Higher Education Fees

Debate between Mark Hendrick and Yvonne Fovargue

Thursday 9th December 2010 Commons Chamber

[Yvonne Fovargue]

I thank my hon. Friend for that intervention.

Encouraging young people in Makerfield to consider university, and to consider which university course is right for them, has been difficult enough without bringing in the added complication of the huge rise in costs due to the trebling, in some cases, of tuition fees. Not only will potential students from poorer backgrounds be deterred from further education completely, but those who are determined to proceed will feel pressure to choose the most affordable course, even though it may not be the right one for them.

The average student debt will rise massively to £40,000, according to the University and College Union. In Makerfield, that equates to just over half the cost of the average terraced house, the kind of property in which many of my constituents live. The idea of taking on that amount of debt at a young age, and also having to plan for a future later, is unimaginable and frightening to many people.

[Mark Hendrick (Preston) (Lab/Co-op)]

Many of my hon. Friend’s constituents live fairly close to my constituency, which houses the university of Central Lancashire. Many of our constituents probably thought that £3,000 was quite a lot when the Labour Government originally voted to introduce tuition fees. In fact, we found that £3,000 fees did not close the market. The vice-chancellor of the university of Central Lancashire tells me, however, that fees of £9,000 will close the market, as they will frighten people off going to university.

[Yvonne Fovargue]

I absolutely agree with my hon. Friend.

In my constituency, a traditional working-class community, debt is regarded as a bad thing, and parents do not encourage their children to take on levels of debt on this scale. For me, education has always been a partnership between the individual and the state. It involves an investment on both sides. However, this rise in tuition fees, coupled with the cuts to the university teaching budget, has shifted that. The loss of funding for many courses, particularly in the arts, humanities and social sciences, has transferred the funding solely to the students of those subjects.