Lifelong Learning (Fee Limits) Regulations 2026

Lord Mohammed of Tinsley Excerpts

Wednesday 15th July 2026 Grand Committee

[Lord Mohammed of Tinsley (LD)]

My Lords, on these Benches we have also long supported the principle of lifelong learning. Because of the rapidly changing economy, where technology, artificial intelligence and the transition to a greener economy are reshaping jobs, people need the opportunity to retrain and upskill throughout their lives. Education should not be something that ends in your early 20s; it should be available for people whenever they need it. I say that as someone who went into higher education in their late 20s.

These regulations are important and part of implementing the lifelong learning entitlement by introducing a credit-based fee system for modular studies. Rather than relying solely on annual fee caps designed for traditional three-year degrees, providers will be able to charge fees proportionate to the number of credits studied. This is a sensible and necessary technical reform if modular learning is to work in practice.

However, as my Lib Dem colleague Ian Sollom argued in the House of Commons, changing the mechanism for charging fees is only one piece of the puzzle. If the Government genuinely want lifelong learning to succeed, they must also address the barriers that prevent adults from returning to education in the first place, because many adults are balancing work, caring responsibilities and the rising cost of living. Flexible courses alone will not encourage participation if learners cannot afford to take time away from work, arrange childcare and access maintenance support. The danger is that we create a system that is technically more flexible but remains financially out of reach for many of those who would benefit the most.

There are also legitimate concerns from universities and colleges about the implementation. Higher education institutions are already operating under severe financial pressure. They are being asked to redesign courses, develop modular provision and invest in new admin systems, while maintaining significant financial uncertainty. If the Government want us to embrace these reforms, they must ensure that the funding and regulatory framework give institutions the confidence to innovate rather than simply observe additional costs.

The Lib Dems believe that lifelong learning should also be driven by the needs of the learner and the employer together. Skills shortages continue across sectors, including engineering, construction, digital industries, health and education. The lifelong learning entitlement should help adults to access high-quality qualifications that respond to those workforce needs, while also giving individuals the freedom to pursue learning and personal development and career progression.

While we welcome the direction of travel represented by these regulations, they cannot be viewed in isolation. Success will depend on a wider package of student support, employer engagement, higher-quality careers advice and sustainable funding for universities and further education colleges. Therefore, I ask the Minister three simple questions. First, what assessment has been made of the likely impact of these regulations on participation by mature and disadvantaged learners? Secondly, what support will be available to help providers to implement modular delivery successfully? Finally, how will the Government ensure that the lifelong learning entitlement genuinely widens participation, rather than simply changing the way the fees are calculated?

As I said, the Lib Dems support the ambitions of making learning available throughout life, but ambitions must be matched by opportunity, affordability and proper investment. Only then will this important reform deliver what it promises.

[The Earl of Effingham (Con)]

My Lords, I thank the Minister for introducing these regulations. Lifelong access to high-quality education is a key component for a successful society. Access to resources that improve the skills and capabilities of the workforce goes hand in hand with a more dynamic economy and a more independent public. It provides individuals with the freedom to engage in subjects that are their passion and to strive for careers in the industries that they desire. This is largely the raison d’être of universities in our country. Undergraduate courses provide a leg-up into the workforce, while postgraduate and part-time courses allow for further specialisation and reorientation.

That is indeed a reasonable model, but while the structure of post-18 education is sound, His Majesty’s loyal Opposition believe that the incentives can be improved. Undergraduate course tuition fees are capped and thus allow for a broad uptake; conversely, modular and short courses are not. Therefore, there is a rational financial barrier to further higher education. Particularly in the current, fast-changing labour market, which will only accelerate, there is an eminently reasonable case for changing this current model. People will need to be able to retrain and reorient themselves, bolder and faster. Skilled education will become all the more important. That is why His Majesty’s loyal Opposition support these regulations.

The noble Baroness, Lady Wolf, played an integral part in the Augar review. The previous Conservative Government welcomed the recommendations of that independent review into post-18 education and funding and introduced the primary legislation that makes a lifelong learning entitlement possible. We are therefore grateful that the Government have now taken the steps to make this a reality.

Largely underpinning these regulations is the concept of proportionality. Using credits as the standard unit of learning time is the best way in which to achieve this uniformly. Limiting the number of credits that can be charged per course time and per activity is a start to ensuring that courses are rightly valued. But proportionality of credits does not necessarily equal proportionality of quality and we have many times highlighted the extent of less valuable courses currently within the market. This remains a concern.

It would be fair and reasonable to ask how the Government will ensure that the quality of education matches the cost of the degree past simply looking at credit numbers. This is of particular concern with part-time courses. Flexibility of education is of course a good thing, but it cannot be used to justify students enrolling in modular courses and not having face-to-face time with a teacher. How does the Minister propose to ensure that the highest possible in-person education is taking place face to face, involving engaging with each other and truly gaining from the experience?

In a similar line of thought to that of my noble friend Lord Johnson, we ask more generally what the feedback mechanisms are for this measure. How will its implementation and success be monitored both for providers and students, as referenced by the noble Lord, Lord Mohammed? It was surprising that the Minister in the other place did not answer this question. How will the providers who will naturally incur an administrative cost in implementing this new system be supported in the transition?