Gove’s EMA replacement will not work

The Education Secretary’s “bursary scheme” is inadequate and ineffective.

This week Michael Gove announced the government's plans to replace the £550m Education Maintenance Allowance (EMA) with a £180m bursary scheme.

There was also a small victory for the Save EMA campaign as the government listened to our "A Deal's A Deal" campaign, which threatened a legal challenge unless the government provided support to those students currently receiving EMA who started courses on the premise that they would receive financial support throughout their two-year course.

However, although we have won this battle, the war to save EMA continues, in full.

The government has reduced the funding for the replacement of EMA by around 70 per cent. In addition, it is giving a meagre 77p-a-week increase to only 12,000 students, while many of their classmates – who could be only very marginally better off – probably would not qualify for the new scheme whereas they would have under EMA.

For example, if a student starts a course in September this year he or she won't get the replacement for EMA (the Discretionary Learner Support Fund), whereas they would have got EMA if they came from a family whose household income was below £31,000 a year. More importantly, if their family's annual income is below £21,000 a year – like 80 per cent of EMA recipients – they will be bereft of financial support.

This is clearly not an adequate replacement for the previous scheme.

In a review of Gove's announcement of the government's substitute for EMA, the independent research organisation the Institute for Fiscal Studies (IFS) today agrees with us and strongly critiques the replacement scheme.

Here are the key findings of the IFS:

On the government's claim of giving children on free school meals (FSM) £800 more than under EMA, the IFS claims these students could actually be "worse off":

It must be the case that most such students would be worse off under the bursary scheme than they would have been under the EMA – on average, to the tune of £370 a year. Furthermore, allocating the bursary fund in this way implies that other EMA recipients not currently eligible for free school meals would in future receive nothing.

The IFS also claims it could also have an affect on attainment levels:

. . . if students must apply for the bursary after enrolment, then they will not know, when applying for a place in post-16 education, whether they will receive a bursary – and if so, how much. This could have an impact on their decision to stay on in the first place.

But what is most shocking is that the IFS believes the new scheme could actually have more "dead weight " than EMA:

It could be given to high-achieving, low-income students – perhaps the type of students who would have stayed in full-time education anyway.

It is yet more evidence that the last thing we should be doing is scrapping EMA. If the scheme the government wants to replace it with is clearly more inadequate than EMA, why are we even considering wasting taxpayers' money changing it?

James Mills is campaign director of the Save EMA campaign.

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"We repealed, then forgot": the long shadow of Section 28 homophobia

Why are deeply conservative views about the "promotion" of homosexuality still being reiterated to Scottish school pupils? 

Grim stories of LGBTI children being bullied in school are all too common. But one which emerged over the weekend garnered particular attention - because of the echoes of the infamous Section 28, nearly two decades after it was scrapped.

A 16-year-old pupil of a West Lothian school, who does not wish to be named, told Pink News that staff asked him to remove his small rainbow pride badge because, though they had "no problem" with his sexuality, it was not appropriate to "promote it" in school. It's a blast from the past - the rules against "promoting" homosexuality were repealed in 2000 in Scotland, but the long legacy of Section 28 seems hard to shake off. 

The local authority responsible said in a statement that non-school related badges are not permitted on uniforms, and says it is "committed to equal rights for LGBT people". 

The small badge depicted a rainbow-striped heart, which the pupil said he had brought back from the Edinburgh Pride march the previous weekend. He reportedly "no longer feels comfortable going to school", and said homophobia from staff members felt "much more scar[y] than when I encountered the same from other pupils". 

At a time when four Scottish party leaders are gay, and the new Westminster parliament included a record number of LGBTQ MPs, the political world is making progress in promoting equality. But education, it seems, has not kept up. According to research from LGBT rights campaigners Stonewall, 40 per cent of LGBT pupils across the UK reported being taught nothing about LGBT issues at school. Among trans students, 44 per cent said school staff didn’t know what "trans" even means.

The need for teacher training and curriculum reform is at the top of campaigners' agendas. "We're disappointed but not surprised by this example," says Jordan Daly, the co-founder of Time for Inclusive Education [TIE]. His grassroots campaign focuses on making politicians and wider society aware of the reality LGBTI school students in Scotland face. "We're in schools on a monthly basis, so we know this is by no means an isolated incident." 

Studies have repeatedly shown a startling level of self-harm and mental illness reported by LGBTI school students. Trans students are particularly at risk. In 2015, Daly and colleagues began a tour of schools. Shocking stories included one in which a teacher singled out a trans pupils for ridicule in front of the class. More commonly, though, staff told them the same story: we just don't know what we're allowed to say about gay relationships. 

This is the point, according to Daly - retraining, or rather the lack of it. For some of those teachers trained during the 1980s and 1990s, when Section 28 prevented local authorities from "promoting homosexuality", confusion still reigns about what they can and cannot teach - or even mention in front of their pupils. 

The infamous clause was specific in its homophobia: the "acceptability of homosexuality as a pretended family relationship" could not be mentioned in schools. But it's been 17 years since the clause was repealed in Scotland - indeed, it was one of the very first acts of the new Scottish Parliament (the rest of the UK followed suit three years later). Why are we still hearing this archaic language? 

"We repealed, we clapped and cheered, and then we just forgot," Daly says. After the bitter campaign in Scotland, in which an alliance of churches led by millionaire businessman Brian Souter poured money into "Keeping the Clause", the government was pleased with its victory, which seemed to establish Holyrood as a progressive political space early on in the life of the parliament. But without updating the curriculum or retraining teaching staff, Daly argues, it left a "massive vacuum" of uncertainty. 

The Stonewall research suggests a similar confusion is likely across the UK. Daly doesn't believe the situation in Scotland is notably worse than in England, and disputes the oft-cited allegation that the issue is somehow worse in Scotland's denominational schools. Homophobia may be "wrapped up in the language of religious belief" in certain schools, he says, but it's "just as much of a problem elsewhere. The TIE campaign doesn't have different strategies for different schools." 

After initial disappointments - their thousands-strong petition to change the curriculum was thrown out by parliament in 2016 - the campaign has won the support of leaders such as Nicola Sturgeon and Kezia Dugdale, and recently, the backing of a majority of MSPs. The Scottish government has set up a working group, and promised a national strategy. 

But for Daly, who himself struggled at a young age with his sexuality and society's failure to accept it, the matter remains an urgent one.  At just 21, he can reel off countless painful stories of young LGBTI students - some of which end in tragedy. One of the saddest elements of the story from St Kentigern's is that the pupil claimed his school was the safest place he had to express his identity, because he was not out at home. Perhaps for a gay pupil in ten years time, that will be a guarantee. 

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