Higher Education and Research Bill (Ninth sitting)

Paul Blomfield Excerpts

Committee Debate: 9th sitting: House of Commons
Tuesday 11th October 2016 Public Bill Committees

[Joseph Johnson]

I turn now to a relatively large group of minor and technical amendments, which will provide consistency of language and drafting across the Bill as well as additional clarity on specific points.

I do not wish to spend a lot of the Committee’s time on these, as they are purely technical amendments that do not change the core policy. All of them, except for amendments 56 and 65, ensure the language is consistent across clauses 23, 25, 26 and schedule 4.

Amendment 56 clarifies that when the Secretary of State removes a quality body’s designation, she must set out all of the reasons for the decision. Amendment 65 clarifies that “graduate”, for the purposes of schedule 4, means a graduate of a higher education course provided in England. As the designated body will be undertaking functions only in England, it was important to clarify that we were talking only about graduates of a course provided in England.

Amendment 38 agreed to.

Amendments made: 39, in clause 25, page 15, line 15, leave out second “the”.

This amendment ensures that the language of clause 25 is consistent with clause 23 and clarifies that a scheme can cover some or all of the education provided by a provider.

Amendment 40, in clause 25, page 15, line 16, after “rating” insert “, and

(a) to higher education providers in Wales, Scotland or Northern Ireland, in respect of whom the appropriate consent is given, regarding the quality of, and the standards applied to, higher education that they provide where they apply for such a rating.

‘(1A) “The appropriate consent” means—

(a) in the case of a higher education provider in Wales, the consent of the Welsh Ministers to the application of subsection (1) to the provider;

(b) in the case of a higher education provider in Scotland, the consent of the Scottish Ministers to the application of subsection (1) to the provider;

(c) in the case of a higher education provider in Northern Ireland, the consent of the Department for the Economy in Northern Ireland to the application of subsection (1) to the provider.

(1B) Such consent—

(a) may be given either generally in respect of all providers or in respect of providers of a particular description or named providers,

(b) is given by notifying the Chair of the OfS, and

(c) is valid until it is revoked by notifying the Chair.

(1C) For the purposes of applying the definition of “higher education provider” in section 75(1) to subsections (1)(b) and (1A), the reference to “higher education” in that definition—

(a) in the case of an institution in Wales, has the meaning given in section 75(1);

(b) in the case of an institution in Scotland, has the same meaning as in section 38 of the Further and Higher Education (Scotland) Act 1992;

(c) in the case of an institution in Northern Ireland, has the same meaning as in Article 2(2) of the Further Education (Northern Ireland) Order 1997 (S.I. 1997/1772 (N.I. 15));

and the reference to “higher education” in subsection (1)(b) is to be read accordingly.”

This amendment and amendment 41 extend the power of the OfS to make arrangements under clause 25 for a scheme for giving ratings to English higher education providers regarding the quality of, and the standards applied to, higher education that they provide so as to also include Welsh, Scottish and Northern Irish higher education providers where the relevant devolved administration consents and the provider applies for a rating. Amendments 108, 112 and 113 are related amendments.

Amendment 41, in clause 25, page 15, line 17, at end insert—

‘(3) For the purposes of applying that definition of “standards” to subsection (1)(b), the reference to a “higher education course” in that definition—

(a) in the case of an institution in Wales, has the meaning given in section75(1);

(b) in the case of an institution in Scotland, means a course falling within section 38 of the Further and Higher Education (Scotland) Act 1992;

(c) in the case of an institution in Northern Ireland, means a course of any description mentioned in Schedule 1 to the Further Education (Northern Ireland) Order 1997 (S.I. 1997/1772 (N.I. 15)).”—(Joseph Johnson.)

See the explanatory statement for amendment 40.

[Paul Blomfield (Sheffield Central) (Lab)]

I beg to move amendment 286, in clause 25, page 15, line 17, at end insert—

‘(3) In making arrangements under subsection (1), the OfS must, after a period of consultation, make—

(a) an assessment of the evidence that any proposed metric for assessing teaching quality is in fact linked to teaching quality; and

(b) an assessment of potential unintended consequences which could arise from an institution seeking to optimise its score on each metric, with proposals on how these risks can best be mitigated.

(4) The assessment under subsection (3) must be made public.”

This amendment would require an assessment of the evidence of the reliability of the TEF metrics to be made and for the assessment to be published.

It is a pleasure to serve under your chairmanship, Mr Chope. I hope this is a proposal on which we can find agreement across the Committee. With this amendment, I am seeking to reflect the recommendation made unanimously by the Select Committee on Business, Innovation and Skills, when we looked at teaching quality in our recent report. There were some areas where we robustly did not agree, but this is a matter on which we did, and I am sure that if I deviate from that consensus, the hon. Member for Cannock Chase will pick me up on it. Although we fully endorsed the Government’s focus on teaching excellence, in the light of evidence we heard we were concerned about getting the arrangements right. The metrics being proposed were not, as the Government recognised, measures of teaching quality; they were rough proxies.

The three key metrics are employment, retention and the national student survey. We discussed employment briefly under earlier clauses. In all the evidence we received, and certainly across the Committee, it was recognised that employment destination, although important, is not a satisfactory measure of teaching quality. That is an important point, and it is an issue that the Government are concerned about in relation to their work on social mobility and creating opportunities, on which the Prime Minister has put great emphasis. If someone comes from the right school and the right family and goes to the right Oxbridge college, it does not matter how well they are taught; they will probably end up in a good job; that is widely recognised. Employment destination is not a measure of teaching quality. The Select Committee were concerned that that is a flawed metric for measuring teaching excellence. That is not controversial; it is something on which we find cross-party agreement.

[Dr Roberta Blackman-Woods (City of Durham) (Lab)]

My hon. Friend is making a powerful case. Even allowing for benchmarking, universities experience very different local labour markets that students can easily move into. Does he agree that that has not been sufficiently taken on board by the Minister?

[Paul Blomfield]

My hon. Friend highlights a point made to our Select Committee: a simple, crude focus on people’s salary and employment outcomes fails to recognise the enormous difference between regions. As someone who represents a Sheffield constituency and both Sheffield universities, I am very conscious of that, and it is a point that has been made powerfully to me. We felt as a Select Committee that the employment metric was flawed.

On the retention metric, although the Committee celebrated the Government’s intention to focus on retention, in the work on access and widening participation the focus should be not simply on getting people to university, but on ensuring that they succeed there and have good outcomes after graduation. The focus on retention is welcome, but we were not convinced that it was right as a metric for measuring teaching quality. We have seen in school league tables and how we measure schools’ performance that such a focus can lead to unintended and perverse outcomes. The easiest way to up a retention score would be to ensure that the intake of students did not include too many people who would struggle to succeed. That clearly is not what the Government want, and it is not what any of us want.

[Dr Blackman-Woods]

That runs completely counter to what the Government say their social mobility agenda is, because it will make universities less likely to take people who they think are higher risk—mature students, perhaps, or students who have a range of problems. That would be a really unfortunate consequence of the way the legislation is drafted.

[Paul Blomfield]

Our Select Committee was very focused on the Government’s welcome and ambitious targets to improve the representation of those from less advantaged backgrounds in higher education, but my hon. Friend is absolutely right to say that this metric could lead to exactly those unintended and perverse outcomes.

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[Paul Blomfield]

I thank the hon. Lady for raising another dimension of precisely the problem that we were concerned about: that although well intentioned, the retention metric could lead to gaming, unintended consequences, and outcomes that run counter to the Government’s own objectives.

[Amanda Milling (Cannock Chase) (Con)]

We discussed this issue at great length in the Select Committee. The hon. Gentleman is going through each of the metrics individually, but actually they make up a basket of metrics and they need to be looked at as such. Does he agree that one thing that came out of the Select Committee was that we have these quantitative metrics, but there are also the qualitative metrics? We will be looking at things more in the round. Although there are the metrics that the hon. Gentleman is going through individually, they need to be looked at as a basket and as ones that will be developing over time. Learning gain was another metric that we considered. The sector should be engaging in this process.

[Paul Blomfield]

The hon. Lady knows that I completely agree that the metrics should be developed over time. We have heard on many occasions the teaching excellence framework compared with the research excellence framework. Getting the REF right has taken several years. My concern—shared by the Select Committee, I think—is that we should not blunder into a scheme that will measure universities inaccurately when it is such an important flagship for the Government’s policies. I also agree that there is a basket of metrics, but the Government’s focus in all their publications and all the commentary has been on just three. I was simply highlighting the concerns that I think she will agree the Select Committee had about those three, which are at the heart of the basket.

The third metric, of course, is the national student survey. I will say at the outset that I think the NSS has been an extremely positive tool to engage universities in focusing on teaching quality, and I think it is fine to build on it in many ways. For example, universities’ consistently poor rating for assessment and feedback in the NSS has led to real change in the relationship between teachers and students. The NSS itself is quite positive, but in the Committee we heard clearly that there is, as I think everyone in the room would recognise, a difference between measuring general satisfaction and measuring teaching quality. There is a difference between the satisfaction of students and knowing confidently that they are well taught.

[Carol Monaghan]

I thank the hon. Gentleman for giving way again. As a former teacher, I know well that what comes back in such surveys can often be personality driven and has no bearing on the quality of teaching. We have to look at student satisfaction with a degree of caution.

[Paul Blomfield]

The hon. Lady is right. As we all know from our university days and school days, there can be a huge difference between enjoying a class—having a great time with a particular teacher and liking that person enormously—and being well taught.

[Roger Mullin]

To give one example, when I was teaching at Stirling University about 30 years ago, my feedback from one student said “Nice eyes and a gorgeous bum.” [Laughter.]

[Paul Blomfield]

Even from my position sitting in this Committee Room, I would not wish to assess that evaluation, but I understand why the hon. Gentleman might want to share that with the Committee. It highlights in a particularly graphic way how we know the NSS does not provide a satisfactory metric in that respect. However, as the Government said, these are proxies.

The amendment would ensure, as the Select Committee recommended, that the office for students has a responsibility, in overseeing the metrics, to ensure that they can confidently and accurately measure teaching quality and nothing else—not the personal features of the hon. Member for Kirkcaldy and Cowdenbeath, not employment outcomes based on family background and school connections, but teaching quality. On that we are all agreed, and I therefore hope the Government will feel able to accept the amendment.

[Joseph Johnson]

I thank the hon. Gentleman for tabling the amendment on a subject that he and I have discussed on many occasions over the last year or so. I am sure we will continue to do so for some time to come.

The summary of our position is that excellent teaching can occur in many forms. There is no one-size-fits-all definition of teaching excellence, but great teaching, defined broadly, increases the likelihood of good outcomes, and metrics are crucial to measuring those outcomes. Chris Husbands, the TEF chair and vice-chancellor of Sheffield Hallam, has noted that the TEF’s approach is realistic about the difficulty of assessing teaching quality. He wrote:

“It does not pretend to be a direct audit of the quality of teaching. Instead, it uses a range of evidence to construct a framework within which to make an assessment—looking at a range of data on teaching quality, learning environments and student outcomes.”

In developing the metrics, we and the Higher Education Funding Council for England have listened carefully to the consultation feedback. We have used a set of criteria to decide which metrics to use: that they must be robust, valid, comprehensive, credible and current. We wanted to use tried and tested data sets that are already widely established in the sector, not least to avoid the need to collect new data and impose a burden on institutions. There is currently a limited set of metrics that meet those criteria, but those metrics do allow for differentiation across providers. For example, on retention and student outcomes, many providers are well above or below the current sector-accepted benchmark. Quality teaching clearly makes a difference. To quote Chris Husbands again, his

“sense is that as the system matures, the metrics will also mature, but it is difficult to argue that teaching quality, learning environment and student outcomes are not the right places to look to make an assessment.”

We consulted extensively on the metrics as part of the year 2 technical consultation and made further improvements to the way the metrics were handled. The sector has welcomed our changes. For example, on the publication of the TEF year 2 documentation, Maddalaine Ansell, the chief executive of University Alliance, said:

“There are decisions here that we strongly welcome, such as a broader approach to benchmarking…and a more granular system for looking at performance differences… We remain confident that we can work with government to shape the TEF so it works well as it develops.”



Let me turn to some of the specific points that the hon. Member for Sheffield Central and other hon. Members made on the metrics proposed and on widening participation. Essentially, the question was, “Won’t the TEF metrics and the TEF process itself encourage providers not to take people from disadvantaged groups?” The answer to that question is clearly no. Providers will be required to demonstrate their commitment to widening participation as a precondition of taking part in the TEF. Assessors will consider how the provider performs across all modes of delivery and its effectiveness at meeting the needs of students from different backgrounds. The assessment process will, however, explicitly look at the extent to which the provider achieves positive outcomes for disadvantaged groups, and the metrics will be benchmarked to prevent the TEF being gamed and to ensure that no institution is penalised for having a large cohort of disadvantaged students.

It is worthwhile reflecting on what a current vice-chancellor says about this aspect of the TEF in relation to widening participation. Edward Peck, the vice-chancellor of Nottingham Trent, recently wrote:

“Emphasising widening access, selecting these metrics, and connecting TEF and fee flexibility will prompt, if pursued rigorously, ever more serious consideration within universities of the ways in which young people from poorer backgrounds get in, are supported in staying, and get decent jobs when they leave. These are just the conversations that we ought to be having in universities more often and with greater results.”

[Joseph Johnson]

I think the hon. Lady is trying to present the TEF metric as being in conflict with widening participation. It is not; it is supportive of it. It is a precondition of participating in the TEF that institutions need an access agreement, and that sets an increasingly high bar for their commitment to widening participation. Research by the Social Market Foundation, for example, has found that there is no link between increased widening participation and worsening continuation rates. The hon. Lady and her colleague are setting up an Aunt Sally or a straw man; there is no evidence of the link that they are asking the Committee to consider.

While non-continuation rates are higher among the most disadvantaged students, some institutions are clearly successful at keeping those low as well. This cannot just be because some institutions are selective and have enrolled the most qualified and motivated students from disadvantaged groups. The Social Market Foundation research points to a number of institutions, with different profiles, that are making a success of the student experience. They include City University, St Mary’s Twickenham, Aston, Bishop Grosseteste, Lincoln and Kingston, which have among the highest retention rates of all institutions for the most disadvantaged students.

It is also worth hon. Members listening to what Les Ebdon, the director of fair access, had to say on this matter, because he probably knows more about it than anybody in the business. To quote his response to the TEF year 2 publication:

“The minister has made it clear that he sees fair access as being integral to the TEF, and I welcome the publication of the year 2 specification. The links to fair access have been further strengthened, following clear support from the sector in their consultation responses. It is especially pleasing to see specific measures on positive outcomes for disadvantaged students, and clear instructions to TEF panellists that they should consider disadvantaged students at every stage.”

[Paul Blomfield]

I want to raise a slightly different point on retention. The Minister will be aware of the recent publication by the Higher Education Policy Institute of a report produced by Poppy Brown that discusses the crisis in mental health in our universities, the growing concern across the sector and the investment of some institutions in, and different responses to, the challenge. What are his thoughts on the effect that growing crisis in mental health might have on achieving successful outcomes in retention and what support universities might need in doing that?

[Joseph Johnson]

I thank the hon. Gentleman for raising that subject. I commend the vice-chancellor of Buckingham University, Anthony Seldon, for leading a campaign to raise awareness of this important issue across the HE sector. It is vital that universities take full responsibility for the wellbeing of their students, towards whom they have a duty of care. Ensuring that students are supported throughout their studies, including during difficult periods relating to mental health or other issues that cause them to need counselling services, is an important part of a university’s overall pastoral role.

The hon. Member for City of Durham asked about regional employment variations across the system and how they will be taken into consideration in the TEF. That is an important point to which the Department has been giving considerable thought in developing the TEF. The TEF assessors will be able to take local employment into account when they assess providers’ qualitative submissions. If providers believe it is relevant to provide regional employment maps alongside their data on outcomes through the destination of leavers from higher education survey, the panel of assessors will be ready to take any such points into consideration. Of course, it is worth bearing in mind that students are mobile to a great extent and that we live in a national labour market. Regional employment maps will not be the only factor that assessors take into account, but they will take them into account in making their broad, rounded assessment of a university’s contribution to good outcomes.

In our consultation on the TEF metrics we received strong support for our proposals, with more than 70% of respondents welcoming our approach to contextualising data and the provider submissions. We will continue to review the metrics in use, and where there is a strong case to do so, we will add new metrics to future rounds of the TEF. We have taken and will continue to take a reasoned approach to the metrics. We have thought carefully, consulted widely and commissioned expert advice. Given the co-regulatory approach I have described, we expect the OFS to take a similar approach in future. I therefore ask the hon. Member for Sheffield Central to withdraw his amendment.

[Paul Blomfield]

I thank the Minister for his remarks. He is right to say that we have discussed this issue at length on many occasions, and no doubt we will continue to do so. I have also discussed it at length with Chris Husbands, whom the Minister cites extensively.

I do not want to take up the Committee’s time by critiquing the Minister’s remarks. He said much with which I agree, although I disagree with some points. I simply ask that we focus on what the amendment says, because I do not think it contradicts anything that he has just said. It simply says that

“the OfS must, after a period of consultation, make…an assessment of the evidence that any proposed metric for assessing teaching quality is in fact linked to teaching quality”.

If he would like to say where he disagrees with the idea that metrics on teaching quality should demonstrate teaching quality, I would be happy to take an intervention. In the absence of that, I feel that I should press the amendment to a vote.

Question put, That the amendment be made.

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[Joseph Johnson]

I thank the hon. Lady for her question. HEFCE has been developing the TEF on behalf of the Department and will have undertaken considerable analysis of how it will operate across the system. We are clear that the ratings are the reflection of the tough quality standards that we expect of our providers. We have a world-class HE system. The ratings will provide recognition on top of the tough quality standards that are imposed on all providers in return for securing entry into the system. I would not agree with any assessment that a bronze rating would be lowly; it would be a significant achievement.

[Paul Blomfield]

The relationship between the TEF and the financial sustainability of the sector is important, so I want to press the point made by my hon. Friend the Member for City of Durham. The Minister will agree with me on the importance of international students as a source of revenue, and I am sure we were both disappointed by the Home Secretary’s comments last week. What consideration has been given to the impact of the TEF on international student recruitment? If it was part of an international move, that would be fine, but if we are unilaterally choosing to grade our universities and say that some are not as good as others, does the Minister not recognise that that is potentially a significant disincentive, at a time when we are already losing market share?

Higher Education and Research Bill (Seventh sitting)

Paul Blomfield Excerpts

Committee Debate: 7th Sitting: House of Commons
Thursday 15th September 2016 Public Bill Committees

[Gordon Marsden]

Absolutely. Who is going to argue with that? No one is arguing against that. With all due respect to the Minister, I have known Steve Smith a great deal longer than he has. I have known Steve Smith for about 15 years and he has always been a doughty defender of all of these aspects. Yet again, the quote the Minister gives is simply about the principle of the teaching excellence framework. That I think is the point my hon. Friend wishes to intervene on.

[Paul Blomfield (Sheffield Central) (Lab)]

I thank my hon. Friend for giving me the opportunity to intervene. My intervention is sharpened by the Minister’s comments. Does my hon. Friend recognise that Professor Smith was actually saying that this gives us an opportunity to draw additional income to invest in teaching, in effect because it is the only show in town? Does he also recognise that when the Select Committee on Business, Innovation and Skills took evidence from the university sector on the point of the TEF and the link, there was uniform opposition to the link at that stage?

[Gordon Marsden]

My hon. Friend is absolutely right. I pay tribute to the work of the Select Committee in that respect. Of course university vice-chancellors are pragmatic people; they have to be. It is rather like when the late lamented Chancellor of the Exchequer said there could be any form of new structure for combined authorities as long as there were mayors.

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[Gordon Marsden]

That is a perfectly reasonable and sagacious thing for the Select Committee to say, and it is to be expected. The Select Committee did not endorse this specific mechanism introduced in this specific way. [Interruption.] I am sorry, but we are going to have to disagree, though I am fairly sure that the record will bear me out on that. If the Minister wishes to demonstrate otherwise, he is able to do so.

I will move on as I am conscious of time, and we need to get some movement. I will talk about one or two other areas related to the linkage between TEF and fees. We will reserve the concerns of Cambridge and other universities about TEF for a later stage. We should also consider where this proposal will take a university’s position with regard to the students it wants to attract.

I want to quote Professor David Phoenix, chair of MillionPlus and the vice-chancellor—since we are quoting vice-chancellors this morning—of London South Bank University. When the Government’s Green Paper was produced, he rightly said:

“A focus on quality, continuous improvement and the incentivisation of excellent teaching is at the centre of every university’s ambitions for its students.”

He welcomed the Green Paper and, for the avoidance of doubt, the opportunity to highlight the many strengths and benefits of UK universities and their teaching, but he said this:

“Linking fee increases with a Teaching Excellence Framework…based on metrics that are proxies for teaching quality”—

that is the hub of the discussion, debate and aeration on the Minister’s part this morning: the automatic assumption that teaching quality equals his TEF—

“is unlikely to provide students or employers with an accurate picture of the rich and varied teaching and learning environments that universities provide. This risks damaging the reputation of the higher education sector in the UK and is why we recommend that the government defer the introduction of a multi-level TEF in 2018 until further work has been completed to determine the best way to promote teaching excellence.”

Since that Green Paper was published, there has been a lot of iteration and discussion, and I return to what I said at the beginning: I understand why the Minister has listened to the sector and not introduced the TEF in all its glory—if that is what it is to be—with the implications he wants for fees. Fees could go down, although I think it is unlikely. They are far more likely to go up, but that does not cancel out the points we have made all along.

We are not the only ones with concerns on these issues. We will talk about the cost of the teaching framework at another time, but the University and College Union, Unison and a range of other organisations oppose the Government’s plans to raise tuition fees and link variable rises to a rating system. That is precisely because they are concerned that those plans will further alienate young people, particularly those from disadvantaged backgrounds, and put them off going to those universities. In the process, that will affect those groups’ members. It will affect their members’ ability to have jobs, whether those are teaching jobs or all the other jobs done by the people needed to make universities work.

One of the things that depresses me most about the Government’s approach to the Bill thus far, certainly in Committee, is that they seem to have a blind spot about anything other than the mechanics of producing the legislation to do these things. Every time we table an amendment that would include students and members of the workforce, they fight shy of putting it in the Bill. I will leave that point there.

I need to touch what the situation will be if leading universities opt out of the TEF, which was the subject of an article in Times Higher Education at the beginning of September. Reference was made to various issues, including Russell Group universities perhaps not wanting to take part because:

“They fear that taking part in the TEF will become such an administratively burdensome activity that the cost of participation will become so expensive that it will outweigh the value of an inflationary increase in tuition fees.”

We should be concerned about that not only because it is causing Russell Group vice-chancellors to agonise but because it threatens both the future of the TEF—I repeat, we want to see a proper TEF succeed—and future access for the sorts of students whom every member of the Committee, no matter whether they are Government or Opposition, wants to see at university. We all want to improve access to participation.

It is extremely important that the process in this matter is not a repetition of the precedent from before the summer recess. The issues are extremely important. People are so frustrated about the teaching excellence framework not being debated on the Floor of the House and in the context of the Bill, because that will enable the Government to evade detailed scrutiny of all the issues and of that process subsequently.

We have already seen how the Government did not choose to address the 2.8% increase in fees on Second Reading. We seek an assurance that if there are any major issues related to the TEF, including what the Government wish to do or not to do on fees, it will not simply be left to ministerial guidance or, with all due respect, shuffled down to a Delegated Legislation Committee, which will not allow all Members of this House to engage with the important and potentially very beneficial development of properly recognising teaching in our universities and higher education institutions.

[Paul Blomfield]

As ever, it is a pleasure to serve under your chairmanship, Mr Hanson. I rise to make some relatively brief remarks on the principle of the fees link. The Minister is understandably but deliberately confusing the issues of teaching excellence and fee increases. The inquiry by the Select Committee on Business, Innovation and Skills received a considerable amount of evidence on this issue. When the Government were still thinking about the issue, the overwhelming bulk of evidence from universities was that, while they celebrated the Government’s intention to put teaching quality at the heart of the agenda—the Minister has quoted the evidence that they did so—and welcomed the opportunity provided by a teaching excellence framework, the measure would be wrong, could have perverse outcomes and certainly would not assist the Government’s objective of linking the teaching excellence framework to fee increases.

Many Opposition Members disagree with the current funding regime in our universities and want to see different approaches that adequately fund our universities so they can continue to be among the best in the world without some of the other consequences of the current regime.

[Amanda Milling]

As a fellow Select Committee member, the hon. Gentleman will recall that at the time there was a lot of discussion about the TEF and the metrics. A lot of progress has been made. The discussion about the metrics and the link with fees created some of that debate. Does he agree that the Government and the Minister have been listening and that a lot of progress has been made on developing the TEF and the metrics, both qualitative and quantitative, that will be included?

[Paul Blomfield]

The hon. Lady and I have spent many happy hours debating these issues in the Select Committee. I agree that the Government have been listening on the metrics, and we will have an opportunity to debate those metrics more fully at a later stage. My point is simply that, even once the Government have got it right, and they are not quite there yet—we will debate that later—linking the measurement of teaching quality with fees is fundamentally wrong. That was the overwhelming evidence that our inquiry received from across the sector.

[Wes Streeting (Ilford North) (Lab)]

Why does my hon. Friend think the Government have chosen to serve provider interests through this mechanism, by allowing institutions to increase fees as part of quality enhancement, rather than serving the students’ interests? At every stage in Committee they have resisted any measure to improve student representation, the student voice and the consumer, user and student demand side of quality enhancement.

[Paul Blomfield]

My hon. Friend highlights an interesting contradiction. The hon. Member for Cannock Chase has pointed out that the Government are in listening mode, and I had hoped that we might have some more positive statements during our proceedings on student representation—if not accepting the amendment, at least giving greater clarity on the role that the student voice will have in the system.

We are asked in schedule 2 to endorse the principle of linking fees to a quality system, which we have not yet debated. There are still major reservations about it, and there is scant information about it in the Bill. The Select Committee agreed that the Government’s proposed metrics are flawed. I appreciate that we are coming to that debate, but it is worth highlighting those concerns briefly.

[Amanda Milling]

I am not sure I entirely agree that we said the metrics were flawed. I recall that we could see a role for them and for other metrics, too. We said that there was a need to develop the metrics over time. The Government—again, in listening mode—talked about the phasing in of the TEF in recognition of that.

[Paul Blomfield]

I thank the hon. Lady for her intervention, which helps us clarify what the Select Committee agreed. The report goes through the metrics, expressing reservations about employment. It is concerned that a narrow focus on employment will not demonstrate teaching quality. The truth is that if someone goes to the right public school and Oxbridge, however good the teaching quality at Oxbridge, they will get a good job because they know the right people and have got the right contacts. In itself, employment is no measure of teaching quality, and nor is retention.

I appreciate the Government’s initiative to improve retention as part of the widening participation agenda. It is positive, but the retention metric is open to university gaming: the best way of getting a good retention metric is by not taking students who are likely to struggle in university. It runs counter to the Government’s objectives, and there are similar concerns about the crudeness of the national student survey as a metric in itself.

The hon. Lady is right. We expressed those reservations and recognised that the Government were listening and were trying to move on them, but the Select Committee said very clearly that we wanted metrics with a proven link to teaching quality. The Government have not got those metrics yet. We will have that debate later.

The second point of concern in relation to the fees link is that the Government are rightly moving in the further stages of the TEF to subject-based assessment. Now, subject-based assessment is a good step because universities are large institutions within which there is a huge range of subjects and a great diversity of teaching quality, but to link a fee with an institutional assessment masks that range of teaching quality. People studying in a department where the teaching quality is not as good as in others will be paying higher fees. This flawed proposal does not enhance the Government’s objective and should be rejected.

[Joseph Johnson]

This has been a more heated debate than those that preceded it. I anticipated that it would be, and I hope we can move on to more consensual areas of the Bill shortly so that we can recover our composure. I am glad we are having this crucial debate, because this issue is clearly of huge concern to many Members. It highlights the big differences between what the Government are trying to achieve and what the Opposition would have us do.

Schedule 2 is crucial, in that it provides the mechanism for the setting of fee caps, which are central to fair and sustainable higher education funding. It replicates the provisions put in place by the Labour Government more than a decade ago with one difference, which I will come to later. First, I want to set out why the current funding system not only works for the sector but is crucial to its continued competitiveness.

The system we have established and are updating through the Bill, building on the measures put in place by the previous Labour Government, will ensure the sustainability of the HE sector and drive up the value to students by linking quality with fees. Our approach has been recognised by the OECD, which praised England as one of the few countries to have figured out a sustainable approach to higher education finance.

[Paul Blomfield]

The Minister will acknowledge that the quotes that he is giving—he may have reservations about them—are in relation to the fee system. The OECD has made no comment on the fees link.

[Joseph Johnson]

The OECD has made its comments and it is of the view that we have the most sustainable funding system of any country in the world. We are developing it further with our teaching excellence framework.

Despite what the Labour party said at the time, students have not been deterred from going into higher education and young people from disadvantaged backgrounds have not been put off from going to university. We now have entry rates, as I have said, at record levels of 18.5% in 2015, up from 13.6% in 2009-10. In fact, individuals from disadvantaged backgrounds are now 36% more likely to go to university than they were when the Conservatives came into office in 2010. Our student funding system is fair and sustainable. It removes financial barriers to anyone hoping to study, and is backed by the taxpayer, with outstanding debt written off after 30 years. That is a deliberate, conscious decision by Government to invest in the skills base of the country.

--- Later in debate ---

[Joseph Johnson]

I have been invited to carry on and speak about schedule 2, so I will press on for a minute. I will give way once I have made a bit more progress, if I can.

Tuition fees have been frozen since 2012 at £9,000 a year. That means that the fees have already fallen in real terms to £8,500 as things stand today. If we leave them unchanged they will be worth £8,000 in those terms by the end of the Parliament. It is not right or realistic to expect providers to continue to deliver high-quality teaching year in, year out with continually decreasing resources. The Committee heard that point made clearly by Chris Husbands, vice-chancellor of Sheffield Hallam University, which is close to the constituency of the hon. Member for Sheffield Central, when he gave evidence. He said clearly that it would be completely inappropriate for the university sector still to be stuck on £9,000 in 20 or 30 years’ time because no Government had the guts to allow fees to rise with inflation. That is precisely what we are doing.

[Paul Blomfield]

I welcome the Minister’s coming to the core issue of schedule 2, but his quote from the vice-chancellor of Sheffield Hallam University referred to the case for a fees increase. Schedule 2 is about linking it to the teaching excellence framework. The Minister has yet to make the case, or even mention that link. Will he do so now?

[Joseph Johnson]

Happily. The hon. Gentleman is deluding himself if he thinks that the chair of the teaching excellent framework does not understand the fee link that he himself is implementing. He does his fellow Sheffielder something of a disservice in casting that sort of aspersion on him.

What we are doing in schedule 2 for the first time is ensuring that only those providers who can demonstrate high-quality provision can maintain their fees in line with inflation. The ability to raise fees with inflation was provided for by the last Labour Government in 2004, but without any reference at all to quality or the student experience. Through schedule 2, we are doing better than that. The TEF fee link, in particular, as Government Members have already noted, was endorsed earlier this year by the Select Committee on Business, Innovation and Skills, which said that

“we support the principle of a more sophisticated link…between teaching quality and fee level”.

Higher Education and Research Bill (Eighth sitting)

Paul Blomfield Excerpts

Committee Debate: 8th Sitting: House of Commons
Thursday 15th September 2016 Public Bill Committees

[Dr Roberta Blackman-Woods (City of Durham) (Lab)]

I beg to move amendment 178, in clause 13, page 8, line 17, at end insert—

“(f) a condition relating to the provision of access to a range of cultural activities including, but not restricted to, the opportunity to undertake sport and recreation and access to a range of student societies and organisations;

(g) a condition relating to the provision of student support and wellbeing services including specialist learning support;

(h) a condition relating to the provision of volunteering and exchange opportunities;

(i) a condition relating to the opportunity to join a students’ union.”

This amendment ensures that all aspects of a positive student experience are considered relevant to the inclusion of a Higher Education institution on the register.

It is a pleasure to serve under your chairmanship, Sir Edward. This amendment takes us back to the thorny issue of what a university is and how we ensure that the measures in the Bill do not allow for or enable the dumbing down of the sector as a whole. I want to pose a series of questions to the Minister about why clause 13 does not provide a list of the sorts of service and the range of amenities that the Minister might expect a university to have in order to be deemed a university. The amendment sets out a whole range of conditions that should be included in the clause, so that something called a university actually is a university. I will be interested to hear why the Minister thinks that is not important.

As we all know, students do not only go to university to get a degree. Of course they go to university to get a degree, but along the way, they join lots of clubs and societies. They take part in cultural events. They might have a drama club. They often, as in the case of Durham University, have a theatre and put on performances—really good ones—that local people go along to. That is an incredibly important aspect of the cultural activities at Durham. At the weekend, we often go along to watch the university teams compete against other universities or in local leagues. It is incredibly important that students, particularly those who have done so at school, can take up sport at university.

Students join a whole range of clubs and societies that enhance not only their wellbeing but that of the wider community. In that respect, I point out the particular importance of providing volunteering opportunities for students, which can often help them with future employment and give back massively to the local community through community service. Indeed, I was at a luncheon club in my constituency just a couple of weeks ago that had been started up by students in a disadvantaged area of Durham. They have a volunteering rota to keep the club up and running.

We would normally equate those sorts of activity with the university experience, along with being able to join the students union, which I will not mention again because we discussed it a couple of days ago, but that is clearly a very important aspect of what students can do when they go to university.

[Paul Blomfield (Sheffield Central) (Lab)]

Does my hon. Friend agree that the thrust of the Government’s policy here is enhancing the learning experience, and that the sorts of activities that she describes are not simply important in giving students the widest opportunities in their lives, but provide them with opportunities to learn team and leadership skills, and are very much part of that broader learning experience?

[Dr Blackman-Woods]

Absolutely. My hon. Friend makes an excellent point about the way in which the wider experience of university contributes to the overall student experience. Indeed, a necessary part of that student experience is universities ensuring that there is adequate student support and a range of wellbeing services, and that specialist learning or special needs are met through the university learning support system. It seems a little odd, to put it mildly, that in the list of “other initial and ongoing registration conditions” in clause 13, there is absolutely nothing about the range of services that an institution should provide; it is all about regulation. It is important that the sector is properly regulated, but that is not sufficient.

A few months ago, I was standing where my hon. Friend the Member for Blackpool South is sitting now, questioning the Housing Minister about starter homes. I made the point to him—this is directly relevant—that a starter home was not affordable housing just because the Government legislated for it to be affordable housing or thought that it was affordable housing. Clearly, a £450,000 house in London, or a £250,000 house outside London, is simply not affordable. Alas, that Minister did not take my advice and went ahead with legislation that said that such houses were affordable, when clearly they are not. Now, of course, the Government are having to revisit that legislation and what they are doing on starter homes, because it was absolutely obvious that they could not simply legislate for something to be what it is not. I fear that the same will happen with the Bill, and the Government will say about a college or specialist provider, “It is a university if it meets these regulation conditions,” when in any other context it would be considered not a university but a specialist provider.

I am trying to help the Minister to avoid falling into the same trap of legislating for something that clearly is not what the Government try to make it out to be by suggesting that it would help us all in our deliberations—indeed, it would help some of us to negotiate our way through the clauses dealing with registration conditions—if the Minister clarified what he thought a university should be and the range of services that an institution should provide before it is able to use “university” in its title. We really do not want students to think that an institution provides a certain range of services when it clearly does not and has no intention of ever providing the range of services or opportunities that one would normally associate with a university.

It would be helpful to hear what the Minister thinks a university is and what range of services he would like to see universities normally provide. Can he reassure us that no institution will be able to call itself a university when it clearly is not one?

--- Later in debate ---

[Dr Blackman-Woods]

I do not wish to detain the Committee unduly, but the Minister will be well aware that Universities UK has, in its written evidence to the Committee and, I am sure, in person with him, expressed some real concerns about how the concepts of quality and standards are being applied in this legislation.

In the written evidence, Universities UK pointed out to the Committee that the way in which standards should be assessed is not being set out clearly enough, nor has enough clarity been given to the difference between what is meant by “quality” and “standards” throughout the Bill. Universities UK states:

“The quality of higher education provided is clearly a key consideration in the regulation of the sector, although at present the bill makes the relevant condition one which may be applied rather than one which is a mandatory condition of any institution seeking to be included on the register of higher education providers.”

It points out that all the clauses subsequent to clause 13 that deal with assessing quality and standards should make the distinction between “quality” and “standards” much clearer.

On that point, clause 23(3) as drafted states:

“‘Standards’ has the same meaning as in section 13(1)(a).”

Clause 13(1)(a) states that

“a condition relating to the quality of, or the standards applied to, the higher education provided by the provider (including requiring the quality to be of a particular level or particular standards to be applied);”.

That does not seem to be a particularly helpful or clear definition.

Will the Minister, from clause 13 onwards and in clauses 23, 25 and 27, assist the Committee in its deliberations by agreeing to put more clarity in the Bill or in regulations?

[Paul Blomfield]

My hon. Friend makes an important point, which is shared by the Russell Group in its evidence. It is concerned that the definition as it stands would require the OFS to be involved in decisions about appropriate standards that are properly for universities themselves to make as autonomous institutions? There is widespread concern, which the Government need to address.

[Dr Blackman-Woods]

I thank my hon. Friend for making that important point. The Minister has had many representations on this issue. I have not yet heard from him how he will address those concerns, but I am sure I am about to.

Higher Education and Research Bill (Sixth sitting)

Paul Blomfield Excerpts

Committee Debate: 6th sitting: House of Commons
Tuesday 13th September 2016 Public Bill Committees

[Paul Blomfield (Sheffield Central) (Lab)]

I thank the Minister for giving way. I wonder if he could help me, because I am struggling to understand his point on this issue of collaboration. He says that he does not want to be prescriptive. He speaks highly of collaboration and of competition. Competition is on the face of the Bill. Can the Minister explain to me why he is prepared to be prescriptive in that context, but not in this one?

[Joseph Johnson]

We believe strongly that there is a need for competition to generate the driving forces that push up the quality of provision in the HE system and enable a more meaningful range of choices for students. We think that that would be in the student interest. Our overarching purpose is to make sure that the OFS operates in the student interest. We believe that that overriding goal captures many of the benefits that collaboration could achieve, and therefore putting collaboration on the face of the Bill would be redundant. When collaboration is in the interests of students it would already be covered by the OFS’s overarching duty in clause 2.

I have listened carefully to the hon. Gentleman, and I can assure him that we will of course make clear in our guidance to the OFS that having regard to collaboration is part of its general role in having an overview of the sector and of the role of providers. We will make clear in the guidance that collaboration is compatible with competition when it is in the interests of students. The OFS does not need a separate duty to promote collaboration; it has a general duty to have regard to the student interest and can therefore support collaboration when it is in that student interest.

We know that there is a continuing entrenchment of the same model of higher education in this country. The share of undergraduate students in English higher education institutions doing typical full-time first degrees has increased from 65% in 2010-11 to 78% in 2014-15. It is important that the OFS has a focus on supporting a competitive and more innovative market. This will have the effect of making it easier for new providers to enter the market and expand, helping to drive up teaching standards overall, enhance the life chances of students, drive economic growth, and be a catalyst for social mobility. Competition will incentivise providers to raise their game, fostering innovation, which has been stifled for too long under the current system.

I concur with the hon. Gentleman about a lack of innovation. In my view, promoting innovation, like collaboration, does not require a separate duty. When it is in the student interest, the OFS will be fully able to support it, because the student interest is at the very heart of the OFS.

--- Later in debate ---

[Gordon Marsden]

I am reassured by what the Minister says, not least because the provision is de minimis and the OFS will be able to vary the period. On that basis, I beg to ask leave to withdraw the amendment.

Amendment, by leave, withdrawn.

Clause 4 ordered to stand part of the Bill.

Clause 5

The initial and general ongoing registration conditions

[Paul Blomfield]

I beg to move amendment 165, in clause 5, page 4, line 8, at end insert—

“(2A) Subject to subsection (2C), initial registration conditions of all providers under paragraph (1)(a) must include a requirement that every provider—

(a) provides all eligible students with the opportunity to opt in to be added to the electoral register through the process of enrolling with that provider, and

(b) enter into a data sharing agreement with the local electoral registration officer to add those students to the electoral register.

(2B) For the purposes of subsection (2A)—

(a) a “data sharing agreement” is an agreement between the higher education provider and their local authority whereby the provider shares—

(i) the name,

(ii) address,

(iii) nationality,

(iv) date of birth, and

(v) national insurance data

of all eligible students enrolling and/or enrolled with the provider who opt in within the meaning of subsection (2A)(a);

(b) “eligible” means those persons who are—

(i) entitled to vote in accordance with section 1 of the Representation of the People Act 1983, and

(ii) a resident in the same local authority as the higher education provider.

(2C) Subsection (2A) does not apply to the Open University and other distance-learning institutions.”

This amendment would ensure that the OfS includes as a registration condition for higher education providers the integration of electoral registration into the student enrolment process. Distance-learning providers are exempt.

I am pleased to introduce amendment 165, because although it is in my name alone, I know it enjoys cross-party support. That is not surprising, because it seeks to introduce a requirement on universities in line with the Cabinet Office’s work on electoral registration. The Cabinet Office has endorsed my approach and has been encouraging.

The amendment simply requires universities to make a minor change to their student enrolment systems to provide new students who enrol with the opportunity to have their names added to the electoral register in a seamless process. Like the Cabinet Office, Universities UK has endorsed the system and has been encouraging. The issue is certainly topical; today, to the comfort or discomfort of hon. Members, new boundaries have been published based on an electoral register that we all agree could have significantly more people registered on it.

Let me put the amendment in context. Members will recognise that when individual electoral registration was introduced in 2014, it created a substantial culture change, not least for universities. Before IER, universities used their role as head of household to block-register students who lived in their accommodation—a practice that was well established throughout the sector. When IER removed that opportunity for universities, there was a real concern that hundreds of thousands of eligible students would disappear from the electoral register, and that proved to be the case.

As the Member of Parliament who represents more students than any other, I have been keenly focused on the issue. In anticipation of the problem, I worked with the University of Sheffield and the Sheffield electoral registration officer. We looked into developing a seamless system at the point at which the university collected the data that the electoral registration officer needed to put people on the register. We piloted the system for the 2014 entry, and it was extremely successful. It turned a negative into a positive, reaching out not only to those students who might otherwise have been registered by virtue of living in university accommodation, but to all students. We managed to achieve a registration level of 65% of eligible students.

The success of the pilot led to its endorsement by Universities UK and the Cabinet Office. A number of other universities followed up on it in the 2015 intake, by changing their student enrolment systems, with even greater success than Sheffield. I think that Cardiff hit over 70% registration, De Montfort’s level was approaching 90%, and there have been one or two other examples. However, the sector has been slow to take the pilot up, and it seemed that this Bill, provided an opportunity to embed good practice across the sector, in terms of conditions for registration. That is what this amendment seeks to do.

[Wes Streeting]

It is a pleasure to serve under your chairmanship again, Mr Hanson. I will speak briefly in support of the amendment tabled by my hon. Friend the Member for Sheffield Central. There are genuine issues around the registration of students. As many hon. and right hon. Members will be aware, effectively students can choose to cast their vote in their traditional home constituency or in the constituency in which they are studying, if those two constituencies are different. There is a good reason for that rule. Students spend much of the year away from home, and often find themselves away from home during a general election, local election or indeed the occasional referendum.

There are real issues about the way that individual electoral registration has disfranchised significant numbers of students. It is regrettable that the principled motivations behind individual electoral registration got rid of common-sense measures, such as university vice-chancellors being able to block-register students in university-run accommodation. The vice-chancellors clearly know who the students are; they clearly know that the students are resident at the university; and with the law of unintended consequences being what it is, individual electoral registration has led to additional bureaucracy and people missing out on being able to make their voice heard.

The duty proposed by the amendment is common sense. It would be welcomed by the sector, including by students unions, and probably by lots of electoral registration officers in local authorities up and down the country, who could probably do with some assistance in getting people registered. In and of itself, it will not address the broader challenge, which is that once students are registered to vote, how on earth do we get them to turn out at the polling stations? It is a perennial frustration of mine, having run all sorts of student voter registration campaigns over the years, that students and young people generally do not cast their vote in the same numbers and proportions as older residents, which has an impact on public policy. This amendment would not solve that particular challenge, but it would at least help more people to engage in our democracy and to exercise their democratic right to vote. Surely that can only be a good thing. I hope that the Minister will give us a favourable response.

--- Later in debate ---

[Joseph Johnson]

I thank the hon. Member for Sheffield Central for his amendment, which he was kind enough to flag to me last week. The Government fully share his aim of increasing the number of younger people registered to vote. Participating in elections at all levels is essential if we are to have a healthy democracy. Indeed, the Government have demonstrated their commitment to that aim by supporting and contributing financially to the pilot project of the University of Sheffield, which is in the constituency of the hon. Member for Sheffield Central, as he mentioned.

The pilot project sought to integrate electoral registration with student enrolment. I congratulate the University of Sheffield on its commitment to devising a workable solution to the problem. It achieved the successful outcome of integrating online electoral registration and university enrolment using the university’s bespoke in-house enrolment software. The vice-chancellor should be commended as the driving force behind the successful pilot. However, this is not a case of one size fits all. Integrated registration is just one option that the Government will consider alongside others in determining how best to increase student registration. Those options will include working in partnership with student-facing organisations and local authorities.

The process should be voluntary. It would not be right to force all providers on the register to adopt such an arrangement. Administering such an arrangement will incur costs, which larger institutions such as the University of Sheffield may find easier to accommodate than smaller specialist providers. Moreover, it would not be appropriate to include such a condition in the Bill. The conditions of registration are primarily to provide proportionate safeguards for students and the taxpayer, and to take forward social mobility policies. Requiring providers to carry out electoral registration, particularly when there are other means of students enrolling on the electoral register, is not the best way forward.

In addition, the introduction of online electoral registration by the previous Government has made it simpler and easier than ever to register to vote. Since the introduction of individual electoral registration in June 2014, there have been more than 20 million applications to register. Some 78% of electors currently apply to register online, and that figure rises to 86% for the 18 to 24 age group. That demonstrates that the way in which electors engage with electoral registration is evolving.

The Government are looking at modernising and streamlining the annual registration canvass. Impacts on students from the current process will be picked up as part of the modernising electoral registration programme. We are looking at the lessons learned from enrolment pilot schemes, such as the one conducted successfully at the University of Sheffield, to see whether they have wider application. We are also considering other options to increase student registration, including as part of the Government’s democratic engagement strategy, and we expect to set that out early in 2017. Ahead of that, I ask that the amendment be withdrawn.

[Paul Blomfield]

I note the Minister’s points and I am grateful for his acknowledgement of the role that the University of Sheffield has played. I endorse it and reiterate how grateful we were for the support, both in encouraging the pilot and getting it off the ground financially.

The Minister highlighted the fact that the University of Sheffield used the opportunity to tweak its bespoke software, which is right. In a sense, that makes it not easier, but more challenging for the university, because the overwhelming majority of providers buy off-the-shelf software that is designed in partnership with user groups, and it is relatively easy to tweak that off-the-shelf software to minimise the cost for individual institutions.

The Minister said that the process should be voluntary. The important thing that should be voluntary in the process is students having the choice of whether to register. That is the important voluntary element, and that is what this system provides for. It simply draws students’ attention, when they are enrolling, to the opportunity to register and explains a little bit about that. They tick one box, which leads to another stage of providing a national insurance number. The important principle of voluntary engagement with the democratic process is at the heart of this system. I do not think it is unreasonable to expect providers to make such a minor adjustment when we are all committed to the principle.

The Minister makes the very fair point that this is not central to the purposes of the Bill, but I reflect back to him that the Government—and previous Governments—have on occasion been known to bung stuff into a Bill that was not central to its purposes when there was a convenient opportunity to do something that we all wanted to do. This is something that we all want to do.

Notwithstanding those reservations, if the Minister would commit to meeting me and the relevant Cabinet Office Minister to talk a little about how we can move this forward, I am happy to withdraw the amendment.

[Joseph Johnson]

I am happy to discuss further with the hon. Gentleman how we can involve the Cabinet Office. We have already had quite detailed discussions with Cabinet Office Ministers who are sighted on the hon. Gentleman’s amendment. They are aware of the status of our Bill, but I am happy to discuss this further outside the Committee.

[Paul Blomfield]

On the basis that we can meet with the Cabinet Office Minister responsible, I beg to ask leave to withdraw the amendment.

Amendment, by leave, withdrawn.

[Gordon Marsden]

I beg to move amendment 146, in clause 5, page 4, line 11, leave out

“if it appears to it appropriate to do so”

--- Later in debate ---

[Paul Blomfield]

The Minister will recognise that the director of fair access said in his evidence to us that his ability to sign off loans was a critical transformative element. Given our welcome of the impact he has had, is it not inconsistent of us to not give him the same power in relation to providers, who will, through the student support mechanism, be able to access substantial public funds?

[Joseph Johnson]

No, the intention is that these are statements that the providers accessing the basic amount of fee loans support for their students put up on their own initiative. They will be required to have them, but they will not be signed off by the director for fair access and participation. We do not think that that would be a proportionate requirement.

Through our planned transparency duty, we intend that these providers will, through these statements, be required to publish data on student application, offer and drop-out rates. These statements are to be broken down by the ethnicity, gender and socio-economic background of the student bodies. The publication of more data will help the sector to support everybody in fulfilling their potential, regardless of their background. It is our intention that the OFS will look at requiring this access and participation statement as part of the conditions of registration.

I expect the OFS to consult when it determines for the first time what the initial and ongoing conditions should be, and a wide range of interested parties representing the interests of students and providers is to have the opportunity to feed in their views through this consultation. This would include details of the various conditions that providers would have to meet, including on access and participation. Widening access and participation are central to our reforms, and I believe that the requirements we are laying on providers in that respect, including the innovation of access and participation statements, are balanced and fair. I ask the hon. Member for Blackpool South to consider withdrawing amendment 166.

--- Later in debate ---

[Dr Blackman-Woods]

I support the amendments in the name of my hon. Friends and my own amendment 164. This is a straightforward amendment to clause 9 which, in the first instance, seeks clarity from the Minister. I am not sure whether under subsection (2) the OFS will have to publish the information provided to it by higher education providers, or whether it is simply the institutions themselves that will have to do so. If it is the institutions themselves, it would be helpful if all the information was collated in one place. UCAS seems to be the obvious place to do that, if it is not the OFS. The point of the amendment is to ensure that somewhere, either through the OFS or UCAS, all the information is provided in one place. That would be much easier for the sector at large and for prospective students, rather than people having to trawl through every higher education provider’s publication.

[Paul Blomfield]

Amendment 176, which stands in my name, seeks granular information to assist the Government’s own ambitions in relation to the achievement of both applicants and those who are at different stages of the process through higher education. In the past, so much of our debate has been focused simply on getting people to university. The Government are right, in their ambitions for widening participation, to be looking not only at that but at how people achieve and are supported through their time at university. In that context we are looking for a requirement to publish further information, not just on those who have accepted offers, but those who accepted an offer and then did not begin their course; accepted an offer but did not complete their course; or accepted an offer and completed their course but with different levels of attainment. I expect the Minister agrees that that sort of information will be help the pursuit of our shared objectives in relation to widening participation, so I hope he feels able to accept the amendment.

[Joseph Johnson]

This Government are serious about social mobility and improving the life chances of the most disadvantaged. We want a country that works for everyone. Following our decision to remove student number caps, we have seen entry rates for BME students at record levels, with participation rates up across all groups, including those from disadvantaged backgrounds.

Universities are already playing their part and they are expected to spend £833 million on access agreements in the 2017-18 academic year, as I have mentioned, but we recognise that there is more to do, which is why we have a transparency duty in the Bill. We believe that transparency is one of the best tools we have at our disposal. Institutions will be expected to publish application, offer and drop-out rates for students broken down by ethnicity, gender and socio-economic background. The duty will allow us to shine a spotlight on institutions that need to go further.

Amendment 19 would require the publication of contextual data. It is not easy to set out what weight is attached to that sort of information against a personal statement or an interview, in what are typically holistic assessments of an individual’s application. Amendment 21 relates to the transparency condition applying to all registered providers. Throughout the Bill we have tried to take a proportionate approach. We think that the condition should apply only to providers whose students benefit from access to public funds. We know that diversity in admissions is largely an issue at the most selective institutions. The requirement is already captured by the condition in the Bill that applies to providers whose students can claim tuition fees.

--- Later in debate ---

[Joseph Johnson]

Amendment 6 would mean that private higher education providers must have a students union to remain on the OFS register. There is nothing in the Bill or current legislation to prevent an HE provider, private or otherwise, from having a students union, and no higher education provider is currently required to have a students union.

As the hon. Gentleman made clear, students unions provide valuable welfare services to their members, but a students union, as defined in the Education Act 1994, is not the only way in which students can be supported by their higher education institution or be engaged in decision making. Alex Proudfoot of Independent Higher Education, formerly Study UK, told the Committee during the evidence sessions:

“Students at alternative providers tend not to engage in formal students unions; they tend often to be professionals or mature students or to have responsibilities outside their studies. For that reason, it is difficult to require representation, but it should be encouraged.”––[Official Report, Higher Education and Research Public Bill Committee, 6 September 2016; c. 7, Q2.]

[Paul Blomfield]

Does the Minister agree that Mr Proudfoot’s description of the sort of students who are likely to be attracted to alternative providers describes exactly students at the Open University? Does he agree that the Open University Students Association enriches the experience of its students and the work of the Open University?

Oral Answers to Questions

Paul Blomfield Excerpts

Tuesday 13th September 2016 Commons Chamber

[Joseph Johnson]

The Government’s industrial strategy will position the UK as a global leader for the 21st century. The UK bio-economy is worth £220 billion in gross value added—13.6% of total GVA in 2014—with potential to grow by 13% by 2030. We shall continue to invest strongly in it.

[Paul Blomfield (Sheffield Central) (Lab)]

T6. The Secretary of State is a thoughtful man who I believe is serious about regional growth. Will he assure me that I am right in that understanding by cancelling his predecessor’s decision to centralise his Department’s policy functions in London? Among other things, that would maintain and build on its important presence in Sheffield.

[Greg Clark]

I am certainly attached to the work that is done in Sheffield and the highly valued colleagues we have there. The decision was made some time ago, and many changes have been made. As we sort out the responsibilities of different parts of the Department, I will look carefully at what Sheffield can provide.

Higher Education and Research Bill (Third sitting)

Paul Blomfield Excerpts

Committee Debate: 3rd sitting: House of Commons
Thursday 8th September 2016 Public Bill Committees

[Dr Roberta Blackman-Woods (City of Durham) (Lab)]

I thank the Minister for responding positively to our request.

[Paul Blomfield (Sheffield Central) (Lab)]

I also thank the Minister. This is an extremely positive step. I wondered, however, whether we could squeeze the session with the Minister, for whom I have high regard and with whom I am looking forward to having many debates, so that we could have more time with the NUS and the QAA.

[The Chair]

Before the Minister responds, are there any other comments on the motion?

--- Later in debate ---

[Ben Howlett]

As long as it works in practice.

[Paul Blomfield]

Q May I ask two unrelated questions? The first is about distribution of research funding across the sector. Professor Nelson, you talked about working together better. I wonder whether you are looking at working together more consistently as well, because it is fair to say that there is a difference of approach by research councils in terms of how effectively they enable every part of the sector to compete equitably for research funding. In many senses, Horizon 2020 and FP7 before it have been more successful in doing that. What thoughts do you have on how the new framework can enable that?

Professor Philip Nelson: It should help us resolve some of those differences that have developed over the years that we appreciate are unhelpful. We need to resolve some of that. There are very often small differences in policy that have a disproportionate effect, so we need to work at that. We have a lot of work under way already in trying to think that through. Some of it gets entangled. Certainly the new organisation with a single accounting officer who can just turn around and say, “Right, we are going to do it this way” will be helpful, if I can put it as bluntly as that. So I think that will enable us to resolve those things, or many of them at least. So that is another good feature of the proposed reform.

[Paul Blomfield]

Q My second, unrelated question is about the office for students, which is there to ensure we get the best learning experience for all our students. The narrative and discourse around the Bill so far is inevitably around undergraduate and postgraduate taught students. What responsibility do you see the office for students having in ensuring the best learning experience for postgraduate research students?

Professor Philip Nelson: I think that is an important issue, absolutely. For example, we in the research councils have three main ways of supporting PhD students across the sector. We do interact with HEFCE on that currently. I think it will be very important—the point has already been made in evidence to this Committee—that the OFS and the UKRI connection is carefully made. In that particular area, there is clear overlap of responsibility. It will be down to ensuring that that connectivity is well and truly in place.

Professor Ottoline Leyser: I agree. I think this is very important across the board for a number of reasons. There are a couple of points I would like to make. One is that one of the opportunities generated by UKRI would be the possibility to have more integrated research into teaching and research training. One of the things that the cross-council pot could do would be to consider whether we could develop better understanding of the most effective ways to do research training and teaching. That is one opportunity that is more difficult within a single research council.

I would like to connect that a little bit back to this diversity point. I think there is a concern about the narrative of “the best teaching”, because by definition different people work in different ways and the system has to support diversity of provision. Any system that is set in place at any level—whether undergraduate, graduate or graduate research—has got to have on tap different options for different kinds of students with different kinds of learning styles and different kinds of goals for what they want to get out of that learning. There is a danger of winding up with too much of an assessment-driven, individual metric-driven approach for assessing across the board. You canalise into a rather narrow range of provision that will not suit the diversity of students.

[The Chair]

Q Professor McKernan, do you want to add anything?

Dr Ruth McKernan: I do not have anything more to add.

--- Later in debate ---

[The Chair]

To ask the final question, I call Paul Blomfield.

[Paul Blomfield]

Q The NUS has put student representation at every level of the system at the heart of its submission. Can you explain in practical terms why that is important?

Sorana Vieru: We cannot talk about working for the benefit of students without involving students themselves. There is a bit of doublespeak in saying, “We’re introducing a single regulatory framework because we need to keep up with how the sector is looking currently. However, on the board of the office for students, we don’t require someone who has current experience and could reflect what being a student is like right now.” It could be anyone—someone who graduated 20 years ago. If our regulatory framework is mirroring the state of higher education institutions right now—

Douglas Blackstock: A useful model would be to look at what we have done over the last decade. We have embedded student engagement through all of our work. Students are on our review teams and are involved in all the developmental processes. There are two students on our board. There is a student advisory board of 20 students who we recruit through public advertisement to give strategic advice to the board. I think that would be a useful model for the Committee to look at.

[The Chair]

I thank the witnesses. I am sorry to have rushed them, but time is limited; I am bound by the programme motion.

Examination of Witness

Joseph Johnson gave evidence.

--- Later in debate ---

[Mark Pawsey]

Q Minister, why should institutions treat students as informed consumers?

Joseph Johnson: They are required to by the Consumer Rights Act 2015. That is the first thing. They are required to by law. Universities are governed by consumer legislation in this country, so that is a starting point. Questioning whether this is a market completely misses the point. It is a market by law.

[Paul Blomfield]

Q You really do not seem to have lamented the lack of part-time education. Part-time student numbers have obviously collapsed since the funding arrangements changed in 2012. What do you think the Bill does to address that?

Joseph Johnson: It does a lot. It builds on measures that we have been taking over recent months. As you know, we have introduced maintenance loans for part-time students with effect from 2017-18. That is an important provision that will facilitate access to part-time education. That built in turn on access to tuition fee loans that we introduced just before. We have extended the equivalent or lower qualifications exemption so that more people can take a second degree on a part-time basis in science, technology, engineering and maths subjects. The bigger picture is that by allowing new providers into the system, we are more likely to get providers who are providing part-time provision. Alternative providers, as they are known, have a much higher proportion of part-time students in their student cohort than traditional providers. It follows therefore that allowing a greater diversity of providers into the system will benefit part-time students and people who want to study later in life.

[Valerie Vaz]

Q It is good to see you Minister. Presumably the Secretaries of State didn’t think that this was an important meeting, so they sent you along, but this is within your expertise, isn’t it?

Higher Education and Research Bill (Fourth sitting)

Paul Blomfield Excerpts

Committee Debate: 4th sitting: House of Commons
Thursday 8th September 2016 Public Bill Committees

[The Minister for Universities, Science, Research and Innovation (Joseph Johnson)]

I echo the hon. Lady’s pleasure at serving under your chairmanship, Mr Hanson.

I shall move straight to the points raised by the amendment, with which I fundamentally disagree. I do, though, appreciate the hon. Lady’s efforts to be helpful and am pleased to have a chance to address the points she made. The Bill sets out a programme of reforms for higher education that will improve quality and choice for students. It will encourage competition and allow for consistent and fair oversight.

As I said when I gave evidence to the Committee this morning, there have been several significant changes to the higher education system since the last legislation was introduced to overhaul the regulation of the sector, all the way back in 1992. The majority of funding for the system used to come directly from the Government, in the form of grants. We have now moved to a system in which students themselves fund their studies.

The regulation of the sector clearly needs to keep pace with developments if confidence, as well as our international reputation and standing, are to be maintained, so we need an HE regulator that is focused on protecting students’ interests, promoting fair access and ensuring the value for money of their investment in higher education. That has been a central tenet of Government reforms since the publication of the 2011 White Paper, “Students at the Heart of the System”. Ensuring that the student interest is at the centre of the sector’s systems and structures is a cardinal principle of our approach.

[Paul Blomfield (Sheffield Central) (Lab)]

I thank the Minister for giving way; it is probably the first of many occasions. I wonder whether he could not give some reassurance to my hon. Friend the Member for Walsall South on the issues she is raising by indicating that he views our amendments sympathetically. They would give life to what he just talked about—putting students at the heart of the system—by providing for effective student representation both at the top on the OFS board and throughout the system.

[Joseph Johnson]

Yes, I will certainly come on to that issue, which is the subject of a number of later amendments, but I will happily touch on it in answering the hon. Gentleman.

In its written evidence, University Alliance states that:

“As the organisation responsible for regulating the higher education sector, the OfS will need to ensure that institutions operate in the interests of students.”

That point was reiterated by Professor Quintin McKellar, vice-chancellor of the University of Hertfordshire in his evidence to this Committee, when he said that

“the Government’s idea to have an office for students that would primarily be interested in student wellbeing and the student experience is a good thing.”––[Official Report, Higher Education and Research Public Bill Committee, 6 September 2016; c. 22, Q31.]

We also heard from Alan Langlands, vice-chancellor of the University of Leeds, who concurred when he said:

“I think the Government have struck a reasonable balance, and putting students at the centre is sensible”.––[Official Report, Higher Education and Research Public Bill Committee, 6 September 2016; c. 27, Q41.]

The creation of the office for students is about putting students at the heart of the system. It has been a consistent theme of Conservative and, formerly, coalition policy for a considerable time. The OFS will, for the first time, have statutory duties focused on the interests of students and equality of opportunity when using the range of powers given by the Bill.

In addition, unlike appointments to the HEFCE board, the Secretary of State must “have regard” to the desirability of the OFS’s members having proven experience of representing the interests of students when appointing the OFS board. That goes straight to the point that the hon. Member for Sheffield Central raised. Schedule 1 of the Bill captures the intent of many of the amendments that have been tabled for later clauses. We feel that schedule 1 fully meets those intentions of ensuring that the OFS board has people with the experience of representing student interests.

--- Later in debate ---

[Wes Streeting]

Given the nature of the role of board members, those people would not be token; they would in fact have serious duties and responsibilities, and their voices and valuable perspectives would be heard at the heart of discussions. I might argue, by the way, that patient interests really ought to be represented on the board of the Care Quality Commission, but that is certainly outside the scope of the Bill. I have a serious point: I urge the hon. Gentleman and the Minister to agree with the new Prime Minister, who has said some interesting things since her elevation to the highest office about the importance of having worker and consumer representatives on company boards. That is an interesting point that ought to be addressed at the heart of the Bill.

Whether we believe that students are consumers of higher education or we prefer to see them as co-producers, both those visions would be served by these amendments, because students’ voices would be heard on the board of the office for students. I propose that there should be two student representatives, because I found—particularly in the higher education sector—that it was often helpful for there to be someone else who shared my perspective and experience when I was sat at the table with people who had often been around for some time, had been through the mill and had a great deal of experience. That principle has been supported by the evidence that the Committee has gathered. It is regrettable that we had only one NUS representative in, and for only 15 minutes. We had two GuildHE representatives in for an hour. In fact, we heard a whole range of perspectives from just the universities represented during our evidence gathering, but there was very limited time for students. I hope that we do not make the same mistake with the architecture of the higher education system.

Placing students on the board of the office for students would bring to life the Minister’s commitment that the new body will place students at the heart of its work. We might have a debate about the best mechanism for that and the appointments process. I have suggested, for example, that the board itself should appoint student representatives, there might be some chopping and changing as a result of turnover or churn, and the Secretary of State may not want to get bogged down in annual or biannual appointments.

We can debate implementation and perhaps even tidy it up on Report, but at this stage I would like the Government to commit to including students on the board of the office for students. That is not much to ask. It would not have a great cost, but there would be an opportunity cost of excluding students. Students have a valuable perspective to offer. There are countless examples of NUS representatives, student union representatives and students themselves making valuable contributions to university governing bodies and higher education bodies and enhancing the quality of our higher education sector as a result. I commend these amendments to the Committee and hope for a favourable hearing from the Minister.

[Paul Blomfield]

To make up for failing to do so earlier, may I say what a pleasure it is to serve on this Committee under your chairmanship, Mr Hanson? I look forward to several weeks of debating with the Minister, who through the process of this Bill being brought together has proved to be a very listening Minister. He has ensured that proposals have developed and responded to concerns that have been raised. I hope we can continue to do that as we debate. While there will be a few dividing lines between each side of the Committee, there are also many things on which we can agree. Many of the amendments have been tabled genuinely to be helpful—this is one such amendment—and I hope there will be space for us to reach some understanding around them.

--- Later in debate ---

[Joseph Johnson]

We have made it clear that we want the student voice prominently represented in the governance structures of the main regulatory body. We would not want to set out in legislation that the holders of particular positions in the NUS or other student unions had ex officio places on the board of the office for students. That would tie the hands of the board of the OFS in a way that would be entirely undesirable in primary legislation.

I want to pick up on one or two points that the hon. Member for City of Durham made. She said that the way in which the higher education market had evolved to cause students to be regarded as consumers was regrettable, and she also regretted the withdrawal of the state from the financing of higher education. I would like to point out that that is not true: the taxpayer still makes a considerable contribution to the funding of the system. Taxpayers fund it directly, and also often subsidise the loans that underwrite students’ studies. That is a critical feature of a progressive higher education system that has enabled many people from disadvantaged backgrounds to go to university and benefit from it.

As I was saying, schedule 1 is progress. It includes a requirement that is not found in current legislation. The student voice and the student interest will be represented in the main regulatory body; that has not previously been the case. The Committee should welcome that, even if some want the types and specific characteristics of the student representatives to be set down even more clearly.

[Paul Blomfield]

I thank the Minister for giving way again. He has explained his aspiration to engage students. The first OFS board will set the tone; it will set an operating framework that will be maintained over many years. Under the Bill, would the Minister expect that first board to include a current, or at least very recent, student, so that that particular experience could complement its work?

[Joseph Johnson]

I would not want that to be explicit in primary legislation. It will be for the Secretary of State to have regard to the duty to think about the desirability of student representation, but I do not want the Bill to be clear now as to whether it would be a current student or someone who had just finished studying. It could be either of those, or people with a number of other characteristics. The key thing is that there will be people on the OFS board who will be capable of representing the wider student interest.

--- Later in debate ---

[Dr Blackman-Woods]

I rise to support the amendment and the excellent case that my hon. Friend the Member for Blackpool South has made. On Tuesday, we heard from the director of fair access, Professor Les Ebdon, about how important it is that the Bill protects the interests of not only current students but future students. I cannot overstate the importance of the Bill providing a robust framework for fair access to universities, and I am concerned that it may water down some of the director of fair access’s powers to hold universities to account on widening access.

That issue was raised by Professor Ebdon in his evidence, during which he said:

“The concern that I would have is around whether it actually gives more power to the director of fair access or not.”

He was speaking about the new role of director for fair access and participation. He added:

“At the moment, the director of fair access has the sole authority for deciding whether an access plan is sufficient and universities have done what is sufficient to promote and safeguard the interests of students. I know there would be a number of universities that, if they had somebody else—another chief executive above me—to go to, would take my decision to them, because they argue long and hard with me about the decisions I make.”––[Official Report, Higher Education and Research Public Bill Committee, 6 September 2016; c. 57, Q86.]

The point of the amendment—this may address the point made by the hon. Member for Bury St Edmunds—is that it seeks to ensure that the final responsibility for decisions relating to fair access and participation rests solely with the director for fair access and participation, not with other members of the board or a chief executive who might be in the structure above the director. The amendment seeks to address the concerns expressed by OFFA by ensuring that responsibility for holding universities to account rests solely with the director for fair access and participation, and that universities cannot try to undermine the authority of the director by going above his or—at some time in the future—her head to a higher authority.

There is a danger that without the amendment, the good progress that we are making on widening access could be slowed down as universities delay taking action on failings in their access programmes, believing that they can rely on complaining or appealing to someone else to overturn what has been requested of them by the director for fair access and participation, and that they may not ultimately have to take the actions that he or she suggests.

I look forward to hearing what the Minister has to say. If he does not like the wording of the amendment, we would be happy for him to come back with another form of words that would ensure that there is no watering down of directives that might be given by the new director for fair access and participation.

[Paul Blomfield]

I rise to speak to my amendments, which in an extraordinary example of excellent co-ordination say much the same thing but in a slightly different way. Amendment 156 tries to address what I see as a flaw in the schedule as drafted, which makes the director for fair access and participation responsible simply for reporting. The amendment seeks to clarify that he or she is not responsible simply for reporting but for that function and reporting on it. I think that is a helpful additional drafting point.

Amendment 157 clarifies the point about delegation and that the director should not be bypassed by his or her responsibilities being delegated to somebody else. The way that we deal with the matter could set the tone for discussions over the next few weeks. There is complete agreement on trying to achieve widening participation and enormous progress has been made. The Government have shown commendable ambition to make further progress. With these amendments we are considering ways to help that along.

I am sure my colleague the hon. Member for Cannock Chase will acknowledge that when we considered this issue in the Select Committee on Business, Innovation and Skills there were, despite the one area of disagreement, many areas of agreement. One was fair access. Changing the institutional architecture of the sector, which has merits, by bringing the Office for Fair Access into the OFS, also has risks unless we protect the autonomy and authority of that function within the office. That was a key recommendation of the Select Committee report, agreed by all Members. It also relates to the next group of amendments and I will say more about it then. We are simply seeking to ensure that that function has the authority to deal with universities, to get the sort of change of culture and practice that we are all trying to achieve.

I was a supporter of David Willetts’s appointment of the current director, which was not uncontroversial at the time. That was a signal from the previous Government that there was an intention to see change and Professor Ebdon has assisted that process enormously. He has been a very impressive director of fair access and we should listen closely to the evidence that he gave us on Tuesday. He is clear that this sort of definition is required to ensure that the director has the authority to help the Government achieve their objectives in negotiating the deals with the universities.

I hope the Minister will say he is happy to bring back some different form of wording, if not to accept the amendments, picking and choosing between mine and those tabled by my Front Benchers. I hope he will be able to make an amendment that reflects that suggestion, in which case I would be happy not to press mine to a vote.

[Joseph Johnson]

I thank hon. Members for their helpful and extremely interesting amendments. Although I was less able to be accommodating on previous amendments, I would like to signal that we are giving these amendments very careful thought. There is obviously agreement on both sides that social mobility is a huge priority, all the more so now for this Government. Widening access and participation in higher education is one of the key drivers of that.

I agree strongly with the hon. Member for Sheffield Central that the current director of fair access, whom I played a part in reappointing last year, has done a superb job and continues to be exemplary in the way he discharges his functions in that critical role.

Through our reforms, we are keen to ensure that promoting the success of disadvantaged students will be a central part of the OFS’s remit. Through the Bill, the OFS will bring together the responsibilities for widening participation currently undertaken by the director for fair access and HEFCE. Bringing those functions together in one body will ensure greater co-ordination of activities and funding at national level. That should allow greater strategic focus on those areas identified as a priority. In establishing the OFS, we have been clear that we are creating a single body, whose members will, in effect, operate as a board responsible for a range of functions, including access and participation. It will be the responsibility of the OFS to ensure that all its functions are being fulfilled.

Let me reassure Members the intention is that the OFS will give responsibility to the director for fair access and participation for activities in this area. The intention is that the OFS will give responsibility to him for these matters. We envisage that in practice that will mean that the other OFS members will agree a broad remit with the future director for fair access and participation and that the DFAP will report back to them on those activities. As such, the DFAP would have responsibility for those important access and participation activities, including—critically—agreeing the access and participation plan on a day-to-day basis with higher education institutions.

Amendment 134 would place in legislation details of how the OFS members will operate when considering delegation of functions. It would not, however, be appropriate to put that kind of detail into statute. Rather, we would expect the OFS, once established, to confirm how it will operate and exercise its delegation powers taking account of guidance from the Secretary of State. However, let me repeat and attempt to reassure hon. Members that the intention is for the OFS to give responsibility for access and participation to the director for fair access and participation.

The work of the DFAP does not need to be separated from the rest of the work of the OFS. The reforms mean that access and participation will be considered in the context of everything that the regulator does, with the Secretary of State’s directly appointed champion in the form of the director for fair access and participation. The Government are serious about social mobility and that is exactly what the measures will help to drive. I therefore ask the hon. Member for Blackpool South to withdraw his amendment.

--- Later in debate ---

We know from all of the evidence that exists that fair access to higher education is not simply the responsibility of universities; it stretches back far earlier, in terms of both the education system and broader aspects of social policy. In that context, it is important to give all Members an opportunity to look carefully at the issues contained therein. Given that, I hope the amendments will receive a favourable hearing from the Minister and that he can consider them as he will be considering the amendments we have just debated.

[Paul Blomfield]

I will only make a brief contribution, which is to follow up on the point I was making about the Select Committee report on this specific point. I will share the brief recommendation we made as a Committee, with the endorsement of every member of the Committee:

“In order to best promote widening participation, and to help the Government meet its own targets, we believe it important that the decisions of the Director for Fair Access are seen as fully independent and not subject to being overruled by any higher authority within the same organisation. The ability for this post to report direct to the Minister and to Parliament should therefore be built into the new higher education architecture.”

I think that crystallises the point made powerfully a moment ago by my hon. Friend the Member for Ilford North when moving his amendments. I hope, and I am sure, that we can reach the same accommodation if the Minister is able to respond in the same terms as he did to the previous group of amendments.

[Mr Marsden]

The generic points the Opposition Front Benchers would like to make in this area have been amply covered by my hon. Friends the Members for Sheffield Central and for Ilford North. I will briefly touch on amendment 128. I say again that we entirely endorse and think it is of huge importance that that report should come to Parliament on a regular basis. Although this is not part of any of the amendments, it is taken for granted that it should also go to the relevant Select Committees. It is in that context of closing the circle that we wanted to clarify with a probing amendment that the director would report to the board members of the OFS on his performance.

To go back to the point that the hon. Member for Bury St Edmunds made earlier, we do not want the director to sit in a bubble. I can imagine that the OFS board, once it gets going, will have myriad things to consider at its meetings and it is important therefore that we flag up that there is a regular slot for the board members to receive that report from the director for fair access and participation. That would be of benefit to the board as a whole and to the director in maintaining his strong relationship with it.

--- Later in debate ---

[Paul Blomfield]

Does my hon. Friend agree that we are at such a critical juncture in developing widening participation targets and strategies that it is a risky time for them to be completely subsumed? I would not challenge for a moment the Minister’s genuine intent, but there is a risk in organisations that what the Minister described as “mainstreaming” sometimes means that functions get subsumed, and we have to take care that the particular function of widening participation is not.

[Wes Streeting]

I wholeheartedly agree with my hon. Friend; his point reinforces the recommendation of the Business, Innovation and Skills Committee. When the Minister goes away to reflect on these issues, he should consider not just what is being said here but the view of that Committee. Parliamentary accountability is important, and as my hon. Friend warns, there is sometimes a risk that mainstreaming leads to a lack of focus. I do not think we are anywhere near where we need to be as a country on social mobility—on ensuring that people’s backgrounds and the circumstances of their birth do not determine their destiny in life. Higher education has a critical role to play. We know from looking around the Palace of Westminster and from looking at the top of business and civil society that the levers of social, political and economic power tend to be pulled by people who went to university—often to the same universities.

It is important that we keep a close eye on this matter, because it goes beyond the question of value to higher education; it is in the national interest. That is why there is such interest in parliamentary debates on these issues, and why I think parliamentary accountability is important. However, I am mindful of what the Minister said about considering these issues further and so I beg to ask leave to withdraw the amendment.

Amendment, by leave, withdrawn.

Higher Education and Research Bill (First sitting)

Paul Blomfield Excerpts

Committee Debate: 1st sitting: House of Commons
Tuesday 6th September 2016 Public Bill Committees

[Mr Marsden]

made the point that the Government’s failure even to consider students’ presence in the evidence sessions before being pressed to do so was deplorable, and that they could have accommodated students on the Thursday, as they had the SNP at late notice.

[Paul Blomfield (Sheffield Central) (Lab)]

commented that it was odd not to have witnesses representing students, either from the NUS or those who had participated in QAA audits.

[Joseph Johnson]

thanked hon. Members for their comments and said that he did not want the Committee to think that the Government had not been engaging with students.

--- Later in debate ---

[Dr Blackman-Woods]

Q Would the panel accept that, if we are looking at another playing field, we should consider something beyond regulation and maybe have a set of expectations about what institutions are actually delivering, so that, if it is a level playing field, it goes beyond regulation?

Professor Simon Gaskell: We certainly favour inclusion in the Bill of a clause that indicates that there is a responsibility for the public good of institutions that wish to call themselves universities.

Pam Tatlow: This is properly addressed in terms of the general duties of OFS. For example, we have proposed a reference to confidence and the public interest. In other words, we know that Ministers are very clear that they want a more competitive market. The risk is that we just see students as consumers. Students, and we ourselves, see students as much more than that, and higher education has got a wider purpose.

One way to address the issue would be to knock off what I call some of the hard edges around the general duties of OFS to ensure that there is a wider commitment, which I am convinced Ministers actually have.

[Paul Blomfield]

Q Can I press a little further on the regulatory framework? I think there is a consensus that we need a new regulatory framework and it is welcome that the Government are bringing forward a Bill to enable us to debate that. The Bill has also been brought forward in the context of trying to change the terrain of higher education and encourage greater diversity of providers. In that context, do you think that the regulatory framework as presented in the Bill is fit for purpose? Are there any risks involved in the proposals before us?

Gordon McKenzie: I think it is broadly fit for purpose. There are risks in some of the detail. Although I know the Government released some further information yesterday evening, which I have still to look at in detail, I do not think the Government are yet saying enough about how they will ensure that the new entrants to the market and sector are high quality.

I do not think the Government are yet convincing about their proposal that some people may be able to have the power to award their own degrees on a probationary basis, because I do not think that the Government have yet answered the question of what happens to the students if the provider fails probation. Who awards their degree? What have they got for their three years?

I think there are elements of the detail that require scrutiny. I do have concerns that at the moment the promised role of the office for students as taking an overview of the sector is not really there or enabled by the Bill. I think those things could be fixed—so it is basically fit for purpose, but with further work.

[The Chair]

As there are six members of the panel and time is limited, could you give relatively succinct answers? We have other Members who wish to ask questions.

Professor Joy Carter: I echo what Gordon said. For me the risks are in three broad categories. One is speed: are we moving too quickly to give the power to award degrees—the provisional degree-awarding powers and so on? The second category is around university title and the notion that we have already discussed about academic community and public engagement. The third category of risks is about autonomy and the power of the office for students and the power of the Secretary of State in relation to autonomous and successful universities.

Paul Kirkham: I would say that there is greater risk in leaving it as it is and not adjusting this right now. There are significant risks to student and taxpayer of a very static, non-changing universe of providers and way too much emphasis on the three-year, on-campus degree.

The biggest risk for me in the Bill is that it has not properly addressed the issue of student financing. We currently have a student loan system, which is essentially based around a calendar year and predicated primarily on the traditional three-year degree system. Until such time as we have proper reform of the finance system, we will not get proper innovation into the sector. I personally advocate some form of credit-based financing, which will give students much more flexibility, and when combined with more effective credit transfer will also give them much more mobility across the sector.

Pam Tatlow: I simply refer to clause 2, which we think extends the Secretary of State’s powers; we have an explanation around that if the Committee wants a supplementary submission on it. We have particular reservations around OFS being a validator and a provider. In other words, it seems almost to be the validator of last resort. You can’t have it both ways—the OFS being a regulator of the sector as well as a validator and provider. That is a contradiction in terms. We have specific queries around that.

We welcome part 2 on a sharia-compliant loan system, but it does absolutely nothing if you want to deliver accelerated degrees, for example. It is a missed opportunity.

Alex Proudfoot: Briefly, I think the OFS needs to have a power reserved in order to validate degrees because, unfortunately, the current validation system in the UK is so broken. That would not be necessary if the autonomous institutions in the UK that currently validate new provision acted as if they had a public interest in diversifying the landscape of higher education and making new provision available to students. Unfortunately, we find that, quite rightly within their own autonomous priorities and strategies, some institutions draw back from validation, leaving institutions and students high and dry. We see institutions blocking new courses from being validated because they compete with one of their own courses or, indeed, one of their own partner’s courses. Unfortunately, we see a very high cost and very limited transparency in the process across the sector.

We are currently doing some work to try to improve the situation, but it is important that the OFS has this as validation of last resort, as Pam referred to it. If nothing else, it should encourage validating institutions to take their responsibility seriously.

Pam Tatlow: May I come back on that? More than 100 institutions can validate throughout England. If you cannot be validated as an independent provider by one of those, what is the matter with what you are delivering? That is the point. This is not a closed shop.

Alex Proudfoot: In some cases, the matter—

--- Later in debate ---

[Jo Churchill (Bury St Edmunds) (Con)]

Q Moving to a slightly different area, do you think the reforms in the Bill will help to drive social mobility and widen participation? I am particularly interested in capturing the more mature people in our workforce to ensure skills are kept up throughout a working life.

Professor Quintin McKellar: We would specifically hope that the Bill might include not only elements that drive competition but those that drive collaboration, because we think that collaborative activity can help us with our widening participation. To give one example, black and minority ethnic students have currently got an attainment disadvantage across the sector and we are working together collaboratively across the sector to try to address that. Without that sort of collaboration—if we were simply competing with each other—it is very difficult. Collaboration is hugely important, particularly in regard to social mobility.

Mary Curnock Cook: While the arrangements for making data from UCAS, for example, available to researchers will not change social mobility in itself, it does open up the opportunity to look specifically at different aspects of social mobility.

Professor Sir Leszek Borysiewicz: One potential advantage that we must recognise of the move of some of the education and OFS to the Department for Education is that it may well begin to address the continuum of education and the attainment shortfalls that largely reside within the secondary schools. If that promotes greater interaction between the requirements for entry into higher education and a greater understanding of that within secondary education and more cohesion at that level, that could be a real help towards closing the attainment gap of BME students.

[Paul Blomfield]

Q May I pursue the issue of the regulatory framework a little further? Obviously, this is the first major discussion we have had on this for some time and it is important that we get it right. It is in the context of a Bill that is also seeking to encourage new providers. What thoughts do members of the panel have on how we should get it right and whether there are any ways in which the Bill could be improved in relation to the entry point of the new providers, the overall oversight of the system and the potential for market failure?

Professor Sir Leszek Borysiewicz: This is a difficult issue. I think the provision of diversity in the sector is something that has stood British higher education well. Different institutions have different goals and directions and cater for different needs for higher education within the sector, from mature students at one end, to vocational courses, to those operating in a very academic sphere.

New providers have to be looked at in the context of what is the positive contribution they can make. Two important issues will be the demand from the sector for this new provision and, secondly, the standards under which those institutions are recognised. From my point of view there is a third which is very important: high standards have to be set for the sustainability of new providers in the sector. It is no good an operation starting with an income stream that is predicated on a business plan of recruitment without a sufficient resource to ensure that those entering in year one will be able to complete their studies and end up with a degree that is actually worth something when facing employers. Otherwise, this is something that becomes not helpful and potentially very detrimental to the achievement and attainment of those individual students. That is the one area on which I would like to see rather more stress paid; the sustainability of the provision by a new provider.

Professor Quintin McKellar: We would support the diversity and competition that new providers would bring to the sector. The concern we have is one that has been raised already: that they cherry-pick subjects. In terms of continuing to provide across the board STEM subjects of engineering, mathematics and so on, it is unlikely that the new providers will enter those areas, and that could be a risk for the rest of us.

Sir Alan Langlands: I think the Bill does try to strike the balance between rigour in relation to new entries and streamlining the system a bit. We have to be careful that we are not driven too much in the direction of streamlining without the rigour. The rigour has to be on quality and standards, access and participation, good governance. Linking to Professor Borysiewicz’s point, it is hugely important that financial sustainability is seen alongside academic sustainability. This has got to be a long-term effort, if you are developing a new universe.

Mary Curnock Cook: Briefly, I would like to echo the points about sustainability, because I think it is absolutely catastrophic for students if their provider is forced to exit the market. A lot of higher education is very local. A lot of students go to university within a few miles of where they live, and there are not necessarily other providers where they could continue their studies if their institution fails.

The only other point I would make is about university title. I do not want to start a debate about “What is a university?”, but I think that most people, their parents, advisers, teachers and everyone else involved has a clear idea about what they think a university is. It would be of concern if students were applying to something that they thought was a university in the general understanding of the issue and found that it was something quite different.

[The Chair]

Three Members, 10 minutes.

Student Loans Agreement

Paul Blomfield Excerpts

Monday 18th July 2016 Westminster Hall

[Paul Blomfield (Sheffield Central) (Lab)]

Thank you very much, Mr Pritchard: a good choice, but I am sure my hon. Friend the Member for Ilford North (Wes Streeting) will top my contribution.

It is a pleasure to contribute to the debate with you in the Chair, Mr Pritchard. I congratulate my hon. Friend the Member for Warrington North (Helen Jones) on introducing it, in her customary way, so comprehensively and with such passion. I am also pleased to see that the Minister still in his place. I am looking forward to long debates with him in the weeks ahead on the Higher Education and Research Bill, starting tomorrow.

The Minister has drawn a bit of a short straw today, because he has to defend something that is, frankly, pretty indefensible. I am very grateful to all the people who signed the e-petition to ensure that we have this debate today—I think the second highest number were from my constituency. I am also grateful to all those who have written me to share with me the impact this change will have on them—not so much financially, but in the way they feel they have been treated by the Government.

[Lilian Greenwood (Nottingham South) (Lab)]

I am sure that my hon. Friend will make a fantastic speech. Like him, I represent many thousands of students in my constituency and, again like him, I have received many emails about this subject. Does he agree with me and indeed with my constituents—Tamsin, Elizabeth, Tom and many more—that these plans are dangerous, unfair and frankly outrageous?

[Paul Blomfield]

My hon. Friend is perhaps making all our speeches redundant: she has summed it up in a sentence. Nevertheless, I will continue.

My hon. Friend makes an important point. Let me cite one of my constituents who has written to me. Rachel Stamper is due to graduate soon from Sheffield Hallam University. She started her degree—a bachelor of arts in early childhood studies—back in 2013. She made careful calculations before she started. She looked at what the Government said—that she would have to pay back on the money she borrowed. Like everybody else, she was told that from April 2017 the £21,000 repayment threshold would start to rise annually with average earnings. She based her decision to go to university on that information, because she thought that she could trust the Government.

Rachel made the calculations about what she could afford on the basis of the trust that she put in the Government. Now, she expects to pay thousands more over the life of her loan, because, given her area of study, she will graduate with an incredibly socially useful degree, fulfilling a positive and useful role within our society, but she is not necessarily going to be a high earner. As Rachel said to me, this is about more than “just money”:

“A retrospective change will destroy any trust I, and future generations, have in the student finance system, and perhaps even more widely, in the political system as a whole.”

This proposal was part of a double whammy announced by the then Chancellor after the election last July. As Osbornomics seems to have been rejected by the new Prime Minister, perhaps we now have a little bit of wriggle room to examine some of its more toxic components. This change is clearly one of them, because the first part of that double whammy was the abolition of maintenance grants, which in many ways overshadowed the decision we are talking about today. Nevertheless, the change in the threshold is important because it will have a genuine impact on graduates.

Why are we here today? Why are the Government proposing this change? My hon. Friend the Member for Warrington North made the point very well. Going back to 2012, the year before the system came in, many of us argued that the proposed new system was not only unfair, but that it had not been properly thought through—there was a back-of-an-envelope calculation of what the cost would be. In particular, we talked about the cost of unrepayable debt—the so-called resource accounting and budgeting, or RAB, charge. I remember the Universities Minister at the time, for whom I had a high regard, arguing on the Floor of the House and in the Select Committee on Education, on the number of occasions we scrutinised him about it, that he was confident that the RAB charge would settle at around 28%. As the conversation went forward over the years, he talked about 30% and then the upper 30s. Then it was 40% and finally, in our last exchange in the Select Committee, he said that the Department for Business, Innovation and Skills was modelling it at more than 50%, at which point the new system was clearly costing us more than the old system, on top of being unfair.

Something had to give, and it was clear before the last general election that something was going to give. I asked Ministers on the Floor of the House for assurances that they would not make students pay for the Government’s own mistakes by changing the terms of the system. I was told, in this great language that people use before elections, that there were no plans to do so. Well, no sooner were the votes counted than the plans were rolled out.

[Peter Grant (Glenrothes) (SNP)]

I have no doubt that the hon. Gentleman would have studiously examined, as we all did, all the election manifestos at the time. He will be aware that there was no mention whatsoever of the change in the Conservative manifesto, yet it was imposed within a few months of the party coming to power.

[Paul Blomfield]

The hon. Gentleman makes an important point, which goes back to the issue of trust that is at the heart of today’s debate. We pushed the Government on the matter in the previous Parliament and there was no indication that the change was going to happen. We looked at the manifesto, and there was no indication there either. As soon as the election was out of the way, it happened: graduates being forced to pay for the Government’s mistakes. As the hon. Member for Southport (John Pugh) said, there was a consultation on the change. People think, “A consultation—presumably that is because the Government want to listen,” which is not an unreasonable starting point. Some 84% of the respondents said, “This is a bad idea.” What is the Government’s response? “Great stuff. We’ll go ahead.”

We face a system in which not only are those who did not expect it being asked to pay more, but, as my hon. Friend the Member for Walsall South (Valerie Vaz) pointed out, those who will earn the least will be hit the hardest. The Government’s equality impact assessment said:

“In terms of lifetime earnings, our analysis shows the greatest financial impact will be concentrated on those with around median lifetime earnings (between £20,000 and £35,000)”.

The figures are clear—the Government’s own figures. A graduate earning between £21,000 and £36,000 will pay an extra £6,100. By contrast, those earning more than £40,000 will pay an extra £400 and those earning more than £50,000, an extra £200.

A recent Sutton Trust report shows that although the overall average extra repayment will be £2,800—on the trust’s numbers—the gender pay gap means that women graduates will be disproportionately affected. Black students will also be disproportionately affected. The Higher Education Statistics Agency destination of leavers data show that, although the variance in non-black graduates’ salaries is larger than that for black graduates, there is more of a bunching effect for the latter, between £20,000 and £30,000, which is the salary range that will be most affected by the proposed changes. All those discriminatory impacts conflict with the Government’s stated objectives of widening participation in higher education and of trying to get those who are not traditional participants engaged more fully. All that mess is because of the Government’s initial mistakes in introducing the 2010 system.

I represent more than 36,000 students, more than any other Member of Parliament. Thousands graduate from the two universities in my Sheffield constituency. Because of this measure, Sheffield graduates are being made to pay for the Government’s mistakes, with the terms of the deal being changed long after they signed up to it. If a second-hand car salesman tried, years later, to get a customer to pay more than the contracted deal, he would be referred to trading standards. With a bank, there would be action by the Financial Conduct Authority. Why should the Government be subject to different standards? This is fraudulent behaviour. It undermines trust in the Government and confidence in the student loan system. I urge the Minister to think again.

--- Later in debate ---

[Joseph Johnson]

Higher education has been a devolved issue since 1999, and it is up to the devolved Administrations to determine how they spend their resources. In England, we have chosen to put our higher education on a sustainable footing, which has meant that proportionately more people can go to universities in this country than ever before. We want that to continue.

[Sir David Amess in the Chair]

Many hon. Members raised the threshold freeze and retrospection. The e-petition that we are discussing was started by Mr Alex True, who is a recent graduate, because he was concerned by the Government’s decision, which we announced in November 2015, to freeze the repayment threshold at £21,000 until April 2021. This is an important matter and a proper subject for debate, and I welcome the opportunity to explain why the Government took that decision and its impact.

We considered freezing the threshold because we needed to ensure that higher education funding remained sustainable. The choice was either to ask graduates who benefit from university to meet more of the costs of their studies or to ask taxpayers to contribute more. We undertook a full consultation on the change, as Members have mentioned. The consultation was open for 12 weeks, until 14 October 2015, and we then undertook a full assessment of the equalities impact, in line with our obligations. The responses to the consultation, which I accept were often against the proposal, were analysed exceptionally carefully. On balance, the Government decided that it was fairer to ask graduates for a greater contribution to the costs of their study rather than to ask taxpayers to do so. The reasons for that are clear. Graduates benefit hugely from higher education. On average, graduate earnings are much higher than those of non-graduates. In 2015, graduates’ salaries averaged £31,500, compared with £22,000 for non-graduates. The threshold is still higher in real terms than the one we inherited from the Labour Government.

[Paul Blomfield]

A good attempt from the Minister, but does he not accept that he is missing the point? It is not a question of comparing the threshold he inherited; it is about the commitment made to students when they entered into their university degrees. Does he not accept the argument that it is a fraudulent practice to enter into an agreement on one set of terms, only for the Government then to change those terms completely? Would he accept that in relation to the purchase of a product he was making?

[Joseph Johnson]

Hon. Members made much the same point on many occasions throughout the debate, and I will come on to those arguments shortly.

[Joseph Johnson]

I look forward to explaining shortly to my hon. Friend exactly why we took the decision and the reasons why we believe it was the right way forward to put our system on a sustainable footing and ensure more opportunities for young people to gain from all the advantages that higher education can bring them.

For loans taken out before 2012, graduates started repaying when their income reached £15,000. That threshold has now risen to £17,495. The Government set the repayment threshold at £21,000 for post-2012 borrowers, proposing that that would be uprated annually in line with earnings from 2016, when the first graduates under the new system would start repayments. When the policy was introduced, the threshold of £21,000 was about 75% of expected average earnings in 2016. Updated calculations, based on earnings figures from the Office for National Statistics, show that figure is now 83%, reflecting weaker than expected earnings growth over the intervening period. The proportion of borrowers liable to repay when the £21,000 threshold took effect in April is therefore significantly lower than could have been envisaged when the policy was originally introduced. The threshold would now be set at around £19,000 if it were to reflect the same ratio of average earnings.

I also wish to stress that the impact of the freeze is relatively modest—albeit, I accept, still unwelcome for graduates. Borrowers earning over £21,000 will repay about £6 a week more than if we had increased the threshold in line with average earnings. Of course, those graduates earning less than £21,000 will not be affected at all.

[Paul Blomfield]

Is the Minister not confirming what I said earlier? I hope he will address that specifically, but the problem is that when the Government introduced the new system, they got the resource accounting and budgeting charge wrong. The consequence is an additional cost on the Exchequer, and instead of taking responsibility for that, the Government have transferred that responsibility on to students.

[Joseph Johnson]

Modelling the RAB charge is not an easy process, but the figures that the hon. Gentleman referred to earlier were simply not correct. We never modelled the RAB charge at over 50%. We expect about 20% to 25% of the loan book not to be repaid, and that is a deliberate, conscious investment by the Government in the skills base of the country. It is a progressive policy that enables people to go into careers that may not necessarily allow them to repay the full amount, and the Government do that knowingly and willingly.