Delivering the Post-Augar Reforms: Course Value, Entry Routes and Foundation Years

This session will offer the latest update from the Department for Education in response to their approach to higher education reform following the Augar Review. The DfE will examine the core principles of the consultation and what the approach to delivery will look like. The session will consider:

• Utilising student number controls and minimum eligibility requirements to stem the growth of low value courses
• Unlocking diverse pathways for post-18 education and funding through the delivery of the Lifelong Loan Entitlement and modular learning
• Reviewing funding for foundation years and linking foundation programmes to skills needs and progression outcomes
• Driving up quality, choice and value for money in the Level 4 and Level 5 market
• Examining the DfE’s approach to the implementation of the consultation outcomes and how institutions can prepare

This session will consider the government’s response to the Review of Post-18 Education and Funding and the core insights from the panel in how reform can be delivered across the sector.

• How the review recommendations have translated into the consultation on foundation years, a lifelong loan model and enhancing Level 4 & 5 provision
• Assessing the impact of reform on the sector’s financial model and what this will mean for student decision making and sector delivery
• Examining how support for widening participation students can be enhanced with a renewed focus on value and programme outcomes
• Considering the panel’s recommendations on implementation, approaches to a transition year and how providers can prepare

This session will offer the latest financial modelling on the impact of the consultation proposals, their cost to government and the financial outcomes for institutions.

London Economics will demonstrate modelling on the current baseline, the changes to repayment terms and the impact of student number controls and minimum eligibility requirements.

The analysis will examine the cost of each model and how income into the higher education sector will be impacted by the new settlement.

• What impact will student number controls and minimum eligibility requirements have on the financial sustainability and delivery of courses?
• Will this reformed system for entry drive up quality and stamp out examples of poor provision and low value courses?
• How will providers feature student number controls into their planning and what will it mean for course development and growth?
• How can the sector continue to enhance outcomes and progression routes for widening participation students in the context of these reforms?

With the DfE’s reform package focussing on improving value for money and quality for level 4 and 5 courses in higher education, this panel session will examine the next steps for enhancing outcomes for these programmes. The panel will consider:

• Ensuring occupational competence and labour market currency of higher technical qualifications
• Assessing what value for money looks like at levels 4 and 5 and why fee disparity exists compared with FE providers
• The future of quality assessment and course approval processes at levels 4 and 5
• The next steps in enhancing to continuation and progression for students engaged in these programmes

Changes to student number controls, the freezing of tuition fees and new expectations on funding for Foundation Years and at levels 4 & 5, will present crucial questions for leaders on financial sustainability and course viability.

This session will open a conversation between two planning leaders on how their institutions will respond, decisions that will be made on course delivery and what institution-wide financial planning looks like in the context of the new financial settlement.

• What do minimum entry requirements and student number controls mean for access routes for disadvantaged students?
• How will the emphasis on lifelong learning, enhanced higher technical qualifications and the National State Scholarship Scheme support access?
• Examining relationship between low value courses and long term graduate outcomes
• What impact will the reforms have on existing widening access programmes?
• How can institutions continue to increase access for disadvantaged students amid these changes?

During these delivery breakouts, you will have the opportunity to engage in in-depth sessions to examine what the implementation of the post-Augar reforms means for your institution.

These sessions will allow you to examine practice within your institution and explore how your courses and institution-wide strategy will respond.

*Programme subject to change