argyrotsipi/train-dataset huggingface dataset:
Higher Education and Research Bill — House of Lords, 2017-01-11
Topic: Education
Karan Bilimoria (Crossbench, Unknown): My Lords, I shall address the point about part-time and lifelong learning, and speak from my own experience. When I qualified as a chartered accountant, with a degree from India, and with a law degree from Cambridge, I thought that I had had enough education for ever. Then I was introduced to lifelong learning by going to business school and engaging in executive education, which I have since done at Cranfield School of Management, the London Business School and the Harvard Business School. I remember President Clinton saying, "The more you learn, the more you earn", and one can try to vouch for that The encouragement of lifelong learning is so important—it does not stop. Then there is access to lifelong learning for those who missed out on it, for whatever reason. I was the youngest university chancellor in the country when I was made chancellor of Thames Valley University, now the University of West London. At that university, which is one of the modern universities, a huge proportion of the students were mature students and learning part-time. You cannot equate a university such as that with an Oxford or a Cambridge. It is a completely different model, offering access and focusing on—and promoting the concept of—lifelong learning, mature students and part-time learning. Sadly, the funding for part-time learning needs to be looked at, but it is not a matter for this Bill At the other extreme, at the traditional universities, we have MBAs—masters in business administration—which are very popular around the world, but nowadays we also have executive MBAs. The executive MBA programme is getting more and more popular at top business schools around the world, including in our country —I am the chair of the Cambridge Judge Business School. It is part-time learning at the highest level I hope that the Bill will address this and encourage part-time learning and learning throughout one’s lifetime. Amendment 41 refers to, "including access to part-time study and lifelong learning" In fact, I would encourage it; it is crucial.
Higher Education and Research Bill — House of Lords, 2017-01-11
Topic: Education
Martin Rees (Crossbench, Unknown): My Lords, I support these amendments, in particular for the reasons stated by the noble Baroness, Lady Bakewell, regarding mature learners. However, there are of course many other reasons to expect that part-time learning will be a larger part of the higher education system in future. One other reason is distance learning—so-called MOOCs, and so on—which will have an important role in vocational training, as they stand alone and can be done well by mature, motivated students. However, I also emphasise that part-time learning is essential if you want to have greater open opportunity One of the bad features of present higher education is that if someone has been unlucky in their early education, having gone to a poor sixth form or having had family problems, they will not get over the bar at age 18 for admission to a strong university and a strong course. In the present system they do not have a very good second chance. It needs to be made easier for them to do part-time learning—at the Open University and so on—and to gain credits, so that they can qualify for admission to a university on the basis of credits accumulated perhaps elsewhere. This is something we can learn from the University of California system, in which only a proportion of those who are at Berkeley come straight from high school. Many come through junior college or part-time learning. We need to open up and make things more flexible, which is just another of the ways in which part-time learning will be of growing importance. That is why it is crucial that it should not be in any sense regarded as an afterthought tacked on to the main part of the Bill, and why it is welcome that these amendments will increase the prominence and the dimensions of part-time and lifelong learning in this clause.
Higher Education and Research Bill — House of Lords, 2017-01-11
Topic: Education
Alison Wolf (Crossbench, Unknown): My Lords, I also would like to support this amendment and all the amendments in the group, one of which bears my name. The comments we have just heard go to the core of the problem. Everybody believes that part-time and mature students are very important—the Government believe it and every previous Government in my memory believed it—and yet, at the moment, we see not a rise but a decrease in their numbers, and they are not more evident as part of the higher education system but less so than they were quite recently. My view is that the root cause of this lies with the current funding system for higher education, which clearly cannot be dealt with by this Bill. However, the Bill can and should make explicit the responsibilities of the OfS to make these groups central to its concerns and mission and not, as the noble Baroness, Lady Bakewell, said, something to be added on at the end I will mention one other group mentioned in the amendment: workplace students. Again, those students are tremendously fashionable in political statements but do not tend to be very numerous in reality. Twenty or 30 years ago, we had a well-developed ONC/HNC route for those students, but we no longer do. Since I totally agree with those noble Lords who have underlined the rapidly changing nature of the jobs market, I think that this group, too, needs explicit attention from the Office for Students.
Higher Education and Research Bill — House of Lords, 2017-01-11
Topic: Education
Francis Hare (Crossbench, Unknown): My Lords, I am grateful for the amendments grouped here on access and participation, and follow the noble Baroness, Lady Blackstone, and the noble Lord, Lord Willetts, in thinking about how we support students from disadvantaged backgrounds to sustain and succeed in higher education. Meeting from time to time with care leavers, I hear about the excellent support that some get—meeting their need, for instance, for 12 months of accommodation because they have nowhere to return to in the school breaks. When we come to my amendments on care leavers later in the Bill, I should be grateful if the Minister could tell me the latest information he has on how successful universities are in helping care leavers to complete their university courses I ask the Minister about one other specific point now, and would be grateful if he would write to me on it. It is about bright children and young people from low-income backgrounds who might be great scientists, mathematicians, engineers or technicians we may just miss because we do not reach out to them enough to draw them in to science. I taught science in a primary school many years ago for a very brief period. What struck me was the enthusiasm of those primary school-aged children to learn about science. I remember from my experience as a primary school child that, when teachers talked about atoms and how matter worked, I was so enthusiastic for it. The noble Lord, Lord Winston, spoke recently about engaging not only secondary but primary school pupils in what universities do, particularly in science. That is so important I know from my experience as a trustee of a mental health charity for children that, in child developmental terms, it is the period between the ages of six and 12 when the child’s curiosity is really alight. Unfortunately, when they enter adolescence, it is often subdued. I was very pleased recently to meet a 10 year-old who had been to Sheffield University to attend a lecture on science and was really enthused by it, but his mother told me that funding for transport had to be paid by the school, so this was something that only the more well-heeled pupils could afford to do. I would be grateful if the Minister would take this point away and consider guidance to the director on encouraging universities to reach out to primary schools to support science teaching. There is real concern that primary school teachers are often not equipped to teach science in the way we really want. Universities might have a role in reaching out more to the most disadvantaged boys and girls in primary schools to get them engaged in science early on and spark their interest.
Higher Education and Research Bill — House of Lords, 2017-01-11
Topic: Education
Julia King (Crossbench, Unknown): My Lords, I raise an issue that I think we have not spoken about under the important heading of access and participation: widening participation in higher degrees. The noble Lord, Lord Willetts, rightly mentioned the impressive progress that has been made, although it is not enough yet, in widening access to undergraduate degrees. I would like the Minister to assure us that the Director for Fair Access and Participation will also be interested in widening access to higher degrees, because this is increasingly an important part of social mobility and access to good jobs. Students who have the capability and interest, but are from low-income backgrounds and finish their undergraduate degrees with significant debts, may well be put off thinking about moving on to higher degrees, and may scupper their future employment prospects and progress by not going on to do those degrees. So that should be an area of interest for the Director for Fair Access and Participation.
Higher Education and Research Bill — House of Lords, 2017-01-11
Topic: Education
John Krebs (Crossbench, Unknown): My Lords, I want very briefly to endorse the comments of the noble Baroness, Lady Brown of Cambridge, on the role of access and engagement in postgraduate education and training, particularly in relation to taught and vocational master’s degrees, where there is virtually no funding from the Government any more and people have to rely on their own resources. However, if students from less well-off backgrounds are to benefit from their university education, for many career paths they will need to undertake a higher degree, particularly taught master’s degrees. I hope that we will hear something more about that from the Minister.
Higher Education and Research Bill — House of Lords, 2017-01-11
Topic: Education
Stewart Sutherland (Crossbench, Unknown): My Lords, we are effectively talking about the criteria that will be used by the relevant offices to register, deregister and reregister universities. There is not much in the Bill that tells us what the criteria are—I have an amendment later that will bear on this question. If, for example, a university put considerable and unusual effort into access provision, or indeed did nothing at all, would that affect the need to reregister, or would it enhance the position of a new institution wanting to register as participating in the whole higher education system? This is a plea for more information. Who will provide advice to the relevant offices, whether it is the Office for Fair Access or the Office for Students, in the work they carry out? This could be a crucial way of extending access When I was at the University of Edinburgh, the most important access work that we did was to work with a local further education college and provide a one-year programme taught jointly by the university and the college. Marvellous students went through there, one of whom ended up, interestingly, as the chair of the Scottish Funding Council for higher education. She was someone who went through this programme, came through the university and benefited from it. I should like to think that when we are discussing the quality of the education provided, this is exactly the kind of point that might be brought out and whose significance should be made something of.
Higher Education and Research Bill — House of Lords, 2017-01-11
Topic: Education
Alison Wolf (Crossbench, Unknown): May I correct that? It may be true that this is not common but it is not true that the vast majority of Russell group universities will not accept credits. I want to make that clear for the record.
Higher Education and Research Bill — House of Lords, 2017-01-11
Topic: Education
Julia King (Crossbench, Unknown): My Lords, I support this amendment and will speak to Amendments 508A and 509A in my name. The Office for Students and UK Research and Innovation will need to work closely together on many important issues for the higher education sector. Particular examples that come to mind are: the granting of research degree awarding powers, in which many of us feel very strongly that the research community should be involved; the quality and access issues that were spoken about earlier in higher and research degrees; issues to do with the higher education innovation fund, HEIF, which I understand from discussions with the Minister’s team will be delivered through Research England and therefore under UKRI, which covers undergraduate enterprise and innovation as well as postgraduate and research issues; and the really key area of reporting on the health of the sector across the closely interrelated areas of teaching, scholarship, research, enterprise and innovation. These links are extremely important and I would urge the noble Viscount that the OfS and UKRI should have a duty to co-operate and that, indeed, there should be an element of cross-membership of each other’s boards, which is what these two amendments would deliver.
Higher Education and Research Bill — House of Lords, 2017-01-11
Topic: Education
Ajay Kakkar (Crossbench, Unknown): My Lords, I support the amendment in the name of my noble friend Lord Sutherland of Houndwood and remind noble Lords of my interests as professor of surgery at University College London, fellow of King’s College London and honorary fellow of Harris Manchester College, Oxford. My noble friend made an important point about the powerful effect that the annual report from the Office for Students may have in allaying concerns as these new structures settle down in the coming years. There is genuine anxiety and, as he said, transparency and accountability by way of this report could have a very important effect in ensuring that the ultimate arrangements agreed on as the Bill is passed and enacted are more broadly welcomed, and the opportunity for the new regulatory system to provide confidence to the entire sector is achieved The fact that there is little detail about the obligatory content of the annual report, apart from the financial information described so far in the Bill, means that we need to specify more accurately other elements that will provide that confidence. The elements in the amendment describing, "all decisions relating to the registration, de-registration and re-registration of institutions", are vital. Such activities, very powerful in terms of regulation of the entire university and higher education sector, are in many respects new, and their exercise will have to be carefully monitored. This can be done only by accurate reporting. Equally, other areas of the amendment will provide confidence and help us to understand how the office is undertaking its work and ensure that Parliament is able to scrutinise this new and powerful body and return to its functions and responsibilities properly informed in future If Her Majesty’s Government are determined to make a success of this new regulatory regime, such a commitment to transparency and accountability will be vital. Such a commitment, reflected early in the passage of the Bill through your Lordships’ House, will allay other concerns about the nature and implications of the new regulatory regimen. I hope that the noble Viscount, in addressing the amendment, will be able to deal with the very important points that my noble friend raised.
Higher Education and Research Bill — House of Lords, 2017-01-11
Topic: Education
Stewart Sutherland (Crossbench, Unknown): My Lords, as I was about to say a moment ago, this is a strange position that I find myself in. I feel a bit like an academic who has been conducting a really quite polite seminar and, as he finishes, he looks round and sees a herd of buffalo charging towards him full of fine thoughts and great wisdom. I want simply to make the point that I support very warmly the issues that have been raised about overseas students I spent a number of years working with the University Grants Committee in Hong Kong as one of its international advisers. I got to know quite a few of the Australian vice-chancellors, because some of the best of them went there also. When they heard what we were doing they guffawed as only an Australian vice-chancellor can guffaw—it is a powerful sound, I can tell you. Their reaction was, "We will clean up on this", and they are doing so with great skill and expertise This is an ill-designed grouping of amendments. The point was made earlier that they have more to do with each other than perhaps we first realised, but one issue that has come up is that the Government have not yet reassured the wider community that all will be well. That is the point of the transparency that I am seeking. If they have not done that then they have not yet done their job. The finest illustration of this is the debate that we have just had. The wisdom of the Government in relation to overseas students is not a fine clarion call to support extra powers for government-appointed bodies to run the rule over the registering and deregistering of universities. We were told earlier this afternoon even that there will of course be people such as wise and mature academics and whosoever, but the evidence is sufficient for us to know that Governments can sometimes get things badly wrong. Although I will withdraw my amendment, such a mechanism is perhaps a partial safeguard against that, but I will come back to this in due course I thank the Minister for his comments, his offer of a meeting and his reference to the piece that was published in the autumn. I am one of those sceptics who likes things on the face of the Bill and we will come back to this in due course, but I thank him none the less.
Equine Welfare Standards — House of Lords, 2017-01-11
Topic: Agriculture
Susan Lilian Primrose Cunliffe-Lister (Crossbench, Unknown): My Lords, I congratulate the noble Lord, Lord Higgins, and thank him for securing this short but important debate on equine welfare. I hope that Lady Higgins will soon be better. I declare an interest as I have a highland pony stud and a small rural riding centre in North Yorkshire A great deal of work goes into looking after equines and it is not cheap. There is the upkeep of the buildings, grassland management, farrier bills, staff wages, vets’ bills, fodder and insurance, as well as passport and microchip costs, and there should always be respect for the animals, even if they are difficult. All horses, ponies, donkeys and related animals have to have a horse passport, which identifies an animal by its height and species and states whether it can be used for food at the end of its life. Last week I signed four passports for my last year’s foals. I hope that they will never go for meat The Highland Pony Society used to have a better system, as foals were registered as progeny and then had full registration at the age of three, when they had the correct colour and height. Many highlands change their foal colour, which means that the passports have to be corrected when they are fully grown. What suggestions do the Government have to improve the welfare crisis and deal with the increase in fly-grazing and fly-grazed horses? Has the legislation which recently passed through Parliament not helped I strongly support the proposal for CCTV to be mandatory in UK slaughterhouses to monitor whether welfare standards are adhered to. There is no doubt that cameras make a big difference in detecting crimes of all sorts. All animals should have both their passport and their microchip checked on arrival and be respected with kindness at the time of death. I hope that the Minister agrees with that. Would legislation be required to make CCTV mandatory? I hope the Minister will give us an answer tonight Each year, around 50% of veterinary surgeons registered to practise in the UK are from overseas, with the vast majority coming from the EU. I have often had student vets on two weeks’ work experience to learn about horses. One of the best came from the Dick veterinary college in Edinburgh and was Russian. I hope that foreign students will not be restricted because of Brexit. In the UK we have some very important animal charities. It is essential that we work together to promote high standards for equidae in Europe. I hope that the UK will not become isolated and that we will continue to be part of these important initiatives I have been taking part in a grass sickness research project. Grass sickness is a most horrible condition and claims many equines in various parts of the country. We live in hope that a cure will be found one day.
Higher Education and Research Bill — House of Lords, 2017-01-11
Topic: Education
Alison Wolf (Crossbench, Unknown): I have a number of amendments in this group and before talking to them generally I want to say how much I agree with almost everything that has been said so far in this short debate. The Minister and other noble Lords have on a number of occasions emphasised the importance of not getting too hung up on detail, not giving too many detailed and restrictive instructions to the OfS. My concern is with these general clauses, which define what sort of institution this is and its general remit. The problem is that the definition it is not general enough. So much of what is said is focused on the development of individual institutions—their financial health; their particular policies and progression statements I strongly support Amendment 58 because it would insert the word "diversity". Surely what we want in a 21st-century higher education system is not simply choice between lots of institutions that are actually very similar but genuine diversity. I do not think, for reasons that I could bore your Lordships with for an hour but will not, that the current approach will generate diversity. It will generate new institutions but it will not in and of itself generate diversity It is absolutely critical that the central office that represents our Government has as one of its concerns the need to generate not just competition between similar institutions—not just choice between ever more institutions that look much the same—but genuine diversity. That will require quite a lot of thought and active intervention—pump-priming, whatever. Many of these amendments, including those that have my name on them, are about the need to secure and improve the overall strength and quality of higher education provision in England, to maintain confidence in the higher education sector as a whole.