Lifelong Learning: “University of the Air” White Paper

Jack Rankin Excerpts

Tuesday 16th June 2026 Westminster Hall

[Jack Rankin (Windsor) (Con)]

It is a pleasure to serve under your chairmanship, Sir Desmond. I thank the hon. Member for Southport (Patrick Hurley) for securing this debate, and for sharing with us his personal journey to becoming an Open University graduate and the opportunities that higher education opened up for him. In his remarks, the passion of his political world view shone through, and though the very nature of my sitting on the Conservative Benches might mean we have some differences, I am a Lancashire man from working-class stock, and I agree with him forcibly that education should be available to all and applied with hard work—that is the most powerful action for social mobility.

I pay tribute to my honourable Unionist friends from Ulster, the hon. Members for South Antrim (Robin Swann) and for Strangford (Jim Shannon), for their contributions. They eloquently made points about skills beyond education and the wider personal growth available to people who attend the Open University, and particularly how important the Open University is in Northern Ireland. The two examples of the women’s centres made it clear that the Open University’s accessibility has been transformational to some of those young ladies’ lives. The hon. Member for Strangford also made an interesting point about UCAS, which I was not aware of, and I look forward to hearing what the Minister says in response to that.

This year marks 60 years since Harold Wilson’s Government published the “University of the Air” White Paper, which, seeking to capitalise on the advances in television and radio programme learning, set out plans for an Open University to provide higher and further education for those unable to take advantage of courses in existing colleges and universities. Envisioned as a way to tackle pressure on university and college places following the post-second world war baby boom by providing home study to university and higher technical standards, the plan for the “University of the Air” was to provide high-quality education to more adults through television and radio lectures, correspondence courses, residential courses and tutorials, and study groups at community centres. Those ideas formed the basis of what we know today as the Open University.

Like the hon. Member for Southport, I pay tribute to the late Baroness Lee of Asheridge, Jennie Lee, who was instrumental in setting up the Open University, for all her work to promote lifelong learning. When it first opened to students in 1971, the Open University offered 25,000 places. Today, it has provided courses to more than 2.3 million people. It is clear that the Open University’s flexibility helps make adult education and lifelong learning a reality for thousands who might not otherwise be able to access traditional campus-based study. Last academic year, 67% of Open University students worked full or part-time during their studies. That speaks to a culture of ambition and opportunity that lifelong learning helps to cultivate.

More than just statistics, we can see the real impact of the Open University and lifelong learning in the individual stories of those whose lives it has transformed. I know how transformative lifelong learning can be from my own early childhood memories. My first memories were of my parents going to night school—in their instance, further education—on alternate evenings; my father got his electrical qualifications, and my mother got her accountancy qualifications. They set up a small business that was transformational for mine and my brother’s life. Many others accessing the Open University, whether they be working parents, people with caring responsibilities or simply adults looking to grasp the opportunities that, for whatever reason, were not available or accessible to them when they left school, have benefited from the empowerment that comes from being able to take their education and their future into their own hands.

I also want to recognise just how hard-working and motivated many adult learners are, and the courage it must take to return to education later in life. As we heard during the debate, the ways in which learning can change lives, and the things that many people who have sought out training or upskilling go on to achieve, are truly extraordinary.

The previous Government were clear about the value of adult education. I am proud of the Conservatives’ record, which included introducing the apprenticeship levy, skills bootcamps and free courses for jobs. Together, those initiatives have helped to give adults opportunities to learn the skills that employers are looking for, which will lead them to better jobs, better wellbeing and better opportunities for the future.

The Conservatives also welcome the upcoming launch of the lifelong learning entitlement, which I understand will be available for courses from January 2027. Although the Minister may wish to take some credit for it, the LLE was put forward by the previous Government to give adults a loan entitlement of up to four years of post-18 education to use over their lifetime. Crucially, the previous Government envisaged the LLE for a whole range of adult education, including full courses at higher technical and degree level, and new modular funding. I am glad that the first of the new modular courses will be launching next year.

Raising awareness of the new overhaul of post-18 education funding will be crucial if we are to ensure that it can help unlock learning for as many adults as possible. I therefore ask the Minister how his Department is raising awareness of the new funding options that will soon be available for post-18 education. How does he plan to attract learners who might not have traditionally sought out lifelong learning and training opportunities?

The current Government say that they are committed to increasing funding for adult education. However, since entering office, they have instead cut the adult skills budget by 6%. Industry was rightly shocked, calling it a “shortsighted” move that will undermine economic growth, set back organisations and learners, and undermine trust in the Government’s vision for the country. Key sectors in our economy are calling for growth in adult education, not cutbacks.

I turn to lifelong learning in other forms, including apprenticeships. Although, as demonstrated today, we all know that a high-quality university degree can set someone on the path to success and that higher education plays an important role in lifelong learning, it would be wrong not to acknowledge that it is not the case for every course. It is frankly a scandal that too many traditional university courses do not deliver jobs in the industry that they claim to serve. Some courses will draw people in with the promise of a stable and fulfilling career but deliver nothing but mounting debt and a dead end. That is why, if we really want to support lifelong learning, we must be honest about the real issue of funnelling young people and adults into courses that do not get them the jobs that they are seeking and do not allow them to repay their loans. It is also why we must ensure that quality apprenticeships are a real choice at age 18 and beyond, and a viable, equally esteemed alternative to university.

We have a serious skills shortage. Nearly half of vacancies in the construction sector and skilled trades are the result of skills shortages. As has been discussed, the Opposition are concerned by the Government’s decision to withdraw public funding for level 7 apprenticeships, cutting support for the highest-level apprenticeships that provide vital routes for adult learners into skilled careers such as nursing. It is a major blow to social mobility for adult learners, shutting out talent from disadvantaged backgrounds and taking opportunities away from adult learners. Not only will culling level 7 apprenticeships hurt employers, but it is destabilising for university providers. It will hit institutions that have tried to open up opportunities for those who traditionally do not go to university, including, of course, the Open University. Since the announcement last year, what engagement has the Minister had with institutions, including the Open University, about the impact of axing level 7 apprenticeships?

For much of the last 30 years, our approach to higher education has hinged on the underlying assumption that successfully completing a traditional university degree is one of the best ways to boost a person’s opportunities in life. Young people and adults who pay tens of thousands of pounds to complete their degree, whether up front or through repayments, rightly and reasonably expect that it will boost their job prospects and income. If we really want to encourage lifelong learning, we must ensure that issues with low-quality and dead-end traditional degrees are addressed. A more flexible option may be part of the solution.

Lifelong learning should be for everyone. Whether that is someone taking on a new qualification to advance their career or pursuing a high-quality university degree as an adult, the empowerment and opportunity that comes from learning is truly life changing. The Open University has played an important role in opening up opportunities for millions of adults. The Government must be prepared to address the serious issues that exist with both the current welfare system and low-value university courses to ensure that those who invest in education at whatever stage in their life are rewarded with the opportunities they deserve.