Higher Education and Research Bill (Tenth sitting)

Paul Blomfield Excerpts

Committee Debate: 10th sitting: House of Commons
Tuesday 11th October 2016 Public Bill Committees

[Gordon Marsden]

Amendment 207 picks up on a theme that we discussed earlier, which is the essential need to strengthen the access and participation of part-time and mature students, particularly given the decline in their numbers in recent years.

The amendment requires universities and other higher education providers to include a policy for part-time and mature students in their access and participation plan. It would also require the office for students to consider appointing a director for part-time and mature students to its board. The amendment was suggested by the Sutton Trust, but a large body of opinion in the lifelong learning area believes that it is important—as we have said in relation to other groups—that when the office for students is established, the importance of part-time and mature students is recognised, particularly in access and participation plans.

The discussions that we have had so far have included many references to the Open University. That is not surprising: the Open University is a huge success story for the UK; it is an international institution based in Britain and it has the largest number of adult students and so on. But several other institutions, of greater longevity than the Open University, also have concerns in these areas. For example, Birkbeck College of the University of London has made a couple of points about this. When the Minister was talking about cockney universities, I cannot remember if Birkbeck was one of them, but it is of the same vintage. It was founded in 1823 as the London Mechanics’ Institute with the express remit to open up higher and university education to working people.

Birkbeck has a teaching model with a flexible course structure, allowing students to complete a degree in the same length of time as regular students studying in the daytime at other universities. Some Members here may even have members of their staff who have done exactly that sort of thing at Birkbeck. It is a very broad-based and world class research-intensive institution and has very good statistics in that respect. But Birkbeck is concerned about a number of issues in the Bill, not in terms of commission but of omission. It says:

“The vast majority of our students are aged over 21, most choose evening study because they work full-time or have family commitments during the daytime. Provision for part-time and mature learners is important for social mobility. Part-time study is frequently the route into higher education for most non-traditional and mature students. Part-time study is also, by definition, local. In 2015-16 one in five undergraduate entrants in England from low participation neighbourhoods chose or have no option but to study part-time, while 38% of all undergraduate students from disadvantaged groups are mature. Part-time study also cannot be ignored if we want to see economic growth. In 2011-12, there were nearly half a million people in the UK studying part-time at undergraduate level, but the decision to withdraw funding from universities in England and introduce a student loans system led to the tuition fee increase that we know about and to the very significant and dramatic downturn in part-time student numbers.”

The Minister will no doubt be relieved to know that I do not intend to bash the Government over the head any further on the matter at this point in time, but merely to make the observation that whatever the circumstances, we are where we are with those numbers. The Government have taken a number of relatively modest steps to try to address the issue, but that will not happen overnight. That strengthens the need to include the emphasis on the issue as part of the remit of the OFS on the face of the Bill. That is why Birkbeck and others believe that it is important that the duties of the proposed office for students are expanded explicitly to promote adult, part-time and lifelong learning. They have already said that they would like to see a clearer commitment to part-time provision through a requirement—not a “hope” or a “we’ll see about it”—that the OFS board includes expertise in part-time learning among its members, and to think also about the diversity of the UK student body as a whole.

The Minister will be familiar with this argument because he has employed it himself. If we are to succeed and prosper economically and socially, and if we are to fulfil people’s life chances, we are going to need to focus more and more on mature students, many of whom will be part time. The reasons for that are clear and demographic, and are repeated in the Government’s White Paper. I do not intend to repeat them further today, but they sharpen the focus on why we need this provision in the Bill.

[Paul Blomfield (Sheffield Central) (Lab)]

It is a pleasure to speak to my amendment 287 with you in the chair, Mr Hanson. The amendment complements the amendment moved by my hon. Friend the Member for Blackpool South by adding a responsibility on the OFS to report on access to and participation in part-time study.

I echo some of my hon. Friend’s points. One of the many things that distinguishes our great higher education system in this country is the large number of part-time students, which is something like 40% at postgraduate level and 20% at undergraduate level. Many of them are of course studying in the Open University, to which my hon. Friend has rightly drawn attention as a great success story of British higher education.

We need to focus on the issue of part-time students in the context of the Government’s ambition for higher education and for social mobility within higher education. I think the Government’s own vision is that we need to move away from conventional models of higher education, and that is partly behind some of the thinking—that the Opposition do not fully agree with—on some of the new sorts of providers that the Government have in mind.

The vision of a higher education system that moves beyond the conventional route of leave school, go to university, study full time for a number of years, come out with a degree and then leave it behind, is no longer relevant in the challenges that people face in today’s economy. We need to talk confidently about a system of lifelong learning in which part-time study has an increasingly important role, which will not simply be provided for by the new providers that the Minister has spoken of in the past. We should be deeply concerned that, following the introduction of the new fees structure through to 2014, part-time student numbers dropped by 50%. The Social Mobility and Child Poverty Commission described that as

“an astonishing and deeply worrying trend”.

It is one that we should really look to address.

In the case of part-time study, funding is key. The Minister spoke eloquently earlier about the number of students still applying to higher education from disadvantaged backgrounds, despite the funding changes, and I accept those figures, although the changes have had an impact on choice in higher education and work is needed on how some students from disadvantaged backgrounds have limited their choices by going to universities closer to home to keep their costs down. Nevertheless, we know that for part-time students, funding is key and we know that partly because the Labour Government made mistakes on that. The introduction of equivalent or lower qualifications, and limiting options for people to take second and subsequent degrees based on earlier qualifications, led to a significant reduction in part-time students in the past. I welcome the fact that the Government have learned from those lessons and are changing their position on ELQs.

[Wes Streeting]

I am grateful to my hon. Friend for highlighting this important issue. He is right to draw on some of the shortcomings of policy under the last Labour Government on ELQs. Does he also agree with me that aspects of the coalition Government’s student finance reforms should have been beneficial for part-time students, but did not necessarily lead to the increase in participation that was intended? Because of the complexity governing part-time students, and the law of unintended consequences, it is even more important to have a specific focus on part-time students in the report to the Secretary of State from the director of fair access and the OFS.

[Paul Blomfield]

I thank my hon. Friend for his intervention. He is absolutely right. In fact, the changes in the coalition Government’s proposals that he cites were used by some in the Government to celebrate the progressive nature of those proposals—we would not wholly agree with that. We need to understand, though, the difference between the impact of funding changes on school students, who may well have been—and certainly seem to be—willing to take on debt, compared with those who are in mid-career or later in life.

[Ben Howlett (Bath) (Con)]

We have been doing some work on this in the Women and Equalities Committee. One thing that is clear is the lack of data. Many hypothetical scenarios have been analysed, but does the hon. Gentleman agree that there is an opportunity here to get to the nitty-gritty of the argument and find out the data behind the reasons why participation levels are falling among part-time students, particularly for older workers? In some instances, it might be the fact that there are other options available to them, such as apprenticeships and all the other Government schemes. In other instances it might be the provision of finance. We need an assurance from the Minister about what proposals he has to create more data, to analyse the subject more.

[Paul Blomfield]

I thank the hon. Gentleman for his intervention and, indeed, for the work we do together on the all-party parliamentary group on students. That is a fair point. I was concentrating on some of the funding factors. For older students, the fact that they have mortgages and families, or that they are at albeit modest salary levels that trigger immediate repayment, are apparent disincentives. Matching the introduction of the new funding regime and the cliff-edge drop in the numbers of part-time students would suggest that there is a relationship. He is absolutely right that we should be looking at all the data and doing research properly to understand what is happening. I agree with him, and that is at the heart of my amendment: the OFS should have the responsibility to think deeply about part-time participation and draw up recommendations to address that.

[Gordon Marsden]

My hon. Friend is making a powerful case for his amendment. Does he—and, indeed, the hon. Member for Bath—agree that we do have indications of how the process affects older people in particular, though it is not exactly anecdotal? We have those indications from what has happened with the take-up at 24-plus of advanced learning loans, which are designed for students at level 3 and above. That was presaged, in my mind, by the discussions I had on that process; I talked to many women who said that they would not have progressed if they had had to take out loans at that juncture rather than having grants.

[Paul Blomfield]

My hon. Friend makes an important point to which we should pay attention, and he is absolutely right. Earlier, he cited Birkbeck’s important role in creating opportunities for social mobility through modes of part-time learning over many years. He—and, I hope, the Minister—may have seen the Gresham lecture given earlier this year by the long-time Master of Birkbeck, Baroness Blackstone, in which she focused on some of these exact issues with funding and proposed radical solutions, which at least deserve attention. For example, recognising the strategic importance of part-time learning, in the same way as we recognise the strategic importance of science, technology, engineering and mathematics subjects, she argued that perhaps we need to look again at the funding model to provide support for the delivery of part-time education, which in many ways is more expensive for universities than conventional learning. For example, she argued that maybe we could look at incentives through adjustments to the national insurance system.

A number of interventions made today deserve serious consideration, but I simply propose my amendment in the spirit of the comments made by the hon. Member for Bath. We need to do much more work on this issue, which should be a central responsibility of the OFS.

[Joseph Johnson]

I am sympathetic to the aims of the amendments and grateful again for the chance to discuss them. I have always been clear that fair and equal access to HE is vital. Everyone with the potential to benefit from education in every form should be able to do so. Studying part-time and later in life brings enormous benefits for individuals, employers and the economy, so let me reassure the Committee that the Government are acting to support part-time students and part-time provision. Funding, as the hon. Member for Sheffield Central said, is obviously important. Over the course of the past few years, the Government and the predecessor coalition Government have taken significant steps to transform the funding available for part-time study. Going back to moves made in 2012-13, we started to offer tuition fee loans for part-time students so that how learners of all ages choose to study does not affect the tuition support available. Looking forward to 2018-19, we will, for the first time ever, provide financial support to part-time students, comparable to the maintenance support we give to full-time students with the introduction of part-time maintenance loans.

As the hon. Gentleman said, other factors are also an important part of the picture of what is happening in part-time provision. He was gracious enough to allude to the Labour party’s introduction of the equivalent and lower qualification restriction, which has undoubtedly also been a contributory factor to the decline in numbers. We have started to lift this restriction, principally by providing financial support from Government for a second degree if people wishing to study retrain part time in a STEM subject from September next year. This will allow more people of all ages to retrain in key STEM subjects.

Amendment 207 relates to providers including part-time and mature students’ provision in access and participation plans. Let me reassure the Committee that we agree that a focus on part-time and mature students in access and participation plans is important. That is why our recent guidance letter to the director of fair access in February this year asked him to provide a renewed focus on part-time study in his guidance to institutions on their access agreements for 2017-18. This should be of particular benefit to mature learners.

I am pleased to be able to tell the Committee that mature learner numbers, which dipped following the change in the fee regime in the middle of the last Parliament, have now recovered significantly and were at record levels at around 83,000 in 2015—compared with the previous high of 81,000 that they touched in 2009 and the 2006 levels of about 56,000 to 57,000—so they are now moving back in the right direction.

The Bill will help further by giving the OFS the flexibility to ask providers to focus on key areas that are important to widening participation and social mobility, in the same way that the Secretary of State’s guidance to the director of fair access currently allows. Clause 31 covers the general provisions that might be required by regulations. These arrangements provide flexibility in access and participation agreements so that they can focus on widening participation for different groups of students. I therefore believe that the Bill already delivers the aim of this amendment.

I turn to the amendment on the OFS’s duty to report on part-time higher education provision. The OFS has a duty requiring it to consider the need to promote greater choice and opportunities for students in the provision of HE in England, and a duty to cover equality of opportunity. It must prepare a report on the performance of its functions during each financial year, which will be laid before Parliament. The Bill also contains powers under clause 36(1)(b) for the Secretary of State to direct the OFS to report specifically on matters relating to equality of opportunity. That could of course include part-time learners.

[Paul Blomfield]

I welcome the direction of travel of the Minister’s comments. Could he share with the Committee whether he would expect the OFS specifically to look in that work at the issue of part-time students as an early priority?

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[Gordon Marsden]

I have heard what the Minister has to say. The direction of travel, as my hon. Friend the Member for Sheffield Central says, is extremely welcome as are, indeed, the figures that the Minister quoted, but I would gently remind him that, for all the demographic reasons that I have spoken about, we need to speed up that expansion of participation. However, I hear what he has to say, will look forward to further discussions on it in this Bill and possibly subsequently and, with that, I am content to withdraw our amendment.

[Paul Blomfield]

Equally, I welcome the statement made by the Minister, particularly in relation to his expectations of the OFS, and specifically in relation to part-time study and I will not press my amendment to a vote.

[Gordon Marsden]

I beg to ask leave to withdraw the amendment.

Amendment, by leave, withdrawn.

Amendment made: 74, in clause 31, page 19, line 7, after “include” insert

“education provided by means of”.—(Joseph Johnson.)

This amendment makes the language used in clause 31(5)(b) (the definition of references to “higher education” in that clause) consistent with that used in the definition of “higher education” in clause 75(1).

Clause 31, as amended, ordered to stand part of the Bill.

Clauses 32 and 33 ordered to stand part of the Bill.

Clause 34

Advice on good practice

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[Gordon Marsden]

Obviously the Minister has a slightly more expansive view of what the Bill allows or expects to do than perhaps we do, but we hear what he has to say. He has put the importance of these issues and conditions straightforwardly on the record and on that basis I beg to ask leave to withdraw the amendment.

Amendment, by leave, withdrawn.

[Paul Blomfield]

I beg to move amendment 288, in clause 36, page 20, line 18, at end insert—

‘(3A) The Secretary of State may require a report under subsection (1) on the establishment of a national credit rating and transfer service as a means of improving access to and participation in higher education.”

This amendment would allow the Secretary of State to require the OfS to look into establishing a national credit rating and transfer service for recognition of prior learning to encourage student mobility.

The amendment may deal with another matter on which we are very much on the same page as the Government: using the opportunity to develop more innovative approaches to both study and routes through higher education through the development of more effective systems of credit accumulation and transfer. Those in higher education have talked about doing this for many years. I remember a period about 20 years ago when many universities were restructuring the way they delivered their courses, moving away from an October to June programme to look at semesterised and modularised structures. The underlying objective of that restructuring was to facilitate more effective credit accumulation and transfer, but the development did not progress, often because of resistance on the part of some universities to recognising properly the value of taught modules in other institutions. If we are to move forward, we need a more effective strategy driven by Government.

I recognise, as I am sure the Minister is about to remind me, that the Government launched a consultation earlier this year that concluded in July. The objectives of that consultation were described in the summary:

“We’re interested in how switching university or degree course can be made easier”.

That is precisely what the amendment is about. I appreciate that the Government have not had the opportunity to consider the results of the consultation, or perhaps the Minister will surprise us by sharing some thoughts that have come out of it.

Such a system would be important at different levels. First, it would give us an opportunity to move beyond a conventional approach to pursuing a course in university. It would enable people to build up in different ways a programme of study leading to a degree. Crucially, it would give people the opportunity, which I am sure the Minister would welcome, to switch between workplace-based learning and institution-based learning and to consider a range of higher education opportunities in accumulating a degree.

The Minister cited earlier the report published last year by the Higher Education Policy Institute and the Higher Education Academy, which said—he will correct me if I have got the number wrong—that something like 30% of students currently on courses in universities would have opted for a different programme of study if they had known then what they know now. That is a hugely significant statistic. Currently, our system of higher education militates against students being able to fulfil their ambitions. A properly developed system of credit accumulation and transfer would enable them, at the point when they think, “Perhaps my study is heading in the wrong direction,” to realign it, put together a different programme of modules and move between universities.

A second reason that we ought to look at this system relates to market failure, as we discussed previously. If the Government move in the direction they wish to with the Bill, it is important to look at how we protect students from market failure. Financial compensation is only one part of that. Students who have invested time and energy and accumulated credits through study at an institution can have the rug pulled from under their feet. If we had a properly developed system of credit accumulation and transfer, it would be possible for people to use the learning they have already achieved to move to another institution—not in the way that has sometimes happened in the past, where the Government or the Higher Education Funding Council for England have had to step in to barter and negotiate between institutions, but in a recognised way. Students could then say, “I have these credits. I want to progress my learning in this way at this different institution.” There may be a way of linking that with student protection plans.

This is a probing amendment, to see where the Government are moving on this issue and to see if we cannot use the opportunity of the Bill to kick-start attempts made in the past to create a more innovative approach to people’s learning programmes through a properly recognised and organised system of credit accumulation and transfer.

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[Joseph Johnson]

That is an important point that the TEF panel assessors will take into account. It has been factored into the development of the teaching excellence framework metric, but that is obviously an important point to bear in mind.

Although I understand the reason for the amendment, there are powers already in the Bill that allow the Secretary of State to require the office for students to report on matters relating to equality of opportunity in either its annual report or the special report that I mentioned before, and any such report would have to be laid before Parliament, so there is no need explicitly to require reporting on the establishment of a national credit rating and transfer service as a means of improving access to and participation in higher education. The measures in the Bill support our ambitions on widening participation in general. As I said, we are giving the call for evidence responses very careful thought. In the meantime, I ask the hon. Gentleman to withdraw his amendment.

[Paul Blomfield]

I thank the Minister for his remarks. I think we share a similar ambition. Although I understand it, I am a little anxious about his caution about what he described as homogenising. I do not think anyone wants that. People celebrate the diversity of the sector and would not want in any way to undermine it, but we need to find some way in which universities that may be reluctant to embrace a system such as the one we are discussing are enabled and encouraged to do so more actively than they have been in the past. The enormous energy that went into modularising and semesterising programmes, with the objective of encouraging CATS, failed precisely because of that issue. I hope that when the Minister has had the opportunity to look at the impressive number of responses to the consultation, he will be willing to think radically about how we can embed that sort of system within our higher education terrain. On that basis, I beg to ask leave to withdraw the amendment.

Amendment, by leave, withdrawn.

Clause 36 ordered to stand part of the Bill.

Clause 37

Financial support for registered higher education providers

Amendment made: 241, in clause 37, page 21, line 7, at end insert—

“but also includes a 16 to 19 Academy (as defined in section 1B(3) of the Academies Act 2010).”—(Joseph Johnson.)

This amendment ensures that the definition of “school” used in clause 37 of the Bill includes 16 to 19 Academies.

Clause 37, as amended, ordered to stand part of the Bill.

Clauses 38 and 39 ordered to stand part of the Bill.

Clause 40

Authorisation to grant degrees etc

[Gordon Marsden]

I beg to move amendment 213, in clause 40, page 22, line 4, leave out “or research awards or both”

See amendment 214.

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[Paul Blomfield]

I rise to speak to new clause 9, fairly briefly. I do not want to repeat the concerns that have been ably outlined by my hon. Friends, but I want discuss one particular problem. The Minister is deeply conscious of the risks presented by some potential new providers. We have discussed those risks outside of the Committee, and he recognises the importance of having a robust regulatory framework.

New clause 9 would deal with a specific problem of which the Minister will be aware in relation to some private providers in this country and, in particular, in the United States, where the terrain is similar to the one that he is, arguably, trying to create through the Bill. One problem in the United States—this is also true in Australia to a significant degree, as the Minister knows, because he has looked at the system there—is that a business model has developed for some avaricious companies that see the opportunity to milk the public funds that are available to support students through loans.

Those companies are less concerned than others with the quality of the offer they make, and they have no long-term commitment to students. Theirs is a model in which companies offer a product, and students are then attracted by aggressive marketing, draw down a loan, are let down by the quality of provision, end up with a degree with questionable value, and face enormous debts to repay. It is a model that neither I nor the Minister want, but it has been encouraged, in some cases, by the transfer of ownership once degree-awarding powers have been given. My hon. Friend the Member for Blackpool South mentioned BPP and Apollo, but the Minister is also aware of the problem in the United States.

The new clause would ensure that the regulatory portal for entry to degree-awarding powers will be triggered if an institution changes ownership, because the culture, commitment and quality of provision can change substantially when that happens. Likewise, if restrictions have been imposed in another jurisdiction on the owner of an institution with degree-awarding powers—we know that many companies in the sector operate across countries—that should be a sufficient signal to us to be worried and to review any decision on degree-awarding powers for that owner in our jurisdiction. In those two respects, the new clause would simply provide a trigger to re-open the decision to give degree-awarding powers, which I would have thought the Minister would agree with. I hope he will either support the amendment or reassure me about how he intends to address the issue.

[Joseph Johnson]

I am still reeling from the hilarious image that the hon. Member for Blackpool South conjured up of Martin Wolf as an aspiring Conservative Member of Parliament. I worked with Martin for 13 years at the Financial Times and I have no doubt that that characterisation of his career plans is very wide of the mark. Judging by some of his contributions to the debate over the future of HE in this country, he might be more likely to seek to become master of an Oxford college. But a Conservative MP? I think not.

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[Joseph Johnson]

Of course we want high-quality provision to expand, whether through the entry of new institutions or the expansion of existing institutions that do well in the quality assurance frameworks that we have in our system—the research excellence framework and the TEF that we are introducing for teaching. They will get more resources and will be able to expand high-quality research and teaching activities. That is how we see the market developing in this country.

The system needs to have informed student choice and competition among high-quality institutions at its heart. Competition between providers in higher education—indeed, in any market—incentivises them to raise their game, offering consumers a greater choice of more innovative and better-quality products and services. The Competition and Markets Authority concluded in its recent report on competition in the HE sector that aspects of the current system could be holding back competition among providers, which needed to be addressed. That is what we are doing with the provisions in this and later clauses, including those covering validation.

[Paul Blomfield]

I would be grateful if the Minister could share with us the work that the Department has done on comparing the impact of private providers in other countries with developed higher education systems. My understanding is that there is very limited evidence to suggest that increased competition has contributed to innovation, higher quality or lower prices within the countries that the Department has looked at. Could he share the evidence?

[Joseph Johnson]

First, I would encourage the hon. Gentleman not to try to compare apples and pears by talking about the US experience. Many of the parallels that he is attempting to draw with the so-called private sector in the US are not really relevant to our environment here in the UK. US private providers are subject to little state control. We have a strong, and increasingly strong, regulatory framework in place to ensure appropriate oversight. I again encourage Opposition Members not to disparage institutions that they describe as for-profit or private providers. Let us remember first that all higher education institutions are private to begin with—every single one of them. Let us try to get that straight in our minds right away.

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[Joseph Johnson]

I will shortly come on to the single-subject degree-awarding powers measures that we are proposing, and yes, I obviously believe that specialist provision is to the advantage of the higher-education system, because it will help us address many of the skills shortages that the country faces. We can point, for example, to the New Model in Technology and Engineering institution in Hereford, which will be a specialist STEM provider in an HE cold spot. That is precisely the kind of new entry that we want to encourage into the system.

Competition expands the market and widens choice to the benefit of students. That is generally, although not universally, accepted. It is certainly accepted by the sector itself.

[Paul Blomfield]

Will the Minister give way?

[Joseph Johnson]

I am going to make some progress, because I have got a fair amount to get through.

Universities UK, the representative body, has said it welcomes the Government’s intention to allow new providers in the system to secure greater choice for students and to ensure appropriate competition in the higher education sector. Paul Kirkham pointed out in a speech earlier this year that

“there are many reputable APs out there, providing specialist, bespoke education and training to students who, lest we forget, consciously choose such an alternative.”

The story of those new entrants and of diversity and provision has been one of widening participation. We want them to be able to compete on a level playing field.

As we discussed earlier, the world is changing fast, and the higher education sector needs to change too if it is to meet the needs of 21st-century learners, yet in a 2015 survey of vice-chancellors and university leavers 70% of respondents said that they expected higher education to look the same in 2030 as it does now—largely focused around the full-time three-year degree. The risk is that, given their position, that will become a self-fulfilling prophecy. We know, for example, that the share of undergraduate students in English higher education institutions studying full-time first-year degrees—the traditional model—has increased from 65% in 2010-11 to 78% in 2014-15. Allowing the vested interests of incumbents to continue to protect what is effectively a one-product system that promotes only the three-year, full-time, on-campus undergraduate university course as the gold standard comes with considerable risk. It is a high-cost and inflexible approach, and given that in excess of 50% of the population wish to engage in higher education, it cannot be the only solution. That system of validation is curbing innovation and entrenching the same model of higher education.

As Paul Kirkham said in evidence to the Committee:

“There are significant risks to student and taxpayer of a very static, non-changing universe of providers and way too much emphasis on the three-year, on-campus degree.”––[Official Report, Higher Education and Research Public Bill Committee, 6 September 2016; c. 13, Q15.]

As Roxanne Stockwell, the principal of Pearson College, said in her submission:

“It is clear that the dominance of the one-size-fits-all model of university education is over. Fee rises have transformed students into more critical consumers and the government is right to recognise this in their reform package. Students are calling out for pioneering institutions offering alternative education models and an increased focus on skills that will prepare them for the careers of the future—with the mind-set and agility to fulfil roles that may not even exist yet.”

We must not be constrained by our historical successes.

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[Dr Blackman-Woods]

I want to say briefly to the Minister that I do not think that it should be easy to get degree-awarding powers in this country. If we are really serious about upholding the quality and excellence of higher education, there should be a rigorous system and, because of the Minister’s remarks and the lack of safeguards for students and the public, I wish to press amendment 234 to a vote.

[Paul Blomfield]

I am sorry that the Minister sought to characterise our concerns in the way that he did. There are good examples in many countries across a diverse range of higher education providers, but he will also recognise that there are examples of unscrupulous operators who have caused real problems, not just in the United States—also in Australia. In the US, it has led the federal authorities to take legal action on behalf of students against some of the providers. All we are seeking to do is to ensure that a robust framework is in place to protect us from that situation in this country.

On new clause 9, I was reassured to some degree by the Minister’s comments on change of ownership, but I would welcome clarification on whether the review process that he would expect would be as robust as the initial regulatory entry. He did not address my concerns on the restrictions being imposed on providers in other jurisdictions, which is the second part of new clause 9, and whether that would also trigger the sort of review I am seeking through the new clause.

[Joseph Johnson]

I thank the hon. Gentleman for his reasoned approach. The approach that the OFS would take would depend on the circumstances of any transfer of ownership. The whole philosophy of the OFS is that it is a risk-based regulator that seeks to act in a proportionate, reasonable way. Given that core approach to the way that it will regulate the sector, we would not expect it to have a one-size-fits-all policy response to every particular circumstance that might arise. I think the answer is that the OFS would evaluate the situation in light of all its duties and take a decision on how to proceed on that basis. That would include circumstances such as those covered by the other part of the new clause relating to other jurisdictions and legal environments outside this country. The OFS would evaluate it and take a view.

[Paul Blomfield]

I will not press the new clause to a vote at this stage but I will seek future assurances, particularly in relation to that second part about action in other jurisdictions. Does the Minister not agree that if we are considering circumstances in which providers are known to have transgressed in other countries we would expect a significant review of their operation in this country?

[The Chair]

We must now reach a conclusion on amendment 216.

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[Joseph Johnson]

We return to the criteria that we expect providers to meet in order to obtain a university title, which we discussed quite extensively at an earlier stage in the proceedings. As I have said before, we only want providers with full degree-awarding powers to be eligible for a university title. That process tests, among other things, academic standards and whether there is a cohesive academic community. It is a high bar that only high-quality providers will be able to meet. We are clear that we want to maintain that high bar in the future.

The amendment highlights the breadth of opportunities offered by participation in a higher education course. I welcome the idea behind it, but I do not believe such a prescription is desirable in legislation. There are many examples of extracurricular activities and experiences offered by higher education institutions, such as sporting groups, the arts, associations and exchange opportunities, and many providers play an important role in their local communities in that respect. I agree that in many cases these activities contribute greatly to a student’s learning and personal and professional development and can be as much a part of their education as traditional lectures. When a student is deciding where to study, they are making a decision based on many factors, for example, the qualification they will receive, the cultural and social opportunities, the student organisations they could join and what support is available to them. One size does not fit all and student populations vary hugely in their requirements, as we discussed before. As independent and autonomous organisations, higher education institutions are themselves best placed to decide what experiences they may offer to students and what relationships they have with other local organisations, without prescription from central Government.

[Paul Blomfield]

In response to an earlier remark I made, the Minister said that he expected all universities to provide services to support students’ mental health. Does he stand by that remark in this context?

[Joseph Johnson]

That is their duty under the Equality Act 2010—they have to ensure that students are not discriminated against if they have mental health issues and so on—and also their duty of care. That is an important part of what universities do in supporting students, who they have autonomously admitted, through their studies. Having taken that decision, it is important that universities make sure that those students have the academic and the counselling support to enable them to get through their courses of study.

As now, we intend to set out in guidance the detailed criteria and processes for gaining university title, and we plan to consult on the detail before publication. The OFS will then make decisions having regard to that guidance. I therefore ask the hon. Lady to withdraw the amendment.