Turing Scheme

Wendy Chamberlain Excerpts

Tuesday 5th September 2023 Westminster Hall

[Wendy Chamberlain (North East Fife) (LD)]

I beg to move,

That this House has considered the Turing Scheme.

It is a pleasure to serve under your chairmanship, Mr Betts. Education, exchange of knowledge and empathy for others are vital for young people today as they become our citizens and leaders of tomorrow. That is what the Turing scheme says it aims to provide—as did the Erasmus scheme, sadly lost as a result of the Government’s Brexit deal, which removed the scheme unexpectedly at a late stage in negotiations.

As our world becomes smaller but remains so divided, it is important for our young people and children to look outwards. There is nothing like being immersed in a new country to expand one’s mind. It might be possible to learn Arabic on a computer program, but that is a world away from learning how to use Arabic among its native speakers. We have the technology to chat with people on the other side of the world, but that cannot be compared to what is gained by ordering a coffee every day, picking up the local news and making lasting friendships with others of the same age. I may be over-optimistic, but if we want to tackle the strategic and global issues facing the world, cross-border friendships, knowledge-sharing and cultural ties are an important place to start.

Although I am sad that we are in this position, Mr Betts, you would expect me to be a fan of the Turing scheme, and in principle I am. I want those in education in North East Fife and everywhere else to benefit from it and for it to work as well as possible. As a Scottish MP, I would like the Scottish Government to move beyond their pilot to replace the Erasmus scheme and to just get on with it, as the Welsh Government have done with Taith. However, as a supporter of schemes that allow our young people to travel, I am now, with regret, going to list all the ways that the Turing scheme is not working.

Let me start with the funding cycle. On a very basic level, if a student is going to travel abroad for study or work experience, they expect the funding to be in place before they go, but that does not appear to be happening. I will give the example of one of my constituents, Aria, who is a student at the University of St Andrews, but let me be clear that her case is not an anomaly. This is the experience of pretty much every student.

Aria is a third-year student doing Chinese studies and Spanish. She went through the internal processes to arrange her study abroad programme in autumn last year, and was told to apply for funding in February this year. The application is made to the university, which makes an assessment of all the funding it needs for the year and makes its application to the Turing scheme accordingly. The funding decisions were not made by the Turing scheme and passed back to students until 18 August—the middle of summer, although I would argue, from the Scottish perspective, that that is the end of summer, given that schools go back then. That is the best part of six months later.

The official guidance says that decisions will be made in the summer and payments made in September for the new academic year. I did not think we would need to point this out, but not all countries have academic years that start in September. Indeed, Aria had to be in Uruguay before 1 August for a compulsory in-person orientation at the university. She sensibly flew out a few days before in case of delays and to give herself time to settle into her accommodation. It seems incredibly short-sighted of the Government to assume that all other countries across the world using the Turing scheme would follow the same calendar as the UK.

[Carol Monaghan (Glasgow North West) (SNP)]

This is a really important debate, and the hon. Member has started with the powerful example of her constituent Aria, who sensibly flew out to Uruguay. She will appreciate that, if Aria had not had funds behind her, she would not have been able to do that. This scheme, which is supposed to get rid of disadvantage and be inclusive, supporting all, actually puts a massive barrier in the way of those from disadvantaged backgrounds if funding is not in place.

[Wendy Chamberlain]

Absolutely. I thank the hon. Member for her contribution. I entirely agree that it may not be intention of the scheme, but that is how it is happening in practice and impacting on students.

[Jim Shannon (Strangford) (DUP)]

Further to that point, I commend the hon. Lady for bringing forward the debate. It is an important issue, which the hon. Member for Glasgow North West (Carol Monaghan) also clearly outlined in her intervention. Does the hon. Lady agree that the funding offer needs to take into consideration the massively increased cost of living that we are all experiencing, and the fact that although offers are be being made to more students, the associated necessary costs are putting off low-income households from taking up this incredible opportunity? If low-income households have been affected, the Minister has to respond.

[Wendy Chamberlain]

As always, the hon. Member anticipates what I will go on to say. When the funding provided under Erasmus and the funding provided under Turing are compared, there can be no doubt that there has been a real-terms cut—and that is before we take the cost of living into account. I will go on to talk about that.

Even if term starts at the beginning of September, it does not follow that students need cost of living funding to arrive in their bank accounts only on day one of classes. Students have to travel to the country, pay up-front rent costs, buy books, get medical checks and, in some circumstances, get visas. Aria told me that she was quite lucky; although she does not come from a particularly well-off family, they were able to help her find the money for her flight. She has been able to find a cheap flat, and she has been living off some savings from a part-time job last year. Uruguay does not require students to have special visas on arrival, although other countries require proof of funds checks, which Aria tells me she probably would not have passed without the Turing funds.

To come back briefly to flights, I am sure that the Minister will point out that the Turing scheme offers some funds to students from less well-off backgrounds. When I asked Aria about that, she said that she did not know about it, but in any case she could not see how it would have helped her, given that she had to travel before the funding decisions were announced. It is a good idea in theory, but it is poor in practice.

I have three other points to make on the funding model. First, there was a decision to make funds available to institutions on a single-year cycle. That means that when universities and colleges are encouraging students to apply for places abroad, they can only tell them what sort of places might have funding, but not what sort of places actually have funding. That leads to the sort of uncertainty that Aria felt as she travelled to the other side of the world on her own, without any knowledge of whether she would in fact receive financial support, and indeed to the uncertainty she continues to have, as she still has no word on whether she will receive funding for next term, which she is due to spend in Taiwan. As a parent, I cannot imagine the stress that her family must have felt. A 24 or 36-month project cycle would allow institutions to plan partnerships, provide certainty to students and, importantly, ensure wider access for all. That is surely the intention of the Turing scheme, right?

Secondly, I would like the Minister to comment on the amount of funds provided. In response to a written question that I tabled earlier this year, the Minister’s Department set out that countries are determined to have a high or low cost of living with reference to data from the World Bank, Erasmus and the OECD, but it did not explain how the references to each of those data sources impacted the groupings. I find some of the groupings totally baffling. Group 1, the highest cost of living group, contains most of North America, New Zealand and Australia, but the only European country is Switzerland. Group 2, on the other hand, contains most of Europe—equating the cost of living in the Czech Republic with that in Denmark, or that in Antarctica with that in Ireland. It feels a bit like a one-size-fits-all category that has not been properly targeted to the reality of the cost of living overseas, as the hon. Member for Strangford (Jim Shannon) pointed out. Given that the Government are always quick to say that inflationary issues are a global issue and not simply an issue for the UK Government, I find that strange.

Worryingly, the amount allocated per student has fallen regardless of which country a student travels to. Under Erasmus, the maximum a UK student travelling to a European country in 2021 would receive each month was £415, or £600 for students from disadvantaged backgrounds, but the Turing equivalent is £380 and £490. We have simply fallen behind what Erasmus offers, and the Government must review that at the next spending review.

That brings me on nicely to noting that Turing funding is guaranteed only until the 2025 spending review. If institutions are to build long-lasting relationships, and if the Government are serious about offering education to our young people, funding needs to be guaranteed long into the future; it cannot just be a short-term sticking plaster to pacify those of us who saw the benefits of EU membership and did not want to leave. The situation certainly shows how short-sighted it was to decide, late in the Brexit negotiations, to leave Erasmus.

Finally, there are delays in getting funds to institutions and out to students. I have been dipping in and out of Aria’s story. I mentioned that she found out that she would receive funding on 18 August, some six months after applying and weeks after having to travel to her placement. It is now 5 September, and when my team spoke to her yesterday she had still not received the funds. She is getting her usual student funding, which helps with rent, but there is very little left for day-to-day living. Those sorts of delays clearly put students, who ought to be at the heart of the programme, at risk.

To touch on an important but not particularly exciting element of the debate, I have to tell the Minister that the project reporting tool being used by Capita—and presumably approved by the Department—is terrible. To put it in slightly better language, universities are required to provide updates and make requests for funds to be released, but whenever universities do so, the system locks and they cannot use it again until approved by Capita. That creates an administrative headache and is clearly adding to the payment delays I just mentioned. There is no proper audit trail of what funds have been released and when, and universities are being left to make repeat requests. I urge the Government to engage with universities, Universities UK and the Russell Group to see how the process can be streamlined for everyone’s benefit.

The last point I will touch on is the Government’s short-sightedness regarding the scheme. Even if we ignore the benefit to each and every young person of having the chance to live and learn abroad, the Turing scheme is meant to be a core part of global Britain and how we present ourselves on the world stage. The problem is that those relationships are not one sided, yet the Turing scheme decidedly is. It does not offer any element of reciprocity, which has made it incredibly difficult for institutions to set up longer-term partnerships. That is worsened by the exclusion of professional staff from the scheme. Where previously UK education and research was promoted and strengthened through staff exchanges, now we are left in the cold. It is about being at the forefront of cutting-edge research and development, about tackling the next pandemic and responding to the climate crisis.

[Layla Moran (Oxford West and Abingdon) (LD)]

My hon. Friend is making a powerful speech. She talks about the lack of reciprocity and the inability to form a cohort of students across the world who have connections and then go on in their professional lives to keep in touch. They are what is sorely missing from the Turing scheme. We have heard nothing from this Government about how they are going to address that. The scheme was never just about money, as woeful as that is; it is about making those connections. How are we going to foster them?

[Wendy Chamberlain]

I absolutely agree with my hon. Friend. From a reciprocity perspective, for all that we do not necessarily want to talk just about money, there is an economic disbenefit to universities and constituencies such as mine. Students who previously came under the Erasmus scheme may not come under Turing, with a resulting economic loss to both the university and the wider community.

On a more practical level, good working relationships with international institutions are vital to the Turing scheme, given that the decision to apply or waive fees for UK students abroad sits with the host university. There are additional steps the Minister could take to make global Britain a reality and to boost our soft power. It currently costs over £1,000 to sponsor an intern coming to the UK from Europe, and that is now only available to degree students. As Universities UK put it,

“The UK is essentially closed to inbound interns, resulting in a loss of skills to UK business and damage to partnerships, while implicitly expecting other countries to facilitate visas to take in UK outbound interns.”

The relationships between medical, veterinary and health science institutions have been put under immense strain as a result of the Government barring incoming students from treating patients and therefore from taking part in clinical electives. There is no reason for those partnerships to keep going if we cannot provide equal opportunities. An urgent amendment to the visa rules is needed to allow the supervised treatment of patients by visiting students. Coupled with the ongoing uncertainty regarding the future of the Horizon programme, the failings in the strategic intent of Turing means that we continue to retreat from the global stage.

At the other end of the education spectrum, but no less important for our soft power, Brexit has caused a sharp decline in the number of European children who are able to visit the UK on school trips. My party’s policy is to seek to negotiate passport-free travel for UK and EU schoolchildren on a reciprocal basis. I hope that is something the Minister can agree with as a common-sense measure, with a benefit disproportionate to any costs.

I will end by reading something that Aria said to me:

“I never thought I would have the opportunity to study or travel abroad like this and feel incredibly lucky and grateful to be able to do so. However it has been incredibly stressful. I have never travelled outside of the UK before, and don’t have external financial support if anything goes wrong. More communication from the scheme administrators and earlier decision making would make such a difference to students like me.”

Surely we can all agree on that?

--- Later in debate ---

[Robert Halfon]

Obviously, visas are a matter for the Home Office, as the right hon. Gentleman recognises. We are expanding medical places and we have international students in our medical schools. We have expanded hugely, as per recent announcements, the number of nurses, doctors and doctor apprenticeships. That is different from the Turing scheme, which is about ensuring that students from this country—from FE and apprenticeship backgrounds as well as universities—can go abroad and take part in that important scheme. Previously, 50% of students from disadvantaged backgrounds had access to these schemes; I have increased that to 60%, because I want more disadvantaged people to benefit. The scheme provides enhanced funding for students who need it, as I have mentioned.

It is also my aim to ensure that the Turing scheme is value for money. It was introduced because a fair and proportionate deal could not be found for our continued participation in Erasmus+. It was designed from the start to deliver an improved benefit to the UK taxpayer. As I have said, it was right to prioritise funding for students, learners and pupils at UK organisations rather than non-educational placements for staff or inbound placements in the UK for students in other countries. I do not think taxpayers’ money should be taken for granted because of the competitive annual application process of the Turing scheme. High-quality, deliverable and impactful international placements that improve skills and employability are essential to both the learners and the taxpayer.

I know that the Turing scheme draws comparisons with its predecessor, Erasmus. Direct comparison between the Erasmus+ programme and the Turing scheme is not possible, given that European Commission data for Erasmus+ does not specify the number of student participants for education sectors other than higher education. Although Erasmus+ included some staff mobility, the Turing scheme, as I have said, is focused on student placements. We can be confident that the Turing scheme is expanding opportunities for UK students. This goes back to the point made by the hon. Member for Oxford West and Abingdon (Layla Moran). Erasmus+ participant numbers for higher education ranged from just under 16,000 to just over 17,000 each year from 2015 to 2020. The Turing scheme is funding over 22,000 students this year, and it funded more than 23,000 HE placements last year and around 28,000 in 2021-22. The schemes operate very differently.

On the funding delays, I am working hard to ensure that students do not have the difficulties that the hon. Member for North East Fife highlighted. I am happy to look at the individual case that she mentioned. Education providers have had to make some complex changes to their projects within the allocated funding, because we had to reduce their requested allocation in order to manage the high demand in the ’23-24 Turing scheme. There have been issues in navigating the new processes for payment requests. Capita has offered webinars and one-to-one support where needed to help education providers understand the process, and I am working closely with Capita to collect and act on feedback from the sector to ensure the scheme works as it should for all students. Applicants were informed of their application outcomes on 3 July. We are working to bring that date forward in future years, so that there are not the difficulties that the hon. Lady highlighted.

In conclusion, we will of course carry on evolving the scheme and making improvements, including by expanding opportunities for apprentices, which I care about deeply. I cannot confirm funding well in advance—as the hon. Lady will know, funding is always confirmed ahead of the next fiscal event—but the sector should embrace the Turing scheme, as it has done by submitting competitive bids, adapting its approach to delivering international mobility, and maximising opportunities for less advantaged and unrepresented students.

[Wendy Chamberlain]

Will the Minister give way one more time?

[Robert Halfon]

Very briefly, because I want to conclude.

[Wendy Chamberlain]

I am grateful to the Minister for outlining some of the strategic challenges, but it is very difficult for institutions to think about embracing a scheme when they have no certainty of its long-term future.

[Robert Halfon]

I guarantee that the Turing scheme has a long-term future. I am not the guy from the Treasury and I cannot say how much it will be funded each year, but it will be funded properly and well, and we are determined that it will be a great success and that we will iron out some of the problems that she rightly highlighted. I am not saying that there have not been difficulties. I want to try to make it work.

The Turing scheme is a relatively new, demand-led scheme that was introduced at considerable pace. It has been shown to be a success and a remarkable skills development and career opportunity for people across the UK. I believe it will increase skills, enhance social justice and ensure good jobs for participants. I am pleased to be here today to champion the scheme and I look forward to working with higher education, further education, apprenticeship bodies and apprentices to realise its potential and enable students around the country to benefit from it regardless of their background. As I said, I have increased from 50% to 60% the proportion of students from disadvantaged backgrounds who will benefit from the Turing scheme. That is right, because we should ensure that the most disadvantaged can benefit from this brilliant opportunity. I sincerely hope that Turing scheme alumni are proud to have participated and recognise that having done so will stand them in good stead for their current studies and their future careers.

Question put and agreed to.

Higher Education Students: Statutory Duty of Care

Wendy Chamberlain Excerpts

Monday 5th June 2023 Westminster Hall

[Mrs Grant]

I certainly do. As I said a few moments ago, a statutory duty of care would level up the standard of care in the way that our young people deserve. Obviously, we must put in place all the other suicide prevention measures, but they are not working. They are insufficient. We need both. We need more. We need clarity in the law, and we certainly do not have that at the moment.

[Wendy Chamberlain (North East Fife) (LD)]

I apologise that my Select Committee duties prevented me from being here at the start of the debate. The hon. Member mentioned that one in four students say they have mental health challenges. A more transparent framework or a duty would surely give students the confidence to come forward to the university to seek help and support. I can imagine that when they are facing mental health challenges they often feel there is nobody to turn to, and they do not necessarily have confidence in those institutions. A duty of care would surely help them to come forward and share their struggles.

[Mrs Grant]

A statutory duty of care would certainly help, but we need everything—it is about having a multi-pronged approach, which I will come to in a moment.

Suicide is a complicated issue, and preventing it requires many different approaches. In that respect, let me say something about two other important and related issues. The first issue is combating stigma. People who struggle with suicidal thoughts may be afraid of being judged or stigmatised if they talk about their feelings. Some pastoral carers have concerns about talking to people they know may be at risk for fear of increasing the likelihood of suicide. Contrary to that, research has shown that asking direct questions about suicide can help to save lives.

The second issue is about learning from tragedy to help us to prevent future deaths, which is precisely what Hilary Grime and her colleagues at the Lived Experience for Action Right Now Network are striving to achieve. It was their petition that brought this debate to the House of Commons. Through a presentation in the Jubilee Room in April, they educated many MPs about the need for a statutory duty of care. They are helping us to learn and giving us the chance to make a change through the loss of their children: Natasha, Kieran, Stefan, Mared, Ceara, Phoebe, Jared, Lucy, Oskar, Harry, Romily, Kim, Cameron, Daniel, Rory, Ben, Harrison, Alexandra, Theo, Charlie and Naseeb.

In conclusion, the decision of Judge Ralton in Abrahart v. University of Bristol is being appealed in the High Court. That will allow the arguments surrounding the existence of a common-law duty of care to be looked at again, although judges are often reluctant to confirm the existence of a duty where none has existed before. The introduction of a statutory duty of care would, however, remove the current uncertainty and ambiguity. It would allow all stakeholders to contribute to the development of a set of legal norms that would strike the right balance between students and their teaching institutions. It would also bring our law into line with other common-law jurisdictions, such as the USA and Australia.

I have written to and spoken with the Minister, on behalf of my constituent, making the case for a statutory duty of care. In his written response to me, dated 25 November 2022, the Minister set out in detail the policies, practices, frameworks, champions and data that exist in relation to suicide prevention. The response failed, though, to address the uncertainty surrounding the duty of care for students in higher education. I hope that today’s debate will allow the Minister to listen carefully to the arguments and look again at this vital issue.

--- Later in debate ---

[The Minister for Skills, Apprenticeships and Higher Education (Robert Halfon)]

It is an honour to serve under your chairmanship, Sir Robert. I thank my hon. Friend the Member for Don Valley (Nick Fletcher) for the way he opened the debate. He fairly set out all points of view on this very difficult issue. It has been a deeply emotional debate; we have heard heartrending testimonies from MPs on behalf of their constituents. I hope my remarks will set out some real things that the Government are doing. I will be limited in responding to everyone, because I want to be able to speak to the families here today, and to those watching on BBC Parliament or the internet. I thank Lee Fryatt and the LEARN Network for starting the petition, and all the families. They are rightly calling for students to be better protected when they leave home for the first time for university. The hon. Member for Westmorland and Lonsdale (Tim Farron) said that the selflessness of the families has been clear. He is exactly right. Theirs is a very important description of what is happening, and what everyone has been through.

I know that many people listening to the debate have had painful first-hand experience of losing bright, capable young people to suicide, and it was an honour to attend the parliamentary event last month to personally hear their testimonies. We owe it to the memories of those young people to collectively take strong and effective action that prevents further tragedies. That, above all else, should be what the Government deliver for them, and since being appointed the Minister for Skills, Apprenticeships and Higher Education by the Prime Minister last year I have made it a priority for my Department.

Let me set out what our approach will be. The first point is funding and resourcing vital services. I know that that is a concern of the shadow spokesman, the hon. Member for Warwick and Leamington (Matt Western). I welcome the constructive way in which he set out his argument. The second point is spreading and implementing best practice, and the third is having clear responsibilities for providers and protection for students.

First, to deliver the determined interventions that are needed we absolutely need the right funding. That is why we invested £3.6 million via the Office for Students to establish Student Space. Since its launch in 2020, nearly 300,000 students across the country have benefited from the free mental health resources and confidential support that that online service offers. We have also asked the Office for Students to distribute £15 million this academic year so that support can be targeted towards students starting university for the first time. That funding will also enable effective partnerships between providers and local NHS services so that students can better navigate the pathways for mental health provision. Those NHS mental health services are receiving record funding through the NHS long-term plan. By March 2024, an additional £2.3 billion per year above 2018-19 levels will go into mental health services in England. As a result, a further 345,000 people under the age of 25 will get the mental health support that they need.

A number of Members talked about the mental health charter, especially the hon. Member for Sheffield Central (Paul Blomfield). It has been acknowledged that the university sector has made some important strides in recent years to develop clear mental health support frameworks, working with charities and experts. The suicide-safer universities framework provides guidance on suicide prevention for university leaders. There is also now postvention best practice on providing compassionate and timely support after a suspected suicide. Building on those foundations, Student Minds developed the university mental health charter, setting out the principles for a whole-university approach to mental health. That includes the need for mental health training relevant to the role of individual staff—an issue that I know the LEARN Network has raised.

The associated charter programme is not a panacea but a process—one that enables continuous improvement and that has already raised standards in the sector. As has been mentioned, I have written to ask all universities to sign up to the mental health charter programme by September 2024. It is right that just 61 universities are already part of the charter programme. I know that that concerns my hon. Friend the Member for Maidstone and The Weald (Mrs Grant), and I agree that it is time the rest got onboard. It is time that parents and students have the confidence that a safety net is in place, whatever university they have chosen to study at.

Providers that do not have degree-awarding powers are not eligible but can still follow the charter’s principles, and there is an Association of Colleges mental health and wellbeing charter for colleges. My hon. Friend the Member for Guildford (Angela Richardson) talked about parity of esteem, and about how FE is doing these things and universities should be doing them as well. She is absolutely right. I thank all the further education colleges and providers for all they do to support learners with mental health difficulties.

I am confident that higher education can meet this challenge. However, I have made it clear that if the response is not satisfactory, I will go further and ask the Office for Students to look at the merits of a new registration condition on mental health. To those who fear it would not have the right impact, I want to be clear that any breach of such a condition would be subject to the same sanctions as breaches of other registration conditions.

I have been asked about the student support champion. For the record, I should declare that I was made an honorary professor of Nottingham Trent University when I was Chair of the Education Committee. We appointed Professor Edward Peck as the first ever student support champion in 2022, and I am pleased that he is in the Public Gallery to observe this debate. I am indebted to him for all his support and wise advice.

Professor Peck has worked with the LEARN Network to identify four more areas where providers should go further to protect students’ mental health. First, providers need to identify students at risk early, with pastoral care well before they reach crisis point. UCAS has worked hard to improve disclosure of mental health conditions by breaking down stigma and promoting the benefits of having reasonable adjustments in place from day one. Providers are already finding effective ways to identify students who have not yet disclosed but need help, such as Northumbria’s innovative use of student data analytics. We need to waste no time in rolling this out, but there needs to be a clear action plan, backed by the sector and students, to ensure that it happens.

Secondly, higher education needs to get behind a university student commitment on more personalised and compassionate academic processes, so that students are dealt with sensitively when they face course dismissal or receive difficult assignment results. The LEARN Network has raised the importance of that issue, and has asked for students to be treated fairly. Under the commitment, providers would review their procedures to ensure that the circumstances of individual students are considered, including their mental health.

Thirdly, lessons from existing reviews of student suicides need to be shared more widely, which I know some bereaved parents have been calling for. To ensure that that happens, we will commission an independent organisation to carry out a national review of university student deaths. That is the best way to ensure that local reviews are done rigorously, to learn from these tragic events and to prevent lives from being lost. My right hon. Friend the Member for Camborne and Redruth (George Eustice) talked about the suicide data issue. I will come on to what we are doing. I mentioned Professor Peck and the review, and it is perhaps something we could look at in relation to that. As my right hon. Friend knows, the Office for National Statistics has published national data on student suicides.

I know that there are bereaved families listening today who would particularly like to see Universities UK guidance on sharing information with trusted contacts effectively adopted. That has been raised by a number of Members. Of course, where possible, information should be shared with parents. There may be circumstances where students do not want to share. They may be adults; there may be issues with family breakdowns or personal issues that mean they do not want to share with parents, but having a point of contact is exactly right.

As of May 2023, a Universities UK survey showed that 93% of members have adopted or are adopting the guidance on information sharing, so we should start to see a change in practice. Ensuring that best practice on information sharing with trusted contacts, whether parents or otherwise, is fully implemented will be a key focus of the implementation taskforce. The taskforce will set targets for improvement, which I will come on to.

As I have mentioned, Professor Peck is chairing a new higher education mental health implementation taskforce, with its outputs reporting directly to me. It will include bereaved parents, students, mental health experts, charities and sector representatives. Of course, where I am able to involve the shadow Minister, I will be pleased to do so.

[Wendy Chamberlain]

Will the Minister give way?

[Robert Halfon]

I will in a second, but I have some very important stuff for families to get through.

By the end of this year, the taskforce will be asked to put in place an interim plan for better early identification of students at risk and for delivering the university student commitment as well as a set of strong, clear targets for improvements by providers. By May 2024, it should follow with a final report outlining the next steps, including how the sector will publicly report on the progress measures over the coming years.

[Wendy Chamberlain]

I am grateful to the Minister for giving way. We are talking about a lot of stakeholders, and we are also talking about UK bodies. I am very keen to understand what engagement the Minister is having with the Scottish and Welsh Governments. All of us, wherever we represent, want to ensure that we prevent student suicides.

[Robert Halfon]

Although education is a devolved issue, as the hon. Lady knows, I will of course work with the devolved authorities—absolutely. It is absolutely essential to learn from each other. The Labour party spokesman talked about Wales, for example. There is a lot that we can learn from.

Turning to the statutory duty of care called for by the petition, I absolutely get the arguments and hope I have demonstrated that I share the petitioners’ fundamental aims, which are to protect those who study at university and to prevent future tragedies. If creating a duty for higher education providers towards their students was the right way to achieve that, it would absolutely have the Government’s backing. There are reasons why we believe that it may not be the most effective intervention.

My right hon. Friend the Member for North West Hampshire (Kit Malthouse) expressed some important views about bureaucracy. PAPYRUS, the suicide prevention and mental health charity, says that one of the risks of the shift from “should” to “must” is that we already see, most prevalently, a rescinding of energy. My worry is that if we introduce a framework that says “must”, people will recoil even further and avoid any natural intervention that they would ordinarily make. I am worried that the thing that he wants to happen might create a one-size-fits-all approach, when we need to look at different ways of intervening for mental health.

First, the Government’s view, shared by independent legal experts, is that a general duty of care already exists in common law as part of the law of negligence. That means higher education providers must deliver educational and pastoral services to the standard of an ordinarily competent institution. Recent judgments failed to find a duty of care in the circumstances of those particular cases. However, I am aware that the decision in Abrahart v. University of Bristol is being appealed in the High Court, so I have been advised that I am not able to comment further at this stage, although we will look at the issue carefully.

Secondly, there are already further protections for students in law. In particular, the Equality Act 2010 protects students with disabilities, including mental health conditions, from unlawful discrimination and harassment. It also provides reasonable adjustments where such students would otherwise be put at a substantial disadvantage. Providers must also fully observe health and safety obligations and requirements to safeguard vulnerable adults, as well as contractual obligations.

Thirdly, setting aside the legal position, we do not believe that the most effective way to improve student mental health is to introduce new legislative requirements when the sector is making progress on a voluntary basis. Although the sector absolutely could and should do more—I have tried to set out some of the things that we are calling for—providers are still innovating and improving, and there is not yet consensus on which interventions are most effective. That is the point I am trying to explain to my right hon. Friend the Member for North West Hampshire. It is no excuse for not doing anything or for inaction, but it does mean that the one-size-fits-all approach may not achieve the best results and support for students suffering from mental health difficulties, which is what we all want to see. As I say, we have other pieces of legislation already in place on equalities and on negligence.

I expect universities, as organisations with an obligation to do the right thing for their students, to rise to the challenge that we have set for them today. As I have mentioned, if we do not see the expected improvements I will not hesitate to ask the Office for Students to introduce a new registration condition on mental health. It is vital that the whole sector takes this call to action seriously.

I hope that I have been clear that we are not standing by and letting things continue as they are. I am determined that all universities will sign up to the mental health charter and that Professor Peck’s proposals will be implemented. I will reiterate those aims when I host a mental health roundtable for sector leaders. We will also continue to monitor how effectively the existing law is being applied.

I want to say one thing to everybody who has talked about the need for more legislation—my hon. Friend the Member for Maidstone and The Weald cares passionately about this, and I thank her for all that she has done for her constituents. To be absolutely clear, I am not closing the door on future legislation if that is what is required to make students safer. For now, we are seeking actively to bolster every aspect of the support systems that are available to students. Absolutely no one should take up the shining opportunity of a university place—it is meant to be one of the greatest times of one’s life—only to find that poor mental health support prevents them from getting the most out of the experience and the fulfilment of attending that university.

Oral Answers to Questions

Wendy Chamberlain Excerpts

Monday 6th September 2021 Commons Chamber

[Gavin Williamson]

We have seen a real revolution in maths over the last 10 years, with maths being the most popular subject to take at A-level. This has been supported not just by changes in the curriculum, in terms of how people are learning maths, but by the introduction of new specialist maths schools that are making sure that young people have the opportunity to excel in mathematics, which is so vital.

[Wendy Chamberlain (North East Fife) (LD)]

T4. At the University of St Andrews in my constituency, a number of students are unable to start their studies due to difficulties getting visas and visa decisions. Is the Minister for Universities aware of these delays with international students and what conversations are being had with the Home Office accordingly?

Union Learning Fund

Wendy Chamberlain Excerpts

Wednesday 18th November 2020 Westminster Hall

[Wendy Chamberlain (North East Fife) (LD)]

It is a pleasure to serve under your chairmanship, Mr Hollobone. I congratulate the hon. Member for Nottingham South (Lilian Greenwood) on securing what is clearly an important debate. It is for exactly such debates that we need Westminster Hall up and running. I hope that participation here will be extended to those unable to be here in person because of the pandemic.

Other Members have clearly done an excellent job already of making the case for the union learning fund, but as a Liberal Democrat I want to add my voice. I am in agreement about being at a complete loss to understand why the Government have decided to scrap the fund. There are so many compelling reasons to keep it in place, which have already been set out—not least the fact that the change is happening during a huge shock to the economy at exactly the time when employees need to retrain and reskill. Indeed, the Government are spending other moneys on a campaign to encourage people to do just that.

One of the particular attractions, to me, of the union learning fund and the way it is delivered is the fact that it is co-ordinated by internal union learning representatives. All good businesses and organisations should have strong learning and development resources in place. Prior to becoming a Member of Parliament I worked in capability development in manufacturing, and I know the positive and important impact that that can have on employees and organisations in their turn. When I was studying for my Chartered Institute of Personnel and Development qualification a decade ago, the institute recognised union learning representatives as a positive and collaborative means of working. I note its support today.

The union learning fund is, in effect, a power-to-the-people approach to learning and development and a devolution of the powers of learning and development training to employees themselves. However, given recent comments by the Prime Minister, perhaps it is no surprise that the Government want to scrap it. Given the Scottish Government’s expected commitment to continue to fund the STUC’s union learning until at least 2023, denying people elsewhere in the UK access to the same provisions is another perfectly avoidable own goal.

I hope that the Minister will set out in full the reasons why the Government are intent on dismantling the fund. There is clear demand for reversing it. The TUC’s campaign is supported by businesses big and small—Tesco, Heathrow and Tata Steel. The early-day motion tabled by the hon. Member for Easington (Grahame Morris) had, when I last counted, been signed by more than 80 Members.

The fund itself consistently delivers value for money; it is a tiny amount, but it goes very far. Value for public money matters to my constituents in North East Fife, who pay their taxes and expect the Government to deliver that value in return.

I will conclude by echoing some of the questions raised by the hon. Member for Nottingham South in her opening remarks. Where is the £12 million for the fund being diverted to? Is it going into this national skills fund? Is there any form of direct replacement planned? What assessment did the Government carry out before they made this decision? Do they accept the analysis of the University of Exeter that the fund is effective? Finally, what assessment have the Government made on the impact of scrapping the fund on their levelling up agenda? I look forward to the Minister’s response.

Schools and Colleges: Qualification Results and Full Opening

Wendy Chamberlain Excerpts

Tuesday 1st September 2020 Commons Chamber

[Gavin Williamson]

My hon. Friend is right to highlight this. It is why we made the unprecedented move of announcing the £1 billion covid catch-up fund back in June, recognising that there are some real challenges in communities, especially the most disadvantaged. We believe that it will have a direct impact on many of the youngsters in schools right across my hon. Friend’s constituency.

[Wendy Chamberlain (North East Fife) (LD)]

Given the surge in demand for testing in Scotland related to the recent return of all children to full-time education there, which incidentally my family and I were part of last week, what engagement has the Secretary of State had with the Scottish Government to inform and mitigate a likely similar situation in England and support a successful safe return to learning?

[Gavin Williamson]

We are always learning right across the spectrum about some of the challenges that can occur. We had more than 1.6 million pupils back into school before the summer recess, and I am sure that that provided many lessons and benefits for the devolved nations in terms of what a safe return looked like for children.

The hon. Lady highlights the importance of having testing readily available. We have worked incredibly closely, hand in glove in fact, with Public Health England. The guidance that was developed, especially scientific and medical advice about how we ensure a safe return, has been informed by Public Health England, and it has collaborated with the public health authorities in Scotland. It is why we have test kits in every school. We recognise that not all youngsters—especially some of those from the most deprived families—will necessarily be in a position to access testing easily. We recognise how important it is that they have a test and return to school at the earliest moment possible.

Education Settings: Wider Opening

Wendy Chamberlain Excerpts

Tuesday 9th June 2020 Commons Chamber

[Wendy Chamberlain (North East Fife) (LD)]

At last Thursday’s business questions the Leader of the House suggested that I should direct my question to the Secretary of State this week. The cap on the number of English students at universities in the devolved nations, including St Andrews University in my constituency, has been applied without consultation and will further financially impact on institutions that have already made placing offers as they deal with covid-19. Will he commit to meeting me, or at least to engaging with the Governments of the devolved nations and bodies such as Universities Scotland, to mitigate this impact?

[Gavin Williamson]

The hon. Lady will be pleased to hear that we have continued to engage with the Scottish Government over this and will continue to do so going forward. It was very much part of our stability package that we put in to help universities. We hope that by working with the Scottish, Welsh and Northern Irish Governments we will do everything we can to support this vital sector.

Education and Local Government

Wendy Chamberlain Excerpts

Tuesday 14th January 2020 Commons Chamber

[Wendy Chamberlain (North East Fife) (LD)]

I begin my maiden speech, perhaps unusually, by congratulating the hon. Member for Bury North (James Daly) on his excellent maiden speech. We can certainly agree on ensuring that deprived children and those with additional support needs are supported. I note his work on the board of governors of Hoyle nursery and commend its achievements as well as those of Springfield Primary and Bury College. I commend the hon. Gentleman’s commitment to education. I appreciate his telling us about his cricket-playing career and the fact that perhaps it does not live up to expectations. I play the amateur Scottish sport of shinty and would be happy to tell Members all about it. I do not play particularly well, so stand well back. I look forward to hearing from the hon. Gentleman again during his time in Parliament.

It is a great honour to make my maiden speech as the new Member of Parliament for North East Fife. I pay tribute to my most recent predecessor, Stephen Gethins, who served North East Fife with distinction from 2015. It is clear from my few days here that he was well liked and well respected by Members across the House. I recognise the work of his parliamentary team, both here and in the constituency. It is easy to forget in the heat of an election that when Members lose or resign their seat that has a direct impact on their employees, so I wish all of them the best for the future.

I thought of Stephen last week, as he is a committed European and a strong supporter of the Erasmus scheme. He will be saddened that the House voted against the scheme, which has nothing to do with the EU’s institutions, which will simply deprive British students of the chance to enjoy studying across Europe—something from which Stephen benefited.

There is much that Stephen, his former SNP colleagues and I agree on regarding Europe and the UK’s role within it. North East Fife as a constituency voted to remain within the UK and in the European Union in recent referendums. Maintaining Scotland’s place in the UK is best for the economic and social wellbeing of these islands, and it is incumbent on everyone who believes that to demonstrate it not only in our words but in our actions. It was my friend and colleague, Lord Campbell of Pittenweem, who turned North East Fife into a Liberal Democrat constituency, to which it has returned with my election. He is held in much affection in the constituency, but North East Fife has a longer Liberal tradition, with Prime Minister Herbert Asquith representing the seat in its previous form of East Fife. Asquith and I might differ in our views on universal suffrage, but 100 years on from Nancy Astor it is a huge honour to be the first female Member of Parliament to represent the constituency. I could not have achieved that without the support of the Liberal Democrat campaign for gender balance, the Parliament Project and the 50:50 Parliament #AskHertoStand campaign.

I am aware that I come from a position of privilege. I am white, heterosexual and cisgender. I was in a position where I could afford to take an unpaid career break during the election campaign, then leave my employment directly after my election. I know that for many who have an ambition to enter politics, whether at local or national level, that is simply not possible. I urge the House to consider how it continues to increase diversity not only in the Chamber but throughout politics and across all areas of diversity, including disability, ethnicity and socioeconomic background—we should not limit ourselves to a gender perspective. Local government in particular needs increased diversity. I had the privilege of serving for 12 years as a police officer. Like the police service, we should seek to ensure that we are truly reflective of the communities we serve and represent.

North East Fife is a diverse and beautiful constituency, taking in Levenmouth, the Howe of Fife, the East Neuk, the royal burgh of Cupar and communities on the south banks of the Tay. It is home to Leuchars Army and former RAF base. St Andrews is the home of golf, which will again welcome the Open in 2021. It is also home to St Andrews University, Scotland’s oldest university, established in 1413. The university is the area’s major employer, and was recently ranked by The Guardian as Scotland’s top university, and second in the UK—a considerable achievement, I am sure Members agree.

My constituency’s other industries include tourism, farming, agriculture and our vital fishing communities. One area that combines a number of these is the growth in distilleries in the constituency that are providing both produce and visitor attractions. My predecessor mentioned our whisky distilleries in his maiden speech, but I would also like to mention North East Fife’s increasing number of gin distilleries, such as Eden Mill, Pilgrim’s, Darnley’s of Kingsbarns and Lundin Links. Having come to this House directly from the drinks industry, I hold a general certificate in distilling and would be more than happy to tutor Members accordingly. I am also noticing a theme to my party’s maiden speeches, given that my hon. Friend the Member for St Albans (Daisy Cooper) referred to the number of pubs in her constituency yesterday.

North East Fife is a largely rural constituency. As well as presenting many of the opportunities I have outlined, this also means that it has challenges, particularly around transport, rural poverty and accessing public services. I am delighted to see that the reinstatement of the Levenmouth railway is now moving forward. This will see one of the local communities that is most poorly served by public transport properly connected to the central belt of Scotland. I commend the work of the members of the Levenmouth Rail Campaign for their efforts in this regard.

I am my party’s spokesperson on political and constitutional reform, and believe that transformation is required in local government in England in order to ensure better representation. Alongside the introduction of a written constitution and renewed support for the devolved Administrations, these steps are urgently needed. Local government in England is confusing and often unaccountable, and that also speaks to the Westminster electoral first-past-the-post system. It took 330,000 votes in the general election to elect me or one of my Liberal Democrat MP colleagues, whereas it took just 38,000 votes to elect a Conservative. To elect the only MP for the Greens—the hon. Member for Brighton, Pavilion (Caroline Lucas)—took 866,000 votes. On a personal level, I would much rather that people voted for me and my party because they liked and agreed with me and my party’s policies the most, rather than because we are the option that they disliked the least.

We have myriad electoral systems, resulting in confusion and disengagement. Ultimately, when we then ask for binary answers to complex questions, we should not be surprised if they come out with results that we were not expecting. The sinews of our parliamentary democracy are being strained, and it is our role as parliamentarians and legislators to ensure that these systems are fit for purpose. Without solving that democratic deficit in the voting systems, which differ in all four nations of our country, we continue to weaken the bonds of the UK. Is that fair? In the Brexit referendum, two of our nations voted against such a step, yet we are set to leave the European Union on the hardest of terms. There has been no attempt by this Government to treat this as a process of four nations. This has failed the devolved Administrations, weakened our democracy and undermined the United Kingdom. And yet, the Government’s own electoral reform proposal in this Queen’s Speech will make it more difficult for people to vote, by introducing voter identification. If the Government think that making it more difficult to vote is the answer, I would respectfully ask, “What is the question and where is the evidence?”—remember, I did mention that I had been a police officer. In an era of social media, when MPs are more accessible than ever, surely our voting system should be too. That means giving EU citizens the guarantees they were promised about the voting rights post Brexit, and following the devolved Administrations by delivering votes at 16.

In this Parliament, I look forward to representing the people of North East Fife and working with Members across the House to deliver the changes to our democracy that will make the United Kingdom fit for purpose as we enter the third decade of the 21st century.

[Madam Deputy Speaker (Dame Eleanor Laing)]

I remind the House that my request that speeches should be short applies to those making maiden speeches as well. What I had hoped we could do is have maiden speeches of approximately eight to nine minutes and other speeches of approximately five to six minutes, but that does not seem to be working. If we do not get co-operation on that, I am afraid that there will have to be a very short time limit on everyone’s speeches, but I hope that we can manage better than that. I am delighted to call Paul Holmes to make his maiden speech.