Higher Education

My Lords, first, I must declare an interest as chancellor of the University of East London. The Government are in something of a bind over their higher education policy, caught between the commitment to widen participation and lifelong learning, the demands from the top table for the cash to compete with their US Ivy League cousins, and the pressing need to cut costs and keep the Student Loans Company afloat. As university chancellors we have the same objectives as the Government in wanting to offer a first-class education and training to all and, in particular, to narrow the attainment gap between the most and least advantaged. However, despite significant investment since 1997, research shows that policy is in many ways working against the Government's intentions. Despite their advocacy of lifelong learning, already mentioned by my noble friend Lord Luce, the recent decision to withdraw funding for equivalent or lower level qualifications, condemned by Universities UK and the Select Committee alike, will reduce dramatically the number of adult learners in the system. The overwhelming majority are returning to university to gain professional qualifications and skills vital for the economy. That penny-pinching wheeze will affect precisely those students who wish to return to higher education to develop or change their careers. I urge that any money saved will be targeted at those institutions that actually deliver on the widening participation agenda, rather than redirecting it to those that fail to deliver. Our mission in East London is to create opportunities for the people and communities of east London and to break down barriers to progression. It is integrated with the Government’s agenda of promoting partnership and engaging business. Above all, we are committed to the success of our students and to transforming their prospects. That brings me to my final point: exactly how do we define successful outcomes in higher education? What does a successful student or a successful institution look like? The Government like to talk about diversity of mission and playing to institutional strengths but, as others have noted, the English have a genius for turning diversity into hierarchy. The wealthiest institutions are receiving an increasing share of the overall funding pot. Perhaps we should not be surprised, but should we not expect better? As a society we deserve better, and that starts with better and more honest measures of success. By that, I do not mean the sort of success that the broadsheets measure in their league tables, which is success at attracting government funding grants or admitting the better and more expensively educated to the groves of academe. What value is being added here? I suggest that it is rather more challenging—and the rewards should reflect this—to achieve success in taking students who are the first in their families to attend university, who may not have done particularly well at school and who do not have much money or support, and giving them the education, skills, ambition and opportunities to get their degree and a good job. Of course, that is a risky strategy, because not all of those students go on to succeed, but I would argue that that represents real value-added success. If the Government are serious about their stated values, as we are, I urge Ministers to stop punishing the universities that are trying to make a difference and to rethink what they are trying to do in the light of what is actually happening. We live in hope.