Degree Validation (University of London)

Lord Willetts Excerpts

Wednesday 13th October 2010 Commons Chamber

[The Minister for Universities and Science (Mr David Willetts)]

I am grateful to the hon. Member for Birmingham, Edgbaston (Ms Stuart) for raising this important issue in the way that she did, because it is of great interest. She began by saying that although it was regrettable that she had to stand on the Opposition side of the House, at least she could look Ministers in the face. I agreed with so much of her speech that she would have been very welcome to deliver it from our side of the House and look at my bald head from behind. It was an excellent speech, and I fully endorse her analysis.

The hon. Lady is a knowledgeable speaker on universities and, as she described, earned her own bachelor of law degree through external study at the university of London.

As the hon. Lady will know, since becoming Minister for Universities and Science, I too have talked about the validation of degrees and external study as a way of realising a more diverse higher education sector. Such arrangements will enable us to enhance and reward good-quality teaching and allow students from all sorts of backgrounds to benefit from a university education, exactly as she eloquently described.

The hon. Lady kindly referred to my comments in Prospect. Of course, in a speech at Oxford Brookes in June, I first tried to set out the argument that the university of London external degree-awarding model could be an important way forward for our HE system. The coalition wants a sector that is open to any provider capable of delivering a high-quality learning experience to students, and one in which the many and varied demands of students are well catered for, and in which providers who are innovative and offer good value for money can thrive.

I should report to the House that the current situation is that any higher education institution with its own degree-awarding powers is free to establish partnership arrangements, including validation, with other institutions, which allows the latter to offer courses leading to the award of degrees. However, I fully understand that the hon. Lady set a rather more demanding test than simply franchising. She talked about people having the ability to sit external degrees and described a direct relationship, and I fully understand the significance of that.

When I have advocated the university of London external degree model, some have worried that it meant that existing degree-awarding powers would be removed from existing institutions, but that is absolutely not the intention. We also have no intention of micro-managing the exact way in which degrees are delivered. However, we want a sector that is open to a much wider range of delivery models, which certainly includes the kind of arrangements the hon. Lady described in the context of the university of London external degree.

We want to encourage degree-awarding institutions to expand their validation and other external examination arrangements with independent partners, including private providers and further education colleges. A course that is validated at a non-degree awarding institution should be subject to exactly the same quality assurance processes, and therefore be of the same quality and standard, as one taught at the awarding institution. Responsibility for the standards and the quality of all programmes and awards remains with the awarding body no matter the nature of the partnership arrangements. The Quality Assurance Agency ensures that by looking at how the awarding body manages its links with partners, which it does at home and abroad.

However, I take the hon. Lady’s point. She specifically wanted to focus on the university of London model. That university has a significant role in the history of the development of higher education in our country. For a century, the majority of English and Welsh universities offered university of London external degrees before they received charters to award degrees of their own. The universities of Wales, Liverpool, Bangor and Bristol—to name but a few—all began in that way. The process, therefore, of setting up a teaching institution that delivered external degrees from the university of London was fundamental to the expansion of higher education, but it retains genuine potential.

New institutions that are focused entirely on teaching could benefit from attaching themselves to established, well-respected university degrees and other qualifications. That is one means for them to build a teaching reputation of their own. That could include, for example, FE colleges looking to improve their HE range or wholly new entrants to the sector. Validation or other external degree arrangements could inspire confidence among applicants, as well as offering them greater choice and cheaper options. They could also help providers to gain traction among employers, who already support a range of externally validated qualifications such as HNDs, HNCs and BTECs, because they represent consistent, trusted standards.

I have already asked the QAA to look at any barriers or implicit assumptions within the quality regime that tie higher education to a model that requires institutions to award their own degrees. Similarly, degree awarding powers should not depend on directly delivering teaching. Any such assumptions should go. Another option is to deliver externally validated degrees online or through teaching centres, as the independent provider Kaplan has started to do. Kaplan is now offering 3,000 places across the country for students to study towards university of London external degrees.

London’s external system, recently rebranded as its international programme, is indeed one of the oldest and most successful distance learning delivery systems in the world. Today, there are registered teaching centres in 18 countries, including Bangladesh, Canada, Hong Kong, Jamaica, Switzerland, Thailand and of course the UK. The system offers more than 100 courses, all of which have been developed by the colleges of the university of London. Students are enrolled as university of London students and are graded to the same standard—the crucial point that the hon. Lady made—but they can access support from teaching centres independent of the university, as well as learning tools provided by the university. Graduates receive a degree certificate from the university of London, and a second certificate indicating the lead institution.

Like externally validated degrees, remote learning through the London international programme, or the excellent Open university courses, gives people more choice so that they can study at a place and a time that suits, often at home—and the hon. Lady gave some good personal examples of that. For new providers, collaboration with a world-class university can give them a foothold in the sector where a validation arrangement may not be practicable.

As well as the domestic challenge, to which the hon. Lady referred, delivery of British higher education qualifications overseas is a growth area, with the university of London and the Open university very much among the pioneers. More and more of our universities, in fact, are moving into what is known as transnational education, allowing them to teach a broader range of students and to work with more teaching providers than direct delivery alone would achieve. I am delighted that our universities are building their global profiles in that way.

The Government side of the House—indeed, on the evidence of this evening, both sides of the House—believes that external degrees and opportunities for new HE providers can be thoroughly debated in the wake of the Browne review and pursued as we get down to the business of supply-side reform. Both are promising ways of growing the sector cost-effectively during this period of austerity and of innovating while guaranteeing quality, because we would be applying proven methods.

After consultation, the Government intend to provide detailed proposals to which the sector can react. We will publish a higher education White Paper, leading—we hope—to a higher education Bill in autumn 2011. That will be an opportunity to consider the ideas that the hon. Lady and I have put forward in the past. It only remains for me to thank her once again for raising these important matters tonight.

Question put and agreed to.