argyrotsipi/train-dataset huggingface dataset:
European Union (Notification of Withdrawal) Bill — House of Lords, 2017-03-13
Topic: International Affairs
David Edward Lea (Labour, Centre-left): My Lords, the best part of 35 years ago, I had a hand in trying to amend what Gerald Kaufman described as the longest suicide note in history. I have played a little part in trying to amend what I think we should now call the shortest suicide note in history On the question of how Parliament fits into this, Parliament will be there in two years’ time and there will be plenty of opportunity then—I would have preferred it today—for Parliament to have a decisive say, whatever the small print says, in relation to scenario A, B or any other scenario at the outcome of the negotiations, which I do not think will be a happy occasion.
European Union (Notification of Withdrawal) Bill — House of Lords, 2017-03-13
Topic: International Affairs
Elizabeth Conway Symons (Labour, Centre-left): My Lords, the notes to Article 50 of the Lisbon treaty say that, "the Council needs to obtain the European Parliament’s consent … voting by a simple majority of the votes cast, before it can conclude the withdrawal agreement" That means that all Members of the European Parliament, including of course UK Members, have the legal right to vote on any final agreement, or lack of it, while Members of the British Parliament have no such legal right because the Government refuse to put such a right in the Bill. In that way I am trying to answer the point made by the noble Lord, Lord Pearson of Rannoch—that supporting the European Parliament having legal rights on the withdrawal agreement that our own elected Members of Parliament will not have seems completely inconsistent with why many people voted for Brexit. They voted for Brexit to have better control of our own laws and, by refusing to put this in the Bill, the Government are in effect making our legal rights less than those of the European Parliament. I think that that is a very strong argument on this point, which needs to be aired, and I hope that the noble Lord, Lord Pearson of Rannoch, accepts that that is indeed the legal position.
Higher Education and Research Bill — House of Lords, 2017-03-06
Topic: Education
David Lawrence Lipsey (Labour, Centre-left): My Lords, I move this amendment with the support of the noble Lord, Lord Burns, and the noble Baroness, Lady Garden. The USA Patriot Act—aka the Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism Act—the Revoke Excessive Policies that Encroach on American Liberties (REPEAL) Act and the Reducing Barack Obama’s Unsustainable Deficit Act show that the disease of giving statutory measures titles that are in effect propaganda for their content rather than descriptions of it was endemic in the United States even before Donald Trump. I hope that this House will be unanimous that we do not want it to happen here. It does not yet happen by the front gate, but there is a danger of it being smuggled in by the side gate "Office for Students", the title of the new regulator set up by the Bill, is an example. It describes some of the functions of the office, but not all. Is a register of universities for students? No, it is for other purposes. Is the new organisation of research councils for students? No, it is for other purposes. I could go on. If you consulted students themselves, they would say that it would be better called the "Office against Students", because student unions up and down the country have come out in rejection of it. So it is very unfortunate that we are planning to use the title "Office for Students", and I would like to see it changed In Committee, I offered a bottle of champagne to the noble Lord who could think of, and get the Minister to accept, a more neutral title. I gave it some thought, hoping to win my own bottle of champagne. I thought I had got it with the studiously neutral "Office for Universities and Conservatoires", then I realised what the acronym for that spelled out: OFUC. Oops. There will be a ticking off for me from Black Rod later on, I think. It is to the noble Lord, Lord Burns, whose name is on this amendment, that I owe "Office for Higher Education Standards". It is impeccably neutral, descriptive and comprehensible I understand that there is disquiet in some quarters about the word "standards", which might suggest that the office will impose standards on universities. Universities are rightly acutely conscious of their autonomy and would resist any such thing. That is fine. If the Minister thinks that changing the title is the right thing to do but that this is not the right answer, let him come up with an even better alternative and insert it into the Bill at Third Reading. Nothing would give me greater pleasure than to present him with my carefully matured bottle of champagne. I beg to move.
Higher Education and Research Bill — House of Lords, 2017-03-06
Topic: Education
Frank Ashcroft Judd (Labour, Centre-left): My Lords, I strongly support my noble friend, but for a slightly different reason. It seems to me that we have gone an awfully long way towards making universities part of the market, and I believe that we have to get back to the conviction that a good university is a community of scholars. Students are not clients, they are members of a university community, and divisive titles of this kind play into the hands of a very sad trend in our university life. We have to get back to the concept that a student joins a community and participates in that community and does not just use it as a facility to provide them with a future.
Higher Education and Research Bill — House of Lords, 2017-03-06
Topic: Education
Tessa Blackstone (Labour, Centre-left): My Lords, I, too, will get up very briefly to support the amendment. I recognise it is a lot of work for parliamentary draftsman because "Office for Students" appears about 100 times or more in the Bill as it is currently drafted, but it would give a clearer indication as to what this body is about. It is not just an office for students, as if it were an ombudsman responding to students’ needs or problems or even dealing with student finance; it is a much broader institution, which will look at the way in which higher education should operate, both as a regulator and as an instigator of new ideas, in discussion with universities, not just with students. For all those reasons it would be very good if the Government could think again about this and come back with a better title.
Higher Education and Research Bill — House of Lords, 2017-03-06
Topic: Education
Joan Bakewell (Labour, Centre-left): My Lords, I, too, support the amendment. We need to have a status of title that puts universities and higher education in an elevated place in our society. We know that "students" comes trailing clouds of all sorts of other implications that may not be appropriate. Education and universities are serious, hard-core activities on which this country depends, and they deserve respect.
Higher Education and Research Bill — House of Lords, 2017-03-06
Topic: Education
Michael Goodall Watson (Labour, Centre-left): My Lords, I am sure that the noble Viscount will ask that the amendment be withdrawn, and I can understand why from his point of view—but it does not stand up to scrutiny to maintain that the name of the body should be the Office for Students. In response to my noble friend Lord Lipsey’s amendment in Committee, the noble Viscount said: "This Bill sets out a series of higher education reforms which will improve quality and choice for students, encourage competition and allow for consistent and fair oversight of the sector" Many noble Lords may have doubts about anything other than the second of those objectives, but the noble Viscount was correct to point out that, in introducing the Bill, the Government had those three distinct objectives—so why were they unable to come up with a title that encompassed more than one of them The Minister also said in Committee that it was the Government’s intention, "to put the student interest at the heart of our regulatory approach to higher education"—[Official Report, 9/1/17; cols 1840-41.]— hence the name. That claim does not withstand close scrutiny. If that had been the case, why did the Bill not contain provision for at least one student on the board of the OfS? Why did it require vigorous argument by the Opposition in Committee in the other place before the Government came up with a rather weak amendment to Schedule 2 providing for the OfS board merely to, "have regard to the desirability of", someone with, "experience of representing or promoting the interests of individual students" It does not provide for such representation; it just says that it is desirable In that context, the name "Office for Students" is not without some irony. It is certainly inappropriate because it is a misnomer. If the Minister wants the amendment to be withdrawn, it is incumbent on him and his Government to come up with a name that more accurately reflects the duties that the body is about to assume.
Higher Education and Research Bill — House of Lords, 2017-03-06
Topic: Education
Tessa Blackstone (Labour, Centre-left): My Lords, this organisation is not just about students’ interests. Of course they should be at the centre of it and important, but it is about the nation’s interests. There are huge externalities in having a good higher education system. It is about employers’ interests, it is about families’ interests, and it is certainly about the interests of our knowledge economy. It goes far wider. I accept that "standards" probably should not be in the title, but why not call it the Office for Higher Education?
Higher Education and Research Bill — House of Lords, 2017-03-06
Topic: Education
Joan Bakewell (Labour, Centre-left): I wish to support the amendment for its reference to, "including those with experience of part-time, adult and distance learning" I support it in the light of the changing demographics, which are probably more extreme than people realise in this country. We can now expect anyone born today to have a very high chance of living to be 100, and certainly to 90. The fall-out of this on the economy and on how society is organised will be profound, and we need to be ready for it. Against that background, I suggest that part-time education, with opportunities to restructure your life and have secondary, portfolio careers—possibly several, within the century of a lifetime—is really important, and should be taken on board throughout this Bill, which serves very much the existing demographic.
Higher Education and Research Bill — House of Lords, 2017-03-06
Topic: Education
Frank Ashcroft Judd (Labour, Centre-left): My Lords, I warmly support the amendments dealing with disability, mental health, access and participation. There is far too much mental illness and mental stress in our universities. They should be places of excitement and fulfilment and places for developing the mind, but too many students struggle mentally with the pressures on them—such as the need to prove themselves and to achieve because they might be, for example, the first in their family to have the opportunity of going to university. On disability, after the marvellous speech by the noble Lord, Lord Addington, there is very little to add except to say that he is right For a while, I was a member of the committee monitoring access and participation at the LSE, and several issues came home to me very strongly and demonstrated the importance of what we are talking about with these amendments. First, particularly in our older universities and places such as the LSE, there needs to be a will not only to make things happen functionally but to believe in the importance of what is being done and to make it a success We had a first-class team of people at the LSE who were highly motivated in working with young people from inner-city schools, particularly in London, with weekend schools, vacation schools and so on. It was very exciting work, but I was interested in knowing how many of those youngsters ended up at the LSE. The answer was that sometimes it was a disappointingly small number, although certainly a lot of them were helped to gain better opportunities in higher education than they would otherwise have had To be successful in this regard, the people dealing with admissions have to be prepared to be courageous and look for potential and not only proven ability. Very often, the youngsters whom you want in the institution to make a success of the institution—for the sake not only of the institution itself but of the students—are young people who not only have not had parental support but have not had the same kind of scoop in their school education that other children take for granted. Therefore, the admissions people have to look for that potential. However, once you have brought in more of the people who would not otherwise have had the opportunity, you cannot just leave them to swim. That is very cynical, and it relates to the issue of mental illness. However sensitive the staff and however informally it is done—but formally, if noble Lords understand me—you must have in place systems that make sure that a particular student is getting the kind of support and compensations in attention that other students can take for granted These are terribly important amendments and I hope that the Minister has it in his heart and his intellect to take them seriously.
Higher Education and Research Bill — House of Lords, 2017-03-06
Topic: Education
Meghnad Desai (Labour, Centre-left): My Lords, I rise to support the amendment that the noble Lord, Lord Lucas, put forward, as well as his argument. There is a problem with getting universities together, because they very proudly differentiate themselves from each other. One thing about British universities, where I have worked all my life, is that they do not want to permit student transfer between them. It is almost impossible for a student to do one year in one university and then go to another one, because the courses are not comparable and there is no system of scores or grade points. It will take a special effort to create a group spirit among English higher education providers, especially the old ones, although the new ones will be better. The suggestion made here about creating this collegium of former students or graduates may actually be very helpful now that we have the instruments to do that. Their experience may be able to tell us how to improve the interrelationship between universities, so we can present a united front regarding the quality of English higher education.
Higher Education and Research Bill — House of Lords, 2017-03-06
Topic: Education
Robert Stevenson (Labour, Centre-left): My Lords, I have signed this amendment and all the others that make up this package, which is a substantial one; we should not underestimate the impact it will have. It is a most significant move for the Government to recognise the pressure of institutional autonomy right across the sector. It would be hard to overstate the impact of this coming together of the whole House with the Government to create an intervention in this area. We welcome it It is important also to recognise that the concession made was not just rearranging the existing wording—we acknowledge that the Bill already had a lot about institutional autonomy. Making not simply the OfS but the Secretary of State responsible for having regard to the need to protect institutional autonomy is a much more powerful approach. We should be cognisant of that as we accept the amendments It is important also to recognise that there is a gap. Although it has been pointed out that the UKRI is not a regulator in the same sense as the OfS, we will later move an amendment that proposes that the UKRI also have regard to institutional autonomy because there will be joint responsibilities in relation to research degrees, but also because these bodies will be operating with the same funding group—obviously, a smaller one in the case of the UKRI; nevertheless, it is important that we have equality of arms This has been a very successful case of trying to get a better Bill from what the Commons presented us with. It is a better Bill as a result of this intervention—of course, there is more to come. We should acknowledge that the leadership of the noble Lord, Lord Kerslake, and the support that he and I received from the noble Baronesses, Lady Wolf and Lady Brown, and the noble Baroness, Lady Garden, from the Liberal Democrats, has been instrumental in persuading the Government that they should take account of this issue In bringing attention to the need for new providers in Amendment 5, the noble and learned Lord, Lord Mackay, has done us a service by ensuring that we think not only of existing arrangements within the sector but new entrants. It is important that we pick up the theme behind his amendment and ensure that it is properly regarded as we proceed In concluding, I hope we can have the Minister’s assurance that all the amendments in this group will be taken as consequential if the lead amendment is passed.
Higher Education and Research Bill — House of Lords, 2017-03-06
Topic: Education
David Maxim Triesman (Labour, Centre-left): My Lords, I also support the noble Lord, Lord Lucas, in this and would go a little further than the noble Lord, Lord Willis, with whom I profoundly agree. Over many years I have found that when you seek information in any of these areas in a general sense, you are told that it is essentially proprietary information owned by the universities rather than information in the public domain. That has several significant consequences. The first is that referred to by the noble Lords, Lord Lucas and Lord Willis. Many aspirant students or students who are on courses cannot get information to which they should be reasonably entitled As the noble Lord, Lord Willis, said, it is also true that this situation makes things more difficult for employers. However, the third category for whom this situation makes things very difficult are those who are trying to do research on universities’ performance, on what works and does not and on what might be learned between universities. Provided that the identity of individuals is protected, there is no conceivably good reason not to have all that information available in a public sector as important as higher education and, indeed, in many other sectors as well. I suspect that in many other sectors it would be regarded as an extraordinary denial if this information were not made available for all those purposes—for users, those advising users and those doing research. I cannot see why in higher education this is regarded as private information not to be used for those purposes. That is wholly unsatisfactory.
Higher Education and Research Bill — House of Lords, 2017-03-06
Topic: Education
Robert Stevenson (Labour, Centre-left): My Lords, this has been a very good and interesting debate. I think that there are some questions to which the Government will want to respond and I will not overegg the pudding at this stage. However, the question of why we are not including protected characteristics, as mentioned by the noble and learned Lord, Lord Wallace, is interesting. Amendments 16 and 18 are helpful in this regard. I take the points made by the noble Baroness, who is expert in these matters. However, if we as a country do not start to set out these requirements in terms of a whole range of protected characteristics, we will be the loser in the long run. It may be just be a question of how we do that This group of amendments also contains important first steps towards a more engaged transfer and credit transfer arrangement for students in relation to the higher education sector, which I welcome. However, I again wonder why the Government have not thought to take into account Amendments 47, 128 and 129. It seems to me that they would help progress in this regard, which is something we all support.
Higher Education and Research Bill — House of Lords, 2017-03-06
Topic: Education
Meghnad Desai (Labour, Centre-left): My Lords, I will be somewhat maverick. I have spent a lot of time in British higher education. I started when the whole idea of charging students fees was thought to be outrageous. At the LSE we initiated research into income-contingent loans, which students would take for higher education. While it was said at the time that it would be terribly harmful, not much harm has been done. However, there is a great liking for uniformity in this country, because uniformity is mistaken for equality. I was involved in the first research assessment exercise back in 1988. In research rankings, we have information on universities by different departments. They have been ranked from five star to one so that students know which universities are good and which are not. They consult this information before they apply. It is no good pretending that somehow students will not look at the quality of universities and so on However, I agree that universities should be allowed to charge different fees for different courses. The noble Lord, Lord Quirk, who was vice-chancellor of the University of London many years ago, proposed during debates in your Lordships’ House some years ago that there should be not a single fee for all courses in a university but different fees for different courses. But that is a separate issue I am reluctant to force the system into uniformity so that people have to pick up signals of quality differences somewhere else. If a university wants to charge £15,000, let it. If it is no good, people will not go there. I do not see what the problem is. This is how the American system has survived for many years and thrived. It has very good outcomes in higher education. We have somehow tied ourselves into knots that things must be uniform, that things must be like this and that there must be overregulation. We are then surprised that universities create silos for themselves—they do not co-operate with each other and so on. I am sceptical that this is a desirable amendment.
Higher Education and Research Bill — House of Lords, 2017-03-06
Topic: Education
David Lawrence Lipsey (Labour, Centre-left): My Lords, hearing the words "TEF metrics" made me come to my feet, because a consistent theme to run through our debates on the Bill has been the developing understanding that the metrics are wholly inadequate and, in particular, that the national student survey is not the basis for any judgments on teaching quality I am glad that the Government have moved as far as they have on the NSS and the metrics—now we are getting a thorough review; the metrics related to the NSS are being officially described as the least important of the metrics before us; for smaller institutions more scope is being given; and so on. That is all good news, but what seems knocking on bizarre is to plough on with bringing in this link between fees and the TEF before we have got the TEF right. It would be logical to get the TEF right first, see whether the metrics can be made to work and get them all in some sort of order, and then, when you have done that, you can seriously consider whether to have a link with fees. But when the TEF is such a self-evident mess, why put all your money on having the fees link, which will make people even angrier at the effects of the TEF? Why not show a little patience? The Government believe in linking the TEF and fees; others in this House do not. The Government would give themselves the best chance of proving themselves right and the sceptics wrong if they gave time for the TEF to settle down before they brought in the fees link.