Qualifications Reform Review

Lord Willetts Excerpts

Wednesday 18th December 2024 Lords Chamber

[Baroness Smith of Malvern (Lab)]

I thank my noble friend for those comments. I suspect that she—like me—has taught these qualifications. I introduced a general vocational qualification into a high school where I taught, so I very much take her point about the different teaching and learning styles from which students can benefit. I know she agrees that we must ensure that we do not lower the quality of qualifications for students who perhaps need different teaching and learning styles. We continue to review to ensure that qualifications are of a high standard.

From my experience of visiting colleges offering T-levels, I have to say that there are some very innovative approaches to the ways in which they are delivered. That is why there has been a steady growth in the number of young people undertaking T-levels. Of course, we have introduced three new areas this year, and there will be another new one next year.

I also take my noble friend’s point about extensive engagement. The process of the review involved consulting more than 250 individuals, including principals of FE and sixth form colleges, senior and curriculum leaders, teachers and subject specialists in FE, employer representative bodies, industry leaders, awarding organisations, mayoral combined authorities and other government departments. That is one reason why it has received broad support: it was, in essence, co-designed with those who will be responsible for delivering the qualifications process.

On the point about work experience, my noble friend is of course right that while industry placements are a key element of T-levels, they also play an important role both post and pre-16. That is where we need to ensure that placements maintain rigour, are of quality and enable employers to step forward to do that. That is what we have sought to achieve with the flexibilities we have introduced into T-levels.

We need to continue working with employers by providing reassurance and the flexibility necessary to enable them to offer a range of placements. That is one of the things we do with our T-level and apprenticeship ambassadors, who work with employers to encourage them to offer the sorts of placements that will be beneficial for students in whatever course they are taking—whether it is one of those placements or work experience. We will continue to do that.

[Lord Willetts (Con)]

My Lords, I welcome this Statement. T-levels are a very useful part of the qualifications landscape, but it was never realistic to think that T-levels and A-levels between them could somehow dominate all the options available for 16 to 18 year-olds. Many former Ministers on both sides of this House took that view—I see my noble friend Lord Johnson sitting beside me. Although they are not present, I would like to say that it was good to work with the noble Lords, Lord Blunkett, Lord Baker and Lord Adonis, in arguing for a pause. It is welcome that we have now secured a rather better future, at least for some time, for BTECs.

I am sure the Minister will be aware of the recent report from the independent Education Policy Institute, which said that

“T levels are currently unsuitable for many Level 3 learners”.


That message from independent research is one that we all need to take to heart. I have two specific questions for the Minister. First, will she confirm that T-levels cannot do everything, alongside A-levels? They are a very useful qualification for a route to a post as a technician, but it is not clear that they can do everything, and so BTECs and NVQs have a lasting role in the vocational qualification landscape. On eliminating uncertainty, which my noble friend Lady Barran raised, a statement recognising that T-Levels cannot do it all would be very welcome.

My second question concerns the cost of T-levels. It has always been noticeable that in the DfE there is no money in some areas but in other areas money pours out to fund new initiatives. The Minister referred to the value of the 45-day placements. However, can she tell the House how much the funding of these 45-day placements is costing? Given that spreading access to work experience is so important, does she have any concerns that this very substantial funding for one specific way of accessing work experience is having the effect of diminishing opportunities for work experience for other students not on the T-level route?

[Baroness Smith of Malvern (Lab)]

The noble Lord is right that, when faced with a positive phalanx—I do not know what the collective noun is for former Education Ministers—it is probably wise to realise that there is some wisdom there. That has been demonstrated by the results of the review that we have undertaken.

I agree with the noble Lord that T-levels and A-levels would be an insufficient option on their own for all students. To reiterate, where T-levels exist in a route, they are the most appropriate large qualification. One of the other things that we have done is to remove the previously proposed rules of combination, which would have prevented colleges building appropriate courses for their students, in consultation with those students and others. That will provide more flexibility.

I will write to the noble Lord specifically about the cost of T-level placements, but it is right when introducing a new qualification that, as we have done, there is an uplift in revenue funding for T-level students, as well as some capital provision. Any new qualification will need a period of time to scale itself to a position where the normal level of revenue funding would be adequate to deliver it.

Universities

Lord Willetts Excerpts

Thursday 14th November 2024 Lords Chamber

[Lord Willetts (Con)]

My Lords, I congratulate the noble Baroness, Lady Warwick, on bringing this debate to the House. I declare my interests as a visiting professor at King’s College London and a member of the council of the University of Southampton. I was also one of the commissioners who served on the UUK exercise. The chapter on which I was most heavily engaged concerned international students. It is excellent that the Government are now preparing, and have committed to produce, an international strategy for higher education—of course, my noble friend Lord Johnson was himself responsible for an excellent one in the past—and I hope that the Minister will be able to tell us what timescale that is on. I shall put two specific points to her about that strategy.

The first point concerns visas. The Minister is a former Home Secretary, and if I pressed her on the cost of visas, I know exactly what her answer would be, so I will not press her on the cost but on another problem with visas: the speed of getting them. There is an internationally competitive market whereby some overseas students apply for a range of different universities around the world, and for several visas, and they are waiting to see whether they get their US visa, their Canadian visa or their British visa. If the British visa process is the slowest, they have already committed to going to Canada before we have even had an opportunity of getting them here. I hope the Minister will undertake to pursue the speed of visa issuing with the Home Office.

Secondly, I ask the Minister to raise the issue of international students with the Department for Business and Trade. There is enormous opportunity here for trade negotiations, whereby we make a commitment that we will extend access to our student loans for British students going to study abroad. The moment that the conversation with another country is about exchange and reciprocity, about saying, “We want more of your students to come here but it would be great if some British students could come to you, and we will provide them with a loan to do so”, we can make much more progress on growing international student numbers.

I very much agree with what my noble friend Lord Johnson said about fees; I strongly endorse his point. It was treated as though it were a heroically difficult decision. I asked the Library about the history. The Blair Government considered £5,000 fees; we ended up with £3,000 fees, but it was well known at the time that the Prime Minister himself and some of his advisers wanted £5,000 fees. They introduced £3,000 fees, which they indexed for several years with no fuss whatever—they just got on with indexing them. If they had done £5,000 fees and simply indexed them every year since then, fees would now be £9,545, almost identical to the level which the Government are now putting them at, but with some associated HEFCE grant; there were still teaching grants as well. The noble Baroness, Lady Blackstone, was right to say that we either need an injection of public money alongside, or fees will need to go even higher.

One of the most disappointing features of the argument about the recent indexation was the amount of confusion and misunderstanding about how the fees regime works. A lot of people linked it, somehow, to student hardship. The cash students need to live on at university is a completely different issue but does need to be tackled. Very few people realise that if the repayment formula is fixed, there is no increase in your monthly or annual repayments; it is just that you will repay for a bit longer.

One lesson from this, so that we do not slip backwards and see the type of anxieties to which the noble Baroness, Lady Blackstone, referred, is that it is really important that the Government keep on communicating the realities of how this system works, so that no disadvantaged student in a college or a sixth form thinks that he or she somehow cannot afford to go. I have to say that, in the last few weeks, Martin Lewis has once again been a voice of sanity, explaining the truth of the system, which is very different from some of the widespread misconceptions.

Unless we have a significant increase in fees, or further public expenditure support alongside, sadly, there will be universities that get into very serious difficulties. Will the Minister tell us when we are going to see a clear statement from the Government of what the process is for a university that runs out of cash? What happens? This could well be tested in the next year; we need authoritative guidance in the absence of a bolder proposal to increase fees.

Finally, I comment on one other issue. This is a Government who have an admirable commitment to raising the growth rate. Universities can really contribute to that. The industrial strategy had, I think, 11 references to FE colleges, which is admirable; it had two references to higher education, both in the context of research, and we have had eloquent statements about research. Universities are just useful for educating people in practical, vocational skills. There are 160 employer and other credentialising bodies that credentialise students who emerge from university. Will the Minister place in the Library the DfE estimates not of how many courses there are but of how many students are studying vocational courses that are in some way credentialised or vocational? Universities have an invaluable vocational role and I very much hope that, in the next stage of the industrial strategy, they are identified as a key sector, meriting particular support from the Government.

Higher Education Funding

Lord Willetts Excerpts

Thursday 12th September 2024 Lords Chamber

[Lord Willetts (Con)]

My Lords, I congratulate the noble Lord, Lord Krebs, on calling this debate and thank him for his exciting vision for our universities as the care homes of the future. I declare my interest, especially if we are talking about care homes; I am a visiting professor at King’s College London. His speech correctly identified the pressures that universities face, on both their research funding and their teaching funding. They are linked in various ways, including because overseas student fees, which used to help subsidise the cost of research, are increasingly being used to subsidise the cost of teaching, which puts extra pressures on research funding. The DSIT capacity to do research is being cut because the DfE will not increase teaching fees for undergraduates.

I think it is important that we tackle the pressures on the cost of teaching students through an increase in the fees that they pay. This is important, above all, because of the interests of students themselves in a well-funded higher education. It is also in the interests of the wider economy to have well-funded, effective higher education, with good-quality teaching.

I particularly draw the Minister’s attention to an excellent piece of research showing the economic benefits of universities, and of creating more universities, by two academics at the London School of Economics, Professor John Van Reenen and Anna Valero, who now both happen to be in the Chancellor’s Economic Advisory Council—a very useful place for them to be located.

If we are to increase funding for teaching in universities, the Minister has a mechanism available to her—fees. There may be arguments for more selective funding of research. The UKRI budget is already allocated in a pretty selective way; a very high proportion of current research funding goes to the most prestigious, elite, research-intensive universities. More research funding could be allocated, if that is what the noble Lord, Lord Krebs, wants, but it would not tackle the underlying need to have better-funded teaching across the entire sector.

There is no brilliant alternative. Of course, if fees go up, it is right to expect clear evidence that this will mean better quality teaching. My noble friend Lord Johnson of Marylebone, who increased fees from £9,000 to £9,250, did so in association with that much more rigorous assessment of teaching quality in universities.

Most depressing is the belief that this mechanism is somehow no longer available for us, despite the fact that almost every party represented in this House now has in the past used precisely such a mechanism to fund higher education. It has been the cross-party agreed basis for funding higher education over the past 20 years. I have heard people say that students cannot afford it because of the cost of living crisis, but we know that students do not pay upfront. We also know that it does not affect the amount that graduates repay; there is a repayment formula for that, which is highly progressive. Rightly or wrongly, there are no longer interest rates on graduate debt. It is reasonable to expect a prosperous middle-aged person to pay back for a couple of extra years if it means that the university education of the younger generation is properly funded. I very much hope that the Minister will accept that this is one mechanism at her disposal to tackle this financial crisis.

King’s Speech

Lord Willetts Excerpts

Friday 19th July 2024 Lords Chamber

[Lord Willetts (Con)]

My Lords, I begin by drawing the House’s attention to my interests, particularly a professorship at King’s College London and a role at the University of Southampton. I also welcome both our new Ministers to their roles. We very much look forward to engaging with them in the months and years ahead.

I congratulate my noble friend Lady Monckton on her excellent maiden speech. In her reference to her grandfather, she might have put the muzzling of cats on the political agenda. It sounds like a cause that this House might embrace.

I would also like to say how much my noble friend Lady Barran contributed to our debates on education with her extraordinary courtesy. Her speeches were always so well informed and long may she continue in a Front-Bench role.

I would like to focus on higher education, because it is crucial to the priorities the Government have set out in the King’s Speech and it is very important for opportunity. Higher education is the one stage of education where kids from disadvantaged backgrounds outperform. It is also key for growth. A lot of vocational and technical training happens in higher education. We should not have an old-fashioned picture of our education whereby that is not part of the role of universities, when it is.

Of course, higher education institutions can transform places. The journey from starting off as a mechanics institute or a teacher training college, becoming a big, ambitious FE college and then a university is often associated with the transformation and growth of a city. Worcester, if I may say so, is a vivid example of that process. Universities are one of the most powerful mechanisms we have, therefore, for spreading opportunity to some of the cold spots in the UK.

Higher education cannot do this, however, if its resources are as constrained as they are at the moment. Universities are under serious financial pressure. We all lose out but, above all, students lose out if the real resource behind their education and their university experience is being cut. I therefore very much hope that we will now see action to tackle this crisis before a university goes bust. Many are under financial pressure; some are in real danger of going bust.

We do not need another big review of our entire higher education system. All three of the main parties represented here in this Chamber, when faced with the responsibilities of office, have essentially operated the same system: a graduate repayment system. There is no fantasy alternative model that gets rid of all the imperfections of the current model. We therefore do not need to waste time on some massive review; we need instead simply to focus on improving the current system, getting across the crucial message, of course, that students do not pay up front. For students, the main issue is the cash they have to live on while they are at university. That is the pressure point threatening access, not misconceptions about the cost of fees.

There is—if I may use a rather crude term in this elevated debate—a deal to be done. Of course, Ministers and the Government will have pressures that they want to meet, so the deal must involve some increase in fees, so that universities are better funded. It should also involve more initiatives on access. BTECs are a very important part of access to university. The new Minister will notice that there is a dangerous cabal of ex-Ministers around. When I see the noble Baroness, Lady Morris, and my noble friend Lord Baker debating, it is a bit like veterans Wimbledon: you can come here and see the education debates of 20 years ago going on. However, when they make common cause on BTECs—others here also associate ourselves with that—I hope that Ministers will listen. As part of the deal, there also needs to be pressure to ensure that education standards are rising in universities and that students get a fair deal.

All that can be done and should be done as a matter of urgency. The demographic backdrop is very important as well. Because of the surge in the birth rate, reaching a peak in 2012-13, we now face a decline in the number of young people in nurseries and primary schools. The number of young people in secondary education has peaked; the next five years will see a surge in the number of people over 18. They should benefit from a reformed apprenticeship levy, high-quality further education and a properly resourced and effective higher education system.