Social Mobility

Lord Bilimoria Excerpts

Thursday 20th June 2013 Grand Committee

[Lord Bilimoria]

My Lords, the claim that social mobility in Britain has been falling is made regularly. On the other hand, a lot of the research on class mobility does not support this. Lots of studies have found that, if anything, relative class mobility—the probability of a working-class child getting into the middle class and a middle-class child ending up working class—has been rising since the 1950s. There is no question about it, however, there is a relationship between inequality and earnings elasticity. The Gini coefficient—a measure of inequality—has been rising over the last 20 to 30 years, particularly in countries like the United Kingdom and the United States, but also in Australia and Canada.

There is no question that there is a relationship between earnings and the benefit of going to university. On the other hand, there is a correlation between higher spending on higher education and higher levels of mobility. The reality is that we underinvest in higher education compared to the United States, compared to the EU average and compared to the OECD average. We do not invest as much in higher education as we should.

Despite this, however, our universities are doing a good job. Universities UK has shown that there has been a 30% increase in the proportion of young people from our most disadvantaged backgrounds entering universities since 2004. Progress is therefore being made. Are the Government are aware of a fabulous programme called GEEMA, the Group to Encourage Ethnic Minority Applications, at the University of Cambridge started in 1989 and in which I have taken part? It is a wonderful programme whereby the ethnic minority undergraduates at Cambridge take a week off during the summer and state school children from ethnic minority backgrounds, whose families invariably have never had a background of education in their history, come to spend a week in Cambridge and experience a week in the life of Cambridge University. This programme has a phenomenal effect on creating aspiration among these children, many of whom end up going to Cambridge itself. The programme has helped increase the number of BME undergraduates from 5.5% to 15%. Could the Government roll out this sort of programme in more universities around the country?

Our academies are doing a great job, but as somebody born and brought up in India who came over here to be educated like others in my family for three generations, I believe that the biggest mistake this country made was getting rid of the grammar schools. We have deprived so many of our bright children of their ability to progress. I know that this is a controversial subject, but I strongly believe this.

I thank the noble Baroness, Lady Tyler, for leading this debate. She spoke about character and resilience. The headmaster of Eton College, Tony Little—and I declare an interest; my older son is there—has noted that boarding schools are the nation’s untapped asset. He has said that children learn more from each other than from adults. They learn more from outside the classroom than from within. There are so many ways in which we can learn from schools in the private sector—as the noble Baroness said they make up 7% of the total and they produce so much excellence—but unfortunately they are not available to everybody.

I conclude by saying that I have seen with my own eyes the change in this country from when I came as a student in the early 1980s, when there was no aspiration but there was a glass ceiling. That glass ceiling has now been shattered and there is the ability in this country for anyone to get anywhere, regardless of race, religion or background. That culture is so important because those people’s success creates inspiration; inspiration creates aspiration; aspiration creates achievement; achievement creates inspiration. It is a virtuous circle.