NUS-USI has 3 policy areas submitted for this years conference covering:
1. The Cost of Survival: tackling the impact of the cost of living crisis on students in NI.
2. Apprentices - how long before you can start?
3. A New Vision for Post-16 Education in Northern Ireland
Read the proposals below, amendments can be proposed at conference.
The Cost of Survival: tackling the impact of the cost of living crisis on students in NI.
Which Students’ Unions have been involved in proposing?
Queen’s University Belfast Students Union
What’s the issue and how does it affect students?
The Cost-of-Living Crisis has hit students hard. Students are being forced to work longer hours, and the mental health impact of financial pressure are affecting students’ ability to learn. We have seen the cost of food, transport and accommodation impact on students; so it is important for government, institutions, and SUs to support students across all of these areas. In the context of Northern Ireland, there is:
- A complete lack of an Executive
- Reliance on Westminster as we are held in a political stalemate
- A 40% increase in maintenance loans next year, but no emergency, immediate support
What changes would we like to see in society to change this?
We need to see a shift to:
- A culture which values education and doesn't use it as a political pawn
- Student voice in governmental decision-making
- Reformation of the Executive
- Politicians listening
Student Poverty is government policy, and this cannot go on. We need action at both an institution and government level to deliver on the basics. We need food on the table. We need a freeze and decrease in our rents. We need a way to get to class that doesn’t put us out of pocket. And we need more money to survive to another day.
What action could NUS, students and SUs take to work on this?
Both at an individual nations level, and at Westminster we need to be taking demands directly to the doors of government. We need direct action to tackle the costs hitting students and apprentices- whether that is food poverty, costs of travel, rent or any other bills.
For this to happen, we need to organise within our students’ unions to gain active supporters for our campaigns and mobilise students on the ground to feel motivated to take action when and where they can. NUS-USI should lead this collaboration against Stormont inaction, and collaborate with NUS UK with actions where possible.
Impact Assessment
How does it impact FE students / Apprentices?
Often ignored and devalued in our profit-driven education system, FE students and Apprentices are victims of a regime of austerity that leaves their needs behind. With less financial support available than undergraduate university students, we must unlock their voice to ensure our movement tackles issues felt directly on the ground.
How does it impact on International Students, Postgraduate Students, Part-Time and Mature Students?
We must ensure that any government response to the COL crisis is accessible to everyone in our education system. Whether you are an international student being exploited by a cash-grabbing system, or a parent choosing between textbooks and putting food on their child’s table- we need to see change now.
How does it impact on black, disabled, LGBT+, trans and women students?
Students and apprentices who identify within liberation groups need to feel supported and empowered to co-create our campaigns. The COL crisis exacerbates power structures which puts students in dangerous living situations and certain groups may be disproportionately affected, such as migrants, disabled students and trans people reliant on private healthcare.
Does this apply across the UK or specifically in England, Scotland, Wales or Northern Ireland?
Each nation across the UK may need different solutions to the Cost of Living Crisis, because of the differences in devolved and reserved matters. However, our goal is fundamentally the same- get students the support that they need, when and how they need it.
Apprentices - how long before you can start?
Which Students’ Unions have been involved in proposing?
National Society of Apprentices
What’s the issue and how does it affect students?
- It would be great if that question was just when can you start work but when we went to meet apprentices in the autumn apprentices were paying an average of £500 for essential tools.
- Some apprentices can't start work until they've got those tools. The rest of us have to make do saving up our apprentices wages. Which can be as little as £4.81 an hour.
On top of the rent and travel and food and bills. Just another way life’s made more difficult for Apprentices.
What changes would we like to see in society to change this?
We know that JOB MBO (NSoA in the Netherlands) campaigned and won free tools and works equipment from the Dutch government. So apprentices and vocational students can start their courses equipped and ready.
Dutch apprentices know their valued and know their value.
A living wage for apprentices, grants and collective purchasing for our tools (we can do it for beer so we can do it for hair clippers) would make free education more than just a cute slogan.
What action could NUS, students and SUs take to work on this?
- Work with NUS charity and college student services to develop a purchasing consortium for tools and work equipment.
- Lobby for a tools bursary.
- NSoA and FE unions can learn more about the costs of an apprenticeship
- NUS can work with trade unions to increase membership, campaign for a living wage for all
Impact Assessment
How does it impact FE students / Apprentices?
We'd be able to afford to study work and get maybe even have time to get involved in our unions!
How does it impact on International Students, Postgraduate Students, Part-Time and Mature Students?
10% of apprentices are EU migrants, half of apprentices are over 25 and despite the fact doing an apprenticeship is a pretty fulltime experience NUS counts us all as part time.
How does it impact on black, disabled, LGBT+, trans and women students?
The Gender, Race and Disability pay gap starts early. Right at the beginning of our career. This would help. It isn’t the posh boys on degree apprenticeships who are paid £4.81.
Does this apply across the UK or specifically in England, Scotland, Wales or Northern Ireland?
Our engagement was specifically with apprentices in Northern Ireland but we know from previous years that apprentices in England and Scotland pay for tools and have been stopped from starting apprenticeships.
A New Vision for Post-16 Education in Northern Ireland
Which Students’ Unions have been involved in proposing?
NUS-USI President Chloe Ferguson
What’s the issue and how does it affect students?
We are constantly being told to “budget better”, but we can’t budget our way out of a broken system. Government policy has always been student poverty. We need to overhaul how education works. In how we support students/apprentices, but also how we view and value different post-16 education pathways.
We’re being priced out of learning. We need a NI where everyone comes to education when it’s right for them, where their course is valued, and where they can access continual financial support to learn. This is not our reality. Our education is a massive casualty in government games.
What changes would we like to see in society to change this?
- Post-16 education in Northern Ireland needs to be funded, supportive and accessible. No matter the course or apprenticeship, we should be able to access the financial support we need to succeed. We need to change society’s vision for education in NI.
- We need to get rid of course costs, and put more money into student pockets so we don’t have to work long hours alongside studying. To begin, we need a Universal Basic Income trial for students/apprentices in NI.
- We need to fundamentally change what society values: not the highest paid jobs, but how happy and fulfilled everybody is.
What action could NUS, students and SUs take to work on this?
- NUS-USI should co-create a new NI post-16 education system with its membership, looking to influence party manifestos at the local, national and UK-wide stages.
- Together we can build cultural conversations around what student and apprentice financial support could look like.
- Collectively lobby the Department of the Economy to begin the review into all student finance support given to students across Northern Ireland
- NUS-USI should educate students, members and other players across society on what a Universal Basic Income is, and lobby for a NI trial.
Impact Assessment
How does it impact FE students / Apprentices?
NI FE and apprentice student finance is minimal- it is crucial they are properly funded and valued. The minimum apprentice wage is currently £4.81ph and there’s been no increase to EMA since 2010. We must engage the power of the FE and Apprentice Voice- liveable income would be life-changing.
How does it impact on International Students, Postgraduate Students, Part-Time and Mature Students?
Adequately funded and accessible education means choice for everyone- whether that is being able to come to education when you are ready, supported to come from abroad, or receiving significant maintenance support to support you alongside your study.
How does it impact on black, disabled, LGBT+, trans and women students?
We are seeing society become more and more hostile to students and the free expression of our identities: funding education is at the heart of a progressive and welcoming society. The current policies in NI exacerbates power structures that restrict students to openly and comfortably embrace their true selves.
Does this apply across the UK or specifically in England, Scotland, Wales or Northern Ireland?
Education is taught differently across the UK. NI has an opportunity to learn from other nations, but also lead the way to an education model which values support, fair pay and funding, and good mental health. The upcoming elections create space for a reset on what we accept about education.
