Higher Education: Financial Pressures

Earl of Dundee Excerpts

Thursday 30th March 2023 Lords Chamber

[The Earl of Dundee (Con)]

My Lords, I congratulate the noble Lord, Lord Knight of Weymouth, on introducing this very timely debate. I will briefly mention three aspects: international co-operation between universities; the extent to which reciprocal university programmes can also be supported by their cities, regions, industries and communities; and the relevance of public/private partnerships in funding, both here and abroad, studies and learning, including in higher education.

International co-operation between higher education institutions is able to reduce financial costs by sharing human resources, while achieving improved education and research results, thus preparing students better for their future professional challenges in a globalised world. There are two immediate facilitators. First, EU Horizon grant funding for research is still available, for a short while, for United Kingdom institutions in their own right. Secondly, Horizon funding of partnerships will continue to apply to an institution in the United Kingdom, provided its partner is within the EU. One example is the proposed partnership between the Scottish University of the Highlands and Islands and the University of Zadar in Croatia. In helping to put this together, I declare an interest as recent chairman of the Council of Europe’s Education and Culture Committee and as current chairman of the All-Party Parliamentary Group on Croatia.

The second point relates to the ways in which corresponding cities and regions also gain from reciprocal university programmes. Of course, the more advantages accrue not just to the universities but to their regions and communities as well, the more university costs themselves can decrease as a result. UHI and Zadar University each happen to be researching new technologies for greener energy in any case, on the Cromarty Firth and the Adriatic coast respectively. Equally, they are each researching into improved conditions and opportunities for people living in their similar locations of remote areas and islands. However, joint efforts will assist those universities and their localities to a greater extent, while also expediting, earlier than otherwise, constructive outcomes from research. Here, then, are obvious examples of how, at reduced costs, universities and communities alike stand to benefit considerably from international partnerships and their focused designs.

In this context, together with the Department for Education, what plans does the Minister have to encourage partnerships between United Kingdom universities and others within the EU, thereby ensuring that the United Kingdom has access to EU funding for higher education and research as a third country and non-EU member state—purposes which, in its present form, the Turing scheme cannot facilitate? Does she also agree that revised entitlement to funding, such as for the Horizon scheme, should apply uniformly, without differentiating across the United Kingdom?

Then, as an active member of its intergovernmental committee, there is the United Kingdom’s position as a key operator within the human rights affiliation of 46 states of the Council of Europe, which in Strasbourg has prepared the European outline convention for cross border co-operation at local level. Higher education institutions in the United Kingdom will wish to take up this opportunity. How will the Department for Education assist them to do so?

Online learning proved its worth during the Covid pandemic. It is still essential for thousands of displaced Ukrainian students and for a great many others elsewhere. Yet apart from in emergencies, online learning remains extremely relevant, owing to its enabling of reduced costs for education, research and students. Does the Minister therefore consider that online learning has a major part to play in reducing financial pressures on higher education?

During its fairly recent G7 presidency, the United Kingdom committed to help promote education in the third world and elsewhere in countries where education systems do not fully operate. What actions have the Government taken since then? Which combined initiatives are in progress? And at all teaching levels, further to promote and provide education overseas, where it is required, does my noble friend agree that, in terms of both quality and cost control, by far the most effective deployments are distance learning online programmes?

Such delivery connects to the need for public/private partnerships in various fields, yet certainly including higher education. In the city of Dundee, for instance, the online games industry works with universities. Increasingly, and in any event in the interest of their own employment recruitment, most sectors of industry have a reason to support good education. Does my noble friend concur that education deliveries through public/private partnerships are cost effective, timely and of sustained quality? If so, what steps are the Department for Education taking to advance and increase these partnerships?

In summary, the best approach to reduce financial pressures upon universities is a proactive one. That applies to all manifestations of the problem and how to tackle them. Yet, not least do the three aspects just outlined reveal why an innovative approach is essential. They illustrate the need for stronger government encouragement to international partnerships between universities, the associated advantages to their localities, and the separate case for supporting public/private partnerships to assist education both at home and abroad. These are some of the necessary prescriptions for raising standards, lowering costs and benefiting communities.