Lifelong Learning (Higher Education Fee Limits) Bill (First sitting)

Gill Furniss Excerpts

Committee stage
Tuesday 21st March 2023 Public Bill Committees

[Mr Perkins]

Q Finally, there is currently no involvement of the apprenticeship levy in the design of this system. What role would you expect existing initiatives, like the apprenticeship levy, bootcamps and others, to have in interacting with this kind of approach?

Julie Charge: This could absolutely play into an apprenticeship arrangement. Again, if we as an institution can think a bit more creatively about how we could do that, it would align quite nicely with the degree apprenticeships that already exist. It would need a bit of work, but that could sit alongside. Again, it is really important to reflect on trying to make it as easy as possible for students to understand their options and the outcomes—what this leads to for them; it will be important to join some of the dots, with a wide range of skills routes they can take. This is about making it easy, having clarity, and students understanding their outcomes.

[Gill Furniss (Sheffield, Brightside and Hillsborough) (Lab)]

Q I want to dig a bit deeper into the workforce issues. Having worked in further education for many years, I am very aware of the problem that the FE sector is having with recruitment and retention now. Much of that is because of the pay differential between, for instance, school teachers and FE lecturers—as well as, obviously, higher education lecturers. A previous witness said that an injection of cash would be very welcome. Can this be successful if there is not an injection of cash?

Julie Charge: If I go back to the experience that we had of trialling the short courses, it is possible to set this up. The administration is slightly more complex. It does not sit comfortably within an individual module or modules, because that is not how universities work. We have a three-year degree; a number of costs are included to support students during that period, and some modules are more expensive than others. There is some work here.

One of the learnings was not so much about the marketing, but about the understanding of what was available and ensuring there was enough knowledge in the marketplace for people to understand what they were coming into. In terms of cost, it is possible to do that, but there is something about the messaging of what is on offer, and making that clear for prospective students.

[Gill Furniss]

Q What impact might these changes have on the workforce and your industrial relations?

Julie Charge: Again, speaking for my institution, we do an awful lot of work with industry, so we are very linked to industry. Going back to the trial, this was very welcomed among employers—that constant reskilling. That is particularly because a lot of the jobs that we are training and upskilling our students for do not exist yet. We are trying to give them the skills for those future jobs. Therefore, it is really important to have those skills going across industry, and to provide that constant ability to learn—be that through credit bearing or non-credit bearing.

[The Chair]

Q We now have Professor Sir Edward Peck on the line as well. Would you like to introduce yourself for the record, Sir Edward?

Professor Peck: Yes, sorry about that slight technical challenge. My name is Professor Edward Peck; I have not yet been knighted—but, of course, you live in hope.