Funding Higher Education
Sam Gyimah Excerpts(6 years, 8 months ago)
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Mr Streeter
I must confess I do not know the details of the current dispute. I am not a huge supporter of strikes, but I agree that it would be better to have the dispute resolved as quickly as possible. All people are entitled and should aspire to a proper and decent pension settlement.
Moving on to my three points, you will be pleased to hear that the first two are very brief, Mr Hosie. I have some ideas for the Government to grapple with, although I am sure they have thought about these things in advance. One possibility to soften the blow for students could be to make the monthly repayments tax deductible, which would basically reduce the true impact of the repayments and seems both reasonable and fair. Secondly, the current interest rate of 6.1% seems almost punitive when we have interest rates so much lower. I do not think that that was ever the intention when we started off on this journey. We should consider reducing the interest rates to the amount that Her Majesty’s Revenue and Customs pays us when it has our money for any length of time. The interest calculation for overpaid tax is a lot less than 6%. If it is fair for that purpose, it would be fair for students. Again, it would encourage people to embrace the student loan system if the rate of interest was significantly lower.
Thirdly, and in a little more detail, for the first time in my life I wonder whether it is time to consider a graduate contribution system in place of the current tuition fees and student loans: in other words, what some people would call a graduate tax. We have all been involved in debates over the years in which we have said that that is an absolutely disastrous idea but, for the reasons that I am about to give, I think it should be reconsidered.
A graduate contribution tax is essentially a system sub in which the student becomes obligated to an income-related additional tax on graduating in return for Government subsidisation of higher education, resulting in low or no tuition fees to the student. The Government would in effect pay all or most of the fees directly to the university, and the student would pay a contribution over and above ordinary levels of tax for a limited period of time once they start work. That removes the burden of individual borrower accounts or balances owed. The exact percentage of earnings that graduates would be required to pay back would be up for discussion, but one option is to have a banded system in which the percentage paid back is determined by income and increases across income bands. What is the point? Two things. First, a system based on the ability to pay rather than the amount of money the student has borrowed to get through university is more reasonable and fair than the current system.
The Minister for Universities, Science, Research and Innovation (Mr Sam Gyimah)
I thank the hon. Gentleman for giving way and register the fact that I have arrived at the debate. The point about a system based on the ability to pay is important. In a sense, the current system is a hybrid between a loan and a graduate contribution system. People pay 9% of their income, so those who earn a lot more pay a lot more of the loan back, and people who earn a lot less pay less back. There is already a significant taxpayer subsidy up to about 45%. I want to put on the record that the current system is a hybrid between the graduate contribution system that he is outlining and a loan system.
Mr Streeter
The Minister is absolutely right to make that point.
The second reason why I think a fresh look might be helpful is that, under a graduate contribution scheme, students would not leave university with the worries associated with personally owing so many thousands of pounds. There would be no massive debt figure around their neck. I know the Minister was snowed in this morning, so I am not sure whether he heard me say that I am coming to the view that young people having a personal debt of £40,000 or £50,000 around their neck as they enter the workplace is becoming a massive problem that we need to think about. I hope the review will look at that.
I believe that the vast majority of graduates would be happy to pay a fair income-contingent contribution in return for the direct payment of fees by the Government, thus breaking the perceived link between the cost of tuition and repayments from students. Such a change would hopefully serve to alleviate some of the mental health worries faced by students and graduates who, on finishing university, receive the infamous letter outlining how many tens of thousands of pounds they now owe: “Congratulations on graduating. Now we want the money back.” Paying a regular, reasonable graduate contribution through tax gives far less reason to worry than the contents of those letters sent to graduates. A graduate contribution system would also provide the Treasury and higher education institutions with a long-term guaranteed stream of money as graduates pay regular instalments of additional tax in line with their incomes over a certain number of working years.
The Minister might like to reflect on this next point. It would be possible also to tailor the contribution system to change the rate of tax on degrees that the Government are keen to encourage, perhaps in science, technology, engineering and maths subjects, and nursing, as an inducement for students to pursue those degree courses and consequent careers. I can see that the Minister is not leaping to his feet to agree with me. He will no doubt deal with that point when he winds up the debate later.
Obviously, training and recruiting sufficient nurses to meet the growing needs of our NHS is becoming a huge priority for our country. The Royal College of Nursing, which I had a meeting with recently in my constituency, informs me that applications to nursing courses have fallen by 33% since tuition fees for undergraduate nursing were introduced. The Government wisely said that they would review the impact on nurse training and recruitment once the new system had been in place for a year or two. We are now approaching that moment in time. I hope the review currently being undertaken by the Government will reflect on that and make recommendations. We cannot have a system that starves our NHS of sufficient nurses for the future, because that would be short-sighted.
Paul Blomfield
I have visited the university that my hon. Friend represents. It does particularly innovative and good work in supporting small businesses and is a leader in the sector. He makes an important point. At a time when one of the issues we face as a country is the imbalance in the economy between London and the south-east and the rest of the country, universities offer a unique asset in ensuring that economic growth is distributed across the country. They are the one asset that we have in every part of the UK, in its regions and nations. The role that they play in driving economic growth is hugely important. My hon. Friend makes that point very well.
I have three additional points. First, will the Minister answer the question—which the Education Secretary was unable to in the statement the other day—relating to widening participation and fair access funds? There is a concern that one of the ways in which the sector will be squeezed in order to hit ambitions on fees is by reducing the amount of money allocated to widening participation and fair access. Investment in that area was one of the few good things that came out of the 2012 reforms, so I would be grateful if he could give a reassurance on that.
Mr Gyimah
I would like to give the hon. Gentleman that reassurance now. He is absolutely right: the widening participation funds—£1,000 out of every £9,000 paid by students in fees—go towards access. We will not be doing anything to diminish that access project. Although many people talk about the fact that we have global, world-class institutions, one of the successes of our higher education system is actually the number of disadvantaged people who are going to university as a result of those funds being available. There is a challenge in making sure that they are successful at university and get well-paid jobs. We will not be doing anything to diminish that.[Official Report, 21 March 2018, Vol. 638, c. 2MC.]
Mr Gyimah
To be absolutely clear, university education in England is not based on the ability to pay. On the contrary, no one has failed to get a university place in England because they cannot pay. Payment is only significant after the graduate earns more than £21,000—it will be earnings of more than £25,000 from 1 April. It is important to get the facts right.
Carol Monaghan
We also have to look at the retention rates for young people from disadvantaged backgrounds who do not have full support.
Ultimately, this debate should be about who benefits. We educate children in schools not simply for their own economic benefit, but for the benefit of society. We have got to ask whether the young people embarking on tertiary education courses will contribute economically and societally to our nations, or whether we are simply providing them with a service, for which they must pay. As legislators, we must be clear about that. Post-Brexit, the UK’s economic success will rely on a well-educated population. We have skills shortages in science, technology, engineering, healthcare, education and digital. Graduates are needed now to ensure that the UK remains competitive outside the EU.
The hon. Member for Sheffield Central (Paul Blomfield) mentioned the variance in fees. I have difficulties with that. If as has been rumoured we lower the fees for less expensive courses, how will we encourage our young people to study the more expensive science, technology, engineering and maths subjects, graduates of which are so desperately needed? EngineeringUK estimates that we have an annual shortfall of 20,000 engineering graduates alone. The hon. Member for South West Devon mentioned the impact of removing the nursing bursary. Again, who benefits? We should encourage young people to study those courses, not put additional barriers in their way.
Fees are not the only difficulty for English students. The interest on student loans has risen sharply—it is currently 6.1% for some students. Maintenance grants have been scrapped, and it is rumoured that student debt on completion has reached £50,000. Many young graduates will be left saddled with debt throughout most of their working lives.
The hon. Member for South West Devon mentioned students staying at home for their university experience, and was concerned about the impact on the whole package experienced by students at university. In Scotland and Ireland there is a cultural predisposition to stay at home. It is not necessarily financially driven—my son is staying at home during university—so there may be other factors at play. His education is not impacted. Students have opportunities for other life experiences, such as summer placements, industrial placements and travelling abroad. The hon. Member for Northampton South (Andrew Lewer) mentioned Erasmus, which is a rich experience for students even if they stay at home during university. I push the Minister to make a commitment on Erasmus, because university students and many people across the sector want that commitment as part of the Brexit process.
We are often told that our free tuition policy in Scotland prevents Scottish students from accessing available places, but since 2007, the number of Scottish-domiciled full-time degree entrants has risen by 12%. Since 2013, the total number of funded places available at Scottish universities, including additional places to widen access for students from Scotland’s most deprived communities, has also increased. The hon. Member for Sheffield Central mentioned the metrics used in the teaching excellence framework, and graduate success as an indication of our universities’ quality. Graduate salaries are a lot lower in many geographical areas in the UK, so students graduating in parts of England and Scotland will automatically have a lower salary than those in south-east England. That is a flaw in that metric.
We often talk about the number of young people going to higher education as a measure of economic success. I could not count the number of times I hear people talking about encouraging people to do high-quality apprenticeships, yet that seems to be forgotten when we talk about higher education. I would like there to be parity among apprenticeships, further education colleges and quality employment. In fact, we should look at positive destinations, not just the number of young people going to university. For many young people, a high-quality apprenticeship—degree level or otherwise—allows them to make excellent progress in the workplace without necessarily saddling themselves with debt.
Gordon Marsden (Blackpool South) (Lab)
It is a great pleasure to serve under your chairmanship, Mr Hosie. I congratulate the hon. Member for South West Devon (Mr Streeter) on securing the debate. He spoke thoughtfully. We are both of the Kinnock generation, so I understand some of his points. He talked about his experiences in schools and people going to university. We must recognise the heart of the debate is not just the people who speak about what they might be deterred from, but the people who keep silent. The people who keep silent, whether they are older or younger learners, are being put off by the current financial structure that the Government have put in place.
The hon. Gentleman made a number of interesting suggestions about graduate tax and cutting the interest rates from 6.1%. There is consensus on that across the piece. We would have more sympathy with the Government if they had not been so intensely relaxed, and indeed complacent, when the interest rates were introduced. It was very clear that the previous Universities Minister—no doubt because he was a keen remainer—did not take into account in any shape or form the implications of Brexit in that respect. Two months before the referendum, inflation stood at 0.4%, but it is now 3.1% and rising. That is one of the reasons why the interest rate is 6.1%.
I welcome the thoughtful comments made by the hon. Member for Northampton South (Andrew Lewer). He made very sensible points about governance in higher education. He rightly touched on the impact on post-1992 universities if fee aversion hits the disadvantaged students they cater for, and talked about his experiences with the two universities he is associated with—the University of Northampton and the University of Derby. I support all that, but I remind him and the House that fee aversion is an issue not simply for students but for the taxpayer. My hon. Friend the Member for Manchester Central (Lucy Powell) made exactly that point in response to last week’s statement. The Government have tried to make a virtue out of necessity by saying, “Oh, you don’t really need to repay all this money,” but we are irresponsibly laying burdens on future generations and on the tax system now. The Government should not be complacent about that in any way.
Mr Gyimah
I look forward to hearing the hon. Gentleman outline the Labour party’s policy. His concern is burden on the taxpayer, but there would be an even bigger burden on the taxpayer if higher education were made free—that is my understanding of the Labour party’s policy—unless places were rationed.
Gordon Marsden
There were several completely unproven assertions in what the Minister just said. He would do better to stick to this debate, which is about his policies rather than—
Gordon Marsden
No, I am not going to take another intervention. The Minister will have plenty of time to say what he wants to say.
My hon. Friend the Member for Sheffield Central (Paul Blomfield) rightly talked about the sustainability of the sector and some of the key issues in terms of Brexit. My hon. Friend the Member for Coventry South (Mr Cunningham), who is no longer in the Chamber, absolutely rightly drew us back to further education and nursing bursaries, and the hon. Member for Glasgow North West (Carol Monaghan) spoke about issues post-Brexit.
The point is very straightforward: since coming to office in 2010, Conservative-led Governments have repeatedly raised tuition fees. They trebled fees to £9,000 and subsequently increased them to £9,250. That agenda has hit students—particularly those from disadvantaged backgrounds—harder and harder since 2012. The cutting, one by one, of all the concessions that David Willetts introduced to temper the impact has been just as damaging. Those concessions were dismantled deliberately. The National Union of Students lists them in its briefing for the debate: the Government abolished maintenance grants, NHS bursaries, the disabled students allowance and the education maintenance allowance, and ended Aimhigher.
The Minister has inherited that. He is not responsible for it, but he would be wise to show due humility about its incremental impact on the people concerned. If he reads the “Fairer Fees” report published by the Sutton Trust late last year, he will see, as Members have already said, that the average debt for students in England is higher than the European average and twice the US average. As a result, the Government have racked up an unenviable record of nudging people away from, rather than towards, aspiration in higher education and chipping off many of the rungs of the ladder of social mobility that were designed to protect them.
The July report by London Economics for the University and College Union suggested that thousands of graduates would suffer a mid-life tax crisis, analysis undertaken last year by the Institute for Fiscal Studies shows the level of debt, and only this week the Sutton Trust gave us figures that show disadvantaged students across the UK are more than three times more likely to live at home while attending university. The hon. Member for Glasgow North West made that point, too.
The Prime Minister finally admitted last week, after months of us, the Sutton Trust and an impressive range of stakeholders all saying the same, that the current funding system leaves the most disadvantaged students with the highest debt, yet behind the warm words and soft soap that were ladled out by the Prime Minister in Derby and by her Education Secretary in the Commons, it seems that no new money is available and there is the potential for HE funding cuts. In her speech, the Prime Minister tried to talk the talk on social mobility and aspiration, but she did little to walk the walk and address either the FE sector, in which 10% of HE is delivered, or the problems with 16-to-18 provision that many colleges are suffering, including the one in which she chose to make her speech. It will take more than a brush-by in Derby one afternoon in February to remedy those issues.
The terms of reference published by the Department state that the review cannot make recommendations on tax policy and must make recommendations in keeping with the Government’s fiscal policies. Will the Minister confirm that that means there will be no new money for the policies in the review? Does it mean that savings will have to be found elsewhere in the FE budget if changes are to be made? My hon. Friend the Member for Sheffield Central challenged him and, to give him credit, he made a commitment that access and widening participation funding will not be diminished as a result of the review. I warn him that the Treasury has a long reach and he will need a stout shield to resist it in this area and others.
The Minister for Universities, Science, Research and Innovation (Mr Sam Gyimah)
It is a pleasure to serve under your chairmanship, Mr Hosie. I congratulate my hon. Friend the Member for South West Devon (Mr Streeter) on securing the debate, which has been wide-ranging and stimulating in a number of ways. Higher education is a complicated policy area, and since I have been appointed to this position I have been inundated with ideas about things to do. In the debate, hon. Members have made contributions where they have not just come up with ideas but thought of knock-on consequences of some policy suggestions. I welcome that.
There were many questions about the Government’s HE review and what it seeks to do, but before I get to that I will deal with some of the myths around the current system, because it is worth clarifying that. The system does not stop disadvantaged people applying to university. Their parents’ income and their income is not a barrier to getting into university at all. In fact, they can get into university and get on, and they have to pay back only once they have completed their studies and have a job paying—from 1 April—£25,000.
Another myth is that disadvantaged people in particular do really badly. That is not true. The system is very progressive in its repayments structure. I have been going around the country, speaking directly to students, and I went to Queen Mary in London, where 42% of students are the first in their family to go to university. That is a direct result of the policies the Government have pursued. I am not saying that everything is perfect and that there are not reforms to pursue, but it is worth recognising the success we have had.
No matter how we cut it, in every league table in the world our universities come second only to those of the United States. We have four in the top 10 and 16 of the top 100 in the world, and that is because we have put them on a sustainable financial footing. Those who have read the terms of reference will know that the review must have regard to the sustainability of the university sector. An important point was made that universities are not just about the education that the individual gets; in many of our towns, universities are huge employers and a source of spreading wealth and growth. For that reason alone, ensuring the sustainability of the sector is particularly important.
This year, we will probably hit the target of one in two 18 to 30-year-olds having a university education. Such an education is not just about what is studied; it has become a rite of passage for many young people. It is the first time they move away from home. They have freedoms, and they become an adult at university. We think that is a positive thing. That aspiration was set by Tony Blair, a Labour Prime Minister, so to hear Labour Members criticising us for hitting a target set by a Labour Prime Minister is a bit rich.
Mr Gyimah
Well, the suggestion from the Opposition spokesperson, the hon. Member for Blackpool South (Gordon Marsden), was that somehow we have pursued policies that are damaging higher education and the aspiration and prospects of our young people as far as the university sector is concerned. On the contrary, we have pursued policies that have put no cap on aspiration.
Mr Gyimah
I will take the hon. Gentleman’s intervention in a second.
I will end this myth-busting section by focusing on Scotland, where controls on student numbers continue to restrict the aspiration of young people. The Sutton Trust recently stated that Scottish 18-year-olds from the most advantaged areas are still more than four times more likely to go straight to university than those from the least advantaged areas, compared with 2.4 times in England. Audit Scotland has stated:
“It has become more difficult in recent years for Scottish students to gain a place at a Scottish university as applications have increased more than the number of offers made by universities.”
That is not an example I want to copy here in England.
Carol Monaghan
Of course, as I said, the distinction between FE and HE in Scotland is far more fluid, and UCAS admits that a third of young people studying degree-level courses are doing so in further education colleges, which is not captured by Sutton Trust figures or UCAS figures. Scotland is doing extremely well in this area.
Gordon Marsden
The Minister speaks about rites of passage. Those are fine words, but fine words butter no parsnips. The truth of the matter is, he should be focusing on not just the number of people from disadvantaged backgrounds getting to university but what stops them staying there. He should also focus on the groups who never even think about getting there because of what his predecessors’ tuition fees policies have done, particularly for mature and part-time students.
Mr Gyimah
In the spirit of compromise, I agree that, yes, access should be not just about getting to university but succeeding when there and getting a well-paid job afterwards. If people do not get to university in the first place, the idea of succeeding when there and getting a well-paid job is purely academic, not to put too fine a point on it. There is clearly work to be done, but where we are now shows significant progress from where we were in 2010.
The review seeks to look at the whole higher education sector for post-18 education, including choice and competition in the market, how the funding system works and how HE and FE can be joined up, and the overlaps. That is particularly important. However, we are not waiting for the review; a significant number of reforms are under way, building on our successes.
We are in the process of implementing the Higher Education and Research Act 2017, and the new Office for Students, at whose launch I will speak later today, will be a strong voice for students and ensure minimum standards. The OFS director for fair access and participation will further drive social mobility. The teaching excellence and student outcomes framework will drive quality teaching—that is particularly important—and the reforms will facilitate further diversity, with new providers and shorter degrees delivered at lower cost. In fact, today my right hon. Friend the Secretary of State is publishing the first statement of Government priorities and guidance for the OFS. The Government are also publishing the results of recent consultations on the new regulatory approach, and the OFS is publishing the regulatory framework. That marks a key milestone in delivering our higher education reforms in that area. The review will build on all of that.
There are questions about the teaching grant, which will be looked at in the review, and whether new money will go in. As always, it is important to look at things within the constraints of the Government’s overall fiscal framework, and that will be considered alongside budget lines in wider education and our public spending.
There are issues around changing the system completely and whether we look at some kind of graduate contribution or graduate tax system. Obviously, those are all welcome suggestions. I would say they have been looked at by successive Governments over the years, but fresh thinking is welcome, and I welcome the fresh thinking that my hon. Friend the Member for South West Devon brought to the debate.
We have a higher education system that is the envy of the world, and many international students are queuing to come and study here, but the Government recognise that to deliver for students more needs to be done. My right hon. Friend the Secretary of State has said that the variability in fees that we expected has not materialised, and it is important to look at all the different ways in which universities operate. There were 534,000 students who accepted a place at university last year. They clearly do not all have the same desires, the same aspirations and the same needs, yet our university system gives all of them pretty much the same offer.
Stewart Hosie (in the Chair)
Order.
Motion lapsed (Standing Order No.10(6)).
Points of Order
Sam Gyimah Excerpts(6 years, 9 months ago)
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Mr Speaker
That is not a point of order for the Chair. Whether it momentarily slipped the Minister’s mind or for some other reason he chose to focus his remarks elsewhere, I do not know. The Minister is welcome to come to the Dispatch Box if he wishes, but he is not under any obligation to do so.
The Minister for Universities, Science, Research and Innovation (Mr Sam Gyimah)
It is not a point of order.
Mr Speaker
It is not a point of order, as the hon. Gentleman rightly says. If the hon. Lady wishes to go in hot pursuit of the Minister and to seek to engage him in conversation on this matter, conceivably even over a cup of tea, it is open to her to try, although it does not look as though the prospects of her succeeding today are high.
Office for Students
Sam Gyimah Excerpts(6 years, 9 months ago)
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Urgent Questions are proposed each morning by backbench MPs, and up to two may be selected each day by the Speaker. Chosen Urgent Questions are announced 30 minutes before Parliament sits each day.
Each Urgent Question requires a Government Minister to give a response on the debate topic.
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Angela Rayner (Ashton-under-Lyne) (Lab)
(Urgent Question): To ask the Secretary of State for Education to make a statement on the appointment of the board of the Office for Students.
The Minister for Universities, Science, Research and Innovation (Mr Sam Gyimah)
The Office for Students, which will be operational from April, is the biggest regulatory change to higher education in 30 years. It will run a new regulatory framework that will, for the first time, put the interests of students at the heart of higher education regulation. It will focus relentlessly on student choice and value for money and ensure that the concerns of all students in higher education in England are heard in the corridors of power. It has a wide-ranging remit and powers to deliver for students.
The OfS is ably lead by Sir Michael Barber, who has a long record of working for Labour and Conservative Administrations, including advising a Labour Prime Minister and Secretary of State for Education, and he has also been a Labour parliamentary candidate. Nicola Dandridge, the chief executive, has a background from Universities UK and as an equalities lawyer. They are supported by a board of 12 further members with a wide range of talents and from different backgrounds, including senior leaders in higher education, graduate employers, and legal and regulatory experts, as well as a student representative. I am particularly pleased that Chris Millward, the director of fair access, sits on the board, putting widening participation and fair access at the heart of the organisation. Toby Young would have been just one non-executive member of this board.
The board will put quality of teaching, student choice and value for money at the heart of what it does. The commissioner for public appointments advised the Department on 11 January, two days after my appointment, that he was looking into the appointments processes for the OfS, and the Department has provided him with the relevant paperwork. We are grateful to him for forwarding his report yesterday. His report recognises the good intentions of Ministers and officials, and that the advisory panel did judge candidates on a fair and impartial basis. That said, we note his findings and will carefully and seriously consider his recommendations.
The commissioner raises important points with regard to due diligence in public appointments. We have already accepted that in the case of Toby Young the due diligence fell short of what was required, and therefore the Department has already reviewed its due diligence processes and will seriously consider the further advice from the commissioner.
The commissioner has rightly observed that it was wrong not to have made a formal request to him regarding the approach the Department took in appointing the student experience role, and therefore this was in breach of paragraph 3.3 of the governance code. We should have clarified in the announcement that it was an interim position, although the candidate had been informed of this, as had all failing candidates in the process. I understand that informal contact was made, but I accept that this should have been formalised with the commissioner. Without this formal advice and under pressure to make an appointment by 1 January, the announcement was not made in line with the commissioner’s expectations.
I can confirm that in line with the commissioner’s steer, we will shortly be launching a recruitment campaign for a permanent student experience representative, and we intend to appoint before the end of June this year. We are glad that the commissioner agrees that the incumbent in the interim role, Ruth Carlson, is free to apply. I want to put it on record that she is doing an important job, and I extend my thanks to her for agreeing to accept the interim appointment.
There are lessons to be learned here, and we will learn them. I will write to the commissioner shortly with an initial response to his findings and the next steps we will take with regard to his recommendations.
Angela Rayner
Thank you, Mr Speaker, for granting this urgent question.
Weeks ago, the Government told this House that the process was
“a fair and open competition”
and
“in accordance with the code of practice”.—[Official Report, 8 January 2018; Vol. 634, c. 42-52.]
But the commissioner has found that this is not the case. One candidate was rejected on the basis of their past public statements. Incredibly, this was not Toby Young; it was the student representative, rejected due to the desire of
“ministers and special advisers not to appoint someone with close links to student unions”,
as the report notes. Can the Minister tell us why being elected by students makes someone unsuitable to represent them? How could the then Minister tell us that it was not “reasonable” to vet social media, when that was done for the student representatives?
The report found that the appointment was influenced by special advisers at No. 10, and not by the panel. The commissioner concludes that, as the Minister said, the code was broken. Is the Cabinet Secretary now investigating that breach? Is the Minister’s predecessor really still suitable for ministerial office given the findings of this report? Does the Minister believe that after this level of interference we can possibly call the Office for Students an independent body?
The report also notes that an all-male appointment panel was used twice. Will the Minister end that practice immediately? The commissioner made a number of other recommendations. Will the Minister tell us which of the lessons that he talks about his Department will take on board? He has a simple choice: learn the lessons, or make the same mistakes again. What will it be?
Mr Gyimah
The hon. Lady asked a number of questions that I will take in turn. Her first question relates to having a National Union of Students rep on the board. As she will know, in addition to having a senior representative on the board, there is also a student panel. I met the student panel within, I think, the first week of my being appointed. [Hon. Members: “Answer.”] I am giving an answer. I spoke to the student panel directly; it is doing a great job. There is an NUS representative on the student panel, but there is nothing to say that the person on the board has to be an NUS representative, given that the board has not been constructed to be the place where delegates of represented bodies congregate. The NUS can therefore influence what is happening in the Office for Students.
On the wider question of social media and social media vetting, clearly the social media vetting of Toby Young was not as extensive as it could have been, also given that there were 40,000 tweets.
With regard to the influence of special advisers, Members across this House will know that the way government works is that civil servants and advisers advise but ultimately Ministers decide. In making a decision, Ministers make a judgment call, especially in recruitment decisions. The judgment call in this case was that, having considered the advice from the advisory panel that had looked at the candidates and all the information, none of the three student representatives put forward was suitable. Therefore, because someone needed to be in place by 1 January, an interim member was appointed with a view to reopening the competition later on.
I take the hon. Lady’s point about the all-male appointment panel. I think that an attempt was made to make sure that the panel was more representative, but, for whatever reason, someone could not be available. [Interruption.] The key thing, if the hon. Lady will stop commenting from a sedentary position, is that three out of the five members who were eventually appointed were women. Sometimes, in these situations, it is as important to look at the outcomes as the process.
As we look at the process and the lessons that we have to learn, it is important that we do not forget the ground-breaking role that the Office for Students will play in empowering students and championing them—something that this Conservative Government have delivered that was never delivered by Labour.
Robert Halfon (Harlow) (Con)
I welcome the Minister’s comments, but may I ask him about a wider issue? What I do not understand about the board of the Office for Students is that, given what the Prime Minister and the Secretary of State have said about technical education and further education and the link to higher education, why on earth does the Office for Students not have serious individuals from the further education sector and from the apprenticeships sector, many of whom are students doing degree apprenticeships?
Mr Gyimah
The Chairman of the Education Committee asks a very important question. As he will be aware, however, this is a regulatory body for the higher education sector. He will also be aware that the panel that has been appointed for the higher education review includes some very strong representation from the further education sector. Baroness Wolf of Dulwich is very well known for her work in her reviews of further education, and Beverley Robinson is the principal of an FE college. However, this particular regulatory body is for the higher education sector.
Alan Brown (Kilmarnock and Loudoun) (SNP)
This report confirms what we all knew—that the appointment of Toby Young, someone who expressed many misogynistic and prejudiced views, should never have happened and could only have happened due to Government meddling. During the previous UQ on this matter, the Universities Minister defended the appointment, stating that it was
“made in line with the Commissioner for Public Appointment’s code of practice, and Mr Young was appointed following a fair and open competition.”—[Official Report, 8 January 2018; Vol. 634, c. 42.]
Does the code of practice therefore include a recommendation to tip off a friend about open positions? If the Education Secretary expressed concern, who is actually in charge of the Department? Is it appropriate that the Universities Minister has simply been shuffled to another Department, given that the current Minister has confirmed that there was a breach of the governance code? Given the stated disparities in process and ministerial input for the candidates and the two different positions for consideration, what reviews are being taken across the entire Government, including on the role of special advisers? What is going to be done to eliminate the blasé crony appointment system that the Government have been operating?
Mr Gyimah
Just to be clear about what the commissioner has said in relation to the code, he cited a breach in relation to paragraph 3.3, which is a particular reference to the failure to consult formally—there was an informal consultation—before the announcement of the appointment of the student representative. As I said in my opening remarks, there is a lot to be learned here. The Cabinet Office public appointments team, who own the governance code, are working with the Department on the commissioner’s findings and will be writing to the commissioner about how we intend to proceed.
Mr Philip Hollobone (Kettering) (Con)
Is the National Union of Students doing enough to counter the rise of extremism and radicalisation on campuses? What powers does the Office for Students have in that area?
Mr Gyimah
The first part of my hon. Friend’s question should be directed at the National Union of Students, but he is right that the Office for Students has a wide-ranging remit when it comes to promoting—not simply tolerating—free speech in our universities. Under the current law, the Education (No. 2) Act 1986, the only recourse if someone’s free speech has been infringed at a university is for them to go to court. The Office for Students can investigate, promote culture and, in extremis, fine universities that are not taking seriously their responsibilities on free speech. That is a huge development.
Lucy Powell (Manchester Central) (Lab/Co-op)
This report is absolutely damning, particularly in relation to the previous Universities Minister and his role in this appointment. Are there not very serious questions that the previous Minister should be answering to this House about his claim that it was not appropriate and not proper to do due diligence on candidates—he made that statement from the Dispatch Box—when his Department, and he himself, ordered that very same due diligence against a candidate he did not want to appoint? When is he going to come to this House to apologise, at the very least, else further action be taken?
James Cartlidge (South Suffolk) (Con)
Throughout the general debate we have in this country on higher education, there is typically a focus—perhaps understandably —on finance. Does the Minister agree that we need to be equally focused on outcomes and on the quality of the degrees that graduates obtain? Can he assure me that the inception of the Office for Students will help us to achieve that focus? What really matters is that our graduates have the best quality education.
Mr Gyimah
My hon. Friend makes the important point that, for many students at university today, the important thing is that they are getting value for money, that they get what they pay for, and that their degrees are worth the paper they are written on. That is what the Office for Students, which this Government created, is set up to do. There are lessons to be learned but, as we have these discussions, it is important that, in the big picture, we do not forget what the Office for Students can do and what it can deliver for our students.
Mr David Lammy (Tottenham) (Lab)
Toby Young believed in eugenics. He made terrible remarks about disabled people. He made awful remarks about women. This is a man who the Minister’s predecessor thought was fine to be on the board of the Office for Students. What confidence should working-class young people, under-represented groups and ethnic minorities across this country have in the Office for Students if the Minister who did this cannot come to the Dispatch Box to apologise or step down?
Mr Gyimah
The right hon. Gentleman is someone who likes to have perspective and a balanced view on things, and he will know that Toby Young also set up a free school mainly to give disadvantaged people in some of the poorest parts of our country the excellent education they deserve so that they can improve their prospects in life. Yes, there are issues here that are questionable, but we always need a sense of perspective when we consider such things. Some of the things that Toby Young did are admirable and laudable, and those are the reasons why he was considered to be a serious candidate for the job.
Mr Barry Sheerman (Huddersfield) (Lab/Co-op)
I beg the Minister to stick to the point. We do not live in some Soviet or Putin-style kleptocracy; we are supposed to be living in a modern parliamentary democracy in which public appointments are done properly, with scrutiny and transparency. That certainly has not been the case with this appointment, and it certainly was not the case the other day when the proposed chair of the Charity Commission was unanimously rejected by the Select Committee on Digital, Culture, Media and Sport. Why cannot the Government get this right?
Mr Gyimah
It is precisely because we live in a well-functioning democracy that we are here and you—not you, Mr Speaker, but the hon. Gentleman—can ask those questions. For perspective, there were 15 appointments to the board. There are question marks, quite rightly, over the appointment of Toby Young and the process for the student representative, but 15 candidates were appointed to the board.
Alex Burghart (Brentwood and Ongar) (Con)
It is a sign of a well-functioning democracy that you are here, too, Mr Speaker. Does the Minister agree it is important that the Office for Students has the requisite skills and resources to be able to play its role in tackling radicalisation on our campuses?
Dr Roberta Blackman-Woods (City of Durham) (Lab)
I start by thanking all Members who signed the letter to the commissioner for public appointments asking for his investigation. I also thank him for yesterday’s response.
Despite what the Minister says, the report clearly shows a lack of proper process in the appointment of Toby Young and in relation to the student appointment. We need to hear a lot more from the Minister about how lessons will be learned. The commissioner did not look at the person specification, which required candidates to want to contribute to the delivery of the Government’s priorities—not that they should have experience of higher education—but that politicised the process right from the outset. What will the Minister do to address that and to get the person specification checked?
Mr Gyimah
If the Government were interested in politicising the process in our favour, we would not have a former Labour parliamentary candidate as the chair of the Office for Students—he has advised Labour Prime Ministers and Conservative Ministers. All the candidates had to declare their political affiliation, which was subsequently published.
In the case of Ruth Carlson, for example, there are no discernible political views, but she is very well qualified. She is a student ambassador at the University of Surrey. She was also her second-year course representative and a member of the scholarship committee. When we think of these representatives, we should not always default to the lobby organisations or to people we think fit the bill; we should cast the net wider to bring in the widest possible experience and fresh thinking.
Toby Perkins (Chesterfield) (Lab)
The Minister has the audacity to talk about casting the net wider when another old Etonian mate of his friends has been appointed through a process that was utterly corrupt. The report says that the key question is whether each candidate was treated fairly and impartially; the answer here is no.
The Government are in absolute disarray, and the Minister is making the situation worse. He says that he is willing to learn lessons. Will he at least confront the fact that this process is not fit for a modern nation like ours?
Layla Moran (Oxford West and Abingdon) (LD)
Toby Young is the chief executive officer of the New Schools Network, which has been awarded a series of Government grants to provide advice to people who are opening a free school. In the light of the blatant cronyism we have learned about as a result of the report, do the Government now intend to review those contracts and determine whether due process was followed there?
John Spellar (Warley) (Lab)
Hard cases make bad law. It is absolutely clear that the previous Minister made an outrageous, dogma-driven choice in Toby Young and, as the current Minister has admitted, clearly failed to undertake due diligence. I urge that we should not allow that to lead to the abdication of responsibility for appointments to a self-perpetuating quangocracy that looks after the great and the good.
Mr Gyimah
I reject the idea that there is a self-perpetuating quangocracy here. I have made it absolutely clear that Toby Young’s experience of setting up a free school and his commitment to social mobility meant that there were strong reasons for him to be a candidate. Of course, subsequent information has revealed that he should not have been appointed, which is why he is no longer on the board. We need to look clearly at how these processes work in the future. We will work with the commissioner and we will make sure we implement the recommendations in a way that makes the process more effective next time around. On the student representative, we have someone who is doing a sterling job and has the confidence of the chair. So perspective is needed—this is not cronyism. One appointment should not have happened and that person is no longer on the board, and we will learn lessons as far as the process is concerned.
Kevin Brennan (Cardiff West) (Lab)
I congratulate the Minister on getting his alibi in early during his response to the statement. I should not have been surprised, because on 15 January, when he answered my written question, he unusually provided quite a lot of information about this appointment, which showed that he had looked under the stone and not liked at all what he had seen. Why is the Minister who was responsible for the appointment not being held to account for his actions under the ministerial code of conduct?
Clive Efford (Eltham) (Lab)
When the Government are considering this, will they think about why the same level of due diligence was not applied to Toby Young? Was it Government and ministerial interference—yes or no?
Nic Dakin (Scunthorpe) (Lab)
The Minister rightly reminds us that this was a judgment call for the then Minister. Does this Minister think it was a sound judgment call to allow No. 10’s political advisers to blacklist anybody with NUS involvement and then to appoint somebody who was a chum by not following any proper process? Was that a good judgment call by his predecessor?
Mr Gyimah
Every decision that any Minister makes involves a judgment—it is not a scientific process. Clearly, all the issues had been gone through, with the input of the advisory panel and civil servants, and everyone involved then came to a judgment. Clearly, in retrospect, Toby Young should not have been appointed, which is why he is not on the board. In terms of making sure the process works better, the Department, which has ultimate responsibility here, will make sure that we have a much more robust and stringent process next time.
Paul Blomfield (Sheffield Central) (Lab)
As chair of the all-party group on students, may I express concern about how the credibility of the Office for Students has been damaged by the then Minister’s handling of these appointments? There is a legal requirement for one board member to have experience of representing students, yet it appears that Ministers have actually taken the best possible experience—involvement in a student union—as a reason to not make an appointment.
Paul Blomfield
I am sorry that the Minister shakes his head, because that is what the commissioner says in the report. Will he assure me that under the new process that he has indicated the Government will follow, involvement in a student union will not be a barrier to consideration?
Mr Gyimah
The reputation of the Office for Students has not been damaged by this. It has a board with 15 members. It is led by Sir Michael Barber, who is very well respected across the House, and Nicola Dandridge, who has a long and proven track record in higher education. Toby Young was going to be one non-executive board member. Of course experience of being involved in a student union is particularly important, which is why there is a member of the NUS on the student panel. As a Minister, I value students’ views, which is why I have been on a tour to talk to students across the country. It is important that student unions have an input, but it is also important that so do all the other students who do not stand for election and are not politicians, but have views on public policy and how that has an impact on them. It is important to make sure that their voice is heard, too. That is what we are doing with the Office for Students and it is what I am doing as a Minister.
Oral Answers to Questions
Sam Gyimah Excerpts(6 years, 9 months ago)
Commons ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Ben Bradley (Mansfield) (Con)
The Minister for Higher Education (Mr Sam Gyimah)
The Department for Business, Energy and Industrial Strategy and the Department for Education are working together to establish a world-class technical education system, which is vital to our industrial strategy. This includes encouraging businesses, including SMEs, to offer apprenticeships. We are working with all employers to ensure that the apprenticeship levy works effectively and flexibly for industry and supports productivity across the country.
Ben Bradley
I welcome my hon. Friend to his role on the Front Bench. I have previously had conversations with my right hon. Friend the Member for Putney (Justine Greening) in her former role as Education Secretary about finding new ways to support SMEs in my constituency to get involved in education, particularly through apprenticeships, which are important for my constituency as so few people there go to university. I will continue that approach with the Department for Education, but would my hon. Friend commit to meeting me to discuss how we might further support small businesses to train young people in Mansfield?
Mr Gyimah
My hon. Friend is absolutely right. We are committed to supporting businesses in Mansfield through the D2N2 Growth Hub. Since its launch, it has engaged more than 5,100 businesses. He mentions young people in his constituency. The message from this Government is that we will support those who think university is the best route towards building the future they want and that we will also support those for whom apprenticeships or a non-university route is the best route. We do not want to put a limit on aspiration, whatever that aspiration may be.
Mr Barry Sheerman (Huddersfield) (Lab/Co-op)
I know that the Minister is new in his post, but he needs to wake up, for goodness’ sake. There is chaos and meltdown in the apprenticeship scheme, with a 62% drop in apprenticeship starts and further education colleges in bankruptcy. Small individual employers in the textile industry cannot get their apprenticeships through. Get a move on—do something about it, man!
Mr Gyimah
I welcome the characteristic passion with which the hon. Gentleman delivers his question, and I share his objective in that we both want the best future for young people. As he knows, the apprenticeship system is going through a change. It will now be employer-led with a focus on quality. We are in the first year of the levy operating and we did expect a bit of a dip, but this situation will recover to deliver the future for our young people.
Jeremy Lefroy (Stafford) (Con)
Further education colleges such as Newcastle-under-Lyme College and Stafford College are vital to the provision of apprenticeships, both under the levy and non-levy. But just having the levy on its own is not necessarily sustainable. Will the Minister ensure that all further education colleges have access to funding for non-levy apprenticeships?
Derek Twigg (Halton) (Lab)
Businesses still tell me that there is a skills shortage in my area. FE colleges have continually faced cuts by this Government. Given the introduction of the levy and the other policies that the Government have been talking about, at what point in time does the Minister believe the skills gap will be filled, to meet the needs of business and the wider community?
Gavin Robinson (Belfast East) (DUP)
Martin Whitfield (East Lothian) (Lab)
The Minister for Higher Education (Mr Sam Gyimah)
Representatives of the Keep Me Posted campaign are dedicated advocates for consumer choice on billing. Neither I nor current BEIS Ministers have met them, but my officials have done so in the past and are familiar with their campaign and the valuable work they do.
Martin Whitfield
Considering the levels of digital exclusion, including in broadband coverage in my constituency, will the Minister agree to meet me and Keep Me Posted to discuss the implications for our constituents?
Mike Wood (Dudley South) (Con)
Will the Minister work with banks and utilities to ensure that charges for paper billing are restricted to the actual cost of providing that service and are not allowed to become a cumulative fee for those who need or choose paper bills?
Nigel Dodds (Belfast North) (DUP)
I welcome the Minister’s commitment to meet the Keep Me Posted campaign. That is a very welcome development, particularly because older people in my constituency have made representations to say that they find it intolerable that they are not able to get paper bills. Will he assure me that he will take this on board for the whole United Kingdom?
Mr Gyimah
Absolutely. I do agree that consumer choice is important. Many suppliers offer paper bills, but they are not cost-free. It is important to recognise that at a time when we are seeking to boost productivity, it is not unreasonable for businesses to incentivise more efficient billing processes. The regulatory framework varies by sector. Where charging differentials exist, we would look at that. I am happy to look at it across the whole United Kingdom.
Gill Furniss (Sheffield, Brightside and Hillsborough) (Lab)
While recognising the gradual shift away from paper statements and bills as they go online, it must be acknowledged that 16 million people over 15 years old still do not have basic online skills and 5.2 million households still do not have access to the internet at home, and they may face penalisation for requesting a paper bill or statement. What action, exactly, will the Minister take to ensure that people are not penalised for making what should be a legitimate consumer choice? What strategy will he put in place to make sure that people who do not have these skills at the moment can develop them in future?
Mr Gyimah
The hon. Lady makes the very important point that we should make sure that those who need paper bills do receive them and are not unfairly penalised. Any discount made for paperless bills, or charge for paper bills, in sectors where this is allowed must be justified in relation to the relevant administration costs. We do not believe that the Government should intervene to make other customers for whom online billing and payment is perfectly acceptable bear the costs of providing a paper billing service.
Trudy Harrison (Copeland) (Con)
Bim Afolami (Hitchin and Harpenden) (Con)
The Minister for Higher Education (Mr Sam Gyimah)
I will make three quick points: the Government are investing £70 million in the agri-tech catalyst and £80 million in four centres for agricultural innovation through the 2013 agri-tech strategy; and I pay tribute to Rothamsted Research as a key partner in agrimetrics. We are working together to deliver integrated solutions for the agricultural community.
Chris Elmore (Ogmore) (Lab)
Mr George Howarth (Knowsley) (Lab)
Given that the Keep Me Posted campaign has pointed out that those who cannot or do not use the internet pay £440 a year more in household bills, will the Minister consider extending the provisions that already exist in banking to energy and telecommunications bills?
Mr Simon Clarke (Middlesbrough South and East Cleveland) (Con)
Draft Higher Education (Access and Participation Plans) (England) Regulations 2018
Sam Gyimah Excerpts(6 years, 10 months ago)
General CommitteesRead Full debate Read Hansard Text Read Debate Ministerial Extracts
The Minister for Higher Education (Mr Sam Gyimah)
I beg to move,
That the Committee has considered the draft Higher Education (Access and Participation Plans) (England) Regulations 2018.
Mr Davies, may I say what a pleasure it is to serve under your chairmanship? As this is my first outing in this job, I would like to take the opportunity to put on record that my predecessor, my hon. Friend the Member for Orpington (Joseph Johnson), did a fantastic job, and I look forward to building on his work.
Widening access to higher education is a priority for this Government. Our reforms are ensuring that anyone with the talent and potential to benefit from higher education is able to do so. We have made good progress. The latest UCAS data show that in 2017, disadvantaged 18-year-olds were 50% more likely to enter full-time higher education than in 2009. There is a record high entry rate of 20.4%. In addition, 18-year-olds were more likely to enter full-time higher education than ever before.
However, we are not complacent, and there is more to do. That is why we introduced measures through the Higher Education and Research Act 2017 to make further progress on access and participation. They are designed to enable more people from all backgrounds to access higher education and to support their success. The measures are a vital part of our ambition to increase social mobility.
As of 1 January, we have established the Office for Students as the new regulator for higher education. It brings together the previous responsibilities of the director of fair access and the Higher Education Funding Council for England, to enable a more strategic focus on access and participation activities. It will, for example, allow greater co-ordination of Government funding for wider participation with the money that providers spend through their access and participation plans, which should ensure a greater impact on the ground. As Sir Michael Barber, the OFS chair, has indicated, the OFS will ensure that the sector meets rising expectations for student access and aims to transform expectations of what is possible.
The legislation places responsibility for access and participation on the OFS. That is a key part of its remit. We expect the new director for fair access and participation—a position in the OFS explicitly defined in legislation—to be responsible for overseeing the OFS’s functions on access and participation. They will be appointed by the Secretary of State and will report on access and participation performance to the other members of the OFS board.
Access and participation plans will continue to be a key mechanism for ensuring that students from disadvantaged backgrounds and under-represented groups can access and succeed in higher education. In future, any provider that is subject to a fee cap and wishes to charge tuition fees above the basic amount must, in line with current practice, have an access and participation plan approved by the OFS. Providers are expected to spend a proportion of the higher level fees on activities to support students from disadvantaged and under-represented groups to access and succeed in higher education.
Those plans will help to ensure that providers are doing all they can to widen access, to support the participation of students from disadvantaged and under-represented groups throughout their courses and to tackle drop-out rates. They will also support attainment of qualifications and progression into highly skilled jobs. That support across the student lifecycle is important as access is meaningful only if entrants go on to complete their courses and achieve good outcomes.
It is more than 10 years since access agreements were introduced. They have supported and encouraged numerous improvements in fair access and widening participation. In 2018-19, universities and further education colleges plan to spend through their plans more than £860 million on activities to support students from disadvantaged backgrounds and under-represented groups to access, succeed in and progress from higher education. Access and participation plans are designed to be a further improvement, by challenging providers to do more to help students from disadvantaged and under-represented groups to enter higher education, complete their course and progress successfully into skilled work.
Why are the draft regulations important? They will be vital to ensuring that a full legal framework is in place to enable the OFS to improve access and participation plans prepared by providers. They will not represent a major change from the current arrangements for implementing access agreements approved by the director of fair access, but will largely continue the existing way of working—with the exception that plans will now be required to consider participation, success and preparedness for progression from higher education, as well as access.
The draft regulations will provide detail to support sections 29 to 34 of the 2017 Act, which relate to the contents and arrangements for approving and varying access and participation plans. They do not cover monitoring or enforcement arrangements, but the OFS will be able to monitor ongoing compliance and has certain enforcement powers in situations where providers breach registration conditions.
The draft regulations will provide a framework for the process by which the OFS, through its director for fair access and participation, may approve access and participation plans with providers. They will also provide a system for review of approval decisions, such as in cases in which the OFS is minded not to approve a plan. The arrangements for the approval of access agreements are essentially those that have been in place—and been set out in regulations—since 2004. They have worked well, and our intention is to keep the process largely as it is.
One important improvement is the requirement for the OFS to take account of whether a provider has given its students an opportunity to comment and whether it has considered their views when developing its plan. This change was included in response to comments made in the House during the passage of the 2017 Act about the importance of ensuring students’ views are taken into account across our higher education reforms.
A separate impact assessment for the draft regulations has not been prepared, because a more general assessment was prepared for the 2017 Act’s introduction and has recently been updated following its enactment. In our view, moving from access agreements to access and participation plans should impose no additional cost on providers that charge at the higher fee limit.
Importantly, the arrangements for access and participation plans outlined in the draft regulations take account of institutional autonomy. The 2017 Act confers on the OFS a duty to protect academic freedom, including the freedom of providers to determine their own admissions requirements, when it performs its functions relating to access and participation plans.
John Grogan (Keighley) (Lab)
I am listening carefully to the Minister’s argument. Before he concludes, will he say a few words about how the new arrangements might help mature and part-time students, who often come from disadvantaged backgrounds and whose numbers have plummeted in recent years, to the concern of all of us?
Mr Gyimah
As part of fair access, that is an issue that the OFS as a new regulator can look at. In some cases, there are broader issues affecting access to higher education that need to be considered separately, but for access agreements the OFS can look at the matter as well.
The draft regulations provide important detail that will allow providers to develop their access and participation plans in line with Government priorities. They will ensure that the OFS can approve plans in a fair and transparent fashion. I commend them to the Committee.
Mr Gyimah
I remember the exchanges I had with the hon. Member for Blackpool South on careers, and he has approached the scrutiny of these regulations with the assiduousness that I came to know when I was in the Department for Education before.
The hon. Gentleman asked a number of important and valid questions, starting with one about the consultation that was held just before Christmas. There were more than 300 responses, and it will come as no surprise to him that we will reflect closely on those.
The hon. Gentleman asked a substantive question about the process of implementing the 2017 Act. The hon. Gentleman is right to say that there are a number of pieces of secondary legislation. There are 15 in total, six of which need to be enforced by 1 April to enable the OFS to operate during its transitional period and open its register to providers. The remaining nine will be required by August 2019. The hon. Gentleman will be aware that prior to the Christmas recess, we laid regulations for part 1 of the transition, for access and participation, for the mandatory fee limit condition and for the publication of the register. The remaining two, on part 2 of the transition and the transparency duty, are scheduled to be laid much later in the year. I hope that that gives him some clarity about the trajectory.
The hon. Gentleman asked a number of questions about the director for fair access and participation, including whether he would be approving the plans. The answer is yes. It is our expectation that the director will approve plans on behalf of the OFS, and we expect that function to be delegated to him.
In addition, the hon. Gentleman rightly asked about the power that the director will have. The Act ensures that the director will be responsible for overseeing the OFS’s performance on access and participation and reporting to the other OFS board members. It is right that the director takes advantage of the expertise of the board, rather than acting on their own. The purpose of a broad and diverse board for a statutory body that has quite a wide remit is that board members have lots of different types of experience to bring to bear.
The hon. Gentleman asked a number of questions on mature and part-time students, which is an important issue. Financial support is available for those who want to study part time. We are consulting on proposals to enable greater provision of accelerated degrees, to make that more attractive. We will be coming to that over the following months.
Equal access to some of the most selective institutions is of concern. However, there has been a lot of progress, with 18-year-olds from the most disadvantaged areas 50% more likely to enter HE in 2017 than in 2009. When I said that there is still a lot of work to do—to put it another way, there are no grounds for complacency—that was not just a standard ministerial caveat. From my own life experience, I know how important that is, and it will be a personal crusade of mine in this brief to continue to look at ways of improving fair access.
Gordon Marsden
I thank the Minister for giving that assurance. I entirely understand, support and celebrate his personal commitment in that area. He said that the director for fair access would be responsible for reporting to the board and would approve plans. What is the Minister’s view on the director’s ability to actually carry through the plans? Is it understood that, unless there are exceptional circumstances, those plans will be approved?
Mr Gyimah
The director, as I understand it, has executive responsibility for this area, so I would expect them to carry out those plans but, obviously, to report to the board. That structure is not unique to this organisation; it is widely used in many organisations in both the private and public sectors.
In terms of the substance behind going further on access to the most selective institutions, we have introduced the transparency condition, under which providers must publish data on their access record. We have also strengthened, as we have discussed, the access and participation plans.
Chris Millward, who is taking over as the director for fair access and participation, has already taken on in practice some of the responsibilities of that role, and we anticipate a smooth transition.
Mike Hill (Hartlepool) (Lab)
Does that mean the Minister agrees that there needs to be absolute clarity in the access and participation plans, as the Opposition have contested, to avoid any conflicts in the future?
Mr Gyimah
We need clarity to be effective, so of course I support absolute clarity in this respect.
The board composition was touched on. The hon. Member for Blackpool South has been looking for much longer than I have at the detail of this. The OFS has quite a wide remit, and board members are bringing different experience from different places to the board so that it can fulfil its wide remit.
I will draw my comments to a close. A very important issue is what happens to access and participation plans in the event of a change of control or ownership. A provider must have an access and participation plan approved by the OFS if it has a fee cap and wishes to charge higher fees. If there is a change of registration or any change of ownership, that would remain in place.
Richard Graham (Gloucester) (Con)
May I highlight one very important aspect of the regulations, which the hon. Member for Blackpool South may have highlighted in earlier sittings? It is the avoidance of some of the duplication that was happening between the director of fair access and HEFCE. The new OFS will replace the degree of overlap that there was between those two bodies and increase consistency. I would be grateful for a brief comment from the Minister on that.
I also hope the Minister will have a chance to visit the Quality Assurance Agency for Higher Education, which is the Ofsted of higher education and happens to be based in my constituency. It has an important role to play, particularly in terms of student feedback on some of the issues that the regulations cover. Since the burden of payment for higher education has shifted from taxpayers in general to students, and the regulations clearly build in student involvement on access and participation, a discussion with the QAA about how it can contribute to student analysis of the higher and further education model would be very useful.
Mr Gyimah
My hon. Friend makes a forceful point. He is right to say that in bringing together HEFCE and the fair access parts of the regulation of higher education institutions, we remove a significant amount of overlap, but it goes further. Funding for higher education has changed, so the regulatory structure is now catching up to reflect the funding structure.
We have other challenges that need to be dealt with. This is about not only removing inconsistencies and bringing clarity but, I hope, making the regulation of higher education more effective. On my hon. Friend’s second point, I would be delighted to visit the QAA.
Question put and agreed to.
Resolved,
That the Committee has considered the draft Higher Education (Access and Participation Plans) (England) Regulations 2018.