Higher Education White Paper

Lord Bishop of Wakefield Excerpts

Tuesday 28th June 2011 Lords Chamber

[Lord Henley]

I accept what the noble Lord, Lord Krebs, said, and obviously much in this White Paper needs to be discussed. After all, it offers up the idea of consultation on a number of subjects, which is a matter that we will take on board. He then suggested that we had a slightly schizophrenic approach. I remember being castigated on many occasions by my late noble kinsman Lord Russell on the question of academic freedom and attacks that the previous Conservative Government were allegedly making on institutions. We are very anxious, as we make clear in the Statement, to preserve academic freedom and to leave the decision-making to universities. Obviously, when public money is involved—and considerable amounts are involved—it is right that we should make our views known.

The noble Lord then talked about the STEM subjects. He gave an example of the shortage of engineers and asked what our approach should be. We have to be very wary of government setting down specific targets for this or that number of engineers. The noble Lord will remember that the former Soviet Union produced a very large number of engineers, no doubt at the sort of central direction that some noble Lords opposite might like—but look where it got them. I seem to remember the expression, “Upper Volta with rockets”. That is not a route that we would want to go down. What we are setting out is probably a better approach.

[The Lord Bishop of Wakefield]

My Lords, I, too, thank the Minister for his Statement and for the further thinking that the Government are clearly doing following the earlier Statements and papers on higher education. Perhaps I should begin my question analogically. In honour of the millennium, I was offered finance to pay for a stained glass window in the cathedral over which I then presided. Alarmed that I had already commissioned an artist, the donor asked me whether I had gone for three competitive quotes for the window as he had done in the previous year when he was repairing his garage roof—in other words, economics came before creativity. Value for money in higher education is obviously crucial, but can the Minister assure us that the pursuit of enterprise, competition and, indeed, a focus on business will not lead to utility triumphing over a liberal education, removing breadth of curriculum and marginalising not only the arts and humanities but other less obviously utilitarian disciplines?

[Lord Henley]

My Lords, in the debate before this Statement, the noble Lord opposite castigated my right honourable friend Mr Pickles as a Gradgrind figure. We obviously want to be wary of aiming just for value for money, but we have to be very careful to make sure that public money is spent appropriately. I do not think, bearing in mind what I said about preserving academic freedom and the ability of higher education institutions to decide for themselves how to do things, that the approach we are setting out does that in any way at all. We want to make sure that any public money is spent appropriately.