Tag: Higher Education

Edinburgh Napier receives funding from Turing Scheme

Study abroad opportunities will be available for students

Students from Edinburgh Napier will be able to study across the world after the University was awarded a significant level of funding from the new Turing Scheme.

The funding, which was announced this week, is part of almost £100m that was distributed to education providers following the inaugural call for bids. It will enable and increase global mobility activity in the 2021/22 academic year, supporting students in accessing a range of international opportunities, regardless of their background.

The Turing Scheme is the UK Government’s programme to provide funding for international opportunities in education and training across the world. It supports Global Britain by providing an opportunity for UK organisations from the higher education, further education, vocational education and training and schools sectors to offer students, learners and pupils life-changing experiences to study or work abroad.

As part of the new global scheme, Canada, Japan and the USA are among more than 150 international destinations where UK participants will be funded to take up placements – with 48% of places going to those from disadvantaged backgrounds. 

The Turing Scheme gives participants the opportunity to benefit from working and studying abroad, while boosting the UK education sector’s ties with international partners in the process. It also aims to improve social mobility across the UK by targeting areas which had seen lower uptake up of other mobility programmes. 

Edinburgh Napier University Principal and Vice Chancellor Andrea Nolan said: “We are delighted to have been successful in our bid to the Turing Scheme.

“We have a long history of both widening participation and global mobility at Edinburgh Napier and it will be fantastic to be able to provide yet more opportunities for students from all backgrounds to experience some time abroad as part of this exciting new scheme.”

Universities Minister Michelle Donelan said: “Our schools, colleges and universities have worked tirelessly to make this programme a success, and I am grateful to them and their global partners who have truly embraced this opportunity for international collaboration.

“I look forward to seeing the innovation and expertise our students, pupils and vocational learners bring back to this country from their journeys to every corner of the globe – from Canada to Japan, and Australia to the United States.”

More information on how students can apply to the scheme will be announced in due course.

40,000 students to study across the globe as part of Turing Scheme

UK Government announces 40,000 students and pupils are set to study and work abroad under new student exchange programme, spanning 150 countries

40,000 students will be able to study and work abroad thanks to the government’s new Turing Scheme, with universities and schools due to be told this week that their bids for funding have been successful.

Over 120 universities, as well as schools and further education colleges across the UK, will be awarded grants from the £110m Turing Scheme – which will see 48% of places go to those from disadvantaged backgrounds.

As part of the new global scheme, Canada, Japan and the United States are amongst over 150 international destinations where UK students will be funded to take up work and study placements – alongside popular European countries like Germany and France.

At the heart of the Government’s post-Brexit vision is an ambition to create a truly Global Britain where we learn, work and trade with countries well beyond Europe’s frontiers. The Turing Scheme, which has replaced the UK’s participation in Erasmus+, gives young people the opportunity to benefit from working and studying abroad, while boosting our ties with international partners in the process.

The scheme also aims to improve social mobility across the UK by targeting areas which had seen lower uptake up of the Erasmus+ programme, including across the Midlands and North of England – with education providers in the West Midlands set to receive the most funding.

Education Secretary Gavin Williamson said: “The chance to work and learn in a country far from home is a once-in-a-lifetime opportunity – which broadens minds, sharpens skills and improves outcomes.

“But until now it has been an opportunity disproportionately enjoyed by those from the most privileged backgrounds. The Turing Scheme has welcomed a breadth of successful applications from schools and colleges across the country, reflecting our determination that the benefits of Global Britain are shared by all.

“By strengthening our partnerships with the finest institutions across the globe, the Turing Scheme delivers on the Government’s post-Brexit vision, and helps a new generation grasp opportunities beyond Europe’s borders.”

Ministers have set out a range of measures to improve access to international opportunities through the programme, including funding for travel and expenses such as passports and visas, as well as a grant for living costs, to tackle the barriers some students face to studying overseas.

Extra support has also been guaranteed for preparatory visits to make sure placements meet the needs of participants with disabilities and special educational needs.

Universities Minister Michelle Donelan said: “Our schools, colleges and universities have worked tirelessly to make this programme a success, and I am grateful to them and their global partners who have truly embraced this opportunity for international collaboration.

“I look forward to seeing the innovation and expertise our students, pupils and vocational learners bring back to this country from their journeys to every corner of the globe – from Canada to Japan, and Australia to the United States.”

The total number of individual placements supported this year through the £110m scheme stands at over 40,000 – exceeding the Department for Education’s own estimates. This includes 28,000 placements for university students – compared with only 18,300 under Erasmus+ in the academic year 2018/9.

The Turing Scheme, announced by Education Secretary Gavin Williamson last year, is named after pioneering UK war hero and father of modern computing Alan Turing, who studied abroad at Princeton University before going on crack the Enigma code in World War Two.

Vivienne Stern, Director, Universities UK International, said: “The Turing Scheme will create opportunities for thousands of students from all over the country to gain experience working and studying abroad.

“We know from the evidence we have collected that students who have such experience tend to do better academically and in employment outcomes – and that this is especially true for students from disadvantaged backgrounds.

“We want more students from a wider range of backgrounds to get these sorts of opportunities and believe, that if they do, the UK economy will benefit in the long run.”

David Hughes, Chief Executive, Association of Colleges, said: “The opportunity to work, study or compete abroad is so important for the life chances of all young people.

“It’s encouraging to see colleges taking up all that Turing can offer – including colleges that are newer to international partnerships – exploring exchanges across a broad range of countries.”

Student mobility will be crucial post-pandemic as the world reopens and learners from all backgrounds access their chance to develop technical and personal skills, build their confidence and experience other cultures.

University of Edinburgh has ‘effective arrangements’, say independent quality experts

The University of Edinburgh has ‘effective arrangements for managing academic standards and the student learning experience’, according to a review conducted by QAA, the UK’s independent higher education quality body.

The review commended the University’s achievements in several areas including student partnership and the support provided by its Institute for Academic Development in support of teaching, learning and researcher development. 

The review was undertaken by a team of six independent reviewers, who were appointed by QAA. The review took place through a Planning Visit in February 2021, followed by a Review Visit in March 2021.

Due to the COVID-19 pandemic, the review was postponed from Autumn 2020. Its commendations included the following areas: 

  • The University’s commitment to working in close partnership with the student body is exemplified by student involvement across all decision-making structures and university initiatives. 
  • The University’s Institute for Academic Development (IAD) provides responsive, reflective and proactive university-level support for teaching, learning and researcher development and is valued by staff and students. 
  • The promotion and expansion of the Student Association-led and University supported Peer Assisted Learning Schemes (PALS) have contributed to the integration of students as they join the University. 
  • The University operates a highly professionalised approach to supporting the recruitment, selection and training of students to effectively contribute to the University’s Institutional Periodic Review (IPR) process. 

The University of Edinburgh was founded in 1583 and is one of Scotland’s four ancient universities, occupying an estate of more than 250 buildings organised in five main campuses spread across Edinburgh. 

The University describes itself as a large and diverse research-intensive University, and has collaborative agreements leading to a joint University of Edinburgh qualification with 55 international institutions and seven UK institutions. 

Professor Tina Harrison, Assistant Principal, Academic Standards and Quality Assurance, said: ‘I’m delighted with the outcome of the ELIR, that re-confirms our effectiveness in maintaining academic standards, commends our positive partnership with our students, and highlights the outstanding work of our Institute for Academic Development. 

‘The review process provided an important opportunity for University-wide reflection and, with the expert input from the review team, we have a clear plan for further development and enhancement of the learning experience for our students.’ 

QAA’s report also makes a number of recommendations, asking the University of Edinburgh to: 

  • establish a systematic approach to enable effective institutional oversight and evaluation of the implementation of policy and practice 
  • develop an effective approach to the strategic leadership and management of change that will ensure more immediate and timely implementation of identified solutions in order to support staff and enhance the student experience 
  • prioritise the development of a holistic and strategic approach to the design and management of assessment and feedback.

Applicants to Scottish universities reaches record high

11% rise in individuals applying from most deprived areas

Scottish universities have seen a record number of prospective students applying to study for the academic year ahead, according to new figures from the Universities and Colleges Admission Service (UCAS).

The number of individuals applying to Scottish institutions increased by 10% to 140,440. The figures show the number of Scottish applicants from the most deprived areas applying to UK providers has increased by 11% and there has been a 23% rise in non-EU international applicants.

This year’s statistics also highlight a 41% decrease in applicants based in EU countries looking to study in Scotland.

Higher and Further Education Minister Jamie Hepburn said: “These statistics show a steep rise in prospective students looking to study at Scottish Higher Education Institutions (HEIs), with applicants from Scotland’s most deprived areas increasing by 11% to a record high.

“We have seen a big percentage increase in applicants from international students outside the EU and that again demonstrates the attractiveness of Scotland as a place to come to live and study.

“There was however a sharp drop in EU students applying to come to Scotland, which was always going to be an inevitable consequence of leaving the EU. We will continue to work with our international partners to strengthen our education and research relationships through scholarships and by promoting Scottish learning and research globally, recognising the ongoing importance of our close relationships with our European neighbours.”

2021 cycle applicant figures – 30 June deadline sample CSVs | Undergraduate | UCAS

Plan now for Clearing!

COVID delayed has delayed decisions about university

COVID has caused many young people to delay thinking about their future. But as the prospect of freedom slowly returns, they are starting to get serious about what happens next.

Exams were cancelled this year making way for teachers to determine students’ grades, so, if you’ve left it until now to think about university, we’ve got some top tips.

Many people think that university clearing is only open on results day and for a few weeks afterwards – it’s not the case!

Dr Lisette Johnston, Head of School at ScreenSpace, part of MetFilm School explains what Clearing is all about and urges young people to plan now!

This year, clearing opens on the 5th July, and universities are already advertising courses available through Clearing. 

What is Clearing?

Clearing is the process that students use to access university AFTER they’ve received their A-level level results (or A-level equivalents).

Is it just for those who didn’t get their expected grades?

No, COVID-19 has really affected the way people are thinking about university. Historically, it was widely recognised that schools and colleges didn’t always get predicted exam grades right, and this year with teachers effectively awarding students’ their predicted grades, universities are expecting lots of lastminute applications.

Last year’s results were affected by the pandemic, but that didn’t put young people off from going to university, and the number of students given university places rose nearly 3%. 2020 was also a record year for students applying through clearing: 70,000, people, including those who had applied earlier in the year, were accepted through Clearing.

What if my grades are higher than I expected?

If your results are better than expected and you’ve accepted a place at a university based on lower grades, you can ‘trade up’ to a different course or university that required higher grades, this is called Adjustment.

I’m getting my A-level results in August – I’ve put off deciding whether to go to university because of COVID-19, but… what can I do now?

Here are Dr Lisette’s 6 top tips

1.Get Cracking: the sooner you apply the better! Some courses cap the number of students they will take, so apply early and that way you are more likely to get a conditional offer, which is better than missing the boat if you leave it to phone on results day. 

2. Be informed. Don’t wait until results day to look around universities and get a taste of what’s on offer, there are lots of campus tours (real and virtual) between now and August, so as well as looking at course content online it’s a real bonus if you can actually go to a university and see what it is really like. That way you can hit the ground running.

3. What do you really want? If you haven’t got the grades you expected, you might not get into your first choice, but that doesn’t mean going through Clearing to get in just anywhere. If staying at home is important to you, find out what the options are available locally. If you are passionate about a specific topic, find out where the next best place on the list is and what grades they expect currently. It’s also acceptable to ask how many people they took through Clearing last year. They might not be able to tell you on a course by course basis, but you should be able to get a breakdown across the university.

4. Be realistic. Oxford and Cambridge may be out of reach. Decide what is a priority for you. If you haven’t got the results you expected, what is more important – the course, the location, or a degree in general? The last thing you want is to get on a course and find out it’s not what you want. And don’t just go somewhere ‘cos all your mates are going there!

5. Be open minded. Within a university there are often opportunities to transfer courses to take electives more closely linked to your original choices. See who offers this. Also Clearing gives a chance to go to a place you might not have thought about before.

6. Remember, you’re not stuck – if you start at a university and you realise it’s the wrong course or the wrong place – you can change! 

At ScreenSpace we had students who came through Clearing last year, some after the course started; they’re actually much happier than they were with their original choice. 

Edinburgh College lecturers to strike this week

Edinburgh College lecturers are scheduled for further industrial action this week, Tuesday 20th and Wednesday 21st April in defence of the Further Education sector and the professional status of qualified lecturers. This follows previous strongly supported strike action taken prior to the Easter holidays.

Colleges Scotland’s refusal to ratify their own agreed definition of the lecturer’s role, a definition the union accepts, has so far prevented a settlement. Their refusal threatens to undermine the delivery of quality education to Edinburgh College students, many of whom have over the years seen unqualified staff on poorer pay, terms and conditions deliver qualifications up to HN level.

EIS FELA members will this week also be balloted on Action Short of Strike Action. This constitutes an escalation of the dispute incorporating a withdrawal of good will. 

Edinburgh College Branch Secretary Penny Gower described what is at stake: ‘Our members are losing money by striking, but this action is not for personal gain. It is to make sure our students get the quality of education they deserve.

“All we ask is that the employers ratify their own proposals which we have already accepted. If they care about students they should do that immediately.”

EIS General Secretary Larry Flanagan said, “Our members are continuing to stand firm against the practice of replacing lecturers with less qualified, lower paid staff. Colleges claim that there is no plan to do this, yet they continue to refuse to ratify an agreement that would halt this practice.

“If colleges are not seeking to replace lecturers with lower qualified staff, why are they so reluctant to ratify the agreement – incorporating their own proposals – that would stop it from happening?”

A spokesperson for the Colleges Scotland Employers’ Association, said: “Colleges will do everything they can to ensure that students are supported during this difficult time, and that any disruption is minimised.

“The EIS-FELA has refused repeated requests to suspend the strikes while meaningful discussions carry on – national industrial action is wholly unnecessary.” 

Revised plan for College and University study resumption

University students will be taught online throughout January and February, with the vast majority not expected back on campuses until the start of March, as part of a revised plan for their return in light of the spread of the new variant of coronavirus (COVID-19).

Only very small numbers of students will be allowed back on campus this month, for example, those:

  • who have remained over the winter break
  • whose attendance is critical and whose education cannot be delivered remotely or postponed, essential placements,  or for reasons of student well-being

Where attendance is time-sensitive to the ability to graduate and cannot be delivered remotely or further postponed, very limited numbers of students may be able to return from mid-February. However all arrangements are subject to a future review of COVID-19 conditions.

Colleges will follow the level guidance for their local authority area which in practice means with limited exemptions the majority of  college students’ studies will be on line in January and  into February

The current state of the pandemic, the impact of suppression measures and the roll out of the vaccine will all be taken into account in considering whether it is possible for a return at any point.

Richard Lochhead, Minister for Further Education, Higher Education and Science, said detailed sectoral guidance will be published as soon as possible next week, but that his basic message to students remains that they should not return to their term-time accommodation until in-person teaching resumes, as advised by their institution.

Mr Lochhead said: “These changes reflect the current status of the virus, the reality of the new strain, and the rise in cases in recent weeks.

“The return of students to campus, including returning to term-time accommodation, involves the mass movement of thousands of people across the country. The mixing of people on that scale, including the potential movement of tens of thousands of students to university halls and private-rented flats, simply isn’t safe right now. It would fuel the virus, and that is something no one wants.

“Our immediate priority right now is to say to students, other than in specific special circumstances, they must not return to their campus or term-time accommodation before they are specifically told to do so by their institution.

“For the overwhelming majority of university students, this means all learning will be online-only at least for January and February, and students should not expect to return to campus or student accommodation before the end of February.

“We will review plans in light of the state of the pandemic nearer the time, but right now even the very limited number of returns that were previously planned for phase 2 of the restart dates, cannot happen until at least the middle of next month for the majority of students, supported by rapid-result testing on arrival.

“We would like to thank everyone for their patience and fortitude in dealing with the pandemic over past months, and we understand this is more difficult news – but we want to give students and staff as much certainty as we can so they can plan effectively. That’s why we are setting this plan out now.

“As we have all seen, this virus moves fast and changes quickly but even in light of that reality, hopefully by setting out a clear plan that gives certainly for at least the next two months, everyone can now plan with a greater degree of confidence.”

Edinburgh College appoints two new Board members

Edinburgh College’s Board of Management has appointed two new non-executive members to support it in leading the strategic direction of the College.

The new members are experienced figures in Scottish public life and have an extensive background in human resources, organisational development and law, within the public and private sectors. 

The new Board members are management consultant Alex Killick and Toni McAlindin, an employment law specialist.

Alex Killick has held senior positions at NHS Tayside and the Scottish Government Health Directorates (SGHD), and until recently was the Director of People at Glasgow Caledonian University. Alex is now a Director at Leading Kind, a management consultancy which specialises in wellbeing, equality and workforce development. 

Toni McAlindin is an experienced employment law consultant and a qualified barrister, who currently serves as an Employment Tribunal Member.

Toni previously served on the Court of Stirling University for six years, and was a non-executive board member at the former Jewel & Esk College.

Interim Chair of Edinburgh College’s Board of Management, Ann Landels, said: “On behalf of the Board, I would like to welcome Alex and Toni to their new roles. Both have a vast wealth of experience in human resources and workforce development, as well as strong links within education. 

“Their respective experiences and skillsets will serve the College and the Board well as we aim to continue maximising experiences and opportunities for all of our students.” 

Edinburgh College Principal Audrey Cumberford said: “I am pleased to welcome Alex and Toni to the Board of Management as we work to achieve our ambitions for the future. 

“Their mixture of experience in the commercial and public sectors will add to the range of knowledge and expertise already at the Board’s disposal which, will no doubt, be of great benefit as we strive to be Scotland’s pre-eminent College, delivering life-changing education to our students.”

Find out more about the Edinburgh College Board of Management.

Universities must not become the care homes of a Covid second wave, says UCU

Universities must scrap plans to reopen campuses next month in order to prevent a major public health crisis, the University and College Union said yesterday.

The union fears that the migration of over a million students across the UK risks doing untold damage to people’s health and exacerbating the worst health crisis of our lifetimes.

UCU said that the prospect of mass student migration was already challenging enough, but the A-levels fiasco and the removal of the cap on the number of students universities can recruitrisked overwhelming some institutions and turning universities into the care homes of a second wave.

UCU said that demanding over a million young people move around the UK to attend university made no sense. The union highlighted there is no functioning track and trace system in place, nor any UK-wide plans to regularly test students or staff. UCU said the push to get students back on campus was being driven by a dangerous desire to get back to business as usual, before it was safe to do so.

UCU said that, rather than allowing universities to reopen precipitously, the government had to step in and underwrite any lost funding for the higher education sector. The union said universities that rely on tuition and accommodation fees feared lost income and the government had to make it clear now that they will not suffer financially for doing the right thing in terms of public health.

The union accepted that there would be challenges switching from blended learning to online, but that the move outweighed the health risks for students and the wider population. UCU added that it was highly likely that reopening campuses would result in local lockdowns and courses being moved online. The union said it was best to make that call now instead of a U-turn that would be too late even by this government’s standards.

In the US more universities are moving back to online only after seeing increases in Covid cases. There are also examples across the Atlantic of students being blamed for increases in cases and lockdowns – something UCU said it wanted to avoid being repeated in the UK.

The union said that if campuses reopen and cases rise then blaming students, instead of doing everything to mitigate against it happening, would be a denial of responsibility by government and universities.

The union said it backed recommendations in last week’s report from the Independent Sage committee that called for online learning to become universities’ default position.

The union said that although recorded cases were on the rise, the government has not provided systems for testing and tracing that could cope with campuses reopening and universities have failed to step into the breach.

UCU general secretary Jo Grady said: ‘Moving a million plus students around the country is a recipe for disaster and risks leaving ill-prepared universities as the care homes of a second wave.

“The recent fiasco over exam results and their fallout has left universities under even greater pressure. It is time for the government to finally take some decisive and responsible action in this crisis and tell universities to abandon plans for face-to-face teaching.

‘Refusing to act now will only store up problems further down the line as courses are forced to move online and students forced into lockdown. It is no good blaming students later on for a problem that could have been avoided by government action. We need to move all teaching online for the first term of the new academic year, as recommended by Independent Sage, and the government needs to underwrite any lost funding for the sector.

‘The limited, piecemeal funding measures announced by the government so far are nothing compared with the security and the stimulus that would be provided by a comprehensive funding guarantee. Students will also need financial support to ensure that they can participate fully in online learning .’

The union has issued new guidance that also calls for greater testing on campus and better and more cleaning.

UCU said it wanted colleges and universities to work with the union on risk assessments to ensure staff and students could be confident their health and welfare was institutions’ number one concern. Earlier this week, the union called for face coverings to be worn in colleges and universities.

At 4pm on Tuesday Jo Grady will be joined by guests including Independent Sage members Professor Ann Phoenix and Professor Elizabeth Stokoe, and president of the National Union of Students Larissa Kennedy to consider how campuses could reopen safely. The event will be live on Facebook, YouTube and Twitter.

 Full details are available here.

Get on Board scheme honoured at national awards

Project aims to bring diversity to the boardroom

Edinburgh Napier’s ground-breaking Get on Board programme has been honoured with a prestigious Collaborative Award for Teaching Excellence (CATE).

The programme – which places students with the boards of charities, voluntary organisations and public bodies, and gives them opportunities to network with professionals and help make decisions which impact their community – is one of 15 winning projects from universities across the UK.

The CATE awards, announced yesterday by Advance HE, the body dedicated to helping higher education shape its future, recognise collaborative work that has had a demonstrable impact on teaching and learning, highlighting the key role of teamwork.

Get on Board was established in 2015, with academics Miles Weaver and Jacqueline Brodie working with the University’s careers service to deliver an extra-curriculum programme to support employability of students and address the key Scottish national outcome of improving board diversity. The pilot project won a Herald HE Award for Enhancing Student Learning.

The programme’s development was supported by a student steering group called Young Trustees in Scotland led by Elena Pershina, who was a fourth year undergraduate at the time and President of Young Trustees in Scotland.

The Get on Board team later joined forces with RSM and Santander, and further organisations and universities became involved as the competency pathway was developed as an opportunity to bolster trustee skills among students in Scotland, each partner bringing their own capabilities, training and networking opportunities.

Dr Brodie, Associate Professor, Entrepreneurship and Innovation in Edinburgh Napier’s Business School, said: “The Get on Board team are honoured to be awarded an Advance HE CATE. It has been a privilege to empower students to make a positive difference in their communities and support the development of their employability and enterprise skills in the process.”

Alison Johns, Advance HE CEO, said: “I am sure I am joined by the entire sector in congratulating the 2020 CATE awardees. All of the winners should be extremely proud of their achievement.

“Their work epitomises the outstanding commitment to teaching in the UK higher education sector, which this year has been more demanding than ever before.”

The Collaborative Award for Teaching Excellence scheme was introduced in 2016, and is open to members of staff from all providers of higher education across the UK.