Monday 6th March 2017
(7 years, 9 months ago)
Lords ChamberHigher Education and Research Act 2017 View all Higher Education and Research Act 2017 Debates Read Hansard Text Amendment Paper: HL Bill 97-II Second marshalled list for Report (PDF, 156KB) - (6 Mar 2017)
17:55 - Division on Amendment 19 - Ayes: 263 / Noes: 211 - Amendment 19 agreed.
Lord Watson of Invergowrie (Lab)
My Lords, I am sure that the noble Viscount will ask that the amendment be withdrawn, and I can understand why from his point of view—but it does not stand up to scrutiny to maintain that the name of the body should be the Office for Students.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 If the Minister wants the amendment to be withdrawn, it is incumbent on him and his Government to come up with a name that more accurately reflects the duties that the body is about to assume.
Viscount Younger of Leckie (Con)
My Lords, I appreciate having a further short debate on this matter, but I find it a little ironic how in Committee many noble Lords sought to omit “standards” from the Bill, but now this amendment would add “standards” to it. I would argue that the name relates to the OfS’s core functions and purpose. In response to concerns that the mission of the Office for Students is not sufficiently focused on the interests of students to merit its name, let me assure noble Lords that the Bill places a clear duty on the OfS to consider the interests of students in every aspect of its operations.
The OfS has duties to have regard to the need to promote greater choice and opportunities for students and to encourage competition between higher education providers where this is in the interests of students and employers. It is therefore entirely appropriate that the body should be called the Office for Students—dreary or not—and that its title should signal the fundamental refocusing of the regulatory system towards the student interest which the reforms are intended to bring about.
Baroness Blackstone
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?
Viscount Younger of Leckie
My Lords, the simple answer, which I think I made clear in Committee and just now, is that this is for students: the focus is on the students, and we want to keep it that way. We are very clear about that. That is not to say that we did not listen carefully in Committee to the views on this matter raised initially by the noble Lord, Lord Lipsey, but we are adamant that the main focus—yes, the focus can be a little broader—is on students. We are sure about that.
The newly appointed chair of the Office for Students, Sir Michael Barber, reflected in his evidence to the Education Committee that the Office for Students title is no accident. He emphasised that the student interest must be at the heart of the new office.
In respect of the alternative name proposed by the noble Lord, Lord Lipsey, I cannot agree that,
“Office for Higher Education Standards”,
would be a suitable name. As we have seen during debates “standards” has a specific meaning within the sector and is only part of what the Office for Students will be responsible for. Noble Lords have frequently expressed strong views during debate that the standards used by the OfS should be those owned by the sector—a point that we have considered carefully, and amendments have been tabled to address this.
With great respect not only to the noble Lord, Lord Lipsey, but to the noble Lord, Lord Burns, it would be highly misleading to refer to standards in the name of the regulator, and I think other noble Lords in this short debate have acknowledged that. It would imply that they are the main emphasis of its remit. I therefore ask the noble Lord, Lord Lipsey, to withdraw his amendment.
Lord Lipsey
My Lords, I am very tempted to seek the opinion of the House because I think the Minister might find himself having to be his own Teller, given the unanimity in the debate so far. However, there is unanimity in the House that this title is wrong but there is not complete unanimity on all sides that the alternative title proposed by the noble Lord, Lord Burns, is the right one. I shall therefore take this away and think some more before Third Reading. I hope that the Minister might yet have a conversion in view of the powerful arguments levied against him and the weakness of those he put forward, and that he will propose a new title. If not, of course, we will have the option of dividing the House at Third Reading. I beg leave to withdraw the amendment.
Lord Mackay of Clashfern (Con)
My Lords, I support Amendment 7 tabled in this group by the noble Lord, Lord Addington, and the noble Baroness, Lady O’Neill of Bengarve, and I want especially to mention Amendment 2. As I explained at Second Reading, my legal education, such as it was, was part-time, and I think that it is a very useful type of education with its mix of theory and practice in whatever it is you are aiming to do. I hope that this amendment will be considered seriously because it is important that the full range of students should be borne in mind by the authority looking after them, whatever its name happens to be.
As this is a new stage of the Bill I ought to declare my interests. I have been connected in one way or another with universities for a good part of my life, including two honorary fellowships at colleges in Cambridge, but I am not conscious that any of that has particularly affected my views on this Bill.
Viscount Younger of Leckie
My Lords, this is a large group of important amendments—I think it is fair to say that it has grown in the past 24 hours—to which we have heard many valuable contributions, so I make no apologies for speaking at some length. Before I do, I wish to reiterate a point made by noble Lords on many occasions during the debate. One of the great strengths of our world-class higher education system is its diversity. That diversity, be it in the form of part-time study, providers of a denominational character or new innovative providers entering the market, is essential to promoting greater student choice. We want all students, whatever their background or circumstances, to get the most they possibly can from a higher education experience that can respond to their varied needs. A number of noble Lords have also made that point in this debate.
I turn first to government Amendment 8, on diversity of provision. The noble Baroness, Lady Bakewell, who is the president of Birkbeck, has long been a passionate supporter of part-time study and non-traditional students. Speaking in an interview in 2013 to Times Higher Education, the noble Baroness declared—perhaps I may quote her; I am sure that she will remember it:
“Part-time study and flexible learning are going to play a big part in the future of our society”.
The amendment I have tabled along with the noble Baroness, Lady Garden, explicitly recognises that. It makes it clear that choice among a diverse range of higher education provision is part of the OfS’s duty to promote greater student choice. That includes but is by no means limited to choice among a diverse range of provider types, course subjects and modes of study such as full-time, part-time, distance learning and accelerated courses. These are only examples rather than a comprehensive list because when looking to the future, the needs of students, employers and our economy will change and the sector will need to continue to innovate and diversify in response. That is why the Bill goes much further than the existing legislative framework in ensuring that the OfS board will include a diverse representation of interests, including individual student representation, and covering different types of institution.
At the same time, we need to avoid limiting the desirability of experience to a restrictive list of requirements that could prevent the Secretary of State appointing a board that is able to address the challenges and priorities of the day. Regarding Amendment 2, I would like to reassure noble Lords that the Bill as drafted enables the Secretary of State to choose, if he or she so wishes, board members with experience, knowledge and expertise in part-time study, adult and distance learning, and any manner of other diverse means of delivering higher education.
I turn now to Amendments 7, 48, 87 and 94 to 98, on equalities, access and participation. I understand and share the intent behind these proposals: where particular groups face additional barriers to accessing and participating in higher education, they should of course be supported appropriately and protected from discrimination. But I fear that the practical application of these amendments risks imposing additional burdens and constraints on the OfS that might not guarantee better outcomes for students. My noble friend Lord Lucas suggests specific ways of evaluating access and participation. I thank him for this and appreciate his engagement, but we do not see it as necessary. Providers already evaluate these activities and we expect this to continue.
We are proud that measures to increase access and participation and equality of opportunity are at the heart of the Bill. It already gives the OfS an explicit duty to have regard to the need to promote equality of opportunity in connection with access to and participation in higher education across all its functions. The OfS collectively, rather than a single member, will be responsible for demonstrating how that duty is being fulfilled.
Paragraph 13 of Schedule 1 confirms that the OfS must report annually on its functions—including access and participation functions—and that this report must be laid before Parliament. There is therefore no need for a separate report on access and participation. Taken together with the Equality Act, our reforms will help to create a framework within which all students should be protected—a framework that enables autonomous providers to respond to the needs of their particular student body by developing appropriate support services and procedures.
Throughout our consideration of the Bill the noble Lord, Lord Addington, has been tireless in his advocacy on behalf of disabled students. I can assure him that we will continue to work closely with the sector to promote best practice in making reasonable adjustments within the framework of the Equality Act. I have listened to the noble Lord’s concerns in Committee and today. I have met with him to discuss this important issue further. I am pleased to say that the Government have published a report by a senior sector-led group, setting out best practice principles for making reasonable adjustments. We will continue to work with that group to support higher education providers in identifying how those principles can be applied in practice. I will say more on this in a moment.
However, providers need the flexibility to determine precisely how best to meet their students’ needs, consistent with their Equality Act duties. Similarly, the OfS needs the flexibility to determine precisely how best to discharge its duties regarding equality of opportunity. I agree with the noble Lord that identifying barriers faced by particular groups of students and considering how they might be addressed is one way in which the OfS might take into account its duty regarding equality of opportunity. However, I believe that imposing this as a further duty on the OfS as set out in the amendment could be counterproductive, placing additional burdens on the OfS without a commensurate benefit for students.
I say this to the noble Lord, Lord Addington, who, I know, is well exercised by this issue, as perhaps are a few other noble Lords. I can confirm that I and the Minister for Universities and Science, Jo Johnson, will write to the chair of the Disabled Students Sector Leadership Group to ask that it invite the noble Lord to meet it and work with him to develop the guidance further, based on his experience and expertise.
I listened carefully to the point made about dyslexia assessments. The noble Lord raised this issue with me in our recent meeting, and I understand his concerns. Students must provide evidence of their disability to prove eligibility for DSA, and they are liable to meet the costs of this. It is not the purpose of DSA to cover the costs of diagnosis of a condition or disability. Rather, it provides help with only the additional costs of study that a student incurs by virtue of having a diagnosed disability.
The question that could be asked is whether a provider could rely on previous diagnostic reports, or whether the disabled student may be able to bring these with him. This may have been the gist of the line the noble Lord was taking. However, all students are asked to provide evidence of their disability. This is fair, because every institution is different. It is important that the provider or institution can assess correctly students’ needs in relation to the particular course they are taking. That has to be based on up-to-date information. I hope that slightly more prolonged answer will help a little with the noble Lord’s issues.
Lord Addington
My Lords, you might have a very good diagnosis given by an educational psychologist at the age of 14—before the age of 16—but your brain does not change its wiring at this age. You are assessed; you are given support; and you then have to pay for another report that tells you exactly the same thing. Does the Minister agree that the practice is an absurdity?
Viscount Younger of Leckie
I shall not be drawn on that today, my Lords, but the intention here is that we work ever more closely with the noble Lord. I hope that the pledges Jo Johnson and I have given will at least help to nail down further the issues the noble Lord has raised.
I turn to another important issue, mental health, raised by the noble Lord, Lord Storey. We are working alongside the sector to identify measures which will make a real difference to staff and students. This will inform the Green Paper on mental health later this year, of which the noble Lord will be aware. Noble Lords have rightly raised the issue of mental health in higher education throughout our deliberations on this Bill. I say again that the Government expect higher education providers to provide appropriate support services for all their students and staff, including those with mental health issues. However, there is a balance to be struck here, because it is vital that we retain flexibility to enable autonomous institutions to meet the needs of their own staff and students. With that, I ask that the noble Baroness withdraw her amendment.
Baroness Garden of Frognal
My Lords, I thank the Minister for his detailed and constructive reply, and all noble Lords who have taken part in what has turned out to be a wide-ranging debate. We have covered part-time students, mental health disabilities, randomised control trials and bursaries, the Director of Fair Access, dyslexia in particular and a range of other issues. There has been quite a lot for us to think about, which we will take away. We may wish to bring back some of the issues at Third Reading. For the time being, I beg leave to withdraw the amendment.
“( ) The report must include a statement regarding how the OfS has cooperated with UKRI during that year.”
Viscount Younger of Leckie
My Lords, the fundamental importance of joint working between the OfS and UKRI has been raised many times in this Chamber, in the other place and beyond. We listened carefully to the debates in Committee, including the powerful contributions from the noble Lords, Lord Triesman and Lord Smith, and many others, and with these two amendments we are responding.
The Bill requires both organisations to report annually to Parliament. This amendment will expand these reporting provisions to require that the annual reports of both organisations include a section detailing how they have co-operated over the period of the reporting cycle. This would include issues such as knowledge exchange and HEIF, or RDAPs, which we look forward to discussing later on.
With the amendments we are making it clear that the two organisations should co-operate. Clause 108 empowers them to do so. Now they must cover how they have done so in their annual reports, providing Parliament and commentators with the opportunity for scrutiny.
The amendments strike the right balance between empowering and facilitating joint working by requiring transparency around co-operation, without taking us into a prescriptive and potentially limiting list of activities which would be impossible for the organisations to expand or alter in response to changing circumstances. I beg to move Amendment 3.
Lord Mackay of Clashfern
My Lords, I strongly support the amendment. I just hope that in due course the Minister will be able to go a little further—but the amendment is very much in the right direction.
Lord Mendelsohn (Lab)
My Lords, I welcome these amendments. Amendment 3 has been signed by my noble friend Lord Stevenson of Balmacara. Of course, we will return to this subject when we discuss the research parts of the Bill next week, with a much more substantial amendment which talks about some of the elements of co-operation.
We welcome the amendment but share the view that it does not go far enough. Reporting on how these organisations co-operate is not about whether they should co-operate or even the nature of that relationship—how strong or firm a relationship they would want to forge. The amendments cause some degree of limited expectations and even an expectations mismatch. One of the briefings that I received for this seemed to believe that this would be subject to an annual report in and of itself. That is not the case. This is within the context of the existing annual reports.
Given that the reforms are about both policy design and a high level of operational change, delivery is a very important factor. It is noticeable that the Nurse review, which considered the operational elements of the creation of UKRI and the importance of weaving it into the right tapestry of partners, had a clearer and more prescriptive approach. Notwithstanding these concerns, which we will debate later, we support the amendment and hope to make further improvements later on.
Viscount Younger of Leckie
My Lords, I am pleased that we have found general common ground on this matter, although I picked up from this short debate that my noble and learned friend Lord Mackay, the noble Baroness, Lady Brown, and the noble Lord, Lord Mendelsohn, feel that perhaps we should go a little further.
I thought that my noble friend Lady Rock put it rather eloquently: an emphasis on working together will be expected to run through the leadership and management of both organisations, supported by a legal framework that will be sufficiently flexible to deal effectively with areas of shared interest. Additionally, the government amendments will require the organisations to state in their annual reports how they have co-operated with each other over the reporting period. We consider that this an efficient way of ensuring transparency without the creation of additional reporting bureaucracy.
Lord Stevenson of Balmacara (Lab)
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.
Viscount Younger of Leckie
My Lords, I am grateful to the noble Lord, Lord Kerslake, for introducing this group of amendments and the helpful and constructive engagement I have had with him and many other noble Lords, not least the noble Lord, Lord Stevenson, the noble Baronesses, Lady Brown and Lady Wolf, and my noble friend Lord Waldegrave on the issue of institutional autonomy.
I am particularly grateful to the noble Lord, Lord Kerslake, for his amendment in Committee, which was widely supported across the House and which has provided an excellent template for the institutional autonomy protections that we are discussing today. Indeed, on issues across the Bill, I am grateful for the expert scrutiny the Bill had in Committee and the many constructive meetings that my honourable friend in the other place, Jo Johnson, and I have held with noble Lords since.
I said in Committee that we were listening and reflecting on the issues raised, so I hope that noble Lords will recognise that that is exactly what we have done through the government amendments. I am particularly pleased that institutional autonomy is one of the areas where we have found common ground. Institutional autonomy and academic freedom are the keystone of our higher education sector’s strength. Throughout the Bill, we have sought to protect these values, but we recognised and understood the importance of extending these protections to the work of the OfS and of enshrining institutional autonomy itself in legislation for the first time.
I turn to Amendment 5, spoken to by my noble and learned friend Lord Mackay. We have already seen new providers emerge that do not fit the stereotypical—often negative—description that has been previously offered. The Government welcome plans to introduce new models of provision, such as that proposed by the New Model in Technology & Engineering in Hereford. I reassure noble Lords—my noble and learned friend in particular—that the Bill already allows both the OfS and the Government to consider, encourage and respond to the emerging needs for new providers, so while I support the broad intent of Amendment 5, I feel it is unnecessary.
I should like to make a few further points. We believe that the duty on the OfS to have regard to the need to encourage competition between higher education providers and regulate in a proportionate manner will ensure that it encourages meeting the emerging needs of new providers. The OfS has many duties and there are already a variety of other measures in our reforms that will enable the Government, as well as the OfS, to support the need for new providers.
Lord Lucas
My Lords, before my noble friend sits down, if he cannot reply now, will he reply by letter to the question I asked on Amendment 11?
Lord Kerslake
My Lords, I thank all noble Lords who have contributed to this debate for their support. I share the Minister’s view that this now provides a robust protection of institutional autonomy. The relative brevity of this debate should not in any way signal that this is not an important issue—it clearly is—nor, indeed, a lack of our recognition and appreciation of the Government’s response to the concerns. I am delighted at the level of support; this will significantly improve the Bill.
“( ) The reference in subsection (1)(a) to choice in the provision of higher education by English higher education providers includes choice amongst a diverse range of—(a) types of provider,(b) higher education courses, and(c) means by which they are provided (for example, full-time or part- time study, distance learning or accelerated courses).”
“( ) the number of students who attained a particular degree or other academic award, or a particular level of such an award, on completion of their course with the provider.”
Viscount Younger of Leckie
My Lords, I shall speak first to the amendments on the transparency condition, then turn to those regarding student transfer. I have reflected on the arguments put forward in Committee, and we are clear that the transparency duty must remain focused on equality of opportunity through widening participation. I noted in Committee that the noble and learned Lord, Lord Wallace, and my noble friend Lord Lucas raised an important point on including attainment in the existing requirements to provide application, offer, acceptance and completion data. The evidence shows that there is more to do to close the attainment gap, which is particularly pronounced for certain groups of BME students.
We agree with noble Lords that attainment is an area that should be addressed and I thank them for their attention on this matter. That is why our Amendment 14 will add degree attainment at the end of the undergraduate’s course to the existing information required under the transparency condition. This will enable us to look across the whole student lifecycle, from application to graduation. I will now ask my noble friend Lord Lucas and the noble and learned Lord, Lord Wallace, to speak to their amendments, and I will then respond.
Lord Lucas
My Lords, I will speak to Amendments 15 and 17. Amendment 15 would give the Secretary of State a general power to add requirements. My principal concern with this bit of the Bill is that we have not really understood how much information UCAS has which it has not let out for the benefit of students and how many ways there are in which that information might be used to improve the quality of student decision-making. We will find this out, as time goes on, and I would like the Government to have the ability to respond to it. I am grateful for the changes which the Government have made in the Bill, particularly those to research using UCAS information, and we will certainly make some progress in this direction. However, I would be delighted if the Government felt able to give themselves the additional freedoms contained in Amendment 15.
Turning to Amendment 17, I want to be sure that all this information, which is being published by universities and made publishable by the Office for Students, actually reaches students who are in the process of making a decision. In the monopoly system in which we live, this effectively means that it must be provided—and easily accessed—through the UCAS system. Without this amendment, I cannot see where the Bill gives the OfS or any other part of Government the ability to direct that this information should reach students when they need it, rather than just being published and stuck away in some obscure place on universities’ websites, as is a lot of interesting information such as, in some cases, what the courses actually teach. There is a long practice of not making vital information easy to find. I would like the Government to have the ability to make sure that it was there when students ought to have it.
Lord Stevenson of Balmacara
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.
Viscount Younger of Leckie
First, I reassure my noble friend Lord Lucas that Clause 10(2) already requires higher education institutions to publish the information contained within the transparency duty. We expect prospective students to be able to access this easily on providers’ websites. I further reassure my noble friend and the noble Lords, Lord Triesman and Lord Willis, among others, that this information will also be shared with the OfS with the intention of presenting these data in a comparable form to students, commentators and advisers.
To respond to the noble and learned Lord, Lord Wallace, I say that noble Lords will recall that we have concerns about legislating to add a wide range of additional characteristics to the duty due to the quality and comparability of the data as well as the disclosive nature of some of the information. However, having listened to noble Lords, and in particular to the noble Lords whom I mentioned just now, we have reflected on their suggestions, and I am pleased to make a commitment to the House today. The Government will, through guidance, ask the OfS to consult on what other information should be published by individual institutions with a view to making their record on widening participation even more transparent.
We expect the consultation to consider whether specific additional information should be made available by institutions. We expect this to include consideration of whether the protected characteristics under the Equality Act 2010 should be captured, including categories such as disability and age. However, the consultation will not limit itself to the protected characteristics and should also look at categories such as care leavers. This will enable a considered view of what additional information should be published by providers, balancing the desire for greater transparency around access and participation with considerations around the robustness and comparability of data, student privacy and the regulatory burden on providers. Universities will be expected to respond to the outcome of the consultation as part of their future access and participation plans following further guidance, once we have established best practice.
I hope that it is clear that we have listened and reflected on the amendments tabled in Committee. The inclusion of attainment will make the transparency condition more effective, and the additional commitment to consult on what other information should be made available will help drive equality of opportunity for all students.
I now turn to the amendments relating to student transfer—
Lord Wallace of Tankerness
Before the Minister leaves that point, perhaps I might press him on something. I expressed a wish to include the characteristic of age, which is objective. I take some of the points made by the noble Baroness, Lady O’Neill, but, rather than putting this out to consultation, a very simple amendment at Third Reading would cover that because it is very pertinent to trying to do things about part-time education and engaging people throughout their lifetime.
Viscount Younger of Leckie
I will certainly reflect on what the noble and learned Lord has said. He has been in touch with me outside the Chamber, and I will read Hansard carefully and reflect on this matter before the next stage.
I now turn to student transfer. It is an issue that noble Lords raised in Committee and we have reflected on this as well. There is a vast array of reasons why a student might need or want to transfer between courses or institutions, be they personal, financial or academic. We received over 4,500 responses to our call for evidence on this issue last year. These told us that transfers do indeed already occur but the opportunities to do so are not well known and could be developed further. We believe that students should understand the transfer options available and know how to readily take advantage of them. That is why we are proposing Amendments 100, 139 and 141.
The new clause proposed in Amendment 100 would place a duty on the OfS to monitor arrangements put in place by registered higher education providers to enable students to transfer within or between providers, as well as the take-up of those arrangements, and the OfS would have a duty to report annually on its findings. The proposed new clause would also enable the OfS to facilitate, encourage or promote awareness of the arrangements for student transfer so that the OfS could help ensure that students understood the options for changing course or institution and that best practice was promoted among higher education providers.
I thank the noble Lord, Lord Willis, and the noble Baroness, Lady Garden, for their amendments on this important issue. However, given the Government’s assessment of the evidence of barriers to student transfer, I do not think it is desirable to adopt these amendments. Such an approach would reduce the flexibility available to the OfS as it develops its understanding, as well as being overly prescriptive and potentially burdensome on institutions. I believe that the government amendment will achieve our shared aims without interfering with or overly mandating how the OfS manages its information-collection processes.
Lord Willis of Knaresborough
I want to clarify with the Minister whether I can make an intervention to ask him something or whether I can speak to these amendments.
Viscount Younger of Leckie
My understanding of the rules in the Companion is that the noble Lord is able to ask a short question for clarification.
Lord Willis of Knaresborough
In that case, I shall do so. It must be clear to any Member of this House who has followed credit transfer and accumulation and linked it with transfer between institutions that, when transferring to another institution and using prior learning to shorten a course or indeed continue with a course, it is essential to have in place an effective credit accumulation system. Unless there is some movement in that direction then, quite frankly, just being able to publicise whether you can transfer between institutions is rather meaningless.
Viscount Younger of Leckie
I hope I have made it clear that it is very much a priority to enable students to do so, in that we want to make sure that, practically, this can work. I hope I have given enough reassurance that this will work—it will need to work, otherwise it will not work.
Lord Stevenson of Balmacara
My Lords, this has been a very good debate and it anticipates another debate which, at this rate of progress, we will be able to schedule and advertise for those noble Lords who wish to come back and listen to it for Wednesday just after Oral Questions, when we will be returning to many of the themes. This is quite a narrow amendment. The amendment before noble Lords is not about what metrics could be used or other issues relating to the TEF, as it is called. It specifically tries to avoid that, to leave space for that debate to take place on Wednesday. It specifically tries, though, to break the link that might be established between any scheme established under Clause 26 and the ranking of higher education providers as to the fees or the number of students they may or may not recruit.
On a number of occasions the Minister has been at pains to point out that, throughout the very long period we kept the House sitting in Committee on the Bill, he was, in complete contradiction to the impression he gave, listening and, indeed, in some cases, reflecting. It was sometimes difficult to get the nuance between listening and reflecting but those were the words he used. We were doing the same. We have been listening to and reflecting on some of the responses we have heard to the very good cases that have been made around this aspect of the Bill, and I have to say that, having listened and reflected, I do not think he has made the case well, but the case that has been made around the Chamber this afternoon is exactly on spot.
If you want to raise the fees in higher education to accommodate the cost increases referred to by the noble Lord, Lord Bilimoria, it has been possible since 2004, and Labour’s Higher Education Act, to raise fees by inflation. It was done routinely between 2007 and 2012 by two successive Governments. There is no reason at all why the Government should not bring forward a statutory instrument under the terms of the Act that makes provision for the power to do so. There is no need, in fact, to anticipate what may be a good system for measuring higher education by linking it to the teaching quality that has been discovered by a half-baked scheme that is not yet half way through its pilot system. The case was made very well by the noble Lord, Lord Kerslake, and by the noble Baroness, Lady Garden of Frognal. The case for linking the quality of education and fees, or the quality of education and the number of students, is completely hollow. I very much hope that if the noble Lord wishes to test the opinion of the House, he will do so. We will support him.
Viscount Younger of Leckie
My Lords, before I discuss fees, I would like first to be clear that the Government welcome genuine international students, and to reiterate the confirmation that I offered in Committee that we have no plans to cap the number of genuine students who can come to the UK to study, nor to limit an institution’s ability to recruit genuine international students, based on its TEF rating or on any other basis.
As well as the link to student numbers, this amendment would remove an important principle at the heart of the TEF: the link to fees. The TEF is intended to rebalance the priority given to teaching and learning compared to research. Funding for teaching is currently based on quantity, whereas research is funded on quality. It was a Conservative Government who first introduced early versions of the research excellence framework. Over the past 30 years, the principle of linking funding to quality has incentivised the UK’s research base to develop into the world-leading sector that we have today. We want to apply the same principle that has driven such continuous improvement in research to teaching. Linking fees to the TEF will provide strong reputational and financial incentives to prioritise the student learning experience.
It is important that high-quality institutions can maintain fees in line with inflation if we are to ensure that the sector remains sustainable. As I pointed out in Committee, the £9,000 fees introduced in 2012 are worth only £8,500 today and will be worth less than £8,000 by the end of the Parliament. If we want to provide the best-quality education in our universities, and to compete with our global rivals, universities need the resource to invest in their teaching facilities. This is why the Universities UK board unanimously supported the link between an effective TEF and fee rises. Some 299 institutions have voluntarily applied to take part in the TEF this year out of about 400: that represents a big majority. This includes the majority of the established higher education sector, including all the English Russell group universities. I think that noble Lords will agree that this represents a very encouraging and excellent endorsement of the current scheme.
Furthermore, as GuildHE said:
“The link between the TEF and inflation increases in fee and loan caps makes sense ... When the £9000 fee cap was introduced in 2012/13, the BIS spending review assumption was that it would rise by inflation each year. Instead, the price has been held flat for four years. Without an increase to take account of rising teaching costs, the ability of institutions to invest in the quality of the learning experience on offer will, inevitably, decline”.
However, there will be no something for nothing. Make no mistake: if this amendment is enacted the sector will lose £16 billion over the course of the next 10 years. This is the value of the funding we intend to make available for institutions through the TEF. We will not allow universities to raise their fees unless they can demonstrate, through the TEF, that their teaching is of the highest quality.