Higher Education and Research Bill

Debate between Baroness Quin and Earl of Listowel

Committee: 2nd sitting (Hansard): House of Lords
Wednesday 11th January 2017 Lords Chamber

[The Earl of Listowel (CB)]

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.

[Baroness Quin (Lab)]

My Lords, I did not speak at Second Reading, so perhaps I should begin by declaring some non-financial interests. I was a university lecturer before entering full-time politics, I am a member of the Court of Newcastle University and am associated, through honorary fellowships, with the Universities of Durham and Sunderland.

This issue is dear to my heart. I certainly know through contact with the University of Sunderland, of which my noble friend Lord Puttnam was chancellor, that it has a good record on participation and access. What advice is the Minister taking from those institutions that already have a good record in this field? Their work should be associated with the development of the Bill’s provisions. Having said that, I endorse the point made by my noble friend Lady Blackstone: having a good system of participation and access across the board does not limit the choice for students and gives them the knowledge they need to find the most effective course and most appropriate institution to meet their needs. That is also very important. I also warmly endorse the opening remarks made about this amendment by the noble Baroness, Lady Brinton.