Post-18 Education and Funding Review — House of Lords, 2019-07-02
Topic: Education
James Younger (Conservative, Centre-right): I thank all noble Lords who are to participate in this debate. I am very conscious of the knowledge and experience of the Peers down to speak and await all contributions with great interest. It gives me great pleasure to debate this report and the review of post-18 education and funding that it informs, not least because I no longer have to keep noble Lords in suspense about the publication date—"shortly" or "soon" becomes "now" I reiterate my thanks to the panel led by Philip Augar for its exceptional work. The panel consulted a wide spectrum of experts and received almost 400 responses to its call for evidence. I also thank all the stakeholders, including colleagues from across the House, who contributed to the review. Alongside Dr Augar were Professor Sir Ivor Crewe, Jacqueline de Rojas, Professor Edward Peck, Beverley Robinson and, last but certainly by no means least, the noble Baroness, Lady Wolf, who I am pleased to see is in her place today. On behalf of the House I thank her for her hard work and effort. Noble Lords will be eager to know what decisions the Government are going to make. Your Lordships will not be surprised to hear that I cannot commit to any decisions here today. But I come in listening mode and am prepared to answer as many questions as I can Whatever route a student chooses, post-18 education should set them on a successful path for their future. We recognise that good careers information, advice and guidance are vital to help people of all ages make informed decisions about their options, including routes into further and higher education. That is why we launched a comprehensive careers strategy, as well as investing more than £70 million each year until 2020, to help ensure that young people and adults received high-quality careers provision. Meanwhile, the Careers & Enterprise Company has also invested in more than 150 employer-engagement programmes, benefiting 540,000 young people However, it is important to remember that most students in post-18 education are not at university. As Augar emphasised, further education and technical colleges play an essential part in delivering the modern industrial strategy, with its long-term plan to boost productivity. We are all more likely to have multiple careers during our working lives and must be conscious of the need for reskilling and upskilling Around 1.5 million jobs in England are at risk of some automation in the future. That is why we are bringing together businesses, workers and government through the National Retraining Scheme, which will help prepare adults for future changes to the economy, including automation. We will also look carefully at the panel’s recommendations on how we can encourage more flexibility across our post-18 system to support people in accessing the right education for them throughout their lives. I share the Secretary of State’s strong belief that both the HE and FE sectors can, and should, continue to thrive together. To ensure a genuine choice for young people, and to give employers access to a highly skilled workforce, we want to see a system where technical education has the same weighting for a young person as an academic route I will take a step back and look at how we reached this major review—the first review since the Robbins report in 1963—to look at the totality of post-18 education. As many noble Lords will note, our current system of post-18 education already has many strengths. First, we have a world-class higher education system, with four UK universities in the world top 10 and 18 in the top 100. That is truly to be celebrated. Secondly, we have record numbers of 18 year-olds entering university, including from disadvantaged backgrounds. Thirdly, students from the lowest-income households have access to the largest-ever amount of cash support for their living costs. Fourthly and finally, our student finance system removes up-front financial barriers and provides protections for borrowers so that they have to contribute only when they can afford to do so We should not overlook all that we have achieved on the back of the Higher Education and Research Act. The Office for Students became fully operational in April last year and will, inter alia, play a key role in delivering the Department for Education’s objectives to improve and support informed choice through the provision of effective information, advice and guidance to all students. The teaching excellence and student outcomes framework now holds universities to account for teaching and graduate outcomes; I will say more about that later. Finally, diversity and flexibility in the system continue to increase; for example, with possibilities for new providers and accelerated degrees We are already reforming technical and vocational education by establishing a technical education system that rivals the best in the world and introducing new T-levels in phases from September 2020, backed by the investment of an additional £500 million per year once they are fully rolled out; developing proposals to introduce employer-focused higher technical qualifications at levels 4 to 5 to rival traditional academic options; reviewing classroom-based higher technical education at levels 4 to 5 as part of creating a world-class system; and, finally, overhauling apprenticeships to put quality at the heart of the programme and to increase employer investment and engagement in training their workforces for the future I will now focus on the challenges we face, because challenges remain and parts of the system are not working as well as they could. We have seen further growth in three-year degrees for 18 year-olds but the post-18 system does not always offer a comprehensive range of high-quality alternative routes for the many young people who pursue a technical or vocational path at that stage. When young people apply to university, it is based on the assumption that a degree will set them up for a bright future, but today’s analysis shows that this is not always the case. In universities, we have not seen the extent of increase in choice that we would have wanted. The great majority of courses are priced at the same level and three-year courses remain the norm, when some courses clearly cost more than others and some have higher returns to the student than others. It is right that we ask questions about choice and value for money. Although 18 year-olds from disadvantaged backgrounds are now 52% more likely to go to university than they were 10 years ago, they are still less likely than their more advantaged peers to attend the most selective universities or to have the support that they need to complete their degree successfully and achieve a 2.1 or a First We have been concerned by the recent large increases in the number of unconditional—or conditional unconditional—offers received by students and the potential impact that these offers can have. We also have concerns about the serious issue of grade inflation. We must not allow the credibility of our world-class universities to be damaged by pockets of low quality. That is why the Secretary of State has tasked the OfS with driving out bad practices which are not in the student interest Meanwhile, although the funding system is a progressive one with built-in protections, those elements are not always well understood. Going to university should be a positive, life-changing experience but students need appropriate support, particularly as they matriculate, to deal with the challenges that starting university can include to ensure their well-being. We have a vision for the future. The UK is truly a world-leading destination for study and research, but we recognise the concerns and that is why we committed to conducting this major review. Studying for a degree is expected to benefit those undertaking it, with improved employment opportunities and a wage premium alongside wider individual well-being and other social benefits. Low-value outcomes are not just about economic returns. High-quality provision in a range of subjects is critical for our public services and for culturally enriching our society. University is not just for investment bankers but for those who will go on to contribute to many other sectors, including our creative industries. We want to ensure that higher education improves the life of students and of wider society and we want to equip students with the information to make the right choice for them about where and what to study. Now our graduate data—commonly known as LEO—represents a step change in our ability to understand students’ labour market outcomes on leaving higher education Before I conclude, I want to draw attention to a recent announcement by the OfS. It has awarded £6 million for 10 large-scale projects to encourage higher education providers to find new ways of combating student mental health issues. These projects involve more than 60 different universities, colleges and other organisations, including NHS services, the police and charities, together contributing an additional £8.5 million in matched funding, taking the investment up to £14.5 million I greatly look forward to this debate and to hearing the views of all who are speaking today. The independent panel’s report forms an important step on the road to achieving our vision of the post-18 education system. I hope that noble Lords will forgive the cliché, but it rings true in this case: it is not the end of the process but rather the beginning. We will continue to engage with stakeholders now that the independent panel phase is complete, as we work towards the completion of this review. I beg to move.