Universities: Funding and Employment

John McDonnell Excerpts

Wednesday 2nd April 2025 Westminster Hall

[Mohammad Yasin]

I will come to that point about universities in Scotland in a minute.

Even prior to the 2022 reforms, the UK had the lowest share of public funding in tertiary education among OECD member countries, with the majority of the funding coming from fees and student loans. The tuition fee system is unpopular with both students and universities. Although reversing it may be unrealistic, the model has to be improved.

A disturbing pattern of job cuts is emerging, with universities following suit at an alarming rate—even those that are running a surplus. Critical administrative and technical staff, key to the smooth running of courses and the welfare of students, are often the first to be let go. We are witnessing widespread deficits, restructuring, fire and rehire tactics and even the closure of entire departments, with faculties, schools and jobs being lost or downgraded. A survey of institutions in spring 2024 found that almost 40% had seen voluntary redundancies, almost 30% had reduced module choices for students and almost a quarter had closed courses.

In just the past month, universities in Dundee, Coventry and Bradford have announced similar measures. Perhaps most shockingly, Kingston University has proposed the closure of its humanities department. The closure of a humanities department, in a country renowned for its literary and cultural heritage—Shakespeare’s birthplace, no less—signals a troubling future for our higher education system. It is not merely a loss for humanities; it is a loss for the future of education in our nation and a blow to our global reputation as leaders in education. These subjects are disproportionately impacted by the cuts, and that reinforces the damaging notion that studying arts is the privilege of a select few—a hugely regressive step.

Under the previous Conservative Government a false narrative emerged, claiming that arts cannot equip students to thrive in a rapidly evolving world. In reality, these disciplines are adapted to a skills-based agenda, producing exceptional communicators, critical thinkers and researchers, which is still essential for a healthy democracy and a world increasingly driven by artificial intelligence.

The English higher education sector contributes £95 billion to the UK economy, while our vibrant creative industries generate £125 billion in gross value added each year. Last year, Labour unveiled our exciting plans for the arts, culture and creative industries as key sectors for driving economic growth, but none of that can be achieved without investing in the teachers and lecturers who train the next generation of skilled professionals. Post-1992 universities, which often serve the most diverse student demographics, are hit the hardest. Many students in those institutions are the first in their families to attend university and come from lower socioeconomic backgrounds. These universities are essential for students who cannot afford to live away from home.

The problem for the arts and humanities is not confined to post-’92 universities. Newcastle University, whose chancellor is the chair of the prestigious Russell Group, has announced plans to cut 300 full-time positions, including 65 academic roles. Cardiff University also plans to cut 400 academic staff, which is almost 10% of the total, and to eliminate subjects like music, modern languages, and nursing, despite ongoing NHS workforce shortages. The University of Edinburgh has a £140 million deficit forecast over 18 months, which outstrips the £30 million deficit recorded by Cardiff University. Durham University has joined the ranks of Russell Group institutions planning job cuts, with a target of reducing staff costs by £20 million over two years, starting with 200 professional services staff this year.

For a full view of the scale of the cuts, people can visit the UK HE shrinking page, compiled by Queen Mary University of London and the University and College Union, which tracks redundancies, restructures and closures across the sector.

[John McDonnell (Hayes and Harlington) (Ind)]

Before the hon. Member moves on, and to save people from going to the website, can I mention Brunel University? I have been on the picket lines with UCU, and there are large numbers of job cuts being threatened. It is a successful university that is doing everything asked of it by Government to provide skills training for the future. What is extremely disappointing to me is the refusal of management to even engage with the union to look at transitional arrangements and future planning. There must be a way in which we can work through this, after years of austerity. The Government must work with universities’ management and the unions to see the way through.

[Mohammad Yasin]

I am grateful to the right hon. Member for his comments; I must make some progress now.

Universities are major employers and significant contributors to local and national economies. A recent report on the economic and social impact of Lancaster University, for instance, found that it contributed £2 billion to the UK economy in 2021-22, with 61% of the impact felt in the north-west. If we continue to cut essential departments—English, nursing, modern foreign languages —where will our teachers and professors come from? The approach is so short-sighted. Without a strong university sector, how can the Chancellor grow the economy? Universities are central to delivering education, research and innovation in critical areas for future growth, including in science, technology, engineering and mathematics fields.

Degree-level apprenticeships are another important part of the Government’s strategy to address skills shortages and rebalance the economy. By combining academic study with practical work experience, apprenticeships offer a valuable alternative to academic degrees, but when universities shrink, the skills gap will only widen. In the blink of an eye, we are losing thousands of years-worth of accumulated knowledge. The university exists to pass expertise to the next generation; there is a moral imperative to protect it.

I urge the Government to review university governance and ask why expensive building programmes are being prioritised over investment in staff and students. Multi-year commitments on research and higher education funding are expected in June, when the Government’s spending review is finalised. The reduction in faculty options, loss of vital services and pressure on remaining staff all contribute to a diminished quality of education. This is not the future we should offer our students. We have to fix the broken funding model, safeguard staff, enhance the student experience, and ensure that our universities continue to be engines of economic growth and innovation.

Swann Report: 40th Anniversary

John McDonnell Excerpts

Wednesday 12th March 2025 Commons Chamber

[The Minister for School Standards (Catherine McKinnell)]

I congratulate my hon. Friend the Member for Liverpool Riverside (Kim Johnson) on securing this important and, indeed, timely debate on the 40th anniversary of the Swann report. The report is an important and stark reminder of the unacceptable treatment of young people, the majority of whom were from the Caribbean, who were inappropriately placed in so-called educationally subnormal schools during the 1960s and 1970s. My hon. Friend spoke passionately when sharing the experiences of Noel, Maisie, Rene and Denise, ensuring that their voices are heard.

The report serves as a timely reminder to all of us that the mistakes that were made must never be repeated and that we must never be complacent. No children or young people today should suffer from the structural barriers and entrenched racism that held back many in previous generations, and that legacy prevails today. Let it be clear that there is no place for hate or prejudice in our education system, and this Government are determined to root out structural inequality, as well as direct discrimination, to create a genuinely level playing field.

We cannot reflect on the Swann report without acknowledging the history of so-called educationally subnormal schools. We owe it to the campaigners who exposed this and refused to accept that these children were somehow less capable but rather the victims of racism. My hon. Friend mentioned people like Bernard Coard, and more recently the campaign has rightly received renewed attention through the work of the filmmaker Sir Steve McQueen, whose documentary “Subnormal: A British Scandal” shed light on the impact of these policies. It has also sparked important conversations about the ongoing challenges faced by black and ethnic minority students in our education system.

Britain has made strides in tackling overt racial discrimination over the past half century, but despite progress, there is no room for complacency or, indeed, self-congratulation. That is why this Government want to ensure that whoever you are and wherever you come from, Britain will respect your contribution and give you a fair chance to get on in life.

Our opportunity mission will build opportunity for all by setting up every child for the best start in life, helping them to achieve and thrive at school, build skills, and achieve growth and family security. Our work on the opportunity mission will focus cross-Government attention and collaboration on ensuring that every child and young person truly believes that success belongs to them.

We are more committed than ever to tackling the disparities in educational outcomes that persist. The picture of educational achievement across ethnic groups is complex, and different social, economic and cultural factors contribute to that, including parental income, parental career and educational achievement, geography, family structure and attitudes to education in the family and wider community. While overall the outcomes of some ethnic groups now compare positively with national average outcomes, for some groups, outcomes are significantly below average, or worse than for other groups throughout the education system, and that includes black Caribbean children.

One of the most significant factors affecting pupil attainment, which cuts across all ethnicities, is economic disadvantage. International studies show that attainment has broadly improved or remained stable over the last 30 years. However, disadvantaged pupils persistently perform significantly worse on average than their peers at all stages of their education, and there is considerable variation in attainment by region and ethnicity. That is just not acceptable, and it why this Government’s opportunity mission will break down barriers and the unfair link between background and success.

We are determined to help all children achieve and thrive. High and rising standards are at the heart of the mission, and are key to unlocking stronger outcomes. We will deliver those improvements through excellent teaching and leadership; a high-quality curriculum that seeks to deliver a rich, broad, inclusive and innovative education that readies young people for life and work, but that reflects the issues and diversities of our society, ensuring that all children and young people are represented; new regional improvement for standards and excellence—RISE—teams; and a system that removes the barriers to learning that hold far too many children back.

The Department for Education acknowledges that some groups of children have a greater likelihood of exclusion than others. Local context means that there are different patterns across the country, but we are determined to get to grips with the causes of exclusions to ensure that every child, no matter their background, can succeed. We have already committed to providing access to specialist mental health professionals in every school. We want earlier intervention in mainstream schools for all pupils, but particularly those at risk of exclusion.

We are absolutely committed to improving inclusivity and expertise in mainstream schools, and to strengthening accountability by reforming Ofsted. We will enhance the inspection regime by replacing the single headline grade with a new report card system, telling parents how schools are performing, and introducing a new annual review of safeguarding, attendance and pupil movement, including off-rolling.

[John McDonnell (Hayes and Harlington) (Ind)]

One of the lessons learned through the work that people have done on the ESN scandal is about the role of unconscious bias. We hear from parents, experts, teachers, educational psychologists and others that unconscious bias has the same cause as exclusions. One of the reasons why people are calling for an inquiry is to look at the lessons that can be learned by Ofsted and other agencies about how we support schools and address their practices.

[Catherine McKinnell]

The right hon. Gentleman raises an important point. We have learned a lot in the past 40 years about unconscious bias and its impact. I will come on to the points he raised about the public inquiry, and the developments over the years—the protections put in place, which we need to work to enforce.

First, I want to touch on the challenges in the special educational needs and disability system today. We have a clear commitment to addressing those challenges. We are prioritising early intervention and inclusive provision in mainstream settings, because we know that early intervention will prevent unmet needs from escalating. It will support all children and young people in achieving their goals, prevent the gap in achievement from growing, and get that support to children at the very earliest stage, so that issues do not escalate.

Underpinning our ambition to create a fairer society is the Equality Act 2010, which enshrines in law that schools must not discriminate, in a number of respects, against a pupil on the grounds of a protected characteristic. Part 6, chapter 1 of the Act ensures fair treatment for all pupils by prohibiting schools from discriminating against, harassing or victimising pupils when it comes to education, access to benefits, facilities and services, exclusion, and other detriments. Additionally, the public sector equality duty requires schools to eliminate discrimination, advance equality of opportunity and foster good relations among people of all characteristics. That is what will underpin the improvements that we need to see.

Certificate of Common Sponsorship

John McDonnell Excerpts

Wednesday 22nd January 2025 Westminster Hall

[Neil Duncan-Jordan]

I absolutely agree with my hon. Friend. The need for urgent social care reform—and to bring it back into public ownership—is vital, and I will continue to press the Government on this.

[John McDonnell (Hayes and Harlington) (Ind)]

I can see that the hon. Member is on his last paragraph. I apologise to him, and to you, Dr Huq—I am chairing a meeting next door, so I will have to leave. I intervene because he mentioned companies going out of business. In my constituency, when Southern Cross went out of business, a range of Filipino workers were left bereft, isolated, and with no income, and had to return home because of the visa situation. The Government’s Employment Rights Bill, which is coming before the House, proposes a fair pay agreement in the social care sector—which will be the first element of the reintroduction of sectoral collective pay bargaining—and proposes a fair work agency. That agency could take on the role of monitoring this sector and administer an overall sectoral visa process that could be fairer and regulated.

[Neil Duncan-Jordan]

I thank the right hon. Member for that intervention. We need to consider how to address this problem in a practical way, and that might be one option.

Introducing a common certificate of sponsorship is not only the right thing to do; it is absolutely crucial to raising standards in the care sector. Overseas workers play a vital role in keeping the sector running. They deserve better protections and treatment, and I hope that the Government will therefore see the merit of introducing a certificate of common sponsorship.