Draft Higher Education (Fee Limits for Accelerated Courses) (England) Regulations 2018

Debbie Abrahams Excerpts

Monday 14th January 2019 General Committees

[Chris Skidmore]

That is a good point. As I have said, Buckingham has had accelerated degrees for 40 years, and I have a list of publicly funded HEs that I could share with the Committee, but uptake has been limited due to the restriction on the ability financially to provide those courses—the difference between an £18,000-a-year degree course and a £27,000-a-year one. St Mary’s in Twickenham has a course that runs for two years, but for a very limited number of students; it is not able to expand that course. Having talked to providers who currently run two-year courses, we have learned that they, too, have a limited ability to extend the programme to meet current and possible future demand. That is why this provision is in the regulations that have been introduced on the Floor the House, to make sure that we can benefit not only institutions that are yet to take up accelerated degrees, but institutions that may want to create new courses with accelerated programmes. I stress again that accelerated programmes are not a silver bullet; we are not assuming that every student will take up a two-year degree instead of a three-year or four-year course. However, they provide flexibility and innovation, and crucially allow for the greater student choice that I hope the regulations will provide.

As a result of students being able to take an accelerated degree over two years, they will start full-time work one year sooner than their peers; they will potentially benefit from an average annual salary of £19,000 straight away. Customer surveys conducted by the Student Loans Company in summer 2018 show that both accelerated and standard degree students regard the year of time saved as the most valuable benefit of accelerated degree study. As I have said, accelerated degrees are not for everyone, but for some—mature students, for example, or young people with a keen appetite for learning who want to study more and take fewer breaks to secure a faster entry or return to the workforce—they are exactly the right choice, or the only possible choice. Some employers also like accelerated degrees, as they offer an early opportunity to recruit demonstrably ambitious, focused and motivated graduates.

Following a commitment that the Department for Education gave in late 2017 during the passage of the 2017 Act, we consulted on a proposed 20% uplift in the annual tuition fee for accelerated degrees. That uplift aimed to ease the financial barrier inhibiting the wider provision of accelerated degree courses while still offering students a saving of roughly £5,550 on their total tuition fees, compared with a three-year degree course. On top of that, we must add the savings on living costs—roughly £7,500 a year—and also take into account a possible extra year of earned income as a result of starting work early. That is effectively going to benefit those who embark on a two-year accelerated degree course; it will be a saving for students.

Last year, we published our response to that consultation. It set out our intention to proceed with the regulations, to enable a specific new annual tuition fee for accelerated degrees at 1.2 times the standard equivalent. We consider that this fee will better reflect the actual weight of teaching and support delivered in the accelerated degree year; with it, more universities will be able to expand their range of courses and offer students greater choice, with more flexible modes of study. Wider provision will in turn offer many more students the choice of applying for an accelerated course in their preferred subject at their preferred university, and even with the increased annual fee cap, accelerated degrees offer big overall savings for students. As I have said, the total cost of tuition will be 20% lower, alongside no final year living costs and the unique opportunity to graduate and begin full-time work a year earlier.

The UK is widely envied for the quality and vigour of its higher education system. Our universities regularly rank among the best in the world. Their doors are open to anyone with the potential to succeed, including more disadvantaged students than ever before.

[Debbie Abrahams (Oldham East and Saddleworth) (Lab)]

Would the Minister explain how the quality and academic rigour of these courses will be evaluated? Has there been an opportunity for pilot programmes? I know some concern has been expressed in various sectors about that.

[Chris Skidmore]

To take the hon. Lady’s point about quality and rigour, we would never want an accelerated degree course to be seen as a poor man’s degree— as somehow less rigorous and less beneficial. The standards that need to be maintained for those degrees must absolutely be the same as for full-time degrees. If we look at some of the institutions that have been offering accelerated degrees for a long time, they stand by their commitment that the teaching time and teaching intensity of those courses should remain exactly the same. Instead of about 30 weeks of study there are 45, and the number of tutors is the same. The point of the draft regulations is to provide for the extra investment in tuition staff that is needed to deliver an extended course across 45 weeks of the year. On the hon. Lady’s point about the teaching framework, I was at Middlesex earlier today talking to the vice-chancellor, Dr Tim Blackman, and he was absolutely insistent that this is still 360 credits of study. Whether over two or three years, 360 credits still need to happen.

[Debbie Abrahams]

Where these courses have been offered, has there been any change in access, for different socioeconomic groups in particular?

[Chris Skidmore]

When it comes to access and participation, one of the Government’s key commitments is to ensure that, regardless of their background, people are able to go to university, if they wish to take that route. The two-year accelerated degree course provides people with the opportunity to see a destination, to not have to cover an extra year of living costs, and to then go into work.

One of the two students I spoke to at Middlesex today was a girl who had started out on a higher apprenticeship at the City of London Corporation, without the qualifications to get her into a position to take a degree. She realised she had hit a wall, and that if she wanted to go further in her profession she would need to reach degree level, but, effectively, she had already begun work. What I am keen to expound to the Committee is that the two-year degree is not a silver-bullet solution; it is part of a menu of options that enables us to break down the artificial wall between further and higher education for students who may not have had the best start in life, those who are not from the most advantaged backgrounds and who may not have achieved the qualifications they have the potential to achieve.

I am keen to explore how students may take a foundation year and then an accelerated degree course on top, accessing higher education in a way in which they may not initially have been able to. We need to take this under the whole umbrella of future qualifications that will allow for the increased participation of disadvantaged students.

--- Later in debate ---

[Chris Skidmore]

The hon. Lady’s point about a review mechanism is welcome, and I entirely agree with her that it is important. We have the ability to analyse data to a greater extent than in the past. The longitudinal educational outcomes—LEO—data has been tracking students, which I think began in 2008 under the previous Labour Government. That is now coming to fruition and provides a context in which we can weigh up value for money and return on investment.

With that data comes other issues around social value and making sure that we do not lose sight of courses such as nursing, for instance. That may be perceived to provide low value for money or return on investment, but we absolutely need more nurses and routes into nursing. The two-year degree provision allows for an extension route into nursing through nurse support workers, who may reach a certain level of qualification and may want to access a nursing degree. This is about breaking down those barriers. It is a social justice argument, saying to somebody who perhaps did not get the qualifications to access higher education when they were 18 that they can return to a degree and get that qualification. By having that degree, they are able to access that level of nursing that they may have wished to access. It is about fulfilling people’s dreams across a wide range of access measures, not only at the access points at 18.

An important point that I want to put on the record is that we will undertake to assess the effectiveness of accelerated degree funding and expenditure on access measures compared with their standard equivalents in the accelerated degree review, to be undertaken three years after the implementation of the draft regulations. I will take away the points made by the hon. Member for Birmingham, Yardley on the context of that review and what it will cover in its evaluation.

On the workload of university staff, as I have said, the provision of accelerated degrees is not mandatory. I put that point to Middlesex University staff today, and they felt that there was no diminution of teaching time. I asked the teaching professionals—the academics—directly whether it would compromise their ability to research, and the answer was no. They said that they had managed to structure a course that did not increase individual teaching time; the teaching time is spread across a range of individuals throughout the year. There is a learning opportunity, and I am keen for institutions that have successfully implemented two-year degrees to spread best practice about how courses might be structured so that academics do not lose their research potential across the year.

[Debbie Abrahams]

I worked for 10 years at the University of Liverpool, and I spent my summers prepping new courses, reading and writing articles. We were compelled to do that to make sure we had the appropriate ranking—it was the research assessment exercise at the time. It would have been absolutely impossible to do the stuff we did during the summer and prepare for a truncated course.

[Chris Skidmore]

What Middlesex and other institutions have done is to say that those who are working in the summer months have the opportunity to find their research time elsewhere in the year. They have been successful in ensuring that there is no diminution in the ability to conduct research; it just takes place at a different time. We have seen flexibility in academic research. Not everyone decides to book off the summer. Some people work in the summer but have what is effectively a mini-sabbatical elsewhere in the year, with other people taking up their teaching time.

Some universities provide accelerated degrees, which ensure that they have more study weeks per annum than the mainstream 30 weeks a year. They have managed to budget effectively, innovatively and flexibly with their academic and administrative staff to deliver more demanding in-year courses, including accelerated courses.

In summary, these regulations will encourage and enable existing providers to expand their accelerated offers, and new providers to offer accelerated degrees and discover the realities, challenges and benefits for the students and themselves. I commend the regulations to the Committee.

Question put.