Higher Education and Research Bill

Baroness Warwick of Undercliffe Excerpts

Committee: 2nd sitting (Hansard - continued): House of Lords
Wednesday 11th January 2017 Lords Chamber

[Baroness Cohen of Pimlico (Lab)]

My Lords, I support the amendments. I would like to see something more definitive in this package of clauses. One of the most important developments in higher education is the growth of the degree-level apprenticeship. It has not had the fair wind that it deserves, but it is immensely important, because people come out of it without debt and, usually, with a good job, but there is a distinct feeling that it is looked down on as being in some way trade training rather than degree level. I have 2,000 such students in my university and we expect to expand, not as a matter of principle but in response to huge demand. There is very little in the Bill about degree-level apprenticeships, and perhaps there is not meant to be, but since it is such an enormously important development, I would like something in the Bill to say that we will encourage it.

That goes along with geographical diversity. We have eight establishments all over England—again driven, I fear, not by social purpose or a plan but by the market. We discovered that we had students coming to London who did not mean to be there. They were making great sacrifices to be in London and a lot of them seemed to come from York or Leeds. We thought that the local profession would have welcomed them and given them a hand to get started. So I fear that demand did that but, as many noble Lords have said, you cannot expect everybody to travel to London or the great southern centres to go to university. It is enormously helpful to a locality to have a decent university. Much of the demand for degree-level apprenticeships will not be in London; it will be outside London and geographically spread. I am looking for a way to say this in the Bill.

[Baroness Warwick of Undercliffe (Lab)]

My Lords, several of the amendments seem linked to some of the issues that we were discussing on Monday. That is, there is a sense of unease in the sector that the system is not being looked at in a holistic way. That came through in an awful lot of the evidence that went, first, to the Commons Select Committees, but also came to us in this House, in the form of the briefing we received. I very much focus on the amendment tabled by the noble Lord, Lord Lucas, on promoting choice and serving the public interest. It is entirely right to expect universities to serve the public interest, and it is a role for the Office for Students to try to ensure that they do that as a sector, particularly with regard to the need to maintain confidence in the UK’s higher education sector. There is a real anxiety that some of the major changes in the Bill will rather undermine the sector rather than maintain confidence in it.

I have one anxiety, which we can come back to later, about the role of OFFA. When I asked the civil servants whether there were any changes, and what the difference was between the new Office for Students and HEFCE, they did not perceive that there were any real, or major, differences. But there is one difference on which we should focus, and I hope the Minister will consider this—that is, the role of HEFCE as it is now, which I hope the Office for Students will be able to take on board, of reflecting the needs and interests of the sector to government, not necessarily formally but certainly to ensure that there is an unasked-for dialogue. I hope that the Office for Students, in knowing the sector as it will, will be able to transfer that to government. It all goes to the sense of maintaining confidence in the sector and the public that they are getting the value for money that their taxes, having been spent on higher education, really deserve.

[Lord Mackay of Clashfern (Con)]

The question has been raised with me as to whether the provisions of Clause 2, in preventing an intervention by the Secretary of State, may have the effect of preventing the Secretary of State coming in to try to support vulnerable subjects. We know that some subjects are very important—for example, physics—yet they are quite expensive to teach. So in the interests of economy, institutions might be inclined to abandon courses in these subjects. The restrictions on the Secretary of State are not, I think, intended to exclude that kind of provision, but I should like confirmation of it.

The other thing that I want to mention relates to Amendment 56, tabled by the noble Baronesses, Lady Wolf and Lady Brown, about,

“the overall strength and quality of higher education provision”.

I am wondering what the “strength” aspect of higher education is. I would be glad of some clarification.