Higher Education and Research Bill

Debate between Lord Lucas and Baroness Bakewell

Report: 1st sitting: House of Lords
Monday 6th March 2017 Lords Chamber

[Baroness Bakewell]

I wish to support the amendment for its reference to,

“including those with experience of part-time, adult and distance learning”.

I support it in the light of the changing demographics, which are probably more extreme than people realise in this country. We can now expect anyone born today to have a very high chance of living to be 100, and certainly to 90. The fall-out of this on the economy and on how society is organised will be profound, and we need to be ready for it. Against that background, I suggest that part-time education, with opportunities to restructure your life and have secondary, portfolio careers—possibly several, within the century of a lifetime—is really important, and should be taken on board throughout this Bill, which serves very much the existing demographic.

[Lord Lucas (Con)]

My Lords, I talked about this general area in Committee, but I have tabled Amendment 97 because since then I have received a fundraising letter from the development office at Oxford, which included the words: “All the evidence points to the provision of bursaries and scholarships being one of the most effective and sustainable investments we can make”. This is an outright lie. Oxford knows, as will anyone who has investigated the subject, that as far as we know bursaries and scholarships have zero effect on improving the lives of students, and OFFA will confirm this. There are many more effective ways, including a wonderful summer school run by Oxford which has demonstrably very strong effects.

I wrote back, protesting this departure from the truth and Oxford wrote back to me to confess, without admitting that it had been lying. It said that at Oxford there were no differences in retention or attainment for bursary holders, compared with those for higher-income groups. It went on to say that there were possibly some effects but that, “This hypothesis cannot be rigorously tested without creating control groups which, as OFFA recognises, would be unethical”. So Oxford is denying not only truth but also randomised controlled trials as a means of establishing the truth. This is quite astonishing. Is the development office run on entirely different ethical grounds from the rest of the university? I have been corresponding with the professor in charge, but there does not seem to be any recognition that truth or science come into the mission which Oxford should be following.

I have a general concern about all that is happening under the access schemes. I have seen several examples of universities applying for money to support what they are doing where there has not been adequate research or evaluation. At the end of the day, the main flood of money into this scheme comes from students: it is students who are funding this. Universities ought to owe them an absolute duty to be doing the very best they can to make good use of this money. At the moment, they do not collaborate or evaluate in the way that they should, and I would like the Office for Students to have the power to change that.

Higher Education and Research Bill

Debate between Lord Lucas and Baroness Bakewell

Committee: 1st sitting (Hansard - continued): House of Lords
Monday 9th January 2017 Lords Chamber

[Lord Lucas]

My Lords, I shall speak to Amendments 11 and 13. I am mostly interested in hearing the Minister’s views on these matters. It seems to me that it is important for a board such as that of the OfS to have experience of the main sets of people and tasks that it is going to be faced with regulating. Amendment 11 would ensure that its members had an understanding of what happens in vocational or professional education. That would be very important because some of its charges will be very much in that part of the world.

Most of all, the amendment would ensure that the OfS has representative people who understand how people end up at university. The business of advising school pupils, looking after pupils who are looking for careers, the limitations of that, the sort of information you need on how 16 and 17 year-olds are, which is very different from 19 and 20 year-old students at university—that is vital experience for a board to have. A great deal of what the OfS is doing is concerned with giving information to people who might come to university and providing structures in order that they should be well looked-after when they get there, so it needs an understanding of what pupils are like.

[Baroness Bakewell]

My Lords, I speak from my background at Birkbeck University on behalf of a sector that has not had much of a hearing today—I hope it will have a hearing throughout further debate on the Bill—which is that of part-time university study and of lifelong learning. It is my conviction that this is the shape of the future and will bulk far larger than is acknowledged in the future lives of people struggling to qualify and retrain in a population who will need retraining in new skills throughout their lives. Part-time education to university level, which is carried out at Birkbeck, is enormously popular with those who do it but, as the Minister will know, has recently suffered an enormous fall in recruitment. This followed the introduction of student fees, and we are examining reasons why that should be so and seeking to remedy them. We need to include in the essence of the Bill the fact that part-time university study is a valid, important and growing sector.

It is for that reason that I have tabled Amendment 5A, which adds emphasis to Amendment 5 by stating that one of the members of the board should be dedicated to the interests of part-time further education. This is very important because we find that a much higher proportion of the students who graduate from Birkbeck are from disadvantaged backgrounds than from any other university. This plays absolutely into the Government’s intention of increasing access, so they have a very strong motive to facilitate this kind of education, which has not figured very much in all of today’s extensive debate. It deserves a much higher profile and it will reap rewards. It will benefit not simply 18 to 24 year-old students; people are graduating from Birkbeck in their 50s, 60s and 70s with full-scale degrees. They are retraining, they come from every kind of background and they really appreciate the training they get. A dedicated member of the board for further education among part-time students is very much to be desired.