Higher Education

My Lords, this has been a most useful and interesting debate, one that has covered in great depth this important subject. I congratulate the noble Lord, Lord Luce, on securing the debate and for the excellent range of contributions from across the House. The noble Lord eloquently pointed out that we face many challenges. Higher education institutions and FE colleges have to adopt from and adapt to the ever-changing environment around them. We have been promised that the Government intend to work with the higher education sector on what action should be taken over the next 10 to 15 years to ensure a world-class system of higher education. We also need to be proactive in ensuring that we do not squander the talent that already exists, and that the success of our research establishment in the global academic community is strengthened and enhanced. There is nothing wrong with a strategic approach but we must not lose sight of the day-to-day challenges. The United Kingdom produces around 9 per cent of the world’s research papers. To ensure that we remain world leaders, universities must be confident that they are able to attract the best academic minds. Fear of debt and artificial engineering of inclusion must not be the determinant or deterrent factors. The important work done by the higher education sector in the advancement of scientific research has been highlighted in this debate. I will make a few observations about this area. This country enjoys one of the finest reputations in world science and wider research. That is a legacy of which any Government should be proud. Yet I am concerned that the Government’s growing stranglehold over science funding represents nothing less than a breach of trust with the science community and is putting the independent direction of scientific research at risk. In recent times, we have seen a reduction in this important sector. How do the Government intend to salvage their science policy, to liberate it from the creeping political interference that has characterised recent experience? A few months ago, the Secretary of State announced the next steps in the implementation and development of the research excellence framework. In consequence, we will have to wait a further year before the new framework is implemented—it is now not to be operational until the 2014 academic year. Can the Minister provide a further update on the consequences of this extra delay for research planning and research activity? The concerns expressed about the relative value for higher education institutions of A-level qualifications in assessing candidates’ respective suitability for admission to higher education courses deserve to be considered. The Government need to be clear that the voices of higher education institutions are heard in the design and implementation of the changes they are making to A-levels and in the creation of new diplomas. We all recollect the Government’s much heralded target of 50 per cent of young people entering higher education. Yet in answer to a Question in another place on 10 June, only five local authorities were exceeding that target. Indeed, in a significant number of local authorities the proportion of young people entering higher education at 18 and 19 has fallen since this Government came to power. The overall figure for England stands at around 40 per cent. My noble friend Lord Patten of Barnes rightly pointed out that to widen access it is crucial to first address the disparities students face in secondary education. Only then can we expand on wider participation. One component of the Government’s approach to widening access has been the use of higher national diplomas and foundation degrees. Since 1997, the number domiciled in the United Kingdom who qualify for a higher national diploma and go on to study for a first degree in the following academic year has fallen. Similarly, since the introduction of foundation degrees, the number of those who qualify for such a degree and go on to a first degree has fallen. Some students cite the pressure of personal debt as a reason for not continuing. The average level of debt for those who graduate is around £15,000, a considerable sum for many either already at or considering going to university. This often proves a deterrent and will certainly focus the mind of any potential student about the marketability of the skills that they will learn in securing employment and paying off the debt incurred as a result. The Government’s own estimates are that it takes a student around 13 years to repay a student loan. This can appear a remarkably long time for someone embarking upon a course of higher education. Students need access to advice that will help direct them into courses that best suit their particular skills and interests, alongside meeting the needs required by employers. Further to the comments of the noble Lord, Lord Rix, I would like to touch briefly on ELQs. While I acknowledge the importance of a first degree, I am deeply concerned that the Government’s decision to cut £100 million funding will have a huge impact on part-time learners, mature learners and those returning to the workplace, particularly women. In view of the Leitch report, a better skilled and educated workforce is crucial if we are to remain competitive, with the growth of emerging economies. It will have a major impact on universities such as Birkbeck and the Open University, which are so supportive in enabling people to study around families and work commitments. When 25 per cent of Open University students study for qualifications in maths, science and technology, they will now be at a risk because of the ELQ funding cuts. How does the Minister reconcile that loss with the importance of the skills agenda? My noble friend Lady Rawlings highlighted some of the really visionary work undertaken by a number of universities. It highlights the need to ensure that universities are not burdened with unnecessary interference and bureaucracy. My noble friend Lord Norton of Louth candidly spoke of how much further the Government need to go to free up universities. We are fortunate to have the excellent calibre of academics such as him leading the way in our universities. With so many excellent and much better qualified speakers than myself, I leave it to the Minister to answer the many questions raised in this debate.