Education: Contribution to Economic Growth

Baroness Warwick of Undercliffe Excerpts

Thursday 5th December 2013 Lords Chamber

[Baroness Warwick of Undercliffe (Lab)]

My Lords, this debate is timely. This morning, the Chancellor of the Exchequer is making his Autumn Statement. He is widely expected to announce yet more cuts to funding for higher education and research, and it is for that reason that I want to focus my remarks on the implications of his statements for higher education.

I have spoken many times on the contribution made by higher education to economic growth and I was delighted to see the pithy and convincing briefing sent to us by Universities UK, my former employer. Other noble Lords across the House will, I know, reinforce many of these comments, as have my noble friend Lady Morgan and the noble Lord, Lord Baker.

However, fine words or arguments can have no effect if resources do not shore up policy. While we do not know the detail of these cuts or how they will be allocated, reports have suggested that that the Department for Business, Innovation and Skills has to find more than £1 billion in additional savings. There have been fears, reported in the Guardian, that this would mean that the Government would breach the principle of a science ring-fence, making cuts of as much as £200 million. I hope that that will not be the case.

It also appears likely that the Higher Education Funding Council will have to find additional savings from within an already tightly constrained budget. These cuts would be in addition to those announced in this summer’s spending review. At that time, the Government said that cuts to HEFCE funding would be at least £45 million and that there would be no inflationary uplift for the science budget. This is serious. I have said previously that the Government should be congratulated on their relative protection of investment in higher education, and particularly in research, despite the pressure to cut expenditure. However, public funding for teaching has been dramatically reduced and it now looks like it will be reduced still further. It is not widely understood that research budgets lost 13% of their value during the last spending round as a result of the fact that they were maintained in cash terms rather than in real terms. Projections suggest that, because the science budget has again been held in cash terms rather than in real terms, the budget will lose a further 10% of its value during this spending period. Will the Minister confirm that this is indeed the case?

Any new cuts would exacerbate that position. We know that the UK already spends less on research than many of our competitors. We have made relatively little progress towards the Lisbon goal of spending 3% of GDP on research and development. We spend 1.8%, below the average of both the EU and the OECD. We are holding our own in international terms because we have a highly efficient research system. In fact, it is the most efficient in the world when measured by citations per pound spent. Meanwhile, HEFCE now has very little funding available to support teaching. Support is restricted to high-cost and vulnerable subjects, which are likely to continue to be protected. There is some limited support for specialist institutions and taught postgraduate courses, and funding to support widening participation.

This last strand, of widening participation, looks increasingly vulnerable, which is a shame because the student opportunity funding underpins the kind of long-term and collaborative work which universities do to encourage children from primary school upwards to think about higher education generally, not just applying to their own institution. It acts as a lever for additional investment by universities and philanthropists. It is hard to see how the funding council can shoulder cuts without doing some damage to long-term national priorities. Clearly, the Department for Business, Innovation and Skills has to balance its budget, but overspending on student support and loan subsidies, including to support the rapid growth of private providers, is starting to squeeze out long-term investments, which should be high priorities for a Government committed to fostering strong economic growth. While national investment in research is critical to our future economic competitiveness, as today’s debate has again made clear, it should not be achieved at the expense of investment in education. After all, the most important form of knowledge transfer from universities is in the heads of the graduates that they educate.

There is so much evidence of the link between education and the economy and I will not repeat the arguments already made by the noble Baroness, Lady Morgan, and the noble Lord, Lord Baker. It is worth emphasising, however, that around 20% of GDP growth in the UK from 1982 to 2005 can be attributed to graduate skills accumulation, according to government figures. The same study estimated that a 1% increase in the share of the workforce with a university education raises the level of productivity by up to 0.5% in the long run. Many of our fastest growing sectors depend on high concentrations of graduates, including the creative sector, which needs graduates from a range of disciplines including the arts and humanities as well as the sciences.

Our research base increasingly supports innovation in businesses from the very large to the very small. Collaboration between university and business is a considerable success story in the UK. So if the Government want long-term economic growth and an economy that will remain competitive with fast-growing economies with rapidly growing skills levels, we cannot afford to stand still, let alone go backwards.

Instead of driving forward, we seem to be constraining growth. Capital investment has been limited. Universities face strict limits on the numbers that they can recruit and perhaps numbers may be restricted again next year. There is no plan for growth and there is unlikely to be one until the system of loan funding is sorted out. It is simply too expensive to allow for growth in student numbers.

Part of the answer has to be in encouraging the development of diverse modes of study, including more online and flexible study. We have seen the number of part-time enrolments drop by a staggering 40% since 2010. Studies by the UK Commission for Employment and Skills, Universities UK and others have pointed to the need to address this decline to meet the rapidly changing skills needs of employers. We should also be concerned about the decline of taught postgraduate enrolments by UK-based students. The noble Lord, Lord Leitch, in his seminal report published in 2006, described postgraduate skills as one of the most powerful levers for improving productivity but a number of factors are combining to pose a real challenge to postgraduate education, which has received insufficient attention from government. We cannot afford to be complacent. As President Obama put it:

“The nation that out-educates us today is going to out-compete us tomorrow”.

Deficit reduction is of course a priority but education is precisely the wrong place to cut if you want to balance the national budget.