Memorandum 118
Submission from the Sir Richard Stapley
Educational Trust
I am writing to you concerning the ELQ Inquiry
as Chairman of the Sir Richard Stapley Educational Trust.
The Trust was founded in 1919 and specifically
supports students taking a second University degrees. We contribute
specifically to the University fees with total annual grants of
£200,000 to 200 or more students
Although half our awards are to medical, dental
and veterinary students with a first degree in one of the sciences
or humanities, we are increasingly supporting students taking
a second degree as part of a career change, developing new skills,
returning to work after a career break or adding value to their
first degree by taking a second degree to develop a "useful"
career. These latter include students with first degrees in theology,
pure mathematics, basic science, history, English and sociology.
Recent examples of students receiving grants
include: History graduates moving to social science, Music students
taking a further degree in composition or performance, a Theology
student taking a degree in archaeology, a Mathematic graduates
moving into I.T., a French graduate taking a degree course in
music performance, a Philosophy graduate taking a degree in physiotherapy
and an English graduate taking degrees in social policy and disability
studies.
Our feed back attests to the value of such conversion
degrees, often undertaken under circumstances of severe financial
hardship. All to often we are forced to reject eminently suitable
applicants and are only able to give smaller grants than are clearly
needed because of a shortage of funds. We only support mature
students and require a first 2i or higher degree in the applicant.
We are particularly keen to support handicapped
(both physical and mentally disabled) students, socially disadvantaged
students and applications from immigrants. We are keen to support
OU students and have a good track record of supporting serving
and ex-prisoners.
I, members of the Trust's Council and successfully-supported
students are happy to provide further details of the Trust's work
and, if helpful, give oral evidence to the Committee.
January 2008
| 
