Higher Education Funding

Abtisam Mohamed Excerpts

Wednesday 28th October 2026 Westminster Hall

[Abtisam Mohamed (Sheffield Central) (Lab)]

I beg to move,

That this House has considered higher education funding.

It is a pleasure to serve under your chairship, Ms Vaz. As co-chair of the all-party parliamentary groups on students and for international students and a member of the all-party parliamentary university group, and representing a constituency with one of the largest concentrations of students, I know at first hand the enormous value of higher education and the growing challenges facing the sector. It is worth saying from the outset that I am applying for a separate Backbench Business debate specifically on students that will cover the cost of living, maintenance support and the wider student experience. Those are important issues in their own right, but today’s debate focuses on the foundations and long-term sustainability of higher education itself.

My constituency is home to two outstanding universities: the University of Sheffield and Sheffield Hallam University. I have had the privilege of studying at both institutions and, like many people, I know personally the doors that higher education can open and the horizons it can broaden. We have a world-class higher education system whose institutions are often seen as a great equaliser, especially for working class communities. Walking into universities, we know right away why they are described as centres of innovation and industry. A good university acts as an anchor in our cities and is far more than just lecture halls and graduation ceremonies.

[Mr Gregory Campbell (East Londonderry) (DUP)]

I thank the hon. Member for giving way and congratulate her on securing the debate. On providing opportunities, particularly for working-class communities, would she agree with me that in my area, the likes of regional colleges, both on the north coast and the north-west, offer excellent opportunities, particularly for people who feel disadvantaged and who possibly left school without any qualifications and are really caught in a bind? The colleges offer them a way out of the position they are in with prospects for the future and for jobs.

[Abtisam Mohamed]

I agree with the hon. Member. He makes an excellent point. I will come on to talking about disadvantaged students and the role that universities play.

Universities train the nurses and doctors who treat us. They train the teachers who educate our children, the engineers who build our infrastructure, and the researchers whose discoveries save lives. They support businesses, attract investment, create jobs and drive progress. In Sheffield we see that contribution every day. Sheffield Hallam University trains around 3,900 healthcare professionals and 2,800 teachers every year. In a single academic year, those healthcare students contributed more than 365,000 hours through NHS clinical placements.

Meanwhile, the University of Sheffield generates an estimated £4.82 billion for the UK economy and supports 138 start-ups and spin-outs. Its research activity contributes billions more in economic value. Although those figures are impressive, behind them lies a fracture point. There is a growing disconnect between what we ask our universities to deliver and the resources that are available. We want universities to drive growth to boost productivity, tackle regional inequality and undertake world-leading research. We want them to support the NHS, public services and local economies, yet the sector faces a financial crisis that threatens its very survival.

We have to recognise the failed funding experiments of the last 16 years and bring them to an end. I draw colleagues’ attention to the Education Committee’s comprehensive report from earlier this year, “Higher Education and Funding: Threat of Insolvency and International Students”, that identifies the real-terms cut in undergraduate tuition fees as a huge factor, though one of many, in financial instability. It is also widely recognised that the UK’s public education funding levels rank well below the OECD average of around 70%. Funding levels have fallen so far that funding direct to universities now makes up just £2 billion out of a total of £16 billion—the complete inverse of what it used to be. The majority of Government funding is spent on a bloated student loan system that is wildly out of control, while current repayment threshold freezes are punishing lower-earning graduates. Last year, the Office for Students forecast that up to 40% of higher education providers will be in deficit. Put simply, far too many institutions are being forced into a cycle of cuts just to temporarily balance the books.

[James Naish (Rushcliffe) (Lab)]

My hon. Friend will be aware of there being around 600 job cuts at the University of Nottingham. There have been alternative proposals from staff—120 in total—but the impact will be significant. What has been noticeable in my conversations with the university is the emphasis on commercial elements, whether that is covenants, 30 days’ access to cash or access to a revolving credit facility. Does she agree that that emphasis has gone too far? We have forgotten what the public benefit of universities is, and the Government and universities need to reflect on that.

[Abtisam Mohamed]

I agree with my hon. Friend; he makes an excellent point. Nottingham is seen as a university that needs support, and I think colleagues across the sector will look to see how Nottingham is supported alongside their own universities.

As I was saying, far too many institutions are being forced into a cycle of cuts just to temporarily balance the books. Over recent months, I have spoken to university leaders, staff, representatives of trade unions including the University and College Union, students and employers. While they all have very different perspectives, they all present a common diagnosis: the current funding model for higher education does not work. That raises a fundamental question: if we recognise universities as national assets, as our rhetoric often does, why have we systematically stripped back public funding and left them to shoulder so much of the financial burden themselves?

[Jessica Toale (Bournemouth West) (Lab)]

I thank my hon. Friend for setting out the real challenges that our higher education institutions face. Does she agree that the difficult financial position universities are in is causing them to oversubscribe their courses, putting unsustainable pressures on their workforce, reducing the student experience and increasing financial instability as a result of that boom and bust?

[Abtisam Mohamed]

My hon. Friend makes an excellent point. Universities need to be supported, so that the financial burden is not purely left for them to deal with.

I now want to come on to international students. International students should be welcomed as an enrichment of our campuses and strengtheners of Britain’s international ties. International students’ fee income has become an essential pillar, propping up our universities, cross-subsidising home students’ education and supporting research that would otherwise be cut, but universities did not become dependent on international fee income by choice. They have increasingly relied on it because domestic teaching and research funding has failed to keep pace with the real costs of delivery.

I and many others remain concerned about using an international student levy to pay for maintenance grants. It is seen as little more than an additional tax on one of the UK’s most successful exports. At a time when global competition for talent is increasing, we should be asking how we can strengthen one of Britain’s greatest success stories, not how we can make it less attractive. A restructured maintenance support system for home students, separate from international fee income, would be a vastly more successful policy, and it is one that I will continue to support.

Fundamentally, any solution to the sector’s funding crisis and support for the most disadvantaged home students should not further destabilise university finances. That is especially important in a context where universities are already cutting staff, courses and research programmes. Data from Universities UK shows that nearly eight in 10 universities have pursued voluntary redundancies in the last three years, and the same amount have frozen recruitment. The UCU estimates that 30,000 jobs have been lost over the last three years. That is devastating, and we should be clear about what it means: it means rising workloads and pay erosion for remaining staff, and it means staff who support students every day losing their livelihoods.

In Sheffield Hallam University’s case, more than 1,200 posts have gone in just over two years. Having met staff representatives and UCU members, I know that these numbers are not abstract; they represent people who have mortgages to pay, families to support and bills to meet. I also hear from many talented academics who are moving from one short-term arrangement to another, with little certainty about their future. The consequences are felt by individuals and the community beyond the university gates, but there are also implications for the future of British research. A system increasingly characterised by insecurity will only drive talented people away.

If universities are one of the UK’s greatest assets, why are they not considered to be involved in our economic growth? Although we speak of growth, skills and Britain’s future competitiveness, we see growing financial fragility across the very institutions that help to realise those ambitions. We cannot continue to expect universities to do more with less. Chasing efficiencies erodes capacity, and once capacity is lost, rebuilding it is neither quick nor easy.

I have a number of questions for the Minister. First, what is the Government’s long-term vision for higher education? I want to know not simply how individual institutions will survive the next financial year, but how universities will fit into a national strategy for growth, skills, research and regional development.

Secondly, does the Minister recognise that the current funding model has become overly reliant on international student income, mainly because teaching and research funding no longer meets the real cost that universities face? If the Government continue with the international student levy, what impact will it have, and how will fluctuations in student recruitment affect university finances? Does the Minister recognise that the institutions are likely to pass on those costs through higher fees, potentially making the UK a less attractive destination in the international student market?

Thirdly, does the Minister believe that the current balance between public and private contributions to higher education funding is sustainable? The Government now contribute about 16p for every £1 spent on teaching. Does the Minister believe that that is a viable basis for the future funding of higher education? Will the Government examine how to move towards a fairer balance between the individual and state contributions in the long term in recognition of the enormous public benefit that universities provide?

Fourthly, how are the Government assessing the economic impact of university job losses? We cannot call universities regional anchors while simultaneously accepting the loss of thousands of highly skilled jobs across the sector.

Finally, where do universities sit within the Government’s growth mission? If they are engines of growth, they should be treated as such, and they need a funding framework that recognises the enormous contributions that they make to our economy, our public services and our communities.

I want young people in Sheffield to have the opportunities that education gave me. I want our universities to continue training the nurses, teachers, engineers and researchers that our country desperately needs, and I want Britain to remain a world leader in higher education and research. If we want our institutions to survive, we have to stop treating them as an afterthought.

[Several hon. Members rose—]