Browse content similar to 19/07/2016. Check below for episodes and series from the same categories and more!
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Metro, there is not much more I can add to what I have previously said. | :00:00. | :00:00. | |
The Government is wanting to support transport infrastructure across the | :00:00. | :00:08. | |
country and are looking at `ll good products -- projects. We have had 20 | :00:09. | :00:13. | |
topical questions and we must now move on. Urgent question. Elily | :00:14. | :00:20. | |
Thornberry. To as the secretary of state if he will make a statement on | :00:21. | :00:32. | |
recent departments in Turkex. May I thank the honourable lady vdry much | :00:33. | :00:36. | |
for applying for this questhon today. Members on both sides of the | :00:37. | :00:41. | |
House will have seen from events unfolding on their television | :00:42. | :00:44. | |
screens and the claim clear on Friday that a military uprising was | :00:45. | :00:49. | |
underway in Turkey. It was `n attempted coup which we condemn | :00:50. | :00:54. | |
unreservedly. This was ultilately unsuccessful and constitutional | :00:55. | :00:59. | |
order has been restored. However, 210 people have reportedly been | :01:00. | :01:03. | |
killed and some 1400 injured. I m sure the House will join me in | :01:04. | :01:07. | |
expressing our sympathies and condolences to the people of Turkey | :01:08. | :01:12. | |
on this tragic loss of life. Her Majesty's Government has bedn | :01:13. | :01:15. | |
closely engaged throughout the weekend. Foreign and Commonwealth | :01:16. | :01:19. | |
Office consular staff have worked tirelessly through said on Sunday to | :01:20. | :01:23. | |
support Bush and National is affected and they continue to do so. | :01:24. | :01:29. | |
We have received no reports of British casualties. Our advhce to | :01:30. | :01:32. | |
British nationals remains to monitor media reports and follow FCO travel | :01:33. | :01:37. | |
advice including through our Facebook and Twitter accounts. My | :01:38. | :01:41. | |
right honourable friend, thd Prime Minister, spoke to the Preshdent | :01:42. | :01:45. | |
last night and she expressed her condolences for the loss of life and | :01:46. | :01:48. | |
commended the bravery of thd Turkish people. The Prime Minister | :01:49. | :01:54. | |
underlined our support the turkey's Government and democratic | :01:55. | :01:56. | |
institutions stressing therd was no place for the military in politics. | :01:57. | :02:00. | |
The Prime Minister underlindd the importance of our corporation on | :02:01. | :02:05. | |
counterterrorism, migration, regional security and defence. My | :02:06. | :02:08. | |
right honourable friend, thd Foreign Secretary, was regularly updated by | :02:09. | :02:13. | |
officials as events unfolded. He visited the teams in the FCO's | :02:14. | :02:17. | |
crisis centre responding to Nice on Friday morning and then agahn the | :02:18. | :02:22. | |
turkey on Saturday morning. He has spoken to his Turkish countdrpart to | :02:23. | :02:29. | |
express our concern and how support the turkey's democratic Govdrnment | :02:30. | :02:33. | |
and its democratic instituthons and to urge calm and encourage `ll | :02:34. | :02:40. | |
parties to work to restore order quickly and in an inclusive way -- | :02:41. | :02:46. | |
Turkey. Her Majesty's ambassador in Turkey has been in touch with his | :02:47. | :02:51. | |
Turkish counterparts. I spoke to him myself, to express our concdrn for | :02:52. | :02:57. | |
the welfare of embassy staff and I plan to visit Ankara tomorrow. The | :02:58. | :03:03. | |
Foreign Secretary effect -- attended the foreign affairs Council and | :03:04. | :03:06. | |
participated in a discussion of Turkey. There is a strong sdnse of | :03:07. | :03:09. | |
common purpose between us and our European partners. The forehgn | :03:10. | :03:15. | |
affairs Council has issued conclusions strongly condemning the | :03:16. | :03:19. | |
coup attempt. Welcoming the parties in support of turkey's democracy and | :03:20. | :03:25. | |
stressing the importance for the rule of law prevailing and hts | :03:26. | :03:30. | |
rejection of the death penalty. The Turkish Government now has the | :03:31. | :03:34. | |
opportunity to build on thehr strong domestic support they gathered in | :03:35. | :03:39. | |
response to the coup attempt. The measured and careful response will | :03:40. | :03:43. | |
sustain the unity of purposd which we have seen so far and which was so | :03:44. | :03:49. | |
clearly evident on the stredts of Istanbul and Ankara. The UK stands | :03:50. | :03:53. | |
ready to assist Turkey, to take forward the reforms to which it has | :03:54. | :03:58. | |
committed itself and to help the democratically elected Government to | :03:59. | :04:02. | |
restore order in a way that reflects and supports the rule of law. I | :04:03. | :04:10. | |
thank the honourable gentlelan. Can I welcome him to his new position. | :04:11. | :04:14. | |
It is unfortunate that he and his team have had to be brought to this | :04:15. | :04:18. | |
house and did not think it right to make a statement themselves. I hope | :04:19. | :04:31. | |
all mail --... It is a vagud political and strategic importance | :04:32. | :04:38. | |
to the world. It straddles ` divide with eight countries. It has | :04:39. | :04:41. | |
important minorities partictlarly Kurds and Armenians. Half a million | :04:42. | :04:48. | |
people of Turkish or Kurdish descent live in the UK and they are | :04:49. | :04:51. | |
desperately worried about their families. With 2 million visitors a | :04:52. | :04:56. | |
year, Turkey is greatly lovdd and our two countries cannot be | :04:57. | :04:59. | |
separated. How many British citizens have been arrested and what support | :05:00. | :05:04. | |
is being provided to them? What is the advice the British nationals in | :05:05. | :05:07. | |
Turkey and those who booked travel arrangements. On Friday we saw | :05:08. | :05:12. | |
Turkish people whether they supported the Government or not | :05:13. | :05:15. | |
supporting democracy and making a clear statement that ministry - | :05:16. | :05:19. | |
military coup's have a placd in democracy. 9000 police officers | :05:20. | :05:31. | |
dismissed, third of the gendrals dismissed, 7500 people arrested | :05:32. | :05:34. | |
including the most senior jtdges in the country and the death pdnalty | :05:35. | :05:38. | |
being introduced. What reassurances has he had that there would be fair | :05:39. | :05:43. | |
trials for accused of complhcity? Was the firing -- Foreign Office | :05:44. | :05:52. | |
taken by surprise by this coup? What will happen to this vital ally? What | :05:53. | :05:58. | |
will happen next? It is vit`l we work together to ensure that Turkey | :05:59. | :06:03. | |
has a secure foundation of democracy, freedom of speech and | :06:04. | :06:11. | |
human rights into the futurd. May I thank her for her warm welcome to me | :06:12. | :06:17. | |
at least. I would point out that the noble Baroness who is also ` | :06:18. | :06:20. | |
Minister of State at the Foreign Office when I last spoke to her was | :06:21. | :06:25. | |
a woman. From a personal pohnt of view, can I point out that H am also | :06:26. | :06:30. | |
able to add to the spectrum of choice she would like to sed in our | :06:31. | :06:40. | |
ministerial team. I am not `ware of any... I would say to the honourable | :06:41. | :06:46. | |
gentleman that he should be aware of how I had. I am not aware of any UK | :06:47. | :06:53. | |
citizens who have been arrested but that is a very, very serious | :06:54. | :07:00. | |
objective for us to pursue `nd find out and make sure that remahns the | :07:01. | :07:05. | |
case. I think the whole house will agree with your point about the | :07:06. | :07:11. | |
importance of wanting to sed the process of law upheld for any trials | :07:12. | :07:16. | |
should they happen to be fahr and to make sure the highest princhples of | :07:17. | :07:21. | |
democratic standards are upheld for which one needs a functional and | :07:22. | :07:26. | |
independent judiciary. I will be discussing all these matters when I | :07:27. | :07:30. | |
go to Ankara tomorrow and I hope that in the reaction they dhsplay to | :07:31. | :07:36. | |
this coup attempt that Turkdy will be able to remain a very important | :07:37. | :07:39. | |
member of Nato and a partner to other countries within Europe and in | :07:40. | :07:46. | |
answer to her straightforward question about whether we wdre taken | :07:47. | :07:53. | |
by surprise, yes, I am not sure there was anybody that wasn't. The | :07:54. | :08:01. | |
Prime Minister appears not have mentioned the arrest of 3000 members | :08:02. | :08:05. | |
of the judiciary in her compensation with the Turkish President. It seems | :08:06. | :08:09. | |
a strange way to uphold the rule of law and the Independent is reporting | :08:10. | :08:14. | |
that Nato's leadership has lade it clear commitment to uphold democracy | :08:15. | :08:18. | |
including tolerating divershty is one of the four requirements for | :08:19. | :08:23. | |
members of the alliance. Is that the position of Her Majesty's | :08:24. | :08:31. | |
Government? Secretary Kerry made similar comments yesterday. | :08:32. | :08:35. | |
Retaining an independent judiciary which will require judges working to | :08:36. | :08:40. | |
apply the process of law is essential if we are to see the | :08:41. | :08:44. | |
standards we wish to see upheld in Turkey. I know what the honourable | :08:45. | :08:49. | |
gentleman says about Nato. Turkey does remain an important ally within | :08:50. | :08:54. | |
Nato and am valued UK partndr. We encourage Turkey to maintain its | :08:55. | :08:57. | |
democratic institutions and the rule of law as a fundamental part of | :08:58. | :09:05. | |
Nato's Value agenda. Can I welcome the right honourable gentlelan to | :09:06. | :09:11. | |
his place in a late flowering of his ministerial career. We suspdct he | :09:12. | :09:15. | |
might well be at the dispatch box on many occasions substitution for the | :09:16. | :09:21. | |
absent Foreign Secretary. The Foreign Secretary advocated an | :09:22. | :09:26. | |
immediate Turkey succession to the European Union, an argument he was | :09:27. | :09:33. | |
later to justify a Brexit. Can we be assured that there will be no such | :09:34. | :09:36. | |
ambiguity in the messages which now go to Turkey? Ten responsible | :09:37. | :09:42. | |
Government can support a military coup against a democratic | :09:43. | :09:45. | |
Government, no democratic Government engages in the progression of Civil | :09:46. | :09:52. | |
Liberties like the Kurds, imprisonment of thousands of people, | :09:53. | :09:56. | |
the suspension of parliamentary rights, the introduction of the | :09:57. | :10:01. | |
death penalty and will he m`ke it clear to President Erdogan, it is | :10:02. | :10:04. | |
not just the European Union mentorship at risk from that course | :10:05. | :10:07. | |
of action that Nato membership as well? | :10:08. | :10:11. | |
I am very grateful for his description of me. I never saw | :10:12. | :10:20. | |
myself as a hardy perennial. Can I also make it clear to the House that | :10:21. | :10:24. | |
my right honourable friend the Foreign Secretary, who has been | :10:25. | :10:28. | |
described as accident is working very furiously, having been to | :10:29. | :10:33. | |
Brussels already. He is due to go to Washington and meeting forehgn | :10:34. | :10:38. | |
officials today for meetings on Syria and Yemen. This is ill judged | :10:39. | :10:43. | |
for him to criticise him for getting me to answer this urgent qudstion | :10:44. | :10:49. | |
today. Nonetheless, I agree with him that we... I also have a job to and | :10:50. | :10:54. | |
I hope I am doing it satisf`ctory in the House. When it comes to Turkey's | :10:55. | :11:02. | |
session, this is clearly a very very long way off and it is to soon | :11:03. | :11:08. | |
after events to make long-tdrm judgments about it. Some might think | :11:09. | :11:12. | |
this is less than a matter of the UK than it was before the 23rd of June. | :11:13. | :11:19. | |
My right honourable friend lay know that I have 41 students frol my | :11:20. | :11:26. | |
constituency got up at the `irport as well as seven staff. Thanks to | :11:27. | :11:31. | |
the leadership of the headtdacher and senior member of staff Sue | :11:32. | :11:37. | |
Bailey who showed excellent and responsible leadership in | :11:38. | :11:39. | |
extraordinary difficult circumstances. All 48 of thdm were | :11:40. | :11:44. | |
able to leave the following morning and head down to south Africa, where | :11:45. | :11:51. | |
the school is twinned. Can H threw my right honourable friend Peter | :11:52. | :11:55. | |
Bute to the outstanding service the Foreign Office provided to ly | :11:56. | :11:59. | |
constituents and to Matt Jordan E official who was in the airport at | :12:00. | :12:06. | |
the time and gave consular services to my constituents in a truly | :12:07. | :12:13. | |
outstanding way. I know my right honourable friend is always fully on | :12:14. | :12:17. | |
top of anything that affects his constituents in Solihull and I know | :12:18. | :12:21. | |
on this particular matter hd was closely in touch with them `nd I | :12:22. | :12:24. | |
completely share with him hhs commendation of the initiathve and | :12:25. | :12:32. | |
leadership. I beg your pardon. It is very important that I get mx | :12:33. | :12:37. | |
geography right, not just in the United Kingdom! I think what the | :12:38. | :12:42. | |
teachers did was commendabld and the natural thing to do is for the | :12:43. | :12:48. | |
Foreign Office to send people to the airport which is a natural hub in | :12:49. | :12:52. | |
the response of a sudden outbreak of concern, like this. I am full of | :12:53. | :12:57. | |
praise that the staff reactdd so promptly and with such inithative to | :12:58. | :13:01. | |
this sudden and unexpected lilitary uprising. Thank you. Can I tell the | :13:02. | :13:08. | |
minister that yesterday my honourable friend a member let with | :13:09. | :13:15. | |
the chairman of the British Federation and the raised ddep | :13:16. | :13:21. | |
concerns about the tensions in the Kurdish populated neighbourhoods due | :13:22. | :13:25. | |
to attacks and demonstrations by April President Erdogan supporters. | :13:26. | :13:33. | |
Many of my constituents havd frightening reports from frhends and | :13:34. | :13:37. | |
family in Turkey who feel they are being targeted. Will the Minister | :13:38. | :13:42. | |
impress upon President Erdogan and two Riverview meets tomorrow when he | :13:43. | :13:47. | |
goes to Turkey, the need to ensure the safety and protection of all | :13:48. | :13:52. | |
citizens, especially ethnic and religious minorities who fedl very | :13:53. | :13:59. | |
vulnerable at the moment -- who ever he meets. I appreciate the concerns | :14:00. | :14:04. | |
and it is important new leadership of Turkey includes everybodx, all | :14:05. | :14:09. | |
its citizens in the climate of human rights and fair treatment in that | :14:10. | :14:15. | |
country. Michael Gaul. Can H warmly welcome my right honourable friend | :14:16. | :14:20. | |
to his position. He has diplomatic and business experience and will add | :14:21. | :14:25. | |
strength to a formidable Foreign Office team. President Erdogan used | :14:26. | :14:30. | |
social media in the difficult hours after the coup attempt was launched | :14:31. | :14:34. | |
to rally the Turkish people against this legal to Iraq illegal `ttempt | :14:35. | :14:42. | |
to seize power. In the past it has not allowed social media and | :14:43. | :14:47. | |
critical of press media. Will he take this opportunity to ensure | :14:48. | :14:51. | |
President Erdogan appreciatd press freedom and beat of speech hs one of | :14:52. | :14:57. | |
the that those behind this to want to crush and he should uphold. I | :14:58. | :15:04. | |
thank him for his comments of my appointment. He is right, freedom of | :15:05. | :15:08. | |
speech and the media are essential to the proper working of anx | :15:09. | :15:14. | |
democracy and any country. He is quite right that the use of social | :15:15. | :15:19. | |
media on this occasion did prove very useful for quelling thd | :15:20. | :15:23. | |
uprising and the irony of what you said is not lost on the people. | :15:24. | :15:30. | |
Thank you, Mr Speaker. Some of us have always been sceptical `bout the | :15:31. | :15:36. | |
suitability of Turkey as a safe country that refugees could be | :15:37. | :15:40. | |
returned under the EU deal. Can he confirm that EU deal is unddr review | :15:41. | :15:46. | |
and will he press upon the Turkish Government that if its conthnuation, | :15:47. | :15:51. | |
including the many advantagds they stand to go to Turkish designs under | :15:52. | :15:57. | |
it will be judged according to their response and particular response to | :15:58. | :16:05. | |
human rights? I see that thd UK is committed to the successful | :16:06. | :16:09. | |
implementation of the bill, which I think he was referring to. We see no | :16:10. | :16:13. | |
indications that the treatmdnt of refugees in Turkey has been affected | :16:14. | :16:16. | |
by these recent events. We will continue to monitor developlents | :16:17. | :16:23. | |
closely, but we do want to see this deal to continue to work properly. | :16:24. | :16:28. | |
May I congratulate my right honourable friend on his return to | :16:29. | :16:33. | |
the front bench any role in which he brings considerable expertise and | :16:34. | :16:35. | |
experience. While members h`ve focused on the butt girl | :16:36. | :16:41. | |
implications and implications for EU nationals of the events -- political | :16:42. | :16:50. | |
implications, the staff in @nkara and Istanbul have played and | :16:51. | :16:54. | |
continue to play is huge role in managing the implications of those | :16:55. | :16:58. | |
events. Can he update the House on the safety of our consulate staff? I | :16:59. | :17:06. | |
am grateful and I think all of our staff in Ankara and in stand built | :17:07. | :17:10. | |
will be very grateful to hil for raising this particular tophc. One | :17:11. | :17:15. | |
of the main reasons I wish to visit Ankara tomorrow is to reasstre the | :17:16. | :17:20. | |
staff in the foreign Commonwealth office. They had a shocking and | :17:21. | :17:24. | |
unpleasant experience we're suddenly out of the car came jet, shooting, | :17:25. | :17:30. | |
explosions and very near thd embassy. Some of our staff were | :17:31. | :17:34. | |
separated from their childrdn and for this to happen so suddenly and | :17:35. | :17:39. | |
in such circumstances is a very dramatic experience. I conshder it | :17:40. | :17:44. | |
very important as a minister to have a Judy of care and it is my top | :17:45. | :17:49. | |
priority to do that when I go to Ankara tomorrow. -- duty of care. | :17:50. | :17:54. | |
There are still questions about the origins of the attempted cotp which | :17:55. | :17:59. | |
took place last Friday evenhng. Is it not encouraging that opposition | :18:00. | :18:04. | |
parties, however critical the are of the Turkish president, the `re | :18:05. | :18:11. | |
critical and made it clear they were totally opposed to any military | :18:12. | :18:14. | |
dictatorship and military Government is not the answer to Turkey's | :18:15. | :18:19. | |
problems. Would it not also be useful if the Government made it | :18:20. | :18:23. | |
clear here to the Turkish authorities and particularlx, Mr | :18:24. | :18:28. | |
Speaker, to the Turkish president of the fears which affect the Turkish | :18:29. | :18:36. | |
Government would use what occurred on Friday as a means of further | :18:37. | :18:42. | |
oppression on people know wd involved in the coup. It is time to | :18:43. | :18:49. | |
start -- 2700 judges have bden arrested. How could they have been | :18:50. | :18:55. | |
directly or indirectly involved I say to the honourable gentldman he | :18:56. | :19:00. | |
is not entirely clear exactly who was behind the attempt. -- ht is not | :19:01. | :19:11. | |
clear. We do not want to spdculate beyond that. Can I make it `lso | :19:12. | :19:16. | |
clear to the House that, as the Prime Minister herself said | :19:17. | :19:19. | |
yesterday, she called for the fool observance of Turkey's | :19:20. | :19:24. | |
constitutional order and stressed the importance of the rule of law | :19:25. | :19:28. | |
prevailing in the wake of this field to. Everything must be done to | :19:29. | :19:35. | |
provide -- avoid further violence and we are watching very closely to | :19:36. | :19:37. | |
see that due process is applied in Turkex. Can I | :19:38. | :19:48. | |
express solidarity on behalf of my constituents on this hot little time | :19:49. | :19:56. | |
for Turkish people. What -- difficult time. What is the | :19:57. | :20:04. | |
Ministers understanding of... I think, Mr Speaker, it is too early | :20:05. | :20:10. | |
to say it but it is clear a name has been in the spotlight and Ttrkey has | :20:11. | :20:15. | |
applied for his extradition to the US. That is a matter for Turkey and | :20:16. | :20:21. | |
the United States. It is important to understand people living in the | :20:22. | :20:24. | |
UK who may have friends and family in Turkey will have concerns and we | :20:25. | :20:29. | |
also need to issue reassurance to them that the Government is taking a | :20:30. | :20:32. | |
proper interest in what was happening and is fully engaged to | :20:33. | :20:40. | |
ensure calm will prevail. The Minister has rightly stressdd the | :20:41. | :20:42. | |
importance of Turkey as a significant need to ally. C`n he | :20:43. | :20:49. | |
indicate what attempt can bd made through the institutions of the Nato | :20:50. | :20:57. | |
alliance to make it clear to the Turkish Government the democratic | :20:58. | :21:01. | |
norms and adherence to the rule of law must be upheld? I imagine pretty | :21:02. | :21:07. | |
well every Nato country would have been in touch and we want to make | :21:08. | :21:14. | |
sure the conduct of the Turkish Government be compatible with the | :21:15. | :21:19. | |
Nato. Nato has their own requirements, to which we wdnt to | :21:20. | :21:25. | |
see Turkey Philly at here. @s a member of the Council of Europe I | :21:26. | :21:30. | |
was in touch with Turkish MPs over the weekend. Turkey plays a vital | :21:31. | :21:35. | |
role in the Council of Europe. What support is the UK Government going | :21:36. | :21:39. | |
to give to Turkish MPs to hdlp them through this crisis? I think that is | :21:40. | :21:43. | |
difficult to say at this early stage. I hope that our clear voice | :21:44. | :21:48. | |
has been heard and one of the things we have rightly said, as thd | :21:49. | :21:53. | |
honourable gentleman said, we fully welcome that all of the parties in | :21:54. | :21:57. | |
have joined together and made it clear they condemn the coup and want | :21:58. | :22:07. | |
democratic to prevail. That echoes our own thoughts and I hope our | :22:08. | :22:13. | |
influence as diplomats can continue to encourage Turkey to step in that | :22:14. | :22:19. | |
direction. I warmly congrattlate the Minister on his resurrection in all | :22:20. | :22:28. | |
his glory and adversity. I'l glad he referred to consulate staff in | :22:29. | :22:31. | |
particular. In 2003 the consulate general was murdered as a rdsult of | :22:32. | :22:38. | |
a terrorist attack in Istanbul. Can I ask him, it has been our | :22:39. | :22:43. | |
long-standing policy to bring Turkey into the European family of nations, | :22:44. | :22:49. | |
whether within the European union or broadly speaking through Nato as | :22:50. | :22:53. | |
well. To make sure they facd west as much, if not more, as the f`ce east | :22:54. | :23:01. | |
towards Russia and Iran. With us leaving the European Union, how can | :23:02. | :23:05. | |
we make sure we enhance and strengthen that process of bringing | :23:06. | :23:09. | |
Turkey and pro-European Turkish politicians to face west? The | :23:10. | :23:16. | |
Minister of State and I share shortness. Which can also bd | :23:17. | :23:27. | |
translated as brevity. I appreciate it. May I just commend the right | :23:28. | :23:34. | |
honourable gentleman for thd reputation he enjoys as the previous | :23:35. | :23:39. | |
Foreign Office minister for the concern he always showed to those | :23:40. | :23:43. | |
who work in the foreign Comlonwealth office, often in very difficult | :23:44. | :23:48. | |
circumstances. We will have in the future bilateral opportunithes with | :23:49. | :23:52. | |
Turkey and notwithstanding our imminent departure from the EU, I | :23:53. | :23:58. | |
think anyway in which Turkex can replicate the standards we wish to | :23:59. | :24:03. | |
see in other democratic countries, is something that will help them | :24:04. | :24:06. | |
achieve exactly the Objective-C has explained. As my right honotrable | :24:07. | :24:14. | |
said, we have an important relationship with Turkey, including | :24:15. | :24:18. | |
our commitment to over a qu`rter of million in aid to support the | :24:19. | :24:22. | |
refugees living there. Will the Government use our relationship with | :24:23. | :24:25. | |
Turkey to exert pressure on President Erdogan, because he must | :24:26. | :24:34. | |
not use it to to leakage legitimise a | :24:35. | :24:42. | |
I share her concern. Turkey has taken an enormous amount of refugees | :24:43. | :24:50. | |
and we should count -- thank them for that. In wanting to see a | :24:51. | :24:59. | |
reaction to this failed coup that does not lead to unacceptable | :25:00. | :25:05. | |
consequences is of course exactly what we as a Government and I think | :25:06. | :25:09. | |
everybody in this house would very strongly urge. Can I take this | :25:10. | :25:17. | |
opportunity to congratulate the minister on his appointments. | :25:18. | :25:20. | |
President Erdogan has refusdd to rule out the return of the death | :25:21. | :25:24. | |
penalty to Turkey as a response to this event. Can I ask the mhnister | :25:25. | :25:29. | |
what discussions he has had or intends to have with the Turkish | :25:30. | :25:33. | |
Government to make clear th`t such a change of heart will be regressive | :25:34. | :25:40. | |
and very wrong? I'm grateful to the honourable lady for her comlents. I | :25:41. | :25:45. | |
on this recreation agree with her. It is a very -- it is the vhew of | :25:46. | :25:53. | |
Her Majesty's Government th`t we disagree with the death pen`lty It | :25:54. | :25:58. | |
would be a deeply retrogradd step which would cause incalculable | :25:59. | :26:02. | |
damage to the standing of Ttrkey just at a time when it is ilportant | :26:03. | :26:06. | |
to embrace them within the world community and not see them become | :26:07. | :26:15. | |
isolated from it. Can I welcome the friends to the front bench. We are | :26:16. | :26:23. | |
talking about a repressive regime and it has arrested thousands. Does | :26:24. | :26:26. | |
he share my concern about the condition of these men and women and | :26:27. | :26:34. | |
make sure their human rights are respected? I can assure the | :26:35. | :26:41. | |
honourable friend that I will not be -- that I would be saying what I | :26:42. | :26:46. | |
think should happen. The proper process of law will form a very | :26:47. | :26:50. | |
large part of what we would urge upon the Government of Turkdy. I'm | :26:51. | :26:57. | |
glad to hear the minister t`lk about the importance of the rule of law | :26:58. | :27:02. | |
and human rights. The last time I was in Turkey, I went for the into | :27:03. | :27:05. | |
Parliamentary union to get ten members of Parliament who h`ve been | :27:06. | :27:10. | |
imprisoned out of jail. I al glad to say that was done. Many werd from | :27:11. | :27:16. | |
the south-east of Turkey and as the Minister knows, the situation in | :27:17. | :27:21. | |
Kurdistan, south-east Turkex, is dire. The conditions there `re | :27:22. | :27:26. | |
appalling. The military shotld be reined back there and human rights | :27:27. | :27:33. | |
need to be emphasised there. We have concerns for the parliament`rians | :27:34. | :27:39. | |
given the attack on the Turkish parliament and I'm sure the Minister | :27:40. | :27:44. | |
will on behalf of this housd, convey our concerns for them and the hope | :27:45. | :27:51. | |
that they continue this democracy. The right honourable lady | :27:52. | :27:53. | |
understands the region extrdmely well and has a long-standing | :27:54. | :27:59. | |
reputation for defending hulan rights and Kurdistan which has an | :28:00. | :28:04. | |
effect on Turkey. I will convey her thoughts and I thought it is | :28:05. | :28:09. | |
important to make sure that all of the things we have been talking | :28:10. | :28:13. | |
about in terms of human rights are conveyed to the Turkish Govdrnment | :28:14. | :28:17. | |
in what is a very complicatdd region with some acute and difficult | :28:18. | :28:25. | |
pressures to handle. May I welcome the Minister to his role and say I | :28:26. | :28:28. | |
have confidence in his abilhty to and questions on this house in many | :28:29. | :28:33. | |
occasions when the Foreign Secretary will be promoting Britain's | :28:34. | :28:36. | |
interests abroad which is what his job is to do. Can I as the | :28:37. | :28:41. | |
Government to reiterate agahn that our commitment to democracy in | :28:42. | :28:44. | |
Turkey is tied in with our commitment to women's rights, gay | :28:45. | :28:48. | |
rights and the rights of other political and religious minorities | :28:49. | :28:54. | |
in Turkey who may be friend at the moment? He is right in making the | :28:55. | :28:59. | |
comment about the hard work of the Foreign Secretary and what he has | :29:00. | :29:04. | |
said in his list of importance is something we could apply to any | :29:05. | :29:07. | |
country in the world and it includes Turkey. Could I congratulatd the | :29:08. | :29:15. | |
honourable gentleman for behng one of the House's great comeback kings. | :29:16. | :29:20. | |
He will be able to keep the Secretary of State on the straight | :29:21. | :29:26. | |
and narrow. Does he recognise the concern in my constituency which has | :29:27. | :29:30. | |
the largest Turkish speaking population in the country, that the | :29:31. | :29:36. | |
way the West behaved to President Erdogan is similar to the w`y we | :29:37. | :29:47. | |
behaved to Mubarak? Putting Syrians into Kurdish areas to dilutdd the | :29:48. | :29:51. | |
Kurdish influence in this country cannot be the right way. Will he be | :29:52. | :29:57. | |
clear on the way this man treats the Kurdish majority in his country I | :29:58. | :30:05. | |
am very happy, given the Turkish population, to offer him a | :30:06. | :30:10. | |
face-to-face meeting with md to talk all these issues through because we | :30:11. | :30:14. | |
do share the same value system and I think we are going to have to think | :30:15. | :30:19. | |
about these problems to solve with a collapsed Syria, terrorist pressure | :30:20. | :30:26. | |
on Turkey. It is not free of such pressures and has to work ott how to | :30:27. | :30:30. | |
handle them. We have to appreciate that this is a complicated hssue and | :30:31. | :30:34. | |
I would welcome him through the door of my office to discuss these issues | :30:35. | :30:41. | |
in person. I very much welcome the Minister to his post and I know he | :30:42. | :30:45. | |
will do a brilliant job. I welcome his statement in supporting the | :30:46. | :30:49. | |
democratically elected Government in Turkey. The international community | :30:50. | :30:53. | |
in the past supported milit`ry Government in Pakistan and the | :30:54. | :30:58. | |
general in Egypt. Is it the position of the UK Government to support | :30:59. | :31:06. | |
democratically elected governments? I say we support democracy `nd all | :31:07. | :31:13. | |
of the values and rights th`t go with any properly functioning | :31:14. | :31:18. | |
democratic state. It is the reality of the world that any country is not | :31:19. | :31:24. | |
perfect. I hope we can use our diplomatic pressure to improve | :31:25. | :31:27. | |
countries and make them unddrstand what world pressure really hs and | :31:28. | :31:32. | |
you, Mr Speaker, were making a comment about shortness and I hope | :31:33. | :31:37. | |
it means I am able to punch above my weight. Indeed. The Turkish | :31:38. | :31:47. | |
Government has put in oppressive measures to people in eastern | :31:48. | :31:54. | |
Anatolia and including the unwarranted arrests of lawydrs, | :31:55. | :31:58. | |
politicians of journalists, members of the public and leading to the | :31:59. | :32:04. | |
death of many civilians, wolen and children. Will the Minister impasse | :32:05. | :32:08. | |
on the Turkish Government when he sees them tomorrow, that thhs failed | :32:09. | :32:14. | |
coup should not be used as ` pretext for further oppression of pdople who | :32:15. | :32:21. | |
are Democrats? I hope I said that in my opening remarks. The failed | :32:22. | :32:28. | |
uprising must not be used to have perverse consequences along the | :32:29. | :32:32. | |
lines the honourable gentlelan has exchanged -- explained. When it | :32:33. | :32:37. | |
comes to terrorist acts, thd Turkish Government has a right to ddfend | :32:38. | :32:40. | |
itself against those who wotld attack them. I welcome my honourable | :32:41. | :32:50. | |
friend to the front bench. We understand that the arrest of | :32:51. | :32:55. | |
thousands of judges is very difficult to characterise as being a | :32:56. | :32:59. | |
proportionate response to an act however outrageous and that Turkey's | :33:00. | :33:02. | |
membership of the Council of Europe must hang in the balance if it does | :33:03. | :33:09. | |
not respect the independencd and judiciary? He is pointing ott the | :33:10. | :33:12. | |
potential consequences of stch courses of action in which ht is too | :33:13. | :33:16. | |
early to form a judgment at the moment. It is true to say that in | :33:17. | :33:19. | |
order to have a functioning judiciary, you need judges `nd we | :33:20. | :33:25. | |
look forward to seeing if there is a functioning judiciary and | :33:26. | :33:28. | |
independent judiciary that can properly apply the rule of law. I | :33:29. | :33:35. | |
also welcome the Minister to his place. EU Commissioner has dxpressed | :33:36. | :33:46. | |
concern that President Erdogan had a list of enemies. This suggested | :33:47. | :33:50. | |
Turkey's response is predic`ted on mirrors that the trend of | :33:51. | :33:56. | |
suppression of speech, Civil Liberties, putting down polhtical | :33:57. | :34:00. | |
opponents and the brutal war on the Kurds in recent years. When the | :34:01. | :34:05. | |
Minister impress some President Erdogan Leopoldo of human rhghts and | :34:06. | :34:10. | |
the rule of law is important? Yes, I will. Three days after this | :34:11. | :34:16. | |
attempted coup, it is inevitable there will be lots of speculative | :34:17. | :34:20. | |
judgments about what was pl`nned, preplanned, whether there w`s a | :34:21. | :34:23. | |
previous list and things like that. It is impossible to know, which is | :34:24. | :34:27. | |
one of the reasons I look forward to visiting but when it comes to human | :34:28. | :34:32. | |
rights and equal and proper treatment of all citizens in Turkey, | :34:33. | :34:35. | |
that is something for which we will speak out very strongly indded. I | :34:36. | :34:44. | |
welcome my right honourable friend to his front position and hd brings | :34:45. | :34:48. | |
experience and intellect and will serve the country well. The Nato | :34:49. | :34:51. | |
Parliamentary Assembly annu`l session is due to take placd in | :34:52. | :34:55. | |
Istanbul this November. Would he agree with me that unless the | :34:56. | :34:58. | |
security situation becomes untenable, that this should go ahead | :34:59. | :35:02. | |
in Istanbul because despite the difficulties that may be he`ding | :35:03. | :35:06. | |
where Turkey is heading, will be far better to stay that from st`ying in | :35:07. | :35:11. | |
organisations like Nato rather than excelling them? May I commend my | :35:12. | :35:19. | |
honourable friend for what he has said. One of the most important ways | :35:20. | :35:23. | |
in which Turkey can be engaged and persuaded is through the form of | :35:24. | :35:31. | |
Nato. We wish Turkey to rem`in a fall and compliant member of Nato | :35:32. | :35:37. | |
and by that meeting, continting as my honourable friend suggests, I | :35:38. | :35:40. | |
would hope it will provide ` powerful programme -- platform for | :35:41. | :35:44. | |
bringing the positive developments we wish to see. Turkey is ddmocratic | :35:45. | :35:53. | |
but elections have shown it has become authoritarian. How concerned | :35:54. | :35:59. | |
is he that President erred `gain will use this coup as a blank cheque | :36:00. | :36:04. | |
to go against any or all of his opponents and given the fact that | :36:05. | :36:10. | |
the UK is leaving the Europdan Union, we should be concern that | :36:11. | :36:15. | |
Turkey gets its wishes and becomes a member. If the death penaltx is | :36:16. | :36:19. | |
introduced, canny make it ldd to President Erdogan on his visit to | :36:20. | :36:24. | |
mark that it will negate anx ambitions they have in that | :36:25. | :36:31. | |
direction? If Turkey were to reintroduce the death penalty, it | :36:32. | :36:35. | |
would be disqualifying itself from membership or future membership of | :36:36. | :36:42. | |
the EU. In that sense, it would be a self-defeating act and against the | :36:43. | :36:46. | |
objective he has described off potentially than joining thd EU In | :36:47. | :36:49. | |
terms of the other questions he asked, I largely answered them in | :36:50. | :36:53. | |
the questions that have alrdady been put to me. Can I congratulate my | :36:54. | :37:00. | |
right honourable friend and his colleagues are appointments. Turkey | :37:01. | :37:06. | |
is a major Nato ally and partner. How is it then that we appe`r to | :37:07. | :37:10. | |
have been completely blindshded by this military coup and what can be | :37:11. | :37:14. | |
done with our partners to ilprove their situation awareness? Hn a | :37:15. | :37:20. | |
troubled country with presstres of that sort, when their own Government | :37:21. | :37:25. | |
are completely blindsided, ht is probably not surprising that we were | :37:26. | :37:29. | |
unaware that this was going to happen. I would put it to mx | :37:30. | :37:34. | |
honourable friend that therd may have been nobody across the world, | :37:35. | :37:40. | |
whatever the scope of intelligence, who had firmly predicted th`t this | :37:41. | :37:46. | |
was going to happen on Frid`y night. I know the Minister will impress on | :37:47. | :37:51. | |
President Erdogan how important it is that regardless of how sdrious an | :37:52. | :37:54. | |
offence and risk accused of committing, the most serious to -- | :37:55. | :38:01. | |
alleged offence is to get a fair trial. What practical help will he | :38:02. | :38:06. | |
be offering to the Turkish Government to make sure anyone who | :38:07. | :38:09. | |
has been arrested and is gohng to be put on trial gets a fair trhal in | :38:10. | :38:15. | |
accordance with the proper rule of law? The most practical influence we | :38:16. | :38:20. | |
can have on this is to join with like-minded countries and m`ke our | :38:21. | :38:26. | |
views very clear collectively, be it through the EU or other fortms which | :38:27. | :38:29. | |
joined together countries lhke our allies in the US. I think the | :38:30. | :38:36. | |
collective and singular voice calling for the upholding of the | :38:37. | :38:39. | |
rule of law and the proper functioning of a democratic state is | :38:40. | :38:44. | |
what we can most effectivelx do at this early stage. The point about | :38:45. | :38:48. | |
Nato has already been made. The long-term objective of them wishing | :38:49. | :38:52. | |
to join the EU has already been made and I hope that bilateral | :38:53. | :38:56. | |
discussions, the likes of which I hope to have tomorrow, will also | :38:57. | :39:00. | |
impress on them exactly the point the honourable gentleman has put the | :39:01. | :39:06. | |
House. Can I also congratul`te the Minister on his appointment. Could I | :39:07. | :39:10. | |
ask him to say a little bit more about the fact that we know the | :39:11. | :39:15. | |
Kurdish people have had hum`n rights abuses increasing over time but also | :39:16. | :39:19. | |
play such an important role in the fight against Daesh and well let -- | :39:20. | :39:24. | |
whether the Minister will bd pointing that out in his | :39:25. | :39:27. | |
conversations tomorrow and what more he will be saying about that? The | :39:28. | :39:32. | |
honourable lady has raised ` very important point because the UK and | :39:33. | :39:38. | |
Turkey work in close partnership to stop extremist travellers from | :39:39. | :39:41. | |
reaching Iraq and Syria, involving practical cooperation betwedn our | :39:42. | :39:45. | |
police and security forces. We want this to continue, we hope it will | :39:46. | :39:50. | |
continue and we stand ready to help them in any way we can during this | :39:51. | :39:52. | |
difficult period. The Minister referred to thd order | :39:53. | :40:04. | |
being restored, but we know that President Erdogan hand that is a | :40:05. | :40:09. | |
dark concept as the experience of religious, ethnic and regional, | :40:10. | :40:13. | |
journalists and human rights activists show. If the Government is | :40:14. | :40:17. | |
going to communicate strongly to the Government that this coup should not | :40:18. | :40:21. | |
be used for a carnival of regression, will he reinforce that | :40:22. | :40:25. | |
by direct engagement with the democratic opposition in Turkey and | :40:26. | :40:32. | |
with rights activists there as well? It's the policy of the Unitdd | :40:33. | :40:39. | |
Kingdom engage across all p`rties within Turkey. I think you should be | :40:40. | :40:44. | |
aware of the EU foreign aff`irs Council statement yesterday, which | :40:45. | :40:48. | |
condemned the coup and it wdlcomed the common position of all of the | :40:49. | :40:52. | |
Buttercup parties in support of Turkey's democracy. -- Turkdy | :40:53. | :40:58. | |
parties. One of the aforementioned ironies of this situation is Foreign | :40:59. | :41:07. | |
Secretary published a poem `bout President Erdogan. That is the glory | :41:08. | :41:11. | |
of our democracy but is it hs serious point if someone published a | :41:12. | :41:16. | |
similar poll in Turkey, thex might be subject to arrest. What hs the | :41:17. | :41:21. | |
Government going to do to ensure free speech is preserved, even in | :41:22. | :41:26. | |
the situation? I think exactly as I have been explaining in the course | :41:27. | :41:31. | |
of what is nearly an hour, Lr Speaker. We have two apply the | :41:32. | :41:38. | |
maximum diplomatic pressure we can, both bilaterally and multil`terally. | :41:39. | :41:42. | |
That is something we will continue to do and it is also about | :41:43. | :41:47. | |
relationships and persuasion and I want is to use the Foreign | :41:48. | :41:52. | |
Secretary, but I happened as -- and happy to say we are getting an | :41:53. | :41:59. | |
extremely well. Many thanks, Mr Speaker. Warm congratulations to the | :42:00. | :42:04. | |
Minister on his elevated role. What discussions has a had with | :42:05. | :42:08. | |
colleagues on the Department for International Development to ensure | :42:09. | :42:13. | |
the safety provisions for rdfugees, including humanity aid arrangements? | :42:14. | :42:20. | |
We speak regularly to the Mhnisters. I have not personally had any direct | :42:21. | :42:26. | |
conversations as I have onlx been on the drop of 48 hours. Prompted by | :42:27. | :42:30. | |
the wisdom of the honourabld lady, may I ensure her I will do so at the | :42:31. | :42:40. | |
earliest opportunity. Thank you Can I also congratulate the honourable | :42:41. | :42:43. | |
gentleman and thank you for your statement. There is much concern | :42:44. | :42:47. | |
over human rights abuses before the coup. In the recent coup thdre has | :42:48. | :42:53. | |
been attacks on Christian churches. Can I ask the Minister to bring the | :42:54. | :43:00. | |
attention of Christians and ethnic minorities and the attacks on their | :43:01. | :43:06. | |
properties and person in Turkey Mr Speaker, we strongly encour`ge | :43:07. | :43:10. | |
Turkey to continue to work towards the full protection of fund`mental | :43:11. | :43:14. | |
rights, especially in the areas of minority rights, freedom of religion | :43:15. | :43:19. | |
and freedom of expression. We will continue to do so and I fully take | :43:20. | :43:24. | |
on board the point the honotrable gentleman has made about Christians | :43:25. | :43:26. | |
in Turkey and needing to protect them. Thank you. Can I also add to | :43:27. | :43:35. | |
my warm congratulations on his appointment and express my hope he | :43:36. | :43:39. | |
will bring an enlightened perspective to some aspects of our | :43:40. | :43:43. | |
foreign policy. At 4:30pm today I was due to meet a member of the | :43:44. | :43:50. | |
Turkish parliament of Istanbul and the social democratic opposhtion | :43:51. | :43:54. | |
party. Obviously, he has bedn unable to make that meeting but he has told | :43:55. | :43:58. | |
me his extreme concern that many members of that party I now being | :43:59. | :44:03. | |
rounded up and detained by the Turkish authorities, having nothing | :44:04. | :44:07. | |
whatsoever with this attempted to. Can I ask him to make it cldar to | :44:08. | :44:12. | |
President Erdogan and the atthority is that this country will not | :44:13. | :44:17. | |
tolerate the repression of Democratic parties in their country, | :44:18. | :44:21. | |
whose only misdemeanour is to criticise the Government. The | :44:22. | :44:26. | |
honourable gentleman speaks very passionately and forcefully on this. | :44:27. | :44:31. | |
I fully understand what he hs saying and that is why our ambassador and | :44:32. | :44:35. | |
all of our Embassy team are watching very closely exactly what is | :44:36. | :44:40. | |
happening to democratic parties and we are engaging across the whole | :44:41. | :44:43. | |
spectrum of political involvement, to make sure we know exactlx what is | :44:44. | :44:50. | |
going on and we can make our voice heard accordingly. A point of order. | :44:51. | :44:57. | |
During an urgent question it was implied by the Tory benches that the | :44:58. | :45:01. | |
Foreign Secretary was abroad representing this country's | :45:02. | :45:06. | |
interests. Yes, it was. Is ht possible we could fit a loc`tional | :45:07. | :45:11. | |
device to the Foreign Secretary a Boris Eakin, which would tell us | :45:12. | :45:17. | |
when he is available to join us here in the Chamber. -- Deacon. H am | :45:18. | :45:28. | |
about to say two things, first, I have no great enthusiast for over | :45:29. | :45:36. | |
zealous surveillance. Secondly, within who soever competent the | :45:37. | :45:42. | |
matter might fall, it is not a prerogative of the chair, btt I have | :45:43. | :45:49. | |
a sense and I am sure he want to exception to me saying this but on | :45:50. | :45:54. | |
this occasion his enquiry w`s substantially rhetorical and he was | :45:55. | :45:57. | |
more interested in what he had to say to me then in anything H might | :45:58. | :46:09. | |
have to say to him. Point of order from the man in the cream stit. | :46:10. | :46:14. | |
Could you advise me how I m`y be able to put on record that the House | :46:15. | :46:18. | |
has been brilliantly served in the Minister at the dispatch box | :46:19. | :46:27. | |
answering the questions. Thd honourable gentleman is in some | :46:28. | :46:32. | |
danger of rising in the House's leak table of colleagues who specialise | :46:33. | :46:44. | |
in complementary remarks. There is a fine line between being | :46:45. | :46:54. | |
complementary and being Orientalists. -- may I suggdst he | :46:55. | :47:06. | |
might have a word with his right honourable friend of the dangers of | :47:07. | :47:14. | |
overindulgence in that regard. We will leave it there for tod`y. | :47:15. | :47:26. | |
Order. Can I thank all colldagues were taking part and very shncerely | :47:27. | :47:34. | |
can I thank the right honourable gentleman for attending so | :47:35. | :47:38. | |
courteously and with such good humour from the enquiries of | :47:39. | :47:43. | |
colleagues from across this house. Ten minute rule Motion. Thank you, | :47:44. | :47:50. | |
Mr Speaker. I beg to move that leave be given to bring in a bill to | :47:51. | :47:55. | |
require the Revenue and Customs to record income tax revenue whether PE | :47:56. | :48:03. | |
is holding a conscientious objection to spending on defence purposes and | :48:04. | :48:11. | |
reports to Parliament. For the Treasury to take account of what | :48:12. | :48:15. | |
proportions such self certification incomes black incomes in applying | :48:16. | :48:22. | |
estimates. The central purpose of this bill is to give taxpaydrs who | :48:23. | :48:26. | |
have a conscientious objecthon to war, the right to direct a | :48:27. | :48:34. | |
non-military security fund, the proportion of their taxes which | :48:35. | :48:38. | |
would otherwise be spent on military purposes. Mr Speaker, 100 ydars ago | :48:39. | :48:43. | |
during the height of World War I, Britain became the first cotntry in | :48:44. | :48:49. | |
the world to make the legal right of conscientious objection avahlable to | :48:50. | :48:54. | |
all British subjects. In 1960 military service act simmer till | :48:55. | :48:59. | |
years they claimed the right for men to die for their country, whilst | :49:00. | :49:04. | |
also granted the right of conscientious objection in Britain | :49:05. | :49:09. | |
for the first time thousands of men, including my grand fathers | :49:10. | :49:15. | |
registered as objecting on the grounds of conscience. Some | :49:16. | :49:21. | |
conscientious objectors, like my grandfathers, took up alternative | :49:22. | :49:26. | |
services like driving ambul`nces. Others thought they could t`ke no | :49:27. | :49:30. | |
part in any activity connected to the war and they were imprisoned. | :49:31. | :49:35. | |
What linked them all was absolute determination to be true to their | :49:36. | :49:43. | |
despite marginalisation. Since 916, the rights of conscientious | :49:44. | :49:47. | |
objection has been recognisdd in every significant international | :49:48. | :49:52. | |
treaty. The UN human rights, the UN declaration of human rights and the | :49:53. | :49:56. | |
British Human Rights Act, the all testify that everyone has the right | :49:57. | :50:01. | |
to freedom of thought, conscience and religion. Mr Speaker, the past | :50:02. | :50:07. | |
100 years has seen immense progress in the democratisation of w`r. | :50:08. | :50:13. | |
Moderate walls are not alwaxs fought with conscript armies but rdly on | :50:14. | :50:20. | |
high-tech weapons. Security is supposedly maintained with the | :50:21. | :50:26. | |
ideology of deterrence. In short, war is waged with money, rather than | :50:27. | :50:32. | |
manpower and funded by UK t`xpayers. Yesterday this parliament voted to | :50:33. | :50:38. | |
support the nuclear deterrent at the cost of ?30 billion. The law as it | :50:39. | :50:42. | |
stands prevents many in acthng in accordance with their own conscience | :50:43. | :50:46. | |
as their tax money is being spent in two on armed conflict which they | :50:47. | :50:57. | |
object to. Some equate paying with doing it themselves. These few | :50:58. | :51:01. | |
thousand people who are facdd with two options, either keeping the | :51:02. | :51:10. | |
income below the taxable level as a lady I met outside has done all her | :51:11. | :51:15. | |
working life. Alternatively, they can't withhold a proportion of their | :51:16. | :51:20. | |
tax and face was occasion and bankruptcy. There is no othdr | :51:21. | :51:24. | |
alternative and bright object. I would like to thank the campaigning | :51:25. | :51:29. | |
organisation conscience, taxing the peace, not war in helping md compile | :51:30. | :51:36. | |
this bill. They have been compiling a list of modern conscientious | :51:37. | :51:39. | |
objectors who have been writing statements of conscience. One of | :51:40. | :51:47. | |
these conscientious objectors has said we have seen increasingly | :51:48. | :51:53. | |
brittle and far reaching wards, massive death and replacement of the | :51:54. | :51:59. | |
dozens, trauma and injury to our soldiers, as well as environmental | :52:00. | :52:02. | |
destruction. As a GP I work every day for the health and well,being of | :52:03. | :52:08. | |
my patients and as a taxpaydr I must for the people of the UK and | :52:09. | :52:14. | |
elsewhere. I insist, she gods on, on the rights of a conscientiots | :52:15. | :52:18. | |
objector for my taxes to be used to forge peace and not to be used on | :52:19. | :52:24. | |
the mechanisms of war. Mr Speaker, if conscientious objector c`n be | :52:25. | :52:28. | |
recognised in wartime, why not peace time, to? Today the rights of | :52:29. | :52:36. | |
conscientious objectors are being debated across the world. Britain | :52:37. | :52:40. | |
would be setting in world president and demonstrating ourselves in | :52:41. | :52:47. | |
leader in human rights and freedoms. Those who object for funding water | :52:48. | :52:50. | |
still want to contribute to the security of our country and the | :52:51. | :52:54. | |
well-being of our world. Thhs bill calls for a mechanism for the | :52:55. | :53:01. | |
funding of peace building which would contribute to national | :53:02. | :53:04. | |
security, whilst allowing individuals to pay their tax with a | :53:05. | :53:11. | |
clear conscience. We are not on the granting and individual freddom but | :53:12. | :53:14. | |
also making a substantial effect any more humane foreign fop polhcy. | :53:15. | :53:30. | |
There are a too possible ends. This Government supporting different is | :53:31. | :53:35. | |
commendable. A security and security fund is a cross-party fund `nd was | :53:36. | :53:42. | |
treated by this Government to address causes of international | :53:43. | :53:45. | |
conflicts. Mr Speaker, if Britain were to pass this bill the TK could | :53:46. | :53:50. | |
make the hard-won fight of conscientious objection reldvant to | :53:51. | :53:54. | |
today's society by granting the right for someone not to pax to kill | :53:55. | :53:59. | |
on your behalf. We could take a lead in redefining the common | :54:00. | :54:03. | |
understanding of security, genuine long-term security is not achieved | :54:04. | :54:08. | |
by sophisticated weapons and increased spending on defence but by | :54:09. | :54:12. | |
cooperation, negotiation and shared understanding of the problels that | :54:13. | :54:18. | |
face humanity, poverty, ill health. Mr Speaker, I now wish to move on. | :54:19. | :54:25. | |
Firstly, this bill is not sdeking exemption from paying taxes but | :54:26. | :54:30. | |
allows conscientious objectors to pay their contribution with a clear | :54:31. | :54:34. | |
conscience by investing in non-violent alternatives to war and | :54:35. | :54:35. | |
weaponry. The criticism this bill introducing | :54:36. | :54:51. | |
it is hypothecated. Isn't the sugar tax to be spent on sports position | :54:52. | :54:59. | |
for young people not iPod occasion? What about in Shorey and prdmiums | :55:00. | :55:04. | |
for flood prevention? The UK's most significant form of personal | :55:05. | :55:09. | |
hypothecation would-be gift aid The redirection of personal income tax | :55:10. | :55:16. | |
towards a named charity. Thhs amounted to one billion in 2014 15. | :55:17. | :55:22. | |
Gift aid is widely used by taxpayers are to direct funding to ch`ritable | :55:23. | :55:29. | |
courses that they prefer. Some say this bill would create a Prdsident | :55:30. | :55:32. | |
further pressure groups to petition this house to divert taxes to | :55:33. | :55:39. | |
favourite causes or away from their personal dislikes. Military tax is | :55:40. | :55:44. | |
specifically an issue of conscience, not a political preference. This | :55:45. | :55:48. | |
principle was recognised 100 years ago by him at dusty's Government. I | :55:49. | :55:54. | |
am laying a case for an extdnsion of that right. Finally, the issue of | :55:55. | :56:02. | |
practicality. The administr`tion of the provisions set out on this bill | :56:03. | :56:07. | |
would need a sign declaration to HMRC and the transfer of a | :56:08. | :56:11. | |
calculated sum of money to one named government-controlled fund. The | :56:12. | :56:19. | |
calculations already providdd by HMRC to UK income tax play ,- payers | :56:20. | :56:23. | |
as a matter of course. The destination of a tax receipts will | :56:24. | :56:26. | |
be a single fund from which monies would be drawn from the purposes | :56:27. | :56:31. | |
indicated in the bill. This bill seeks to acknowledge these reasons | :56:32. | :56:34. | |
of conscience when spending money. To spot -- to stop people forcing | :56:35. | :56:41. | |
money to pay for war is that they don't morally agree with and weapons | :56:42. | :56:44. | |
they cannot in all conscience endorse. Let us acknowledge the | :56:45. | :56:51. | |
rights of individuals committed to this by extending the recognition of | :56:52. | :56:55. | |
conscience in regards to war. You get the world you pay for, let's | :56:56. | :57:00. | |
allow the right to pay taxes for peace, not war. I beg to move. The | :57:01. | :57:06. | |
question is the honourable lady have leave to bring in the ill. @s many | :57:07. | :57:11. | |
as are of the opinion, say `ye. To the contrary, no. The ayes have it. | :57:12. | :57:17. | |
Who will prepare and bring hn the bill? Alan Brown, Caroline Lucas, | :57:18. | :57:30. | |
Michele Thomson, Howell Williams, Martyn Day, Kate Green, Liz Southall | :57:31. | :57:35. | |
Roberts and myself. Income tax, non-military spdnding | :57:36. | :58:25. | |
bill. Friday 2nd of December 20 6. The clerk will proceed to rdad each | :58:26. | :58:32. | |
-- orders of the day. Higher education -- Higher Education and | :58:33. | :58:38. | |
Research Bill second reading. The movement has not been selected. | :58:39. | :58:46. | |
Justin Greening. I beg to move that the bill now be read a second time. | :58:47. | :58:52. | |
As the Prime Minister said outside Downing Street last week, this | :58:53. | :58:56. | |
Government wants to give evdrybody, no matter what their background the | :58:57. | :59:01. | |
opportunity to go as far as their talents will take them. A country | :59:02. | :59:05. | |
that works for everyone. Our higher education institutions are crucial | :59:06. | :59:10. | |
to giving people the power to determine their own futures. They | :59:11. | :59:14. | |
present opportunities for individuals to better themsdlves, | :59:15. | :59:18. | |
broaden their knowledge basd sharpen their skills and participatd in a | :59:19. | :59:23. | |
ground -- the ground-breaking research that commit the future | :59:24. | :59:27. | |
bright of everyone. My time at Southampton University was one of | :59:28. | :59:31. | |
the most shaping periods of my life. I should point to my town -, time at | :59:32. | :59:38. | |
defeat as another one of those periods. The chance to go to | :59:39. | :59:44. | |
university was pivot blow -, pivotal to making something of myself. I can | :59:45. | :59:49. | |
point to this telephone box in Kingsbridge, Devon, where I run | :59:50. | :59:53. | |
through to get my A-level rdsults while I was on holiday that year. In | :59:54. | :00:00. | |
that moment, my whole futurd changed for the better. I was the fhrst in | :00:01. | :00:05. | |
my family to go to university and I remember after that call, as going | :00:06. | :00:08. | |
to the pub across the road to celebrate with a drink. Nond of us | :00:09. | :00:14. | |
really knew going -- what going to university would be like to me but | :00:15. | :00:19. | |
we knew it was going to be the best thing and it would improve ly life | :00:20. | :00:23. | |
chances. Opportunity is abott giving young people the freedom to fly | :00:24. | :00:29. | |
Universities are central to that. This party's record in Government on | :00:30. | :00:33. | |
this is one that we can be proud of. We have taken away the limit that | :00:34. | :00:39. | |
was there on student numbers so more people than ever before can benefit | :00:40. | :00:43. | |
from higher education and the participation rate among sttdents | :00:44. | :00:46. | |
from the most disadvantaged backgrounds is that record levels. | :00:47. | :00:51. | |
We put in place the essenti`l funding changes that are pl`ced Al | :00:52. | :00:55. | |
universities on a stable financial footing so that they are resourced | :00:56. | :01:01. | |
the success. We have protected investment in our world-class | :01:02. | :01:04. | |
science base. The universitx that our young people attend somd of the | :01:05. | :01:08. | |
best in the world. We punch well above our weight. With 34 | :01:09. | :01:12. | |
institutions ranked in the top 00 and more than twice that nulber in | :01:13. | :01:18. | |
the top 800. There is more to do to make sure everyone can access a | :01:19. | :01:25. | |
high-quality university place and in spite of the progress, we are far | :01:26. | :01:29. | |
from meeting our economy's needs for graduates. This Government hs | :01:30. | :01:35. | |
absolutely determined to support and nurture our universities and ensure | :01:36. | :01:39. | |
they are open to every studdnt who has the potential to benefit from | :01:40. | :01:44. | |
them. Madam Deputy Speaker, the creation of new universities is an | :01:45. | :01:49. | |
undoubted force for good both academically and economically. | :01:50. | :01:52. | |
Recent research by the London School of economics shows doubling the | :01:53. | :01:55. | |
number of universities per Capita could mean a 4% rise in futtre GDP | :01:56. | :02:02. | |
per Capita also. The current system for creating universities c`n feel | :02:03. | :02:06. | |
highly restricted with new providers requiring the backing of an | :02:07. | :02:11. | |
incumbent institution to become eligible to award its own ddgrees. | :02:12. | :02:15. | |
This bill levels that playing field by laying the foundations for a new | :02:16. | :02:20. | |
system where it will be cle`rer simpler and quicker to establish | :02:21. | :02:25. | |
high-quality new providers. I am pleased that in May, the melber for | :02:26. | :02:29. | |
Wallasey confirmed the opposition do not object to broadening out choice | :02:30. | :02:33. | |
for students by expanding their higher education sector. Thdse | :02:34. | :02:37. | |
reforms which are the first since the 1980s, are how we maint`in the | :02:38. | :02:45. | |
world-class reputation of otr higher education institutions. Quality will | :02:46. | :02:49. | |
be built in at every stage, from the way we regulate new entrants to how | :02:50. | :02:52. | |
we deal with poor quality providers already in the system. I recognise | :02:53. | :02:58. | |
there have been concerns about the quality of new providers, that they | :02:59. | :03:02. | |
can't possibly be as good as what we already have. It is not the first | :03:03. | :03:06. | |
time that arguments like th`t have been made. The same arguments were | :03:07. | :03:13. | |
made back then when the new universities were being est`blished | :03:14. | :03:19. | |
before the First World War. Today, Sheffield, Birmingham and | :03:20. | :03:21. | |
Manchester, which I've visited recently in my previous rold, our | :03:22. | :03:27. | |
world-class universities. This quality argument was made about the | :03:28. | :03:33. | |
1960s expansion but in four of the past ten years, the Sunday Times | :03:34. | :03:37. | |
award for University of the year has gone to one founded in that very | :03:38. | :03:42. | |
period. Currently the University of Surrey. In 1992, it was a | :03:43. | :03:48. | |
Conservative Government that had the vision to set free the polytechnics | :03:49. | :03:52. | |
to be able to become universities and now we are making it possible | :03:53. | :03:56. | |
for a whole new generation of universities to help us extdnd | :03:57. | :03:59. | |
access to higher education for young access to higher education for young | :04:00. | :04:07. | |
people across our country. H welcome the Secretary of State to hdr new | :04:08. | :04:09. | |
position and look forward to working with her over the next hopefully few | :04:10. | :04:15. | |
years. Would she not agree that one aspect of the new polytechnhc/ | :04:16. | :04:22. | |
universities and post-war w`s that students were not asked to | :04:23. | :04:28. | |
or take the University educ`tion or take the University educ`tion | :04:29. | :04:34. | |
forward? I recognise the SNP take a very different view on this. The | :04:35. | :04:38. | |
reality is the choice that her party has made is having fewer sttdents | :04:39. | :04:44. | |
are able to go to universitx in Scotland. One in five students in | :04:45. | :04:48. | |
Scotland who apply for a pl`ce and have the grace to get a place can go | :04:49. | :04:52. | |
because the funding isn't there to have the place available for them. | :04:53. | :04:56. | |
That is a choice that her Government in Scotland can make that it is not | :04:57. | :05:00. | |
a choice this Government wants to make. We have to make sure that | :05:01. | :05:05. | |
places are there for students with the potential and talent to be able | :05:06. | :05:09. | |
to make their way in life, putting a cap on opportunity and a cap on | :05:10. | :05:13. | |
potential isn't just bad for students, it is bad for our country | :05:14. | :05:19. | |
more broadly. Can I congrattlate my right honourable friend on ` this | :05:20. | :05:24. | |
role. She has been an outst`nding advocate for every role she has had | :05:25. | :05:29. | |
in front line politics. Is ht not the case that following on from the | :05:30. | :05:33. | |
introduction of fees, we have seen more students from working class and | :05:34. | :05:36. | |
poor backgrounds go to univdrsity and in England and Wales whhle in | :05:37. | :05:41. | |
Scotland educational inequality has worsened to the extent that the | :05:42. | :05:45. | |
First Minister of Scotland had to sack her education it -- Edtcation | :05:46. | :05:52. | |
Secretary? Since 2009, studdnts from a disadvantaged background hn | :05:53. | :05:57. | |
England are now 36% more likely to be going to university. It hs not | :05:58. | :06:05. | |
good enough to come with excuses for great quality young people who have | :06:06. | :06:09. | |
the grades and be able to tdll them that they can go to univershty | :06:10. | :06:12. | |
because the Government that they are unfortunately living in the country | :06:13. | :06:17. | |
which it is running, is not prepared to take decisions to get funding to | :06:18. | :06:20. | |
get into a sector to create the places that they need. We are | :06:21. | :06:26. | |
prepared to do that. I want to come back to this bill because it will be | :06:27. | :06:31. | |
about opening up this sector to enable new providers to entdr, to | :06:32. | :06:35. | |
create those extra places that our young people need. There will be | :06:36. | :06:40. | |
rigorous tests that are part of this bill for new providers alongside | :06:41. | :06:46. | |
those that already exist looking at quality and making sure fin`ncial | :06:47. | :06:50. | |
stability are provided and they will be in place. We are interested in | :06:51. | :06:56. | |
enhancing the world-class rdputation of our universities in creating | :06:57. | :07:00. | |
opportunity for all rather than expansion for its sake. I whll give | :07:01. | :07:06. | |
way. I offer her huge congratulations on her new role | :07:07. | :07:10. | |
Isn't the case that the ill will move us into a new era in that we | :07:11. | :07:14. | |
will actually be much more focused on giving our students up for the | :07:15. | :07:19. | |
workplace and linking with business to provide the exact course is that | :07:20. | :07:23. | |
they need to skill up our pdople for the future? She is right. The good | :07:24. | :07:31. | |
news is that we expect many and most of the jobs created to be | :07:32. | :07:35. | |
graduate-level jobs. Our economy is creating opportunity but we need to | :07:36. | :07:39. | |
make sure that our young people are in a position to take those | :07:40. | :07:42. | |
opportunities that are being created for them. This is part of why this | :07:43. | :07:48. | |
bill is absolutely critical and indeed wherever a person is | :07:49. | :07:51. | |
studying, whatever they are studying, part of how they `re able | :07:52. | :07:55. | |
to succeed is making sure that they get high-quality teaching and that | :07:56. | :07:59. | |
is why we are delivering on the Government's manifesto pledge to be | :08:00. | :08:05. | |
able to lament a new teaching excellence framework for | :08:06. | :08:09. | |
universities. May I congrattlate the honourable lady to her new job. I | :08:10. | :08:15. | |
was the first of my family to go to university. Ashfield has ond of the | :08:16. | :08:18. | |
lowest number of 18-year-olds getting to university in thd whole | :08:19. | :08:23. | |
country. The Secretary of State shares jewels to see opporttnities | :08:24. | :08:26. | |
for people from ordinary backgrounds but how will scrapping Brock -- | :08:27. | :08:33. | |
scrapping grants help them? I understood the question. Thd bottom | :08:34. | :08:39. | |
line is the evidence base is we are getting more young people going to | :08:40. | :08:43. | |
university than ever before but a higher proportion of them are from | :08:44. | :08:50. | |
disadvantaged backgrounds. How young people -- we do our young pdople no | :08:51. | :08:54. | |
disservice by having a systdm that isn't able to be financed to create | :08:55. | :08:58. | |
places for young people. I will make progress because it is important | :08:59. | :09:01. | |
that I cover this teaching excellence framework which hs at the | :09:02. | :09:05. | |
heart of this bill. This fr`mework will assess and drive up qu`lity by | :09:06. | :09:11. | |
providing reputational and financial incentives the success which is a | :09:12. | :09:15. | |
proven approach to ensuring high standards that are universities | :09:16. | :09:18. | |
This approach we are introdtcing is based on what we have learndd from | :09:19. | :09:23. | |
our experience because it w`s a Conservative Government that | :09:24. | :09:25. | |
introduced funding for rese`rch on the basis of quality. It is now a | :09:26. | :09:32. | |
widely accepted way of workhng. The research excellence framework is | :09:33. | :09:35. | |
regarded globally as the gold standard for institutional research. | :09:36. | :09:40. | |
By extending this principle to teaching, we can now ensure that | :09:41. | :09:44. | |
British higher education relains in the world's elite and that students | :09:45. | :09:50. | |
at all universities receive the quality teaching they have dvery | :09:51. | :09:51. | |
right to expect. Let me be clear, the bill does not | :09:52. | :10:03. | |
raise tuition fees or changd current procedures, setting the maxhmum | :10:04. | :10:08. | |
tuition fee cap. This will rightly continue to require the samd level | :10:09. | :10:12. | |
of scrutiny as before. The bill will allow the maximum fee cap to keep | :10:13. | :10:18. | |
pace with inflation, somethhng the last Labour Government allowed since | :10:19. | :10:24. | |
2007. What we are seeing to high-quality providers is you can't | :10:25. | :10:28. | |
access fees up to a maximum fee cap if and only if you can demonstrate | :10:29. | :10:34. | |
your providing high quality teaching and you have an agreed access and | :10:35. | :10:41. | |
participation plan in place. This allows the fee cap to be set below | :10:42. | :10:48. | |
the maximum. Those providers that are not meeting the standards will | :10:49. | :10:52. | |
have to charge fees beneath the maximum fee cap and the maxhmum fee | :10:53. | :10:57. | |
cap will not increase in re`l terms. Our proposal to maintain thd real | :10:58. | :11:02. | |
value of the maximum fee cap but only with those with excelldnt | :11:03. | :11:05. | |
teaching is backed by those who know the sector best, universitids UK | :11:06. | :11:12. | |
have described this approach as balanced and sustainable. The | :11:13. | :11:16. | |
argument he named the real value of the maximum fee cap is, the words, | :11:17. | :11:21. | |
essential to allow universities to continue to deed between active | :11:22. | :11:27. | |
deliver a quality experiencd for students. -- deliver. I congratulate | :11:28. | :11:34. | |
the Secretary of State for her appointment. Does she not agree that | :11:35. | :11:40. | |
there are many students and graduates who have gone through that | :11:41. | :11:44. | |
?9,000 system who do not fedl that level of tuition fee has bedn | :11:45. | :11:48. | |
justified and they have not seen the benefits of the decision th`t this | :11:49. | :11:53. | |
house took some years ago. H think the points he raises are very | :11:54. | :11:58. | |
important. First of all, thd real terror ability of the maximtm fee to | :11:59. | :12:05. | |
keep up with inflation is enabling 12 million pounds to investlent to | :12:06. | :12:11. | |
get into higher education. This idea of making sure the students get | :12:12. | :12:16. | |
value and that teaching is of high quality is critical, which hs why | :12:17. | :12:20. | |
the teaching excellence fralework is such an important part of this bill. | :12:21. | :12:25. | |
I will come onto the role of the office for student sharply. It is | :12:26. | :12:29. | |
another area of the Bill whhch we are putting students at the heart of | :12:30. | :12:33. | |
our higher education policy, as they should be. Mr Speaker, if I turned | :12:34. | :12:38. | |
the office for students now. It does put student's at the heart of the | :12:39. | :12:46. | |
bill. That offers from studdnts will be the principal regulator for | :12:47. | :12:49. | |
higher education. It will h`ve a legal duty requiring it to have | :12:50. | :12:55. | |
choice and the entrance of students, taxpayers and it will look `cross | :12:56. | :13:00. | |
higher education as a whole with responsibility for monitoring | :13:01. | :13:03. | |
financial stability, efficidncy and the overall health of the sdctor. | :13:04. | :13:07. | |
The current system is that we have today was really designed for an era | :13:08. | :13:11. | |
of direct Government funding of higher education, where fewdr people | :13:12. | :13:16. | |
attended university. Higher education is no longer for the | :13:17. | :13:21. | |
privileged elite. We lifted the limit there had been on student | :13:22. | :13:25. | |
numbers, meaning that more people than ever before have been `ble to | :13:26. | :13:29. | |
benefit from a university education and now a new framework needs to | :13:30. | :13:34. | |
reflect this. The office for students will create a new single | :13:35. | :13:38. | |
register of higher education providers, replacing the current | :13:39. | :13:41. | |
fragmented system and ensurhng a single route into the sector. The | :13:42. | :13:46. | |
simpler system means this bhll will reduce costs in the sector `nd | :13:47. | :13:51. | |
contribute to the D regulatory agenda and makes sure it is clear | :13:52. | :13:59. | |
and fear. Only those on the register will get degree awarding powers and | :14:00. | :14:03. | |
charge fees that attract sttdent loans. These providers will have to | :14:04. | :14:09. | |
comply with provisions and hnclude financial stability and the quality | :14:10. | :14:12. | |
of their provision. The offhce first to them to have powers to ilpose | :14:13. | :14:16. | |
additional provisions around access and participation, students from | :14:17. | :14:26. | |
backgrounds and the caps. I give way. I am grateful to let md join in | :14:27. | :14:31. | |
with the congratulations around her appointment. Why isn't therd a duty | :14:32. | :14:37. | |
on the new office for students to promote collaboration. The crisis we | :14:38. | :14:41. | |
are confronted with around technical education, not higher education and | :14:42. | :14:44. | |
if we want to grow the numbdr of students who are on apprenthceships | :14:45. | :14:49. | |
then we need to transform the amount of integration and collabor`tion | :14:50. | :14:53. | |
there is, particularly betwden further education and higher | :14:54. | :14:57. | |
education. Why is that systdm not being encouraged at the heart of the | :14:58. | :15:01. | |
new office for students custom that mac? It is an important point. I | :15:02. | :15:08. | |
want universities to continte to work hard in local communithes that | :15:09. | :15:13. | |
they are part of to encourage a pipeline of children who cole | :15:14. | :15:17. | |
through and are able to apply, who are going to see the disadv`ntage of | :15:18. | :15:22. | |
university students rising then that is incredibly important. Within the | :15:23. | :15:28. | |
bill, there is an element of it that does tackle collaboration whth UK | :15:29. | :15:32. | |
research innovation, which H will come onto shortly. Clearly, there is | :15:33. | :15:37. | |
also time for this to be debated. I agree with the sentiment of what he | :15:38. | :15:42. | |
is saying and it is important that universities get outside of their | :15:43. | :15:45. | |
campuses and engage with local communities and encourage young | :15:46. | :15:51. | |
people. I am grateful for the Secretary of State and welcome her. | :15:52. | :15:55. | |
Before she moves off the subject of collaboration, I do think there is a | :15:56. | :15:59. | |
disappointment from my own perspective that there is no mention | :16:00. | :16:07. | |
in the Bill about collaboration with the new combined authorities, | :16:08. | :16:09. | |
particularly those combined authorities like in greater | :16:10. | :16:13. | |
Manchester that are to take on some of the skills agenda. What does she | :16:14. | :16:20. | |
think is the role of local Government and the local enterprise | :16:21. | :16:24. | |
partnership in making sure higher education is part and parcel of that | :16:25. | :16:28. | |
partnership for a better local economy? I agree with him that these | :16:29. | :16:35. | |
different parties apps on the need to work together at your local | :16:36. | :16:41. | |
level. I have the universitx in my constituency and that reachds out to | :16:42. | :16:46. | |
the local committee and has a high proportion of students taking and | :16:47. | :16:52. | |
studying degrees there that are from a more disadvantaged background He | :16:53. | :16:56. | |
is right about that. I am cdrtainly determined to make sure the higher | :16:57. | :17:01. | |
education sector does play hts role in committees more broadly. He | :17:02. | :17:04. | |
talked about the bill particularly. I do not think it needs to be | :17:05. | :17:09. | |
codified for collaboration to happen. Again, I would reitdrate | :17:10. | :17:14. | |
that I agree with the sentilents of what he has just said. If I could | :17:15. | :17:18. | |
just make more progress, Madame debt to Peter. It is important that I | :17:19. | :17:27. | |
inform the House. -- Madam Deputy Speaker. How it will regulate | :17:28. | :17:32. | |
providers. If the provider breaches its registration the Oval F S will | :17:33. | :17:40. | |
have a range of sanctions including monetary penalties and in extreme | :17:41. | :17:45. | |
cases D regulating providers to be able to safeguard the end trust of | :17:46. | :17:53. | |
students. -- interest. Our proposals have the support of those who know | :17:54. | :17:59. | |
best. Professor Simon Gaskell, the chair of the task force that | :18:00. | :18:04. | |
reviewed the sector who comlented, there have been a number of | :18:05. | :18:07. | |
significant changes to the funding and the number of providers | :18:08. | :18:13. | |
providing courses. It has to keep pace with these developments of | :18:14. | :18:17. | |
confidence and our internathonal reputation are to be maintahned | :18:18. | :18:22. | |
Only today the University Alliance described this bill, the raft that | :18:23. | :18:28. | |
can take us to calm waters. I will give way. She has emphasised the | :18:29. | :18:33. | |
need for collaboration and the clause says that we need to increase | :18:34. | :18:39. | |
competition in the interest of students and employers. Could she | :18:40. | :18:42. | |
identify collaboration is the interest of students and employers. | :18:43. | :18:46. | |
Why is she objecting to havd this on the Bill? Madam Deputy Speaker, I | :18:47. | :18:52. | |
feel like we are already delving into the standing Bill commhttee | :18:53. | :18:57. | |
debate that will take place on this clause. I welcome the engagdment | :18:58. | :19:01. | |
with this bill. It is important to get it right and it is in the back | :19:02. | :19:05. | |
and important debate we will be having first to make sure this is | :19:06. | :19:09. | |
properly structured and I look forward to the debates once | :19:10. | :19:14. | |
Parliament comes back after recess. I will take one more intervdntion | :19:15. | :19:18. | |
before making some progress. I give way. I thank the Secretary of State | :19:19. | :19:24. | |
and I welcome her to her new post and look forward to future leetings | :19:25. | :19:29. | |
and the Scottish education system being more accurate. Could H provide | :19:30. | :19:35. | |
some insight into one aspect of collaboration which could bd | :19:36. | :19:40. | |
strengthened. 25% of all sttdents entering higher education in | :19:41. | :19:43. | |
Scotland do so through the colic sector. Many of these are in | :19:44. | :19:50. | |
collaborative arrangement is with universities, the two plus two | :19:51. | :19:56. | |
arrangement as we call them. That should be something that thd English | :19:57. | :20:01. | |
system could well have a look at. He makes a further point on thd need | :20:02. | :20:05. | |
for universities to be part of their product amenities and indeed it is | :20:06. | :20:10. | |
worth me setting out how much I welcome the further education brief | :20:11. | :20:17. | |
is now part of a broader reform for education brief, which means it is | :20:18. | :20:24. | |
well placed to look across the piece at how these institutions that help | :20:25. | :20:28. | |
develop our young people work effectively together as a c`ll, as | :20:29. | :20:33. | |
well as with broader committees Thanks to the reform that wd | :20:34. | :20:37. | |
introduced in the last Parlhament, the entry rates for young students | :20:38. | :20:42. | |
from a disadvantaged background are at a record level. In the fhnal year | :20:43. | :20:48. | |
of the last Labour Government it was around 14%. Today, it stands at | :20:49. | :20:54. | |
almost 90% of students going to university who are from mord | :20:55. | :20:56. | |
disadvantaged background. Wd do need to go further. As the Prime Minister | :20:57. | :21:02. | |
said last week, this Governlent will do everything we can to help | :21:03. | :21:07. | |
everybody to go as far as your talents will take you. This | :21:08. | :21:11. | |
legislation supports the kex principle that higher education | :21:12. | :21:14. | |
should be open to all who h`ve the potential to benefit from it. It's | :21:15. | :21:20. | |
got to be about more than jtst accessing opportunity. Whilst | :21:21. | :21:24. | |
application rates for students from disadvantaged backgrounds are at | :21:25. | :21:27. | |
record levels, we want to m`ke sure the students are supported `cross | :21:28. | :21:32. | |
the whole of the time at unhversity. There are too many disadvantages and | :21:33. | :21:38. | |
who do not complete the courses and universities can and must do more to | :21:39. | :21:42. | |
help them get across the finishing line, so they can not only gain the | :21:43. | :21:45. | |
degree we started the coursd to get but also reap the rewards that come | :21:46. | :21:54. | |
after that. I will give way. I welcome her to her position. Can she | :21:55. | :21:59. | |
tell the House what she thinks are acceptable level of debt is for the | :22:00. | :22:05. | |
graduate. If you look at thd level of tuition fees that have bden | :22:06. | :22:09. | |
introduced and the rates of applications from its advantage | :22:10. | :22:13. | |
students and the numbers of students who are going to university, then | :22:14. | :22:17. | |
these are young people who `re taking a decision to invest in | :22:18. | :22:21. | |
themselves and the believe that would be value for money. This bill | :22:22. | :22:25. | |
is about enabling us to strdngthen that decision further by making sure | :22:26. | :22:30. | |
the teaching that happens in University is underwritten by a | :22:31. | :22:33. | |
teaching excellence framework. I am going to give way. Thank yot. I | :22:34. | :22:42. | |
would like to welcome the honourable lady to her position. I look forward | :22:43. | :22:46. | |
to working with her. The qudstion I would like to ask is we havd | :22:47. | :22:51. | |
discussed many of young disadvantaged, however could you | :22:52. | :22:54. | |
tell us a little hound you `re going to encourage Midge Ure disadvantaged | :22:55. | :23:04. | |
groups, especially women. -, much you are. How could you encotrage | :23:05. | :23:12. | |
that and make progress in that area of nursing, which a lot of women go | :23:13. | :23:16. | |
into after they have had thdir family. There are two areas where | :23:17. | :23:22. | |
the bill could help. One is on transparency and having a clear | :23:23. | :23:27. | |
sense of who is entering and getting through our university systdm. The | :23:28. | :23:30. | |
office for students will have functioned that look at improving | :23:31. | :23:37. | |
transparents transparency to widen participation and improve access. | :23:38. | :23:41. | |
Secondly, some of the finance changes which are freeing up the | :23:42. | :23:45. | |
transfer people who now find it hard to go because they are not `ble to | :23:46. | :23:50. | |
get finance to find the course to be able to do that. I think it can take | :23:51. | :23:55. | |
a step forward in two different ways. We're going to go further .. I | :23:56. | :24:01. | |
will come back shortly. We `re going to go further than Labour ever dared | :24:02. | :24:06. | |
to strengthen access agreemdnts Under this bill institutions who | :24:07. | :24:13. | |
want to charge fees above the basic level and we want to ensure they are | :24:14. | :24:20. | |
doing everything they can to support students from disadvantaged | :24:21. | :24:24. | |
backgrounds throughout the course in order to decrease drop outs and get | :24:25. | :24:28. | |
students into fulfilling careers. I will give way to the honour`ble | :24:29. | :24:40. | |
lady. Enabling students to `ccess higher education one of the students | :24:41. | :24:43. | |
and has not been able to access our Muslim students for whose bdliefs | :24:44. | :24:48. | |
prevents them from taking a loan. We will have transparency and need | :24:49. | :25:44. | |
higher education institutions to provide higher application rates by | :25:45. | :25:48. | |
gender, ethnic background and social economic class. They need to take | :25:49. | :25:59. | |
into account equality of opportunity through the life cycle for | :26:00. | :26:02. | |
disadvantaged students. Not just access. This Bill introduces | :26:03. | :26:15. | |
measures to safeguard students and taxpayers whilst protecting academic | :26:16. | :26:22. | |
freedom. It allows the work this to be independent of Government and the | :26:23. | :26:23. | |
sector as the regulator shotld be. Concentrating regulation with it is | :26:24. | :26:41. | |
needed, ensuring the highest standards are maintained across the | :26:42. | :26:45. | |
sector whilst reducing the regulatory burden on the best | :26:46. | :26:50. | |
performing institutions. If the university is doing well, it should | :26:51. | :26:54. | |
not have to worry about Bul` Cats teething over its shoulder ,- | :26:55. | :27:00. | |
bureaucrats. One issue will be a flexible approach to degree awarding | :27:01. | :27:06. | |
powers. We will move away from the current one size fits all approach | :27:07. | :27:12. | |
which needs smaller specialhst institutions that can demonstrate | :27:13. | :27:15. | |
they can award degrees in any subject and which provide ndw | :27:16. | :27:20. | |
providers, including the best overseas institutions, to spend four | :27:21. | :27:25. | |
years to build up a track rdcord in England irrespective of howdver | :27:26. | :27:29. | |
long-standing record of excdllence is elsewhere. Import is a global | :27:30. | :27:34. | |
academic world. The power in the Bill to the degree awarding powers | :27:35. | :27:39. | |
allow specialist institutions to gain the powers in only the subject | :27:40. | :27:43. | |
areas in which they have an interest, and what they need. It | :27:44. | :27:46. | |
will allow the office for students to give the Greek awarding powers on | :27:47. | :27:51. | |
a probationary basis for institutions that can clearly | :27:52. | :27:54. | |
demonstrate the capability `nd happy credible plan to show they can read | :27:55. | :28:02. | |
the full degree awarding powers As part of this, the OFS will require | :28:03. | :28:08. | |
clear and robust protections for students when granting prob`tionary | :28:09. | :28:12. | |
degree awarding powers. I ghve way to the ordinary gentleman. Hs it | :28:13. | :28:17. | |
higher expectation that manx other great father education colldges who | :28:18. | :28:22. | |
are already providing higher education, will be able to `cquire | :28:23. | :28:28. | |
their own degree awarding skill .. Abilities, any more generously than | :28:29. | :28:36. | |
it is possible? The rule th`t 5 % of students need to be studying on | :28:37. | :28:41. | |
degree courses will remain. In the end, what we are trying to do more | :28:42. | :28:46. | |
broadly with these changes hs to open up the chance for new | :28:47. | :28:49. | |
institutions that are high-puality to be able to join those exhsting | :28:50. | :28:55. | |
high-quality institutions in the education sector to be able to offer | :28:56. | :29:03. | |
degrees... I will give way. She may not have seen the policy adviser | :29:04. | :29:09. | |
self. It was caught on a long lens camera for a briefing into Number | :29:10. | :29:14. | |
Ten, etc the governor's plans to risk giving poor provision for | :29:15. | :29:18. | |
marginal streams, what will she do to mitigate against that risk? This | :29:19. | :29:22. | |
Bill is about ensuring that we have a strong, robust, successful, | :29:23. | :29:29. | |
innovative, high-quality edtcation sector for Britain's young people. | :29:30. | :29:33. | |
He is setting out problems `nd then suggesting we should not brhng | :29:34. | :29:36. | |
forward a Bill to tackle thdm. I will give way to my honourable | :29:37. | :29:43. | |
friend. It does strike me that she has put on quite a lot of good | :29:44. | :29:48. | |
detail, these safeguards th`t should satisfy a reasonable people in this | :29:49. | :29:53. | |
regard. Others will feel it is a closed shop with degree awarding | :29:54. | :29:56. | |
powers and I am glad this Bhll amongst other things will break down | :29:57. | :30:02. | |
that closed shop, which I think is unacceptable, particularly for the | :30:03. | :30:06. | |
global educational provision. We benefit from it and are abld to push | :30:07. | :30:10. | |
out to other parts of the world He is absolutely right. I think for | :30:11. | :30:16. | |
many universities that have spent years steadily working to gdt the | :30:17. | :30:21. | |
own degree awarding powers, these changes are welcome for these | :30:22. | :30:24. | |
institutions. They should not have to wait so long. After this Bill has | :30:25. | :30:30. | |
been passed, they won't. I will give away one last time... I suspect | :30:31. | :30:35. | |
those institutions that havd spent many years and have not got degree | :30:36. | :30:38. | |
awarding powers will feel they have spent lots of time frustrathngly, | :30:39. | :30:45. | |
but will be welcomed by institutions she referred to in years to come. I | :30:46. | :30:49. | |
am sure he is right. I will make more progress because I recognised | :30:50. | :30:52. | |
that there are many people who want to be able to contribute to this | :30:53. | :30:57. | |
debate. I will give way in ` second. It is important for me to briefly | :30:58. | :31:02. | |
set out to the House how thd OFS will be able to act when sttdents | :31:03. | :31:07. | |
and taxpayers are not being well served. And when there are grounds | :31:08. | :31:13. | |
to suspect a series page of the provider's conditions of | :31:14. | :31:16. | |
registration and funding, the powers will have the power to search to | :31:17. | :31:23. | |
provide a safe guard and a court warrant must be gained at fhrst I | :31:24. | :31:30. | |
will give way to the honour`ble gentleman. And then I will try to | :31:31. | :31:32. | |
make some progress through what is a long Bill. I thank the secondary | :31:33. | :31:39. | |
state from giving way. I have got two universities in my constituency, | :31:40. | :31:44. | |
what when she said other institutions sharing these changes. | :31:45. | :31:46. | |
I was not clear what you me`nt by that? I was talking about the | :31:47. | :31:52. | |
changes to degree awarding powers and the fact that for some | :31:53. | :31:55. | |
institutions that currently may feel that this is not a route th`t they | :31:56. | :32:00. | |
would be able to go down, bdcause it is too complex and too long,winded, | :32:01. | :32:06. | |
we are now going to open up the sector to enable great qualhty | :32:07. | :32:13. | |
institutions to think about whether the as well could step into the | :32:14. | :32:19. | |
coming of a tame an institution that can directly award degrees htself, | :32:20. | :32:22. | |
and after that, a further three years to be a cash and insthtution | :32:23. | :32:30. | |
that could be called a univdrsity due to its excellence. It is | :32:31. | :32:33. | |
important for Britain if we are to have a country where the yotng | :32:34. | :32:37. | |
people have places at the high-quality institutions they want | :32:38. | :32:41. | |
but also with a range of different degrees that they want and our | :32:42. | :32:45. | |
economy needs. That we have a high education sector that can... The | :32:46. | :32:56. | |
Bill also enables the OFS to enable registered high quality education | :32:57. | :32:58. | |
providers to happy student protection plan in place. Students | :32:59. | :33:01. | |
will want to know what to expect from the providers of the course | :33:02. | :33:06. | |
cannot be delivered. Some providers currently have student protdction | :33:07. | :33:11. | |
plans in lace. This new reqtirement means that students with all | :33:12. | :33:15. | |
registered providers will bd protected. This Government believes | :33:16. | :33:19. | |
that nobody with the abilitx should be denied a place at university and | :33:20. | :33:23. | |
matters- the first time ever we are providing direct financial support | :33:24. | :33:29. | |
to want to undertake a postgraduate masters study and also direct | :33:30. | :33:34. | |
financial support to post graduate doctoral study and maintenance | :33:35. | :33:40. | |
levels compatible that we ghve to full-time students. Whilst this Bill | :33:41. | :33:44. | |
will make significant improvements to be searched, none of these | :33:45. | :33:49. | |
changes will be delivered bx undermining other routes into highly | :33:50. | :33:53. | |
skilled employment. We are committed to creating 3 billion | :33:54. | :33:56. | |
apprenticeships by 2020 and the Government recently launched the | :33:57. | :33:59. | |
skills plan which was our rdsponse to Lord Sainsbury is independent | :34:00. | :34:03. | |
review of technical education which sets out a radical overhaul of the | :34:04. | :34:10. | |
post-16 skills system. All of these changes will allow young people to | :34:11. | :34:13. | |
make well-informed decisions about their futures, giving them dvery | :34:14. | :34:18. | |
opportunity to achieve their potential and at the same thme | :34:19. | :34:22. | |
improving the quality, relevance and value of learning. I have t`lked a | :34:23. | :34:27. | |
students but the UK is also a world students but the UK is also a world | :34:28. | :34:31. | |
leader in research and innovation. I'd like to return to that briefly. | :34:32. | :34:39. | |
Establishing -- established and emerging countries look on hn envy | :34:40. | :34:45. | |
at the breadth of the search and a track record of turning innovative | :34:46. | :34:50. | |
ideas into life changing and marketable products and services. | :34:51. | :34:52. | |
This Government is already protecting science resource funding | :34:53. | :34:56. | |
at ?4.7 billion which will rise in cash terms every year for the course | :34:57. | :35:03. | |
of Parliament. Also investing in new scientific infrastructure in record | :35:04. | :35:10. | |
scale. Delivering on the schence capital commitment in our m`nifesto. | :35:11. | :35:14. | |
There can be few people that understand the research landscape | :35:15. | :35:18. | |
better than Nobel Prize winning geneticist Sir Paul nurse. @nd aside | :35:19. | :35:24. | |
from being an inspirational example of how social mobility can happen in | :35:25. | :35:29. | |
our country, last year, he `lso completed an independent review of | :35:30. | :35:32. | |
our seven research councils, recommending that the seven existing | :35:33. | :35:36. | |
bodies be brought together hnto one single body. This Bill will make its | :35:37. | :35:41. | |
recommendation for what he called a formal organisation that can support | :35:42. | :35:44. | |
the system to collectively become more than the sum of its parts a | :35:45. | :35:51. | |
reality. I will give way. I thank the Secretary of State for giving | :35:52. | :35:57. | |
way. At the University of Coventry, Birmingham City University `nd the | :35:58. | :36:00. | |
University of Wolverhampton, the launch date partnership to bring | :36:01. | :36:05. | |
together the applied research. They launched a partnership. Will she | :36:06. | :36:10. | |
make sure that the measures and is Bill to implement the neck hs also | :36:11. | :36:14. | |
Paul Merson will support thhs innovative collaboration so as she | :36:15. | :36:20. | |
said, public investment in ` research can add up to more than the | :36:21. | :36:26. | |
sum of its parts. I think this Bill will help in two ways. Not only will | :36:27. | :36:32. | |
it naturally bring the rese`rch councils together under one umbrella | :36:33. | :36:37. | |
organisation but it will also enable that organisation to have a much | :36:38. | :36:41. | |
more powerful voice in developing its links with the business world | :36:42. | :36:46. | |
and community. I know from ly time spent in industry prior to dntering | :36:47. | :36:51. | |
this House, the link between academia and research and btsiness | :36:52. | :36:54. | |
in Britain is strong but it could be strengthened even further when we | :36:55. | :36:58. | |
look forward to how our country can be successful as they navig`te | :36:59. | :37:01. | |
through the Brexit process. Making the most of not only the talent of | :37:02. | :37:07. | |
young people but also the bdst and world class research institttions, | :37:08. | :37:12. | |
and the brains that are in them is absolutely key. What this Bhll is | :37:13. | :37:16. | |
trying to achieve is to bring into being this new body called TK | :37:17. | :37:20. | |
Research and Innovation that will strengthen that strategic approach | :37:21. | :37:24. | |
to future can -- challenges and will maximise the value from this | :37:25. | :37:28. | |
Government's investment of over ?6 billion per year in research and | :37:29. | :37:34. | |
innovation. UK are I will provide a strong and unified voice of the | :37:35. | :37:40. | |
research funding system on the global stage, cementing Britain s | :37:41. | :37:44. | |
world leading position. Yu Pian I and the office students will work | :37:45. | :37:48. | |
closely together to ensure ` coordinated and strategic stpport. | :37:49. | :38:00. | |
Welsh universities... Seven research Council structure. 2% of thd total | :38:01. | :38:04. | |
budget but the population Shia demands by percent. Does shd think | :38:05. | :38:10. | |
that 2% is fair for Welsh universities, what will the new | :38:11. | :38:14. | |
structure do to that situathon? Will it be better for four research | :38:15. | :38:19. | |
councils for the Tour de Fr`nce opponent states of the UK. ,- the | :38:20. | :38:28. | |
four. This is about world bdating research and the money will follow | :38:29. | :38:32. | |
where the excellence as. Thdre's no doubt that there is significant | :38:33. | :38:35. | |
excellence in Wales and that is why there has been significant funding | :38:36. | :38:39. | |
to some of the world-class research taking part in that place of the UK. | :38:40. | :38:45. | |
This Bill is about enabling us, as Sir Paul nurse talked about is to | :38:46. | :38:49. | |
make sure these seven research councils can add up to more by being | :38:50. | :38:54. | |
brought under one umbrella. I want to move on to complete talkhng about | :38:55. | :39:01. | |
how we will address that through this Bill. The Bill will ensure that | :39:02. | :39:07. | |
the UK is equipped to carry out more multidisciplinary research `nd that | :39:08. | :39:09. | |
they can better respond with agility and flexibility to some of those | :39:10. | :39:17. | |
latest research challenges. By bringing in the UK into UKRH, we | :39:18. | :39:23. | |
will be able to harness the opportunities across businesses so | :39:24. | :39:26. | |
that business led innovation and world-class research can better come | :39:27. | :39:31. | |
together, making sure that we translate our world-class knowledge | :39:32. | :39:34. | |
into world-class innovation. I will make some progress. In the TK will | :39:35. | :39:38. | |
retain its own individual ftnding stream and continue its support for | :39:39. | :39:42. | |
business led technology and innovation. And protecting ` law for | :39:43. | :39:50. | |
the first time the dual support research funding system in Dngland. | :39:51. | :39:55. | |
This is a system that many people consider to underpin the confidence | :39:56. | :39:57. | |
of universities to invest in long-term research and has | :39:58. | :40:03. | |
contributed to our country's well-deserved reputation globally | :40:04. | :40:07. | |
for excellence. The formation of UKRI will provide crucial stpport | :40:08. | :40:12. | |
during this period of changd in our relationship with the Europdan | :40:13. | :40:16. | |
Union. As we face new challdnges, we need a strong and unified voice to | :40:17. | :40:21. | |
represent the interests of the research and innovation comlunity | :40:22. | :40:23. | |
across Government, Europe and across the world. | :40:24. | :41:09. | |
It can come out of the procdss of Brexit stronger that is why we are | :41:10. | :41:14. | |
engaging in a structure where a cross Government and also ottside of | :41:15. | :41:19. | |
Government the sector like the. . To make sure we have a smarter | :41:20. | :41:31. | |
process... The discredited this Bill as a draft that can take us to, | :41:32. | :41:40. | |
waters. It is about how we dnsure we provide the security and thd vision, | :41:41. | :41:44. | |
and the direction for a strong higher education sector going | :41:45. | :41:51. | |
forward. I am going to make some progress. I have taken lots of | :41:52. | :41:55. | |
interventions. I think it is time that I now make some progress and | :41:56. | :42:02. | |
allow the debate to continud. Our universities are world-class, our | :42:03. | :42:04. | |
researchers are world beating matters because over the usd, over | :42:05. | :42:11. | |
decades, over centuries, thdy have evolved and adapted to face the | :42:12. | :42:15. | |
challenges and the world around them. The world that they do so much | :42:16. | :42:21. | |
to study, understand and explain. We have to make the bold moves that are | :42:22. | :42:24. | |
needed to succeed that secure it success for many years to come. It | :42:25. | :42:32. | |
is about unlocking the talents of people and our best brains. I want | :42:33. | :42:36. | |
the young people of today and tomorrow to be given every | :42:37. | :42:39. | |
opportunity to succeed and that is why I am proud to put this Bill | :42:40. | :42:44. | |
before the House. I would also like to pay tribute to the work done by | :42:45. | :42:47. | |
my honourable friend for Orpington who has done so much work to get | :42:48. | :42:53. | |
this Bill to the stage that it is today. The higher education and | :42:54. | :42:57. | |
research Bill will put more choice and more information in the hands of | :42:58. | :43:01. | |
students, it will promote social mobility so that every person in | :43:02. | :43:05. | |
this country has the opporttnity to make the most of themselves, it will | :43:06. | :43:10. | |
boost productivity in the economy as we realise our future outside of the | :43:11. | :43:14. | |
European Union as the hands and cement our position in the world as | :43:15. | :43:20. | |
leaders in ground-breaking research and ensure students and taxpayers | :43:21. | :43:23. | |
receive value for money frol their investment in education. It is the | :43:24. | :43:28. | |
right thing to do and it is the smart thing to do. The Primd | :43:29. | :43:32. | |
Minister told us last week that together we will build a better | :43:33. | :43:36. | |
Britain. I am clear that edtcation must be at the forefront of that. I | :43:37. | :43:42. | |
won't universities deserve the best. Our students serve the best. Our | :43:43. | :43:45. | |
researchers and innovators deserve the best. So they can play their | :43:46. | :43:51. | |
role in building that better Britain. This Bill will provide them | :43:52. | :43:55. | |
with that. It will provide them with nothing less than the best `nd I | :43:56. | :44:00. | |
commend it to the House. Thd question is that the Bill now be | :44:01. | :44:07. | |
read a second time. Gordon Larsden. Thank you Madam Deputy Speaker. Can | :44:08. | :44:11. | |
I begin by congratulating the right honourable lady and welcome her to | :44:12. | :44:15. | |
her position in this House? We look forward to her development of her | :44:16. | :44:21. | |
thoughts on this subject. This is a Bill with some positive elelents and | :44:22. | :44:28. | |
we welcome those. The recognition and identification of social | :44:29. | :44:32. | |
mobility is a key factor and is very important. It is crucial betrayed a | :44:33. | :44:37. | |
system that works for social mobility, not just young people but | :44:38. | :44:42. | |
adults as well. The introduction of Agence pansy Judy Foote University | :44:43. | :44:49. | |
will -- admissions must be welcome. -- the introduction of a unhversity | :44:50. | :44:58. | |
duty. This is an issue that we had to press the Government hard on the | :44:59. | :45:03. | |
maintenance grants debate in January as my honourable friend for | :45:04. | :45:07. | |
Walthamstow has just made clear I am pleased finally that this has | :45:08. | :45:12. | |
been taken on board. I want to please also the University Linister | :45:13. | :45:15. | |
for his strong, consistent `dvocacy of the importance that the DU has | :45:16. | :45:21. | |
had four universities in thd UK During the referendum he spoke | :45:22. | :45:25. | |
against Brexit stating it would mean, we will be confronted with the | :45:26. | :45:30. | |
funding black hole the size of one of the world-class research | :45:31. | :45:34. | |
councils. Ditching membershhp would mean losing a seat at the t`ble | :45:35. | :45:38. | |
where the big decisions arotnd funding are made. That is the rub. | :45:39. | :45:48. | |
The reality is that our world has changed since June the 23rd. That | :45:49. | :45:52. | |
makes all the concerns and criticisms we had voiced on that | :45:53. | :45:57. | |
Bill much more powerful. We think the Government is still groping | :45:58. | :46:38. | |
Our higher education system is focused on being a global operator. | :46:39. | :46:47. | |
It is a difficult and unpredictable time but it is right for thd | :46:48. | :46:50. | |
opportunities for the higher education authorities. I welcome | :46:51. | :46:55. | |
what the honourable gentlem`n said and welcome back he spoke. Julie on | :46:56. | :47:00. | |
part of the Bremain campaign. The fact remains that we have not had a | :47:01. | :47:06. | |
partly put forward by the Government on this. I will talk about that | :47:07. | :47:12. | |
later on. Everyone needs to know about that obsession at the start of | :47:13. | :47:17. | |
the white paper. We need to confront the possibility of some institutions | :47:18. | :47:21. | |
choosing or needing to exit the market. This is a crucial p`rt of a | :47:22. | :47:26. | |
healthy, competitive and well functioning market. Such exhts | :47:27. | :47:31. | |
happen already but not freqtently in the higher education sector. The | :47:32. | :47:35. | |
Government should not present to the exit as a matter of policy. It will | :47:36. | :47:40. | |
remain the provider 's decision to exit and the responsibility to | :47:41. | :47:46. | |
implicate any exit bands. Stch complacency would be comical whether | :47:47. | :47:51. | |
it not for the dire consequdnces that that threatens for thotsands of | :47:52. | :47:56. | |
students and dozens of insthtutions. The Government has made gre`t play | :47:57. | :47:59. | |
of its new teaching excellence framework as a way of strengthening | :48:00. | :48:07. | |
offers to students. We approve that, who could not? We approve the | :48:08. | :48:12. | |
concept of measuring qualitx. The lack of detail of how this will work | :48:13. | :48:16. | |
is added to by the concerns that the Government is using this as a | :48:17. | :48:20. | |
potential Trojan horse for removing the cap on fees. If this is done it | :48:21. | :48:26. | |
could bring in a two tier, damaging separation between teaching and | :48:27. | :48:29. | |
research institutions. We are strongly opposed to that. And also | :48:30. | :48:36. | |
the majority of higher educ`tion respondents to the clean paper. That | :48:37. | :48:40. | |
is why the Secretary of state was all coy about talking about only the | :48:41. | :48:44. | |
best people believe this. Wd are strongly opposed because in the | :48:45. | :48:49. | |
first year it would allow almost all universities or higher educ`tion | :48:50. | :48:53. | |
providers to charge index lhnked inflation for students. This is | :48:54. | :48:56. | |
problematic post-Brexit with the fragility of the economy and there | :48:57. | :49:00. | |
are no guarantees on the level of inflation for the next few xears. | :49:01. | :49:04. | |
There's the potential for significant rises in the cost of | :49:05. | :49:08. | |
fees for students and Mr and cannot guarantee otherwise. As the white | :49:09. | :49:18. | |
paper makes clear, all are off. Along with others, you see xou are | :49:19. | :49:23. | |
concerned with the lack of scrutiny in this framework. Putting the | :49:24. | :49:31. | |
proposals out separately from the Bill, parliament will be denied the | :49:32. | :49:36. | |
chance to debate the vital `spect of planning in full. The quality impact | :49:37. | :49:43. | |
assessment the Government h`s published alongside the Bill raise | :49:44. | :49:46. | |
further questions about the devil in the detail. I give way. I al | :49:47. | :49:52. | |
grateful for the Honourable Member for giving way. Does he not | :49:53. | :50:02. | |
recognise that the link between .. Means that universities are being | :50:03. | :50:05. | |
made accountable in terms of the increase in fees? There is no | :50:06. | :50:14. | |
evidence for that. The point is that it universities have a case to make | :50:15. | :50:16. | |
for fees, they should make ht. The library briefs said of the | :50:17. | :50:33. | |
impact assessment on which this talks about, it says that its | :50:34. | :50:38. | |
material is nearly all qualhtative. The impact of view any of the | :50:39. | :50:46. | |
policies is explicitly quantified. The TEF in its current bases will | :50:47. | :50:53. | |
not apply that. The macro whll allow both full-time and part-timd | :50:54. | :50:57. | |
teaching quality. There is no details how this will happen. | :50:58. | :51:01. | |
Institutes such as the open University who teach a wide range of | :51:02. | :51:04. | |
students from all education`l backgrounds have concerns they will | :51:05. | :51:08. | |
not be dealt with in the sale way as students from a more tradithonal | :51:09. | :51:14. | |
background. I will make mord progress and come to the lady | :51:15. | :51:18. | |
presently. Long established institutions such as Cambridge | :51:19. | :51:22. | |
University have set quite straightforwardly we do not support | :51:23. | :51:26. | |
the linkage between Baku to and fees. It will affect student | :51:27. | :51:32. | |
decision-making and adversely. Jude that will prevent students from | :51:33. | :51:35. | |
low-income families to applxing to university. TEF is expected to | :51:36. | :51:43. | |
benefit students regardless of characteristics in an attempt to | :51:44. | :51:47. | |
justify the public equality duty. I will give way. I have put two | :51:48. | :51:57. | |
daughters through universitx and one son thinking of going, I thhnk it is | :51:58. | :52:02. | |
essential that more focus is put on the quality of what is offered at | :52:03. | :52:07. | |
universities. That is what this Bill is fundamentally trying to work in. | :52:08. | :52:13. | |
I would applaud that and wonder how the honourable gentleman wotld | :52:14. | :52:18. | |
respond? There's nothing wrong with quality at all. Nothing wrong with | :52:19. | :52:23. | |
quality. You have to see whdre the quality extends to, the truth of the | :52:24. | :52:27. | |
matter is that at the moment, that is not clear at all put before us. | :52:28. | :52:33. | |
In addition to the first ye`r, we know they will only be the simplest | :52:34. | :52:39. | |
of tests made available to `llow institutions to attain Xu Xhn fee | :52:40. | :52:43. | |
increases. It will be a caching coupon. There are no guarantees to | :52:44. | :52:45. | |
grab will take us. The TEF... If the honourabld | :52:46. | :53:03. | |
gentleman would stop backing from the front bench he might find that | :53:04. | :53:06. | |
one or two of the respondents to the Bill have close connections to the | :53:07. | :53:11. | |
Government and the Conservative Party. It is not surprising that the | :53:12. | :53:18. | |
TEF proposals risk the commodity of higher education. The Government had | :53:19. | :53:25. | |
to roll back the original plans It took six years in the early 200 s to | :53:26. | :53:29. | |
get a frame up to measure rdsearch quality. Simply using existhng | :53:30. | :53:36. | |
datasets in teaching, such `s the National student survey ball not on | :53:37. | :53:41. | |
their own to the business. The Select Committee said that the use | :53:42. | :53:45. | |
of metrics for proxies for puality was problematic. Although the white | :53:46. | :53:50. | |
paper claims that the TEF award would add up to ?1 billion hn ten | :53:51. | :53:55. | |
years, there are no predicthons of its cost. The Government ard | :53:56. | :53:59. | |
proceeding on this assumption that there will only be one TEF | :54:00. | :54:04. | |
assessment Perin University. A one size fits all approach that has | :54:05. | :54:11. | |
already been criticised by lany commentators, not least at the | :54:12. | :54:14. | |
parliamentary group meeting with the Minister speaking out in December. | :54:15. | :54:18. | |
With is the recognition str`tegy for finessing that assessment? Humanity, | :54:19. | :54:25. | |
science, social sciences and so on. I will give way. I am grateful to | :54:26. | :54:31. | |
the honourable gentleman. I do not doubt his commitment. I cannot | :54:32. | :54:36. | |
understand what his argument is about the teaching framework. He | :54:37. | :54:42. | |
begins by attacking the Govdrnment for extensive consultation `nd then | :54:43. | :54:45. | |
he moves on to attack the Government for being too narrow in its | :54:46. | :54:53. | |
application is it too narrow minded? Can he enlighten the House could | :54:54. | :55:29. | |
Apple makes more progress. The higher education white paper | :55:30. | :55:35. | |
emphasises repeatedly that the driver for these changes is that | :55:36. | :55:40. | |
half the job vacancies from now until 2022 are expected to be in | :55:41. | :55:45. | |
occupations regarding high graduate level skills. As Mike Honourable | :55:46. | :55:52. | |
Member pointed out, does th`t include levels of technical | :55:53. | :55:56. | |
professional competence? And if so, why is there no strong link`ge with | :55:57. | :56:00. | |
the skills plan released two weeks ago -- mark that is a need for a | :56:01. | :56:03. | |
crossover between the skills plan and the higher education Bill. The | :56:04. | :56:12. | |
disconnection that makes less sense, if the opportunity is to be real for | :56:13. | :56:17. | |
students at 16 and beyond to switch between higher educational `nd the | :56:18. | :56:22. | |
occasional roots, why is thd skills plan not directly linked with the | :56:23. | :56:25. | |
white paper? A recent survex showed that less than 10% of respondents | :56:26. | :56:30. | |
recalled learning anything `bout higher education in school before | :56:31. | :56:34. | |
your name or having any contact with University. The education Sdlect | :56:35. | :56:39. | |
Committee that I served on have called for the number of ye`rs that | :56:40. | :56:44. | |
it is imperative that we give young people the aspirations of the need | :56:45. | :56:48. | |
at a much earlier age to make more informed choices about their future | :56:49. | :56:53. | |
educational plans. I would like to see much more about that in this | :56:54. | :56:58. | |
Bill. There are also big qudstions about the changes in Governlent to | :56:59. | :57:02. | |
where this money is coming from Will it transfer all from BDI yes? | :57:03. | :57:12. | |
Where will the resources cole from to implement these changes? The | :57:13. | :57:18. | |
Government's strategy for expanding credit education and skills lists on | :57:19. | :57:25. | |
the philosophy. As we have `lready seen, there is no guarantee of this. | :57:26. | :57:32. | |
Less than 50% of the money `llocated to the 24 advanced learner loans was | :57:33. | :57:35. | |
taken up because of the reshstance of older learners. It had to return | :57:36. | :57:44. | |
?150 million unused to the Treasury. On top of this, students have | :57:45. | :57:46. | |
already been hacked over thd last 12 months by the triple whammy of | :57:47. | :57:50. | |
scrapping maintenance grants for loans, freezing the student loan | :57:51. | :57:53. | |
threshold and removing NHS bursaries. Damaging social lobility | :57:54. | :57:57. | |
for the most disadvantaged students. This places immense faith in the | :57:58. | :58:07. | |
magic of the market and central to the proposals is concentrathon on | :58:08. | :58:11. | |
creating a Brave new world of what the government cause Challenger | :58:12. | :58:15. | |
institutions which are likely to be private and for-profit. Yet, | :58:16. | :58:20. | |
safeguards which would permht an expansion of Challenger | :58:21. | :58:22. | |
institutions, and before anxone jumps up, let me say we're not in | :58:23. | :58:28. | |
any shape or form opposed to new institutions. Many of the ndw | :58:29. | :58:31. | |
institutions... Not at all. I speak... The Honourable ladx had had | :58:32. | :58:37. | |
her say. I speak as someone who actually talked for nearly 20 years | :58:38. | :58:43. | |
for what was a new instituthon and it was the opinion of adversity | :58:44. | :58:47. | |
which was one of the proudest boasts of the government of Harold Wilson. | :58:48. | :58:55. | |
The government has proposed these new providers could be given degree | :58:56. | :58:59. | |
awarding powers straightawax. Students would in effect be taking a | :59:00. | :59:05. | |
gamble on probationary degrdes from probationary dividers. He whll pick | :59:06. | :59:09. | |
the pieces up if it all goes wrong? It is still unclear... What | :59:10. | :59:15. | |
resources the proposed office for students would have two polhce this. | :59:16. | :59:18. | |
What of the problems were not picked up until say 18 months in? @s I have | :59:19. | :59:30. | |
said previously, this white Paper chirps about the possibilitx of exit | :59:31. | :59:33. | |
being their healthy and nattral part of a healthy market. Students are | :59:34. | :59:38. | |
not market traders and do not slip easily for a second time into the | :59:39. | :59:41. | |
womb of higher education whdn they have been let down by the m`rket. | :59:42. | :59:47. | |
Cutting corners in the procdss to become a higher education provider | :59:48. | :59:50. | |
also poses a serious risk to staff and students and increases the risk | :59:51. | :59:54. | |
of public money being misusdd. We know that in 2011, concerns around | :59:55. | :00:04. | |
BP PMB Apollo group caused the previous Secretary of State to | :00:05. | :00:08. | |
pause. Previous expansion of private providers and other jurisdictions | :00:09. | :00:13. | |
has already affected the reputation through reports of phantom students, | :00:14. | :00:19. | |
fraud, low quality of education As research fortnight argued in May, | :00:20. | :00:23. | |
this government's proposed reforms are being billed as innovathve, but | :00:24. | :00:28. | |
in fact they are no such thhng. They say the wording proportionate for | :00:29. | :00:33. | |
the bill is code for light touch. Instead, the UK Government has | :00:34. | :00:37. | |
decided to emulate a model hn which many in the rest of the world would | :00:38. | :00:42. | |
like to escape. Encouraging new universities or providers is | :00:43. | :00:44. | |
important that the title of universities needs to be sedn as a | :00:45. | :00:48. | |
privilege and is not an automatic entitlement. In the long-term, it is | :00:49. | :00:54. | |
quality that is at risk if the proposed legislation becomes law. | :00:55. | :00:58. | |
That is what research fortnhght says. One example is the potential | :00:59. | :01:03. | |
threat to quality might be the proliferation of private medical | :01:04. | :01:06. | |
schools. Three new medical schools will be open in England by 2017 and | :01:07. | :01:12. | |
many more possibly in the ndxt few years. They will be able to operate | :01:13. | :01:16. | |
free of some of the restrictions that publicly funded medical schools | :01:17. | :01:19. | |
face, in particular, around recruitment of home EU and | :01:20. | :01:25. | |
international students. This will create a distorted playing field | :01:26. | :01:28. | |
where existing institutions are unable to expand without penalty. It | :01:29. | :01:37. | |
is also feared that they will have limited engagement with resdarch, | :01:38. | :01:41. | |
lowering the standard of medical education in the UK. In Jund, | :01:42. | :01:48. | |
Baroness Alison Wolf, who w`s a member of the excellent skills plan | :01:49. | :01:53. | |
to which the Secretary of State referred earlier, fresh frol her | :01:54. | :01:59. | |
stay in Australia which has had its own provider controversies, urged | :02:00. | :02:06. | |
caution on the back of the experiences in higher education she | :02:07. | :02:09. | |
found there. She said the Atstralian experience confirms the madness of | :02:10. | :02:14. | |
the removal of caps on enrolments. I think it is morally outrageous that | :02:15. | :02:17. | |
we encourage young people to take out these big loans and givd up | :02:18. | :02:22. | |
years of their lives when it is increasingly becoming obviots that | :02:23. | :02:25. | |
in some universities the avdrage earnings of graduates is lower than | :02:26. | :02:30. | |
the average salary of nongr`duates. You see you have added their | :02:31. | :02:36. | |
concerns, not least about rdmoval of minimum student numbers frol the | :02:37. | :02:39. | |
criteria of university titlds. Why are we scrapping the right to | :02:40. | :02:48. | |
convert titles by the Privy Council? The problematic unfolding and | :02:49. | :02:51. | |
development of the office of students, certainly in its darly | :02:52. | :02:54. | |
years, means it will not be able to have the same sort of international | :02:55. | :02:58. | |
clout, and again, it removes the role of Parliament from either or | :02:59. | :03:04. | |
approving -- approving a disapproving inner-city titles as a | :03:05. | :03:10. | |
backstop. The turn at it Whhte Paper produced by a broad group of | :03:11. | :03:13. | |
researchers and academics h`s also done as a service by remindhng us of | :03:14. | :03:17. | |
the history and jagged procdss of alternative providers under this | :03:18. | :03:23. | |
government and its predecessor. In December ready for team the Public | :03:24. | :03:29. | |
Accounts Committee robustly rebuffed officials for repeatedly ignoring | :03:30. | :03:30. | |
warnings about the for-profht sector. In 2015, the chair reported | :03:31. | :03:44. | |
that between 2010-11 and 2002-1 , there was a rise from 7000 to 5 | :03:45. | :03:49. | |
3000. The total amount of ptblic money paid to those students | :03:50. | :03:54. | |
increased from ?50 million to around 675 million. The department pressed | :03:55. | :04:01. | |
ahead with the expansion of this without sufficient regulation in | :04:02. | :04:05. | |
place to protect public mondy. My honourable friend has already | :04:06. | :04:09. | |
referred to that famous photographed arriving to memo which cast doubt on | :04:10. | :04:15. | |
his ability to solve this problem. The Minister, the Secretary of | :04:16. | :04:19. | |
State, talked about, I think it was a recycling of something behng an | :04:20. | :04:26. | |
Estonian self-serve is not so long ago about objections in the past. -- | :04:27. | :04:32. | |
recycling of something he s`id himself. When he was asked to say | :04:33. | :04:42. | |
what these new universities or institutions would be, having | :04:43. | :04:45. | |
already had a very lukewarm response when he mentioned it to Google and | :04:46. | :04:49. | |
Facebook, he could only answer that there were a lot of them th`t were | :04:50. | :04:54. | |
interested. The real concern is for students whose as Egyptians are | :04:55. | :04:59. | |
forced to close. It is still unclear what resources would be avahlable to | :05:00. | :05:05. | |
police this and how affected students could be financially | :05:06. | :05:08. | |
compensated and given a cle`r plan for completing their educathon. That | :05:09. | :05:12. | |
Mac real concern is for students whose universities close. In | :05:13. | :05:20. | |
particular, the government's and equality assessment admits dthnic | :05:21. | :05:23. | |
minority students more likely to come from a disadvantaged b`ckground | :05:24. | :05:29. | |
will mean they can access -, cannot access the same financial also shall | :05:30. | :05:33. | |
resources in which British students, white British students, in the event | :05:34. | :05:40. | |
of a close. We therefore expect not demand, we expect protection plans | :05:41. | :05:43. | |
to have a greater impact on this group. I will give way. With my | :05:44. | :05:51. | |
honourable friend agree with me that this is a particular concern for | :05:52. | :05:54. | |
those students who may be m`ture student choosing to study and their | :05:55. | :06:01. | |
immediate locality as they have to continue to work, support children | :06:02. | :06:07. | |
and family members. And this would provide extreme difficulties for | :06:08. | :06:12. | |
them. It is right to bring them back which is the family circumstances of | :06:13. | :06:22. | |
the people affected. There hs the potential for hundreds of broken | :06:23. | :06:26. | |
homes and careers and social mobility being Dutch. As serious as | :06:27. | :06:32. | |
the reputational damage that scandals could do to the UK's | :06:33. | :06:37. | |
international brand. The government White Paper was ready blase about | :06:38. | :06:42. | |
potential knock-on effects for UK plc from its sweeping changds. | :06:43. | :06:47. | |
Higher education providers `cross England and the devolved nations | :06:48. | :06:50. | |
Britain are internationally but competitive because they ard seen as | :06:51. | :06:53. | |
part of a tried and trusted UK brand. There needs to be UK wide | :06:54. | :06:59. | |
strategy used to safeguard ht. As we emerged into a post-Brexit world it | :07:00. | :07:03. | |
is or even more vital if we want our UK brand to shine as brightly as | :07:04. | :07:07. | |
possible to reassure Scotland and Northern Ireland, especiallx where | :07:08. | :07:15. | |
they there remain unresolved tension. The government says the | :07:16. | :07:18. | |
office for students will cover access and buses the patient but | :07:19. | :07:23. | |
what concrete action there will be to match the rhetoric remains | :07:24. | :07:25. | |
unseen. There are major concerns about how quality assurance will be | :07:26. | :07:35. | |
affected. The truth is that the government is consistently | :07:36. | :07:38. | |
undermining its own rhetoric on widening participation. Cuts to | :07:39. | :07:44. | |
Esau, adult skills and soci`l mobility funding for universities | :07:45. | :07:48. | |
along side their disastrous decision to scrap maintenance grants | :07:49. | :07:51. | |
followers which we helped them to account for in this chamber in | :07:52. | :07:58. | |
January. The Sutton Trust who championed that for over a decade, | :07:59. | :08:05. | |
repeated their fears in this bill. Which have already been alltded to, | :08:06. | :08:10. | |
that English students have the highest level of debt in thd English | :08:11. | :08:13. | |
beating world and the figurds for the Secretary of State is ?44,0 0 on | :08:14. | :08:19. | |
graduation and over ?50,000 on those requiring maintenance loans. -- in | :08:20. | :08:28. | |
the English speaking world. Is it not the case that one of thd most | :08:29. | :08:31. | |
important things in improving access to higher education is improving | :08:32. | :08:35. | |
quality of secondary educathon and is it not a great tribute to a | :08:36. | :08:39. | |
previous Prime Minister and the previous Education Secretarx that | :08:40. | :08:45. | |
there are now 1.4 million more children in good and outstanding | :08:46. | :08:49. | |
schools who now have the ch`nce to go to university and achievd great | :08:50. | :08:56. | |
things? I am always happy to applaud excellence in the secondary sector | :08:57. | :09:00. | |
but I do think it is a little rich coming from the honourable | :09:01. | :09:05. | |
gentleman. When he and his predecessor but I did over ` system | :09:06. | :09:10. | |
where particularly -- presided over a system, where they were ddnied | :09:11. | :09:17. | |
automatic access to work experience which would have built up some | :09:18. | :09:20. | |
skills and capacity to take over these positions. With referdnce to | :09:21. | :09:31. | |
the level of quality in schools Will my honourable friend agree that | :09:32. | :09:36. | |
there is also the issue of `ccess to further education. Where provision | :09:37. | :09:44. | |
to access other higher educ`tion cause, is invaluable for people in | :09:45. | :09:52. | |
accessing higher education `nd this bill falls short on anything to | :09:53. | :10:39. | |
We agree that the government as to make an annual requirement for the | :10:40. | :10:50. | |
report. There needs to be, hf we want the office to be a gentine | :10:51. | :10:55. | |
office for students there h`s to be a designated place for studdnt | :10:56. | :10:58. | |
representatives and it is not a student who are key stakeholders but | :10:59. | :11:01. | |
the people working at all ldvels in the institutions and that is why I | :11:02. | :11:07. | |
particularly undersigned -- underline what Unison have said | :11:08. | :11:11. | |
about the lack of decision for employees and students and that is | :11:12. | :11:15. | |
something that they need to do. We can't get away from the fact that | :11:16. | :11:20. | |
the student position is nowhere near as rosy as the government is saying. | :11:21. | :11:25. | |
For 20 years the official position has been that maintenance stpport is | :11:26. | :11:30. | |
not meant to fully cover annual costs for full-time students, the | :11:31. | :11:33. | |
loans are supposed to be supplemented by earnings or | :11:34. | :11:36. | |
contributions from family and too little attention has been p`id to | :11:37. | :11:40. | |
the other debts that students have. The debate about tuition feds | :11:41. | :11:46. | |
increases it an important one but the fundamental problem of | :11:47. | :11:49. | |
sustainability also lies in maintenance support and student cost | :11:50. | :11:53. | |
of living and that is right student dissatisfaction levels are so high | :11:54. | :12:01. | |
and alarming. I want to turn to the issues around the separation of | :12:02. | :12:06. | |
regulation of funding betwedn teaching and OFS and the new UK | :12:07. | :12:11. | |
research and innovation bodx. They said they risked undermining some of | :12:12. | :12:13. | |
the positive interaction of teaching and research. I've already set at | :12:14. | :12:20. | |
the risks that allowing challenger institutions degree awarding powers | :12:21. | :12:23. | |
from day one could have on the quality of the institutions and the | :12:24. | :12:27. | |
regulation needs to be robust rather than proportionate. As I also | :12:28. | :12:34. | |
emphasised, when we debated the scrapping of maintenance gr`nts for | :12:35. | :12:38. | |
students, a key driver and hmprove for social ability arc colldges | :12:39. | :12:43. | |
which deliver over 10% of all HD courses in the country, oftdn for | :12:44. | :12:48. | |
the most disadvantaged studdnts and in places where there is currently a | :12:49. | :12:52. | |
death alone of stand-alone HD provision. They span all ovdr the | :12:53. | :12:57. | |
country from the MCG in the North East to Cornwall as well as my own | :12:58. | :13:05. | |
college. And last year 33,700 English applicants were awarded | :13:06. | :13:09. | |
maintenance grants for HD courses. Would you not have thought therefore | :13:10. | :13:15. | |
that the government might h`ve seen as a key element for expanshon as | :13:16. | :13:18. | |
part of their array of challenger institutions? And yet hidden away in | :13:19. | :13:24. | |
the annex of the impact assdssment of this bill, the government's | :13:25. | :13:33. | |
forecast of the numbers of FE colleges to 27-28 is exactlx the | :13:34. | :13:34. | |
same figure as is projected What capacity will it be for them of | :13:35. | :13:57. | |
systematic cuts and colleges, adult skills and other areas are `dded | :13:58. | :14:03. | |
capability of high dedication to take part in expansion? Manx | :14:04. | :14:11. | |
programmes and which could be scrapped to ?725 million of EU money | :14:12. | :14:16. | |
is lost. Money that produces jobs and skills for on which the courses | :14:17. | :14:27. | |
and Will he underline how ilportant this point is? For many comlunities | :14:28. | :14:32. | |
we serve, Roger education is the critical springboard into hhgher | :14:33. | :14:36. | |
education. In Birmingham, wd have the grand total were level five | :14:37. | :14:42. | |
apprenticeships. We cannot change that number unless we radic`lly | :14:43. | :14:46. | |
increase the week in which further education and higher that is why | :14:47. | :14:57. | |
highlighting that my honour`ble friend position at this dispatch | :14:58. | :15:10. | |
box, he championed that poshtion of the conversions between the UK model | :15:11. | :15:16. | |
and the inclusion model in the valt it is an issue. Whether it resident | :15:17. | :15:29. | |
of the Royal Society, Sir plans were drastic, the Academy of sochal | :15:30. | :15:34. | |
sciences who feel they or P`ul McGinley all, the policy research | :15:35. | :15:47. | |
unit, who said it is the nedd to be stronger safeguards around funding | :15:48. | :16:05. | |
interaction Wales, the Royal Society of others is very concerned | :16:06. | :16:34. | |
about how they also asked for clarification on this point. The | :16:35. | :16:43. | |
proposed since last week, split responsibility for research and | :16:44. | :16:50. | |
teaching across UK... Two sdparately much, the research excellence to | :16:51. | :16:58. | |
Mark and the, both there ard major concerns pose Brexit how | :16:59. | :17:01. | |
universities will find that research. 18 UK institutions face | :17:02. | :17:17. | |
losing in more due to the ddcision to that affect some of the newer | :17:18. | :17:28. | |
universities as well as the warned that jeopardised the world-class | :17:29. | :17:37. | |
science the UK I have three universities in my constitudncy two | :17:38. | :17:40. | |
new ones and one Russell group University who are concerned about | :17:41. | :17:47. | |
what will happen the honour`ble friend agree with me we havd had now | :17:48. | :17:50. | |
be assurance from the Government to replace the funds that go I would | :17:51. | :18:02. | |
agree. This is something th`t has the Vice Chancellor at check in | :18:03. | :18:09. | |
these are issues that affect the That has been amplified in the wake | :18:10. | :18:23. | |
of the Ulster Villa deal after the Brexit vote. Not at the momdnt. | :18:24. | :18:31. | |
Meddling with what the bill calls the architecture of quality | :18:32. | :18:36. | |
assurance where the white p`per Julie says on page 61 that `n offer | :18:37. | :18:42. | |
will dissolve after the cre`tion of the OFS. The Vice Chancellor of | :18:43. | :18:50. | |
Coventry University has surged to add the demands of this bill to | :18:51. | :18:54. | |
those of EU exit at the samd time would be an intolerable burden for | :18:55. | :18:58. | |
universities that threatens to rock our very capacity to do everything | :18:59. | :19:02. | |
we do to extend UK's reputation globally. My honourable fridnd the | :19:03. | :19:09. | |
member for Hartlepool has m`de similar points. There are thousands | :19:10. | :19:15. | |
of EU students at UK universities, what will happen to their continuing | :19:16. | :19:20. | |
eligibility to study a all `ccess student loans? If we are sedn as | :19:21. | :19:26. | |
insular or insular looking, where does that leave EU students? The | :19:27. | :19:34. | |
chair of the business select committee has said government has | :19:35. | :19:38. | |
not provided clarity needed to reassure individuals. The white | :19:39. | :19:41. | |
paper and the bill argued the new challenger is to Jewish and is will | :19:42. | :19:47. | |
affect this. -- challenger institutions. This session with | :19:48. | :19:55. | |
untried, unnamed and untestdd providers can undermined rather than | :19:56. | :19:58. | |
reward the sector and don't think that this is simply something that | :19:59. | :20:05. | |
will affect England, 20,000 non EU students at Scottish universities, | :20:06. | :20:10. | |
and those in Irish universities What'll happen to some of the future | :20:11. | :20:14. | |
careers are some of our brightest and best students and futurd | :20:15. | :20:20. | |
workforce? In 2013-14 there were 15,000 students, UK students, and | :20:21. | :20:32. | |
the Erasmus programme. I received an e-mail after the Brexit votd from a | :20:33. | :20:37. | |
young man in Blackpool who studied in Munich. IDs that I am dedply | :20:38. | :20:42. | |
concerned about our part forward as a nation. | :20:43. | :20:47. | |
The Minister has refused to be drawn on the future schemes to en`ble EU | :20:48. | :20:54. | |
systems... Citizens to come to work in science. Why? Because he knows | :20:55. | :20:59. | |
given her Home Office stancd on migration, the Prime Ministdr good | :21:00. | :21:03. | |
veto it. Regardless, the government are pressing on with a bill that | :21:04. | :21:06. | |
introduces major changes th`t could cause massive disruption. They | :21:07. | :21:11. | |
wonder people are saying if they vote, -- if it ain't broke, don t | :21:12. | :21:19. | |
fix it. The rhetoric of the paper, there is little mention of Skilling. | :21:20. | :21:27. | |
There is a failure to plot `ny lifelong strategy to tackle our | :21:28. | :21:33. | |
skills gaps. We need to retrain and reskill older workers. Therd has | :21:34. | :21:38. | |
been talk about social mobility and improving this under the prdvious | :21:39. | :21:42. | |
government but little of thhs has touched on and benefited older | :21:43. | :21:46. | |
part-time students. The number of part-time students has plumleted by | :21:47. | :21:51. | |
38% and mature students havd dropped by hundred and 80000 by 20 ten. | :21:52. | :21:57. | |
Part-time higher education hs the catalyst for widening participation. | :21:58. | :22:11. | |
Part-time study helps students for disadvantaged backgrounds btt that | :22:12. | :22:16. | |
has not seen for mature students whose numbers have declined. The | :22:17. | :22:20. | |
latest survey of students bx the National education opportunhty | :22:21. | :22:25. | |
network save 40% may be choosing different causes an institution than | :22:26. | :22:28. | |
they would like because of costs restricting the range of | :22:29. | :22:32. | |
institutions they apply to buy living at home. This governlent has | :22:33. | :22:37. | |
talked the talk on widening participation but not walked the | :22:38. | :22:40. | |
walk and it is astonishing that in such a large bill they have not put | :22:41. | :22:49. | |
the importance on adult learning and part-time. Having cut my tedth as a | :22:50. | :22:57. | |
postgraduate with the WDA, H am proud to indoors, as the party is, | :22:58. | :23:02. | |
and express commitment to p`rt-time and adult education. I have said | :23:03. | :23:09. | |
previously that the worlds of further education, higher education | :23:10. | :23:13. | |
and online learning at morphing into each other far more quickly than | :23:14. | :23:16. | |
some policymakers realise. We are not ahead of the curve, the | :23:17. | :23:23. | |
consequences could be severd. I will briefly give way. He mentions in his | :23:24. | :23:32. | |
speech a number of criticisls of competition in the university | :23:33. | :23:35. | |
sector. Does he not agree whth Lord Mandelson who said in his rdsponse | :23:36. | :23:41. | |
to the government White Papdr and I quote, I welcome this focus on the | :23:42. | :23:44. | |
range of universities as thdy are essential for social mobility. Well, | :23:45. | :23:54. | |
Lord Mandelson, I am at one at that. I welcome a range of universities | :23:55. | :23:57. | |
but what I want to make surd and what I am sure most members of this | :23:58. | :24:02. | |
House want to make sure is that they do what they say on the tin and can | :24:03. | :24:06. | |
be dusted in the first placd. That is the whole point of what we are | :24:07. | :24:11. | |
saying. -- trusted. The honourable gentleman and, whips are tr`ined to | :24:12. | :24:17. | |
say things like that, but the proof of the pudding is in the eating The | :24:18. | :24:23. | |
government should... I will watch and see. The government shotld take | :24:24. | :24:30. | |
into consideration proposals to imported to be left to chance. They | :24:31. | :24:34. | |
should study the Fabian Sochety s new repose is to do away with loans. | :24:35. | :24:40. | |
The Open University, city and Guilds, and several others have | :24:41. | :24:46. | |
produced ideas to facilitatd both credit transfer and personal career | :24:47. | :24:54. | |
at Cowes. These build on thd magisterial 2009 learning through | :24:55. | :24:59. | |
life report which was co-authored by Tom Schuler and David Watson. | :25:00. | :25:08. | |
Knowledge is power, but tod`y we have an opportunity that also a duty | :25:09. | :25:15. | |
to spreads that power. Life launch learning should not be silo. It | :25:16. | :25:24. | |
helps people live longer, it helps bring back offenders into society. | :25:25. | :25:30. | |
It contributes to getting economically inactive peopld ready | :25:31. | :25:35. | |
for the world of work. I am labouring on this points because I | :25:36. | :25:39. | |
realise given the smaller btdgets the ministers opposite might have, | :25:40. | :25:42. | |
they may have to go around with a begging bowl if we are actu`lly | :25:43. | :25:44. | |
going to get progress in thhs area. We should be bold and bring forward | :25:45. | :26:01. | |
practical skills with knowlddge The Government has been content to make | :26:02. | :26:05. | |
welcome incremental changes whilst the capacity of adult learnhng is | :26:06. | :26:08. | |
unravelling further. There hs little reference as my colleague mdntioned | :26:09. | :26:12. | |
to have devolution max. The primary responsibility would be | :26:13. | :26:43. | |
to its owners, investors and its shareholders. Instead of looking at | :26:44. | :26:50. | |
urgent and constructive ways of reducing the financial burddn on | :26:51. | :26:56. | |
students and preparing mech`nisms which dodge Parliament 's ability to | :26:57. | :27:03. | |
regulate them, the Government has brought forward this Bill. Hnstead | :27:04. | :27:07. | |
of shoring up the universithes at its most critical time, thex risked | :27:08. | :27:12. | |
seriously undermining them by pursuing obsessively that m`rket | :27:13. | :27:15. | |
ideology. Instead of analyshs in the wake of Brexit to give assurances | :27:16. | :27:22. | |
and strategies to safeguard research excellence in traditional | :27:23. | :27:24. | |
universities and modern ones, and the involvement of a cheat `nd local | :27:25. | :27:26. | |
communities. We have continually ducked the | :27:27. | :27:55. | |
suggestions made them about pre-legislative scrutiny to try to | :27:56. | :28:03. | |
iron out some of these issuds. With the results of the Brexit rdferendum | :28:04. | :28:10. | |
and the collapse of the Camdron Government, we can see how wise it | :28:11. | :28:13. | |
would be for them to reflect and take time, instead they are going | :28:14. | :28:21. | |
hell for leather with a Bill... The small measures of progress that they | :28:22. | :28:25. | |
have made on social mobilitx could have been the opportunity to paint a | :28:26. | :28:29. | |
bold new picture of a systel that would encourage social cohesion | :28:30. | :28:35. | |
Instead, they have undermindd the own suggestions on social mobility. | :28:36. | :28:38. | |
We could have had a Bill th`t addressed these things and which | :28:39. | :28:42. | |
would have commended weight support across the House with institutions | :28:43. | :28:46. | |
that supply higher education and research. Instead, after thd | :28:47. | :28:53. | |
business has been turned upside down, we are pressing on as if | :28:54. | :29:00. | |
nothing had happened. When the facts change, I change my mind, what do | :29:01. | :29:05. | |
you do? That is not the build this Parliament needs. It is not the Bill | :29:06. | :29:09. | |
that universities and higher education needs. It is not the Bill | :29:10. | :29:13. | |
that the country needs. It hs a Bill that is not fit for purpose and | :29:14. | :29:20. | |
after Brexit, to provide direction and structured to tackle and said | :29:21. | :29:23. | |
the needs of a crucial part of our national... In the next gendration. | :29:24. | :29:27. | |
That is why we cannot support its second tonight. Neil Carmichael | :29:28. | :29:34. | |
Thank you very much. I would like to welcome the new Secretary of state. | :29:35. | :29:40. | |
It is a great pleasure to sde her sitting in her place. I think she | :29:41. | :29:48. | |
does a wonderful job. I was reminded when she spoke about her experience | :29:49. | :29:51. | |
going to university as the first member offer family, it was the same | :29:52. | :29:56. | |
for me. I remember heading from Northumberland to Nottinghal | :29:57. | :30:00. | |
thinking I was going fairly well so. Until I met students who were also | :30:01. | :30:05. | |
on the arrival but they werd coming north. I was quite intrigued by | :30:06. | :30:11. | |
that. I enjoyed my time at university as did she. I wotld echo | :30:12. | :30:16. | |
her point that it really dods matter about getting to university. For | :30:17. | :30:20. | |
those that do, it is a fabulous thing. Precisely the point `bout | :30:21. | :30:26. | |
this whole discussion is to make sure more can do that and c`n be | :30:27. | :30:31. | |
successful. That is the essdntial point. I am also very keen to | :30:32. | :30:36. | |
welcome the creation of a l`rge support Department for Educ`tion. It | :30:37. | :30:44. | |
always struck me it was verx strange that the previous Government but | :30:45. | :30:52. | |
one, Gordon Brown's, severed the Department for Education and created | :30:53. | :30:54. | |
the situation where we had ` wasteland. We never knew who was | :30:55. | :30:59. | |
doing what and how it was bding done, and he was standing at. Apart | :31:00. | :31:04. | |
from the fact that the link`ge between schools, colleges and | :31:05. | :31:09. | |
universities was effectivelx broken. Creating a new department lhke we | :31:10. | :31:14. | |
have, I think, is a fabulous step in a new direction. I remember | :31:15. | :31:18. | |
discussing this with the right honourable member for Surrex Heath. | :31:19. | :31:21. | |
I think he would concur with what I had just said. As a former Secretary | :31:22. | :31:29. | |
of State for education, he hs well placed to do that. We have copyright | :31:30. | :31:35. | |
kind of Department. I am pldased as the education Select Committee that | :31:36. | :31:43. | |
I have even more to do. The sector that we are talking about today is | :31:44. | :31:49. | |
very important. There's nothing more important, in fact, then making sure | :31:50. | :31:52. | |
that the HE sector for rides and prosperous. We will give yot several | :31:53. | :31:59. | |
reasons. That price. The obvious one is social mobility and justhce. The | :32:00. | :32:05. | |
brutal fact is that it is and in hop -- up her and waste to know that | :32:06. | :32:08. | |
there are people who could get into university but cannot. -- tdrrible | :32:09. | :32:13. | |
waste. It is completely unacceptable. What we have to have | :32:14. | :32:19. | |
in society is where we have people who can and should, and do want to | :32:20. | :32:24. | |
go somewhere can get there. That is our job. It is not acceptable to | :32:25. | :32:28. | |
have groups of people or individuals amongst groups of people, trapped. | :32:29. | :32:36. | |
Thank you for giving way. On that basis, how does he justify the | :32:37. | :32:44. | |
removal of NHS bursaries? I do think it is an important issue to attract | :32:45. | :32:50. | |
people to the NHS. What we need to be concentrating on to therd is the | :32:51. | :32:58. | |
Bill in point. It is an isste that we will look at in due course on the | :32:59. | :33:03. | |
education Select Committee. I want to go back to this point about | :33:04. | :33:06. | |
social justice and making stre that we actually extend out to all. It is | :33:07. | :33:13. | |
critical. One of the issues that is important is that we need to | :33:14. | :33:19. | |
recognise that it has to be extended across the country to regions and | :33:20. | :33:25. | |
localities that are surrounded by effectively a wall. A wall `gainst | :33:26. | :33:30. | |
hope. A wall against opporttnity. A war against achievement. -- Paul. | :33:31. | :33:39. | |
This Bill is also about productivity. That is a critical | :33:40. | :33:47. | |
point as well. To have a society where people can feel included, feel | :33:48. | :33:51. | |
able to express themselves, feel able to get the jobs and | :33:52. | :33:56. | |
opportunities they want, we need a society that is also based on an | :33:57. | :34:02. | |
economic productive model. The reality is productivity equ`ls more | :34:03. | :34:07. | |
opportunity. It equals people having more skills, having the ability to | :34:08. | :34:11. | |
get a better salary, having the ability to do things they could not | :34:12. | :34:16. | |
otherwise do. The productivhty argument is absolutely at the court | :34:17. | :34:25. | |
of why it is we need to improve our university sector as this Bhll seeks | :34:26. | :34:33. | |
to do. Would he acknowledged that productivity is also part of what we | :34:34. | :34:36. | |
would call the search and development, particularly rdsearch | :34:37. | :34:40. | |
and development budgets in Durope. There is a concern that the | :34:41. | :34:48. | |
withdrawal from Europe -- Etrope can have an impact on projects that have | :34:49. | :34:54. | |
been financed. Could the honourable gentleman look about whether they | :34:55. | :34:56. | |
have already looked at that consequence? I think it is dssential | :34:57. | :35:04. | |
we have research and development. If you look at the comparatives between | :35:05. | :35:08. | |
ourselves and other countrids they are competing with, you find some | :35:09. | :35:11. | |
areas where we could and should do better. You are absolutely right. I | :35:12. | :35:17. | |
want to make this point abott productivity, if you take the | :35:18. | :35:21. | |
Germany point of view, according to the OECD, 28% more productive than | :35:22. | :35:29. | |
us, that economy has businesses companies and professions, they | :35:30. | :35:32. | |
understand human forces, people are the things that really mattdr. I | :35:33. | :35:36. | |
will give you an example of how I know this. I went to a power factory | :35:37. | :35:41. | |
in East Germany, lower Saxony to be exact. It is basically being built | :35:42. | :35:46. | |
from the ashes of the collapse of the Communist regime. They `re | :35:47. | :35:52. | |
producing cars. I was talking about the supply chain. What does it look | :35:53. | :35:56. | |
like Hoylake I asked the manager what looked like. He said hd could | :35:57. | :36:00. | |
show me. What he showed me was a typical final but what was `lso part | :36:01. | :36:10. | |
of the supply chain were colleges and universities, not just the | :36:11. | :36:12. | |
normal value factors that stpply cars. -- manufacturers. If xou are | :36:13. | :36:22. | |
going to be productive and to drive through the growth that we need you | :36:23. | :36:28. | |
need human resources. Making sure that we do so is a huge step in the | :36:29. | :36:34. | |
rate direction. I am fine. The on board member giving way. Mickey just | :36:35. | :36:40. | |
comment on my alma mater, the University of West London which has | :36:41. | :36:48. | |
the legislator nurtured a relationship between the gr`duates | :36:49. | :36:56. | |
so that it feels its needs to the industries so there is a sylbiotic | :36:57. | :37:00. | |
relationship between the industries and the University. Is that a model | :37:01. | :37:04. | |
that we should be looking to expand across the entire higher edtcation | :37:05. | :37:09. | |
sector? It is a good point. We will put that in with devolution. My | :37:10. | :37:13. | |
honourable friend makes a powerful point. It is important that the | :37:14. | :37:18. | |
universities are connected to businesses, to professions. I make | :37:19. | :37:24. | |
two more points. The first hs that through devolution, through making | :37:25. | :37:26. | |
sure that universities becole dominant partners of cities and | :37:27. | :37:31. | |
other regions, then they will be able to make those links for | :37:32. | :37:38. | |
opportunities and contributd to the world of research and development | :37:39. | :37:42. | |
that is so important beyond the university itself. That is point | :37:43. | :37:48. | |
number one. Point number two, what we have to do is recognise that | :37:49. | :37:53. | |
businesses and professions have an interest to be invested in | :37:54. | :37:55. | |
universities and we should dncourage them to do so in a traditional way | :37:56. | :38:01. | |
by supplying capital, and in the most sensible way, supporting | :38:02. | :38:05. | |
students to go to universitx, to stay at university and develop | :38:06. | :38:10. | |
research opportunities. There are steps to make that happen in this | :38:11. | :38:19. | |
Bill. If you take, for example, the office for students, like the idea | :38:20. | :38:24. | |
that is going to have the ability to shape the new universities that we | :38:25. | :38:29. | |
need an access to degree subjects that we also need. That ties in with | :38:30. | :38:36. | |
the knowledge that everybodx has that we do have certain skilled | :38:37. | :38:39. | |
sectors which are woefully undersupplied. What we need to do is | :38:40. | :38:45. | |
develop the university sector to help put that right. That khnd of | :38:46. | :38:51. | |
relationship is a very important one for us. I also welcome the fact that | :38:52. | :39:00. | |
this Bill is selecting the lartial leave you. That is an important | :39:01. | :39:04. | |
contribution to the bait. -, nursery. | :39:05. | :39:15. | |
What I would say is that structure does need to be user-friendly in the | :39:16. | :39:21. | |
sense that it must engage whth the world of the search and the | :39:22. | :39:29. | |
interests of science. We have to remember that getting inforlation | :39:30. | :39:31. | |
technology in the right places important. There are sometiles | :39:32. | :39:38. | |
questions about who owns IP and who's going to benefit from IP. We | :39:39. | :39:43. | |
need to set up a system which looks good and is able to deliver that | :39:44. | :39:47. | |
kind of structure. Other issue is the question of | :39:48. | :40:18. | |
destinations. We don't about this destinations from schools that | :40:19. | :40:25. | |
matter rather than convocathon an assessment. That is why I al quite | :40:26. | :40:31. | |
pleased about the teaching framework. That will help us shape | :40:32. | :40:37. | |
the destination issue in it thing way. If we get it right... Will he | :40:38. | :40:44. | |
expects that these process could be with the regional colleges, they | :40:45. | :40:50. | |
have important part to play not only in their relationship with schools | :40:51. | :40:55. | |
and universities. Teaching can be upgraded. Of course I do. The truth | :40:56. | :41:01. | |
of the matter is colleges produce foundation degrees, a logic`l link | :41:02. | :41:05. | |
an extension to universities. The relationship between larger colleges | :41:06. | :41:08. | |
and universities should be `llowed to develop, and courage. Ex`ctly the | :41:09. | :41:14. | |
kind of the question of getting the skills of wanted the subject I think | :41:15. | :41:21. | |
also very critical. Shut up you think about the world of edtcation | :41:22. | :41:27. | |
in a linear wave is finished, that is why they please welcome the new | :41:28. | :41:33. | |
creation this apartment. I wrote about it a few years ago it would | :41:34. | :41:42. | |
happen, though it has reasons I hoped it would happen for other | :41:43. | :41:45. | |
which is that we need to sed universities and colleges thinking | :41:46. | :41:46. | |
of their relationship is with schools and academies. That is a key | :41:47. | :41:52. | |
issue. The travel of the other way, too. That will help us understand | :41:53. | :41:58. | |
more about what the labour larket skills might account for thd select | :41:59. | :42:16. | |
committee if you think it up. But most of their city I have | :42:17. | :42:28. | |
suggestions for what was shd there will, going at so sorry in ` civil | :42:29. | :42:50. | |
stuff is. But this is actions. It is action in the singer 's even so will | :42:51. | :43:07. | |
the academies during fools. Skills. This is the skin. Vince Wilfork | :43:08. | :43:15. | |
education system is they've more of me in the World Cup this th`t during | :43:16. | :43:24. | |
those stock is reaching out for desperate to be reached out they are | :43:25. | :43:31. | |
those that are described as an opt plague they should not deprhve | :43:32. | :43:39. | |
faith. That is put right on this journey we barking on this second | :43:40. | :43:45. | |
reading of the bill committde at their will look at the issuds raised | :43:46. | :43:50. | |
by the opposition. Taking note of one or to macro. I want my committee | :43:51. | :43:55. | |
right. It is an important one. -- two. Through the cracks not of | :43:56. | :44:25. | |
his these things for. With heritage should all aged up things that the | :44:26. | :44:37. | |
death you there shouldn't, fourth sheet that not | :44:38. | :45:12. | |
still to produce up because the certificate passed often gave UK to | :45:13. | :45:29. | |
the framework. I'm not participating Scotthsh | :45:30. | :45:48. | |
universe and this becomes to be attracting foreign students. I thank | :45:49. | :45:56. | |
the honourable lady for givhng way, I echo the sentiments will stop I | :45:57. | :46:02. | |
worked in an educational institution, that and agree with the | :46:03. | :46:06. | |
value of international studdnts The value is financial, but is luch more | :46:07. | :46:10. | |
than that, and all students lose out if that becomes a problem. H agree | :46:11. | :46:18. | |
with my honourable friend 100%. Diversity in the institutions, what | :46:19. | :46:22. | |
we can learn from students overseas. It really enriches the experience | :46:23. | :46:24. | |
for all students in higher education. For international | :46:25. | :46:32. | |
students, potentially viewing a move to a UK university, they cotld look | :46:33. | :46:40. | |
in English university with ` strong rate as offering a better qtality of | :46:41. | :46:43. | |
experience then a Scottish university with a rating. As this | :46:44. | :46:52. | |
will be grounds in quality `ssurance scores, and Scotland has a distinct | :46:53. | :46:57. | |
quality assurance system, the invitation of Scotland's in Hance | :46:58. | :47:02. | |
educational reviews, and thd benchmarking would allow | :47:03. | :47:08. | |
institutions in Scotland to continue to compete on a level playing field. | :47:09. | :47:15. | |
In a scratch of national sttdents. It is important that caution is | :47:16. | :47:20. | |
exercised around the use of metrics to judge the quality of teaching. | :47:21. | :47:24. | |
From metrics like graduate salary, student satisfaction, and drive | :47:25. | :47:28. | |
university behaviour in a ndgative way. Higher education institutes are | :47:29. | :47:40. | |
encouraged to sacrifice certain subjects, for areas producing more | :47:41. | :47:45. | |
satisfactory results areas leasured. Courses which are more challenging, | :47:46. | :47:51. | |
and possibly score lower sttdent satisfaction metrics may be hit | :47:52. | :47:59. | |
Vital seven courses. They could end up being dropped, they do not mesh | :48:00. | :48:07. | |
well -- measure well. If metrics are to be used, they should be carefully | :48:08. | :48:14. | |
done so so that skill has bden developed, and it meets the overall | :48:15. | :48:21. | |
needs of society. The drive towards marketisation of the student expects | :48:22. | :48:26. | |
is one with all you with cotrt in the power to award the festhve I did | :48:27. | :48:35. | |
the work is an there is a mdchanism in sure ideas have a crack hn the -- | :48:36. | :48:50. | |
track record. This will be damaging as the UK competes internathonally | :48:51. | :48:54. | |
for students. show union of students at chin. So | :48:55. | :49:36. | |
the defence would share, it Private Eye is what should be worridd about. | :49:37. | :49:46. | |
-- Private Eye courses which are more than to left to Irish ddition | :49:47. | :49:56. | |
of disputes. These traditional institutions of will either bear | :49:57. | :49:59. | |
this financial burden, or worse still will abandon some of the | :50:00. | :50:04. | |
courses which ever earned the UK its worldwide patient for excellence in | :50:05. | :50:10. | |
the field. New institutions will be allowed to operate without providing | :50:11. | :50:14. | |
services, from libraries, to student unions. A key part of the student | :50:15. | :50:21. | |
experience in university. This bill this competition, not on thd terms | :50:22. | :50:29. | |
with existing universities that on substantially any assumption one can | :50:30. | :50:36. | |
make easily providers for students. There are of course City mob of the | :50:37. | :50:42. | |
government have, with a latd fee at 6000, universe that have le`ked the | :50:43. | :50:51. | |
quality, and at the other end of IS ?9,000, further rise in recdnt | :50:52. | :51:03. | |
teaching fight to, is recognised of Finland is with the same for all | :51:04. | :51:08. | |
courses in the Institute. Creating systems that quality of a whole is | :51:09. | :51:16. | |
not allowing them the front. I will finish my point. The fee if teaching | :51:17. | :51:22. | |
will there be across of months that the stick. Create work framd the | :51:23. | :51:40. | |
corpse of the fair that sets forth, charging for money quality degree. I | :51:41. | :51:46. | |
have huge admirer of educathon in Scotland, and found that late it is | :51:47. | :51:51. | |
meant universities is that whole living in one case he sat rdvealed | :51:52. | :51:58. | |
that Scotland at this foot hn any part of the kingdom is admitting | :51:59. | :52:04. | |
students from poorer backgrounds to piety is not back the gent for his | :52:05. | :52:10. | |
intervention. A useful one for myself. I did this stop looking at | :52:11. | :52:23. | |
the true from higher educathon. Scotland will have higher education | :52:24. | :52:29. | |
students taking alternative routes in. Tuition fees were trebldd in | :52:30. | :52:39. | |
2012, but there was no eviddnce to suggest there has been an | :52:40. | :52:42. | |
improvement in teaching quality for student satisfaction. The SNP | :52:43. | :52:48. | |
strongly opposes any further increase in fees. We continte to | :52:49. | :52:53. | |
support a system whereby entry to university is based on the `bility | :52:54. | :52:57. | |
to learn, never on the abilhty to pay. We have a strong and principled | :52:58. | :53:03. | |
record of opposing increases in tuition fees throughout the UK. We | :53:04. | :53:08. | |
will reject any bill which hncreases the financial burden on students. | :53:09. | :53:13. | |
I'm happy the Secretary of State recognises that allowing | :53:14. | :53:16. | |
marketisation of higher education will increase the possibility of | :53:17. | :53:23. | |
institutions exiting the market The NUS has raised concerns abott the | :53:24. | :53:26. | |
first responsibility of collapsing providers. Providers have | :53:27. | :53:32. | |
responsibilities to their shareholders about their sttdents? | :53:33. | :53:39. | |
There was no recognition, or Vosloo groups may get monetary recompense, | :53:40. | :53:45. | |
there is a recognition of the time wasted by students starting a course | :53:46. | :53:49. | |
with an institution, which subsequently fails. This tile is | :53:50. | :53:56. | |
indeed money for the students, whose careers and earning potenti`l could | :53:57. | :53:59. | |
be delayed while they seek `n alternative provider. They have been | :54:00. | :54:06. | |
asked to make a gamble with their fees and time, more importantly The | :54:07. | :54:13. | |
SNP has at its heart a commhtment to higher education of their profit of | :54:14. | :54:20. | |
education remains a look to us. The new emphasis on participation, as | :54:21. | :54:23. | |
well as access is a positivd measure. Plans to place a | :54:24. | :54:29. | |
transparency duty on universities to publish data for students b`sed on | :54:30. | :54:34. | |
gender, ethnicity and social backgrounds are a step in the right | :54:35. | :54:37. | |
direction, and I'm pleased to see there was scope to extend student | :54:38. | :54:44. | |
financing to students who do not accept interest carolling loans | :54:45. | :54:51. | |
creating a compliant manner of financing by students. If government | :54:52. | :54:55. | |
are going to meet their targets of doubling the potion of studdnts from | :54:56. | :55:01. | |
disadvantaged backgrounds going to university, and increasing the | :55:02. | :55:04. | |
number of black and minoritx ethnic students going to universitx, | :55:05. | :55:08. | |
transparency revolution must also ensure the and accountability. | :55:09. | :55:18. | |
Would she agree it is vital the Government will looks at thd | :55:19. | :55:24. | |
interaction between the higher education sectors in Scotland and | :55:25. | :55:28. | |
takes full account of the w`y that works to encourage particip`tion by | :55:29. | :55:31. | |
those groups that may be lilited currently? Absolutely. Another group | :55:32. | :55:38. | |
that has an advantage by thdse routes as single parents and | :55:39. | :55:44. | |
part-time students who are not able to access higher education hn the | :55:45. | :55:47. | |
same way that they have been able to in Scotland. Clear measures and | :55:48. | :55:56. | |
pathways to enable disadvantaged students to progress have bden | :55:57. | :56:03. | |
steadily eroded. Removal of the educational maintenance allowance | :56:04. | :56:06. | |
and maintenance grants for students from disadvantaged backgrounds | :56:07. | :56:11. | |
coupled with cuts to disabldd students and their allowancd does | :56:12. | :56:16. | |
not match the Government's `mbitions in this area. The picture in | :56:17. | :56:19. | |
Scotland continues to improve and positive steps are being taken to | :56:20. | :56:25. | |
ensure access continues to hncrease. Young people from a disadvantaged | :56:26. | :56:28. | |
background in Scotland are now more likely to participate in higher | :56:29. | :56:32. | |
education than they have evdr been in the past. We are now at 41% in | :56:33. | :56:41. | |
2014 of students from disadvantaged backgrounds who were able to access | :56:42. | :56:52. | |
higher education. Moving on to the search, the commitment to jdwel | :56:53. | :56:56. | |
support systems of research funding and that they have been principal | :56:57. | :56:59. | |
has been greatly welcomed bx the research community. Proposals to | :57:00. | :57:07. | |
reform the UK research Council in this Bill could have implic`tions | :57:08. | :57:11. | |
for higher education institttions in Scotland and we continue to have | :57:12. | :57:15. | |
concerns about the potential short and long-term consequences for | :57:16. | :57:21. | |
Scotland's the search base. The retention of seven disciplinary | :57:22. | :57:25. | |
research councils is welcomd. Merges or changes to this structurd at this | :57:26. | :57:30. | |
time could prove distracting to the research councils and could impact | :57:31. | :57:34. | |
negatively upon the UK's research capability. It has been stated that | :57:35. | :57:42. | |
it is strongly believed that the research council should continue to | :57:43. | :57:46. | |
hold its own budget and provide leadership for its own dischplines | :57:47. | :57:50. | |
and Anna Thomas fashion. Thd creation of UK research and | :57:51. | :57:55. | |
innovation within the context of science and research budget will | :57:56. | :57:59. | |
give greater coordination across the research councils and will hopefully | :58:00. | :58:04. | |
offer a stronger voice to the research community in its | :58:05. | :58:08. | |
interaction with Government. Currently, Scotland performs well in | :58:09. | :58:11. | |
attracting funding from resdarch councils for grants, studentships | :58:12. | :58:17. | |
and fellowships. The latest recorded figures showing Scotland attracted | :58:18. | :58:25. | |
13% of the UK total in 2012,13. Research Council spending on | :58:26. | :58:32. | |
infrastructure was only 5% of the UK spending. And only 7% of innovative | :58:33. | :58:42. | |
UK funding is spent in Scotland We are concerned that there cotld be a | :58:43. | :58:46. | |
lack of consideration amongst the research councils and Innov`te UK | :58:47. | :58:51. | |
decision-making bodies of priorities and research needs in Scotl`nd and | :58:52. | :58:58. | |
other devolved nations. Scotland's research interests and priorities | :58:59. | :59:07. | |
would be better served if the new UKRI board had an understanding of | :59:08. | :59:11. | |
policies across Scotland as well as the UK. We ask that representation | :59:12. | :59:16. | |
of the devolved administrathons is given on the board of UKRI. My | :59:17. | :59:25. | |
honourable friend who despite what was being said, is not the | :59:26. | :59:30. | |
Honourable Member for Angus. I visited the University of Glasgow | :59:31. | :59:34. | |
which is my constituency to meet with the space research dep`rtment. | :59:35. | :59:39. | |
They spoke at some length about the importance of research mech`nisms | :59:40. | :59:43. | |
and the ability for the resdarch councils to join funding all the way | :59:44. | :59:48. | |
up. It is important when we have opportunity with legislation like | :59:49. | :59:51. | |
this to make progress with these issues. One of the problems like | :59:52. | :59:55. | |
groups of Glasgow Universitx have found is that there is a bl`ck hole | :59:56. | :00:01. | |
between different areas of research. Let us hope that this leads to | :00:02. | :00:08. | |
greater collaboration. This collaboration between research | :00:09. | :00:13. | |
councils and Innovate UK is positive but the core mission of Innovate UK | :00:14. | :00:18. | |
is different and distinct from that of the search councils. It hs a | :00:19. | :00:22. | |
bridging role between busindss and research communities, it is to | :00:23. | :00:27. | |
stimulate business innovation and support it. That could be threatened | :00:28. | :00:32. | |
if Innovate UK does not intdract more collaboratively with the | :00:33. | :00:39. | |
academic research community. And the moment in Scotland, our bushness | :00:40. | :00:49. | |
base includes 90% of SMEss. We would hope that Innovate would continue to | :00:50. | :00:56. | |
work with them in its distinct role. Finally, if I could mention the | :00:57. | :01:04. | |
impact of the EU referendum. This has serious implications for the | :01:05. | :01:08. | |
university sector. The UK Government must work with the Scottish | :01:09. | :01:11. | |
Government to ensure that Scottish higher education institutes are not | :01:12. | :01:17. | |
adversely impacted, especially given that Scotland voted clearly to | :01:18. | :01:25. | |
remain in the EU. In 2014-14, there were over 13,000 EU students | :01:26. | :01:30. | |
studying for undergraduate degrees in Scottish universities. In the | :01:31. | :01:33. | |
science and technology Commhttee last week, I asked the Minister for | :01:34. | :01:37. | |
universities and signs about the positions of the students of the | :01:38. | :01:41. | |
next few years. He was not `ble to offer a guaranteed beyond 2017- 8. I | :01:42. | :01:48. | |
call again for an immediate guarantee from the UK Government | :01:49. | :01:52. | |
that all EU students studying in Scotland, and across the rest of the | :01:53. | :01:56. | |
UK, will be able to continud their studies without disruption. I thank | :01:57. | :02:03. | |
my friend forgetting the wax a second time. The University of | :02:04. | :02:07. | |
Glasgow and many other Scottish universities were quick aftdr the EU | :02:08. | :02:12. | |
referendum to state how welcomed the European Union students where in the | :02:13. | :02:16. | |
institutions and go as far `s they possibly could to provide the issue | :02:17. | :02:19. | |
of a continued welcome, thex won't be able -- they want them to be able | :02:20. | :02:24. | |
to complete their courses and remain part of the institution. Those | :02:25. | :02:30. | |
institutions were able to rdspond quickly and can be pressed the | :02:31. | :02:36. | |
Government for Fotherby asstrance? I agree 100%. Aberdeen University took | :02:37. | :02:40. | |
a bold step of saying they would be no change to the status of `ny EU | :02:41. | :02:45. | |
student, not just currently studying at Aberdeen but also future students | :02:46. | :02:51. | |
who are looking to come to @berdeen University, a point which the | :02:52. | :02:53. | |
honourable gentleman would like to note. Mr Deputy Speaker, thhs Bill | :02:54. | :03:07. | |
does not reflect the impact of Brexit. Scottish institutions have | :03:08. | :03:14. | |
not been offered any assurances that the 217 million euros funding that | :03:15. | :03:19. | |
is currently coming will be made up by the UK Government. With the | :03:20. | :03:26. | |
current instability in highdr education, this is the wrong time to | :03:27. | :03:31. | |
press ahead with this Bill. The SNP is not able to support this Bill | :03:32. | :03:38. | |
today in its current form. Thank you. Rather than put a time limit on | :03:39. | :03:46. | |
it, if we can do up to 12 mhnutes, we will get equal time and we should | :03:47. | :03:52. | |
all be happy. It is a pleastre as a London MP to be here with the | :03:53. | :04:03. | |
dynamic duo that have no taken over education, I can confirm having sat | :04:04. | :04:08. | |
here for the last two hours, he has ponder here than the honour`ble | :04:09. | :04:19. | |
lady. -- his here is more blonde. There is another London member, the | :04:20. | :04:25. | |
birthday boy from Tottenham. When I read the Guardian today it said he | :04:26. | :04:30. | |
was born in 1972 and I must -- I am sure it must've be a misprint | :04:31. | :04:33. | |
because it does not look older than 55. I should also make a brhef | :04:34. | :04:42. | |
declaration of interest. I have spent the last 11 years on the | :04:43. | :04:46. | |
advisory board of the London School of commerce which is a highdr | :04:47. | :04:52. | |
education provider. I am sure the House is delighted to hear that he | :04:53. | :04:56. | |
is a reader of the Guardian but could I say I am very glad we do not | :04:57. | :04:59. | |
have man GB selection in thd Conservative Party because such a | :05:00. | :05:04. | |
confession might not endeardd him to his constituents and I hope easier | :05:05. | :05:13. | |
for many years to come. I thank him for the observation. Maybe ht is | :05:14. | :05:23. | |
another Guardian misprint. Ly role on the London School of comlerce on | :05:24. | :05:28. | |
the advisory board has been very enthralling and interesting. I have | :05:29. | :05:33. | |
watched the development of ` private education provider that has dabbled | :05:34. | :05:38. | |
with the idea of having full university status and trying to get | :05:39. | :05:42. | |
the awarding powers. It has expanded overseas. This is not a deb`te to | :05:43. | :05:51. | |
talk a lot about the Governlent immigration policies but I do | :05:52. | :05:54. | |
recognise that has had an ilpact on the broader higher education sector. | :05:55. | :06:00. | |
A school that had 7500 is use only ten years ago, it is now down to a | :06:01. | :06:03. | |
third of that number. One of the interesting things is that ` college | :06:04. | :06:10. | |
that provides two year degrdes, a college that also charges wdll under | :06:11. | :06:16. | |
the ?9,000 limit. It is intdresting that there has been growth hn | :06:17. | :06:20. | |
domestic students over recent years. It is a vocational value added | :06:21. | :06:27. | |
degree. I have watched it ddvelop. Overseas colleges in places like | :06:28. | :06:32. | |
Kuala Lumpur and Dakar in Bangladesh. And the European centres | :06:33. | :06:41. | |
as well. It is regarded as ` alternative provider but fahled to | :06:42. | :06:47. | |
acknowledge the valuable ecosystem of higher education. I think it is | :06:48. | :06:50. | |
very important in the work ht is doing. Elements of this Bill could | :06:51. | :06:56. | |
have came into place five ydars ago had not been for some probldms | :06:57. | :07:03. | |
arising. It is fair to say that there is an apparent sense of rude | :07:04. | :07:06. | |
health in this sector. We all have to recognise it is a hugely | :07:07. | :07:11. | |
important business and revenue generator for the UK. Parti`lly | :07:12. | :07:16. | |
because of the use of the English language but also the fact we have | :07:17. | :07:23. | |
got a highly recognised and approved standards of quality, something be | :07:24. | :07:26. | |
perhaps take for granted with our own education providers. Solething | :07:27. | :07:32. | |
that is not necessarily the case in other parts of the world. 125 | :07:33. | :07:43. | |
publicly funded HE students, a sector that employs 170 academic | :07:44. | :07:53. | |
staff. The research side is also of critical importance. Innovations is | :07:54. | :07:59. | |
at the heart of what is dond in many universities. There are somd | :08:00. | :08:03. | |
providers in this sphere th`t will not go down the reserve chute and | :08:04. | :08:08. | |
will be focusing largely on for occasional education. It is | :08:09. | :08:16. | |
important that it is not just in other countries from the Calbridge | :08:17. | :08:20. | |
universities of this world that do well but a huge number of countries | :08:21. | :08:24. | |
-- companies with pharmaceutical provisions that are successful. I | :08:25. | :08:31. | |
have been a member for the last 15 years and the heart of London we | :08:32. | :08:34. | |
have a tremendous array higher education providers. Kings College | :08:35. | :08:44. | |
London, Imperial College and justice take my constituency, University | :08:45. | :08:49. | |
College London. These are globally successful universities and the | :08:50. | :08:55. | |
dominance of the popular culture of Oxbridge is being threatened by the | :08:56. | :09:00. | |
raising standards of these four universities in London which are | :09:01. | :09:06. | |
global players and what thex do I also have one of the sites of the | :09:07. | :09:12. | |
London Metropolitan Univershty in my area. I work with a number of MPs | :09:13. | :09:19. | |
across the House to try to lake a case for its continued existence in | :09:20. | :09:25. | |
these troubled times. I havd heard some of the debates taking place | :09:26. | :09:29. | |
earlier on today, in relation to the idea of a loving and universities to | :09:30. | :09:36. | |
feel, I do think it is an ilportant part of any developing ecosxstem. I | :09:37. | :09:39. | |
do not deny for one minute that there are implications with students | :09:40. | :09:44. | |
that could not be ignored. H do believe it is a healthy state of | :09:45. | :09:48. | |
affairs that if universities are not doing the job and are not providing | :09:49. | :09:55. | |
the education they should bd, there isn't the quality or demand, they | :09:56. | :09:59. | |
should not be preserved just because they have existed as institttions | :10:00. | :10:04. | |
for a long time. Let me see how much I welcome the legislation. H will | :10:05. | :10:09. | |
focus my brief comments on part one book which is the creation of the | :10:10. | :10:11. | |
office for students. They make the Tory system h`s | :10:12. | :10:31. | |
advanced in a battling manndr. The Office for Fair Access. In like | :10:32. | :10:39. | |
three this mechanism we can get rid of the overlaps. I support | :10:40. | :10:45. | |
wholeheartedly ignition of students as consumers. They are far lore | :10:46. | :10:50. | |
consumerist dig them this thme in the 1980s some this is a positive | :10:51. | :10:55. | |
thing, one of the by-products are paying for their education leans | :10:56. | :11:00. | |
they want to get good value, much the poor repetitive teaching. They | :11:01. | :11:10. | |
will want to ensure that thd facilities academic and non`cademic | :11:11. | :11:14. | |
are a higher quality and st`ndard. When I see an Ali-macro | :11:15. | :11:20. | |
undergraduates, I'm struck by how focused they are in getting the | :11:21. | :11:27. | |
best. When most soldiers regret for a bygone decade. It is a he`lthy | :11:28. | :11:33. | |
state of affairs that students take that seriously. I think that there | :11:34. | :11:38. | |
will implicitly recognises ht. I also recognise, we do need full | :11:39. | :11:46. | |
scrutiny in committee and the other place at the bar plenty of X in this | :11:47. | :11:49. | |
field. Obviously there are concerns about the granting of provisional | :11:50. | :11:55. | |
degrees by the honourable gdntleman for Blackpool South. The proposals | :11:56. | :12:02. | |
to relax the criteria for v`lidating powers will need to be lookdd at and | :12:03. | :12:09. | |
scrutinised fully. I have some sympathy with the dad because the | :12:10. | :12:16. | |
title of the University is ` much respected title, should quite | :12:17. | :12:19. | |
clearly be protected and th`t, and we will need to do this as this bill | :12:20. | :12:26. | |
goes through. I hope and will providers in the locality, `nd try | :12:27. | :12:32. | |
to make sure if we have a sxstem that does not focus on markdt | :12:33. | :12:37. | |
figures, that we recognise how interests have to be protected. I | :12:38. | :12:40. | |
fundamentally groovy now universities unit as to fail or the | :12:41. | :12:48. | |
old established to fail. It strikes that there are range of regtlar Tory | :12:49. | :12:53. | |
relationships that will need to be clarified. -- regular | :12:54. | :13:02. | |
relationships. One thing th`t will be debated and committee will be | :13:03. | :13:13. | |
government and ministerial interference. We need to make sure | :13:14. | :13:20. | |
that the institutions maint`in academic freedom going forw`rd. | :13:21. | :13:29. | |
Tettey take this opportunitx to congratulate the Secretary of State | :13:30. | :13:36. | |
on the ambitious proposals set out. She has shown itself willing to put | :13:37. | :13:39. | |
excellence and elitism at the heart of the education system. I regard | :13:40. | :14:02. | |
the importance of competition, variety and consumer choice as being | :14:03. | :14:03. | |
critical. I'm delighted that there must the centre | :14:04. | :14:23. | |
of educational policy. -- that they are putting this at the centre. A | :14:24. | :14:27. | |
pleasure to follow the honotrable gentleman, whatever else we disagree | :14:28. | :14:31. | |
about, I respect the fact that he has pointed out the damage to the | :14:32. | :14:36. | |
high educational system of hll thought out commitments and | :14:37. | :14:43. | |
policies. I note the cushion in his speech about the regulation for new | :14:44. | :14:53. | |
providers. As my honourable friend said in his excellent speech, and | :14:54. | :14:59. | |
others have referred referrdd to. This comes at a time when | :15:00. | :15:03. | |
institutions are reeling from the Brexit vote. Drafting of thd bill | :15:04. | :15:09. | |
and the associated consultation took place in the context of an dxpected | :15:10. | :15:16. | |
Remain resolved. The uncert`inties about replacing EU research funding, | :15:17. | :15:21. | |
and the position of the loose students would be good enough reason | :15:22. | :15:25. | |
in themselves to put this legislation on hold, to givd both | :15:26. | :15:34. | |
this House and the government the opportunity of ensuring that the | :15:35. | :15:37. | |
framework for higher educathon and research is fit for purpose in a | :15:38. | :15:42. | |
post-Brexit world. There ard other concerns about this bill. Whilst I | :15:43. | :15:47. | |
don't have a problem in principle with facilitating new providers and | :15:48. | :15:52. | |
more choice in the sector, there are strong grounds for proceeding more | :15:53. | :15:55. | |
carefully than the government proposes. As I think the honourable | :15:56. | :16:00. | |
member who has just spoken `s hinted at. It is likely that limitdd | :16:01. | :16:07. | |
government finance will be further stretched, when funding per student | :16:08. | :16:11. | |
is already under enormous pressure. And because there is a risk that | :16:12. | :16:17. | |
failure by new providers will be bad for students, and damage thd | :16:18. | :16:20. | |
reputation of UK higher education more widely. Let's remember that UK | :16:21. | :16:27. | |
universities and research are presently a huge national asset An | :16:28. | :16:33. | |
area of competitive strateghc advantage, which will be evdn wore | :16:34. | :16:37. | |
important, both economicallx and culturally as we strive to lake a | :16:38. | :16:44. | |
success of life outside the EU. Further Pacific concerns have been | :16:45. | :16:47. | |
drawn to my attention by Oxford University. Clause 23, provhding for | :16:48. | :16:52. | |
the assessment of standards as well as quality, is an extension of | :16:53. | :17:03. | |
regulatory power, and infringes our autonomy. We need to hear from the | :17:04. | :17:08. | |
government about how this whll be used. The power of students to | :17:09. | :17:15. | |
revoke by order the acts of Parliament or real charters, | :17:16. | :17:19. | |
establishing their universities The ability to dismantle so much with so | :17:20. | :17:24. | |
little by way of Parliament`ry scrutiny cannot be right. Mtch | :17:25. | :17:29. | |
stronger scrutiny and protection is needed. I'm grateful to my | :17:30. | :17:35. | |
honourable friend, is it not incumbent on the Minister when he | :17:36. | :17:39. | |
winds up this debate to givd a categorical instruments to the | :17:40. | :17:44. | |
House, where the rights and entitlements prescribed in Royal | :17:45. | :17:47. | |
Charter are deleted, they whll be reinstated by the government? Yes, | :17:48. | :17:53. | |
indeed. There must be scruthny by this House. These are acts of | :17:54. | :17:58. | |
parliament being overturned by an order, extraordinary. Furthdr | :17:59. | :18:06. | |
worries in the bill, as far as the structural research funding are | :18:07. | :18:10. | |
concerned. It'd be Secretarx of State a long time to get on | :18:11. | :18:13. | |
research. While the governmdnt's stated intention is to keep the | :18:14. | :18:19. | |
jewel funding principle, all research funding is to be the | :18:20. | :18:23. | |
responsibility of the proposed UK research and innovation bodx. There | :18:24. | :18:28. | |
is no explicit provision for ring fenced funding for anything other | :18:29. | :18:36. | |
than specific pieces of work. It is not clear in practice how jdwel | :18:37. | :18:41. | |
funding is to be delivered. The call in the bill for a balanced funding | :18:42. | :18:46. | |
principle for which the Secretary of State has to have regard to is | :18:47. | :18:50. | |
vague. I put it to the government it is crucial for future UK research | :18:51. | :18:55. | |
capacity to strengthen the commitment to jewel support on the | :18:56. | :19:04. | |
face of the bill. -- dual. There is no mention of the higher edtcation | :19:05. | :19:08. | |
and innovation fund. The bill divides teaching and research | :19:09. | :19:13. | |
artificially, where several off the cue go together. Especially at | :19:14. | :19:19. | |
higher levels. Such is the work in museums, and the well founddd | :19:20. | :19:24. | |
laboratory principle. We re`lly do need to see proper recognithon of | :19:25. | :19:27. | |
this in the bill. Similarly, there is a huge omission in their not | :19:28. | :19:32. | |
being any requirement for UK research and innovation to provide | :19:33. | :19:37. | |
for postgraduate research education and training. That is cruci`l for | :19:38. | :19:42. | |
graduates moving on into thd high-tech sector. He was prdviously | :19:43. | :19:49. | |
regarded as of such importance, rightly regarded, that the research | :19:50. | :19:54. | |
councils had it written into their real charters. Why is it not in this | :19:55. | :20:01. | |
bill? It certainly should bd. It's also alarming, that in the | :20:02. | :20:08. | |
provisions for the bill, cl`use 84, research councils could be `bolished | :20:09. | :20:14. | |
or merged by order. That is surely something sufficiently serious, | :20:15. | :20:19. | |
potentially affecting whole areas of research, that Parliament should | :20:20. | :20:24. | |
have proper oversight. Mr Ddputy Speaker, there is much wrong with | :20:25. | :20:27. | |
this bill. It is spectacularly ill timed. The government should take it | :20:28. | :20:38. | |
away, consult and think agahn. Thank you Mr Deputy Speaker, gratdful to | :20:39. | :20:43. | |
contribute to this important debate. I welcome the bill, particularly | :20:44. | :20:47. | |
liking its focus on enabling students to make an informed choice | :20:48. | :20:52. | |
about their university options. I have had concerns for some time that | :20:53. | :20:58. | |
too many students regard an immediate traditional campus-based | :20:59. | :21:01. | |
undergraduate degree as thehr only option. In saying that in no way do | :21:02. | :21:07. | |
I want to diminish the importance of such degrees. For many, absolutely | :21:08. | :21:12. | |
the right option. They should not be restrictions on the numbers. If it | :21:13. | :21:16. | |
is right for the person, thdy should do it. It should be a posithve | :21:17. | :21:21. | |
choice, not regarded as a ddfault option. I wish students to be able | :21:22. | :21:26. | |
to look at all options open to them, choosing what works best for them. | :21:27. | :21:31. | |
Whether that is a tradition`l degree, or it should be a p`rt-time | :21:32. | :21:35. | |
degree, or even deferring it agreed to a later point in their c`reer. I | :21:36. | :21:39. | |
welcome the proposals to establish new high-quality providers, offering | :21:40. | :21:44. | |
different products, increashng the range of options for students. In | :21:45. | :21:50. | |
addition, we should not forget to place provisions for the bill in the | :21:51. | :21:55. | |
context of upscaling the workforce and lifelong working. I am proud to | :21:56. | :22:01. | |
have in my constituency the open University, the shadow minister was | :22:02. | :22:10. | |
a lecturer for some time. In 50 years of existence, I'm not saying | :22:11. | :22:15. | |
the Gyan was there at the ottset, it has given opportunities to tpscale | :22:16. | :22:20. | |
and rescale some 2 million people. I would like to quote, if I m`y, from | :22:21. | :22:26. | |
the excellent briefing note the University distributed, it | :22:27. | :22:31. | |
encapsulates the point. It hs essential that these far-re`ching | :22:32. | :22:34. | |
proposals are not developed so leave through the policy loans of an | :22:35. | :22:40. | |
18-year-old student entering higher education for the first timd. | :22:41. | :22:45. | |
Rescaling in upscaling the `dult workforce are essential for future | :22:46. | :22:48. | |
prosperity and success in the coming years, depending a lifelong learning | :22:49. | :22:56. | |
culture, which which rests on three equal pillars, flexible lifdtime | :22:57. | :23:01. | |
learning opportunities, refreshing and full-time studies. I welcome | :23:02. | :23:06. | |
this bill. The changing of the restriction | :23:07. | :23:25. | |
imposed in 2008, these will allow new students to apply for a Jewish | :23:26. | :23:28. | |
and fee loan for a second p`rt-time honours degree in engineering, | :23:29. | :23:34. | |
technology and computer scidnces. And for a wider range of part-time | :23:35. | :23:38. | |
honours degrees seven coursds in 2017 and 2018. These will bd | :23:39. | :23:48. | |
welcomed by the Open University Support for the part-time hhgher | :23:49. | :23:52. | |
education sector, I would lhke to make two suggestions to be | :23:53. | :23:56. | |
considered in committee. Thdre is a express commitment to part-time | :23:57. | :24:01. | |
higher education and adult dducation in the proposed general duthes of | :24:02. | :24:05. | |
the office for students. Confirmation that a broad r`nge of | :24:06. | :24:10. | |
different types of English higher education providers should be | :24:11. | :24:12. | |
recognised in the make up of the office forced youth and sport. - | :24:13. | :24:21. | |
office for students bored. H hope these suggestions will be considered | :24:22. | :24:28. | |
favourably in committee. Whhle I'm a topic of the Open Universitx, I | :24:29. | :24:35. | |
would like to make is a reqtest -- make a request for clarific`tion, | :24:36. | :24:39. | |
the Open University is the only university that has a footprint in | :24:40. | :24:45. | |
Scotland, Wales, England and Northern Ireland. Clause 75 of the | :24:46. | :24:50. | |
bill talks about the English higher education provider, I would be | :24:51. | :24:56. | |
grateful of the Minister will clarify that this definition applies | :24:57. | :24:59. | |
to the Open University as wdll as other English -based universities. | :25:00. | :25:06. | |
The second is about the Open University's waiters as a rdsearch | :25:07. | :25:14. | |
body of excellence. They wish to note that it does not concentrate | :25:15. | :25:19. | |
research into fewer institutions angry geographical locations, and | :25:20. | :25:26. | |
re-searchers are offered rottes to support research and visions. | :25:27. | :25:35. | |
I think there is huge potential for new entrants into the market. I very | :25:36. | :25:45. | |
much agree with the comments of the principle of Pearson Collegd will | :25:46. | :25:50. | |
stop she said it is clear that the dominance of one size fits `ll model | :25:51. | :25:56. | |
of university education is over Students are calling out for | :25:57. | :26:02. | |
pioneering institutions offdring alternative education models with an | :26:03. | :26:04. | |
increased focus on skills to prepare them for the careers of the future. | :26:05. | :26:12. | |
I would use Milton Keynes to illustrate this potential. Lembers | :26:13. | :26:17. | |
might not be aware but Milton Keynes in January turns 50. It has reached | :26:18. | :26:22. | |
its planned size in terms of population and also physical | :26:23. | :26:26. | |
footprint. I apologise to the gentleman for Oxford East to help | :26:27. | :26:30. | |
the -- help me make these comments in Westminster Hall last wedk. This | :26:31. | :26:42. | |
is for the wider audience. H am grateful for that endorsement. | :26:43. | :26:47. | |
Milton Keynes is actively ddbating what comes next having reached its | :26:48. | :26:53. | |
planned size. There is a very live debate about what our futurd size | :26:54. | :27:00. | |
and shape should be and what the Milton Keynes or 2050 should look | :27:01. | :27:05. | |
like. For ourselves and also the place in the Oxford, Milton Keynes, | :27:06. | :27:10. | |
Cambridge corridor. Which the former Chancellor announced in the budget, | :27:11. | :27:13. | |
the National infrastructure commission will be exploring for | :27:14. | :27:19. | |
growth potential. In Milton Keynes we have the open University. Nearby | :27:20. | :27:25. | |
we have excellent universithes like Cranfield and Buckingham. Wd also | :27:26. | :27:29. | |
have a healthy forge a educ`tion and higher education partnership in the | :27:30. | :27:35. | |
centre of Milton Keynes. It has long been an aspiration for Milton Keynes | :27:36. | :27:39. | |
to happy campers based univdrsity of its own to help generate economic | :27:40. | :27:45. | |
growth and four economic and social benefits that university towns and | :27:46. | :27:54. | |
cities enjoy. I do question if the answer is the traditional c`mpus. | :27:55. | :28:01. | |
Shouldn't we try to indicatd something new G2 the sophistication | :28:02. | :28:06. | |
of students? It brings the tradition of Milton Keynes. I was absolutely | :28:07. | :28:16. | |
delighted that the recent sdtup of the Milton Keynes future colmission | :28:17. | :28:19. | |
that was chaired by Sir Petdr Gregson, the vice Chancellor of | :28:20. | :28:25. | |
Cranfield, has proposed as one of the central recommendation hs a | :28:26. | :28:28. | |
Milton Keynes centre of technology. It would be like MIT. It wotld | :28:29. | :28:35. | |
provide solutions to the ch`llenges that a fast-growing city faces. It | :28:36. | :28:41. | |
would offer portfolio learnhng, reading lavatorial research and | :28:42. | :28:44. | |
partnerships with the wide range of global institutions and employers. | :28:45. | :28:50. | |
It could also be the institttion that fills the building skills gap | :28:51. | :28:56. | |
that we face in the new intdlligent mobility market. We urgentlx need to | :28:57. | :29:00. | |
train more people with skills in this sector. I also am proud to have | :29:01. | :29:06. | |
an Milton Keynes the transport systems catapult. Working whth | :29:07. | :29:09. | |
Government departments, thex have published research that shows it | :29:10. | :29:15. | |
will be a gap in the hundreds of thousands of people's work that | :29:16. | :29:20. | |
skill and a market that is going to be ?900 billion by 2025. If you want | :29:21. | :29:24. | |
to have our share of the global market we need to focus on skills in | :29:25. | :29:33. | |
this area. That is just one of the examples of the many opporttnities | :29:34. | :29:40. | |
that exist in that area. Thd Bill provides huge opportunities for | :29:41. | :29:43. | |
innovation. There is a crithcal link between the expansion of higher | :29:44. | :29:48. | |
education, the prospect of local economies and the late challenges of | :29:49. | :29:52. | |
people. I believe this Bill strengthens that link and look | :29:53. | :29:57. | |
forward to supporting it tonight. I actually just want to pick tp where | :29:58. | :30:05. | |
I honourable friend the Member for Oxford East liftoff. There hs much | :30:06. | :30:11. | |
in this Bill that is long overdue. Much of the legislation is | :30:12. | :30:14. | |
necessary. This Bill was wrhtten for a different time. It was wrhtten any | :30:15. | :30:19. | |
different here. The risk is what the Minister is presenting to the House | :30:20. | :30:23. | |
is a halfway House. He will leave us with the task of having to come back | :30:24. | :30:28. | |
to some big strategic questhons and finish the job. The Secretary of was | :30:29. | :30:34. | |
absolutely right to underline the necessity of this Bill. We need the | :30:35. | :30:39. | |
strength of our higher educ`tion institutions like never before. In | :30:40. | :30:43. | |
this post-referendum on Irap, we'll have to get better at making things | :30:44. | :30:48. | |
more efficiently. The productivity growth that blights our economy | :30:49. | :30:51. | |
today is actually worse than was at the end of the 1970s when wd used to | :30:52. | :30:56. | |
call it a British disease. The problem with this Bill is that it | :30:57. | :31:00. | |
does nothing to address the big strategic challenges that confront | :31:01. | :31:04. | |
students, confront the science base and the school system. I want to | :31:05. | :31:14. | |
talk about students. We know there's a big debate to be had about the | :31:15. | :31:19. | |
financial viability of the student loan system. The Zac Dunn is not the | :31:20. | :31:25. | |
afternoon or occasion to rehearse the fragility of the Ponzi scheme | :31:26. | :31:28. | |
that underpins the system. ,- this afternoon. ?70 billion or ?80 | :31:29. | :31:40. | |
billion could be the debt write off. The student loans system as it is | :31:41. | :31:44. | |
currently setup is not fit for purpose and it is not fit the | :31:45. | :31:49. | |
future. There are a number of measures that the Mac -- Minister | :31:50. | :31:54. | |
has proposed in this Bill to ensure a degree of transparency, freezing | :31:55. | :31:58. | |
the thresholds for the studdnt loan payments. The truth is we nded an | :31:59. | :32:03. | |
entire overhaul of the transparency of this system because we nded this | :32:04. | :32:07. | |
system to work well and quit frankly, too often they are looking | :32:08. | :32:12. | |
through a class Archway try to figure out what is going on. I am | :32:13. | :32:18. | |
also disappointed bidders not enough in this Bill about lifelong | :32:19. | :32:19. | |
learning. There is nothing hn it learning. There is nothing hn it | :32:20. | :32:23. | |
about workplace learning. I would like to see a bold revolution in the | :32:24. | :32:33. | |
way that... So it is possible for to go from ABC to Ph.D. In the | :32:34. | :32:40. | |
workplace. In a world where you can get an online learning course to | :32:41. | :32:43. | |
your smartphone, that must be possible. We do not have thd | :32:44. | :32:48. | |
qualifications system to make that a reality or bodily health policy and | :32:49. | :32:53. | |
erect place. The second big challenge the science base. -- we do | :32:54. | :32:58. | |
not have that policy in the right place. There's nothing in this Bill | :32:59. | :33:06. | |
that actually confronts the big strategic challenge for scidnce in | :33:07. | :33:14. | |
this country. We are plummeting down the league tables when it comes to | :33:15. | :33:19. | |
science spending. If you ye`rs ago the Royal Society said, unldss we | :33:20. | :33:24. | |
grow smarter, we will go poor. If the global race is anything, it is a | :33:25. | :33:29. | |
science base and we are falling behind today. By 2019 China will | :33:30. | :33:35. | |
become the world's biggest science player and we already losing the | :33:36. | :33:38. | |
race for good-quality high-tech jobs of the future. We're not gohng to | :33:39. | :33:44. | |
fix a strategic challenge lhke that if we language at 23rd out of 3 the | :33:45. | :33:50. | |
OECD countries. Countries around the world, big competitors like Japan | :33:51. | :33:55. | |
and Korea, countries in Scandinavia, are now spending 3% of GDP on | :33:56. | :34:00. | |
science, each and every year. We spend something like 1.3% on GDP on | :34:01. | :34:07. | |
science. We would need to code in and add public spending of ?23 | :34:08. | :34:12. | |
billion every route to bring science spending in this country up to the | :34:13. | :34:17. | |
level of our strongest compdtitors. It is not clear if we had a 10-year | :34:18. | :34:21. | |
framework for science funding any more. I do not see anything in this | :34:22. | :34:25. | |
Bill about strengthening thd position which I think is bdcoming | :34:26. | :34:30. | |
extremely serious. At a timd when so many universities are having huge | :34:31. | :34:34. | |
holes punched in the sciencd base and the science funding bec`use of | :34:35. | :34:38. | |
the decision come out of Europe We would lead an awful lot mord from | :34:39. | :34:42. | |
the Secretary of State this afternoon about how we were going to | :34:43. | :34:46. | |
tackle this looming crisis. The food challenge I want to touch on very | :34:47. | :34:49. | |
briefly is the challenge th`t worries me most. That is whx there | :34:50. | :34:54. | |
is nothing in this Bill to `djust the revolution we need in the tech | :34:55. | :35:02. | |
system in this country. We know how to design jewellery track education | :35:03. | :35:05. | |
systems because we did that for Germany after the Second World War. | :35:06. | :35:10. | |
We've got to do it for oursdlves. What Percy said to his Housd in | :35:11. | :35:14. | |
1944, the position of Great Britain as a leading industrial nathons .. | :35:15. | :35:20. | |
The failure to secure the application of science to industry | :35:21. | :35:26. | |
and that failure is due to deficiencies in education. The | :35:27. | :35:30. | |
problem is what was true in 194 is now true today. We do not h`ve a | :35:31. | :35:38. | |
strong general tax system. ,- strong track system. We have a risd in | :35:39. | :35:47. | |
unqualified science teachers in our classroom. We have the caredrs | :35:48. | :35:52. | |
service that the CBI said is on life support. We have a further dducation | :35:53. | :35:57. | |
system that was cut by 40% hn the last parliament. We have an | :35:58. | :35:59. | |
apprenticeship system that hs growing the number of level twos. | :36:00. | :36:05. | |
Just 100 apprentices on levdl five in my home city. In Birmingham. Just | :36:06. | :36:12. | |
2% of apprentices today go on to level five study. It has bedn a 14% | :36:13. | :36:17. | |
fall on the number of peopld on each end thes and foundation degrees | :36:18. | :36:23. | |
Those people seeking a technical path to higher education from the | :36:24. | :36:27. | |
age of 14 up until 21 go through a system that is overseen by Ofsted, | :36:28. | :36:34. | |
the AQAP, the EFA and the SFA. I know the office for students. It is | :36:35. | :36:39. | |
a dog 's breakfast. We need a holistic review to put in place a | :36:40. | :36:46. | |
single comprehensive system for technical education. That mdans | :36:47. | :36:50. | |
anyone from the age of 14 ldarning technical education and rebtilding | :36:51. | :36:55. | |
the courier service, high-qtality, Gold standard apprenticeships with | :36:56. | :36:57. | |
everyone studying English and maths will stop a new degree of | :36:58. | :37:03. | |
specialisation in our colleges and institutes of technical excdllence. | :37:04. | :37:06. | |
An apprenticeship system th`t gives at least half of young people the | :37:07. | :37:10. | |
chance of taking a technical apprenticeship up until levdl five. | :37:11. | :37:16. | |
We know how to do this becatse British companies like Jagu`r | :37:17. | :37:18. | |
Landrover and British aerospace are running these apprenticeship | :37:19. | :37:21. | |
schemes. They are harder to get into the net is to get into Oxford | :37:22. | :37:28. | |
University today. Crucially, we need a new partnership between ftrther | :37:29. | :37:31. | |
education and higher educathon. We should be emulating the best | :37:32. | :37:35. | |
practice of the United Statds. It is possible to do the first cotple | :37:36. | :37:39. | |
years of your degree at the further education college before moving on | :37:40. | :37:44. | |
to finish in a couple of ye`rs at a world-class higher education | :37:45. | :37:51. | |
institution. That is why thd duty to collaborate is so vital for this | :37:52. | :37:55. | |
Bill. That is why it is such a problem that is missing frol this | :37:56. | :38:00. | |
Bill. We have been burying our scientists with sovereigns since the | :38:01. | :38:04. | |
death of Sir Isaac Newton. There is no other country on the earth that | :38:05. | :38:10. | |
would get a BAFTA for the fhlm of how great sciences. One or one of | :38:11. | :38:16. | |
the world's great signs powdrs. That position is now in jeopardy. -- | :38:17. | :38:24. | |
science power. We needed a Bill that would absolutely be placed higher | :38:25. | :38:27. | |
education as the powerhouse it needs to be for our country's futtre. Very | :38:28. | :38:37. | |
grateful to have the opporttnity to speak in this debate. I would like | :38:38. | :38:42. | |
to place on record that I rdally welcome the new Secretary of state | :38:43. | :38:46. | |
to her role. I am also pleased to see the Minister in his place. | :38:47. | :38:52. | |
Following this through the House, he has spent many months working on the | :38:53. | :38:58. | |
green paper and more recently, the white paper. I would also lhke to | :38:59. | :39:02. | |
say that I welcome the news that further education and higher | :39:03. | :39:07. | |
education will be pulled into the Department for Education. I noted | :39:08. | :39:10. | |
the comments made by my honourable friend, the Member for Strotd, about | :39:11. | :39:16. | |
the workload as a Select Colmittee increasing significantly. Mx | :39:17. | :39:22. | |
workload megajoules as the joint subcommittee for education `nd | :39:23. | :39:25. | |
skills and the economy might be short lived. -- my workload might | :39:26. | :39:36. | |
reduce. We have an expanding higher education system, world-class | :39:37. | :39:40. | |
universities and home to ball-mac out of the world's top ten | :39:41. | :39:43. | |
universities, second only to the USA. That is why I welcome to the | :39:44. | :39:50. | |
higher education and research Bill. The research axis trademark as an | :39:51. | :39:58. | |
established way of incentivhsing and accessing high quality rese`rch The | :39:59. | :40:03. | |
higher education sector has been too heavily geared to prioritisd | :40:04. | :40:07. | |
academic research. This Bill looks to achieve a much better balance. | :40:08. | :40:11. | |
Placing emphasis on those things that matters to students, p`rents, | :40:12. | :40:17. | |
and also employers. We need to ensure that students are getting | :40:18. | :40:21. | |
value for money. And at the end of the degree, they feel they have | :40:22. | :40:25. | |
gained from the university experience. And critically, can | :40:26. | :40:29. | |
progress on to graduate jobs or further study. We need to ensure | :40:30. | :40:34. | |
that we do not hear students saying things like wars university really | :40:35. | :40:45. | |
worth it? Just takes on backs, Mr Deputy Speaker, a survey showed that | :40:46. | :40:50. | |
a third of students said thdy would immediately different decishon if | :40:51. | :40:54. | |
they knew what the new now. Another survey showed that around 20% of | :40:55. | :41:00. | |
employed graduates are in nonprofessional rolls 3.5 ydars | :41:01. | :41:00. | |
after graduating. Students need better inform`tion | :41:01. | :41:09. | |
about the courses and universities they are looking at and support into | :41:10. | :41:17. | |
graduate roles. I welcome the support for the office for Students, | :41:18. | :41:23. | |
the main regulatory body for higher education. Promoting equality, | :41:24. | :41:29. | |
greater choice and opportunhties for tutors will stop specifically the | :41:30. | :41:36. | |
Office for Students will be promoting the excellence fr`mework. | :41:37. | :41:42. | |
We have heard a lot about this, it was a key Conservative manifesto | :41:43. | :41:46. | |
commitment. The teaching excellence framework will put into place | :41:47. | :41:51. | |
incentives designed to drivd up the standard of teaching in | :41:52. | :41:54. | |
universities, providing students with greater clarity as to where | :41:55. | :42:00. | |
teaching is best, and the bdnefits they can expect to gain frol their | :42:01. | :42:05. | |
course. This will, in turn, create more competition in the sector, | :42:06. | :42:08. | |
continuing to drive up the standard of teaching. Helping students | :42:09. | :42:13. | |
progress into employment or further study. The business, innovation and | :42:14. | :42:20. | |
skills select committee, whhch I am a member of, so if the membdr for | :42:21. | :42:26. | |
Sheffield Central. Conducted an enquiry looking at the new teaching | :42:27. | :42:32. | |
excellence framework. As a committee we welcome and endorsed the | :42:33. | :42:36. | |
government's focus on teachhng quality, agreeing that a stronger | :42:37. | :42:41. | |
incentive to focus on teachhng quality well help to ensure that | :42:42. | :42:45. | |
higher educational instituthons meet student expectations, and ilprove on | :42:46. | :42:48. | |
their leading international position. While the rationale for it | :42:49. | :42:54. | |
was accepted by the sector, questions and concerns were raised | :42:55. | :42:58. | |
as to the potential metrics used, and how it would affect thehr | :42:59. | :43:03. | |
institution, and how they would apply. Specifically concerns raised | :43:04. | :43:11. | |
as the link to the proposed metrics, employability, retention, | :43:12. | :43:16. | |
satisfaction with teaching puality. Any potential unintended | :43:17. | :43:20. | |
consequences which could arhse from institutions seeking to opthmise | :43:21. | :43:24. | |
their score on each of the letrics. Whilst learning James, that was | :43:25. | :43:31. | |
suggested as an alternative, one which other countries are exploring, | :43:32. | :43:36. | |
work still needs to be done to establish an effective way of | :43:37. | :43:40. | |
measuring this will stop thd Higher Education Funding Council for | :43:41. | :43:45. | |
England is carrying out a phlot study, looking at learning game | :43:46. | :43:51. | |
while added value metrics m`y work, that this could take two or three | :43:52. | :43:58. | |
years to develop. As a commhttee we called on all parties to establish | :43:59. | :44:04. | |
the speedy establishment of viable metrics related to learning game. | :44:05. | :44:10. | |
The technical conservation was there, an opportunity for the sector | :44:11. | :44:15. | |
to engage further with the development of the teaching | :44:16. | :44:20. | |
framework. And ways that gr`duate employment could be measured. The | :44:21. | :44:24. | |
development of additional mdtrics is key to ensuring they can be | :44:25. | :44:33. | |
incorporated by year three, as set out in the white paper, published in | :44:34. | :44:38. | |
May. The technical consultation closed in July, I will be interested | :44:39. | :44:44. | |
to know when the Minister comes to the wind-up Conor Coady upd`te the | :44:45. | :44:51. | |
House on the progress being made to develop new metrics, those | :44:52. | :44:53. | |
considered, and what pilots have been undertaken. The need to pilot | :44:54. | :45:01. | |
the teaching education framdwork, and the metrics, means it w`s | :45:02. | :45:12. | |
welcome news that the speed in which TEF would be brought in, and in | :45:13. | :45:19. | |
relation to fees. We need to make sure the sector is in this that -- | :45:20. | :45:26. | |
sector is in a sound financhal footing. An increasing numbdr of | :45:27. | :45:32. | |
students are accessing the sector. With the student loan systel, | :45:33. | :45:34. | |
students don't need to meet the costs of University upfront. Labour | :45:35. | :45:39. | |
created a provision in law to maintain tuition fees in line with | :45:40. | :45:44. | |
inflation in the higher educational activity vows and four. Between | :45:45. | :45:50. | |
2007-10, Labour raised fees in line with inflation every year the Jewish | :45:51. | :45:57. | |
set in 2012, ?9,000, it is hn real terms only worth a thousand ?50 . It | :45:58. | :46:04. | |
is expected to arrive service, to ?1000 by the end of the parliament. | :46:05. | :46:13. | |
- like ?8,000. There has bedn no accountability when it comes with | :46:14. | :46:16. | |
the juice and raising this fees in line with inflation. With the real | :46:17. | :46:21. | |
value of tuition fees declining and concerns in the sector maintaining | :46:22. | :46:27. | |
levels of investment, we nedd to find ways for universities to | :46:28. | :46:31. | |
increase fees, in such a wax that they are fair and accountable. The | :46:32. | :46:38. | |
TEF has a role to play. All parties need to work together designing TEF, | :46:39. | :46:45. | |
and the metrics used in practice. I'm pleased that the white paper | :46:46. | :46:52. | |
confirmed that in 2017 and 08, it will be used as a trial year for | :46:53. | :46:56. | |
TEF, and I'm sure the higher education sector will welcole the | :46:57. | :47:01. | |
virginity to make more technical consultation. In relation to TEF and | :47:02. | :47:08. | |
fees, I was pleased to read an article by Steve Smith, the Vice | :47:09. | :47:13. | |
Chancellor of the Universitx of Exeter, is who despite concdrns the | :47:14. | :47:21. | |
details stated, he said in his view it is important we go forward with | :47:22. | :47:33. | |
the TEF. The quality of higher education is important to students | :47:34. | :47:37. | |
and universe by the UK univdrsities board endorsed the relationship | :47:38. | :47:44. | |
between TEF and fee rises. He went on to say, the government w`nts | :47:45. | :47:47. | |
something for something. For the economy and students. For the | :47:48. | :47:53. | |
economy the TEF offers a wax to support the improvement in the | :47:54. | :47:56. | |
context of higher education, through the creation of graduates whth the | :47:57. | :48:04. | |
skills needed by this and industry. For students, a funding mechanism | :48:05. | :48:09. | |
allowing institutions to invest in teaching and student experidnce | :48:10. | :48:13. | |
preserving and enhancing thd quality of education in universities stop | :48:14. | :48:19. | |
the Deputy speaker, I would like to turn to the idea of new universities | :48:20. | :48:23. | |
entering the market. Our economy needs more graduates. Over half of | :48:24. | :48:34. | |
the job vacancies between now and 2022 will need graduates. Lhfting | :48:35. | :48:41. | |
the cap on numbers means more places for universities will be made | :48:42. | :48:47. | |
available I am most grateful to my honourable friend, has she lade any | :48:48. | :48:51. | |
study of the outrageous dissemination currently suffered by | :48:52. | :48:57. | |
English students studying in Scottish universities, after we come | :48:58. | :49:03. | |
out of the European Union? H think my honourable friend makes ` very | :49:04. | :49:07. | |
interesting point. I'm sure there will be further discussions about | :49:08. | :49:13. | |
this going forwards. Terms of the numbers, excellent news that record | :49:14. | :49:17. | |
numbers of students are sectring a university place. The portion of | :49:18. | :49:22. | |
young people from disadvant`ged backgrounds going to higher | :49:23. | :49:27. | |
education is up, too. UCAS data shows young people from the most | :49:28. | :49:30. | |
disadvantaged backgrounds are replying to record rate for the | :49:31. | :49:36. | |
2016-17 year. This is excellent progress. With more skills needed in | :49:37. | :49:43. | |
the workplace, the sector c`nnot stand still. That is why I welcome | :49:44. | :49:50. | |
aspects of part one of the bill making it easier for new | :49:51. | :49:53. | |
universities to enter the m`rket. This means more places can be | :49:54. | :49:58. | |
created, students have more choice, and encouraging greater divdrsity | :49:59. | :50:03. | |
and innovation in the sector. Would she Devil welcomed the news that | :50:04. | :50:08. | |
Chinese investors propose to take over the Staffordshire Univdrsity | :50:09. | :50:12. | |
campus, vacated by Staffordshire University in Stafford, to provide | :50:13. | :50:18. | |
precisely that additional choice and excellence she refers to? I thank my | :50:19. | :50:25. | |
honourable friend, and constituency neighbour for his point. He is | :50:26. | :50:30. | |
absolutely right. He must bd reading over my shoulder, I was just going | :50:31. | :50:33. | |
to talk about Staffordshire University. I currently do not have | :50:34. | :50:39. | |
a university in Cannock Chase. We have businesses and organis`tions | :50:40. | :50:43. | |
who have close relationships with Staffordshire University, I have | :50:44. | :50:50. | |
constituency were tender. Pdrhaps one day I will have a new university | :50:51. | :50:53. | |
in my own constituency of C`nnock Chase. To conclude, we have a | :50:54. | :50:59. | |
world-class higher educational sector, we cannot be complacent How | :51:00. | :51:03. | |
are economy needs high-qualhty graduates, are graduates nedd skills | :51:04. | :51:09. | |
to contribute to our economx. I welcome the higher education and | :51:10. | :51:12. | |
research bill, demonstrating the government has a clear plan for | :51:13. | :51:15. | |
education, building on the progress already made. Mr Deputy Spe`ker the | :51:16. | :51:24. | |
bill currently before us Tudsday the second reading comes at a thme great | :51:25. | :51:28. | |
change. The most important of which is my birthday today. Not that long | :51:29. | :51:33. | |
ago I was sitting in the Minister's chair. In those days I lookdd more | :51:34. | :51:39. | |
like Denzel Washington. To day I looked like Forest Whitaker. Last | :51:40. | :51:48. | |
week's reshuffle saw the brhef for the Department for Education, a new | :51:49. | :51:52. | |
Education Secretary promoted, together with a new Business | :51:53. | :51:57. | |
Secretary. I have to say, sdrving as universities and skills Minhster in | :51:58. | :52:02. | |
the Department for innovation, universities and skills, | :52:03. | :52:06. | |
subsequently in the Departmdnt for business, innovation and skhlls | :52:07. | :52:10. | |
when universities switched from education to business, it bdcame | :52:11. | :52:16. | |
clear to me, this move gave higher education, and the sector as a whole | :52:17. | :52:20. | |
and much more prominent voice in government. This is because placing | :52:21. | :52:26. | |
universities under the umbrdlla of business and innovation meant there | :52:27. | :52:35. | |
was always a clear and implhcit comparison between innovation, | :52:36. | :52:42. | |
skills and prosperity, and laking sure we have the skills to power our | :52:43. | :52:47. | |
economy. The education they provide was seen by number ten, the | :52:48. | :52:52. | |
Treasury, and Cabinet ministers from across government as absolutely | :52:53. | :52:57. | |
central to what the governmdnt was trying to achieve. The impact of | :52:58. | :53:03. | |
reducing influence in Whitehall which is inevitable, with this move, | :53:04. | :53:10. | |
and there was much debate at the time, there will Vice Chancdllor 's | :53:11. | :53:17. | |
concern when it was created. The universal view was that it would | :53:18. | :53:24. | |
benefit. I'm very concerned at this change, not being commented on so | :53:25. | :53:28. | |
far. Clearly is the backdrop for this field. I asked the minhster, | :53:29. | :53:35. | |
what will happen if our universities are no longer seen as integral to | :53:36. | :53:40. | |
driving innovation and feasting prosperity. What will happen when | :53:41. | :53:46. | |
they spending review comes `round, and universities are fighting | :53:47. | :53:50. | |
schools for resources, and lose out? What will happen when there is | :53:51. | :53:55. | |
pressure to tighten visa rules for students to try and meet migration | :53:56. | :54:00. | |
targets? We worked hard to beat off the Home Office, I was one of those | :54:01. | :54:05. | |
ministers, the Minister will not admit it, but it is a regul`r part | :54:06. | :54:10. | |
of the job. My God, it will be harder placed in the Departlent for | :54:11. | :54:15. | |
Education and Skills doing ht. In each case, the voice of universities | :54:16. | :54:18. | |
will carry less weight as a consequence. Grateful to thd right | :54:19. | :54:25. | |
honourable member. He will have the intervention by my honourable friend | :54:26. | :54:30. | |
for Cannock Chase, citing Shr Steve Smith, the Vice Chancellor of Exeter | :54:31. | :54:36. | |
University. A huge amount of overseas students at Exeter | :54:37. | :54:41. | |
universities, one of the le`ding universities in the country, not | :54:42. | :54:45. | |
only the world. The Minister shares might do visas. This period of | :54:46. | :54:50. | |
uncertainty because of Brexht and these restrictions, many ard living | :54:51. | :54:54. | |
in a state of fear, not least European funding, and the fdar about | :54:55. | :55:03. | |
the Visa regime. That was the point I was making. Some of the tdnsions | :55:04. | :55:06. | |
in Whitehall, particularly dmanating from the Home Office, lies behind | :55:07. | :55:14. | |
the problem. Another problel has been mentioned by honourabld | :55:15. | :55:20. | |
members, not least Birmingh`m Hodge Hill, and my friend, the melber for | :55:21. | :55:25. | |
Oxford. The vote to leave the European Union has made the future | :55:26. | :55:30. | |
very uncertain indeed for hhgher education institutions. When looking | :55:31. | :55:36. | |
at the bill, the government surely acknowledge the need is timd to | :55:37. | :55:39. | |
provide greater certainty, not further instability. The higher | :55:40. | :55:43. | |
education sector will be particularly at first the affected | :55:44. | :55:47. | |
by the UK's decision to leave the European Union. Brexit will | :55:48. | :55:51. | |
significantly diminish rese`rch funding across universities unless | :55:52. | :55:55. | |
the government is proposing a large-scale programme for rdsearch | :55:56. | :55:59. | |
funding across all disciplines to fill the gap. Interesting to hear | :56:00. | :56:01. | |
from the Minister on that. The campaign from the leave group of | :56:02. | :56:20. | |
250 million per week was fictitious. I am sure the House will welcome a | :56:21. | :56:26. | |
similar promise today that `ny lost research funding will be replaced. I | :56:27. | :56:32. | |
have forward to hearing frol the ministers. Universities facd the | :56:33. | :56:36. | |
prospect of losing across the board. How will universities fail hn this | :56:37. | :56:43. | |
post Brexit world when the calls to curb immigration inevitably come? | :56:44. | :56:46. | |
Universities that have been warning for years that making student visas | :56:47. | :56:51. | |
harder to come by is having a hugely damaging effect as has just been | :56:52. | :56:57. | |
mentioned by the Honourable Member. The Vice Chancellor for the | :56:58. | :57:00. | |
University of Sheffield esthmates that 40% of his income from teaching | :57:01. | :57:04. | |
comes from international sttdents and non-UK students generatd ?1 | :57:05. | :57:12. | |
billion for the wider UK economy. Almost 100,000 students had a visas | :57:13. | :57:18. | |
cut short between 2013-15 and between 2010-15, the number of | :57:19. | :57:24. | |
overseas students arriving hn the UK fell by 25%. This is not just about | :57:25. | :57:29. | |
money. What message does Brdxit send out? The world leading reputation of | :57:30. | :57:37. | |
higher education sector is contingent on the perception of the | :57:38. | :57:43. | |
UK as a global country. It hs this reputation that attracts investment, | :57:44. | :57:45. | |
drives partnerships across the globe and helps cement the place of our | :57:46. | :57:52. | |
universities at the top of the tree internationally. This reput`tion is | :57:53. | :57:57. | |
at risk. The Government must take a step back, take stock at how Brexit | :57:58. | :58:02. | |
will impact on our universities and then come back to the House with the | :58:03. | :58:06. | |
revised Bill when that impact becomes clearer. I see that in the | :58:07. | :58:13. | |
strongest sense. When the Mhnister was working so hard, and he is a | :58:14. | :58:18. | |
very hard-working Minister, we are all aware of that, but frankly, the | :58:19. | :58:25. | |
biggest culture running through this Bill is a Brexit. It would be great | :58:26. | :58:30. | |
to hear something from the Linister about that. I am also proud of the | :58:31. | :58:37. | |
work that the last game bird -- Labour Government debt in hhgher | :58:38. | :58:44. | |
education. An additional 15$ of university places went to students | :58:45. | :58:50. | |
from poor neighbourhoods, hhred education expanded with funding for | :58:51. | :58:53. | |
state schools and the introduction of the education maintenancd | :58:54. | :58:58. | |
allowance, more students from disadvantaged backgrounds wdre able | :58:59. | :59:02. | |
to go on to university than ever before in our history. In 2010, two | :59:03. | :59:08. | |
million people were studying in university, a record number and | :59:09. | :59:16. | |
400,000 were studying in 1987. It is a record achievement. They `re | :59:17. | :59:20. | |
officials sitting in the box that brought the statistics at the time. | :59:21. | :59:24. | |
In this time of flux, it is crucial that we do not take a step backwards | :59:25. | :59:30. | |
when it comes to improving `ccess to our universities. Earlier this year | :59:31. | :59:35. | |
the previous Prime Minister announced plans to force | :59:36. | :59:38. | |
universities to disclose applicant data so we could see how | :59:39. | :59:43. | |
universities are doing on access. The Government has a target in place | :59:44. | :59:48. | |
to double the proportion of pupils from disadvantaged backgrounds | :59:49. | :59:51. | |
entering universities. Together with a 20% increase in the number of | :59:52. | :59:55. | |
students from black, Asian `nd minority backgrounds. In thhs time | :59:56. | :00:01. | |
of flux, the House will need assurances that this agenda will be | :00:02. | :00:05. | |
taken very seriously indeed. And that it will be driven from the | :00:06. | :00:09. | |
centre, especially as the social market foundation 's partichpation | :00:10. | :00:15. | |
report warned in March that both of these targets will be missed on | :00:16. | :00:23. | |
current trends. The director of the access to higher education has | :00:24. | :00:25. | |
warned that on current trends, both of these targets will be missed | :00:26. | :00:29. | |
given that only 21% of univdrsities have it or are on course to meet all | :00:30. | :00:35. | |
of the access targets. The figures are striking. Between 2005-05, the | :00:36. | :00:42. | |
proportion of the intake of the university is coming from poor | :00:43. | :00:46. | |
backgrounds has gone up. It has gone up from 19.5% to just 20.8%. That is | :00:47. | :00:55. | |
1% in one decade. It is not even close to being acceptable. Seven of | :00:56. | :01:01. | |
the 24th Russell group univdrsities has seen the percentage of deprived | :01:02. | :01:09. | |
students fall in the last ddcade according to the higher education | :01:10. | :01:14. | |
statistics agency. That includes Oxford, Cambridge and Durhal. Only | :01:15. | :01:17. | |
4% of students at the top tdn universities are from the most | :01:18. | :01:25. | |
disadvantaged areas. An increase of 0.6% since 2009. Just 3.6% of | :01:26. | :01:30. | |
Cambridge students and 2.4% of Oxford students are from thd 20 of | :01:31. | :01:36. | |
areas with the lowest highest education participation levdls. I | :01:37. | :01:44. | |
know that the new Prime Minhster is making her mark by ensuring the | :01:45. | :01:47. | |
front bench is not overreprdsented with independent schools but it is | :01:48. | :01:54. | |
important to put on record why this is important. Independent school | :01:55. | :01:57. | |
pupils are almost three timds more likely to be accepted into the 3 | :01:58. | :02:03. | |
most selective universities compared to comprehensive school students. | :02:04. | :02:09. | |
Acceptance rates are 48.2% prepared to 18%. State pupils in Hamlersmith | :02:10. | :02:13. | |
and Fulham are ten times as likely to be accepted into a highlx | :02:14. | :02:21. | |
selective university and 50 times I accepted to Oxford computer pupils | :02:22. | :02:25. | |
in Hackney. Four schools and one College send more students to | :02:26. | :02:30. | |
Oxbridge than the bottom 2000 colleges and schools put together | :02:31. | :02:34. | |
every year. Thank you for ghving way. Will he accept that by the | :02:35. | :02:41. | |
removal of caps on university places, it was a dramatic | :02:42. | :02:45. | |
transformation in allowing those from disadvantaged areas of all | :02:46. | :02:49. | |
backgrounds to apply to universities and have a place. Places ard limited | :02:50. | :02:54. | |
then that minutes late chances from the very start. I do not accept | :02:55. | :03:00. | |
that, I am afraid. The cat does not help when it comes to fair `ccess. | :03:01. | :03:04. | |
All it does is help more chhnless wonders for more public schools to | :03:05. | :03:10. | |
get in. A hundred elite schools accounted for 3% of the tot`l of | :03:11. | :03:16. | |
31.9% of admissions to Oxbrhdge The same proportion as 2008. We have | :03:17. | :03:21. | |
seen absolutely no progress on opening up Oxbridge entry. St Paul's | :03:22. | :03:27. | |
girls and Westminster are ldading the way, almost half of all students | :03:28. | :03:32. | |
go to Oxbridge. Whilst more than 1300 schools do not have a single | :03:33. | :03:38. | |
Oxbridge entrants. And only 50 students on free school meals | :03:39. | :03:40. | |
weren't admitted to Oxbridgd in 2013. I acknowledge that progress | :03:41. | :03:46. | |
was made to widening access to the most then -- disadvantaged students. | :03:47. | :03:53. | |
More poor children are going to university but the crucial puestion, | :03:54. | :03:58. | |
the crucial question... The Secretary of state, she is new, but | :03:59. | :04:01. | |
she did not get to the heart of this. The crucial question hs which | :04:02. | :04:08. | |
university? Not just the widening of participation but fair access so | :04:09. | :04:15. | |
that you can get your extrelely good grades at A-level and Mike Weir from | :04:16. | :04:19. | |
Sunderland, Darlington, Tottenham, to these universities. -- and you | :04:20. | :04:28. | |
can make your way. He is making a valuable case but this habit is why | :04:29. | :04:31. | |
we need this Bill and some of the things in it. In particular, the | :04:32. | :04:36. | |
focus on transparency. So that we can look at social mobility in the | :04:37. | :04:40. | |
individual institutions and work out where they are going wrong `nd where | :04:41. | :04:45. | |
they need to do more. That hs precisely what it is for. What I | :04:46. | :04:53. | |
will say, you are on 40 minttes I did advise people around 12 minutes. | :04:54. | :04:57. | |
I am sure you are coming to the end. -- 14 minutes. It is to say that | :04:58. | :05:04. | |
spans in state will of course help but we know what works. -- | :05:05. | :05:10. | |
transparency. Under the Labour Government, most of it was contained | :05:11. | :05:15. | |
within the aim higher progr`mme Which very sadly was abolished by | :05:16. | :05:22. | |
this Government. The question I want to ask, do we want our univdrsities | :05:23. | :05:28. | |
to be engines of social mobhlity or do we accept that the universities | :05:29. | :05:34. | |
will be in force the inequality of opportunity that pervade our | :05:35. | :05:40. | |
society? -- reinforce. That is the test in which this Bill shotld be | :05:41. | :05:45. | |
held. One welcomes some of the changes that will establish a new, | :05:46. | :05:50. | |
improved body for what is on offer. The point is that been made so far | :05:51. | :05:55. | |
in this debate about teaching our particularly well-made, to link | :05:56. | :06:00. | |
teaching to the Labour markdt when frankly, universities... It is not | :06:01. | :06:06. | |
just the Labour market that is worrying. It is funding alongside | :06:07. | :06:12. | |
that, teaching, that is suspect I want to hear the Minister s`y more | :06:13. | :06:19. | |
about that. I hope that are` receives more scrutiny in Committee. | :06:20. | :06:25. | |
The question is, is this Bill right now, given the Brexit challdnge is | :06:26. | :06:30. | |
it really going to make a change beyond transparency on fair access? | :06:31. | :06:34. | |
Hope the Minister will come back to that. And is it right that on the | :06:35. | :06:40. | |
teaching question alone, to put all the burdens on universities with | :06:41. | :06:44. | |
relation to the Labour markdt, but certainly to allow them to charge | :06:45. | :06:47. | |
more for teaching when that ought to be at the heart of what a university | :06:48. | :06:59. | |
does anyway. I am very pleased, first of all, to see my right | :07:00. | :07:03. | |
honourable friend back on the bench. I would like to place on thd record | :07:04. | :07:07. | |
that I welcome the Minister that we have from this morning and `lso to | :07:08. | :07:11. | |
say that I share her experidnce as being the first person in mx family | :07:12. | :07:15. | |
to go to university. Both mx parents left school at 16, I came from a | :07:16. | :07:20. | |
farming background, I can honestly say it is and was a ticket to the | :07:21. | :07:26. | |
world. So few women back in the day went to university. Things have | :07:27. | :07:30. | |
definitely improved, I can `ssure the right honourable member from the | :07:31. | :07:36. | |
opposite benches. I rise to support this higher education and rdsearch | :07:37. | :07:40. | |
Bill. With that as my background, but also, having two childrdn who | :07:41. | :07:44. | |
have already gone through university and one son who is making hhs | :07:45. | :07:49. | |
decision to go at all, in f`irness. I realise how important it hs, to | :07:50. | :07:56. | |
go, and also what subject you choose, and what job you might get | :07:57. | :08:01. | |
at the end of it. The subjects are important and I have discussed this | :08:02. | :08:08. | |
with many students in my local area. The college locally is very good, in | :08:09. | :08:17. | |
the top ten. To talk to young people about what is preventing thdm going | :08:18. | :08:20. | |
further, why they do not want to order with the rather stay `t home. | :08:21. | :08:26. | |
All of these things. I am hopeful these things will be addressed in | :08:27. | :08:31. | |
this Bill. Without a doubt, higher education is good for the | :08:32. | :08:35. | |
individual. Graduates on avdrage earn an excess of ?100,000 lore over | :08:36. | :08:40. | |
a lifetime and having gone to university. Having got this graduate | :08:41. | :08:47. | |
premium. It is not just good for the individual, it is good for the | :08:48. | :08:51. | |
economy. In this very rapidly changing world, it is absolttely | :08:52. | :08:56. | |
essential that here in the TK, especially in our post-Brexht era, | :08:57. | :09:01. | |
that we can move our workforce forward. And that is why thhs Bill | :09:02. | :09:07. | |
is going to be so important. We have already done a lot in this `rea | :09:08. | :09:15. | |
Around 20% of UK economic growth between 1982 and 2005 came `s a | :09:16. | :09:20. | |
result of the increased number of graduates that we had and the skills | :09:21. | :09:24. | |
that they brought to the table. On these grounds, I welcome thhs higher | :09:25. | :09:29. | |
education research Bill. With one of his key aims which is to encourage | :09:30. | :09:33. | |
and enable even more people to have these opportunities. I know we have | :09:34. | :09:39. | |
come under attack from the other benches but the record is already | :09:40. | :09:43. | |
much improved from the days of the Labour Party with the proportion of | :09:44. | :09:46. | |
young people from disadvant`ged backgrounds going into highdr | :09:47. | :09:54. | |
education up from around 13$ in 2009, to almost 19% now. It is | :09:55. | :09:58. | |
improving and young people from the most disadvantaged areas in England | :09:59. | :10:07. | |
are now 36% more likely to dnter higher education than anywhdre in | :10:08. | :10:12. | |
2009. It is a record of gradual improvement but more needs to be | :10:13. | :10:15. | |
non-and that is what this Bhll will address. I am going to focus on a | :10:16. | :10:19. | |
few things. I want to focus in particular on the legislation that | :10:20. | :10:24. | |
will be introduced to this new Bill to support the establishment of new | :10:25. | :10:29. | |
universities and the choice and competition, making it easidr for | :10:30. | :10:34. | |
high-quality new providers `nd institutions to enter the sdctor and | :10:35. | :10:37. | |
awarded degrees, giving students more choice and boosting colpetition | :10:38. | :10:43. | |
to improve teaching quality. Why is all this necessary? We have heard | :10:44. | :10:46. | |
lots of talk this afternoon but basically we have to improvd the | :10:47. | :10:51. | |
skills gap. We have to addrdss it. We have to ensure that we h`ve the | :10:52. | :10:56. | |
flow of young people and evdn mature people who go on to further | :10:57. | :11:01. | |
education, into business. Wd have to make sure we have the right courses | :11:02. | :11:05. | |
for them and I will have to talk about my constituency, Taunton | :11:06. | :11:10. | |
Deane, now. I have spoken to many businesses in the constituency and | :11:11. | :11:13. | |
have held meetings. It is qtite clear they are not getting the right | :11:14. | :11:17. | |
of people coming through to work in the businesses. One example is one | :11:18. | :11:22. | |
company called Condon Fabrications that the bridges and stairw`ys | :11:23. | :11:27. | |
4-wheel ways. They cannot fhnd the right people to go into the | :11:28. | :11:31. | |
business. They are very keen that we get some better courses going. Fox | :11:32. | :11:36. | |
Brothers, which has recentlx been taken over. A high-quality, high end | :11:37. | :11:41. | |
of weaving company that provides a son Laurent Labit fabrics. They | :11:42. | :11:48. | |
cannot find the right calibre of people with engineering a speed and | :11:49. | :11:51. | |
dexterity speed is to go into the company. This is where I thhnk this | :11:52. | :11:53. | |
Bill will help. If we can address the gaps we will | :11:54. | :12:03. | |
help productivity and Ian and the wider South West. That is the bit | :12:04. | :12:08. | |
about new universities, we `re in a cold spot, not to weather-whse! We | :12:09. | :12:17. | |
are in a cold spot, we don't have a university in the area. Much | :12:18. | :12:23. | |
research has been done to prove actually we could do one. The | :12:24. | :12:29. | |
planning stages are in progress In opportunity arises, my nearby | :12:30. | :12:35. | |
Bridgewater College has joined up with my Somerset college. This is | :12:36. | :12:39. | |
whereby we hope to have a university. My right honour`ble | :12:40. | :12:45. | |
friend for Milton Keynes, not in his seat, talks about the idea of | :12:46. | :12:49. | |
thinking outside the box, focusing new universities on specialhsms | :12:50. | :12:54. | |
strengths, the skills we nedd, or having the area. That is ex`ctly | :12:55. | :12:59. | |
what we're doing Taunton De`ne. The idea is to link with health and | :13:00. | :13:07. | |
nursing education. We have Somerset's major hospital, ly right | :13:08. | :13:16. | |
honourable friend from Bath is here, but the Somerset Hospital is in | :13:17. | :13:18. | |
Taunton Deane, they run courses and we need to do more, a university | :13:19. | :13:25. | |
would help. We have a speci`lism on energy skills, low carbon energy and | :13:26. | :13:30. | |
engineering. That links into Hinckley point, which we ard all | :13:31. | :13:35. | |
confident we will pull off. A plaque of other industries may be spawned. | :13:36. | :13:40. | |
We need students and graduates to train up and go out into thd wider | :13:41. | :13:45. | |
country to use their knowledge. We have links with the MADD, providing | :13:46. | :13:51. | |
training, and Rolls-Royce in Filton. Lots of opportunities if we get this | :13:52. | :13:56. | |
off the ground, I'm confident we will, and I'm confident that this | :13:57. | :14:00. | |
bill will help, as it will hn other places, benefiting the wider | :14:01. | :14:06. | |
economy. Productivity in thd South West is below the national level of | :14:07. | :14:10. | |
productivity. This is a verx serious issue. This is because, one of the | :14:11. | :14:16. | |
reasons, we don't have enough of the right high-calibre skills and | :14:17. | :14:22. | |
reclaim our people, they go off somewhere else. Of course I will | :14:23. | :14:29. | |
give way to my honourable friend from Bury St Edmunds. On th`t point, | :14:30. | :14:36. | |
isn't it also right, that when young people in particular giveaw`y to | :14:37. | :14:40. | |
university, the tendency is they will stay particularly closd to | :14:41. | :14:43. | |
where they have been at university, Taunton Deane can't benefit from | :14:44. | :14:50. | |
their skills? I thank you for that point, such a good one. One fears | :14:51. | :14:59. | |
for 1's own children they m`y go up north to get the benefit of | :15:00. | :15:03. | |
university, they may stay there and not come home. To Leeds, ond went to | :15:04. | :15:10. | |
York, great opportunities, but I wanted them to come home. They have | :15:11. | :15:16. | |
gone via various other placds. In addition to that, all these things | :15:17. | :15:23. | |
tied together, not just abott upping the education Officer, we nded the | :15:24. | :15:35. | |
right infrastructure, we nedd to have the a358 Road, the | :15:36. | :15:38. | |
infrastructure, all the verx sources, and that is what this | :15:39. | :15:42. | |
comedy is doing and the new prime Minster understands that. All these | :15:43. | :15:47. | |
things are linked together. I'm going to talk about the part of the | :15:48. | :15:55. | |
bill which talks about establishing the Office for Students, with its | :15:56. | :15:59. | |
due to give dramatic compethtion. This is a cultural shift, in taking | :16:00. | :16:06. | |
account of students' interests, a statutory duty. Amazing we did not | :16:07. | :16:12. | |
do that before. Actually thdy are the ones all of this effects. I m | :16:13. | :16:16. | |
delighted to welcome that bhg shift. I have been in discussion whth the | :16:17. | :16:21. | |
National Union of Students, on the whole this is a popular movd. We | :16:22. | :16:26. | |
have heard a lot about the teaching excellence framework, which I | :16:27. | :16:31. | |
welcome, to ensure universities focus on graduate employability | :16:32. | :16:35. | |
which leaves exactly to what I'm saying about jobs in Taunton Deane, | :16:36. | :16:39. | |
and what I have been saying. A number of honourable members and | :16:40. | :16:44. | |
friends have mentioned the dmphasis on teaching quality, not just | :16:45. | :16:51. | |
quantity. You only have to talk to someone students about their | :16:52. | :16:55. | |
experiences at university, some have been severely lacking for the money, | :16:56. | :16:59. | |
in terms of hours of input, and what the input, various people not | :17:00. | :17:08. | |
laughing, what that means. Hn terms of employability later. I absolutely | :17:09. | :17:17. | |
welcome that part of the bill. Some of the other areas, the student | :17:18. | :17:22. | |
engagement plan. This was r`ised by a honourable member on the other | :17:23. | :17:25. | |
side, what will students do if their provider is unable to provide their | :17:26. | :17:29. | |
course? This will be dealt with through the bill. I am optilistic | :17:30. | :17:36. | |
that because of this new fr`mework students will be at the heart. I | :17:37. | :17:42. | |
mentioned transparency, transparency will be a key to enabling social | :17:43. | :17:48. | |
mobility that we all want to see. We all want everybody to have | :17:49. | :17:51. | |
opportunities, we don't want us and them, we want everybody to benefit. | :17:52. | :17:56. | |
That is what this is about. By looking at which colleges and | :17:57. | :18:01. | |
university are offering, who is successful, he will get a job? That | :18:02. | :18:05. | |
will put an onus on the establishment to be good, the best | :18:06. | :18:09. | |
they can, otherwise people won't want to go to them. I fully support | :18:10. | :18:15. | |
that part of the bill. And ultimately, Mr Deputy Speakdr, I | :18:16. | :18:24. | |
also really welcome research and innovation funding into a shngle | :18:25. | :18:28. | |
body. Research is such an ilportant part of this country. Absolttely | :18:29. | :18:34. | |
crucial to going forward in the economy, that we have a str`tegic | :18:35. | :18:39. | |
approach to the way we handle it, and the ?6 billion currentlx | :18:40. | :18:44. | |
invested in it. We should ndver underestimate the value of research | :18:45. | :18:48. | |
in this country. We are world leaders in many, many areas. | :18:49. | :18:53. | |
Especially environmental ardas. We must build on these areas, offering | :18:54. | :18:58. | |
opportunities within them. Hn conclusion, Mr Deputy Speakdr, I | :18:59. | :19:02. | |
truly believe this bill strhkes a very healthy balance between | :19:03. | :19:08. | |
protecting the quality of otr global reputation of this country's | :19:09. | :19:13. | |
universities, that encouragds more establishments to find new `nd | :19:14. | :19:17. | |
innovative opportunities for so many people of every single background, | :19:18. | :19:23. | |
and that is absolutely essential. Benefiting not only individtals but | :19:24. | :19:29. | |
the entire economy. Mr Deputy Speaker, a pleasure to follow the | :19:30. | :19:33. | |
member for Taunton Deane, although I would caution for not to let | :19:34. | :19:40. | |
watching Game Of Thrones influence her understanding of the wonders of | :19:41. | :19:44. | |
the North. Aristotle once argued that the roots of education is | :19:45. | :19:48. | |
better, but the fruit is swdet. Unfortunately this bill leaves a | :19:49. | :19:53. | |
very sour taste in the mouth. I want to explain why. Around thred | :19:54. | :20:00. | |
particular issues. In terms of access, my particular concerns | :20:01. | :20:02. | |
around the provisions around compliant loans. Costs, and the | :20:03. | :20:10. | |
notion of social mobility. @nd finally how this bill will dnsure | :20:11. | :20:17. | |
students are equal partners in shaping the courses that thdy pay | :20:18. | :20:22. | |
such a high cost to take. M`ny of my colleagues have set up our grave | :20:23. | :20:25. | |
concerns about the context hn which this legislation comes forw`rd. In | :20:26. | :20:29. | |
particular the challenges f`cing our higher education sector following | :20:30. | :20:34. | |
the decision of the country to vote Brexit. We know the higher dducation | :20:35. | :20:38. | |
sector has been battered by this governor. Now it will be buffeted by | :20:39. | :20:44. | |
Brexit. Whether you voted to remain or leave, all of us recognise the | :20:45. | :20:48. | |
responsibility to insure pl`nning for what comes next. It is not clear | :20:49. | :20:53. | |
what Brexit means for our hhgher education sector, how it will hit | :20:54. | :21:00. | |
funding. My colleague put up and put it well. How will EU students | :21:01. | :21:05. | |
respond? Will we see a rush for English students to Scottish | :21:06. | :21:08. | |
universities? Will EU students get loans? What will happen to science | :21:09. | :21:15. | |
funding? I attended the scidnce and technology committee, we went to | :21:16. | :21:24. | |
Manchester to look on in thd work being done by the Chiefs, the work | :21:25. | :21:29. | |
being done is paramount. Thd uncertainty facing these situations | :21:30. | :21:32. | |
at this time is a real concdrn for those of us on this side. Three | :21:33. | :21:37. | |
particular issues I want to speak about in my short time todax. In | :21:38. | :21:42. | |
particular, I want is talk `bout sharia compliant loans. Real | :21:43. | :21:47. | |
questions about whether we need specific legislation, or whdther we | :21:48. | :21:54. | |
can right the wrongs. It has raised real concerns in the Muslim | :21:55. | :22:00. | |
community, because of the ability to bear interest on student lo`ns, and | :22:01. | :22:05. | |
?9,000 fees, before then many communities were able to subsidise | :22:06. | :22:09. | |
their children to go to university without alone. ?9,000 put that | :22:10. | :22:15. | |
beyond the reach of many. This bill are supposed to aid social lobility, | :22:16. | :22:19. | |
it is interesting to look at what we mean by sharia. It is about interest | :22:20. | :22:23. | |
rate, a subject many in this House know I have the concerned about | :22:24. | :22:29. | |
interest rates and what thex do to people's behaviour. In sharha, it | :22:30. | :22:36. | |
means money has no intrinsic value, a means of exchange. Those people | :22:37. | :22:44. | |
abiding by sharia, believe they should be no profit. Sharia law of | :22:45. | :22:53. | |
respect this printable. Likd many parts of any religious code, it is | :22:54. | :22:56. | |
open to interpretation and challenge. There is something basic | :22:57. | :23:00. | |
ended about being able to rdspect those issues. Already today, talking | :23:01. | :23:05. | |
about this on Twitter it reflects the difficulty, I have been called | :23:06. | :23:12. | |
AJ Hadi by wanting sharia compliant rules imposed. That is someone who | :23:13. | :23:15. | |
doesn't understand religion and decency themselves. I have been | :23:16. | :23:19. | |
pushing the government on this for many years, I have seen the impact | :23:20. | :23:23. | |
in the community of not being able to make such a small change in the | :23:24. | :23:27. | |
way this product is deliverdd on many students. Students who have a | :23:28. | :23:31. | |
bright future, who could contribute great talents to our communhty and | :23:32. | :23:37. | |
country. Because we do not respect the religious wishes they are not | :23:38. | :23:42. | |
able to get one to education. Let me be clear, introducing shari` | :23:43. | :23:45. | |
compliant loans is no more `n endorsement of sharia itself. Just | :23:46. | :23:50. | |
as we can challenge the Bible's teaching on homophobia, we can | :23:51. | :23:55. | |
respect issues from the Chrhstian community without having to dismiss | :23:56. | :23:59. | |
the entirety of sharia principles. For me, as a Co-op MP, the puestions | :24:00. | :24:09. | |
of mutualism are very important Huybrechts | :24:10. | :24:13. | |
-- I recognise this could m`ke boards and contribution. Whx is it | :24:14. | :24:20. | |
taking so long? I have been petitioning the government since | :24:21. | :24:24. | |
2011 about this. While the government has accepted it hs right | :24:25. | :24:27. | |
to do, my concern is whether we need to wait for this legislation and | :24:28. | :24:31. | |
other problems it will bring higher education sector to introduce these | :24:32. | :24:36. | |
regulations. The government already has the power to introduce loans, | :24:37. | :24:42. | |
and change the terms of loans. Time the fate of the students to waiting | :24:43. | :24:46. | |
for this bill, refusing to publish a timetable as to when this product | :24:47. | :24:50. | |
can be available is holding too many students back. I believe thdre is a | :24:51. | :24:57. | |
question under the public sdctor equality GG as to why this hs taking | :24:58. | :25:02. | |
so long. We're not asking for preferential treatment for the | :25:03. | :25:05. | |
students, just equal treatmdnt. Equal access, and a reasonable | :25:06. | :25:10. | |
amendment, in the way this product is provided, to secure that. I would | :25:11. | :25:14. | |
like the gimmick to clarify any minister to clarify specifically why | :25:15. | :25:19. | |
they feel they cannot do th`t to date, so students studying now and | :25:20. | :25:24. | |
wishing to get university in 20 7 could have confidence they could do | :25:25. | :25:28. | |
that. I am relating the govdrnment is relying on the small print, and | :25:29. | :25:34. | |
revelations may change from time to time and this may affect thd terms | :25:35. | :25:38. | |
of the loan. To change other parts of the student loan system, but seem | :25:39. | :25:43. | |
resistant doing this to help Ms and students access the higher dducation | :25:44. | :25:47. | |
system. I asked the governor to set a timetable, and give our students | :25:48. | :25:49. | |
that chance. The concerns that many of us have | :25:50. | :25:58. | |
about this Bill opening up to higher costs in higher education. The | :25:59. | :26:05. | |
member who is also sat here, productivity, getting our young | :26:06. | :26:08. | |
people into further and higher education is crucial to addressing | :26:09. | :26:11. | |
the biggest challenge our country faces. I am sorry the member for | :26:12. | :26:15. | |
Tottenham is no longer here because the transparency exchange is | :26:16. | :26:21. | |
absolutely right. It means little without action. It is like telling | :26:22. | :26:24. | |
somebody they are tied to the train tracks what the train is coling If | :26:25. | :26:30. | |
we want to open up access to university across our society to be | :26:31. | :26:33. | |
truly committed to social mobility we have to go much further. The | :26:34. | :26:38. | |
question is whether this Bill takes us further or it could take us back. | :26:39. | :26:43. | |
We know that loans and more adept at a time of economic uncertainty is a | :26:44. | :26:48. | |
luxury that few in our socidty can afford. The biggest division in our | :26:49. | :26:51. | |
society today is who is abld to turn to the bank of mum and dad `nd who | :26:52. | :26:58. | |
was not. University education and the fees is simply a bigger part of | :26:59. | :27:01. | |
that of whether we may end tp crashing brothers than developing | :27:02. | :27:05. | |
talent if we do not act. Thdre is nothing in this Bill that whll | :27:06. | :27:09. | |
change that. There is nothing the Government is doing to change a | :27:10. | :27:14. | |
problem that the bank of mul and dad is what holds all 18-year-olds back | :27:15. | :27:17. | |
not just those who want to go to university but those who have | :27:18. | :27:21. | |
fantastic ideas or want to go to higher education. It truly socially | :27:22. | :27:26. | |
mobile country would sit thd work for 100% of 18-year-olds, not just | :27:27. | :27:30. | |
50% of them. Would recognisd that the debt they might occur whll | :27:31. | :27:33. | |
affect not only the univershty choices but their ability to get on | :27:34. | :27:37. | |
the housing ladder and put that families to look to the futtre at | :27:38. | :27:40. | |
all. I say this as somebody representing too many familhes who | :27:41. | :27:45. | |
have ten to ?15,000 worth of unsecured debt hanging over their | :27:46. | :27:50. | |
heads as it is. If this does not address that question, if some of | :27:51. | :27:54. | |
the changes are making it even more likely they will incur highdr debts, | :27:55. | :27:57. | |
we will lose that talent to the detriment of all of us. Indded, this | :27:58. | :28:02. | |
Bill has to be seen within that context of the Government is doing | :28:03. | :28:06. | |
to truly open up a JD. Why we must hold until camp for their f`ilure to | :28:07. | :28:11. | |
recognise the state they made the doctrine child trust funds went into | :28:12. | :28:18. | |
place opportunities. Tying university fees to the univdrsity | :28:19. | :28:23. | |
rather than the ability to pay is a retrograde step in a way th`t a tax | :28:24. | :28:31. | |
would not be. Some families disagree not have the savings to get on the | :28:32. | :28:36. | |
housing ladder, when you ard asking to take on more debt for thdir | :28:37. | :28:39. | |
children, it will hold too lany back. I think we need to be clear | :28:40. | :28:45. | |
about the social mobility fhgures because it is clear at the heart of | :28:46. | :28:49. | |
this debate, yes, there has been a 14% increase, but let's look at what | :28:50. | :28:54. | |
that is. We are going from 3105 students in 2011 to 4040 sttdents in | :28:55. | :29:02. | |
2014 from the most disadvantaged backgrounds. That is 40% of that | :29:03. | :29:06. | |
figure. In the context of otr higher education system overall th`t is | :29:07. | :29:11. | |
just 3% of disadvantaged chhldren in our country going to those Russell | :29:12. | :29:15. | |
group universities compared to 1% of children from the most advantaged | :29:16. | :29:19. | |
backgrounds. Let's have transparency in this debate if we are trtly | :29:20. | :29:24. | |
serious about social mobility. The final point think this Bill has to | :29:25. | :29:27. | |
address that has not been top but so far is student voice. This Bill does | :29:28. | :29:31. | |
not play up with the provishons in consumer rights act that were | :29:32. | :29:35. | |
extended to students. Where students now have consumer rights because | :29:36. | :29:39. | |
they pay tuition fees. A right to a reasonable service and a re`sonable | :29:40. | :29:43. | |
time in a reasonable place. I know many law students will have a field | :29:44. | :29:46. | |
day with those provisions of the work-out that they do apply to the | :29:47. | :29:50. | |
quality of the course that they are provided. This Bill does not take | :29:51. | :29:52. | |
account of those provisions or account of the value of student | :29:53. | :29:58. | |
voice, but the values of sttdents actually acting as active consumers | :29:59. | :30:02. | |
to drive up standards themsdlves. The National Union of Students has | :30:03. | :30:05. | |
called for student replicathon on the officer student board. H believe | :30:06. | :30:09. | |
this Bill must go much further. It must integrate those rights that to | :30:10. | :30:13. | |
have, we need to have a Bill of Rights for students who are being | :30:14. | :30:17. | |
asked to pay thousands of pounds on the provision that the courses are | :30:18. | :30:20. | |
given to get them into a high-paid job after the end of the cotrse | :30:21. | :30:24. | |
Those are simply claims that any Trading Standards board could no | :30:25. | :30:28. | |
indeed look at but certainlx we have no way of resolving within our | :30:29. | :30:31. | |
current system. So in concltsion Mr Deputy Speaker, we know that all | :30:32. | :30:36. | |
legislation coming forward to this House must pass that stress test now | :30:37. | :30:41. | |
of Brexit and what it means. The uncertainties and risks that we must | :30:42. | :30:44. | |
now all tackle whether we stpported the Leave or Remain campaign. We | :30:45. | :30:50. | |
know this Bill. That hurdle. We know it falls at the moment on those | :30:51. | :30:53. | |
three powerful metrics, accdss to further and higher education, the | :30:54. | :30:57. | |
cost of further and higher dducation and the voice within further and | :30:58. | :31:00. | |
higher education, so I urge the Government to think again, to press | :31:01. | :31:04. | |
the pause button and to work with the sector, with businesses and | :31:05. | :31:07. | |
finance sector to make sure that this is not a retrograde stdp it may | :31:08. | :31:11. | |
inadvertently become. Because numbers on the side are right that | :31:12. | :31:15. | |
there are many potentially good things about this, but that is too | :31:16. | :31:18. | |
much at this point out which could backwards. The challenge th`t lies | :31:19. | :31:23. | |
in all our community is neat and deserves nothing less. Indedd many | :31:24. | :31:28. | |
students are now graduating but they would look at this Bill and say | :31:29. | :31:32. | |
actually, it is time for a reset and that's what the Government lust | :31:33. | :31:38. | |
offer us today. Thank you. H would like to say what an honour ht is to | :31:39. | :31:43. | |
follow on from the honourable member from Walthamstow. I would also like | :31:44. | :31:47. | |
to welcome the Minister to his continued role in seeing thhs Higher | :31:48. | :31:52. | |
Education and Research Bill through. Whilst agreeing with many of the | :31:53. | :31:56. | |
points at the honourable melbers opposite made about at this moment | :31:57. | :32:01. | |
there being a huge challengd with our exit from Europe, there was not | :32:02. | :32:04. | |
one of the university vice chancellors who didn't support | :32:05. | :32:09. | |
staying in, and many of thel have actually articulated their worries | :32:10. | :32:13. | |
around funding going forward, as well as students and their safety | :32:14. | :32:19. | |
and stability as far as choosing a course in this country and their | :32:20. | :32:24. | |
life beyond 2017. Although things I would agree with. However I would | :32:25. | :32:28. | |
also say that this offers us opportunity as well as challenge. If | :32:29. | :32:34. | |
we are going to say that life must go on hold because of the ddcision | :32:35. | :32:38. | |
two weeks ago, we will not get anywhere. So, we are to look at this | :32:39. | :32:44. | |
as an opportunity and drive forward from that place. I welcome this Bill | :32:45. | :32:50. | |
because we truly lead the world as far as education, in the higher | :32:51. | :32:56. | |
education sector. Our papers are cited more widely than any other | :32:57. | :33:03. | |
country in most leading are`s of education. And yet we are to believe | :33:04. | :33:10. | |
we are a small country. But in the quality and quantity of what our | :33:11. | :33:14. | |
minds produce, we are truly one of the greatest countries. I h`d the | :33:15. | :33:17. | |
pleasure last week of seeing another of my daughter graduate and | :33:18. | :33:23. | |
something that the Vice Chancellor said was that he actually h`d | :33:24. | :33:31. | |
dealings with 183 other countries and the institutions therein. They | :33:32. | :33:35. | |
take on board there is 195 countries across the world, actually our | :33:36. | :33:40. | |
collaboration is broader th`n Europe, it is truly global. | :33:41. | :33:43. | |
Therefore we must seize that opportunity going forward. But, we | :33:44. | :33:51. | |
have heard the good things `round the office for students and the | :33:52. | :33:56. | |
teaching excellence framework and I won't go over the statistics and so | :33:57. | :34:01. | |
on. But I would like to say that the one thing I feel we need to do is | :34:02. | :34:08. | |
ensure quality, but of delivery but of reputation also, because it is | :34:09. | :34:12. | |
only by ensuring that our universities still have that quality | :34:13. | :34:15. | |
of reputation that we will truly be able to export and bank that we have | :34:16. | :34:23. | |
as far as what we can sell to other countries within this sector. We | :34:24. | :34:28. | |
also need to ensure that thd environment with them is kept | :34:29. | :34:33. | |
stable, and for that we need consistency. That is another reason | :34:34. | :34:38. | |
I don't want to see things put on hold, because planning is vhtal in | :34:39. | :34:45. | |
what are of course billion pound industries. If we look at the total | :34:46. | :34:51. | |
campaign June and of our universities, further education | :34:52. | :34:54. | |
upper tier schools and businesses. I would like to look not only at this | :34:55. | :35:01. | |
opportunity to export, but H would like to hear how the Ministdr would | :35:02. | :35:04. | |
help institutions who look to export and very much like nothing, | :35:05. | :35:10. | |
university campuses in Malaxsia how we can work on this and challenge | :35:11. | :35:14. | |
ourselves to think of new and innovative ideas. The honourable | :35:15. | :35:19. | |
member from the Philippines spoke about the covenant and calldd it | :35:20. | :35:24. | |
makes in the UK with Cranfidld actually leading on deliverhng on | :35:25. | :35:31. | |
different platforms. Such ideas need to be nurtured and helped to be | :35:32. | :35:34. | |
propelled under the spell. H would also like to -- build. I wotld like | :35:35. | :35:41. | |
to emphasise how great teaching must ensure value for money. It shouldn't | :35:42. | :35:45. | |
be the negative that the honourable member of Glasgow North West pointed | :35:46. | :35:50. | |
out, the teaching excellencd framework can ensure value for money | :35:51. | :35:56. | |
for students. We talk too mtch of a homogenous education system and it | :35:57. | :35:59. | |
is actually the fact that wd have a variety that gives us choicd. Within | :36:00. | :36:05. | |
institutions that means we can deliver expensive science driven | :36:06. | :36:10. | |
degrees alongside some of the less expensive humanity degrees. It is | :36:11. | :36:15. | |
the mix that is important. Some degrees are more expensive than | :36:16. | :36:20. | |
others to actually administdr. And some need a lot of skills which I | :36:21. | :36:26. | |
will come onto. I am partictlarly concerned if we give small | :36:27. | :36:30. | |
institutions, now we have t`ken a critical mass of 1000 away, the | :36:31. | :36:36. | |
right to deliver degrees, wd have to be careful around the quality of | :36:37. | :36:40. | |
their delivery to ensure th`t what they are actually articulathng, they | :36:41. | :36:46. | |
are delivering, it is actually truly what is on the piece of papdr. I | :36:47. | :36:50. | |
would like to see the metrics, as many have alluded to, be sure and | :36:51. | :36:56. | |
the idea that we piloted those in 17-18 and so on as the honotrable | :36:57. | :37:01. | |
member for Cannock Chase alluded to would be a very good idea indeed. | :37:02. | :37:06. | |
Research is exceedingly important. Last week at Lancaster, the Vice | :37:07. | :37:14. | |
Chancellor stated he would not only still be an european university but | :37:15. | :37:17. | |
he would be an international university. He spoke about how they | :37:18. | :37:22. | |
lead and research across thd world and we are in the top ten in this | :37:23. | :37:27. | |
country. There is a science race and I know I have spoken in Westminster | :37:28. | :37:32. | |
Hall and the Minister has rdsponded. We don't spend quick enough in that | :37:33. | :37:36. | |
area. We need to look to punch better than we are. We have very | :37:37. | :37:43. | |
near to my own constituency a huge catalyst of life sciences in | :37:44. | :37:47. | |
Cambridge and university. C`mbridge University draws in ?1.6 billion of | :37:48. | :37:51. | |
income, the largest in the country. We need to work on centres of | :37:52. | :37:59. | |
excellence such as that. I think the honourable lady forgiving w`y, but | :38:00. | :38:02. | |
would she agree that some of the funding for that excellent taking | :38:03. | :38:08. | |
place just know is coming from the European Union and we need to be | :38:09. | :38:12. | |
pressing the Government to replace that funding so that that rdsearch | :38:13. | :38:16. | |
can continue? I would agree that some of it is coming from the | :38:17. | :38:20. | |
European Union. I'm not surd whether the Government needs will bd able to | :38:21. | :38:26. | |
dip into its pocket and asstre that. I think again it must look `t | :38:27. | :38:32. | |
possibly more exciting ways of looming between business and | :38:33. | :38:36. | |
universities, of stimulating particular areas -- loaning -- | :38:37. | :38:41. | |
particular areas and sector so that they can drive the skills b`se | :38:42. | :38:45. | |
forward. As my honourable friend from Taunton Deane alluded to, we | :38:46. | :38:50. | |
have many areas in this country nuclear and pharmaceutical, from | :38:51. | :38:53. | |
what I adapt and I have spoken to the Minister about our telecoms | :38:54. | :38:57. | |
industry, who are more than that about putting some of their own | :38:58. | :39:00. | |
money into ensuring skills come through. Whilst I would agrde there | :39:01. | :39:04. | |
needs to be some certainty, I wouldn't necessarily say it should | :39:05. | :39:09. | |
purely come from government. Looking at innovations in life sciences | :39:10. | :39:15. | |
pharmaceuticals, a strong university sector is key to both the hdalth and | :39:16. | :39:21. | |
wealth of our nation. I think that organisations have a large part to | :39:22. | :39:27. | |
play. Business wants skills, but it must do more at communicating with | :39:28. | :39:31. | |
our higher and further educ`tion sectors in order to build it up | :39:32. | :39:37. | |
They are playing an increashngly important part of businesses in our | :39:38. | :39:40. | |
university institutions. As I say, last year I had a daughter graduate | :39:41. | :39:45. | |
across the river. I had one graduate this week about Lancaster which I | :39:46. | :39:49. | |
consider through the Northern. I have another one at Newcastle and I | :39:50. | :39:56. | |
have another one waiting... I can go on for ages. From that point I have | :39:57. | :40:02. | |
a vast amount of experience going round university campuses, | :40:03. | :40:04. | |
particularly across the UK, not so much in Scotland. Particularly | :40:05. | :40:11. | |
across the UK. I'm constantly amazed by for example Heston Blumenthal's | :40:12. | :40:13. | |
interaction but the Univershty Reading. | :40:14. | :40:22. | |
This depends how important the relationship between business and | :40:23. | :40:28. | |
universities as but also thhs is already going on what this bill does | :40:29. | :40:33. | |
is build on that and it shotld build on the transparency the connectivity | :40:34. | :40:37. | |
between further education and higher education and business. We have | :40:38. | :40:43. | |
going forward, this focus on teaching and research, allowing us | :40:44. | :40:52. | |
to have opportunities specific businesses with particular needs can | :40:53. | :40:58. | |
build on that. Sir Paul nurse Asper coherency. I would like to see that | :40:59. | :41:05. | |
built into this bill. -- asked for Chris Hewden say. -- coherency. We | :41:06. | :41:12. | |
need to make sure it is monhtored and we do not have oversupply and | :41:13. | :41:17. | |
worst competition is good oversupply conveyed to other problems that we | :41:18. | :41:20. | |
have discussed in this Housd this afternoon. Too much freedom in a | :41:21. | :41:25. | |
market and deliver this will always pick the easy route so that must be | :41:26. | :41:32. | |
some degree of assurance th`t the low hanging fruit will not be taken | :41:33. | :41:35. | |
and we are already seeing and speaking to vice chancellors this | :41:36. | :41:41. | |
week and already seeing that where some European Union students are | :41:42. | :41:45. | |
falling away our own home universities are looking to lower | :41:46. | :41:50. | |
grading students in order to fill universities and need to be aware | :41:51. | :41:55. | |
that as happening so oversupply does not mean downgrading qualitx. I | :41:56. | :42:03. | |
would also like to turn to social mobility. My daughters will be in | :42:04. | :42:08. | |
the marketplace for 15 years and that is an often long time `nd there | :42:09. | :42:12. | |
will not be one person comes to this place who has had the same job for | :42:13. | :42:19. | |
15 years. -- 50 years. Therdfore we need to have a more flexibld | :42:20. | :42:23. | |
approach than we do and we have spoken too much about the young | :42:24. | :42:29. | |
important as they are. Mothdr of loads as I am. There also ndeds for | :42:30. | :42:35. | |
a mature and part-time studdnts and we need to be aware and honourable | :42:36. | :42:46. | |
member for Tottenham and alluded to the statistics around Oxford and | :42:47. | :42:51. | |
Cambridge at 40 Field to sed in the crux of his argument was th`t some | :42:52. | :42:54. | |
of the young people who I speak to in my constituency and lookdd after | :42:55. | :43:01. | |
children, care leave our chhldren, caters for members of the own family | :43:02. | :43:04. | |
and mothers who do not have the flexibility to just choose ` | :43:05. | :43:10. | |
university which is why repttation and quality and availabilitx are so | :43:11. | :43:14. | |
important. This is not all `bout being able to go to the top,flight | :43:15. | :43:20. | |
universities, it is being enabled to rise through as many people. It is | :43:21. | :43:33. | |
very dangerous topping by top-flight universities. I represent | :43:34. | :43:36. | |
Huddersfield which some wonderful university with some of the best | :43:37. | :43:39. | |
apartments of design and innovation in engineering and it is very easy | :43:40. | :43:43. | |
to jump to what is top-flight and what is not and many of our | :43:44. | :43:47. | |
departments are better than Cambridge and I'm sitting ndxt to | :43:48. | :43:55. | |
the member from Cambridge. H used top-flight justice something off the | :43:56. | :43:58. | |
tip of my tongue and I would fully agree with you. My daughters have | :43:59. | :44:02. | |
enjoyed redbrick universitids. However I have friends and children | :44:03. | :44:07. | |
who have been to all manner cell providers plus good further | :44:08. | :44:12. | |
education colleges plus: through good apprentices schemes. Wd seem | :44:13. | :44:19. | |
less degree offences at the moment because that system is not filtered | :44:20. | :44:22. | |
through more than anything because you need the appropriate | :44:23. | :44:26. | |
qualifications. I would not like to go on about how we have the | :44:27. | :44:33. | |
statistics around waiting young men and always from African and minority | :44:34. | :44:39. | |
ethnic groups and they speak for themselves but I would like to look | :44:40. | :44:43. | |
at the changes with a littld bit more articulation and those mature | :44:44. | :44:51. | |
members of our suppliers tr`demark -- of our society who when they are | :44:52. | :44:57. | |
in the 30s and 40s want to change careers and parliamentarians who | :44:58. | :45:03. | |
want to become teachers. And all manner of people who might want to | :45:04. | :45:06. | |
take a different career chohce, that they are excluded from becatse they | :45:07. | :45:10. | |
cannot get the appropriate altercations so we need to look more | :45:11. | :45:13. | |
appropriately at that. I was lucky when I did my MSc as a mature | :45:14. | :45:19. | |
student and that the Nottingham but the honourable lady who I followed, | :45:20. | :45:34. | |
for Walthamstow, spoke very articulately about the need and made | :45:35. | :45:42. | |
a very good point about the 3% with then being such a small number | :45:43. | :45:46. | |
because it is. However I wotld say when I was a mature student under | :45:47. | :45:50. | |
the Labour government, I cotld not get support from my four sm`ll | :45:51. | :45:54. | |
children in order to have hdlp with our nursery fees and I could not | :45:55. | :45:58. | |
access support to help me whth my MSc. Things have not actually got | :45:59. | :46:04. | |
better and this bill will allow us to actually start to push things | :46:05. | :46:12. | |
forward so whilst being open for criticism I do think it was a little | :46:13. | :46:16. | |
unfair. My final point is that I would like to use East Anglha as an | :46:17. | :46:23. | |
exemplar of joined up thinkhng. Earlier in the day-to-day pdople | :46:24. | :46:28. | |
spoke about collaboration and the need for a mandate a big | :46:29. | :46:32. | |
collaboration for institutions. We sit next to Cambridge University | :46:33. | :46:37. | |
which has the most money for research. The University of East | :46:38. | :46:42. | |
Anglia as a leading univershty in Norfolk by the University of Suffolk | :46:43. | :46:47. | |
has its own ability note to award its own degrees and as a colmunity | :46:48. | :46:51. | |
University and that of its people the choice. That university which | :46:52. | :46:58. | |
has campus in my bed isn't Ddmonds constituency has a member of the | :46:59. | :47:05. | |
local authority on the board. . -- Bury St Edmunds. They fill the gaps | :47:06. | :47:12. | |
in IT and engineering to boost productivity and look at nuclear | :47:13. | :47:17. | |
power, farming help and card and it is that that I want this bill to | :47:18. | :47:30. | |
support. If I could echo thd words of the honourable member for Bury St | :47:31. | :47:34. | |
Edmunds welcoming the fact that the minister survived the ministerial | :47:35. | :47:37. | |
coal and are still in its place because I think he has brought, | :47:38. | :47:44. | |
defining my words at the molent I was going to see how good hd is | :47:45. | :47:56. | |
listening, can the front bench just take notice? The front bench are | :47:57. | :48:01. | |
having a conversation I enstre everyone's here what the melber for | :48:02. | :48:08. | |
Sheffield has to say. I shotld continue to be nice. I do rdcognise | :48:09. | :48:13. | |
the thought and effort that the minister has put into developing | :48:14. | :48:20. | |
this bill. I would commend him for the way that he has listened to | :48:21. | :48:25. | |
those across the sector and stakeholders in shifting thhnking is | :48:26. | :48:31. | |
discusses move forward. But I think that is a lot more listening to do | :48:32. | :48:35. | |
because there are still a ntmber of reservations. The bill does raise | :48:36. | :48:39. | |
some really important issues on teaching quality and widening | :48:40. | :48:45. | |
participation. Reopening thd debate on credit relation relation`l | :48:46. | :48:48. | |
transfer and a number of other areas. Sadly, though, as other | :48:49. | :48:53. | |
members of highlighted thesd are not necessarily the key challenges for | :48:54. | :48:59. | |
the sector right now. The Sdcretary of State was right in her opening | :49:00. | :49:02. | |
remarks in saying that our university system arches above our | :49:03. | :49:07. | |
weight and the importance of the universities is huge in the | :49:08. | :49:13. | |
transformation effected that they have those who study in thel and | :49:14. | :49:17. | |
building the skills base of our country and contributing ovdr ? 1 | :49:18. | :49:21. | |
billion to our export earnings, hugely successful sector, and of | :49:22. | :49:25. | |
course contributing through research and innovation to the wider | :49:26. | :49:30. | |
development of our economy. We have one of the worlds best univdrsity | :49:31. | :49:37. | |
systems but they do face ch`llenges. And frankly a lot of those `re not | :49:38. | :49:47. | |
mentioned in the bill. Let le turn back to Brexit. The honourable | :49:48. | :49:53. | |
member for about recent Edmtnds said we should be looking at the | :49:54. | :49:57. | |
opportunities of Brexit. -- Bury St Edmunds. There are some real issues | :49:58. | :50:03. | |
to face there. She said we have in the top ten in terms of resdarch | :50:04. | :50:07. | |
among other reasons for that is the enormous amount of funding that we | :50:08. | :50:13. | |
have got through programmes from the European Union. EU spending is | :50:14. | :50:22. | |
something like 70 building on scientific research. -- ?70 billion. | :50:23. | :50:30. | |
It was allocating more to British led partnerships than any other | :50:31. | :50:34. | |
member state. The fact that research capacity is deeply affected with | :50:35. | :50:38. | |
huge economic consequences. The Minister recall I asked thel just | :50:39. | :50:49. | |
days after the boat on Brexht - vote, what action he was taking to | :50:50. | :50:52. | |
protect funding and he said we should not worry about anything for | :50:53. | :50:55. | |
the next couple of years because you'd still be in the Europdan Union | :50:56. | :51:05. | |
and still accessing Horizon 202 . That was not an unreasonabld answer | :51:06. | :51:11. | |
at that time and I would probably a governor myself but two days later | :51:12. | :51:15. | |
talking to chancellors of universities they said that locally | :51:16. | :51:19. | |
led research teams had been asked to pull out of transit European | :51:20. | :51:25. | |
projects bidding for Horizon 20 0 because actually being our TK | :51:26. | :51:29. | |
research team would be a dr`g and research funding given all the | :51:30. | :51:40. | |
insecurity associated with ht. And impact monitoring basis then | :51:41. | :51:46. | |
attempted to be established in research and this reported that the | :51:47. | :51:53. | |
370 responses back over one quarter of research teams are reporting | :51:54. | :51:56. | |
difficulties. Because everybody fears the risk of having non-EU | :51:57. | :52:06. | |
Britain as a partner. I hopd the Minnesota address this in hhs | :52:07. | :52:13. | |
wind-up and we do need to consider urgently what he intends to do to | :52:14. | :52:17. | |
offset that impact that we `re already seeing. -- I hope that the | :52:18. | :52:25. | |
minister addresses this. We are committed to underwriting all | :52:26. | :52:31. | |
Horizon 2020 funding to givd the issue is to research teams that they | :52:32. | :52:36. | |
can go forward confidently `nd not be letting their partners down. -- I | :52:37. | :52:43. | |
hope that he is committed. He also need to talk to those quite close to | :52:44. | :52:54. | |
him in terms of us making an early commitment to Horizon 2020 being top | :52:55. | :52:58. | |
of their gender in our negotiations with what post Brexit looks like. | :52:59. | :53:06. | |
The second issue is about rdcruiting and retaining talent. Betwedn our | :53:07. | :53:09. | |
two universities in Sheffield are performed and six EU nation`ls on a | :53:10. | :53:18. | |
salary of less than 35 K. That figure is important because it means | :53:19. | :53:23. | |
they would not meet the criteria for successful tear to Visa | :53:24. | :53:35. | |
applications. --Tier two. The other talent of the future and will be | :53:36. | :53:39. | |
driving the research and te`cher quality of universities in future | :53:40. | :53:42. | |
unless we can give them confidence that they and their successors from | :53:43. | :53:45. | |
European countries are future will be able to come and work and teach | :53:46. | :53:49. | |
and research in universities then we will be severely weakening the | :53:50. | :53:56. | |
talent base that we have. These issues are not addressed within the | :53:57. | :53:59. | |
bill but in the third area of concern in universities, thd bill | :54:00. | :54:04. | |
actually threatens to do more damage. I know this is an issue on | :54:05. | :54:09. | |
which the Minister my degred in terms of the many members opposite | :54:10. | :54:13. | |
to have made the same points. It is about international students. The | :54:14. | :54:19. | |
Home Office has made an enormous contribution as I think the white | :54:20. | :54:22. | |
honourable member for East Devon pointed out earlier in damaging an | :54:23. | :54:29. | |
ability to compete successftlly in the growing international | :54:30. | :54:31. | |
marketplace to recruit international students. But Brexit threatdns | :54:32. | :54:38. | |
greater damage, not just in relation to the hundred 85,000 EU sttdents | :54:39. | :54:44. | |
here and also the other 320,000 or so of non-EU students because the | :54:45. | :54:51. | |
major international student recruitment consultants reported | :54:52. | :54:57. | |
just a couple of weeks before the Brexit vote that something like a | :54:58. | :55:00. | |
third of non-EU nationals considering coming to the E you | :55:01. | :55:07. | |
would find button less attr`ctive place to study. This bill would make | :55:08. | :55:12. | |
that situation worse through undermining the strength of the UK | :55:13. | :55:17. | |
university brand. A one level test might not have that | :55:18. | :55:27. | |
consequence because it is going to be a straightforward exercise in | :55:28. | :55:29. | |
which subject to ticking boxes most universities will glide through but | :55:30. | :55:38. | |
his subsequent grading systdm does create real risk of brand d`mage, | :55:39. | :55:44. | |
because we would be unilaterally developing a grading system. Before | :55:45. | :55:48. | |
you doing it in parallel with every country in the world measurhng our | :55:49. | :55:51. | |
universities equitably, that might be different, but we are not. We are | :55:52. | :55:58. | |
stopping outside differentlx from our competitors and saying we are | :55:59. | :56:03. | |
going to Spotlight our univdrsities in a different way saying someone | :56:04. | :56:08. | |
deal OK, some outstanding and some excellent. We will be sending out a | :56:09. | :56:10. | |
message about those that don't reach the very top grade that may be | :56:11. | :56:16. | |
thinking twice about your n`tional national student. That is not, I | :56:17. | :56:21. | |
appreciate, the intention of the Government, but it's a real | :56:22. | :56:25. | |
potential consequence which they need to look closely at, because we | :56:26. | :56:30. | |
already have a quality assurance system through the July eight, which | :56:31. | :56:35. | |
is widely regarded and respdcted throughout the world, if thd | :56:36. | :56:42. | |
Government is going to go down the route of the 10th, let's get it | :56:43. | :56:49. | |
right. Thinking here is significantly underdeveloped to stop | :56:50. | :56:53. | |
I do welcome the way in which the Minister has during the discussion | :56:54. | :57:00. | |
around teaching quality movdd away from an overdependence on | :57:01. | :57:04. | |
quantitative metrics towards a more qualitative approach, involving | :57:05. | :57:07. | |
institutions in that assesslent process. But there is still a focus | :57:08. | :57:12. | |
on quantitative metrics which other members have highlighted ard deeply | :57:13. | :57:21. | |
flawed. Unemployment destin`tion as a key metric, we all know that is an | :57:22. | :57:27. | |
unsatisfactory way of measuring teaching quality. If you cole from | :57:28. | :57:31. | |
the right family, go to the red school, go to great univershty and | :57:32. | :57:35. | |
come up with a possible degree, you will get a good job, becausd he had | :57:36. | :57:41. | |
got the contacts, I didn't puite catch the Minister's observ`tion but | :57:42. | :57:45. | |
I have no doubt he will makd a point later. But it is not, it might be a | :57:46. | :57:50. | |
measure of the privilege th`t you were born into but it is not a | :57:51. | :57:57. | |
measure of teaching quality. And we know that privately educated | :57:58. | :58:00. | |
students are more likely to get a good degree than state educ`ted | :58:01. | :58:04. | |
students and we also know that graduate destination can be affected | :58:05. | :58:10. | |
by the regional economy, so it is a very unsatisfactory metric. On | :58:11. | :58:14. | |
retention, and I admired thd Government's focus in widenhng | :58:15. | :58:19. | |
participation, are not simply looking at entry to univershty but | :58:20. | :58:22. | |
success at university and indeed beyond, but retention as a letric is | :58:23. | :58:27. | |
potentially quite flawed, bdcause the easiest way, I am not promote | :58:28. | :58:33. | |
suggesting that anyone would do this, the easiest way of getting a | :58:34. | :58:38. | |
good pretension score is not to accept students who are likdly to | :58:39. | :58:44. | |
fail... I will indeed give way. I would agree with what he is saying, | :58:45. | :58:51. | |
because it is a problem with a lack of flexibility within the sxstem | :58:52. | :58:55. | |
that doesn't allow those who have more disconnected lives being able | :58:56. | :59:00. | |
to be iterative with a degrde and come back in and out and th`t is a | :59:01. | :59:04. | |
problem. If we are looking to improve social mobility across the | :59:05. | :59:09. | |
House we need to be more fldxible to allow those whose lives don't | :59:10. | :59:13. | |
conform to that three-year pattern to have access. Would he agree? I | :59:14. | :59:19. | |
would and I think the honourable member for her intervention, and I | :59:20. | :59:24. | |
think it reflects that therd is a cross-party concern about some of | :59:25. | :59:29. | |
the details within this build. Other members have referred to thd | :59:30. | :59:33. | |
research excellence framework as a model for the TEF, but the research | :59:34. | :59:37. | |
excellence framework took thme to develop. There was trial and error | :59:38. | :59:42. | |
and remodelling and rethinkhng and the research excellence fralework we | :59:43. | :59:46. | |
now have is not simply put together with the pace that this has been | :59:47. | :59:52. | |
without the trialling that this has been and without creating the risks | :59:53. | :00:02. | |
that this world. . That is why they Select Committee when we looked at | :00:03. | :00:05. | |
that said that the Government needs to do more to demonstrate that the | :00:06. | :00:11. | |
metrics actually related to teaching quality. Until they do, we can to be | :00:12. | :00:16. | |
confident that we are going to get this right. If I could just briefly | :00:17. | :00:25. | |
comment on the position in relation to new providers. The Secretary of | :00:26. | :00:28. | |
State when she was opening remarks said that there was a limitdd | :00:29. | :00:33. | |
thinking which suggested th`t someone on the side felt th`t new | :00:34. | :00:39. | |
providers couldn't possibly be as good as tradition universithes, I | :00:40. | :00:43. | |
don't accept that. But I hope that equally the Government will accept | :00:44. | :00:47. | |
that there are real risks. Hn the last parliament forgot her fingers | :00:48. | :00:52. | |
burnt in the area of new providers. And we have seen the sort of | :00:53. | :00:56. | |
landscape in higher education in the United States were some might fear | :00:57. | :01:01. | |
the model the Government ard looking to a real damage caused by `n | :01:02. | :01:07. | |
insufficiently regulated system in which commercial operators have come | :01:08. | :01:12. | |
in, milked the public funds are provided through the federal loan | :01:13. | :01:16. | |
system without regard to thd quality of education offered with the | :01:17. | :01:20. | |
consequences for those who go through it, let them with the debt | :01:21. | :01:26. | |
to big up and everybody has been misled at each stage. That hs why so | :01:27. | :01:31. | |
many private providers are facing federal and state prosecution in the | :01:32. | :01:36. | |
United States, so unless we get the regulatory framework right there are | :01:37. | :01:40. | |
real risks involved in this Bill. I know that the Minister is committed | :01:41. | :01:43. | |
to getting the regulatory framework right but the problem that we have | :01:44. | :01:46. | |
is that we don't know what ht is going to look like. I have `sked | :01:47. | :01:50. | |
Britain questions about this and we are still not able, as I understand | :01:51. | :01:58. | |
it, and you correctly if I `m wrong, but in response to a recent written | :01:59. | :02:01. | |
question, he indicated that we wouldn't know what the regulatory | :02:02. | :02:06. | |
portal and subsequent framework were going to look like in detail, until | :02:07. | :02:10. | |
this Bill passed through thd House. Frankly that is not good enough I'm | :02:11. | :02:17. | |
conscious of the time and other members's desire to contribtte, | :02:18. | :02:21. | |
there is a much more in this Bill, but I will leave remarks... It is a | :02:22. | :02:32. | |
pleasure to follow on from ly honourable friend who is thd | :02:33. | :02:35. | |
chairman of the APG for students and I am the vice-chair. It has been a | :02:36. | :02:39. | |
pleasure working with you on the issue of championing students across | :02:40. | :02:43. | |
the country. I agree with some of the points he has already m`de. I | :02:44. | :02:48. | |
want to lend like rapture lhstens to my honourable friend the Minister | :02:49. | :02:55. | |
for -- congratulations for his position and whatever he has been | :02:56. | :02:59. | |
doing over the last year. In jumping in this Bill as well as eng`ging | :03:00. | :03:02. | |
more than probably any other universities minister I havd ever | :03:03. | :03:06. | |
worked with with the sector, that is to his credit as well as to the | :03:07. | :03:14. | |
Secretary of State. A great thing to see her in her seat earlier on. From | :03:15. | :03:20. | |
the speech that the Prime Mhnister made outside Downing Street when she | :03:21. | :03:24. | |
made it quite clear that we have a responsibility as a party to put | :03:25. | :03:27. | |
together our country again, to focus on unity when black people struggle | :03:28. | :03:34. | |
to get on in life, when people from lower socioeconomic backgrotnds | :03:35. | :03:37. | |
struggle to get the limelight, all of those key components of that one | :03:38. | :03:40. | |
nation narrative can be applied quick weirdly to this Bill today. -- | :03:41. | :03:47. | |
quite clearly. I have seen this from conversations with my honourable | :03:48. | :03:51. | |
friend and also from reading the Bill to ensure that those pdople who | :03:52. | :03:56. | |
haven't necessarily had the best Adam Lyth are able to get on, that | :03:57. | :03:59. | |
is a deep Conservative mess`ge of aspiration. My parents never went to | :04:00. | :04:05. | |
university. I was first on ly family to go to university. My father was a | :04:06. | :04:09. | |
breadwinner, my mother was disabled, it was an opportunity for hhm to say | :04:10. | :04:14. | |
we are aspiring to become a middle-class family and frol the | :04:15. | :04:17. | |
1980s to be saving enough money to get me and my brother through | :04:18. | :04:23. | |
university. I am here. And he is a doctor. | :04:24. | :04:24. | |
LAUGHTER It was a great testament to my | :04:25. | :04:31. | |
parents to be able to see the work he has been able to give ovdr the | :04:32. | :04:35. | |
years. I want to be able to enable others in my own constituency to be | :04:36. | :04:39. | |
able to deliver their own dreams as well. That is why I wholehe`rtedly | :04:40. | :04:44. | |
rising to date in support of the spill. The changes to be higher | :04:45. | :04:49. | |
education system brought in in 011 was supposed ultimately improve the | :04:50. | :04:52. | |
student experience and the teaching they received. On the whole the | :04:53. | :04:57. | |
changes have improved the hhgher education system encouraging more | :04:58. | :05:00. | |
students to go to universitx and have improved social mobility to. | :05:01. | :05:05. | |
However it has become clear that the regulatory system did not m`tch the | :05:06. | :05:10. | |
students wanted. There is a need to create a body to check that the | :05:11. | :05:13. | |
universities are using the hncreased funds for improved teaching and | :05:14. | :05:19. | |
resources. The opportunity to gain a degree in a subject you enjoy or | :05:20. | :05:23. | |
something which you will help to get the career of your dreams is | :05:24. | :05:26. | |
important for so many in thd United Kingdom. This experiences g`ined in | :05:27. | :05:29. | |
one of our higher education institutions whether you ard 18 | :05:30. | :05:32. | |
years old or a mature student is invaluable or often changes people's | :05:33. | :05:38. | |
lives. I am pleased that thdy are a records are a student is gohng to | :05:39. | :05:41. | |
university as a result of the campaign lifted and take thd | :05:42. | :05:44. | |
opportunity to advance their minds as well as themselves. Thesd | :05:45. | :05:49. | |
students must be the focus of the University. This long-awaitdd Higher | :05:50. | :05:53. | |
Education and Research Bill will put students at the height of the | :05:54. | :05:55. | |
regulatory system with the others were students able to monitor and | :05:56. | :06:00. | |
improve institutions. It is said to be full of experts in the fheld who | :06:01. | :06:04. | |
can naturally judge what qu`lity of teaching is to be given by | :06:05. | :06:07. | |
universities. Madam Deputy Speaker, I am proud to represent a chty which | :06:08. | :06:13. | |
has two world leading universities, but by coming university and | :06:14. | :06:16. | |
University of Bath, being r`nked one of the best are students | :06:17. | :06:21. | |
satisfaction year-on-year. That is an accolade I don't want other MPs | :06:22. | :06:25. | |
to be able to stand up in this House and take away from but good luck. I | :06:26. | :06:30. | |
am concerned about my young constituents who covered elsewhere | :06:31. | :06:34. | |
and do not necessarily get ` teaching experience comparable to | :06:35. | :06:39. | |
that the fees they end up p`ying. Going to a university is a big | :06:40. | :06:42. | |
financial investment. Students need to be saved in the knowledgd that | :06:43. | :06:47. | |
there is a body ensuring th`t they will receive excellent teaching | :06:48. | :06:52. | |
quality which will set them up for a superb graduate life. This new | :06:53. | :06:55. | |
framework and the office were students will be able to monitor | :06:56. | :06:59. | |
teaching quality and providd broad ideas about how best qualitx | :07:00. | :07:02. | |
teaching can be achieved without telling an institution how they | :07:03. | :07:08. | |
should teach, assess or content of. This crucial independence for | :07:09. | :07:11. | |
universities mean they cont`in their individual flair which attr`cts | :07:12. | :07:15. | |
students are providing excellent teaching. This new scrutiny will not | :07:16. | :07:18. | |
only provide assurances to students but also to employers and the | :07:19. | :07:22. | |
graduate that are hiring and have received excellent teaching and | :07:23. | :07:25. | |
therefore have the skills they are looking for. In the West of England, | :07:26. | :07:28. | |
the GeForce double you group of universities working closelx | :07:29. | :07:34. | |
together in ensure that both businesses and universities work | :07:35. | :07:37. | |
together to deliver skills hn the interests of our regional economy | :07:38. | :07:40. | |
and that example will be improved and enhanced across the rest of the | :07:41. | :07:45. | |
UK as a result of the framework that has been put together in thhs higher | :07:46. | :07:49. | |
education Bill and I hope other areas around the rest of thd country | :07:50. | :07:51. | |
but their devolved settlements will be able to deliver just that. I want | :07:52. | :07:58. | |
to turn to the teaching excdllence framework the measure of whhch the | :07:59. | :08:01. | |
teaching quality of univershties will be assessing against e`ch other | :08:02. | :08:04. | |
and this new framework will finally bring together teaching in line with | :08:05. | :08:08. | |
the funding for research is teaching funding will be linked to qtality | :08:09. | :08:11. | |
and not just quantity. This is important as it prevents | :08:12. | :08:18. | |
universities from focusing too much on Mass often subpar educathon, to | :08:19. | :08:23. | |
ensuring those that do invite to study with them or their prhority, I | :08:24. | :08:27. | |
had to admit when I am speaking to students up and down the cotntry, | :08:28. | :08:31. | |
and this has been the case since 2011, many student bodies, student | :08:32. | :08:34. | |
union organisations will sax time and time again fees have increased | :08:35. | :08:38. | |
but the quality of that education and teaching hasn't necessarily come | :08:39. | :08:44. | |
along with that as well. Th`t has been a great frustration to students | :08:45. | :08:47. | |
along the way. It is import`nt that the Government meets at in `dvance | :08:48. | :08:52. | |
what makes a good cause valte for money, the universities can tweak | :08:53. | :08:54. | |
their current practices along with the guidance provided, it is going | :08:55. | :08:58. | |
to be difficult to measure with such different styles even across the | :08:59. | :09:02. | |
leading universities, but they do worse government to come up with a | :09:03. | :09:06. | |
coherent, easy to understand set of qualities and priorities th`t | :09:07. | :09:10. | |
universities can install so they can be confident they will recehve the | :09:11. | :09:14. | |
highest quality rating. And in future committees I do hope they | :09:15. | :09:19. | |
will be able to focus on thd quantitative not just the positive | :09:20. | :09:24. | |
side, which obviously has -, positive side, it has come tp in a | :09:25. | :09:27. | |
number of occasions and the Minister will no doubt we talking about it in | :09:28. | :09:31. | |
his summing up later today. The quality rating would universities | :09:32. | :09:35. | |
will receive is going to be an invaluable tool for percepthve two | :09:36. | :09:38. | |
distinct Enda Kenny 100s of education institutions across the | :09:39. | :09:42. | |
country. Alex Neil from which an organisation which exists to | :09:43. | :09:44. | |
promotes consumer choice and information said, I quote, our | :09:45. | :09:49. | |
research has shown that beasts - students travel to an opinion | :09:50. | :09:52. | |
commission needed to make choices, we welcome just to give students | :09:53. | :09:57. | |
more insight into the student experience, teaching standards and | :09:58. | :10:00. | |
five money. These proposals could not only drive up standards but | :10:01. | :10:05. | |
could also empower students ahead of one of the biggest financial status | :10:06. | :10:06. | |
of their lives. Taking the decision to go to | :10:07. | :10:14. | |
universities for some able dasy not for everyone. It is a big ddcision | :10:15. | :10:19. | |
because choosing a course of institution can make a break your | :10:20. | :10:24. | |
future. There are many disctssions of teaching style and support | :10:25. | :10:31. | |
available but it is currently difficult to compare teaching | :10:32. | :10:34. | |
quality when universities are raving about how good they are. Thhs new | :10:35. | :10:39. | |
bill will provide shins with invaluable prickly comp ramble date. | :10:40. | :10:49. | |
-- directly comparable. Gator. - a car. Would he agree with me that | :10:50. | :11:00. | |
this does not just offer sttdents a chance to gamble but also bd | :11:01. | :11:07. | |
knowledgeable in the decision about getting the best opportunithes in | :11:08. | :11:13. | |
life and real value for mondy? I welcome her intervention. Shnce 2011 | :11:14. | :11:18. | |
students have said many timds that they want more information `vailable | :11:19. | :11:22. | |
to them and in this digital age it should be too difficult to go online | :11:23. | :11:27. | |
and find what is available `nd one certain Place in terms of the | :11:28. | :11:34. | |
choices want to make. Hopeftlly an enterprise company will strdamline | :11:35. | :11:41. | |
Kadir advice but this bill puts at the heart of things the student I | :11:42. | :11:46. | |
can groove my honourable frhend As I said earlier, when fees rose in | :11:47. | :11:53. | |
2011 teaching quality were supposed to increase with that and this new | :11:54. | :11:59. | |
regime will be supported by a cap on the fees are university can charge a | :12:00. | :12:03. | |
fee and not hitting the highest teaching quality. This provhdes a | :12:04. | :12:10. | |
good spec. I know the university sector has championed this for a | :12:11. | :12:17. | |
long time. The are key stakdholders in the event is set to who was the | :12:18. | :12:20. | |
keen to offer universities the best five for money and excellent | :12:21. | :12:24. | |
teaching their worried thesd changes will come at the expense of the | :12:25. | :12:28. | |
postgraduate sector and mass research which is so crucial in many | :12:29. | :12:32. | |
ways to our economic development. It is an main component of what the | :12:33. | :12:39. | |
University of Bath specialise in. -- mathematics. The Minister h`s | :12:40. | :12:41. | |
provided me with reassurancds purple beginners sure this entire House of | :12:42. | :12:47. | |
the postgraduate Centre can still bloom was teaching at undergraduate | :12:48. | :12:50. | |
degrees improved. I've spokdn of some of the measures which will | :12:51. | :12:53. | |
improve the student experience but I would like to turn briefly to the | :12:54. | :12:56. | |
section of the bill which whll mean we are able to see more dat` about | :12:57. | :13:01. | |
the universities and an inclusion in them. It will be a condition that | :13:02. | :13:09. | |
the institution must publish admission stats of gender and | :13:10. | :13:12. | |
ethnicity and social economhc background. Given the disconnect in | :13:13. | :13:16. | |
our society at the moment I don t think that it's time to waste in | :13:17. | :13:19. | |
order to deliver this which are part of the bill. This data will include | :13:20. | :13:23. | |
the number of applications from these routes and how many crucially, | :13:24. | :13:29. | |
are accepted. This should encourage institutions in becoming | :13:30. | :13:32. | |
increasingly inclusive and `lso provide good tools to identhfy | :13:33. | :13:36. | |
trends and what policies might be needed to address any shortcomings. | :13:37. | :13:39. | |
For too long students have been asking for good quality, better | :13:40. | :13:45. | |
quality teaching and want to get a degree but do not want to know what | :13:46. | :13:49. | |
they're doing in order to rdceive the best quality education to equip | :13:50. | :13:53. | |
them for the careers. I am pleased this Stormont estate in acthon | :13:54. | :13:56. | |
unless finishing what they started with the changes to the higher | :13:57. | :13:59. | |
education Bill in 2011 and since there can be confident that the | :14:00. | :14:02. | |
education of receivers being scrutinised. I hope this will put | :14:03. | :14:10. | |
this minds of students at rdst. And that they care about the experience | :14:11. | :14:13. | |
as much as they can about the research side of the institttion. | :14:14. | :14:17. | |
Sadly this is not all was bden the case and I am concerned at the lack | :14:18. | :14:21. | |
of focus has left some people leaving universities feeling quite | :14:22. | :14:26. | |
deflated. This might not always been the case. The former Business | :14:27. | :14:35. | |
Secretary at the Queen 's speech debate failed to mention ex`ctly | :14:36. | :14:38. | |
what students wanted and at the heart of this, this governmdnt | :14:39. | :14:45. | |
should listen to what students actually want, better quality of | :14:46. | :14:48. | |
teaching and better quality future outcomes, this into the students, | :14:49. | :14:52. | |
listen to what they are askhng for because ultimately this bill | :14:53. | :14:55. | |
delivers that the look forw`rd to voting with the government later on | :14:56. | :14:58. | |
today in the lobbies in support of this bill. It is a pleasure to | :14:59. | :15:07. | |
follow the honourable member for Bath, another universe of the city. | :15:08. | :15:13. | |
-- another beautiful university city. Cambridge where I livd is a | :15:14. | :15:20. | |
city of universities and most people know about Cambridge University and | :15:21. | :15:24. | |
also the Ruskin University which has expanded in the last decade. But in | :15:25. | :15:30. | |
Cambridge we also have enjoxed the open University and the University | :15:31. | :15:33. | |
of the third age so the somdthing for everyone and the preciots | :15:34. | :15:38. | |
ecosystem that we do not want to risk being disrupted. We also have a | :15:39. | :15:42. | |
number of other educational establishments which feed off the | :15:43. | :15:46. | |
Cambridge branded one of my concerns is if we rush to encourage new | :15:47. | :15:51. | |
providers that we must make sure that the quality of the Cambridge | :15:52. | :15:54. | |
branded others is not tarnished I'm told that when a similar exdrcise | :15:55. | :15:59. | |
with undertaken in New Zeal`nd a few years ago in a couple of new | :16:00. | :16:02. | |
entrants had not stay the course, the knock-on effect of that led to a | :16:03. | :16:06. | |
drastic fall in foreign students whilst they might in establhshed | :16:07. | :16:16. | |
institutions over the next two years -- few years. I would like to follow | :16:17. | :16:22. | |
on from what I thought it w`s the excellent points made by at the | :16:23. | :16:29. | |
honourable friend for Sheffheld Central. Facing the challenges of | :16:30. | :16:35. | |
Brexit, it is absolutely cldar that the sector is suffering frol | :16:36. | :16:40. | |
instability. I echo that thhs may not be the time for making lore | :16:41. | :16:46. | |
major reforms. Our research institutions in the univershties are | :16:47. | :16:49. | |
facing a real chance at the moment to maintain a global reputation | :16:50. | :16:53. | |
Don't make it any more diffhcult for them. I'm not saying that the | :16:54. | :16:59. | |
existing regulatory frameworks for a universities and research are | :17:00. | :17:02. | |
perfect, of course they're not. They can be simplified and improved but I | :17:03. | :17:07. | |
do say no is the time to safeguard support for higher education | :17:08. | :17:11. | |
providers and not for furthdr disruption. Let's not rock the boat | :17:12. | :17:15. | |
when we are already faced rdsearch such unsteady waters. The wdnt | :17:16. | :17:20. | |
people making this point. The University college union has asked | :17:21. | :17:26. | |
the government to stop, to wait They have sensibly called for an | :17:27. | :17:31. | |
immediate nonpartisan enquiry and we can ensure that the colleges and | :17:32. | :17:35. | |
universities remain open to staff and students from around thd world | :17:36. | :17:38. | |
and I rather agree with thel. Even putting aside the minor fin`nce | :17:39. | :17:42. | |
certain place in Europe at the moment and has to say what price the | :17:43. | :17:46. | |
great aspirations of the Bologna process. Put that aside, thd real | :17:47. | :17:56. | |
problems here. The assessment for this bill outlines a single market | :17:57. | :18:00. | |
regulator, the office for students will be established and that this | :18:01. | :18:05. | |
will provide competition and choice with student interest at its heart | :18:06. | :18:12. | |
and I think that raises a ftrther problem in that competition dispute | :18:13. | :18:14. | |
first and the interests of the student is blue glass. It would see | :18:15. | :18:19. | |
new entrants into the higher education market and give | :18:20. | :18:28. | |
institutions and media powers to award Water End albeit on a | :18:29. | :18:31. | |
provisional basis. It does seem to me that a real risk of adverse and | :18:32. | :18:35. | |
accrued dilate the trusted TK brand risking our countries reput`tion on | :18:36. | :18:39. | |
the international stage for academic excellence. The Ross concerns that | :18:40. | :18:47. | |
the standard some private providers have already lacking and Borders | :18:48. | :18:50. | |
said the comment filling protect students and taxpayers. There is | :18:51. | :18:59. | |
also been encouragement for the government of period of valtation | :19:00. | :19:07. | |
and I agree that checking the quality of an institution bdfore | :19:08. | :19:08. | |
awarding further powers of paramount. In some cases thdre can | :19:09. | :19:19. | |
be market exit with closure of institutions whether occasionally | :19:20. | :19:24. | |
orientated or traditional would have a significant impact on loc`l | :19:25. | :19:30. | |
communities and students and a survey undertaken by the department | :19:31. | :19:35. | |
of business innovation skills says that is important providers have a | :19:36. | :19:41. | |
student protection plan a place in case that this market exit. Who | :19:42. | :19:46. | |
picks up the tab and what is the effect another institutions? I think | :19:47. | :19:48. | |
we need to know the answers are some of these things. The Nation`l union | :19:49. | :19:53. | |
of tunes as close at those @sian apparent education -- the n`tional | :19:54. | :20:04. | |
usual of -- the National Unhon of Students has criticised this moment | :20:05. | :20:20. | |
in education. Turning to thd TEF this will allow some situathons the | :20:21. | :20:27. | |
charge fees in relation to inflation. But removing the cap is | :20:28. | :20:33. | |
not very welcome. Another area in relation to the TEF is the Royal | :20:34. | :20:44. | |
Society rightly pointing out that today's Ph.D. Content is tolorrow's | :20:45. | :20:48. | |
course content and the Univdrsity of Kent was tell me that the close and | :20:49. | :20:53. | |
mutually beneficial licensure between teaching and research, that | :20:54. | :20:58. | |
independency, is an essenti`l tenet of UK education. I appreciate that | :20:59. | :21:08. | |
the review into the research excellence framework is currently | :21:09. | :21:13. | |
under way and I'm sure we await the conclusions regarding how the | :21:14. | :21:16. | |
assessment for teaching and research quality will be streamlined and | :21:17. | :21:20. | |
interlinked. But I think thdre has to be a strong requirement for | :21:21. | :21:24. | |
cooperation between the offhce of students and UK are alive. ,- RI. I | :21:25. | :21:36. | |
think that is an omission in the bill reading in the lack of | :21:37. | :21:39. | |
provision for postgraduate students to provision and I think thdre's | :21:40. | :21:47. | |
more to be said about. It provokes the Royal charters of the ctrrent | :21:48. | :21:50. | |
research councils and brings them under the umbrella of the ndw UK | :21:51. | :21:55. | |
search innovation project which will be merged with innovation and UK. | :21:56. | :22:03. | |
Lord Rees is a very wise advice from Cambridge in our society and said | :22:04. | :22:07. | |
while the administrative structure of research councils is sedtctive it | :22:08. | :22:11. | |
may not prove either necess`ry or sufficient and may be | :22:12. | :22:16. | |
counter-productive. It is positive that the bill at least hencd it | :22:17. | :22:21. | |
could find long-standing conventions and the principle of dual ftnding | :22:22. | :22:24. | |
but I think many will observe that the wording on the bill is vague and | :22:25. | :22:28. | |
possibly less clear than in the White Paper and a reasonabld balance | :22:29. | :22:31. | |
that is about you is insuffhcient and I do hope that the Minister can | :22:32. | :22:35. | |
consist us a stronger commitment today because dual funding hs key | :22:36. | :22:39. | |
and quality related funding research is essential. The integration of | :22:40. | :22:45. | |
innovate UK into UK research innovation also raises questions. | :22:46. | :22:48. | |
While we are assured that innovate UK will run ten its own bushness | :22:49. | :22:59. | |
facing outlook. -- retained. I'm sure it will be examined closely by | :23:00. | :23:03. | |
committee. In conclusion, I would like to return to my opening | :23:04. | :23:10. | |
observations that our research bridges or the underground pressure | :23:11. | :23:14. | |
despite divisions other govdrnment that the European referendul result | :23:15. | :23:20. | |
has no immediate effect on those participating in Horizon 2020. As an | :23:21. | :23:23. | |
actress of paint of EU fundhng science research in particular will | :23:24. | :23:29. | |
be hard hit by Brexit. As other members of observed we are `t the | :23:30. | :23:40. | |
front line of recession country and healing that they have been forced | :23:41. | :23:44. | |
to the back of the queue in terms of forming collaborative links with EU | :23:45. | :23:48. | |
partners necessary to apply for research grants. It is ins | :23:49. | :23:55. | |
intertwined with free movemdnt and UK investment and we may be years | :23:56. | :24:01. | |
away from knowing what sort of settlement may emerge. Some say | :24:02. | :24:07. | |
before we do this we must bd absolutely sure of our placd in | :24:08. | :24:10. | |
Europe and in the wider world. The government says it is busindss as | :24:11. | :24:15. | |
usual but I see these sectors are too important for the econoly and | :24:16. | :24:18. | |
society in this country first to take further risks in such tncertain | :24:19. | :24:29. | |
times. Mr Michael Gove. As ` new backbencher I feel fortunatd to have | :24:30. | :24:32. | |
a chance to contribute to this debate. It is conducted in the | :24:33. | :24:37. | |
generous spirit one would expect of any education debate. | :24:38. | :24:48. | |
We have learnt that the Right Honourable Member for the Chties of | :24:49. | :24:54. | |
London and Westminster is that rare thing on these benches, a Gtardian | :24:55. | :24:59. | |
reader. Have also learnt, from his skilled powers of observation, that | :25:00. | :25:05. | |
the new Secretary of State for Education is slightly less blonde | :25:06. | :25:08. | |
than the Minister of State responsible for universities and | :25:09. | :25:11. | |
science. The probably think that his observation has been forced in my | :25:12. | :25:15. | |
mind is that blonde this is clearly a quality that brings profotnd, and | :25:16. | :25:21. | |
of this new government, and I know where I went wrong. | :25:22. | :25:26. | |
LAUGHTER Can I also thank the member for | :25:27. | :25:31. | |
Blackpool South for his contribution from the front bench with the Labour | :25:32. | :25:36. | |
Party? He was eight distingtished editor of history today and an | :25:37. | :25:40. | |
outstanding open University lecturer but I fear in his speech today he | :25:41. | :25:44. | |
did not do himself justice. His speech was 45 minutes long, which | :25:45. | :25:50. | |
was some 12 minutes and Moz`rt's lobbyists Symphony, and durhng those | :25:51. | :25:55. | |
45 minutes, -- longest Symphony There was a great deal of criticism | :25:56. | :26:02. | |
of our proposals in the Govdrnment. There was precious little that was | :26:03. | :26:06. | |
fresh, original word new in terms of policy vision. As an educathon | :26:07. | :26:10. | |
reformer, he is not yet ready to join the ranks of Rab Butler, Lord | :26:11. | :26:15. | |
Robins HEL Fisher, and it w`s a pity that instead of what used to have | :26:16. | :26:20. | |
from Labour, it complements of education, education, education we | :26:21. | :26:28. | |
had provocation, and mystifhcation. It is sadly reflective of the Labour | :26:29. | :26:35. | |
Party now, a party that was once committed to the improvement of | :26:36. | :26:38. | |
education, the extension of opportunity to all and radical | :26:39. | :26:43. | |
reform in order to bring th`t about, now has so little to say. That is | :26:44. | :26:47. | |
not a criticism of the honotrable gentleman or indeed of thosd who | :26:48. | :26:50. | |
spoke from the backbenches today, just an observation of the fact that | :26:51. | :26:54. | |
where there was once intelldctual fertility, there is no sadlx | :26:55. | :27:01. | |
aridity. I wish my colleaguds on the Labour backbenches well as they try | :27:02. | :27:05. | |
to ensure that there party discovers it's radicalism and policy vitality. | :27:06. | :27:12. | |
Can I contrast the lack of hdeas, fears and energy on the Labour front | :27:13. | :27:16. | |
bench the qualities displaydd by the Secretary of State, our new | :27:17. | :27:22. | |
Secretary of State and her remarks opening the debate? I had the | :27:23. | :27:25. | |
opportunity to remark earlidr that or new Secretary of State h`s made | :27:26. | :27:28. | |
extending social mobility the hallmark of all the roles that she | :27:29. | :27:32. | |
has taken in government. Shd spoke eloquently and from the heart about | :27:33. | :27:37. | |
her own personal journey and her commitment as a graduate of | :27:38. | :27:40. | |
Southampton University and hs a copper of schoolgirl who was the | :27:41. | :27:43. | |
first of her family to June to university to extend the others the | :27:44. | :27:46. | |
opportunity that she herself has enjoyed. I think it is a voliting | :27:47. | :27:53. | |
sign that she now leads a reinvigorated Department for | :27:54. | :27:57. | |
Education that covers the stpport of children from the moment of birth | :27:58. | :28:02. | |
rate up to the point that they go on to university. I think it w`s a | :28:03. | :28:05. | |
mistake of Gordon Brown to separate universities to make them orphans, | :28:06. | :28:10. | |
first all in the Department of innovation, universities and skills | :28:11. | :28:16. | |
and then hand them into the Department of business, bec`use I | :28:17. | :28:20. | |
feel and unnecessarily narrow and utilitarian approach was taken | :28:21. | :28:24. | |
towards higher and technical education, the restoration of the | :28:25. | :28:28. | |
Department that sees educathon taking a holistic approach towards | :28:29. | :28:33. | |
human development is all to do good and the Secretary of State hs | :28:34. | :28:37. | |
absolutely the right person to the did and also the number of Orpington | :28:38. | :28:42. | |
who has already proved himsdlf a distinguished minister is the right | :28:43. | :28:45. | |
person to take this Bill forward in Committee. It is appropriatd, | :28:46. | :28:50. | |
because this Bill is a sequdl in a way to the changes that we | :28:51. | :28:56. | |
introduced under the coalithon. It was the Brown report into hhgher | :28:57. | :28:59. | |
education finance and the ddcisions taken by the member Whitney and | :29:00. | :29:05. | |
Vince Cable when he was Secretary of State that ensured we were `ble to | :29:06. | :29:08. | |
place the financing of highdr education on a sustainable footing | :29:09. | :29:12. | |
for the future. Almost uniqte among European nations, our higher | :29:13. | :29:15. | |
education system is solvent as a result of the courageous decisions | :29:16. | :29:18. | |
that they took until he will not be fermenting it, the member for | :29:19. | :29:25. | |
Sheffield Hallam, the former leader of the Liberal Democrats, dhsplayed | :29:26. | :29:27. | |
with courage and principle hn rejecting the election promhse he | :29:28. | :29:32. | |
had made and embracing the right policy outcome. While he pahd a | :29:33. | :29:38. | |
political price for that decision, I think all of us should record the | :29:39. | :29:42. | |
fact that it was right, not just to the solvency of our higher dducation | :29:43. | :29:46. | |
institutions but also for access. Because as has already been noted, | :29:47. | :29:50. | |
as a result of those changes we have seen more children from poorer | :29:51. | :29:54. | |
backgrounds, working class homes in December this is going to university | :29:55. | :29:58. | |
now than ever before in our lifetimes and that is a dirdct | :29:59. | :30:01. | |
result of the courage but also the coherence of the reforms th`t were | :30:02. | :30:06. | |
made to funding. Reforms having been made to funding, we now need to | :30:07. | :30:09. | |
complete that story. We need to ensure that there are reforls to the | :30:10. | :30:14. | |
structure of higher education and also to the quality of highdr | :30:15. | :30:18. | |
education so we can ensure that we maintain our position of global | :30:19. | :30:22. | |
leadership. Let's be in no doubt. I would universities across the United | :30:23. | :30:27. | |
Kingdom are global leaders. We have in the top 20 some of the fhnest | :30:28. | :30:34. | |
institutions. That just est`blished institutions like Oxford and | :30:35. | :30:39. | |
Cambridge, but also London's universities which are outstanding | :30:40. | :30:44. | |
both in research and teaching and also capacity to improve | :30:45. | :30:46. | |
productivity. We are fortun`te indeed that the changes herd will | :30:47. | :30:49. | |
ensure that the position of global leadership that we currentlx enjoy | :30:50. | :30:54. | |
will only be enhanced. In particular, I welcome the f`ct that | :30:55. | :31:00. | |
this Bill will lead to the development of new higher education | :31:01. | :31:04. | |
institutions, challenger institutions. And as the Secretary | :31:05. | :31:08. | |
of State made admirably cle`r, every point in our history, whenever it | :31:09. | :31:11. | |
has been suggested that we dxpand the number of higher educathon | :31:12. | :31:16. | |
institutions, there have always been small sea Conservative voicds but | :31:17. | :31:21. | |
said more will mean worse, tsed to be the case that the Anglic`n clergy | :31:22. | :31:25. | |
insisted there would be a monopoly on higher education learning through | :31:26. | :31:28. | |
the stranglehold they held on Oxford and Cambridge, but it was a brave | :31:29. | :31:32. | |
utilitarian radical who helped set up University College London and | :31:33. | :31:37. | |
helped to break up monopoly and extend higher education, so it was | :31:38. | :31:40. | |
throughout the 20th century with the establishment of the polytechnics | :31:41. | :31:46. | |
into universities. Every single one of those steps was an exerchse in | :31:47. | :31:51. | |
the democratisation of knowledge. It is a pity that in recent ye`rs, even | :31:52. | :31:55. | |
though the University of Buckingham has taken its place amongst | :31:56. | :31:59. | |
universities as effortless `s the juice, they have not had thd same | :32:00. | :32:05. | |
level of innovation. This Bhll mix-up possible. If you havd new | :32:06. | :32:11. | |
institutions, there is an absolute requirement that they meet ` quality | :32:12. | :32:19. | |
threshold that ensures that ensures money is being well directed. That | :32:20. | :32:22. | |
is why I welcome the principle of the teaching excellence fralework | :32:23. | :32:27. | |
that is being applied, and H noted that the opposition front | :32:28. | :32:30. | |
simultaneously criticised the Minister of State for being a | :32:31. | :32:34. | |
listening minister and wishhng to consult and also at the samd time | :32:35. | :32:39. | |
suggested that he was somehow closed minded and rigid. In his desire to | :32:40. | :32:42. | |
ensure that we could compard like with like. Well, that we cole to the | :32:43. | :32:47. | |
Mr's defence, he doesn't nedd me to defend him, logic will suffhce. The | :32:48. | :32:50. | |
first point is, the teaching excellence framework has bedn | :32:51. | :32:56. | |
subject to extensive consultation, it closed just over a week `go on | :32:57. | :33:02. | |
your two of the TEF. In that 60 page document, many detailed questions | :33:03. | :33:06. | |
asked all of which followed on from intense engagement with those | :33:07. | :33:09. | |
working in higher education. It was a model of how a government | :33:10. | :33:13. | |
department should consult and I have to say the Minister of Statd has | :33:14. | :33:18. | |
himself to be a listening, pragmatic and empirical steward of his | :33:19. | :33:22. | |
responsibilities. The TEF h`s evolved and will evolve as ht should | :33:23. | :33:27. | |
in the best traditions of the Department that he serves. But more | :33:28. | :33:32. | |
than that, I find the idea that we should somehow object of thd idea | :33:33. | :33:36. | |
that the TEF allows us to compare different types of instituthons to | :33:37. | :33:39. | |
be a fundamental misunderst`nding. The gentler than the front bench | :33:40. | :33:43. | |
said it was a one size fit `ll approach, specifically not. It makes | :33:44. | :33:47. | |
that clear. What it is is an opportunity to allow us and | :33:48. | :33:50. | |
individual institutions to be compared in a way that allows | :33:51. | :33:56. | |
meaningful lessons to be dr`wn for undergraduates and indeed for | :33:57. | :33:59. | |
government and I am happy to give away. I am grateful. That wd a | :34:00. | :34:05. | |
clear. We were not saying that the TEF was a one size fits all, we were | :34:06. | :34:09. | |
saying that the basis on whhch she was going to be operated in the | :34:10. | :34:14. | |
first year was a one size fhts all. In fact of the honourable gdntleman | :34:15. | :34:18. | |
would remember, what I said further, I talked about the need for the TEF | :34:19. | :34:22. | |
to be more disaggregated so that we could actually look at it whthin | :34:23. | :34:26. | |
universities and that may bd a process that comes forward. I am | :34:27. | :34:31. | |
grateful for that clarification and IMing deconstructive script in that | :34:32. | :34:36. | |
most of this debate has been held. I welcome what he says and entirely | :34:37. | :34:40. | |
accept that as a move towards greater consensus. In talking about | :34:41. | :34:45. | |
quality, one of the concerns people sometimes have about an emphasis on | :34:46. | :34:49. | |
quality is that it is somehow running counter to the very | :34:50. | :34:53. | |
important principle of access. That somehow has to be a tension between | :34:54. | :34:57. | |
containing rigorous teaching and research quality in any educational | :34:58. | :35:01. | |
destitution and also broadening and widening access. I don't thhnk there | :35:02. | :35:05. | |
is any necessary tension between the two and neither do those who read | :35:06. | :35:09. | |
our universities. It has bedn conspicuous over not just the last | :35:10. | :35:13. | |
six years but beyond that how energetic vice | :35:14. | :35:42. | |
chancellors and others have been in ensuring that they can broaden | :35:43. | :35:45. | |
access to higher education. The one thing that would say is that while | :35:46. | :35:48. | |
universities have worked hard, collaborated with the Department of | :35:49. | :35:50. | |
its education to try to influence the curriculum and examinathon is in | :35:51. | :35:53. | |
such a way as to maximise access to the benefits that higher edtcation | :35:54. | :35:55. | |
can bring, I still think more can be done. I don't accuse any institution | :35:56. | :35:58. | |
or individual of bad faith but I think there is an additional | :35:59. | :36:00. | |
potential there for higher dducation institutions to get her hands dirty | :36:01. | :36:02. | |
in the business of improving secondary education. It has already | :36:03. | :36:04. | |
been the case that Kings College London has helped set up a new maps | :36:05. | :36:07. | |
free school which will ensure that gifted students from across the | :36:08. | :36:09. | |
state sector have an opporttnity to graduate to the mathematical and | :36:10. | :36:11. | |
scientific degree courses that our country needs. I think it would be a | :36:12. | :36:14. | |
good thing if more universities were to follow the examples of those | :36:15. | :36:16. | |
universities that have been in the lead in sponsoring academies and in | :36:17. | :36:19. | |
saying that I am doing is shmply underlining and reiterating the case | :36:20. | :36:21. | |
that has already been made so brilliantly by my friend in the | :36:22. | :36:26. | |
other place, Lord Adonis. I also wanted to stress that as well as | :36:27. | :36:30. | |
making sure that we improve access, this Bill also makes it cle`r that | :36:31. | :36:35. | |
academic freedom must be defended. I want to say two things about that. | :36:36. | :36:41. | |
The National Union of Students, a distinguished former presiddnt of | :36:42. | :36:44. | |
whom sits on the opposite bdnches, has often been an effective steward | :36:45. | :36:47. | |
and safeguard of undergradu`tes interests. But at the moment of | :36:48. | :36:52. | |
voices and individuals withhn the NUS who have not the best traditions | :36:53. | :36:56. | |
of academic freedom and who have created in some respects it's | :36:57. | :37:00. | |
chilling environment and a called home for students, particul`rly | :37:01. | :37:04. | |
those who are Jewish. I think it is vitally important and I applaud the | :37:05. | :37:07. | |
work that has already been done by the Minister of State in making sure | :37:08. | :37:10. | |
that academic freedom is not simply an abstract question of academics | :37:11. | :37:13. | |
being allowed to publish debate and discuss, it is also about m`king | :37:14. | :37:17. | |
sure that our universities `re places where individuals, whatever | :37:18. | :37:20. | |
their background, can feel confident, that they are a respected | :37:21. | :37:26. | |
and their own intellectual journey will be allowed to proceed hn | :37:27. | :37:29. | |
safety. That takes you to mx final point. A number of speakers in this | :37:30. | :37:34. | |
debate have talked about Brhtain's departure from the European Union as | :37:35. | :37:37. | |
though it were a cataclysm the like of which this country had ndver | :37:38. | :37:42. | |
enjoyed before. A sort of Noah's flood which was bringing devastation | :37:43. | :37:46. | |
to institutions. I respect the fact that passions were engaged during | :37:47. | :37:49. | |
the referendum debate and I respect the fact that those who argted that | :37:50. | :37:52. | |
we should remain are sincerd in their belief that leaving the | :37:53. | :37:56. | |
European Union can bring problems and challenges for our highdr | :37:57. | :37:59. | |
education institutions. But all I would say is, if we look at | :38:00. | :38:04. | |
continental Europe, I mean the criticism of those countries, there | :38:05. | :38:08. | |
are no world-class universities in the Eurozone that can take their | :38:09. | :38:11. | |
place alongside universities in this country is or indeed the Unhted | :38:12. | :38:17. | |
States of America or south Dast Asia. The spirit of intellectual | :38:18. | :38:22. | |
enquiry, and indeed international collaboration that marks out all of | :38:23. | :38:26. | |
our best universities globally, does not depend upon membership of any | :38:27. | :38:31. | |
political union or subscription to any bureaucratic system. But it | :38:32. | :38:36. | |
depends on is a belief in honest enquiry, a desire to go with the | :38:37. | :38:40. | |
truth takes you. And a commhtment always to have an open mind to new | :38:41. | :38:46. | |
facts, new experiences and new people. I am confident that those | :38:47. | :38:50. | |
who read our universities whll take the opportunities that this Bill | :38:51. | :38:53. | |
gives them to ensure the superb work that they do remains open to | :38:54. | :38:59. | |
students from across this world so that our higher education sdctor, | :39:00. | :39:02. | |
which is done so much to strengthen our economy and to make this country | :39:03. | :39:06. | |
such a very special place, can proceed into the future with | :39:07. | :39:15. | |
confidence. Thank you. Thank you. It is a pleasure to follow the Right | :39:16. | :39:18. | |
Honourable Member for Surrex Heath on his relatively new debut to the | :39:19. | :39:25. | |
backbench, return to the backbenches. Whatever disagreements | :39:26. | :39:28. | |
we may have on this side of the House, with his various polhcies | :39:29. | :39:31. | |
over the years, I think it hs encouraging to see that the | :39:32. | :39:36. | |
Government have lost his vohce but this has certainly hasn't bden seen | :39:37. | :39:40. | |
that in recent days. I am also sorry to have the associate myself with | :39:41. | :39:43. | |
remarks he made about the N`tional Union of Students and in particular | :39:44. | :39:47. | |
its lack of care towards Jewish students and Jewish representation. | :39:48. | :39:51. | |
It is a sad day when I find myself agreeing with the Right Honourable | :39:52. | :39:52. | |
Member on that particular point Uk Higher Education Is A Global | :39:53. | :40:05. | |
Success Story That The Succdss Has Been Wasted In Jeopardy By The | :40:06. | :40:10. | |
Decision To Leave Either Bedn Union. There Are 125,000 Students @nd | :40:11. | :40:14. | |
43,000 Staff In Our Institutions Come From Other European Unhon | :40:15. | :40:18. | |
Member States. Census Creathon Around 200,000 Students Havd | :40:19. | :40:24. | |
Benefited From Opportunities To Study Abroad And Membership Of The | :40:25. | :40:28. | |
Eu Has Added 50% Of The Income Not The Least Through ?679 From Research | :40:29. | :40:35. | |
Income From Which The Uk Benefits Disproportionately. Against That | :40:36. | :40:44. | |
Backdrop, Leaving The Europdan Union Provides Significant Challenges For | :40:45. | :40:47. | |
The Sector. And Against That Bad Job This Bests Backdrop -- Backdrop This | :40:48. | :41:00. | |
Bill Has To Have A Degree Of Modesty In This House About The Degree Like | :41:01. | :41:07. | |
Of Scientific Expertise Across These Benches And Wisdom From Expdrtise | :41:08. | :41:10. | |
The House Of Lords. The Dual Support System For Funding Research Has Been | :41:11. | :41:17. | |
Vital To Our Success Has A Higher Education Sector. --. We Should | :41:18. | :41:25. | |
Believe Could Lead To Lord Rees -- Could Heed. | :41:26. | :41:36. | |
--Full Heed. Lower Case. It Is A Distraction And One We Can No Longer | :41:37. | :41:51. | |
Safely Afford. I Think The Linister With A To Tell Us What Benefits This | :41:52. | :41:56. | |
Huge Disruption Would Bring Because At Does Seem Any Potential Benefits | :41:57. | :42:00. | |
Are Far Outweighed By The Costs Of The Disruption. The Bill Continues | :42:01. | :42:07. | |
Apace Up Processor Marketis`tion Of Our Education System That H`s Been | :42:08. | :42:08. | |
Go Nowhere Has This Been More Dvident | :42:09. | :42:24. | |
Than The Proposals Provide New Powers From Day One. What Would Stop | :42:25. | :42:27. | |
The Donald Trump University From Opening In The Uk And Then @ Few | :42:28. | :42:37. | |
Years Down The Line Launches Would Not Stand Up To Much In The Way Of | :42:38. | :42:42. | |
Inspection, Let's Assume Th`t The Trust Of Sticks And Reinvest | :42:43. | :42:45. | |
Somewhere Else. What Protections Are Safeguards Would Be For Students? | :42:46. | :42:49. | |
The White Paper And The Bill Talks About Protections And The | :42:50. | :42:53. | |
Possibility Of The Office For Students Which I Will Turn To | :42:54. | :42:56. | |
Shortly, Awarding Degrees. H Have To Say About Degree Delete The Mag -- | :42:57. | :43:04. | |
Proud Of The Degree. We're Very Much In Trouble If The Investor Goes Bust | :43:05. | :43:09. | |
But The Idea That People Who Work Hard At The Chosen University For | :43:10. | :43:15. | |
The Degree Award Suddenly Fhnd The Certificate Reading Office For | :43:16. | :43:18. | |
Students Rather Than University Is Not Something I Think Is Re`ssuring. | :43:19. | :43:20. | |
I Do Think That For Too Long Students Have Been Not Involved In | :43:21. | :43:27. | |
The Debate Around The Higher Education Sector. With The Office | :43:28. | :43:32. | |
For Students The Name Is Thd Door But That Is No Seat Of The Table I | :43:33. | :43:36. | |
Think It Is Entirely Justifhed To Have Something Called Officd Of | :43:37. | :43:42. | |
Students Is No Guaranteed Place For Students Of The Table. The New | :43:43. | :43:45. | |
Secretary Of State Use The Dxact Terminology In Opening Remarks Of | :43:46. | :43:48. | |
Students Barely Get A Mention When It Comes To The Accountabilhty Of | :43:49. | :44:02. | |
The Sector. . I Think Is A Bare Minimum We Should Ensure Th`t As A | :44:03. | :44:07. | |
Representation On The Board For The Office For Students. It May Be That | :44:08. | :44:11. | |
Place Is Not Reserved For The National Union Of Students | :44:12. | :44:14. | |
Specifically But The Plenty Of Able Sintra Presented Us In Highdr | :44:15. | :44:24. | |
Student -- Education Places Across The Country. I Bow To No Ond In My | :44:25. | :44:32. | |
Love And Passion For The Uk Higher Education Sector. I Think It Is A | :44:33. | :44:34. | |
National Success Story And @n International Success Story. Forgive | :44:35. | :44:41. | |
Me, Mainly Involve The Debates Around Higher Education For Some | :44:42. | :44:45. | |
Time, If I Have Some Impatidnce That We're Still Talking About M`ny Of | :44:46. | :44:49. | |
The Proms Of Existed For Sole Years. Many Of Our Academically Elhte | :44:50. | :44:51. | |
Universities Remain Sociallx Elite Get Frustrated When I Hear So-called | :44:52. | :44:55. | |
Widening Participation Succdss Stories From Institutions Which Have | :44:56. | :45:04. | |
Appalling Retention Data. It Is Was Being The Case That The Bendfit And | :45:05. | :45:13. | |
Purpose Of Higher Education Extends Beyond Simple Utilitarianisl, | :45:14. | :45:16. | |
Whether That Be About Gradu`tes Getting Jobs Are Companies That Has | :45:17. | :45:24. | |
A Bigger Mission About Their Exploration Of Humanity And | :45:25. | :45:27. | |
Expanding Our Horizons And Having A Deep Understanding Of Ourselves And | :45:28. | :45:30. | |
Our Culture And Our Society And Pushing The Boundaries Of Scientific | :45:31. | :45:36. | |
Exploration. But We Should Never Forget That For Many Students, | :45:37. | :45:40. | |
Particularly From Backgrounds Like Mine, Of Course It Is Lovelx To Go | :45:41. | :45:43. | |
To University And Make New Friends And Engage Deeper Knowledge Of 's | :45:44. | :45:48. | |
Subject, But It Is Also Absolutely Essential That Higher Education | :45:49. | :45:53. | |
Experience Delivers The Transformational Impact That Is So | :45:54. | :45:58. | |
Often Promised When Students Apply To Cancel Often Be Found Lacking | :45:59. | :46:02. | |
Afterwards. I'm Afraid To S`y That There Are Too Many Instituthons That | :46:03. | :46:05. | |
Are Too Prepared To Pat Thelselves On The Back, Taking Students From | :46:06. | :46:09. | |
Some Of The Most Deprived Committees Whether They Be Working Class | :46:10. | :46:15. | |
Amenities Or Bme Communities Or Disabled Groups. -- Communities | :46:16. | :46:23. | |
Take Their Money And Process Through The University Conveyor Belt And | :46:24. | :46:27. | |
Then Cast Off Into The World With No Real Benefit To Their Earnings And | :46:28. | :46:30. | |
No Real Sense Of Direction Purpose In Their Lives. I Do Think That For | :46:31. | :46:36. | |
Too Many Students In Too Many Courses That Is The Direction That | :46:37. | :46:42. | |
Has Taken And It Is Simply Not Acceptable Justifiable And Do Think | :46:43. | :46:44. | |
The Government Will Be In The Size Of The Accountability Regimd For | :46:45. | :46:49. | |
Education Which Needs To Be More Robust In Challenging That | :46:50. | :46:56. | |
Educational Failure. I Also Disappointed This Many Of The | :46:57. | :47:00. | |
Concessions The Student Leaders Fought For The Success Of B`ttles | :47:01. | :47:05. | |
With The Introduction Of Tuhtion Fees In 1998 At The Junction Of | :47:06. | :47:09. | |
Top-up Fees In 2004, The Co`lition Forms. So Many Of The Concessions | :47:10. | :47:14. | |
That We Won With A Beaver Reintroduction Of Grants For Poor | :47:15. | :47:17. | |
Students Are Increasing The Payment Threshold So It Was More Generous Or | :47:18. | :47:25. | |
Even The Independent Office, So Many Of Those Concessions Have Bden Too | :47:26. | :47:31. | |
Readily And Rapidly Undone. I Think That Is The Trail -- And Betrayal. | :47:32. | :47:41. | |
If I Were In This User Minister Today I Will Be Dropping Thhs Bill | :47:42. | :47:45. | |
And Starting Again. The Thrde Areas In Particular Where The Govdrnment | :47:46. | :47:48. | |
Needs To Do Some Serious Rethinking. Funding Of Finance And Transparency | :47:49. | :47:53. | |
And Accountability And The Global Role Of Higher Education. On Funding | :47:54. | :47:57. | |
And Finance Reward Is In Thd Difficulties That Present To | :47:58. | :48:04. | |
Departmental Budgets And Thd Mansour Churchill And Even Simple | :48:05. | :48:07. | |
Miscalculations Alone The Ldvel Of Repayment Can Cause Of Things Are | :48:08. | :48:10. | |
Done Incorrectly. But We Have To Be Honest About The Fight That In The | :48:11. | :48:15. | |
Absence Of Any Compelling Evidence To The Contrary It Was The View | :48:16. | :48:20. | |
Before The Referendum, Without Personalising The Debate, Alongst | :48:21. | :48:24. | |
The Overall Majority Of Coltmnists In This World That The Uk H`s Put | :48:25. | :48:28. | |
Itself In A Different Direction Which Will And Is Laying My View | :48:29. | :48:32. | |
Beaver Country Less Well Off Than It Might Otherwise Have Been. Hn That | :48:33. | :48:38. | |
Context And With The Pressures Of Paul Inevitably Follow With Jobs And | :48:39. | :48:43. | |
Investments And The Labour Larket, That Poses A Particular Risk On The | :48:44. | :48:46. | |
Higher Education Budget Bec`use Of Graduates Are Not Earning As Much As | :48:47. | :48:49. | |
They Might Otherwise Have Bden That Is Less Money In That A Paylent | :48:50. | :48:55. | |
System Going Back Into The Treasury But Pressure On Departmental | :48:56. | :48:59. | |
Budgets. I Do Think, And I Have Long Believed As An Opponent Of The | :49:00. | :49:03. | |
Tuition Fee System, Which I Suffered In Part, The Top-up Fee System And | :49:04. | :49:09. | |
The Coalitions For The Reforms, I Think It Is A Terrible, Terrible | :49:10. | :49:13. | |
Mistake That We Have Ended Tp Here Rather Than With Some Form Of Proper | :49:14. | :49:17. | |
Graduate Taxation. And Totally Comfortable With The Idea Of Being | :49:18. | :49:22. | |
More As A Graduate And Beneficiary Of Higher Education The Citx Think | :49:23. | :49:24. | |
There Are Particular Problels With Both The Visible Of Having To Put | :49:25. | :49:34. | |
Money Up Front But Also Somd Of The Risk Of This Benefit System For The | :49:35. | :49:38. | |
Government. I'm Encouraged Others Are Engaged In This Debate Was | :49:39. | :49:40. | |
Interesting Seeing The Fabi`n Society With Proposals For National | :49:41. | :49:45. | |
Insurance Education Occurs @nd I Think As Well As Looking At The | :49:46. | :49:49. | |
Payment Mechanisms We Also Need To Look At The Issue Of Student | :49:50. | :49:56. | |
Maintenance. It Is Undoubtedly The Case That There Are Too Manx | :49:57. | :50:00. | |
Students With The Higher Edtcation System, Particularly Those From More | :50:01. | :50:05. | |
Poor, Not Necessarily The Most Pure, Who Struggled To Make Ends Leet And | :50:06. | :50:09. | |
They Find Stacking Shelves @re Resided Looking At, It --Colet | :50:10. | :50:21. | |
Defined My Higher Education Course That Is Not Just The Time T`ken A | :50:22. | :50:24. | |
But That Is An Opportunity Cost Because Of Your Stacking Shdlves Are | :50:25. | :50:29. | |
Pulling Pints You're Not Necessarily In The Lecture Theatre Or A Sports | :50:30. | :50:32. | |
Club Student Societies In All Of Those Enriching Opportunitids That | :50:33. | :50:37. | |
Lead To Personal Enrichment And Also Success Later On In The Workplace | :50:38. | :50:41. | |
And It Should Be A Serious Cause For Concern That Too Many Students Don't | :50:42. | :50:46. | |
Struggle To Make Ends Meet. I Also Think We Could Be Far More Creative | :50:47. | :50:51. | |
About This System Is Currently Airs Stop I Particularly Commend To The | :50:52. | :50:54. | |
Minister And The New Secret`ry Of State Of Proposals Put Forw`rd By | :50:55. | :50:59. | |
Lord Adonis And Josh Mcallister The Chief Executive Of Front Line That | :51:00. | :51:03. | |
Where We Have Particular Shortages And Key Public Sector Professions We | :51:04. | :51:06. | |
Should Look At What We Can Do In Terms Of Remission And The Payment | :51:07. | :51:10. | |
Of Tuition Fees So Every Of A Shortage Of Social Workers @nd | :51:11. | :51:13. | |
Greater Manchester, For Exalple And We Offer Graduates Willing To Go And | :51:14. | :51:17. | |
Then Stick At It The Governlent Should Cover The Cost Of Attrition | :51:18. | :51:21. | |
Fee Repayments Were Think There Was Plenty Scope To Think About How To | :51:22. | :51:23. | |
Get The Best And Brightest Graduates Into Some Of The Most Challdnging | :51:24. | :51:28. | |
Professions. I Also Think On Funding And Finance And We Have This Debate | :51:29. | :51:32. | |
In Westminster Hall Yesterd`y, Mr Speaker, But I Do Think It Would Be | :51:33. | :51:35. | |
Unforgivable For The Governlent To Go Ahead And Accepting The Principle | :51:36. | :51:39. | |
That Is Ok For Ministers To Change The Terms Of Conditions Of Student | :51:40. | :51:43. | |
Finance Retrospectively. Th`t Only As A Think There Is Fundamental | :51:44. | :51:48. | |
Unfairness And Genius And The Conditions For Existing Students And | :51:49. | :51:52. | |
Graduates Is Also A Huge Risk Because Students, Particularly Those | :51:53. | :51:57. | |
From The Poorest Backgrounds, The Parents Have To Have The Absolute | :51:58. | :52:00. | |
Centre Of What They Are Signing Up For The Fifth Of The Governlent Will | :52:01. | :52:02. | |
Change The Terms Of Debate Glittered On The Significant Risk Fat. -- | :52:03. | :52:11. | |
Later On. -- Significant Risk That Will Come With That. I Think It Is | :52:12. | :52:19. | |
Important That The Director Of The Offers For Fair Access Conthnues To | :52:20. | :52:24. | |
Report Not Just To The Report To The Board Of The Office For Students But | :52:25. | :52:28. | |
Also Reported Has Given The Level Of Interest Across This House Notes | :52:29. | :52:32. | |
Finger Should Challenge Somd Of The Bodies When Higher Education Around | :52:33. | :52:34. | |
Their Commitment To Transparency. Hauser Possibly Justify That When An | :52:35. | :52:39. | |
Organisation Is Proud To Serve On The Board Of, Ucas, When Asked For | :52:40. | :52:52. | |
Data Sets For University Entrance From Deprived Backgrounds Continue | :52:53. | :53:00. | |
To Supply Data And Difficult Formats And They Should Provide Xl | :53:01. | :53:13. | |
Spreadsheets. --Excel. I Also Think As Well As The Office For Students | :53:14. | :53:17. | |
We Have Guaranteed Student Representation As A Statutory | :53:18. | :53:20. | |
Footing On The Designated Qtality Body And On The Governing Bodies Of | :53:21. | :53:24. | |
Hiring Education Institutions. - Higher Education. I Rather Like The | :53:25. | :53:30. | |
Idea That Forward By The Melber For Walthamstow For The Student Bill Of | :53:31. | :53:36. | |
Rights. In Higher Education. -- For The Member For Walthamstow For The | :53:37. | :53:44. | |
Student Bill Of Rights. One Thing In Putting Students Back Into The | :53:45. | :53:48. | |
Department For Education Is This An Opportunity For The Ministers | :53:49. | :53:52. | |
Covering Schools And Collegds And Education And Universities To Look | :53:53. | :53:55. | |
Together Social Mobility And Education And Access To | :53:56. | :53:58. | |
Universities. I Am Slightly Tired Of Hearing Handling Of Univershty-based | :53:59. | :54:04. | |
Chancellors Saying That The Reason That They Cannot Get Poor Jhmmy And | :54:05. | :54:07. | |
Jane From The Local State School -- Vice Chancellors Into The House | :54:08. | :54:14. | |
University Is This Is All The Schools Fault. If That's Thd Case I | :54:15. | :54:17. | |
Have A Really Good Idea Which Is Applicable That Participation | :54:18. | :54:20. | |
Funding From Either Dictation And Put It Into Schools And Early Years | :54:21. | :54:26. | |
Because That Is A Case For Transferring Funding Away. That Is | :54:27. | :54:32. | |
Not To Denigrate The Excelldnt Work That Staff Working In Student | :54:33. | :54:36. | |
Recruitment And Institutions Do There Are Some Of The Most | :54:37. | :54:39. | |
Passionate And Dedicated St`ff When It Comes To Changing The Profile Of | :54:40. | :54:42. | |
The Student Body But Do Think The Scope To Make Different And Better | :54:43. | :54:47. | |
Spending Decisions As Universities Ought To Be Justifying How They Are | :54:48. | :54:49. | |
Spending The Money And What The Impact Reveres. -- What The Impact | :54:50. | :54:53. | |
Reveres. -- Really Is. I cannot believe these pay hncreases | :54:54. | :55:09. | |
are justifiable. I think thd Bill should go as far to require | :55:10. | :55:12. | |
universities such as to publish vice chancellors pate which is a great | :55:13. | :55:17. | |
public service provider, but also to publish pay ratios between the pay | :55:18. | :55:21. | |
of the University Vice Chancellor and the lowest paid staff and | :55:22. | :55:24. | |
finally on accountability and think we need more clarity around market | :55:25. | :55:28. | |
exit. What happened to thesd brave new providers do go bust or if they | :55:29. | :55:33. | |
simply shut up shop? That h`d the better requirements on thosd | :55:34. | :55:36. | |
institutions to protect thehr existing students and their | :55:37. | :55:41. | |
graduates. Finally come on global higher education, we can be | :55:42. | :55:43. | |
enormously proud of the rold that our institutions play on thd | :55:44. | :55:47. | |
international stage and it has been beyond serving to read of academics | :55:48. | :55:52. | |
after being told that their funding is at risk and there are conferences | :55:53. | :55:55. | |
that there are no longer taking place in this country because they | :55:56. | :55:58. | |
feel that by leaving the EU we are closing the door to the outside | :55:59. | :56:02. | |
world, there are a number of things the Minister could do to address | :56:03. | :56:08. | |
this, but none would be mord powerful than removing international | :56:09. | :56:12. | |
students from the net migration cap. There is overwhelming consensus for | :56:13. | :56:16. | |
it, support on both sides of the House. The previous Home Secretary | :56:17. | :56:20. | |
was an obstacle to this. I'l sure now she has walked through the door | :56:21. | :56:24. | |
of number ten she is far more amenable to the idea as Prile | :56:25. | :56:27. | |
Minister, but in all seriousness I said there could be no bettdr signal | :56:28. | :56:30. | |
to bend to the rest of the world, to say that bright students across | :56:31. | :56:34. | |
world are welcome to study here and will be embraced. There are | :56:35. | :56:42. | |
countless time Mr Speaker. H am anxious to hear from the front | :56:43. | :56:45. | |
benches and the Minister 's assurance in particular, th`t he | :56:46. | :56:50. | |
will move on this issue of retrospective payments and changes | :56:51. | :56:56. | |
to the student finance systdm. I am grateful for the opportunitx to say | :56:57. | :56:59. | |
a few words on this debate `nd to follow my honourable friend. He has | :57:00. | :57:03. | |
just made an excellent speech which has covered most of the points I was | :57:04. | :57:07. | |
going to raise in my speech and I have been asked to finish bx 6: 5pm | :57:08. | :57:11. | |
and I will make sure that I do that. Interesting but he said that we | :57:12. | :57:16. | |
don't have many sciences on this bench and I am one of the fdw | :57:17. | :57:22. | |
sciences in Parliament, it would be nice to have more of us. I want to | :57:23. | :57:27. | |
talk about this dude and is and as he referred to, -- students. About | :57:28. | :57:35. | |
detrimental strangers to sttdent loan repayments, I do feel that | :57:36. | :57:39. | |
students in our society havd been treated since 2010 in such `n | :57:40. | :57:47. | |
unscrupulous and unfair way. They have rarely been consulted. There | :57:48. | :57:50. | |
are voices seem to have been ignored throughout policy discussions. This | :57:51. | :57:56. | |
Bill doesn't seem to have bden any different. The Government claimed it | :57:57. | :58:00. | |
set out to make student chohce and interests essential part of its | :58:01. | :58:05. | |
agenda in reforming higher education. But unfortunatelx it | :58:06. | :58:08. | |
seems to have fallen short on this promise. As my honourable friend has | :58:09. | :58:12. | |
referred to, there is very little reference to students or thdir | :58:13. | :58:15. | |
voices throughout this Bill. The Bill introduces an office for | :58:16. | :58:19. | |
students but doesn't mention student representation as part of it. It is | :58:20. | :58:22. | |
vital that student voices should be heard. The other issue I wish to | :58:23. | :58:30. | |
focus on is about the results of the referendum. The parliamentary cycle | :58:31. | :58:35. | |
will now be dominated by Brdxit discussions and until we know what | :58:36. | :58:38. | |
breaks it actually means and the relationship that we wish to have | :58:39. | :58:43. | |
with the EU, they feel this Bill cannot make any progress. There are | :58:44. | :58:51. | |
more than 125,000 EU students at UK universities and non-UK EU nationals | :58:52. | :58:57. | |
make up 11.6% of all students at Masters level. International | :58:58. | :59:00. | |
students alone contribute ?3.7 billion to the economy. What should | :59:01. | :59:05. | |
happen to not only current students but prospective students on these | :59:06. | :59:08. | |
come and placement requiremdnts at the 20 16th-17th academic ydar? | :59:09. | :59:13. | |
There is no clear and concise policy? Many of the brightest minds | :59:14. | :59:18. | |
come here to study at all world-class institutes and we should | :59:19. | :59:21. | |
not only do to bring them hdre but keep their talents in the UK after | :59:22. | :59:26. | |
they graduated. Professor P`ul nurse has been referred to during this | :59:27. | :59:29. | |
debate and in his research review the Government he warned th`t | :59:30. | :59:33. | |
leaving the EU jeopardises the world-class science the UK hs known | :59:34. | :59:36. | |
for and so risks damaging the economy. We now need to discuss the | :59:37. | :59:41. | |
question of retaining or replacing these assets. Thank you. Th`nk you, | :59:42. | :59:50. | |
Mr Speaker. I too would likd to welcome the honourable lady to her | :59:51. | :59:53. | |
place and I look forward to construct dialogue with her in the | :59:54. | :59:57. | |
future. We have heard many passionate and expert cost `blutions | :59:58. | :00:02. | |
today, the honourable member for Stroud who chairs the Education | :00:03. | :00:05. | |
Select Committee said he has found himself with an unexpectedlx large | :00:06. | :00:10. | |
portfolio. I think it is safe to say that I know that feeling! On that | :00:11. | :00:17. | |
note, as qualities as well `s education spokesperson I welcome my | :00:18. | :00:20. | |
honourable friend the member for Walthamstow in urging the Government | :00:21. | :00:23. | |
to make the necessary changds to make sure that loans are sh`ria | :00:24. | :00:29. | |
compliant instantly. I'd be interested to hear the response to | :00:30. | :00:33. | |
her idea, and can amend existing legislation instead of making the | :00:34. | :00:37. | |
change is part of this new Bill We have spoken a lot tonight about | :00:38. | :00:41. | |
aspiration and support the Next Generation and I can't help but | :00:42. | :00:45. | |
think about the news I have heard this evening about my honourable | :00:46. | :00:48. | |
friend the member for Wallasey will stop I would like to say in this | :00:49. | :00:52. | |
debate that the member for Wallasey has been a real friend and support | :00:53. | :00:55. | |
to me for many many years both inside and outside this House and | :00:56. | :00:59. | |
she has always told many wolan from my background to always stand up and | :01:00. | :01:03. | |
reach for your dreams and you can achieve it. I would like to pay | :01:04. | :01:09. | |
tribute to her this evening. On the subject of legislative changes, my | :01:10. | :01:11. | |
Right Honourable friend the member for Oxford East raised concdrns that | :01:12. | :01:16. | |
the offer is so students wotld be able to revoke Acts of Parlhament | :01:17. | :01:22. | |
and in role that was in est`blishing universe teas and I hope thdy will | :01:23. | :01:26. | |
think again on that. It was great to hear from the member for Haxward and | :01:27. | :01:30. | |
Middleton and congratulate her on highlighting her career as ` | :01:31. | :01:33. | |
scientist and also the need that we have heard made times in thhs debate | :01:34. | :01:39. | |
for funding and investments to make sure science is given the rhghtful | :01:40. | :01:43. | |
place. My honourable friend for Birmingham Hodge Hill also lade an | :01:44. | :01:46. | |
excellent contribution on the need for a technical revolution `nd I | :01:47. | :01:50. | |
hope the Minister will respond to his proposal for a duty to | :01:51. | :01:55. | |
collaborate. We also heard of course from a new backbencher, the | :01:56. | :01:58. | |
honourable member for Surrex Heath. We heard from him quite a lot during | :01:59. | :02:01. | |
this debate. He did not likd the length of my honourable fridnd's | :02:02. | :02:04. | |
speech earlier but perhaps ht is because it lasted longer th`n his | :02:05. | :02:15. | |
leadership bid. More seriously, Mr Speaker, he said that universities | :02:16. | :02:20. | |
must be a safe place for Jewish students and again as Shadow | :02:21. | :02:23. | |
equality spokesperson I offdr my total agreement on that point. He | :02:24. | :02:28. | |
also said that he feared th`t we were on this front bench no longer | :02:29. | :02:33. | |
committed to extending opportunities for all young people to accdss | :02:34. | :02:36. | |
further and higher education. I would like to reassure him `nd other | :02:37. | :02:41. | |
members of this has that th`t goal is indeed a shared ambition on both | :02:42. | :02:45. | |
sides of this House. We all agree that no one should be night the | :02:46. | :02:51. | |
opportunity to study on the basis of income, background, class, race or | :02:52. | :02:57. | |
gender. The question is whether this Bill meets that ambition. Mx | :02:58. | :03:01. | |
honourable friend the member for Ilford North puts it quite clearly | :03:02. | :03:05. | |
that this Bill introduces some unnecessary risks at a time of | :03:06. | :03:10. | |
uncertainty and he also absolutely frightened me to death and H am sure | :03:11. | :03:14. | |
many others in this House at the prospect of a Donald J Trump | :03:15. | :03:20. | |
University. Sadly on the side of the House we regard this Bill is a | :03:21. | :03:23. | |
missed opportunity which will set back the cause of equal accdss | :03:24. | :03:31. | |
rather than Atlantic. Expanded a higher education free market where | :03:32. | :03:35. | |
profit takes precedence. First let's follow the money and the cut | :03:36. | :03:40. | |
maintenance grants and tuithon fees. University education in England and | :03:41. | :03:43. | |
Wales is already out of the reach from many of those from low and even | :03:44. | :03:49. | |
middle income families. The honourable member for Stroud praised | :03:50. | :03:53. | |
the German economy but he also will be aware that in 2014 the l`st of | :03:54. | :03:57. | |
the German states abolish ttition fees in public universities. The | :03:58. | :04:03. | |
Southern trust which campaigns for greater social mobility has shown | :04:04. | :04:07. | |
that many British students finished university with debts in excess of | :04:08. | :04:13. | |
?50,000. The Institute for Fiscal Studies has said that students will | :04:14. | :04:16. | |
be repaying these debts unthl they are well into their 50s. Yet this | :04:17. | :04:23. | |
Bill will directly lead to the capping of fees at high performing | :04:24. | :04:27. | |
universities and effectivelx introduce eight two tier system of | :04:28. | :04:32. | |
higher education. The best universities will become more | :04:33. | :04:35. | |
expensive and therefore less accessible at a time when the | :04:36. | :04:39. | |
proportion of low income sttdents at many top universities is already | :04:40. | :04:46. | |
falling. Quite simply, it is a tax on aspiration. The Government's only | :04:47. | :04:51. | |
equality impact assessment demonstrated the impact on `lready | :04:52. | :04:53. | |
underrepresented groups in higher education. It found that felale | :04:54. | :04:58. | |
disabled and black Asian and minority ethnic students as well as | :04:59. | :05:02. | |
mature students would be disproportionately worse off. The | :05:03. | :05:06. | |
Secretary of State has made a great deal of facts that higher-ldvel | :05:07. | :05:10. | |
students from disadvantaged backgrounds are accepted in higher | :05:11. | :05:14. | |
education, but she conveniently ignored the figures highlighted by | :05:15. | :05:18. | |
the member for Tottenham, h`ppy birthday by the way, that sdven of | :05:19. | :05:22. | |
the 24 Russell group universities including Oxford and Cambridge have | :05:23. | :05:27. | |
seen the percentage of disadvantaged pupils they admit all over the last | :05:28. | :05:30. | |
decade. While pupils from private schools are still 2.5 times more | :05:31. | :05:38. | |
likely to enter a leading university than their state still equivalent. | :05:39. | :05:41. | |
Yet the Government will perpetuate and extend this by enshrining that | :05:42. | :05:46. | |
two tier system within this Bill. They are slamming the door of | :05:47. | :05:50. | |
opportunity in the face of xoung people who have both higher | :05:51. | :05:53. | |
aspirations and the talent to fulfil them. Mr Speaker, I listened very | :05:54. | :05:57. | |
carefully to the words of the new Prime Minister on the steps of | :05:58. | :06:01. | |
Downing Street just a few d`ys ago. If you are white, working-class boy, | :06:02. | :06:05. | |
you're less likely than any one else in Britain to go to univershty she | :06:06. | :06:09. | |
said. If you are at least it's good you are less likely to reach the top | :06:10. | :06:14. | |
professions than if educated privately, if this Bill does nothing | :06:15. | :06:17. | |
to increase social mobility were created the one nation Brit`in she | :06:18. | :06:22. | |
promised. We will judge her government by actions and not words. | :06:23. | :06:28. | |
Then become to the Bill's proposals for expanding the markets to private | :06:29. | :06:32. | |
providers. Those who are in education sector primarily to make a | :06:33. | :06:37. | |
profit. The Government appe`red ideological committed to market | :06:38. | :06:41. | |
sizing higher education by promoting competition and introducing | :06:42. | :06:45. | |
for-profit providers. They have taken a similar approach with | :06:46. | :06:48. | |
schools and I have yet to sde any positive impact on them. Thhs new | :06:49. | :06:54. | |
profit driven approach is a real threat to academic quality `nd | :06:55. | :06:59. | |
standards at a time post Brdxit when it is even more critical to and ten | :07:00. | :07:03. | |
and intensity quality and rdputation of Britain's universities h`s stated | :07:04. | :07:09. | |
by many members across as h`s and including them honourable friend | :07:10. | :07:12. | |
they never forget which. Experience from countries such as the TSA and | :07:13. | :07:15. | |
Sweden demonstrates that prhvate providers to often seek a compromise | :07:16. | :07:21. | |
quality for profit. I am dedply concerned about its impact on the | :07:22. | :07:25. | |
terms and conditions of the stuff. There is already an unacceptable | :07:26. | :07:29. | |
gender pay gap in the higher education sector alongside the | :07:30. | :07:34. | |
growing use of zero hours, temporary and insecure contracts. I fdar this | :07:35. | :07:39. | |
Bill will make matters even worse for as employers seek to cut costs | :07:40. | :07:42. | |
in order to produce profits. Similarly we move in the sttdent | :07:43. | :07:46. | |
number limit the University will likely lead to an increase hn the | :07:47. | :07:50. | |
number of smaller institutions. Perhaps that is the Governmdnt's | :07:51. | :07:55. | |
intention. But there is a concern that the new smaller institttions | :07:56. | :08:00. | |
may be more likely to cut corners in terms of resources, student staff | :08:01. | :08:03. | |
ratios, attracting the best academic staff and student support, but what | :08:04. | :08:07. | |
safeguards will the Governmdnt provide to prevent this frol | :08:08. | :08:11. | |
happening? There are many examples already of poor quality private | :08:12. | :08:14. | |
colleges particularly those catering for overseas students failing to | :08:15. | :08:19. | |
provide higher quality courses. The Government must learn the ldssons of | :08:20. | :08:23. | |
these market failures and btild in proper oversight and regulation to | :08:24. | :08:29. | |
ensure that quality is guar`nteed. The Bill also seeks to reform the | :08:30. | :08:33. | |
research Council and funded system but we believe this is poorly timed | :08:34. | :08:38. | |
and likely to be ineffectivd. Brexit has already put the funding of | :08:39. | :08:42. | |
academic research in the UK into a prolonged period of uncertahnty Due | :08:43. | :08:52. | |
to time, I will cut mice colments short -- my comments short. I would | :08:53. | :08:55. | |
like to share some concerns raised by my honourable member for | :08:56. | :08:59. | |
Sheffield on the horizon 2020 bonding and that we need to ensure | :09:00. | :09:04. | |
confidence in our research sector, I think it is of vital import`nce that | :09:05. | :09:09. | |
we do that. It pains me to say it, but this Bill fails to give our | :09:10. | :09:13. | |
young people that chance to soar. It blocks their partner becausd of the | :09:14. | :09:18. | |
lack of ability or aptitude but because they lack the necessary | :09:19. | :09:22. | |
income or background. The Bhll promotes a market driven, two tier | :09:23. | :09:25. | |
higher education system where too many of the brightest and the best | :09:26. | :09:30. | |
consigned to second best. The Speaker, the Prime Minister on the | :09:31. | :09:34. | |
steps of Downing Street prolised when it comes to opportunitx, we | :09:35. | :09:38. | |
won't entrench the advantagds of the fortunate few. We will do everything | :09:39. | :09:44. | |
we can to help anybody whatdver your background to go as far as xour | :09:45. | :09:49. | |
talents will take you. Mr Speaker, this Bill does not live up to that | :09:50. | :09:53. | |
promise. Let us keep the Prhme Minister to her word and reject her | :09:54. | :09:54. | |
Bill. The Minister of State Jill Johnson. | :09:55. | :10:00. | |
-- and Jill Johnson. --Jo Johnson. There's been `n | :10:01. | :10:25. | |
abolishment on all sides of the House that we can do better still. | :10:26. | :10:29. | |
The world of higher education has changed fundamentally since the last | :10:30. | :10:37. | |
major legislative reforms of extended to. With student ntmber | :10:38. | :10:39. | |
control the lifted window in an era of mass had education which is no | :10:40. | :10:44. | |
longer limited to the acadelic elite with another small and prim`rily | :10:45. | :10:49. | |
government funded the situation The majority of funding for | :10:50. | :10:52. | |
undergraduate courses now comes from student themselves why a government | :10:53. | :10:59. | |
backed loans. It is long bedn a knowledge that the current | :11:00. | :11:02. | |
regulatory four is simply not fit for purpose and they must do more to | :11:03. | :11:04. | |
ensure that young people from all backgrounds are given the | :11:05. | :11:08. | |
opportunity to fulfil the potential and the information they nedd to | :11:09. | :11:11. | |
make good choices about where and what to study. This bill provides | :11:12. | :11:15. | |
stability and puts in place a robust regulatory framework of the sector | :11:16. | :11:21. | |
itself agrees is needed. It joins up what is a very fragmented sxstem of | :11:22. | :11:28. | |
regulations across the concdpt are giving us what will be the best | :11:29. | :11:32. | |
in-class regular to framework. I have a significant amount of | :11:33. | :11:37. | |
material to get through. It creates a level playing field and m`kes it | :11:38. | :11:42. | |
easier for new high-quality providers to compete with | :11:43. | :11:44. | |
established universities whhch will drive up innovation, divershty, | :11:45. | :11:50. | |
quality capacity, ensuring we remain attractive internationally `nd gives | :11:51. | :11:54. | |
students a better access to information and powering thdm to | :11:55. | :11:57. | |
make the best choices about which a study in this insures incentives in | :11:58. | :12:01. | |
place for providers to focus on the quality of the teaching that the | :12:02. | :12:06. | |
offer to students. This govdrnment is committed to equality of | :12:07. | :12:09. | |
opportunity for all and this bill delivers on this commitment with a | :12:10. | :12:15. | |
renewed focus on access and participation for disadvant`ged | :12:16. | :12:17. | |
students and the new office for shipments will be required to | :12:18. | :12:21. | |
consider equality of opporttnity right across the entire student and | :12:22. | :12:24. | |
and the reforms the research landscape will deliver a system that | :12:25. | :12:28. | |
is more agile and flexible `nd able to respond strategically. Wd have | :12:29. | :12:33. | |
heard from this afternoon c`n that now is not the time to procded with | :12:34. | :12:39. | |
this bill. But we should prdss the pause button. This is wrong. The | :12:40. | :12:46. | |
time is right to press ahead and important sector representatives | :12:47. | :12:50. | |
agree. As the chief executive of the University Alliance widget hn an | :12:51. | :12:57. | |
article just the other day the higher education and research bill | :12:58. | :13:03. | |
as a raft that can take us to calmer waters and I urge the opposhtion | :13:04. | :13:07. | |
party members to get on board. This bill delivers on pledges in the | :13:08. | :13:12. | |
Conservative manifesto which we were delighted and will provide stability | :13:13. | :13:15. | |
for the sector and put in place a robust recovery through fralework. | :13:16. | :13:19. | |
The sector has been calling this legislation since tuition fde | :13:20. | :13:22. | |
changes were put in place l`st Parliament and they welcome the | :13:23. | :13:25. | |
stability and certainty this bill will provide. As another | :13:26. | :13:30. | |
representative bodies put it passing on the bill and risking further | :13:31. | :13:34. | |
damage to our international repetition equality through | :13:35. | :13:39. | |
regulatory failure would be a mistake. Mr Speaker, as we know this | :13:40. | :13:56. | |
is the Brexit government amdnded his living Cabinet ministers promise not | :13:57. | :13:59. | |
only tune of ?50 million per week for the NHS be security for all our | :14:00. | :14:05. | |
science funding. Can the mistake of assurance to Staffordshire | :14:06. | :14:07. | |
University and Keele University that all the science funding will be | :14:08. | :14:17. | |
secure fire. Brexit --. -- ?250 million. The UK has been at the | :14:18. | :14:25. | |
centre of scholarship and science for hundreds of years. -- ?350 | :14:26. | :14:33. | |
million. Many universities were powerhouses of scholarship `long for | :14:34. | :14:36. | |
the European Union came into existence and confident thex will | :14:37. | :14:40. | |
continue to be for years and years to come. Our universities and world | :14:41. | :14:46. | |
leading and policies to C what I knew EU settlement will be for | :14:47. | :14:48. | |
science and confident that we will continue to thrive following the | :14:49. | :14:52. | |
referendum result and that hs why I have been vacation commission | :14:53. | :15:00. | |
Brussels and with governments including my telling counterpart and | :15:01. | :15:04. | |
I welcome their commitments to ensure that we will not be | :15:05. | :15:08. | |
discriminated against in thd period we now find ourselves in thdir | :15:09. | :15:11. | |
welcome the statement this lorning but the league of European research | :15:12. | :15:14. | |
universities at British universities should not be viewed as a rdst | :15:15. | :15:18. | |
research projects and they will continue to be indispensabld | :15:19. | :15:22. | |
collaborative partners in the months and years ahead. Mr Speaker, turning | :15:23. | :15:28. | |
to the issue in the bill about opening the market and rational for | :15:29. | :15:34. | |
that, think it is generally accepted that competition between providers | :15:35. | :15:37. | |
in any market incentivising them to raise their game and offer consumers | :15:38. | :15:42. | |
a greater choice of more innovative and better quality products and | :15:43. | :15:46. | |
services at better cost. Higher education is no exception this | :15:47. | :15:51. | |
respect and this is the member for Cannock Chase said in her excellent | :15:52. | :15:55. | |
remarks this certainly room for improvement. The student perception | :15:56. | :16:00. | |
of value for money is continuing to fall. In this shouldn't expdrience | :16:01. | :16:07. | |
survey published last month just 30% of student responders felt the | :16:08. | :16:13. | |
received fight for money -- 37% This was down from 53% to 2012. -- | :16:14. | :16:23. | |
value for money. Many emploxers have similar questions. Whilst the | :16:24. | :16:28. | |
sufferer skills shortages especially in high skilled stem areas, at least | :16:29. | :16:33. | |
20% of registering non-profdssional roles through enough years `fter | :16:34. | :16:36. | |
graduating. The students paxing for the system and those underwriting it | :16:37. | :16:42. | |
and not completely satisfied the market needs help to adapt `nd this | :16:43. | :16:47. | |
we will provide as a governlent Like the right Honourable mdmber for | :16:48. | :16:52. | |
Surrey Heath who made an outstanding speech, I make no apology for the | :16:53. | :16:55. | |
fact that we are seeking to expand higher education provision. And | :16:56. | :17:01. | |
giving students a more choice and more opportunities at every stage of | :17:02. | :17:04. | |
their lives. Like the Right Honourable member, the membdr for | :17:05. | :17:09. | |
the Cities of London and Westminster, I also welcome the | :17:10. | :17:14. | |
contribution alter this providers are making and will be able to make | :17:15. | :17:17. | |
all the more easily in future. That is no longer the one size fhts all | :17:18. | :17:24. | |
model of university education. Students now have a sharper high for | :17:25. | :17:29. | |
value than ever before and they re calling out as my honourabld friend, | :17:30. | :17:33. | |
the member for malting keen said in his marks, they're calling out for | :17:34. | :17:41. | |
training institutions offerhng alternative education models. - | :17:42. | :17:47. | |
Milton Keynes South. They h`ve the mindset and agility to fulfhl roles | :17:48. | :17:53. | |
of my not even yet exist. The Milton Keynes initiative is a flagship for | :17:54. | :17:56. | |
the new challenging institutions we want to see come into the sdctor. As | :17:57. | :18:03. | |
other members of also stressed it is vital that no institution could be | :18:04. | :18:07. | |
able to enter our system and access shouldn't finance without mdeting | :18:08. | :18:10. | |
very high academics and those that we expect of the sector and has been | :18:11. | :18:16. | |
set out in the White Paper. In terms of longevity we expect insthtutions | :18:17. | :18:21. | |
to have to meet the same financial sustainability rules as exist at | :18:22. | :18:24. | |
present from incumbents and this bill makes no changes to thd | :18:25. | :18:28. | |
demanding requirements. These reforms will make it easier and | :18:29. | :18:32. | |
quicker for new providers to enter the higher education market and will | :18:33. | :18:35. | |
drive innovation and promotd choice for students and increase | :18:36. | :18:38. | |
opportunity in these reforms will also ensure that new clients can | :18:39. | :18:43. | |
only enter the market when they demonstrate they have the potential | :18:44. | :18:49. | |
and can deliver the services -- academic services of the qu`lity we | :18:50. | :18:52. | |
expect. Turn to social mobility the bill reflects the termination to | :18:53. | :18:57. | |
accelerate social mobility hn this country through higher educ`tion. | :18:58. | :19:01. | |
Some, including Labour membdrs said that when we reform the student | :19:02. | :19:08. | |
finance system and 20,000 10 -- 2011 the system would feel but the | :19:09. | :19:12. | |
opposite is the crowd and whth a progressive student loan system and | :19:13. | :19:17. | |
it is working as a system and young people from disadvantaged | :19:18. | :19:20. | |
backgrounds are going to unhversity at a record rate, up from 13.6% in | :19:21. | :19:34. | |
2009 two eight team .5% -- 08.5 . Young people from disadvant`ged | :19:35. | :19:36. | |
backgrounds are 30 pics percent more likely to go to university than the | :19:37. | :19:45. | |
one 2009. -- 36%. A new prile and this is a country the works of | :19:46. | :19:48. | |
everybody and not just the few. Reforms in the White Paper `nd then | :19:49. | :19:52. | |
the support this and threw the ball we will introduce a statutory duty | :19:53. | :19:57. | |
on the office for students to promote equality of opportunity | :19:58. | :20:01. | |
across the whole higher education life cycle and not just at the point | :20:02. | :20:06. | |
of access. This includes Oxbridge and other elite institutions exactly | :20:07. | :20:11. | |
as the Right Honourable member for Tottenham Hill would want is to | :20:12. | :20:17. | |
ensure it does. It winds access into the new office for students in this | :20:18. | :20:20. | |
part of this body of the new director for fair access and | :20:21. | :20:23. | |
participation will look beyond simply the point of access hnto | :20:24. | :20:27. | |
higher education and across higher education students entire thme and | :20:28. | :20:34. | |
how education. We will also require higher education Abydos to publish | :20:35. | :20:40. | |
offer and acceptance rates by gender and ethnicity in socio economic | :20:41. | :20:44. | |
background. I welcome the cross-party support for our focus on | :20:45. | :20:47. | |
teaching excellence and we `re committed to introducing a teaching | :20:48. | :20:51. | |
excellence commitment to thd manifesto because we wanted to drive | :20:52. | :20:55. | |
up teaching standards across the sector and this bill Caesar's | :20:56. | :20:58. | |
Ystalyfera allows pledge to drive up teaching quality and providd | :20:59. | :21:01. | |
students with the robust and com bubble information on which teaching | :21:02. | :21:05. | |
is best in the system and this will rebalance the priority given to | :21:06. | :21:10. | |
teaching and learning given compared to research. It is based on quality | :21:11. | :21:20. | |
and not just quantity. This is been long established and research. | :21:21. | :21:23. | |
Demonstration fees and the link to the Chew -ish and fees framdwork. -- | :21:24. | :21:35. | |
tuition fees framework. The previous government raised these every year | :21:36. | :21:40. | |
between 2007 in 2010 regardless of quality but we will only do this in | :21:41. | :21:45. | |
line with inflation for those institutions providing the highest | :21:46. | :21:48. | |
quality education. We will only allow them to increase in lhne with | :21:49. | :21:51. | |
inflation each year as provhded for by the last Labour command. Both | :21:52. | :21:57. | |
universities UK and expert sector groups have made it clear that | :21:58. | :22:00. | |
allowing the value of these to be maintained in real terms is | :22:01. | :22:04. | |
essential if universities are to continue to deliver high qu`lity | :22:05. | :22:12. | |
teaching. I reforms go well beyond how education and they also cover | :22:13. | :22:16. | |
our research base. We have heard comments today about outstanding | :22:17. | :22:20. | |
research base and a strength in adding to human knowledge and | :22:21. | :22:24. | |
improving our lives and not in doubt will continue be protected but we | :22:25. | :22:28. | |
have the opportunity to maxhmise our investments through a strength and | :22:29. | :22:33. | |
strategic approach. Removing the barriers to enter and | :22:34. | :22:35. | |
multidisciplinary research `nd making sure we capitalise on link | :22:36. | :22:38. | |
between a research base and business. We have long recognised | :22:39. | :22:42. | |
the contribution of science and research into well-being and wider | :22:43. | :22:47. | |
economy and the reforms will build on the stone splitting rese`rch and | :22:48. | :22:50. | |
development at the heart of a national industrial strategx. We | :22:51. | :22:55. | |
have heard many passionate voices from both sides of the Housd today | :22:56. | :23:01. | |
and I think this whole Housd can unite in support of victims of | :23:02. | :23:05. | |
universities and research this government is not willing to simply | :23:06. | :23:08. | |
celebrate what has been achheved and we want to see this celebrated and | :23:09. | :23:13. | |
built on further and we want to provide a level playing field for | :23:14. | :23:15. | |
new providers increase compdtition in the system and transform the | :23:16. | :23:20. | |
ability of the sector to respond to economic demands and the rapidly | :23:21. | :23:25. | |
changing budget landscape and makes sure we remain attractive | :23:26. | :23:34. | |
internationally for decades to come and I commend it to the House. As | :23:35. | :23:39. | |
many of those who wanted to be read a second time saying aye. Clear the | :23:40. | :23:50. | |
lobby. -- who wanted the bill to be read a second time. | :23:51. | :23:57. |