All 1 Debates between Ian Sollom and Graham Stuart

Student Loans

Debate between Ian Sollom and Graham Stuart
Wednesday 18th March 2026

(2 days, 21 hours ago)

Commons Chamber
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Ian Sollom Portrait Ian Sollom
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The history of access to university demonstrates that point well.

Graham Stuart Portrait Graham Stuart
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I am trying to follow the mental perambulations of the left. The argument seems to be that people from working-class backgrounds can go on courses that lead them to have negative outcomes—poor earnings—and that the very course they are on, which does them little good, with so much promised and so little delivered, actually has the opportunity to cross-subsidise other people doing other courses. Both the hon. Gentleman and the hon. Member for Gloucester (Alex McIntyre) seem to think that is a good thing. Can they not see that, in reality, it is not?

Ian Sollom Portrait Ian Sollom
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I thank the right hon. Gentleman for his intervention, because that is one part of the argument I am making. There is a very important point about that, which is that it could equally be an argument for making the loan system fairer in its repayment terms to reflect that.

There is a deeper problem, too. The graduate earnings premium has declined in Britain, but not because we have too many graduates; it is because we have too few skilled jobs. That is a demand-side failure and a Conservative legacy. Our peers in OECD countries have expanded graduate numbers while maintaining the graduate premium, because they built the industries and invested in the regions that generate high-skilled employment. Cutting student numbers accepts our economic underperformance as permanent. It is, as I have said before, a counsel of despair dressed up as policy.

Then there are the creative industries: over £100 billion a year to the British economy; one of our most successful global exports; built on a pipeline of arts graduates. The answer is not to stop training the people on whom the whole pipeline depends. Ultimately, the value of an education cannot be read entirely from a graduate’s salary. The capacity for critical thinking, empathy and cultural participation are public goods, hidden in plain sight, that show up nowhere in write-off rates. A party that asks only “What does it pay?” has already decided something important about what it values.