hefce: sustaining science and other key vulnerable subjects
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HEFCE: sustaining science and other key vulnerable subjects Professor David Eastwood, Chief Executive HEFCE 21 October 2008. 2004 Letter to HEFCE from Secretary of State: courses that are of national strategic importance, where intervention might be appropriate to enable them to be available - PowerPoint PPT PresentationTRANSCRIPT
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HEFCE: sustaining science and other key vulnerable subjects
Professor David Eastwood, Chief Executive HEFCE21 October 2008
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HEFCE sustains Science
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Background
2004 Letter to HEFCE from Secretary of State:
• courses that are of national strategic importance, where intervention might be appropriate to enable them to be available
• the types of intervention which could be considered
• core principle that higher education institutions are and must remain autonomous, independent bodies, making their own decisions
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Roberts: key 2005 conclusions
– Dynamism of English HE a great strength - interventions should be kept to a minimum.
– Attention focused on subjects both strategically important and vulnerable.
– Government’s role to designate subjects as strategically important and HEFCE’s role to consider whether such subjects are vulnerable and necessary interventions.
– Vulnerability measured by mismatch of supply and demand, or a concentration in institutions which may be vulnerable. Departmental closures do not of themselves mean vulnerability.
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HEFCE action since 2005
£350m programme (2005-06 to 2010-11) includes
– £15m to date for demand-raising and accessibility of HE in chemistry, physics, mathematics and engineering
– additional £100m (2007-08 to 2010-11) to sustain very high cost and vulnerable science provision
– 5,300 ASNs allocated in STEM subjects between 2006 and 2008. And more since eg Coventry – 380 ASNs for FDs and STEM
– £96m (2008-09 to 2010-11) SIVS allocation for ELQ mitigation
– benefits of letting us know about changes in SIVS provision
– Land based Studies review
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Land based studies review
– Led by Professor Maggie Gill
– Distinctive nature of provision within three monotechnics
– ‘Many of the of the issues faced by land-based provision are common to a wider spread of higher education provision and can be addressed by the same good management and strategic planning processes’
– £4m for Harper Adams University College to set up the Rural Employer Engagement Development Network in collaboration with the RAC and the Landex group of specialist land-based colleges
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Research capacity building and collaboration: STEM subjects
• Developing regional research capacity with RDAs– £4m for Great Western Research; £4m for Midlands
Physics; £10m for Birmingham and Warwick Science City Alliance
• Developing national research capacity with the Research Councils– £4m for integrative mammalian biology; £6m to date
for engineering and physical sciences; £11.2m for language based area studies
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Follett: 2008 SIVS reviewSupport for 2005 policy framework plus:
– skills in the workplace – integration of supply and demand measures– recognise complexity and intervene selectively in
specific places: innovation and collaboration, a strongly evidenced case for vulnerability, and national as well as regional enhancement
– LBS should not be considered vulnerable
Welcome progress of demand in STEM subjects
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After LBS review: strategically important and
vulnerable subjects
Science, technology, engineering and mathematics
Area studies and related minority languages
Modern foreign languages
Quantitative social science
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On now to the data: A level entries 2002-2008
• Mathematics entries rose 30% to 57,620; further maths up 88% to 8,440
• Chemistry up 12% to 36,360
• Physics down 11% (although stabilising)
• French down 7% to 12,590
• Other modern languages up 43% to 5,530
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80%
90%
100%
110%
120%
130%
140%
150%
160%
2003 2004 2005 2006 2007
100%ChemistryPhysicsGeneral, Civil and Chemical EngineeringAll subjects
UCAS applications 2003 to 2007
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HESA cost centre data 2003-04 to 2006-07
• Home student numbers (all disciplines) rose by 4%
• Home STEM numbers decrease by 2%– Chemistry 21%– Mathematics 8%– Physics -1%– General engineering - 13%– Electrical, electronic & computer engineering -19%
• Languages 11% (includes credits and modules)
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Latest from UCAS
UCAS acceptances for 2008-09
(as of 15 Oct)– mathematics has increased by 8.1% to 6,421
compared with 2007-08– chemistry is up 4.4% to 4,004– physics is up 3.3% to 3,325– and engineering averages 6.4% (ranging from 14.9%
for civil engineering to -11.3% for combinations within engineering)
– all subject areas growth is 6.3%
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So what have we learnt (1)?
– Evidence Ltd evaluation of SIVS programme (available under publications at www.hefce.ac.uk)
– projects being delivered in professional and thorough way: value added from working with partners and funders
– growth and importance of applied and cognate areas of science
– one programme to raise STEM demand, rather than several in competition: clearer outcome measures and challenge needed
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We are not alone (1)
International experience: • importance of STEM• advantage of block grant - freedom and security to
invest and disinvest• OECD Education at a glance (2008)
– the number of UK science graduates has increased – and there is a high proportion of science graduates among the young employed.
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We are not alone (2)
Arrow and Capron, Quarterly Journal of Economics 1959
• servant shortage of World War II • ‘Rather than admit that they could not pay the
higher wages necessary to keep help, many individuals found it more felicitous to speak of a ``shortage’’. There is reason to think that at least some of the complaints of shortage in the scientist-engineer market have the same cause’
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Wakeham and Physics
• Significant activity to date (Additional T funding and ASNs, Stimulating Physics, Midlands Physics Alliance)
• £12.5m investment in SEPNET out of £25m total
• Working with RCUK on the response to Wakeham:– Continuing to raise demand– Developing TRAC to inform a review of price groups– Exploring the user-led and interdisciplinary dimensions of the
REF– Refining our approach to strategic support
• But remember Roberts on intervention
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Future Approach (1)
2007 Sainsbury Review of Science and Innovation:
• ‘HEFCE should transform the SIVS Advisory Group into an Advisory Group on Graduate Supply and Demand….publishing an annual report describing: undergraduate subject trends; recent graduate jobs and salaries; and the subjects where….there are, or are likely shortly to be, shortages of graduates with key skills.’
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Future approach (2)
Annual monitoring of trends and further review of vulnerability and policy framework in 2011:
• Peter Saraga appointed chair the new group
• Diverse indicators of graduate demand – SSCs and others
• Events: reviews of tuition fees and price groups, RAE etc…
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Graduate Opinion: 2005-06 cohortProportion of graduates who required their subject three and a half
years after graduation (Source: HESA Destination of Leavers Survey)
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Chem
istry
Physic
s, as
trono
my
Engin
eerin
g
Mat
hem
atica
l scie
nces
Land
Bas
ed S
tudie
s
Mod
ern
Foreig
n la
ngua
ges
Med
icine
Bioscie
nces
Pharm
acy &
pha
rmac
olog
y
Compu
ting
& ITS
Med
ia Stu
dies
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Graduate Salaries: 2005-06 cohort
Mean salary three and a half years after graduation (Source: HESA Desination of Leavers Survey)
£0
£5,000
£10,000
£15,000
£20,000
£25,000
£30,000
£35,000
£40,000
£45,000
Chem
istry
Physic
s, as
trono
my
Engine
ering
Mat
hem
atica
l scie
nces
Land
Bas
ed S
tudie
s
Mod
ern
Foreig
n lan
guag
es
Med
icine
Bioscie
nces
Pharm
acy &
pha
rmac
ology
Compu
ting
& ITS
Med
ia Stu
dies
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Today’s event
• Help us develop our support for strategically important and vulnerable subjects over the next three years
• Three workshops: • HEFCE's policy towards strategically important and
vulnerable subjects.• Development of an integrated national HE STEM
demand raising programme.• Higher level skills in the workforce and strategically
important and vulnerable subjects