Lifelong Learning

Lord Knight of Weymouth Excerpts

Thursday 6th February 2025 Lords Chamber

Moved by

[Lord Knight of Weymouth]

To move that this House takes note of the social, economic and personal value of lifelong learning.

[Lord Knight of Weymouth (Lab)]

My Lords, it is a pleasure to introduce this timely debate. I am very much looking forward to the maiden speech of my noble friend Lady Curran.

I must remind the House of my education interests in the register, including chairing Century Tech and advising Pearson, both of which have products used for lifelong learning. I also co-chair the All-Party Group on the Future of Work.

This debate is timely. It is timely because the new Government are getting on with the establishment of Skills England, and reintegrating it with regional and national industrial strategies as part of the essential growth ambitions for the country. It is timely because the Government are remodelling the apprenticeship levy to a more flexible employer-responsive growth and skills levy, and implementing the lifelong learning entitlement. It is timely because of some profound shifts in society caused by ageing and technological change.

These last big shifts point to the need for a significant focus on lifelong learning by this Government after years of neglect. In thinking about this, I am informed by the work of Professors Lynda Gratton and Andrew Scott and their prize-winning 2016 book The 100-Year Life; by a lecture given three months ago by Professor Lily Kong, president of the Singapore Management University; and by Professor Christopher Pissarides’s review into the future of work and well-being, which published its report just last week.

The 100-Year Life discusses the implications of more of us living to 100. Across the western world, we are seeing falling birth rates and rising life expectancy. Although that is not equitably spread, the trend is clear. If you want a reasonable pension, a lifespan of 100 requires working into your 80s; although that may be a regular reality in your Lordships’ House, a 60-year working life has wider implications, particularly the inevitability of multiple careers. As AI and other technology rapidly disrupts work, it is also not credible that knowledge and skills obtained into your mid-20s will maintain labour market value for a further six decades. A life of multiple careers needs an education system designed for lifelong learning. We need to move on from the three-phase life of education, then work, then retirement. We need a system that allows all of us to learn in work, to re-enrol in education institutions, to have our learning certificated and recognised as we go, and to navigate successfully through many new directions.

This is most important for our university sector. One of the legacies inherited by this Government from the previous one is an HE sector in financial crisis. The previous Government prevented student fees from rising with inflation, and, as a result, domestic students have become a loss leader and universities have hiked foreign nationals’ fees in response. We need to reverse this trend and protect the massive soft power benefit of these education exports. I congratulate my noble friend the Minister on her leadership in allowing universities to raise fees.

However, the levels of debt that young people carry as they start out in work remains a problem for as long as we stick to the three-phase life. What if university was something we kept returning to throughout our working lives to enable us to pivot our careers? What if we then had a business model more like subscribing to membership of a university over many years, rather than a debt-financed, one-off degree front-loading a long working life? Part of necessary HE reform has to include new financial models based on lifelong learning that allow us to escape the burden of debt that is putting people off going to our great universities.

Beyond HE, our rigid educational system is matched by rigid funding and an education department that is motivated more by qualification outcomes than by people outcomes. The lifelong learning entitlement and the skills and growth levy are opportunities to change that. The Pissarides review argues for a revised and expanded lifelong learning entitlement to reflect the social right to learn, with wider and more flexible access to learning opportunities. Revision of the LLE is also called for by the Open University to make part-time learning easier; by the Learning and Work Institute; and by the QAA, which wants the funding threshold lowered from 30 credits and an opening up of eligibility to microcredentials and short courses.

The LLE has the potential to enable the interweaving of learning and earning throughout our lives. We also then need to add a strand of learning for leisure, so that we can enjoy a later stage of life, with some work alongside a healthy old age. Lifelong learning must not be solely about skills for growth; it must also be for family learning and for physical and mental health. It must include the arts and humanities, passion-based learning, sports and craft skills.

As lifelong learners, we need better metacognition to understand how we best learn, and thereby be better self-directed learners. This, in turn, goes to core intrapersonal skills of reflection and self-modulation. These are often best taught through the arts, sports and humanities. Resilience skills can be taught and should be nurtured from schools, through FE and HE, and into adult learning. As we all get old, the same skills will help us be healthier and care for ourselves longer, but we will also need to be better at caring for each other. We need these intangible assets of learning as much as the tangible assets of finance and qualifications.

Evermore capable machines are fast emerging, as robotics and generative AI imminently combine to create intelligent agile cyborgs. The competitive threat of these machines will be met only by being better humans. AI is great at what we assess in education, but it really struggles with basic human abilities such as physical perception and social interaction. These are the behaviours that we all have without thinking and that we recognise in others subconsciously. Studying the humanities teaches us about how humans behave and organise themselves. Studying the arts allows us to reflect on how we feel. Therefore, although the STEM subjects are vital in helping us understand what works and what we need, the arts and humanities are essential in understanding why we need and will use them. All this points to the need for more interdisciplinary depth in lifelong learning.

The UK and China are particularly stuck on a craving for narrow disciplinary and specialist knowledge. Our school curriculum is knowledge rich and organised by subject silos. This is further narrowed with A-levels as a reflection of how our universities organise themselves. But, as the Pissarides review says, skills diversity—that is, combining social and technical skills—

“is increasing across the board”

in work, including within “high-tech/digital roles”.

Most subject disciplines have existed for only the last 100 years or so and they do not reflect how we innovate or work. Nobel Prize-winning science tends to come from insights connecting across silos, not so much deep within them. Is it not time for our universities and further education colleges to have more flexible, modular courses, like the US system? Should a lifelong learning system not by design give parity to multidisciplinary learning alongside single disciplinary specialism?

This would be eased by more breadth in the 16 to 19 phase of secondary education and the adoption of digital portfolios to capture achievement as recorded by institutions, employers and awarding bodies. Digital credentials can be held by the individual and shared with whoever they give consent to. That consent allows digital access for prospective employers or admissions offices to drill into what a person can do and has done in a way that will give so much more insight than a paper certificate. Such a system can then live with a person as their ongoing record of lifelong learning and employment. AI tools would be able to match it to labour market opportunities and skills training that could, in turn, transform an individual’s potential to take experience from one career into the next.

Clearly, this all circles back to how the lifelong learning entitlement is rolled out, and the stakes are high. If lifelong learning does not become ingrained in more than the current 50% who take advantage of adult learning, and if it is not enabled by government and employers, we will see technology deskill people who do not have the capacity or confidence to reskill. Those not currently participating in lifelong learning are, of course, the least educated and those who need it the most. The result is enduring productivity issues, unaffordable numbers on long-term sickness benefit and widespread dissatisfaction: a belief that working hard, doing the right thing and trusting traditional democratic government is no longer worth while. That leads to toxic populism, and the vaccination against that poison is lifelong learning.

An education system that is lifelong by design will focus on more than just cognitive intelligence by nurturing more human qualities and interdisciplinary learning, and by integrating learners at whatever age with each other. What does that mean for each stage of our education system? For schools, it means a shift in accountability to value equally sport, the arts and applied learning, such as design and technology, alongside the abstract knowledge valued in the EBacc and Progress 8. Post-16, it requires a much bigger push on project-based qualifications, such as the EPQ, as part of the mix, incentivising voluntary work and more breadth than we currently get from three A-levels.

FE must be positioned as a more universal service for adults both young and old. Colleges should be at the heart of our communities and our local and regional economies. In many ways, we should see them as the platform from which to access a range of learning from the college itself, but also family learning, the University of the Third Age, the OU, other HE in hybrid form, the Workers’ Educational Association and so on. FE could also be the entry point for most businesses. We organise our skills system to meet the needs of large employers, yet less than a fifth of us work for these big businesses. FE should be where most businesses go to help them develop the talent pipelines that they need to compete and flourish.

Apprenticeships and T-levels have a key role to play in this future, but so do other qualifications. If I am right about digital portfolios, these could include certificated courses that are more agile than most regulated qualifications. If such courses are recognised by employers, that ought to be good enough for the rest of us.

Future skills are likely to be higher level. Future growth will predominantly come from technology that craves the excellent graduates from the likes of Oxford, Cambridge and Imperial—the golden triangle. However, as I have set out, the opportunities for new business models off the back of modularisation and a lifelong relationship with universities should be encouraged.

Adult skills are usually neglected in this context. The funding is meagre, and the stakes are now high. I am told that the DfE has warned combined authorities to expect cuts to adult education budgets next year. Deskilling will accelerate. Employers must be incentivised to invest in the ongoing learning of staff to develop them for new roles as old roles disappear. Individuals should feel empowered by the adult skills system to trust and not fear the new technology because it is creating as many opportunities for them as it has closed others down, and some of those opportunities will make it easier for them to pursue passions and build mental resilience through the arts and humanities.

This is a big part of the challenge for Skills England and the new growth and skills levy. The levy is the key: it is the opportunity for the new body to engage employers and show them that Skills England is an advance on IfATE. I urge my noble friend to resist any official push that the levy should fund only a narrow set of regulated qualifications. It must be highly responsive to the needs of employers of all sizes in a fast-moving labour market.

If the Treasury is listening—I emphasise “if”—it too will need to work hard on this agenda, especially for FE and adult skills. The price of underfunding will come back to bite through rising spending by the DWP and the economic uncertainty created by swathes of workers checking out and embracing populist politics.

This is critical for the future of our economy and to give individuals hope for their future. We are living at a time when uncertainty is the only certainty, and there has never been a more important time to promote and resource lifelong learning. As Kofi Annan said:

“Knowledge is power. Information is liberating. Education is the premise of progress, in every society, in every family”.


I beg to move.

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[Lord Knight of Weymouth (Lab)]

My Lords, I am grateful to all the speakers in this excellent debate, who were expertly responded to by my noble friend the Minister. I am grateful for the kind words that some have said to me about my speech. I love the passion for lifelong learning that we heard all around the Chamber, and the sense of the widespread returns on investment—to use the words of the noble Lord, Lord Bichard.

The noble Lord, Lord Aberdare, focused on the key question of how we get to the hardest to reach. He has modelled taking the plunge and the risk of learning to do something new by getting on with it, and he pulled it off very well. Perhaps the answer to his question lies in taking the learning to where people are. My noble friends Lord Blunkett and Lord Monks reminded us that taking it into the workplace is one of the ways to achieve that. I am interested in what the DWP is trying to do with regard to how it can define job centres as a place where people can access skills and learning too.

I want to finish—and let those who have not already done so catch their trains—with my noble friend Lady Curran. She said that the measure of politics is lives changed. If the Government get this right, they can, in her words, release reservoirs of ability and energy into the economy and society.

Motion agreed.

School Accountability and Intervention

Lord Knight of Weymouth Excerpts

Thursday 6th February 2025 Lords Chamber

[Baroness Smith of Malvern (Lab)]

The noble Baroness will know from her experience that the ability to academise a school does not depend on a duty in every case, and nor did it do so under the last Government. The 2RI policy was a power for academisation to happen in those cases, not a duty. I am not sure I would characterise the department in quite the way she did; nevertheless, it comes back to this point: what is the most appropriate range of interventions that can be used to ensure that the improvement we see in the schools that need it is as speedy, well supported and appropriate as possible? For example, the distinction between schools that have the leadership capacity to improve themselves, and those that do not, is an important one. The RISE teams, with their targeted interventions for schools that need it, and their broader universal offer to direct schools looking to improve in the right areas, are an important addition to ensure that all our schools are improving quickly.

[Lord Knight of Weymouth (Lab)]

I remind noble Lords of my entry in the register of interests as the chair of the multi-academy trust E-ACT. My noble friend will know that some argue that the Secretary of State has oversteered back towards a model of school improvement based on fear. What reassurance can she give that Ofsted will go further to ensure that inspections are more consistent and more supportive, and when can we expect much-needed universal inspections of MATs, with a move to more risk-based inspections, as suggested by the noble Baroness, Lady Barran?

[Baroness Smith of Malvern (Lab)]

Importantly, as a result of the Big Listen, Ofsted is also publishing as part of the consultation considerably more information on how schools will be assessed. For example, publication of toolkits and the consultations gives schools much more of an opportunity to know the basis on which they are going to be inspected, and more of an idea about what counts as good and where improvement might be needed. My noble friend is right: that will be an important way of ensuring that balance between challenge and an appropriate way for schools to understand what needs to happen in order to improve. We are committed to introducing MATs inspections, and we will engage with the sector and bring forward legislation when time allows. This is an important area, like the Ofsted consultation and the department’s consultation, and we are genuinely open to ensuring that this works appropriately, gets the balance right and ensures that children’s education is being improved.

Institute for Apprenticeships and Technical Education (Transfer of Functions etc) Bill [HL]

Lord Knight of Weymouth Excerpts

Committee stage
Tuesday 26th November 2024 Grand Committee

[Lord Storey (LD)]

My Lords, I offer my apologies for not being able to be present at the first day in Committee, but I have read the Hansard of that day.

My amendment is very similar to lots of others in the various groups, and I think they all point to the same thing, really. The Minister talked about the “narrow IfATE model”. I would have thought an executive agency within her department is a very tight model, and I can perhaps see why from her point of view, whereas on these Benches we would prefer a wider, more inclusive model. Having said that, I understand and can see the driving force behind what the Minister wants to achieve from the comments she has made. She said that the Government want

“to move away from the current, narrow IfATE model. Creating any further requirement for parliamentary approval before Skills England operates fully would frustrate the intentions of the Bill to enable a smooth transfer and the delegation of functions to Skills England”.—[Official Report, 21/11/24; col. GC 96.]

I suppose we are all anxious for progress in this area. The skills shortages are frightening. You have only to look at any particular industry. I have spoken to the construction industry, and the number of job vacancies and areas where it just cannot get skilled labour are holding back not just that industry but the country.

Given that we are where we are, and that I, no doubt like my colleagues, trotted along to the Bill office and said, “I’d like to put an amendment down on this”, to be told, “Oh no, it’s not in the scope of the Bill”—the Bill is very tightly written, so we are frustrated in that we cannot talk about or suggest for improvement some of the things in the area of skills that we wanted to—mine is a simple amendment. It simply says that the Secretary of State must lay before Parliament at regular intervals how they have used the powers transferred to them. It is a supportive and helpful amendment because you do not want, in 12 months’ or two years’ time, to say, “Do you know what? I’ve been let down by my executive agency. It has not delivered”. But if you are able to report to Parliament on a regular basis—it does not specify a time—then we can share those successes and concerns and maybe, from time to time, we can make some helpful suggestions.

I should add that I added my name to the amendment from the noble Lord, Lord Knight, which I also support. I beg to move.

[Lord Knight of Weymouth (Lab)]

My Lords, as the noble Lord, Lord Storey, said, this is part of a range of amendments all essentially about reporting and, as he accurately described, any number of us were wrestling with how to get something that looks like Skills England into the Bill. A way involved a reporting requirement— I was not allowed to mention Skills England in my amendment—in which I lifted some of the detail in paragraphs (a), (b), (c) and (d) from statements that the Government have made about Skills England and what they want it to be able to focus on and achieve. Hence the amendment lists:

“identification of skills gaps … the provision and funding of training to meet the skills needs of employers; … the development of occupational standards; …work with regional and local bodies to improve the skills of the workforce in England”.

I pay tribute to the noble Lord, Lord Ravensdale, for managing to get in something around the green skills agenda, which I tried to get in in my amendment but failed to draft it as skilfully as he clearly was able to do in order to get that in. I also support having a specific mention of the responsibilities in climate legislation and its relationship to green skills.

As I understand it, IfATE has a requirement to report to Parliament annually. It does so well and has shown its success, so the capacity is there, assuming that IfATE’s capacity will successfully transfer into the executive agency. So I do not see this as onerous, and it is important that we as Parliament should receive a report on the additional things that IfATE does not currently cover that would be covered by Skills England.

It is, incidentally, important for Parliament to have an opportunity to scrutinise the really important work that Skills England will be able to do. The annual report is a common mechanism that we all use when we are trying to get a little more traction for Parliament, but I think it is merited in this case. I hope that, reflecting on this group and the next, which is also about reporting in slightly different ways, the Minister will be able to give some consideration as to whether this is a relatively straightforward crumb of comfort to give some of us who have been slightly anxious about the absence of Skills England in the legislation.

[Baroness Evans of Bowes Park (Con)]

My Lords, I shall speak to Amendment 35 in the name of my noble friend Lady Barran, to which I have added my support. Although we have only just started this debate, the range of reporting requirements set out in amendments in the group and mentioned in the speeches we have already heard is because we are all concerned about the lack of detail and statutory underpinning for Skills England currently in the Bill. We share concern that there needs to be greater clarity and purpose for the organisation in the legislation. It is certainly that lack of detail about the way the Government will decide their strategic priorities and create new technical qualifications, where IfATE has previously acted independently and consulted with employers and businesses, that is the rationale behind the amendment I am speaking to now.

The amendment is an attempt to understand how the Government will make these decisions and mandate Skills England to publish the process it intends to follow. I hope that, in her reply, the Minister can provide some further detail and reassurance to the many in the sector who are rightly concerned by the uncertainty that the Bill is creating—about the lack of detail, in particular, on what were previously established and well-understood processes. In order for Skills England to have the effect that we all hope, the decision-making process it undertakes and uses to decide which sectors will receive new technical education qualifications needs to be transparent, robust and retain the confidence of employers, training providers and, of course, the students themselves.

I hope that, in addition to Amendment 35, the Minister will give careful consideration to Amendments 23, 31 and 36 in this group, which, if adopted as a whole, would bring some much needed further clarification and credibility to the work of Skills England from the outset and, as the noble Lord, Lord Knight, just said, provide a suitable opportunity for parliamentary scrutiny of its work.

Institute for Apprenticeships and Technical Education (Transfer of Functions etc) Bill [HL]

Lord Knight of Weymouth Excerpts

Committee stage
Thursday 21st November 2024 Grand Committee

[Baroness Garden of Frognal (LD)]

My Lords, I consider myself encouragée. We on these Benches have some sympathy with these wrecking amendments. We have never supported taking decision-making out of the hands of experts and into the hands of a Secretary of State, whoever he or she may be and however informed and enthusiastic he or she may be about colleges, further education, and technical and vocational qualifications. As I said at Second Reading—I do not apologise for repeating it—politicians are almost always university-educated and may have little understanding of or enthusiasm for the world of skills. I exempt our Minister from this because I know that she cares but, of course, there is no guarantee that she will not be replaced—not for some time, I hope—by a “here today, gone tomorrow” Minister with no knowledge of this sector. These posts do not last, as we all know.

I speak with some knowledge. In the coalition Government, I was appointed Minister for the Olympics and Sport, having never had any interest in sport in my life. At school, I was a fat little bespectacled nerd who was always chosen last for any team. But, given the portfolio, I spent days and weeks of my life learning all there was to know about rugby league—thanks to my noble friend Lord Addington—cricket, hockey and other unmentionables in order to give educated answers to questions. But that is not the same as having a lifelong enthusiasm, and, because Ministers have almost always been educated—surprisingly enough—and can display an astonishing academic superiority, they may look down on practical achievement, as I discovered when I worked in Michael Gove’s team.

We are disappointed, as we always thought of Labour as a party supportive of education in all its guises, yet it has brought forward the damaging VAT on independent schools Bill, which would make us the first country in the world, I believe, to tax education—shame on them—and now this damaging Bill to attack practical education. It is a sad day indeed. We are also bemused that this apparently is the skills Bill, yet there is no mention of skills in it. It might as well have been the flying fish Bill because there is no mention of flying fish either. Some of the amendments in this group try to remedy this, including Amendments 32 and 33 in the name of the noble Baroness, Lady Barran, which we broadly support.

I will speak to Amendment 21 in this group in the name of my noble friend Lord Storey, who much regrets that he cannot be here today, to which I added my name. We are spelling out what is missing from the Bill—namely, the establishment of a new executive agency to be called Skills England. Our amendment sets out the conditions for Skills England to be established and the need for both Houses to agree proposals. Other, linked amendments have been regrouped for some reason—I had some work today to try to work out where the groupings have changed since yesterday; I am not quite sure why they were—but we still have the amendment in the name of the noble Baroness, Lady Barran, which seeks to keep some of the duties of IfATE alongside the new body. As IfATE contains many real experts and champions, we feel this is a sensible move and we support it.

We have very strong objections to the power grab by politicians over the experts who really care. We will seek to change this and to convince the Government of the harm that could be done to enhancing the much-needed skills of the country if this goes through unamended. I hope that our listening Minister will appreciate how much is at stake in the Bill and will take note of the very well-intentioned and well-informed amendments that have been tabled.

[Lord Knight of Weymouth (Lab)]

My Lords, I start by reminding the Committee of my educational interests, in particular that I serve on Pearson’s qualification committee, which includes its oversight of BTEC and other technical and T-level qualifications. I apologise that I was not present at Second Reading, but I had to be elsewhere. I have a number of noble friends who would have liked to have been here today but unfortunately are unable to be, particularly my noble friends Lord Blunkett, Lord Watson and Lady Morris.

I listened carefully to the noble Baroness, Lady Barran, with all the considerable respect that I afford her and was reminded of the ill-fated Schools Bill. She is playing the same game that some of us played at her, with the stand part notices and trying to wipe clauses out, which we did successfully in the case of the Schools Bill. It is interesting to reflect on that, because there are a few lessons that the department perhaps needs to learn about introducing controversial Bills in the Lords. There is controversy, as we have heard from the noble Baroness, Lady Garden, who spoke more fruitily than I might have expected.

[Baroness Garden of Frognal (LD)]

I am sorry.

[Lord Knight of Weymouth (Lab)]

Well, not fruity—more forthrightly than I would have expected. Is that better? There is some reflection to be had on that because if a House of Lords starter gets significantly amended, it is difficult to undo that anywhere else.

I also think some learning from the Schools Bill is necessary in respect of the Secretary of State taking on significant powers without really consulting or properly engaging and not having time to do that. In the case of the Schools Bill it was a trio of ex-Ministers—the noble Lords, Lord Nash, Lord Agnew and Lord Baker—who did for it. We do not have a trio of ex-Ministers trying to do for this Bill, so I hope that is a relief to my noble friend the Minister.

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Skills England’s framework document will be introduced as soon as practicable, in line with HM Treasury’s published guidance. Obviously, the framework document will be cleared through all relevant approvals. I hear the concern of noble Lords and will try to ensure that we are able to provide, if not the final framework document, more information to provide reassurance about the status, accountability and governance of Skills England.

[Lord Knight of Weymouth (Lab)]

I am sorry to interrupt my noble friend’s flow, but is it likely that this framework document will address that issue of the Secretary of State becoming, in effect, the awarding body for T-levels? Does she have any reflection on how precarious that makes the Minister if things go wrong with being an awarding body, which they do? Sometimes that becomes a resignation matter.

[Baroness Smith of Malvern (Lab)]

Perhaps I could write to my noble friend with more details on that point. Currently, IfATE controls the licensing of T-levels, which is awarded to awarding organisations for them to develop and deliver. IfATE is not an awarding organisation but the contractor; that responsibility will transfer to the Secretary of State. It is the certification of T-levels that is delivered by the department. As I say, I will respond to my noble friend with a bit more detail on T-levels.

I was attempting to provide noble Lords with some assurance about the governance of Skills England through its framework agreement. On the point made by the noble Baroness, Lady Barran, about internal governance, Skills England will be run by a permanent CEO within a clear governance and accountability framework, and with a robust management structure at all levels. The CEO will be supported and challenged by an independent chair and a strong board with the experience and knowledge to support Skills England’s delivery. Once appointed, the chair and the board will help set the direction of the organisation, establish key relationships and provide important expertise on matters related to Skills England’s strategic aims and core functions. We are currently recruiting for these positions; we have received a large volume of very high-quality applications. In the meantime, I put on record my gratitude for the work of Richard Pennycook, who has been working as the interim chair of Skills England to support the creation of the new body.

I understand the noble Baroness’s specific point in relation to the governance and the reporting arrangements of the CEO, and I accept her point about the reporting arrangements and the role of the board. Perhaps I could come back to her with more clarity on her point about the advert for the CEO and where we see that accountability going.

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[Baroness Wolf of Dulwich (CB)]

My Lords, I rise to speak to the two amendments in this group in the name of the noble Lord, Lord Aberdare, to which I have added my name. More broadly, I want to speak to the general thrust of the group. I think that our joint amendment was not specific enough. It is not so much that we need criteria; we need to know that employers will be there and who else will be there. It is not just that we would like some criteria published.

It is important that some of this is publicly and legislatively specified because, as the noble Baroness, Lady Garden, alluded to a little, things start very well, people know exactly what they are doing and then they slide. It might seem inconceivable to anybody involved in setting up Skills England that apprenticeship standards would, in the future, be written without really consulting employers. All I can say is, “I wish”.

I have been looking back at the history of skills policy and implementation in this country, as I do periodically when I decide to write something, and it has reminded me how easy it is for harassed and busy civil servants to just get things through and for powers given to a department, which do not require them to go out beyond the department, to be used by it. It is not that anybody means badly, but that is sort of how it goes. That is why, on repeated occasions, we have ended up with disastrous skills policies and approaches, in essence, for which there is equal-opportunity guilt across the parties. They became just a small group—harassed, busy, pulling very few people in—not putting down the infrastructure to ensure that what you get reaches out into whole economy. We need to do that.

I was staggered when I was working as an expert adviser in government to discover, for example, that most people in the apprenticeship division in the DfE had been in their jobs for only a couple of years. There were some wonderful people, but there was no real collective memory of why things had gone wrong before. That is why you have to make it clear in legislation that, as Skills England goes forward and as, particularly in this context, its apprenticeship functions go forward, it has to involve everybody, even though it takes longer, it is awkward and sometimes it does not work out well.

IfATE has not been perfect. I think more than 700 standards is mad, actually, and when I was involved in the Sainsbury review, I expressly asked that there should be fewer of them. It is not that what we have is perfect, but we have to be aware of the lessons that come from previous mistakes. It is very risky to put everything inside the department without anything that, in effect, says, “You’ve got to do this. You’ve got to do that. You’ve got to talk to employers and the key organisations”. Yes, it takes longer, it is awkward and you do not always think they are very good, but it has to be there. The general feeling coming out of these amendments is that we need Skills England to be better than what we have at the moment and not be set up such that the institutional structures invite a repeat of the things that went wrong in previous decades.

[Lord Knight of Weymouth (Lab)]

I agree with the noble Baroness, Lady Wolf, on the importance of consulting employers and that 700 standards might be a little “mad”. I reinforce the sense that it is important to consult not just large employers as, for small and medium-sized employers, that granularity is really challenging.

I am glad to see the noble Lord, Lord Willetts, in his place, because he and I did a little work with EngineeringUK looking at apprenticeship take-up. We heard quite strongly from the SME community that it needs more sectoral standards, with more modularity for the specificity that you see in the 700. There is an opportunity attached to more modularity which could address the problem of English and maths requirements within apprenticeships, as it would then be more possible to think about sector-specific English and maths at level 2 and 3, as appropriate, so that the relevance of the learning to the English and maths content could be made much clearer and much easier for those learners. In that context, I support what the noble Baroness and most noble Lords have said. I listened very closely to the noble Baroness, Lady McGregor-Smith, and my noble friend Lord Blunkett.

King’s Speech

Lord Knight of Weymouth Excerpts

Friday 19th July 2024 Lords Chamber

[Lord Knight of Weymouth (Lab)]

My Lords, let me start by congratulating my noble friend Lady Smith on her maiden speech. It was great, and I am absolutely delighted that is she is back; we have missed her. I am also excited to see my great and noble friend Lady Merron in office, and look forward to supporting her on the mental health Bill. I want to take a moment also to pay tribute to the noble Baroness, Lady Barran, for her diligent work as a Minister. She modelled the behaviours of public service that we now want to see across the new Government.

I should remind the House of my education interests in the register: in the context of this debate, my membership of the Pearson qualifications committee and chairing the board of STEM Learning are particularly relevant. I want to focus today on skills more than schools.

I am excited, if a little daunted, by the scale and ambition of this legislative programme in the King’s Speech, particularly in the context of the opportunity mission. Some believe that we create opportunity by keeping government out of people’s way. We now have a Government with a lived experience who know that swathes of people are denied opportunity by obstacles that government must actively address and then support people to get on. This is government more as a gardener planting seeds and supporting growth rather than as an absentee landlord.

This is how I see Skills England. Economic growth is dependent on more private enterprise, investors, products and consumers, but we cannot just leave them to it and hope that something turns up. The volume of skills-shortage vacancies doubled in the five years to 2022. We need a new, powerful organisation that brings together employers and unions, combined authorities and national government to ensure that the economy has the skills we need to grow, and in the places and sectors we most need, using the new, more flexible growth and skills levy.

How else, for example, will we develop the skills to fuel green growth? Young people, especially girls, care deeply about green issues, but, according to Prince’s Trust research, are turned off by green jobs, so we need to start in schools with shifting perception and experience of STEM subjects and skills, and then creating coherent pathways from there.

Thirty years ago, 90% of children studied design and technology to 16. This is the subject in the national curriculum to excite young people about applied learning from science and maths, yet we now have less than a fifth studying it in key stage 4. Many schools no longer have the teachers or the facilities for D&T. This has to change if we are to give young people opportunities in the future economy.

I urge my noble friend the Minister to urgently review both T-levels and apprenticeships, and in the meantime fund current qualifications such as BTECs, which more than 150,000 young people are studying with success. My noble friend started the development of 14-19 diplomas. I took over from her and was appalled that they were then cancelled in 2010. We should not do the same to T-levels, but, at present, they are bloated to study and assess, and need trimming before they will be taken up at scale.

For adults, we must build on the delegation of skills funding to combined mayoral authorities so that they can work on their more local industrial strategies with confidence. But that must all be in the context of national standards, growth plans and qualifications set by Skills England.

Finally, I want briefly to touch on issues of workforce and technology. In both health and education, we have systems that are broken but have been sustained by the commitment and dedication of wonderful professional staff. On Monday, I checked with my wife’s oncologist on how she felt when the Secretary of State was quoted as saying the NHS was broken. She replied that it was difficult. We must ensure that the change that people voted for on 4 July reflects the values of the public sector workforce, carries them with us and is at a manageable pace.

Staff can also be helped by technology—despite what is going on today with the Windows update. My wife is through the curative and now in the preventive treatment for breast cancer. Her whole patient experience is shared on an app, but while the data is shared with us, it is not shared with her GP or the local A&E at Lewisham. Our experience at the local hospital when my wife had sepsis was the most scared I have ever been. The danger she was in could have been largely prevented if our NHS systems talked to each other at a basic level of data sharing.

The same is true in education. The measures in the children’s well-being Bill will help, but so will the measures in the digital information and smart data Bill to allow better integration of public service data so that teachers can get a clearer picture of the complexity of the lives of the children they serve.

I am excited by the new Government, who face a daunting task. This legislative programme is ambitious, but I am excited for us to get stuck into it and help rebuild our public services, funded by a growing economy.

Educational Technology

Lord Knight of Weymouth Excerpts

Thursday 23rd November 2023 Grand Committee

[Lord Knight of Weymouth (Lab)]

My Lords, it is a great pleasure to follow the noble Baronesses. I do not think that there was a word that the noble Baroness, Lady Morgan, said that I did not agree with. I declare my interests at the outset: I, too, am a political adviser to AI in Education; I chair a multi-academy trust, E-ACT; I am a director of Suklaa, whose clients include Iris Software and Goodnotes; I am a director of Macat; and I chair the boards at Century Tech and EDUCATE Ventures Research. I am very proud that the last two are headed up by two great experts around AI and education, Professor Rose Luckin and Priya Lakhani.

I am a long-term evangelist for the use of technology in education, as well as change in education and our school system, but I recognise the efficacy problem that the noble Baronesses, Lady Kidron and Lady Morgan, talked about. I signed off, and was responsible as a Minister for, the harnessing technology grants—rather a lot of money was spent on rather a lot of whiteboards. I am not sure that they made a massive difference when we did not accompany that investment with the training of teachers to transform their pedagogy to go with it, and we need to learn from that.

It is also fair to reflect that, with the current orthodoxy of the curriculum—what we require of young people and how they take tests writing on paper with pens in large sports halls every summer—perhaps we do not need technology. It may well be that, given that that system has not really changed for the last 50 to 70 years, we know how to teach it. If we think that that is right and we should preserve the status quo for ever, then perhaps we do not need technology. But I happen to believe, particularly with the workforce crisis that we face in our schools, and the changing environment externally that the noble Baroness, Lady Morgan, talked about, that we need to change.

I am guided by the work back in the late 1990s of Professor Ruben Puentedura from Boston who talked about his SAMR model—that is, substitution, augmentation, modification and redefinition. It is only when you get to the modification or redefinition of pedagogy that you achieve proper gains with the application of technology in education.

Currently we have a curriculum problem for the reasons outlined by the noble Baroness. We have an opportunity for change enabled by technology assisting teachers, and technology is making that change inevitable and essential. In order to realise that opportunity, we have to be mindful of some of the problems of safety, data and privacy, the digital divide—the divide around access to devices and data—and the confidence of teachers and learners to be able to use technology and of parents to be able to support their children during homework using technology. We have to be mindful of all those things, but they should not be an obstacle to progress.

There are alternative visions. There is a dystopian vision where technology replaces teachers and young people are isolated, learning on screens, cramming for tests of knowledge and ultimately falling behind machines because they leave school unable to compete with highly intelligent machines and their ability to regurgitate knowledge far more accurately than humans ever could. At the same time, in that dystopian world, we would have all the problems of data privacy and privatisation that the noble Baroness, Lady Kidron, talked about.

The utopian vision is of technology as a co-pilot to teachers, keeping them informed about the differences in their class, the scaffolding gaps in the knowledge of their children and the skills that those children need as technology helps them to interpret how their children are doing. This vision includes the opportunity for flipped learning so that the instructional knowledge-based elements of the learning can be done at home using technology so that school is a human place of social interaction and group work with the application of knowledge in an exciting way that teachers at the moment are not equipped and trained to be able to do. With the application of technology, there is an opportunity to do that and to develop a more rounded curriculum powered by novel forms of assessment with portfolios as endpoint qualifications that can deliver higher education entrance in a way that is a transformation from where we are at the moment and, to my mind, hugely exciting.

Artificial intelligence represents an opportunity. There are opportunities for tools for workload and workflow and pedagogic tools around adaptive learning, formative assessment on the fly and being able to deliver project-based learning in a way that is currently practically really hard for teachers but could be made a lot easier, thereby engaging all learners with relevant knowledge and skills in a way that is currently inconceivable.

However, we have to be mindful of the risks. I am interested in data trusts for public services and in whether we can set up trusts in statute not only for the NHS but for education so that we can own and control the use of children’s data, navigate which commercial partners we might want to use and get some return on the AI that that data is being used to train so that we can use that to help to fund our education system if that intellectual property is then exploited overseas.

The Minister will not be surprised that I question why we are investing £2 million of public money in Oak National Academy without procurement for it to do AI development, rather than using the private sector and others or even going through any kind of procurement to see how we might do that. Generally, I would love to see Oak repurposed into a modern-day version of BECTA that could properly advise the system on the safety, efficacy and workload implications of technology and generate the best-value procurement possible.

Edtech is a great opportunity. The need for change is pressing. We should chase after the utopian vision, with technology for good being embedded in what we do our schools.

Access to Musical Education in School

Lord Knight of Weymouth Excerpts

Wednesday 18th October 2023 Lords Chamber

[Lord Knight of Weymouth (Lab)]

My Lords, it is great to follow the noble Lord, Lord Hampton, and like others I am grateful to my noble friend Lord Boateng for securing, and the way he introduced, this debate.

The evidence of unequal access to music education is clear. My daughter, Ruth, had private instrument lessons and now her production of “La Traviata” opens on the ENO stage next week. Our 12 year-old, Coco, has private piano lessons and is learning the power of practice as she struggles on through her grade 7, but their privilege in having parents who can afford tuition is clear.

I recently read an excellent book by Jude Rogers, entitled The Sound of Being Human. In it, she quotes the cognitive psychologist, Professor Daniel Levitin. He points out that the earliest human-made artefacts were musical instruments, including a 60,000 year-old bone flute found in Slovenia. Singing around a campfire helped early humans to stay awake and ward off predators, but it also helped us develop co-operation and turn-taking, strengthening human group dynamics. Not only does Levitin find that music is at the very core of being human but he finds that it is absolutely core to the brain development of children. It encourages different parts of the brain to work together in an integrated way, and the curiosity that in turn allows the development of language is formed from there. Three separate parts of the brain are connected by conversation through music: the most advanced with the most mechanical, connecting our most primitive with our most advanced selves.

The science around how music triggers subconscious memory is also well known. The neuroscience is clear. Music must be a core subject, especially in early years education. So how is it going? Like the noble Baroness, Lady Bennett, I have been reading last month’s Ofsted report on music education in England, which was published with the headline:

“Music teaching too variable in quality and often not given enough time”.


The report says:

“The inequalities in provision that we highlighted in our last subject report … persist. There remains a divide between the opportunities for children and young people whose families can afford to pay for music tuition and for those who come from lower socio-economic backgrounds”.


We have also heard today about the decline in GCSE and A-level music entries since the EBacc was introduced 13 years ago. Yet, in the last 20 years, vocational music qualifications taken in schools have rocketed.

I remind the House of my education interests, especially as a member of Pearson’s qualification committee. Has any thought been given to the impact on vocational music if the Government proceed with defunding BTECs to prioritise money for T-levels, which contain no music, as we have heard, and will have to be significantly reformed if they are to be a part of the advanced BS that the Prime Minister proposes? The decline in the music teaching workforce is also deeply worrying. Two years ago, we were recruiting into initial teacher training at 71% of target, and last year at 64%. If the National Foundation for Educational Research is correct, just 31% of target will be met this year. What is the evidence that a £10,000 bursary is enough?

In closing, I ask the Minister to reflect with her colleagues on the need for a change of approach. I am pleased that the Prime Minister wants a more balanced post-16 curriculum, but we need the same rebalancing throughout the secondary curriculum. We need a change to the accountability system of the EBacc and Progress 8 to give much-needed oxygen for the creative subjects. As the minister knows, AI is marching on apace. Our current curriculum is equipping our children to be outcompeted by technology. Our competitive advantage against machines is to be better humans. What better way to prepare our children for their human future than by ensuring that they have a strong music education?

Life Skills and Citizenship

Lord Knight of Weymouth Excerpts

Thursday 7th September 2023 Lords Chamber

[Lord Knight of Weymouth (Lab)]

My Lords, I start by reminding noble Lords of my education interests in the register, in particular as chair of the E-ACT multi-academy trust and as a director of Suklaa Ltd. I thank the noble Baroness, Lady Garden, for how she opened the debate, although I say to the noble Lord, Lord Farmer, that I think I disagreed with pretty much everything that he said.

We must start by recognising the capacity limits in the time that children spend in classrooms. The curriculum is already overwhelming for teachers and learners and, if we are to add more to it, it has to be at the expense of something that we are willing to take away. The conundrum, however, is that children are leaving school ill prepared to prosper in a complex, dynamic world—surely, then, we should make more room for life skills and citizenship education. Some argue for adding it to PSHE, which is too often where citizenship is also taught now. When I was Schools Minister, I added financial literacy to the subject, and I welcome the inclusion of relationship and sex education, but that part of the timetable is now full.

I argue that the conundrum can be resolved through rebalancing the curriculum. Our “knowledge-rich” curriculum, the EBacc and the nature of Ofsted inspections combine to deliver a highly academic diet in primary and secondary schools. There is so much detailed content crammed in that, as the Institute of Physics told your Lordships’ Education for 11–16 Year Olds Committee, there is no space to teach “the big ideas”. If we stripped out a lot of the minutiae of the curriculum, we could free teachers to be more relevant and engaging and include life skills and citizenship across the curriculum. This was the vision of my Private Member’s Bill in the last Session. I wanted a new aim for the national curriculum, instilling

“an ethos and ability to care for oneself, others and the natural environment, for present and future generations”.

More knowledge is not power; it is boring. But powerful knowledge is exciting and empowering. It must be relevant to the here and now, deliver life skills and make us successful sustainable citizens, and it will follow when we deliver a broader and more balanced curriculum.

Reinforced Autoclaved Aerated Concrete in Education Settings

Lord Knight of Weymouth Excerpts

Monday 4th September 2023 Lords Chamber

[Baroness Barran (Con)]

I completely agree with my noble friend. We are most concerned to minimise online teaching and remote learning. Our children have been out of the classroom enough with Covid, and this House knows the seriousness of issues with attendance. We all know that this is the moment in the year when we want children in the classroom—on 4 September, or maybe 5 September if there is an inset day.

In relation to online teaching, perhaps it will reassure my noble friend if I say that we have already worked with 52 schools and mitigated over the last few months, before this change in policy when we identified a critical grade. The average number of days lost for those children was six. Six days is a lot. For some children it was more and for some it was none.

In the vast majority of those cases, the whole school does not have RAAC across all its roofs and floors; it is typically in a small area of the school. I bumped into someone this afternoon who was talking about their secondary school. They are able to reorganise the space in their school. They will miss one day of school tomorrow and then all the children will be back on Wednesday. That is in a big secondary school.

On my noble friend’s second point, in those first 52 cases, we are so grateful to other local schools, some of which have spare space and have bent over backwards to make sure that children do not miss a single day more than they need to.

[Lord Knight of Weymouth (Lab)]

My Lords, the safety of children in our schools is being compromised not just by RAAC construction. I remind the House of my interests, in particular as an adviser to Charter School Capital and as chair of the E-ACT multi-academy trust. In the trust, there is a secondary school with CLASP construction, meaning it has no foundations, has asbestos and desperately needs replacing. Another has external concrete cladding that is falling off, so we are spending over £50,000 a year just on scaffolding to catch it before it hurts anyone. When will the Government implement a comprehensive condition survey, not just for RAAC schools, and match it with proper investment to ensure the education budget is spent on education and not just on patching and mending the crumbling school estate?

[Baroness Barran (Con)]

I remind the noble Lord that the Government made a full survey of the school estate. We carried out the first one I think between 2017 and 2019 and we are in the middle of the second one at the moment. That looks at the condition grade across schools. I have the figures in front of me: in the first survey, 95% of individual condition grades—which literally look at the window frames; I am not sure about door handles but the walls, the roofs, et cetera—were graded as good or satisfactory, and 2.4% were poor or bad: 2.1% were poor and 0.3% were bad.

The noble Lord will also know that all our funding to schools for condition is prioritised based on condition need. He also knows that if there is an urgent request we will always consider it. We have already identified some the of so-called system builds, such as Laingspan and Intergrid. Almost all of that has been completely resolved and plans are in place for all of it to be removed. We have a programme of surveys starting later this year looking at the remaining construction types to understand them better and understand whether they might pose a risk.

--- Later in debate ---

[Baroness Barran (Con)]

On the first part of the noble Baroness’s question, we set out the expectations for responsible bodies. I think it is safe to say that the local authorities are pretty clear what their responsibilities are. In relation to academy trusts, those responsibilities are set out in the Academy Trust Handbook. We actually strengthened, clarified and reinforced the language around that before we knew about the three schools; we did that earlier in the summer with a new updated version. This was just to make sure—reflecting the noble Baroness’s point—that there was absolutely no doubt about the practical steps that should reasonably be expected for responsible bodies to take.

I am glad of the opportunity to say that our condition data collection survey, which I referred to, is not in any way a blurring of the lines of responsibility between responsible bodies and the department. However, it allows us both to plan the quantum of funding that we need to give to those responsible bodies to maintain their buildings and to identify areas where there is greater deterioration or less. So we have a broad overview of the school estate, but that should not blur any lines in relation to responsibility.

[Lord Knight of Weymouth (Lab)]

My Lords, does that inform the quantum of money that the department gets from the Treasury, or does it just inform the quantum that is distributed among responsible bodies once the Treasury has decided what to give to the department?

[Baroness Barran (Con)]

It certainly informs the second although, as the noble Lord knows, larger academy trusts and local authorities have discretion to judge within their own school estate how they want to use that money. A number of things inform our discussions with the Treasury, of which the condition data survey is one, but it is definitely not the only thing.

Higher Education: Financial Pressures

Lord Knight of Weymouth Excerpts

Thursday 30th March 2023 Lords Chamber

Moved by

[Lord Knight of Weymouth]

To move that this House takes note of the financial pressures on Higher Education and the impact on (1) local communities, (2) the United Kingdom’s science and innovation exports, and (3) the impact on delivering the Turing Scheme.

[Lord Knight of Weymouth (Lab)]

My Lords, it is a pleasure to open this debate. The Minister is taking her seat, and she knows that I am a bit of a schools policy obsessive, so I come to this area of education somewhat afresh—and I am pretty alarmed by what I have found.

I must start by underscoring that higher education is critical to Britain. For individual learners hoping to prosper in the future labour market, we know that, as technology and the greening of the economy deskills and demands new skills, future prospects will require higher levels of learning for more people. Employers are desperate for talent with strong cognitive and collaborative ability, and are relying on a thriving higher education sector to deliver that. For university towns and cities, the sector creates and sustains-high quality jobs. Many are anchor institutions for the local economy. They bring large numbers of students to pay rent and spend money in that economy. Universities are major property owners and developers, and their research translates into spin-outs, start-ups and consultancies. Nationally, we have a persistent problem in the economy of low productivity that needs more of these highly educated individuals who can work well with both technology and each other. Britain also needs to continue to be at the forefront of applying academic research to maintain any competitive advantage we have left post Brexit. In export terms, international students alone generated £19.5 billion in export earnings in 2020.

According to Universities UK, the sector contributes £95 billion to the economy and supports 815,000 jobs. We are the third most popular destination for international students globally and we have the highest degree completion rates in the OECD. Then last week, I woke up to the news that Cambridge University, my alma mater, alone contributes £30 billion a year to the UK economy. I have also just been reading about the impact of the Graphene Engineering Innovation Centre in Manchester and the potential of the venture science doctorate being developed by Deep Science Ventures.

A healthy, vibrant higher education sector is essential as this country seeks to grow and thrive. That is why I was so alarmed to see news from places such as Norwich and Wolverhampton, and then to read last year’s National Audit Office report and the response from the Public Accounts Committee. This paints a picture of serious financial stress in the sector. The report found that the number of higher education providers with in-year deficits has risen from 1% to 15% in the last five years and that 20 have been in deficit for at least three years. In 2020-21, 43 out of 254 higher education institutions were reporting deficits and the net operating cashflow of the sector had halved. These problems cover the full range of types of higher education institution, suggesting a set of systemic issues that cannot be written off as a hangover from Covid. So what is going on?

Put simply, it appears that the university business model is teetering. Universities rely on four sources of income: government funding, tuition fees, research grants and other income such as property investments, IP exploitation, conferences and endowments. These are just the kinds of things that allow the rich, such as Oxford and Cambridge, to get richer while the rest struggle. The balance between tuition fee income from UK students and UK government funding has shifted significantly in the last decade, and this is the core of the problem. In 2010, funding from government was close to three times the level of tuition fee income. Ten years later, following the raising of tuition fees to over £9,000 and cuts in government funding, fee income was almost 2.7 times the level of government funding—an almost straight swap. This reliance on fees for half of income is so important in understanding the problems.

For good reason, the Government have capped fees since 2017 and they are now fixed until at least 2024. But galloping inflation means that, in real terms, the fee of £9,250 is now worth just £6,585 and government funding has not then filled the gap. Ours is the lowest level of government funding for universities in the OECD, hence the financial pressures. Teaching domestic students is now done at a loss, so recruiting more UK students to fill the gap does not necessarily help. That has led some to rely on international students; income from this source has been growing rapidly, by around 12% per year—but I do not believe that this can continue for ever. Students pay the highest fees in the OECD and are starting to get less in return. The Institute for Fiscal Studies has found that spending on students fell by 18% in real terms in the last 10 years, as universities try to make savings.

I take over as chair of the Council of British International Schools in May. Four hundred schools around the world are members, educating over 165,000 students, and their recent survey was revealing. It found that 96% of their pupils go on to university: 44% of them in the UK, 19% in their host country and the remainder shopping around globally. What is striking is that the UK is becoming less attractive, with 29% of schools reporting it as a decreasing choice of destination for their students. Why is that?

When asked, the students give a variety of reasons. For 65%, it is the cost; 35% mention Brexit; and 26% mention the cost of the visas and the post-study work entitlement. What a massive lost opportunity. Public First recently did some work for Universities UK and found that 64% of the public believed that the UK should host the same number of—or more—international students. Given that the continued growth of overseas students is crucial to relieving the financial pressures on universities that I have set out, can the Minister update us, in her response, on whether the Government plan further restrictions on international students? Can she confirm the Government’s commitment to the graduate visa route and whether they remain committed to their international education strategy? The Turing scheme is a relative success and nurtures an important global mindset by facilitating international student exchange. Therefore, it makes no sense for us not to do our utmost to reciprocate by hosting more students in this country.

Alongside the increasing income from students, it is reasonable to ask whether there is more that universities should and could do in terms of savings. There are problems here with the impact on staff leading to further industrial action, but there are also questions of what that means for students themselves. Students are already struggling with the cost of living crisis and a student maintenance package that is the lowest in seven years. They are borrowing money, half of which will never be repaid. Teaching has been cut and accommodation is hard to find for too many. Post Covid, many students are struggling with mental health problems and have lost out on teaching contact time due to strikes, so dropout rates have increased, further hitting university finances. This is especially important for our public services. Of the MillionPlus members, 66% of university graduates work in the public sector, and they tell us that applications for nursing are down by over 18%, when we need an increase of 20% to meet our targets. As the Minister knows, there is a similar story for teachers, where applications from those wanting to enter teacher training are down by over 15% and are much worse in priority secondary school subjects. I do not believe that further savings that impact on the student experience are sustainable.

The other pressure on our university system comes in the critical area of research. The research function of British universities punches well above its weight. We have one of the lowest levels of investment in the OECD, yet the academic impact of our work is ranked the highest in the G7. Funding is based both on overall university performance and on grant funding for specific projects. However, it is not designed to recover the full cost of undertaking the research. In 2020, only 71% of research costs were recovered, which means using income from teaching funding and elsewhere to fill the gap. I have already discussed the problems in that area. Clearly, the lack of access to the €84 billion Horizon scheme has added to these problems as one of the self-inflicted harms of the Brexit deal with the EU. I am delighted that the Windsor agreement allows that to be reopened. Can the Minister update the House on the progress of those negotiations?

All of that said, the state of university finances looks a bit of a mess. Government policy deliberately shifted universities to a reliance on fee income. The reality of that creating unsustainable levels of debt has meant capping that source, so this vital sector is now in some trouble. We need innovation and change; there is no easy solution. Having seen the economic reality of gambling with our money, thanks to Liz Truss, we also know that there is no magic money tree. While we are waiting for change across our education ecosystem to create something fit for purpose for people and the economy, we also need an answer to give confidence to the sector. We have seen, through councils such as Croydon and Thurrock, that, when push comes to shove, the Treasury will intervene to stop our local authorities from going belly-up. I hope that I have made the case that our universities are too important for us to allow them to be vulnerable.

The Government did the right thing in protecting customers in the wake of the collapse of Silicon Valley Bank earlier this month. Can the Minister assure us that, somewhere between the Office for Students, the Department for Education and the Treasury, someone is working on a plan B so that students and staff at our universities will be assured that they will not be left high and dry, as the business model for our universities looks like it might be running out of road? I beg to move.

--- Later in debate ---

[Lord Knight of Weymouth (Lab)]

My Lords, I thank all noble Lords who have spoken in this debate; I have thoroughly enjoyed it. I have learned a lot—it is not my natural home as a policy area—particularly about the ups and downs of the Turing scheme. I make special mention of my friend, the noble Lord, Lord Austin, and his comments about the importance of universities for community generation. Also, this was the first time I have heard my noble friend Lady Twycross speak from the Front Bench. Clearly, it is her natural home, so I look forward to more of the same from her.

It is good to hear that across the House we are proud of our higher education sector. We want to allow it to continue to pursue excellence, as well as community renewal, and that requires a solid financial foundation. I noticed that in her fine speech, the Minister talked about the seven-year freeze in tuition fees allowing the sector to remain financially stable. I gently put it to her that, having shifted to half the income for the sector being reliant on tuition fees, to then have a seven-year freeze at a time of double-digit inflation is not the best recipe for financial stability.

However, with that note of caution—I do not want to depress anyone—it is still a vibrant sector and is still hugely important, and we are all committed to helping it.

[Baroness Barran (Con)]

With the permission of the House, I quoted one figure incorrectly and would just like to set the record straight. I said that, according to the HESA data, the increase in the number of low or unknown tariff higher education institutions that were in deficit in 2016-17 was 11 and in 2020-21 it was 21. I quoted earlier the number of institutions, which rose from 47 in 2016-17 to 70 in 2021. I would just like to get that right and not have to put it in yet another letter.