Universities

Lord Bishop of Sheffield Excerpts

Thursday 14th November 2024 Lords Chamber

[The Lord Bishop of Sheffield]

My Lords, I too thank the noble Baroness, Lady Warwick, for securing this debate of a vital report. It is a privilege to follow the noble Baroness, Lady Grey-Thompson—as it happens, for the second time this week. I celebrate the contribution of all the commissioners and advisory group members to the report, and I welcome its recommendations for a bold new strategic vision for the sector.

I am tremendously proud of all the phenomenal HE providers in my diocese: Sheffield Hallam University, the University of Sheffield, the Sheffield Teaching Hospital NHS Foundation Trust, and the colleges of Sheffield, Barnsley, the Dearne Valley, Doncaster and Rotherham. For the next few minutes, I just want to comment briefly on maintenance grants and financial support, and on the challenges facing FE colleges in particular.

First, on maintenance grants and financial support, the inequality of access to education is well documented and much lamented. As the noble Baroness, Lady Warwick, remarked, potential students are facing severe financial challenges as the costs of tuition, housing and other expenses increase to levels that are simply unsustainable for a growing number. Those from disadvantaged backgrounds are particularly hard hit, such as those across south Yorkshire. We are seeing a rise in the number of potential students who cannot afford to study or whose studies are significantly compromised by the obligation to pursue simultaneously a demanding burden of paid work—a point also made by the noble Baroness, Lady Young. It is unacceptable to restrict equality of opportunity in this way.

To make matters worse, special support grants were abolished and replaced with loans in 2016. Since 2007, the household income threshold, which determines access to the maximum maintenance loan, has been frozen at £25,000 per annum. This has meant that the percentage of the student population accessing a full maintenance loan has dropped from 56.6% in 2012-13 to 37.5% in 2021-22. I applaud the report’s recommendation to reinstate maintenance grants for the most disadvantaged students, and to ensure that maintenance loans are increased in line with inflation.

I turn secondly to FE. Noble Lords will be aware that there is a systemic dichotomy between the higher education and further education sectors. According to Ofqual’s latest data, A-level students at FE colleges as a whole secure poorer results than at all other education institutions at which A-levels are studied. I commend the report’s recommendation for the establishment of a “tertiary education opportunity fund” to respond to the needs of pupils in areas with low participation in higher education. It is vital that any new fund does indeed, as the report advises, incentivise HE/FE partnerships and joint programmes to signpost and support a diverse array of learning opportunities both for students and for the sake of employers. As in most sectors, collaboration is key.

The report illustrates some successful models and I hope we can learn from them. As the Government pursue their commitment to growth, I implore that further consideration be given to develop a lifelong learning entitlement to streamline post-18 student funding. This support, provided on a modular basis, would go a long way towards enabling more flexible training and reskilling over a lifetime.

I celebrate the Higher Education Progression Partnership in South Yorkshire, funded by the Office for Students. This partnership supports young people from under-represented groups to improve academic achievement and helps them find bespoke routes into further education.

As other noble Lords have said, the report’s proposals are integral to this Government’s missions. A creative, innovative approach to both HE and FE is fundamental for kick-starting economic growth and breaking down barriers to opportunity. This country owes nothing less to our young people and to future generations.

Education (Values of British Citizenship) Bill [HL]

Lord Bishop of Sheffield Excerpts

2nd reading
Friday 18th October 2024 Lords Chamber

[The Lord Bishop of Sheffield]

My Lords, I too congratulate the noble and right reverend Lord, Lord Harries, on bringing forward this Private Member’s Bill, and indeed on the many years of thinking and hard work which have brought the Bill to this point. I welcome the Bill, support its aims and heartily welcome the five specific headings, which together give some definition of what is meant by “British values” in an educational context.

Especially in an educational context, it will be vital to foster a culture in which these headline categories are inhabited in a meaningful way. This kind of culture is capable of being fostered as much in the teaching of maths and science as through the teaching of citizenship, PSHE or RE, but these latter subjects provide an opportunity for values to be addressed directly and explicitly. I shall say something further about RE in particular, but the list of values identified in the Bill includes respect for the environment, and I would also like to say something about the potential for a natural history GSCE.

I will address RE first. The statutory inspection process for Anglican and Methodist schools and their teaching of RE means that church schools can confidently guarantee a high-quality, diverse religious education that supports children to develop the skills and knowledge they need to grow into global citizens and to navigate the nuances of a secular, multi-religious society. However, both citizenship and RE subjects have fallen foul of the English baccalaureate system. Since its introduction in 2017, uptake of RE at GCSE has fallen sharply and social studies uptake has consistently remained below 10%. It is my sincere hope that, through the Bill and through the current government curriculum and assessment review, timetables and curriculum frameworks will be structured to prioritise and value the crucial learning currently taking place under the banners of citizenship and religious education.

Secondly, on the proposed natural history GCSE, the Bill provides an extraordinary opportunity to embed respect for the environment into British values through the education system. Wisely applied, this could ensure that young people are taught about climate and nature issues consistently and systematically, rather than as part of discrete subject areas such as geography and science. The right reverend Prelate the Bishop of Norwich, lead Bishop for the environment, assures me that the natural history GCSE has gone through the required iterations and is ready, but the launch of this new GCSE has been delayed without explanation. I would be grateful for some clarification from the Minister as to what problem, if any, there is in launching this new pathway.

I support the Bill and hope that it will give renewed purpose to the teaching in our schools of RE and citizenship on the one hand, and natural history on the other, while also recognising that the five headline areas identified in the Bill will only ever be headings unless we foster the culture in which they can truly be inhabited and lived out.

Education Sector: Equality of Opportunity

Lord Bishop of Sheffield Excerpts

Thursday 17th October 2024 Lords Chamber

[Baroness Smith of Malvern (Lab)]

Having spent 11 years teaching economics and business studies— I am not sure my personal financial literacy quite matches up to what might have been expected from that—I think the noble Lord makes an important point. A whole range of schemes and important initiatives already help in that area, and I am sure that teachers and schools would be keen to support others, as well as what they are able to deliver in the curriculum.

[The Lord Bishop of Sheffield]

My Lords, according to data published by the Education Policy Institute, disadvantaged learners in Yorkshire and the Humber are typically 21.4 months behind their more advantaged learners by the end of secondary school. This is opposed to a disadvantage gap of half that size, at just 10.4 months, in London. What steps will the Government take to reduce such perniciously stubborn regional inequalities in educational outcomes?

[Baroness Smith of Malvern (Lab)]

The right reverend Prelate is absolutely right that regional inequalities at key stage 2, GCSE and A-level are not just persistent but, certainly in some of those cases, have become worse. That is why the Government and the Department for Education are absolutely committed to ensuring that, wherever you live in England and whatever your background, you will have access to the highest-quality teachers and the best possible curriculum. This is the reason for our launching the curriculum and assessment review. That is absolutely at the heart of the Government’s opportunity mission.

Higher Education Funding

Lord Bishop of Sheffield Excerpts

Thursday 12th September 2024 Lords Chamber

[The Lord Bishop of Sheffield]

My Lords, I am grateful to the noble Lord, Lord Krebs, for focusing the attention of the House on the HE crisis and for the opportunity to contribute to this debate. I look forward to the maiden speech of the noble Lord, Lord Tarassenko.

As the Bishop of Sheffield I have close ties with both universities in the city, the University of Sheffield and Sheffield Hallam University. I am told that those two institutions support more than 19,500 jobs and generate more than £1 billion annually for the local economy. I know at first hand that they bring a rich cultural diversity to our city. What is true in Sheffield is true across the country: universities are generally hugely beneficial to the communities within which they are situated.

The Church of England believes that higher education should be in the service of the common good—that is to say, not merely the private good of personal enhancement but the public good of benefit to the community and society that it derives from the education of its citizens. For example, working together, Sheffield University and Sheffield Hallam University support communities across South Yorkshire in a variety of ways, and I would like to celebrate just three. First, they have partnered with local and national government to create the South Yorkshire investment zone, bringing jobs and billions of pounds in private investment to the area. Secondly, their students volunteer and work on placement years across health, education, social care, law and other areas, directly impacting the experience of local people of these essential public services. Thirdly, their HeppSY partnership supports those at risk of missing out on HE to make informed and inspired choices about their future.

Civic activities such as these are seriously threatened by the financial crisis in HE and the perfect storm currently battering the sector. In the past few years, as noble Lords have mentioned, there has been a drastic drop in EU students while international students from further afield are facing visa restrictions. UK students have been poorly placed to cope with the cost of living crisis, and I gather that a lower birth rate in the early 2000s means that there are reduced numbers of young people in the cohort currently in sixth-form and FE colleges. As a result, there has been increased competition between institutions for the same smaller pool of students, and the pinch has been felt most keenly by the smallest of our HE institutions.

Among these are the universities that belong to the Cathedrals Group, 14 church-founded universities committed to higher education for the common good. These 14 institutions make higher education disproportionately available to underserved communities, such as rural and coastal areas. They typically have a higher proportion of students who progress to university when they are older and who are the first in their family to make that step. I mention the Cathedrals Group simply by way of illustration. Our HE sector as a whole is under threat, and what is at risk is not just the private good of students and potential students, whose opportunities to study and to enhance their prospects have been eroded, but the common good that universities bring to the communities in which they are set.