a first year of studies any student can benefit from the Erasmus+ studies and Erasmus+ placement programmes. Each student receives a grant which covers partly the costs of the stay abroad. Grants differ from sending and host countries. The grant can often be complemented by regional or national grants.

Students from UK universities currently overseas on an Erasmus+ placement, and those considering applying to participate in Erasmus+ next year (2016-17), will not be affected by the referendum result. The European Commission has confirmed that EU law continues to apply to the full in the United Kingdom until it is no longer a member. This therefore also applies to the projects financed through the Erasmus+ programme.

In the longer term, Universities UK will be urging the government to seek assurances from the EU that the UK can continue to access this valuable exchange programme. However, there are no guarantees and whether the issue will even figure as anything but a footnote in the Brexit negotiations remains to be seen.

Back to Kirsty Williams who, speaking at a graduation event at Swansea University on July 14, remarked: “Our universities are central to our social and economic future and they thrive through the diversity of the people who come to them.

Whether those fine words convert into educational reality is, however, very much out of the Welsh Government’s hands.

Education

Conservative calls for academies and free schools rejected by Senedd

Published

2 days ago

April 25, 2024

Chris Haines, ICNN Senedd reporter

THE SENEDD has rejected calls to introduce free schools and academies after a report found major challenges in Wales’ education system.

Tom Giffard led a Conservative debate on educational attainment, warning that Wales is consistently at the bottom of UK-wide league tables.

The party’s new shadow education secretary pointed to an Institute for Fiscal Studies (IFS) report on education in Wales which found low outcomes and high levels of inequality.

Mr Giffard told the Senedd the IFS report highlights the pitfalls of the Welsh Government putting all its eggs in the basket of a skills-based approach.

Criticising a failure to measure skills inequalities and pupil progress, he stressed that Wales’ lower performance is due to policy and approach rather than funding or the pandemic.

He said: “It seems the Welsh Government relies on Pisa results to tell the story but then, when those same results are all too disappointing, they are dismissed in equal measure.”

Mr Giffard, who previously worked in a primary school, said declines in Pisa results can be observed in almost every country that has adopted a skills-based approach.

Raising concerns about disappointing Pisa results, the South Wales West MS pointed out that Wales saw the lowest scores in the UK for every subject.

Heledd Fychan, Plaid Cymru’s shadow education secretary, warned that Wales’ schools are understaffed and facing difficult decisions due to budgets being at breaking point.

She criticised implementation of the Welsh Government’s additional learning needs (ALN) reforms, saying schools cannot realise the aims without the budget to bring them to life.

Ms Fychan said Plaid Cymru agreed with much of the Tory motion but her party would not support calls for free schools and academies.

Sam Rowlands described the IFS report as damning, warning that the Welsh Government’s education reforms have been disastrous and have widened inequality.

The Tory MS claimed the reforms are systematically holding back disadvantaged children, saying: “The most remarkable fact is that the performance of disadvantaged children in England is either above or similar to the average for all children in Wales.”

Mr Rowlands added: “The poorest in England’s schools are doing the same or better than the Welsh average, thanks to ambition, the academies and free schools.”

Samuel Kurtz, a fellow Tory, said free schools and academies have driven up standards in England as he argued a Wales roll-out provides an opportunity to improve outcomes.

James Evans, the Conservative MS for Brecon and Radnorshire, highlighted the party’s pledge to get 5,000 more teachers into Wales’ classrooms.

Buffy Williams, the newly elected chair of the Senedd’s education committee, said Wales is undergoing a profound transformation propelled by ALN and curriculum reforms.

The Labour MS for Rhondda stressed the importance of listening to teachers and allowing ample time for the reforms to take root in classrooms across Wales.

Altaf Hussain recounted a conversation he had this week with a headteacher at one of the largest schools in his South Wales West region.

The Conservative said: “The major improvements they have been delivering to attainment and addressing behavioural issues are all at risk because of cuts to funding.

“Vital work undertaken to improve the lives of young people with additional needs could be halted because they cannot afford to continue employing the support workers.”

Lynne Neagle recognised the scale and seriousness of work still ahead to improve Wales’ education system, stressing: “I am not, in any way, complacent about that task.”

Wales’ newly appointed education secretary, who takes over from Jeremy Miles, said sustained improvement in attainment will be among her top priorities.

She told the chamber: “My early focus has been to listen closely to schools and where it is clear that schools seek more scaffolding.”

Ms Neagle said the Welsh Government will work with trade unions and employers to reduce workload and eliminate unnecessary red tape.

The Conservative motion was voted down, 14-35, following the debate on April 24. The motion as amended by the Welsh Government was agreed, 26-23.

Education

Ysgol Greenhill welcomes positive Estyn report

Published

2 days ago

April 25, 2024

Tom Sinclair

YSGOL Greenhill and Pembrokeshire County Council have welcomed a strong and very positive Estyn report for the school.

Estyn, the education and training inspectorate for Wales, has released its findings following a full inspection of the school, based in Tenby, carried out in January 2024.

The report noted:

Under the supportive leadership of the Headteacher, staff at Ysgol Greenhill work together effectively to secure a happy and respectful learning community. Together they have developed a culture of openness and collaboration and share an ambitious goal to become a self-improving school.
Leaders have secured improvements in many important areas of the school’s work, such as pupils’ learning and attitudes and the provision of care and support for pupils’ wellbeing.
There is a suitably coordinated approach to improving pupils’ literacy, numeracy and digital skills, including support for pupils who have weak basic skills.
Leaders seek pupils’ views regularly on the quality and suitability of its provision and make changes accordingly. This includes amendments to pupils’ learning experiences and to the provision for developing pupils’ personal and social education.
Teachers plan their lessons well to ensure that pupils make good progress in their learning, subject knowledge and in developing relevant literacy and numeracy skills. Teaching assistants collaborate well with teachers to ensure that pupils who require support receive beneficial assistance as they work.
The school has a broad and valuable range of provisions to support pupils’ well-being. These include individual, tailored resource centres that provide learning, behavioural and emotional support as well as a nurture centre for pupils with low attendance. The school also hosts a local authority learning centre for pupils with autistic spectrum conditions.
The additional learning needs team work relentlessly to ensure that pupils who access these provisions are supported purposefully to enable them to make progress in their learning and social skills.
Pupils have positive attitudes towards school and their learning. They feel safe and value the friendly and supportive nature of staff. They settle swiftly in lessons and engage well in activities. Pupils value the ‘Ready to Learn’ system which rewards positive behaviour and provides relevant support for any pupil who displays negative behaviour.
Sixth form pupils are strong ambassadors of the school. They are friendly and polite towards visitors, conduct themselves well and are good role models for the younger pupils. Nearly all sixth form pupils say they are well supported to make progress in their academic, personal and social development. Many benefit well from valuable opportunities to lead and influence aspects of the school’s work.
Senior prefects run the school’s numerous pupil groups, house captains and deputy captains organise and manage house activities and trained peer mentors support younger pupils with their learning and social skills. Overall, sixth form pupils develop into mature, knowledgeable young people who speak highly of the valuable experiences they have had during their time at school.

Headteacher, David Haynes said: “I am delighted and immensely proud of this report. The school has made consistent progress over recent years and I very much look forward to Ysgol Greenhill being placed amongst the best schools in Wales.

“I must pay tribute to the outstanding staff and governors who have worked relentlessly to ensure that every pupil is valued and that their wellbeing and progress in their learning has been paramount.

“Ysgol Greenhill is a school that our pupils, families and wider community can be justifiably proud of.”

Councillor Guy Woodham, Cabinet Member for Education and Welsh Language, said: “The school has made good progress in the past two years and this is reflected in the inspection report.

“The strong and dedicated leadership of the Headteacher has contributed significantly to the inspection outcome. Alongside this the contribution of the governing body and the support from the local authority has also helped the school to achieve well. I am confident the school will continue to improve and thrive.”

Chair of the Governing Body, Mrs Heulwen Lear added: “I am thrilled that the report recognises that ‘building a supportive and positive working relationship with their pupils is a strong feature of teaching at Ysgol Greenhill’. Many pupils make secure progress in their learning and subject knowledge and understanding.

“Ysgol Greenhill’s values of kindness, respect, empathy and the celebration of diversity are reflected well in its strong commitment to pupils’ personal and social development. Staff care deeply about the well-being of their pupils and are sensitive to their individual circumstances.”

The full report is available online.

Education

Milford Haven School pupils showcase artistic talent at the Torch

Published

2 days ago

April 25, 2024

Tom Sinclair

FROM May 3 to May 23, the Joanna Field Gallery at the Torch Theatre, Milford Haven will be exhibiting art works by pupils from Milford Haven Comprehensive School. This will be their fourth exhibition at the Torch.

The exhibition will see 44 pupils, aged 15 to 16, who undertook GCSE Art last summer taking part. Previously, the exhibition was held at the Milford Haven Town Hall before being relocated to the Torch.

“The exhibition is a celebration of art-work created by the pupils in their final year and a chance to see what they have achieved,” explained Katie George, the Art Technician at Milford Haven Comprehensive School.

Katie added: “This will be the ninth exhibition that the school has arranged. We started off in Milford Town Hall and then were very excited to be able to show our annual art event in the Torch. This will the fourth year showing in the Torch, which has been really fantastic as it gives us a chance to show the work of the pupils in a professional setting, and the pupils have spent a great deal of time and effort completing their masterpieces under the watchful eye of their Art Teacher, Mr Chris Green. They re encouraged to use as many different materials as possible ranging from painting in watercolours and acrylics, printing, sculpture, collage, clay work, printing and many more.

“The pupils work on their individual investigations. They pick a theme of their choice and then work through with artist research that connects to their theme. They then follow with lots of experimentation using different media and materials also painting, drawing and sketching. They then have their two-day exam, which they have spent time planning for using all the skills and materials they have now become familiar with to produce a final piece that will be shown in the exhibition,” explained Katie.

“It’s always exciting to tell the pupils that their final pieces will be on show in an exhibition in The Torch and generally they are excited for that to happen. They are so busy trying out new materials and ideas during their lessons, that they don’t really think about the exhibition itself until they are invited to see their work at the Torch. When they come with their parents or friends, it’s usually a real ‘Feel Good Factor’ of achievement, which is always great to see. The whole ambiance and setting created at the Torch is perfect,” concluded Katie.

To see the exhibition by pupils from Milford Haven Comprehensive School from 3 May to 23 May at the Joanna Field Gallery, Torch Theatre visit www.torchtheatre.co.uk or call by during Box Office opening hours.