Higher Education Reform

Baroness Smith of Newnham Excerpts

Thursday 20th July 2023 Lords Chamber

[Baroness Twycross (Lab)]

My Lords, what is higher education for? If you looked at the approach summarised by the Government’s response to the Augar review, you would assume it was solely aimed to monetise learning so that the higher the income of the graduate, the higher the value of the course. The letter from the Minister to Peers says that the Government believe that higher education should give students the right skills and knowledge to get well-paid jobs and that the parts of the sector that do not deliver this need to be shrunk.

Labour also believes that people should have the opportunity to get well-paid jobs, whatever their background or whatever part of the country they come from. We think that they should have the same access to opportunities that present value beyond the Conservative Government’s limiting definition. Narrowing the definition of a successful university course solely to earnings means putting a cap on the aspirations of our young people. It ignores the social value and economic importance of areas such as the arts and humanities—I stand here in the House as a language graduate—and targets newer institutions in parts of the country to which we should be spreading opportunity. These universities and higher education establishments tend to draw local students, students whose families may not have attended university, who may not otherwise have the opportunity to participate in higher education. Do the Government really think that this does not represent value of at least some sort?

I am concerned that this approach is the thin end of the wedge and that other courses and routes through education will be targeted next as not having a value. This is not to say that we should not have mechanisms to ensure that the education that students of all ages take up, which the lifelong learning entitlement should allow people to take up throughout their life, is good quality. There already exist mechanisms to assess the quality of courses and limit recruitment for low-progression courses through the Office for Students. Should the Government not simply make sure that they are being used? Is it the Government’s view that the Office for Students is failing in this regard? Does the Minister believe that good quality and social value always equate to the highest-paid roles?

In 2022, 86% of surveyed graduates agreed that their current activity fitted with future plans, with 93% saying that their employment or study was meaningful. Why then do the Government think that they are better placed than students or graduates to make judgments about what is valuable for their future? Labour is concerned that the measures proposed would limit their opportunities, with those from more affluent backgrounds not limited. The announcement on foundation years seems to unfairly punish institutions that recruit a high proportion of students from working-class or ethnic-minority backgrounds. Can the Minister tell us what assessment the DfE has made of the impact that this will have on access to university for students on low incomes, those from minority-ethnic backgrounds and those with disabilities, and how the Government intend to address other issues? The Minister referred to other barriers to high-paid work, such as limited access to paid internships, particularly for those who do not have parental networks to access them through.

In our view, investment in careers advice in schools would ensure that children and young people have the advice to make the right decisions. Good careers advice has to be in place to ensure that the LLE works effectively throughout someone’s career. Can the Minister say whether the Government will increase and improve careers advice both at school and for adults?

Labour also has concerns that the announcement in relation to foundation years will limit opportunity and choice for many young people. Are the Government clear that their intention to phase out some foundation courses will do this?

Labour supports improvements to apprenticeships. We think the Government’s record on apprenticeships demonstrates that they have not made them the attractive alternative that young people—indeed, people of all ages—need in terms of more technical education. Clearly, with major skills shortages in the country, the UK needs more people with the skills to fill the skills shortages in order for us to grow the economy, but the Government have failed to see that the improvements need to be made before other routes are cut off. You cannot improve the take-up of apprenticeships by blocking other currently more attractive options. You have to improve apprenticeships in the first place.

Following the Statement in the Commons earlier this week, the Financial Times and the Times ran articles making it clear that the current apprenticeship offer is inadequate. Will the Minister say how the Government plan to move from a situation in which, as a Times article stated:

“Too many apprenticeships are slave labour”


that do not lead to good and—dare I say it—well-paid jobs?

In conclusion, I want to be clear that this Statement and these measures miss the point. The Government are missing the point about education and are putting a cap on aspiration, particularly for those who do not have a family history of accessing higher education. It is never their own children who the Government feel should not be at university, and never their children who should not get the opportunities that they might put off for others.

[Baroness Smith of Newnham (LD)]

My Lords, from these Benches I find very little to disagree with in the questions and comments from the noble Baroness, Lady Twycross. She looked across at me as I was voicing approval, as if slightly confused that there should be agreement across the Opposition Benches. On the defence side of things, the noble Lord, Lord Coaker, and I tend to agree, but on this higher education Statement, a lot of questions need to be raised to understand His Majesty’s Government’s understanding of the purpose of higher education.

Before I go any further, I declare my interests as a professor at Cambridge University, one of the UK’s four of the top 10 universities mentioned in the Statement. I am also a non-executive director of the Oxford International Education Group, which runs pathway colleges that in turn run foundation courses. That is something I want to come back to, because there are a couple of questions about the domestic versus the international dimension of higher education that could be explored a little more.

Finally, I feel that I have to admit that I am a professor of European politics, which puts me in the school of humanities and social sciences, the sort of area that the Government seem to be a little sceptical about. I know that the noble Lord, Lord Moylan, has in the past suggested that if we rejoin Horizon Europe we should not be part of the social sciences aspect. Yet social sciences and arts and humanities play a vital part in educating our young people, whether at 18 or through lifelong learning. The noble Baroness, Lady Twycross, mentioned being a graduate of languages. Surely that is an area where we should be encouraging young people to go into higher education, to learn languages as a tool for working internationally. As a country that wants to look globally and have global trade markets, we need to be able to communicate internationally. Yet if you were a graduate of modern languages, you might not earn a high salary.

This is where the Statement leaves open a lot of questions. What do His Majesty’s Government really understand by value for money in higher education? We cannot always evaluate value for higher education purely in monetary terms. For some people, a higher education matters because they have an intrinsic love of the subject they are studying. You cannot put a financial metric on that. Also, there are people who go through higher education because they want a particular career track. They get the job they want in the industry to which they are attracted—perhaps the creative industries. They will not necessarily earn a high salary but they will be doing the vocation that they have trained for. Do His Majesty’s Government think that they should not be doing that? What do His Majesty’s Government mean by “a good job”, a phrase used in the Statement? Is it good in terms of salary or interest? Clearly, it is right that people should not be paying into the future for a degree that has had no benefit, but how do we evaluate that? Does it mean that the training needs are not met or simply that some arbitrary metric on income is not met?

His Majesty’s Government say that there are 66 providers where fewer than 60% of graduates progress to highly skilled employment or further study within 15 months of graduating. Can the Minister tell the House what is meant by highly skilled employment? That really matters for how we understand what His Majesty’s Government are seeking to do.

Finally, in terms of foundation courses, pathway colleges train international students who perhaps want to learn English and transition to being able to undertake degrees in British universities. Do His Majesty’s Government feel that they should be evaluated against the same metrics being outlined here, or is there perhaps a need to understand a little more about foundation year study? It could be about international students transitioning to the UK, but it may also be, as the noble Baroness, Lady Twycross, mentioned, about widening participation. We need to think very carefully about foundation courses, because there should not be some arbitrary mechanism whereby decisions by the Government or the OfS lead to foundation year courses being closed down, thereby diminishing the chances of participation rather than widening participation.

[Baroness Barran (Con)]

My Lords, I thank both noble Baronesses for their remarks and for the opportunity to clarify what feels like a bit of a misunderstanding about where these reforms are focused. Where the Government have sought to specify quality as the issue, both noble Baronesses took that to mean potential earnings, and that is not what the Government intend—and I will seek to clarify that.

The noble Baroness, Lady Twycross, started by philosophically asking what higher education was for. I am sure I cannot do justice to this, but I think it is reasonable to say that one of the key things that this Government and, I think, her party believe is that higher education is an incredible route to opportunity and social mobility and a great mechanism for fairness in our society. But we also believe that it is not the only engine—hence our emphasis on apprenticeships, degree apprenticeships, level 4 and 5 qualifications as opposed to exclusively level 6 and, of course, the flexibility, which I know both noble Baronesses support, that will come from the lifelong loan entitlement. The definition of “quality” is not earnings: the definition we are using comes from that used by the Office for Students—looking at continuation from one year to the next, completion and entry into graduate jobs or continuing education 15 months after completing a degree.

The point we are trying to get across is that degrees vary significantly in quality. One element of that is earnings potential. Because of the way I work, I went on the Discover Uni website, which I commend to noble Lords who have not looked at it already. You can say, “I want to study maths”—which in my case would have been quite a push. But anyway, I pretended I wanted to study maths and put in four different institutions and it gave me a great deal of information about earnings potential. Most of us think of maths as the highest earnings potential degree that one can do, but there are institutions where, if you read maths, three years later you are earning £20,000. I do not think that is the expectation of a young person going to university to read maths. So just understanding the difference is important for empowering the student. The same is true for law degrees and business study degrees and, I am sure, many others. In addition, on Discover Uni you get a huge amount of feedback from students about quality of teaching, student experience, et cetera. I know it is not the only source, but it is a helpful one.

Earnings do matter because we know that feeling financially secure is incredibly important for any individual’s sense of well-being. It gives them choices in life about how many children they have, where they live, where they work, and so on. I absolutely understand both noble Baronesses’ points that it is not the only metric but to ignore it is not realistic either.

The noble Baroness, Lady Smith, talked in particular about creative arts. She is right to raise that because if one looks at creative arts degrees and future earning potential, that group stands out as being lower. But the focus here is where institutions have failed to meet the B3—which she will understand very well—OfS quality metrics. To repeat, that is about continuation, completion and graduate employment. B3 does not include earnings and there are very few foundation years in creative arts, so I really do not think that is going to be an issue there.

The other point that your Lordships will have heard me make more than once is the fairness between student and taxpayer and fairness to students who do not complete their degrees and then are left with part of their student loan to pay off.

In relation to accessibility, the noble Baroness, Lady Twycross, questioned whether this is going to be discriminating against other people’s children rather than our children. I remind her that record numbers of 18 year-olds went to university this year, with the highest percentage ever from the lowest quintile in terms of deprivation, so 25.1% of those children. A child from a disadvantaged background is 86% more likely to go to university today than in 2010.

Both noble Baronesses questioned whether our focus on foundation years might be discriminatory. The data on foundation years suggests that there are a few subjects that have grown exponentially at a relatively limited number of providers. The noble Baroness, Lady Smith, talked about modern foreign languages. In 2015-16, 360 students completed MFL foundation years; in 2021-22 it was 465, so there was very little growth. Bring on those students who want to do more MFL. If we look at medicine and dentistry, the growth was very high, but from 125 students to 555. Business and administrative studies over the same period has gone from 4,250 to 35,580. There really are some examples that warrant greater focus.

I hope that I have addressed most of the points. Forgive me, the noble Baroness, Lady Twycross, talked about quality of apprenticeships. I have to say that I thought she was being slightly harsh. When this Government were elected, one of the things we really focused on was improving the quality of apprenticeships. A huge amount of work has gone into that. Actually, if we have a worry about the apprenticeship levy now, it is that it is going to be overspent rather than underspent. She will know that last year it was fully spent. I genuinely worry, with her party’s proposal to give employers a choice, that we will end up with half the number of apprenticeships that we have today.

Higher Education: Arts and Humanities

Baroness Smith of Newnham Excerpts

Wednesday 28th June 2023 Lords Chamber

[Baroness Barran (Con)]

I would be more than happy to meet with the Royal Historical Society. But, again, it is the responsibility of the Office for Students to make a judgment on the financial viability and sustainability of our higher education institutions when they are registered. Its view is that the overall aggregate financial position of the sector is sound. I appreciate there are individual institutions which are under financial pressure, but they are autonomous institutions which need to run their own finances.

[Baroness Smith of Newnham (LD)]

My Lords, while it is absolutely clear that His Majesty’s Government have put a lot of emphasis on being a science superpower, have they also considered the ramifications of losing courses in modern foreign languages? If we aspire to be a global player and want to trade with other countries, the use of English is great, but to really understand other countries and cultures, we need scientists as well as people doing humanities who can really communicate in foreign languages.

[Baroness Barran (Con)]

I absolutely agree with the noble Baroness that modern foreign languages are critically important; hence our emphasis on the EBacc in schools to create a pipeline of students who are confident in exploring another language and the bursaries we offer teachers to deliver them.

International Higher Education Students

Baroness Smith of Newnham Excerpts

Tuesday 21st March 2023 Lords Chamber

[Baroness Barran (Con)]

Quite obviously, in all areas of policy there are different aspects which we would consider in great detail—the economic impact, our international soft power, which I mentioned, and a number of others.

[Baroness Smith of Newnham (LD)]

My Lords, my noble friend has already mentioned two of the target countries in the Government’s strategy—India and Nigeria. Can the Minister explain why Saudi Arabia is one of the five target countries and whether diversification could not go a little further? I refer to my interests as laid out in the register.

[Baroness Barran (Con)]

The Government are looking at the range of countries that we should prioritise beyond our initial focus. Saudi Arabia is obviously an important strategic partner for us on many levels.

Higher Education (Freedom of Speech) Bill

Baroness Smith of Newnham Excerpts

Committee stage
Monday 14th November 2022 Lords Chamber

[Baroness Falkner of Margravine (CB)]

My Lords, I intend to intervene very briefly. I declare an interest as chair of the Equality and Human Rights Commission. The EHRC generally supports this clause so perhaps I need to add a caveat that I am not taking its advice but speaking in a personal capacity on this issue—perhaps “hybrid” is the best way to describe it, because I will lean on some of its arguments.

I broadly support the Bill. The importance of this clause is less to do with freedom of speech for individuals or visitors, and more to do with academic freedom. Academic freedom is profoundly important in terms of this clause. In the cases that have been mentioned, particularly on previous days in Committee, people have suffered real loss. At the commission, we carried out a very discreet and small piece of work—which is why it is not published yet—in a niche attempt to get under the skin of what was happening to academics in the daily course of their work in terms of a chilling effect and being able to express academic freedom. It was a small piece of work; nevertheless, we found clear evidence of a chilling effect in universities. This could extend to promotions or publications—it is very hard to get certain opinions published—or simply being welcome or having collegiate support in your faculty. There is a problem with the freedom of academics to research and publish what they do in certain areas that refer to some of the cases that have been mentioned here. I do not think the clause is designed to penalise those who offend who are just visiting speakers. It is much more about the people who have to do this day in, day out.

I want to address some points made by noble Lords. The reason this Bill is here is because we know that the Office for Students has been found wanting. The Office for Students has not been able to do what it should be doing, which is why we have the number of cases that have come to the courts. They have not come to the courts under employment law. They have had to come by different routes to get there because the Office for Students perhaps does not have the right powers. I do not wish to criticise another regulator, but perhaps it does not have the powers and that is why we are debating this Bill.

The noble Lord, Lord Grabiner, made a very powerful speech and I am convinced by a lot of what he said, which is why I am not in full enthusiasm supporting this clause. I will wait until Report for that. He made an important point that individuals, on the whole, do not have the resources to go to court. I think this point was picked up by other noble Lords as well. Welcome to the world of crowdfunding: anybody who has a gripe these days can crowdfund and will find somebody who is prepared to dip into their pocket to pursue that litigation. A lot of regulators and smaller bodies which are not fabulously well funded, as well as individuals, are having to face this blight of non-expert people reading an article in a paper, feeling outraged and getting on to PayPal and sending money. Charities know all about that. I do not support the clause but, on litigation, there are people who are endlessly willing to go to court, so I do not see this as a particular deterrent.

I will ask the Minister two questions. The first is on academics who come under extreme pressure in their departments, as was the case with Professor Stock, who has been mentioned. In order to resolve the situation, they are perhaps pressurised to agree—or perhaps they willingly agree, but at a time of huge distress—a departure with the institution. I do not know the detail of Professor Stock’s case, but that is sometimes done through confidentiality agreements and sometimes through non-disclosure agreements. The Strasbourg court has in some cases overridden those on the basis of Article 10, but in other cases it has not. Therefore, there is ambiguity in the defence of Article 10 rights when you have had to sign a non-disclosure agreement with an institution in haste at a time of great emotional distress: later on, you do not know whether you can get those rights upheld.

Finally—here I address the Minister directly—Section 43 of the Education (No. 2) Act 1986 created a legal duty for higher education providers to take “reasonably practicable” steps to ensure freedom of speech within their institutions. There has also been subsequent legislation, the last being as recent as 2017. Would not those protections be adequate if Clause 4 were not to stand part? If they are not adequate, the Committee needs the Minister to explain why, because we return to this issue every few years. I am rather swayed by the very knowledgeable opinions expressed today urging the Government to be cautious in this regard, although we generally support the Bill.

[Baroness Smith of Newnham (LD)]

My Lords, we on these Benches share the view that we do not need the Bill, as held by the noble Lord, Lord Blunkett, the noble Baroness, Lady Chakrabarti, and, I believe, the noble Duke, the Duke of Wellington—I apologise if I have taken his name in vain.

In order not to engage in Second Reading again, I will start with the point from the noble Lord, Lord Cormack: with any piece of legislation, ask yourself whether it is necessary. There seems to be a strong sense that there are serious questions about Clause 4 among all speakers across your Lordships’ House, from noble and learned Lords to academics to retired politicians—or rather retired MPs: people in your Lordships’ House may or may not think of themselves as politicians; on the Cross Benches they probably do not, but on some other Benches “retired MPs” may be the appropriate phrase. But there is almost unanimity across your Lordships’ House in opposition to Clause 4, or at least in doubt about it. The only Member who seemed keen to try to support Clause 4 was the noble Baroness, Lady Fox, but she did not seem to have been quite persuaded by it. Could the Minister be persuaded to think again? As noble Lords, particularly the noble Lord, Lord Grabiner, have eloquently pointed out, this clause is not fit for purpose or desirable.

It is not clear that the clause will even work in its own terms. The noble Lord, Lord Triesman, sought to point out that academics are particularly mischievous and that they can debate until the cows come home. However, whether you hang a portrait or how you design your gardens in an Oxbridge college are not things that we would normally take to litigation. That might be the sort of activity that engages academics, but this debate is much more profound. Here I declare my interest as a Cambridge academic; I declared it at the start of Committee stage, but I reiterate it on the record as we are currently in the main Chamber. What we are talking about here is not the sort of debate that people might have over dinner, or in the Oxford Union or the Cambridge Union; these debates are about very serious issues of freedom of speech. Yet it is not clear how Clause 4 will, in any way, strengthen freedom of speech, because, as we have heard from several noble Lords—in particular, the noble Lord, Lord Willetts—there is a danger of a chilling effect. The Government have not adequately thought this through, including the law of unintended consequences. Already, with something like the Prevent requirements, academics or students considering whether they will invite people to speak will think, “Is it worth the effort? Is it worth going through all these procedures to invite a controversial speaker?” Very often, the answer will be no. Bringing in the civil tort will only make that danger even more severe.

Yes, we need a way of ensuring that free speech can be guaranteed, but as the noble Lord, Lord Johnson of Marylebone, suggested, surely that is the job for the regulator. Trying to bring in lawyers is a recipe for even more hours of debate than an economics faculty or the synagogue of the noble Lord, Lord Triesman, might engage in. It will be costly, but will it benefit anybody apart from the pockets of the lawyers? It is not clear that it will.

This clause seems to be deeply unwelcome, and it is unclear that it is necessary. Can the Government think again and consider removing it by Report stage?

[Lord Collins of Highbury (Lab)]

My Lords, I start by saying that this has been an excellent debate. One of the excellent things about this House is that the debate has not been partisan at all—and certainly my contribution this afternoon will not be partisan.

I will share some thoughts about lawyers and courts. As a lifelong trade unionist, I have of course tried to resist courts intervening in industrial relations. This is for good reason, because when Governments have tried to use courts in industrial relations, it often ends in failure. The biggest change over the years—certainly in my experience—has come from the adoption of best practice, codes of practice and the introduction of a regulator. That has resulted in far more progressive and better change than when the courts were used as a weapon. I think that this clause is exactly about that.

The noble Lord, Lord Johnson, is quite right. Whatever we think about whether this provision will resolve some of those vitally important issues, the fact is that we have a well-established regulator, and this Bill proposes to strengthen that regulator. As I was listening to the debate, I thought about the one that we had on the Trade Union Bill. The Government at that time, when highlighting the problems in industrial relations, decided that the main focus—although I opposed that Bill at the time—should be on how we strengthened the regulator. Certainly, in terms of the certification officer, those powers were strengthened.

It is a fundamental question. If the Bill has a purpose, it is about change, and its main focus has been on how we make the regulator more effective. What the debate has clearly established is that this clause will have the opposite effect: it undermines the regulator and the changes that we are trying to make. The words that kept coming to my mind in Committee and at Second Reading are those of the Minister, who said that the provisions of Clause 4 were a backstop. I fear that it will be the first step and will result in very well-funded litigation, not to put right a wrong, change a practice or improve the situation, but simply to have a go and make a point. We call it “vexatious”, but that is the climate that we are in danger of empowering, if we are not careful.

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[Lord Willetts (Con)]

My Lords, in the light of that last comment, I can briefly intervene with reference to Amendment 65 in my name. I register my interests as a member of the board of UKRI and a director of Thames Holdings.

I have two questions for the Minister but they arise also from the important intervention of my noble friend Lord Johnson of Marylebone. First, we do indeed need some sense of proportionality; the figure of 1% of the total income of a registered provider was an attempt to get some sense of what constituted undue influence. It would be very helpful to have an update from the Minister on the Government’s view on that. Secondly—I am speaking very much in a personal capacity—this clause is really about research funding. Of course, my noble friend has made an important point about teaching income. In the legislation which he steered through this House, there was a rather clear distinction between teaching, which is a responsibility of the OfS, and research, which is a responsibility of UKRI. It is important that those two bodies work together.

It would also be helpful to hear from the Minister how she envisages the OfS scrutinising what in this clause is predominantly research funding, for which the OfS has historically and legally not had any responsibility, but for which a different government body, on whose board I sit, currently has the main responsibility.

[Baroness Smith of Newnham (LD)]

My Lords, I rise in part to move Amendment 66 in the name of my noble friend Lord Wallace of Saltaire. Before I do that, I would like to speak to the amendments tabled by the noble Lord, Lord Johnson of Marylebone, and the noble Lord, Lord Willetts.

My immediate reaction on reading Amendment 63 and the term “overly reliant” was to ask, how defined? In many ways, Amendment 65 in the name of the noble Lord, Lord Willetts, shows that there is a way of defining overly reliant; 1% might be the right amount or might not, but it begins to give us a way of saying what over-reliance means. Therefore, I believe Amendment 65 to be a helpful addition.

Amendment 64 is interesting but, as the noble Lord, Lord Willetts, pointed out, we need to be careful regarding whether we are talking about research funding or wider university finance. The noble Lord, Lord Grabiner, is obviously correct that the home undergraduate fee does not cover tuition adequately; international student fees are deemed by many higher education institutions to be extremely important. However, an important question raised by the noble and learned Lord, Lord Hope of Craighead, is: what is over-reliance? If 60% of a British university’s students came from one country and then its economy completely collapsed, that would leave the university more than decimated—potentially, minus 60% of its fee income if that market disappeared. So it is in many ways in the interests of higher education institutions to make sure they are not overly reliant on a single source of student fees.

Quite separate from that, in the case of freedom of speech the question then becomes: to what extent do we believe there is an issue about where the money is coming from? If we are talking about Confucius Institutes, for example, that is money coming directly into universities, and there might be questions about the conditions. If we are talking about undergraduate or graduate students coming to study in the UK, the questions might be slightly different. Wealthy parents from whichever country will not necessarily say, “We will send our offspring to the United Kingdom to be educated only if freedom of speech is in some way curtailed or if certain norms and values are articulated.” That is probably not what we will hear from China.

If there is somehow government intervention from countries paying fees for their brightest and best to come to the UK, maybe it is something to be explored, but I am not sure that this Bill is the right place to be doing that. There is a whole set of higher education funding issues that we might need to think about, but that then becomes very specific in the Bill, and I am not wholly persuaded that fee income will be a major factor in curtailing freedom of speech.

That also underlies Amendment 66 in the name of my noble friend Lord Wallace, which is a probing amendment to ask to what extent His Majesty’s Government think there is a problem with regard to the funding of student unions. Is money coming directly from the Governments of other countries? If so, are they constraining what student unions are able to do? The real question is: is this a problem that needs to be resolved, or is it simply the Government thinking they might like to have another regulator exploring a bit more what student unions are doing? In that case, perhaps we should not support that particular part of Clause 9.

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[Baroness Smith of Newnham (LD)]

My Lords, I think for the last time I will speak to an amendment on behalf of my noble friend Lord Wallace of Saltaire, and I will also speak to Amendment 67. My noble friend Lord Wallace’s amendment also talks about the role of the free speech director. It is about the appointment process. There is a clear issue with the nature of the role, as the noble Baroness, Lady Thornton, has already pointed out.

It is absolutely crucial that the person appointed enjoys the respect of all parties. I do not mean respect in terms of agreeing with what they are going to say but in feeling that they will be impartial. As the noble Baroness pointed out, it would be preferable if the free speech director had some legal expertise, and they also need to understand higher education. But it is absolutely vital that they have the respect of the higher education sector, hence Amendment 68, which suggests that the nominee should come from the Secretary of State after consultation with UUK and with the approval of the House of Commons Education Select Committee. That would at least mean that there is some cross-party approval.

However, there is a real question about the role of the free speech director and how it is going to be possible to appoint someone who is able to adjudicate and lead on free speech, without already being identified with various sides of political debates. Amendment 67 is important, but I would like the Minister to explain, if she can, how the Government feel they are going to be able to appoint somebody deemed to be appropriate by all sides of very often contentious debates, and by whom students, academics and others in higher education feel their interests will be served.

[Viscount Stansgate (Lab)]

My Lords, I support my noble friend Lady Thornton and I support the spirit behind both Amendments 67 and 68, for the following reason. Over the years—you could argue, over the centuries—the balance of power between the Executive and legislature has changed, and it has changed to the detriment of the legislature. Therefore, whenever I see an amendment of the kind proposed in Amendments 67 and 68, which requires that a particular appointment—in this case it is the free speech director but it could be any other important post that arises in legislation—should be subject to the approval of the relevant Select Committee of the House of Commons, I think that is a very good thing. It would be a modest step towards rebalancing the imbalance that I fear is infecting the relations between both Houses of this Parliament, and between us and the Executive. I support the amendments for that reason.

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[Baroness Barran (Con)]

I am sure that my noble friend is right that it does not. He may dislike the word “precedent” as well, but it would set a different precedent for how these appointments are made. When you have a chief executive and a director for fair access and participation who are not subject to that kind of consideration or consultation with the sector, it is fair to ask why this role should be, given that those are also highly important and sensitive roles.

[Baroness Smith of Newnham (LD)]

Would the noble Baroness feel the same regardless of who was Secretary of State for Education? Is there not a danger that politics could perhaps be seen in the appointment process? Might it not be better to make it as objective as possible? A precedent might actually be the way forward.

[Baroness Barran (Con)]

By following the public appointments process, which I hope your Lordships trust, we are endeavouring to make it as independent and objective as possible.

On the noble Baroness’s point about legal training or expertise, I reassure your Lordships that the successful candidate for the role will have been assessed for their understanding of the legal framework concerning freedom of speech and academic freedom, including how this relates to other relevant legislation. Although legal knowledge would be a benefit for the person undertaking the role, the director will be supported by a team of lawyers, caseworkers, board members and others at the OfS to support decisions under these measures. These decisions will legally be those of the OfS and not of the director personally.

Important oversight will also be built into the system once the director has been appointed. The director will be responsible for reporting to the OfS board on the performance of the OfS’s free speech functions. This reflects a similar provision in Schedule 1 to the Higher Education and Research Act 2017, which makes the director for fair access and participation responsible for reporting to the other members of the OfS on the performance of the OfS’s access and participation functions. This will not only ensure oversight of the role of the director for freedom of speech and academic freedom by the rest of the OfS board; it will also allow the OfS to co-ordinate and monitor its free speech functions better.

I therefore confirm that the appointment of the director will be in line with the usual public appointments processes, and there will be ongoing oversight of the role. On the noble Baroness’s question about where we have got to in the appointment, applications for the role closed on 27 July, and we are currently sifting them, after which there will be interviews and an announcement in due course. Given this, I hope that noble Lords will agree that these amendments are not required.

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[Baroness Bennett of Manor Castle (GP)]

I will speak briefly to Amendment 70 in the name of the noble Lord, Lord Collins of Highbury, who has just introduced it very clearly, and to which I attached my name. In doing so, I am prompted to declare an interest. The noble Baroness, Lady Smith, made a declaration of interest that made me wonder whether I should do the same, so I will take this last possible opportunity to declare that I receive support from King’s College London in the form of an intern—I now have a second excellent intern. I am not sure why that should be declared, but it is now on the record.

The noble Lord, Lord Collins, set out the case for the amendment very clearly. Like many speakers today, I remain convinced that it would be better not to have this Bill at all. But given that we have it, to add a sunset clause—a checkpoint written in the Bill to see what is happening—is unarguably a good idea. To stress the point that this is not a party-political matter but purely a practical, sensible and helpful suggestion to the Government, I will quote the noble Lord, Lord Grabiner, from earlier in this debate:

“Often, the legal process, especially a new-fangled one, confuses and undermines well-intentioned purposes. It is also often the case that the introduction of lawyers and the courts merely fuels increased tension.”


There have been huge concerns expressed around this point about the Bill. This amendment is just a simple and practical measure to say, “Let’s have a checkpoint. Let’s not have another version of the Dangerous Dogs Act; let’s make sure we’re not making things worse by adding this simple provision, Amendment 70.”

[Baroness Smith of Newnham (LD)]

My Lords, a sunset clause seems to be eminently sensible in a Bill that seems to have so little support. I also note that in proposed new subsection (4) in the amendment, there is actually an opportunity for the Government to offset the sunset aspect of the clause, should they feel that the legislation is going well,

“subject to approval by resolution of both Houses of Parliament”.

This would mean that the legislature can keep its rightful place, even while we allow the Government to go ahead with this legislation, about which we are not entirely convinced.

[Lord Adonis (Lab)]

My Lords, if I followed the earlier debate correctly, we have now had six months without a free speech director. I believe that that is correct, based on my noble friend’s earlier amendment probing when the appointment was going to be made. If it were so vitally important that this legislation was on the statute book because there was an imminent danger to freedom of speech, presumably the free speech director would have been appointed by now.

In my experience, it is a golden rule of public appointments that those who are most important are filled immediately—for example, we would not be without a Prime Minister for six months because the country would not be run. However, it does not appear that freedom of speech in universities has been imminently threatened and undermined by the fact that there has not been this rather Orwellian-sounding and very un-Tory-sounding person—a free speech director; somebody from the centre who will decree that free speech shall prevail—in post.

If the sunset clause does come in, as my noble friend is suggesting, it may be that, by the end of it, we will still not have a free speech director, and so we will not have seen whether these vital provisions will underpin freedom of speech in our campuses up and down the land. Since this appears to be largely a Bill in search of a problem, removing it from the statute book at the earliest possible opportunity—maybe even before the Orwellian free speech director has been appointed—would seem to be a thoroughly worthwhile development. Since, by then, there could be a Labour Government in office—I imagine that the Tories would be very wary of a free speech director appointed by a Government opposed to them, who could have all kinds of secret agendas—this could be in their interests too.

The Minister may have a wonderful opportunity here to avoid implementing legislation which the Government themselves do not appear to be very keen to implement at the moment—given that they still have not appointed a key officeholder under it—and to prevent it being misused by their political opponents.

Adoption Support Fund

Baroness Smith of Newnham Excerpts

Thursday 13th February 2020 Lords Chamber

[Baroness Smith of Newnham (LD)]

My Lords, I rise as perhaps the only person in this debate who does not have an interest to declare and does not speak with expertise on the matter. Normally in your Lordships’ House, this would be something to be avoided and I did think long and hard before I put my name down to speak, but it was clear that it was important to have somebody from these Benches speak in this debate. The issue of adoption and, in particular, the adoption support fund, is not a party-political matter, and the APPG is obviously cross-party. Equally, it is important that your Lordships be aware that these Benches take the matter very seriously. As my colleagues who had been part of the APPG and contributed to the report could not be here—my noble friends Lady Walmsley and Lady Hamwee, and Norman Lamb, who was in the other place—I put my name forward to speak.

As is conventional in such circumstances, I congratulate the noble Lord, Lord Russell, on pressing for the debate and being third time lucky in securing time for it today. I also thank the all-party parliamentary group for putting together such an extraordinary inquiry, bringing together so many people and getting not just adults to respond but nearly 300 children and young people: so often when your Lordships’ House and the other place do inquiries, whether through all-party parliamentary groups or committees, we talk to the great and the good and we invite people whom we know are experts. In the context of adoption, the experts in many ways are those who have adopted children or who are themselves adopted. The fact that the all-party parliamentary group was able to hear from so many young people is fascinating and very important.

I note that the inquiry explicitly said that it sought to examine the lived experience of families and young people impacted by the fund and to improve the understanding of key issues within Parliament. Therefore, it is particularly important that this debate is happening today and that Parliament, even if these Benches are not very full, is at least able to debate the topic and to have the matter recorded in Hansard. It is also very important for those of us who do not have direct experience of adoption to be able to hear the moving testimony of the right reverend Prelate the Bishop of Worcester and the noble Lord, Lord Triesman, because the ability to understand in more detail how the adoption support fund can work, not just in theory but in practice, is hugely important.

The noble Lord, Lord Russell, in his excellent opening speech raised the detailed questions that need to be considered, yet it is important to rehearse some of the issues that we hope the Minister will be able to respond to. In particular, some of the key issues relate to funding. We are due to have a Budget in four weeks’ time. We have a brand-new, untried and untested Chancellor of the Exchequer as of today. Normally, it would be appropriate for the Minister to respond to questions and, if he is not able to respond today, to write to us with the answers. On this occasion I suggest that not only do we ask the Minister to go back to his own department to look for answers, but perhaps it would be timely to see whether the incoming Chancellor of the Exchequer can be persuaded to look at the long-term funding of the adoption support fund. At the moment it is funded through to 2021. It has been going since 2015. The APPG suggested that it should be funded until 2030. So far there has been an additional year’s funding, to 2021.

Year-by-year funding is not desirable and we have already heard this afternoon about the difficulties of funding and of dealing with forms that have to be filled in regularly. Like the noble Lord, Lord Triesman, I have had experience of local government finance, not so much in terms of housing benefit, but I had responsibility for grants going to voluntary sector, where each year forms had to be filled in. Every year, organisations would get deeply concerned about whether they would have their grant renewed. Usually, they were told that their grant would be frozen in real terms. They might see a cut in their grant. That was destabilising and created uncertainty for voluntary organisations. How much more difficult is it for families who have to apply for funding every year and are never sure whether the funding they receive will be ongoing?

Therefore, my first question for the Minister is: what do the Government propose by way of longer-term funding for the ASF? Will Her Majesty’s Government be able to make a commitment up to 2030, as the APPG suggested?

Beyond that, could they look at the rules and regulations that are in place? A centralised system, meaning there is not a postcode lottery, is clearly important. Ensuring that adopted children and young people and their families can have access wherever they are in the country is vital. As we have seen in the report, almost everyone who has had access to the fund has said how beneficial it has been and how they have received support they would not otherwise have had. How much better would it be if decisions could be taken not simply on a year-by-year basis but according to clinical need? If clinicians believe that someone would benefit from therapy for 18 months, two years or three years, or at least beyond a year, surely that should be granted without people having to go back and fill in forms annually. Could that be considered?

It is clear from the report that social workers who are supposed to give advice and support families in completing forms are in some ways overburdened and, in some cases, feel that they do not have the relevant expertise and clinical knowledge to give the necessary advice. Could the Government consider giving additional support and training to social workers? Might they even put in additional funding support to ensure that the social worker’s job becomes easier? Might they also consider allowing voluntary adoption agencies to apply directly to the fund? All these things should be additional funding to support the administration. The funding should not simply be taken out of the ASF, reducing what is available to families, but rather a way of strengthening the fund and ensuring the great benefits that have already been brought about can continue.

I thank the APPG for all the work it has done and reiterate how important it is for the fund to continue and for the Government to ensure that families can be supported as far as possible. As the noble Lord, Lord Russell, said in his opening remarks, prevention is in many ways the most important thing. It is so much better to ensure that children and young people who have been taken out of traumatic conditions are enabled to come to terms with their past, engage with their present and live the best lives they can. We as a society owe it to them to enable them to do so fully and with our support.

Higher Education and Research Bill

Baroness Smith of Newnham Excerpts

Committee: 6th sitting (Hansard): House of Lords
Wednesday 25th January 2017 Lords Chamber

[Baroness Royall of Blaisdon]

My Lords, I too have added my name to the amendment. Everything has already been said. I would merely say that Nick Pearce is now a professor at the University of Bath—so that is good, isn’t it?

Like the noble Lord, Lord Patten, and all other noble Lords, I find it particularly bizarre that in this brave new world, where we want to be outward-facing, persuade the world to trade with us and attract people to study at our universities, we still persist in including students in the immigration figures, which, as the noble Baroness has just said, sends out bad feelings. It is perception that is important. The noble Lord may be right that we are welcoming everyone but, even if that were true—and I am not sure it is—the perception is that we are not, and that is a big problem.

In an earlier debate on an amendment tabled by the noble Lord, Lord Lucas, which unfortunately I missed although I supported his amendment, he said he was searching for ways in which,

“the university sector could organise and present itself so that the nation would be on its side and it would be equipped with the data”.—[Official Report, 11/1/17; col. 1999.]

Of course I agree with that, but I would add, as the noble Lord, Lord Patten, said, that the public are already onside, with 57% of them saying that foreign students should not be in the immigration figures compared with 32% who thought that they should be. So as the Government are so determined to pursue a hard Brexit because a mere 52% of the population voted in favour of leaving the EU while 48% were against, why can they not now act on the 57% who say that they would be content with taking students out of the immigration figures?

We are all against bogus institutions, and we are glad that the Government have acted on that. We are all against those who overstay, but the figures on overstaying cited in the past by the Government are, at best, merely estimated and, at worst, being used for political ends. When will better data be available, and when will the consultation on the study immigration route be concluded?

I well understand the political importance of immigration and immigration figures, as well as the concerns expressed by the citizens of our country. However, bona fide students studying at bona fide institutions are not economic migrants but visitors, and that is the view of the people of this country. I hope that the Government will act accordingly.

[Baroness Smith of Newnham (LD)]

My Lords, I declare my interests as someone employed at the University of Cambridge. One of my roles is as co-director of the Master of Studies programme, which brings in international students on a regular basis. They come not for a year or two at a time but for temporary periods, yet they have to go through the whole visa regime, which is long and complicated. One of the things that is so difficult in higher education and recruitment is that over the years UKBA has made it so difficult for students to come here. The procedures are lengthy and time-consuming, and very often are done out of country. Yesterday I talked to one of my tutees who said that from Kazakhstan she has to apply for a visa in the Philippines—not necessarily the most obvious thing to have to do.

In many ways, part-time students have an easier time than full-time students because most of them have full-time employment so can fulfil visa requirements quite easily. However, as the noble Lord, Lord Hannay, said in his opening remarks, there is something very strange about treating international students as economic migrants. Normally we think of economic migrants as people coming to work and taking jobs. That may be a good thing or it may be bad, but it is very specific. International students are paying fees. They are contributing to the local economy, contributing jobs and making a real difference. Yet time and again, usually led by the Home Office, we get decisions that make it harder for us to recruit international students.

I was going to refer to “global Britain” but the noble Lord, Lord Patten, has already mentioned it. So I will not go much further, except to say that there seems to be something very odd when a Government who are saying, “We want to make a success of Brexit and are looking for international opportunities”, do not see international students as a major opportunity.

Should the Government not be thinking of the situation for EU students? The noble Baroness, Lady Royall, has already mentioned them. At present EU students are treated as home students. Presumably on the day we leave—we keep being told that nothing changes until that day—EU students become international students. Are they then going to become part of our immigration target? Are we then going to say that EU students appear even less welcome than students have traditionally done? What are we saying? What sort of message is going to be given? What opportunity can we as Members of your Lordships’ House offer to assist the Government and the Minister of State in getting the rules changed?

In a Question for Short Debate a few weeks ago, the noble Lord, Lord Lucas, asked, “What is the problem?”. In the past, under the coalition Government, the problem appeared to be the then Home Secretary, who was not very keen to liberalise international student numbers. That former Home Secretary is of course now the Prime Minister, and she does not seem to have changed her mind.

The noble Lord, Lord Hannay, referred to all corners of this House supporting the amendment. When I made my maiden speech, I was sitting exactly where the noble Lord is sitting now. I spoke on European matters and said I looked forward to working on them with Members from all parts of your Lordships’ House. All parts of your Lordships’ House appear to be in agreement on this amendment, with one exception: some Members on Her Majesty’s Front Bench. Can we find a way of persuading the Government to accept this amendment, take international students out of the immigration figures and accept that international students are an export and are not about economic immigration?

[Baroness Brown of Cambridge]

My Lords, we have heard about the importance of international students in the context of soft power and global Britain. I want to talk about the importance of international students from my perspective as an engineer. They are crucial to the delivery of our industrial strategy and to the UK being able to develop the STEM skills that it will need to deliver that strategy.

When I was principal of the engineering faculty at Imperial College, many of my engineering courses had more than 50% overseas students. Those students were not taking the places of UK students; they were providing the additional fee income that enabled Imperial College to provide the outstanding facilities to train UK students in key engineering disciplines. Some of those courses would not have been sustainable without the income from our overseas students. The noble Lord, Lord Lucas, has highlighted to us a number of times that universities have used additional funding that they now get for arts students in order to subsidise the high-cost subjects.

An outstanding institution such as Cranfield, for example, relies on overseas students to run the wide range of industry-focused Master’s programmes that are of huge benefit to UK industry. Again, those programmes would not be sustainable without the higher levels of overseas student fees that they can charge. These overseas students are critical to enabling us to maintain the quality of engineering education in our universities that will enable us to ensure that UK students can develop the STEM skills that we will need in future.

Higher Education and Research Bill

Baroness Smith of Newnham Excerpts

Committee: 3rd sitting (Hansard): House of Lords
Monday 16th January 2017 Lords Chamber

[Lord Lexden (Con)]

My Lords, the case for the amendment has been explained clearly and persuasively by the noble Lord, Lord Stevenson, and its other supporters; I, too, support it.

The amendment reflects a strong cross-party conviction, in both this House and the other place, that the underregistration of young people for electoral purposes is a most serious and pressing problem that needs to be tackled resolutely in a number of ways. The amendment embodies one of them.

Its objective was recommended strongly in last year’s report entitled Getting the ‘Missing Millions’ on to the Electoral Register, prepared by Bite The Ballot and others for the All-Party Parliamentary Group on Democratic Participation. That authoritative study makes it clear that university registration procedures could easily be adapted to incorporate provision enabling students to opt in for electoral registration, as the noble Lord, Lord Stevenson, explained.

The Government should associate themselves firmly with the cross-party proposals to increase electoral registration of our young people. They need to demonstrate a clear commitment to working in a bipartisan spirit so that our democracy can be strengthened by bringing those missing from the register on to it. By supporting this amendment, the Government would make a significant contribution to the bipartisan progress that we need so badly.

[Baroness Smith of Newnham (LD)]

My Lords, I declare my interest as a member of the University of Cambridge. Before I entered your Lordships’ House, I had responsibility on Cambridge City Council for democratic services when the individual electoral registration pilots were going through. Before individual electoral registration, the university, or at least the colleges, had an extremely efficient relationship with the city council to register all undergraduate and graduate students. The shift to individual electoral registration has many benefits, but we lost that link. Colleges could no longer simply offer the data to the city council. The amendment would bring back something that worked effectively in the past but do so in line with current legislation. It would enable the Government to ensure that we really could register young people. At the time of the EU Referendum Bill, the Government repeatedly said that everything that linked back to the franchise needed to be dealt with in a representation of the people Act. I ask the Minister to consider whether on this occasion an amendment could be made that ensured that as many young people as possible could be on the electoral register.

[Lord Storey]

I was drawn to an Answer from the Minister to a Question on the effectiveness of the Sheffield pilot project on electoral registration. I think all of us in this Chamber—certainly those Members who have put their names to this important amendment, whom I thank—believe that it is important in our democracy that as many people as possible take part in elections. The best place to start that lifelong commitment to voting is at a young age. Sadly, we see many young people, perhaps as a result of all sorts of factors, not registering to vote and not getting into the habit of voting. Some of us had hoped that the immensely successful Belfast model, where electoral registration officers go into schools, give citizenship lessons and ask people to register to vote there and then, might be adopted in the rest of the UK, but that has not been the case. Government should surely seize every opportunity to ensure that more young people take part in elections and are registered to vote.

As has been said, we saw with the introduction of individual electoral registration a huge slump in the number of people who are registered. The Minister said in his Answer:

“The Government part-funded the University of Sheffield pilot, integrating electoral registration with the process of student enrolment, and has encouraged other providers of Higher and Further Education to implement a similar system”.


The Bill is a wonderful way, in the words of the noble Lord, Lord Young, to encourage other higher and further education providers to implement a similar system. He went on:

“An indicative assessment shows this project had successful outcomes. For example, in the 2015/2016 academic year, the university had 76% of eligible students registered to vote compared with figures as low as 13% for similar sized universities. The Government will further evaluate the University of Sheffield pilot to understand—in detail—the impact of the pilot and its critical success factors. We understand a number of institutions have already introduced a similar approach, or are actively considering doing so”.


To be fair to the Minister, he said that there were differences between different higher education providers and the scheme might not be appropriate for all. I do not want to censor what he said. But his Answer contains a way forward. I would have thought that young people going away from home, being in a different environment, saying on day one, “Now is the time to register to vote”, is the way forward. I hope we might include it in the Bill.

Brexit: Impact on Universities and Scientific Research

Baroness Smith of Newnham Excerpts

Thursday 3rd November 2016 Lords Chamber

[Baroness Smith of Newnham (LD)]

My Lords, funding is clearly crucial for higher education institutions. I am grateful to the noble Lord, Lord Soley, for bringing this debate this afternoon. Like many other speakers, I declare an interest, or even interests. I had noted two, and then the noble Lord, Lord Willetts, caused me to think of a third one.

My interests on this occasion are directly relevant to what I will talk about in the few minutes available. The first is that I am employed by the University of Cambridge, which benefits significantly from membership of the European Union and access to funding from Horizon 2020 and associated programmes. Secondly, while my own Department of Politics and International Studies does not apply to so many programmes, the European centre that I direct has had funding from the European Union to create collaborative networks. I am now the third speaker to talk about networks, and a hugely important theme is that we are talking not just about funding—networks are important, people are important, collaboration is important—so, if we look merely at the financial aspects of research funding, we miss an important part of what Her Majesty’s Government need to think about in negotiating the UK’s withdrawal from the European Union. My third interest is as a member of the advisory board of the Institute for European Studies at the Free University in Brussels, the ULB. I mention that because, when I was asked to be on that advisory board, I stopped to think, “Do I have time to do it?” and “Do I want to do it?”, but I did not think, “Will it be difficult for me to get to Brussels? Will I have to fill in bits of paper and get visas to travel?”. I can see the noble Viscount, Lord Ridley, shaking his head, but there are key issues to think about that go beyond funding, which relate back to how the United Kingdom will play out its role in collaborative research in the future.

Funding is part of that, and the Government have already been clear that they are willing to support funding that would be lost under Horizon 2020 and replace it up to 2020. However, as the noble Baroness, Lady Blackstone, already suggested, “up to 2020” does not give much certainty at all. Applications are going in now where, anecdotally, we are told again and again that British people or people who are based in UK universities are being discouraged from being the lead applicants for EU funding. That needs to be thought about. Will the United Kingdom seek to be part of the European research area, and ideally part of Erasmus, once we leave the European Union? Can the Government commit to saving the best opportunities and closest co-operation for the United Kingdom by being part of the European research area post Brexit?

At the moment, the United Kingdom benefits from having significant numbers of EEA nationals as students and academic staff. At the moment, 20% of Cambridge’s post-doctoral fellows come from other EU and EEA countries. But there is no certainty for these people. At present, we have no idea what the Government propose on visas and free movement. If the Government do not propose to be part of the European Economic Area or something similar, can the Minister indicate what sort of arrangements they are looking for that will enable EU nationals to have confidence about coming to take up jobs in the United Kingdom? The link back to funding is that, at present, the United Kingdom receives more funding from the EU than any other member state, and a significant number of the ERC grants go to EU nationals resident in the United Kingdom. If the United Kingdom is outside of those networks, the pull factor for leading European scientists disappears. Those people need certainty. If the United Kingdom is to remain world-leading, it needs to demonstrate that it is open for business. Maybe the plan is to have a visa-free regime for free movement of academics or maybe the plan is to expand tier 2 visas, but at present we have no idea.

While I understand that the Minister is not going to give a running commentary, can he at least give some assurance that the Government are thinking about these questions and that the UK is open for global business, including in higher education and research?

Lifelong Learning

Baroness Smith of Newnham Excerpts

Monday 12th September 2016 Lords Chamber

[Baroness Smith of Newnham (LD)]

My Lords, I am most grateful to my colleague and noble friend, Lady Garden of Frognal, for securing this debate. I declare an interest as an academic employed at the University of Cambridge. It might sound a little surprising, having just heard from the noble Lord, Lord Rees, that somebody from an elite university must none the less declare an interest in lifelong learning, but even at the University of Cambridge there is the possibility to engage in lifelong learning. I will come back to that in a moment.

First, I pay tribute to my own mother. I am the sort of student who went straight through school, university, a master’s and then a doctorate; my mother left school at 16 with O-levels and always felt that she had not achieved her potential. When she got to 48, she stopped and thought, “What do I really want to do?”. At that time you needed to apply to university before you were 50 in order to get a grant, so she gave up work and went to university aged 48. I am not sure about your Lordships, but the last thing on earth I would want to do now is stop work and start an undergraduate degree. It would be far more nerve-wracking at 48 than it was at 18 for many of us. For those people who stop in their tracks during their working life and say, “Now is the time to go into higher or further education”, it is hugely important that those opportunities are there.

That was a personal anecdote, but there are so many people for whom university is not the right thing to do at 18. Yet, as the noble Lord, Lord Rees, indicated, there is a tendency now to assume that it is almost a rite of passage: people stay at school until they are 18 and then they go to university. They may or may not benefit from going to university at 18. Some people do; others do not. They may find that at 18 they want to go out and earn money, travel the world or do other things. The last thing on earth they should be doing is going to university just for the sake of saying, “I’m going to university”. That would be true whether or not they were incurring £9,000 a year or more of debt in tuition fees. It is a question of what is right for people at certain times in their lives.

For many people, going back in their 20s or 30s can be far more beneficial for their self-confidence and the skills they need to engage in the workforce. There are opportunities through further education colleges to gain the sorts of skills and re-entry qualifications that might enable people to do foundation courses and then go into higher education. It would be enormously beneficial if the Government would think about ways of encouraging people back into education at certain levels, rather than assuming that if you have not done it at 18, you have stopped.

I said I had an interest to declare. That is because my day job at the University of Cambridge for many years has been teaching master’s and undergraduate students who are at Cambridge full-time, but there are two other aspects that I think are of interest. One is a temporary thing that is worth mentioning, partly because it brings back the memory of Lord Garden. In Cambridge we have a link to the military and every year our master’s programme in international relations has five or six students who are funded by the MoD. One of our alumni was the late Lord Garden, who came as a mid-career member of the military. Each year we have people from the Army, the Navy, the Royal Air Force and the Marines. They add hugely to the quality of the courses because they bring a different perspective, and that is true of people coming back into higher education.

If you come to university at 18 and everyone in your cohort is 18, you have an understanding of learning and you carry on as a cohort, but people who come back into higher education at a later stage bring a range of life experiences that are beneficial to the whole group—and the lecturers. Again, if all you do is go to university and become a teacher in higher education, you do not necessarily have the breadth of understanding that is brought in by people who come in from the outside world. Teachers as well as other students can benefit from people coming in mid-career.

But that is a very niche thing. From the end of September, I will be teaching a part-time master’s programme, which begins to speak to the sort of thing that the noble Lord, Lord Rees, was talking about. Our part-time master’s programme in international relations brings in people who may have come straight from university—or they may be high-flying bankers or businesspeople, or they might be people who have decided to take a career break or mothers who want to come back into education and then the workforce. The course, including admissions, is structured on the basis of taking into consideration not just GCSEs and A-levels but what people have been doing in the intervening five, 10 or 20 years. What you have done in the workplace or your other life experiences can be taken into consideration when it comes to admissions. For people who may not have thought about coming back into higher education—or who may have switched off—there is an opportunity to do that even at somewhere like the University of Cambridge.

In addition, there are courses run by the department for continuing education that allow people who have left education, and not thought about skills for many years, to come and do them at weekends. They get a sense of what it is like to study again and ask themselves whether someone at the age of 25, 35 or 55 could come back into education.

Those opportunities exist in many universities. Over the years, we have seen an expansion of university education right across the United Kingdom: Bedford, Chester and the Highlands, for example, all have universities. The opportunity for people in local communities to go in and work, so as to gain experience through some taster or access courses provided by universities, could be a way back into higher education. It could also be a way of learning skills which link back to the local employment environment.

Such things are hugely important, but for too long the focus has been on academic education that goes through to A-levels at 18 and straight to university. It is hugely important that we think of education as something that people can come back to at whatever stage is appropriate to them. From their personal experiences, what matters to them for their self-fulfilment? Also, what will matter in terms of jobs? Increasingly, people are not taking on jobs for life; they may need to change careers or reskill. We should think increasingly about how people can move through further and higher education, and other types of study, so that at every stage of life they are fulfilled and equipped to take on the sort of jobs that a 21st-century economy offers.

What opportunities does the Minister envisage for 21st-century lifelong learning? How far can the Government encourage people to think about going into further or higher education at a time which suits them? How does that fit into wider understandings of apprenticeships and the other training that the coalition Government, and this Government, have been dealing with very well over the last six years?