Lifelong Learning (Higher Education Fee Limits) Bill

Lord Rees of Ludlow Excerpts

2nd reading
Monday 19th June 2023 Lords Chamber

[Lord Rees of Ludlow (CB)]

My Lords, I declare an interest as a member of Cambridge University. Along with other speakers, I welcome the introduction of the LLE and hope that what is now proposed is just the first step towards creating an expanded and more flexible support system, spanning further and higher education. My comments will focus first on level 6 courses—traditional bachelor’s degrees. I will then venture brief thoughts on broader structural changes.

University campuses were silent and deserted during the peak of Covid-19. Two cohorts of students had a really rotten experience. Life has been gradually restored, but nobody expects full reversion to the old normal—nor should we wish for it. Lessons learned in the crisis should energise and accelerate some much-needed reforms of the whole post-18 education sector.

Most students are of course between 18 and 21, undergoing three or four years of full-time, generally residential education and studying a curriculum that is too narrow, even for the minority who aspire to professional or academic careers. This basic structure has prevailed since the 19th century, but universities have vastly expanded and now encompass about 50% of young people.

Post-18 education needs to be much more flexible and open, as fast-changing lifestyles offer new opportunities for both work and leisure, and technology offers new channels and opportunities. The system should offer everyone the opportunity to enter or re-enter, maybe part-time or online, at any stage in their lives. This path could become smoother, indeed routine, if there is a system of credits and modules that is respected and recognised across the whole system of further and higher education, thereby allowing transfers. Many will still pursue a traditional undergraduate course, using up their entitlement all in one go, but it is a real plus if they can instead choose to use the LLE à la carte—year by year or by a succession of modules at any stage in life.

Students who embark on a degree course but realise that it is not right for them or who have personal hardship should be enabled to leave early with dignity, with credits that formally record what they have accomplished. They should not be disparaged as wastage: they should make the positive claim that “I had two years of college and have an entitlement to return and upgrade later”. Indeed, the overwhelming focus on a degree needs revision. There is nothing magic about the attainment threshold that is reached after three or four years.

Another thing is that it would improve social mobility if universities, such as my own, whose entry bar is dauntingly high were to reserve a fraction of their places for students who do not come directly from school. They could thereby offer a second chance to those who were disadvantaged at 18 but have caught up by earning two years’ worth of credits at other institutions or online. Such students could then advance to degree level in two further years.

It is a sad fact that the worst educational inequalities are imprinted earlier in life in the pre-school years and during school education. It will be a long slog to ensure that high-quality teaching at school is available across the full geographical and social spectrum. However, promoting lifelong and part-time learning, with flexible assessment, would go some way to offering more support to those whose deprivations start in infancy and lead to barriers that become harder to surmount and to exclusions that offer no second chances.

What about the courses themselves? There is now, post pandemic, more experience of online and remote teaching. We can learn especially from institutions that had already spearheaded innovations pre pandemic, above all the Open University, and let us not forget Arizona State University in the US. We must hope, incidentally, that there is a sympathetic government response to the Open University’s well-based concerns that current proposals do not offer support to mature learners based a substantial distance away.

Purely online courses, the so-called MOOCs, have had an ambivalent reception. As stand-alone courses without complementary contacts with a real tutor, they are probably satisfactory only for level 7 vocational courses aimed at motivated mature learners studying part time. These courses should be eligible for support, but there will surely be a demand for vocational courses to develop skills at levels 4 and 5. These would open up an expanded role for new providers, many of them online, that do not possess the infrastructure of a regional college. There would then of course be a crucial need to ensure quality control via Ofqual. Indeed, it might be optimal for these courses to be overseen on a national scale by relevant professional organisations.

Accreditation and assessment of individual students is going to be challenge, and perhaps the Minister will say how this will be addressed. It is a challenge especially because traditional continuous assessment in non-practical subjects has been scuppered by the advent of ChatGPT and its successors. It should be possible for a student to be tested by some kind of examination board without having followed any particular course, rather as you can now take an A-level wherever or however you have been taught.

Although we must prioritise the case for the relevant skills and the economic situation in the UK, let us not focus too much on them. We heard about STEM, but we must also have STEAM, where A stands for the arts. Let us also not focus too much on the earnings boost engendered by courses. For instance, if advanced study enables a creative artist to become proficient enough to make a living by following his or her avocation, that is surely valuable even if they barely earn a living wage.

Finally, let us hope that the lifelong learning initiative does indeed promote what it aims to do, and that universities and other bodies are incentivised to release content. They should release content—excellent lectures, for instance—that are not just part of a course but can be watched free online in this country and around the world by those seeking education for its own sake and not for vocational reasons. In a society with vast technological change, the aims should be to widen people’s horizons and spread knowledge of UK culture, so that the life chances of young people are not constrained by what they have achieved or failed to achieve by the age of 21.

Times Education Commission Report

Lord Rees of Ludlow Excerpts

Thursday 13th October 2022 Lords Chamber

[Lord Rees of Ludlow (CB)]

My Lords, we should thank the noble Lord, Lord Lexden, for instigating this debate. I was privileged to be one of the Times Commissioners, and the report’s thoroughness and readability are owed especially to two people: Rachel Sylvester and Sir Anthony Seldon. The most moving and disturbing section for me was the evidence of the tragic backwardness of deprived five year-olds entering reception classes. Until this is remedied, equal opportunities really are a sham. There is much wise discussion in the report of the optimum school curriculum and how to use AI to supplement the work of teachers.

Having said that, I will focus my comments on post-16 and university-level education, declaring an interest as a member of Cambridge University. After two years of Covid-induced disruption, we cannot expect full reversion to the old normal, nor should we wish for it. The upheaval should energise reforms to the whole post-18 education sector, which needs more institutional variety and more flexibility in its offerings. There is now more experience of online and remote teaching. We can make a more realistic assessment of the most effective use of contact hours for students. We can also learn from institutions that had already spearheaded that transition pre pandemic; for instance, the fast-expanding Arizona State University.

In more traditional universities, the basic lectures on core topics are given live to audiences of 200-plus. There is no real feedback or discussion during these lectures, although, at least in the better institutions, they are supplemented by smaller classes and tutorial groups. Little would be lost if those big lectures were videoed rather than live. Indeed, they could then be more carefully prepared and achieve higher quality. Moreover, not only could they be watched more than once by the primary student audience; they could be made available globally. There have been successful precedents at MIT and Stanford, and scholars such as Harvard’s Michael Sandel have become international stars.

Universities in the UK should either set up platforms themselves or offer their best material as content for the Open University so that it gets wide dissemination. Whereas the overseas campuses set up by some western universities, mainly in Asia, have been rightly criticised as diluting the brand, the wider viewing of good lectures, even if not part of a course offering online credits, should be reputationally positive for the lecturer’s university in the same way as a widely used textbook authored by a faculty member would be. However, what is needed is that students should be able to choose their preferred balance between online and residential courses and to access distance learning of high quality. We need more facilities for part-time study and lifelong learning, and a blurring of the damaging divide between technical and university education.

Incidentally, purely online courses—the so-called MOOCs—have an ambivalent reputation. As stand-alone courses without complementary contact with a real tutor, they are probably satisfactory only for master’s-level vocational courses intended for motivated mature learners studying part-time, but they can have wider benefits as part of a package that incorporates live tutoring as well.

We need to do more than just incorporate virtual activities into the existing framework, though. The higher and further education system needs much more drastic restructuring. Universities all aspire to rise in the same league table, which gives undue weight to research over teaching. Most of their students are between 18 and 21, undergoing three years of full-time, usually residential, education and studying a curriculum that is too narrow even for the minority who aspire to professional academic careers.

Even worse, the school curriculum is too narrow as well, as we have heard. The long-running campaign for an international baccalaureate-style curriculum for 16 to 18 year-olds deserves to succeed but it needs co-operation from universities, whose entrance requirements now overtly disfavour applicants who straddle science and humanities in their A-levels.

We should abandon the view that the standard three-year full-time degree is the minimum worthwhile goal, or indeed the most appropriate one for many students. The core courses offered by the first two years of university education are often the most valuable, both intellectually and vocationally. Moreover, students who realise that the degree course they have embarked on is not right for them or who have personal hardship should be enabled to leave early with dignity, with a certificate to mark what they have accomplished. They should not be disparaged as wastage. They should make the positive claim, as many Americans would, that “I’ve had two years of college”, while those running universities should not be berated for taking risks in admission and should certainly not be pressured to entice students to stay, least of all by lowering degree standards.

More importantly, everyone should have the opportunity to re-enter higher education, maybe part-time or online, at any stage in their lives. This path could become smoother—indeed, routine—if there were a formalised system of transferable credits across the whole system of further and higher education, as urged in the Augar report. We should strive for a flexible grant or loan system offering entitlement to three years’ support, to be taken à la carte at any stage in life. This would mean, for instance, that those who leave university for any reason after two years are not tainted as wastage, but can get some certificate of credit and an entitlement to return and upgrade later.

Admission to the most demanding and attractive courses is naturally competitive and always will be, but what is not acceptable is that the playing field is still far from level. The killer fact, and the most intractable challenge for the access agenda, is that maybe half of the UK’s young people do not receive the quality of teaching at school that allows them a fair prospect of qualifying for the most competitive university courses. Even those who have been at good schools will be handicapped if, because of the specialisation enforced by A-levels, they unwittingly drop science at 16, for instance, and later realise that they wish to pursue it.

It will be a long slog to ensure that high-quality teaching at school is available across the full geographical and social spectrum, and it may be impossible without a narrowing of the gulf between the resources of the private fee-taking schools and those in the state system. In the meantime, it would send an encouraging signal if the UK universities whose entry bar is dauntingly high, such as Oxbridge, were to reserve a fraction of their places for students who do not come straight from school. They could thereby offer a second chance to those who were disadvantaged at 18 but have caught up by earning two years’ worth of credits at other institutions or online, for instance via the Open University. Such students could then advance to degree level, even on the more challenging courses, in maybe two further years.

Let us hope that the recent crisis catalyses constructive innovations in higher education. This sector is currently one of the UK’s distinctive strengths and crucial to our future, but it must not be sclerotic and unresponsive to changes in needs, lifestyle and opportunities. A rethink is overdue if the UK is to sustain its status in a different world. The Times commission’s report sets the wider context, and it should be welcomed by all those in higher and further education.

Education and Society

Lord Rees of Ludlow Excerpts

Friday 8th December 2017 Lords Chamber

[Lord Rees of Ludlow (CB)]

My Lords, it is a privilege to offer a few brief comments from the perspective of an academic scientist. Today’s young people will live in a world ever more dependent on technology and ever more vulnerable to its failures or misdirection. Choices on how science is applied are not just for scientists to make, but for wide democratic debate to rise above sloganising all citizens need enough “feel” for science and maths to prevent their being bamboozled by propaganda or over deferential to experts—and it is sad that so many do not have that.

It is equally regrettable that many people do not know their nation’s history, cannot speak a second language and cannot find North Korea or Syria on a map. Like history and literature, science is part of human culture. More than that, it is the one culture that is truly global. Protons, proteins and Pythagoras are the same from China to Peru, and should transcend all boundaries of nationality and faith.

The challenges of science education are changing. IT and the web offer huge benefits, but earlier generations had one advantage. When we were young, we could take apart a clock, a radio set or a motorbike, figure out how it worked and then reassemble it. That is how many of us got hooked on science. In contrast, the gadgets that now pervade our lives—smartphones and suchlike—are baffling black boxes. Even if you take them apart you will find few clues to their arcane mechanisms. The extreme sophistication of modern technology is, ironically, an impediment to engaging young people with reality and learning how things work. Likewise, town dwellers are increasingly distanced from the natural world. Many urban children never see a dark sky or a bird’s nest.

The UK is a laggard in educational attainment at secondary school age, as many speakers have emphasised, and there is a special urgency to enhance provision for the disadvantaged majority. But in higher education, too, we need a more diverse ecology than universities alone. As a university teacher, I am aware that our traditional honours degree is too specialised for almost all students. Even worse, so is the school curriculum. The campaign for an international baccalaureate-style curriculum for 16 to 18 year-olds has been impeded by universities, whose entrance requirements overtly disfavour applicants who straddle science and humanities. As a digression, I honour a prominent exemplar of straddling the two cultures, Lord Habgood, the former Archbishop of York and a physiologist by education. His speech at a British Science Association meeting was reported under the heading, “‘Monkeys may have souls,’ says Primate”.

We fetishise the special value of three years’ full-time study. An American will say, “I had two years of college”, as a positive experience, regarding college credits as a good qualification even if they are not sufficient for graduation. It is surely better for colleges to take risks on admission, give students a chance and let some leave after two years with a credit without necessarily being typecast as failures or wastage. Some will return later or continue part-time; others might pursue distance learning. I hope that the Minister will offer some comments on how to encourage transferable credits.

As the noble Lord, Lord Giddens, told us, distance learning may replace the “mass university”—but it will never replicate the experience of attending a collegiate-type university. So there will be a deepening bifurcation between, on the one hand, the institutions that really offer personal mentoring and tuition—colleges or analogues of liberal arts colleges—and on the other, the Open University model. However, those who aspire to a highly selective residential university but are disadvantaged in their schooling will not get over the bar at 18. They now have no second chance. That is why it would send an encouraging signal if Oxbridge in particular were to reserve a fraction of its places for students who do not come straight from school but have earned credits online or via the Open University.

Another damaging preconception has bedevilled British education and policy for decades: the snobbish disparagement of technology. My engineering friends like an old cartoon which shows two beavers looking up at a large hydroelectric dam. One says to the other, “I didn’t actually build it, but it’s based on my idea”. That honestly illustrates the difference between the real and the perceived balance between science and technology.

We all need to be guided by values that science itself cannot provide but which a good school can instil for life. That is why we should all surely welcome the leadership of the most reverend Primate in introducing this debate.

Higher Education and Research Bill

Lord Rees of Ludlow Excerpts

Committee: 6th sitting (Hansard): House of Lords
Wednesday 25th January 2017 Lords Chamber

[Baroness Brown of Cambridge]

My Lords, we have heard about the importance of international students in the context of soft power and global Britain. I want to talk about the importance of international students from my perspective as an engineer. They are crucial to the delivery of our industrial strategy and to the UK being able to develop the STEM skills that it will need to deliver that strategy.

When I was principal of the engineering faculty at Imperial College, many of my engineering courses had more than 50% overseas students. Those students were not taking the places of UK students; they were providing the additional fee income that enabled Imperial College to provide the outstanding facilities to train UK students in key engineering disciplines. Some of those courses would not have been sustainable without the income from our overseas students. The noble Lord, Lord Lucas, has highlighted to us a number of times that universities have used additional funding that they now get for arts students in order to subsidise the high-cost subjects.

An outstanding institution such as Cranfield, for example, relies on overseas students to run the wide range of industry-focused Master’s programmes that are of huge benefit to UK industry. Again, those programmes would not be sustainable without the higher levels of overseas student fees that they can charge. These overseas students are critical to enabling us to maintain the quality of engineering education in our universities that will enable us to ensure that UK students can develop the STEM skills that we will need in future.

[Lord Rees of Ludlow (CB)]

My Lords, I support the amendment. I do not have much to add to the eloquent comments that have been made by the noble Lord, Lord Hannay, and other speakers. I would like to express bafflement that we are still banging on about this issue, which surely has been a compelling argument for more than two years. In the time of the coalition there was already discussion about this but the Government resisted, although there was clearly support for this within BIS.

It is clear that what is happening is an own goal in a number of ways. We need these students in our universities for academic reasons, to sustain specialised courses, to maintain academic quality and to make friends in the long term. It is a matter of perception as well as reality. The reason why the numbers from India plummeted more than from China was that the Indian press were able to present the message that students were not welcome any more in the UK. So perception is very important. We will lose a great deal of soft power in the long run if we maintain this perception. The present Government’s policy is baffling, not only to many of us on the Cross Benches, but to many people within the Government and on the Conservative Benches. George Osborne expressed concern about this, and other Ministers have too.

There is the separate issue of whether we should be more liberal in allowing graduates with talent to stay in this country. Our policy has been strongly attacked by James Dyson, one of our leading entrepreneurs, who presented a report for the Conservative Government.

On all these grounds, I support this amendment and renew my bafflement that it is—at least up till now—meeting so much resistance from the Government. I hope that there will be a change of view and a realisation that it is an own goal to sustain this policy.

--- Later in debate ---

[Lord Judd]

My Lords, in at least one of the universities in which I am involved, I know of a specific example where a very able and impressive member of staff was offered, and encouraged to take, a promotion in the department but turned it down because he and his family had come to the conclusion that the UK was not a place where they saw their future.

[Lord Rees of Ludlow]

My Lords, I fully endorse the amendment and the remarks of the noble Lord, Lord Patten. I am from a different university but it has entirely similar concerns. I work in a small department where all of the last five faculty appointments were of people from outside the UK. Crucially, we depend upon being attractive to these people but it has been much harder to persuade them to accept positions post Brexit, because not only is there uncertainty about their future employment but they will almost certainly risk losing the freedom for their family to come here in the post-Brexit era. Therefore, we have the same concerns of many other segments of society.

One has only to imagine a young academic from, say, India, Singapore or China deciding which country they wish to work in. It is clear that the attraction of the UK compared with other countries has been greatly diminished by recent events and, unless we can send a signal to counter those trends, we will lose out in the long run. I note that the Government promised some special treatment for bankers; I think that, equally, they should provide it for other skilled occupations, including academics.

I want to make one further remark. Of the last six presidents of the Royal Society, three were born outside this country. We have had a great tradition of attracting to this country scientists who have made their careers here because of the appeal of our universities and our scientific excellence. All that is in jeopardy if we do not pay regard to the concerns expressed in connection with this amendment.

[Lord Lucas]

My Lords, I hope that in the course of this Bill we will make an amendment somewhere in this area or in that of the previous amendment, and I think that we will have to consider carefully what that amendment is. We know that we will be up against a tough negotiator who, in the case of Brexit, has said that no deal is preferable to a bad deal. Unless we can steel ourselves to that level, we will not get our way.

Higher Education and Research Bill

Lord Rees of Ludlow Excerpts

Committee: 2nd sitting (Hansard): House of Lords
Wednesday 11th January 2017 Lords Chamber

[Lord Rees of Ludlow (CB)]

My Lords, I support these amendments, in particular for the reasons stated by the noble Baroness, Lady Bakewell, regarding mature learners. However, there are of course many other reasons to expect that part-time learning will be a larger part of the higher education system in future. One other reason is distance learning—so-called MOOCs, and so on—which will have an important role in vocational training, as they stand alone and can be done well by mature, motivated students. However, I also emphasise that part-time learning is essential if you want to have greater open opportunity.

One of the bad features of present higher education is that if someone has been unlucky in their early education, having gone to a poor sixth form or having had family problems, they will not get over the bar at age 18 for admission to a strong university and a strong course. In the present system they do not have a very good second chance. It needs to be made easier for them to do part-time learning—at the Open University and so on—and to gain credits, so that they can qualify for admission to a university on the basis of credits accumulated perhaps elsewhere.

This is something we can learn from the University of California system, in which only a proportion of those who are at Berkeley come straight from high school. Many come through junior college or part-time learning. We need to open up and make things more flexible, which is just another of the ways in which part-time learning will be of growing importance. That is why it is crucial that it should not be in any sense regarded as an afterthought tacked on to the main part of the Bill, and why it is welcome that these amendments will increase the prominence and the dimensions of part-time and lifelong learning in this clause.

[Lord Giddens (Lab)]

My Lords, I support these amendments and will elaborate on what I said at Second Reading about the likely impact of the digital revolution on higher education, which will potentially be absolutely fundamental and possibly as great as it has been in any other area of society and the economy.

Traditionally, part-time and distance learning have been seen as a kind of adjunct to “proper” university education, which is full-time and campus-based. That separation is likely to break down more and more radically, and in the near future rather than the distant one. Indeed, the whole structure of higher education could become fundamentally transformed. Somebody must track these trends and try to work out their implications.

In the US, 4 million undergraduates in 2016 took at least one course online—one-quarter of the total undergraduate body, and that is expected to grow to one-half within the next five years. It has been said—Americans have a way with words—that this has produced “bricks for the rich and clicks for the poor”. However, if that division is a fundamental one, it is rapidly dissolving, as digital learning increasingly becomes part of the day-to-day experience in the top-level universities.

Something huge is going on here; it is “don’t know” territory, but it will be radical. Can the Minister say how, in this Bill, the Government propose to track these trends and work out their implications for students, many of whom pay £50,000 for an experience which may become to some extent obsolete? We do not know how far the campus-based university will survive, but it will be radically transformed.

Higher Education and Research Bill

Lord Rees of Ludlow Excerpts

2nd reading (Hansard): House of Lords
Tuesday 6th December 2016 Lords Chamber

[Lord Rees of Ludlow (CB)]

My Lords, my remarks will focus on some concerns about UKRI. I declare an interest as a member of Cambridge University and as having been both a member and a grantee of research councils.

The Minister’s positive rhetoric about research and innovation is of course welcome, and a “strong voice” in Whitehall for these sectors must indeed be restored. Ministers need external advice on how to apportion funding between different councils, on the balance between responsive mode grants and strategic and regional initiatives, and of course on how to cope with Brexit.

It would have been widely welcomed if the old Advisory Board for the Research Councils had been revived in some form—again headed by a respected and experienced figure but perhaps this time with a stronger and broader membership than that body had. In a sense, the Government have done that. The “top layer” of the proposed UKRI—its chairman, CEO, and board—has essentially those features. Many of us wish that the Government had stopped there, leaving the research councils and Innovate UK with their present status. However, the Bill proposes to merge them—even the century-old MRC with its distinguished history and culture—into a new conglomerate. In so doing it would downgrade the existing research councils—their heads, and their councils—with their diverse networks and expertise, by imposing an extra layer of authority above them, and would concentrate power in a single chief executive.

Among the motivations for UKRI have been two things. First, a McKinsey report suggested that there were too many independent cost centres under BIS. Secondly, undertaken at George Osborne’s request, Sir Paul Nurse’s report—which, incidentally, he wrote as an individual, not representing the Royal Society—advocates a merger of research councils. It is an old idea, but it seems to have become a sacred text—in respect of which I am proud to be a heretic, alongside the noble Lord, Lord Waldegrave.

To combine them all into one looks administratively neat but has little more justification than, for instance, DCMS putting all of London’s museums under a single executive super-director. UKRI’s yet-to-be-appointed chief executive would not only advise on science policy, apportionment of funds between councils, strategic initiatives, and so on—a job that I have already emphasised is needed—but he or she would also be the line manager and accounting officer for nine complex and disparate organisations. To take an analogy from the United States, it seems like putting the NSF, NIH, DARPA, and the National Endowment for the Humanities under a single “supremo”. UKRI would oversee as large a fraction of this country’s publicly funded research as those four bodies, added together, do in the US. It is not just a UK analogue of the NSF, as has sometimes been claimed.

If UKRI is set up as proposed, the UK’s efforts in humanities, big and small sciences, medicine, engineering and innovation will all depend on the leadership within this one conglomerate. Such a concentration of authority surely introduces too great a risk of single-point failure. The message from many speakers suggests that in this context, as in others, subsidiarity and diversity will be more prudent than the proposed reforms.

Moreover, even those who think that UKRI’s structure could offer net long-term benefits might deem this a bad time to set it up. It has already been stated that this reorganisation will not come into full effect until April 2018, and its fall-out could drag on longer. This upheaval is surely the last thing we need at a time when universities and the high-tech community have to contend with so many issues that need top-priority attention—not least, the ones threatened in the other parts of the Bill.

Brexit: Impact on Universities and Scientific Research

Lord Rees of Ludlow Excerpts

Thursday 3rd November 2016 Lords Chamber

[Lord Rees of Ludlow (CB)]

My Lords, I declare an interest as a member of Cambridge University, an institution that is global in its staffing, its students and its mission. I am one of the 93% of scientists who opined in a poll that the net effects of Brexit would be negative for science and technology. Not only big projects such as aerospace benefit from pan-European collaboration. Even small sciences and high-tech start-ups require a critical mass of internationally mobile people. The EU has been a critical catalyst across the whole range of Wissenschaft.

In my Cambridge college, there is an especially strong cohort of EU students, many from Hungary, Poland, the Czech Republic and other nations with a strong academic tradition. We are surely right to welcome them—in their own interests and those of Europe. They see themselves as Europeans, with a shared culture. They hope our continent can be a progressive political force in a turbulent and multipolar world, where the challenges cannot be tackled at national level. Indeed, the science and university-based arguments against Brexit, compelling though they are, are trumped for many of us by these broader European aspirations.

It is sometimes argued that it is not the EU but the rest of the world with which we should engage, as though there is a conflict between these goals, but the opposite is the case. We will be less attractive to mobile talent and collaborators from the US or India if we cannot offer open links to European networks. Indeed, the worry is that even if the funding streams were sustained for participation in the ERC, Horizon 2020 and the Erasmus exchanges, Brexit would still weaken us. Skilled people from overseas already feel less welcome, their families less secure. The Chancellor has assured international bankers of special treatment but there has been no comfort for any other sector.

We can learn lessons from the past. This year’s Nobel Prize in Physics was shared between three Brits for work carried out mainly in the UK around 1980. All three defected to the US during the Thatcher years, when university budgets here were heavily squeezed. Fortunately, our situation has brightened since then, substantially due to the strengthening of mainland Europe’s science and the EU. Indeed, we have had genuine “brain gains”. Among them are the current Royal Society president and the discoverers of the wonder material graphene, who came here from Russia, via a stay in Holland. Would they choose Britain today? Post-Brexit, such gains will be at risk. The prospects of new collaborations may be jeopardised. Outstanding foreigners will not want to work here as much. Many who are already here will feel that they will be better off abroad. Ambitious young people considering science as a career will wonder whether they can do their best work in this country.

That is why, incidentally, the contentious Higher Education and Research Bill is proving so unfortunately timed. Universities and researchers need to focus on damage limitation. What they do not need is a major and distracting reorganisation. As the noble Lord, Lord Haskel, said, the Bill should surely be shelved.

However, these issues are not just a matter for academia. The whole country suffers if our hard-won expertise in science and our universities spiral into decline. The maxim, “If we don’t get smarter, we’ll get poorer”, will apply even more powerfully if we have to contend with the fallout from Brexit.

Lifelong Learning

Lord Rees of Ludlow Excerpts

Monday 12th September 2016 Lords Chamber

[Lord Rees of Ludlow (CB)]

My Lords, one focus of this debate is the continuing upgrading that we all need if we are to adapt to a fast-evolving labour market and cope with the bewildering changes that we will encounter in the coming decades. Information technology and robotics are transforming our working environment and rendering many skills obsolete. That is well known and much bemoaned. But I want to highlight two things. The first is that the same technologies that disrupt the world of work offer more effective ways of dealing with it. That is the upside. The downside is that our tertiary education system is not flexible enough to respond optimally to these opportunities.

We are entering what is sometimes called the second machine age. Employment levels are being eroded in manufacturing. Robots will take over call centres, lorry driving and so forth. But it is wrong to conclude that blue-collar work is especially vulnerable. Some skilled manual jobs are very hard to automate—gardening and plumbing for instance. In contrast, machines plus big data will invade a whole range of traditional middle-class jobs, such as routine legal work, medical diagnostics and even surgery. There is surely a need for a massive redistribution to ensure that the money earned by robots does not stay with the elite, but instead funds the currently unmet demand for service roles and provides carers, custodians and so on with the secure and dignified employment that has been eroded by automation.

In this fast-changing context there is a growing need for flexible part-time education, not just for young people seeking to qualify for gainful employment but also for those in later life wishing to update their skills, and for those in the third age simply wishing to follow intellectual interests. There has been a huge and welcome expansion in tertiary education since the student days of most of us in this House. However, this has mainly been in higher education, with more than 40% of each cohort now going to university. A degree has become a prerequisite for many jobs for which it was not needed in the past. In consequence, social mobility may have been impeded. Young people who have been unlucky in their schooling do not have a fair chance of university access at the age of 18, even if they have great potential. Worse still, they generally have no second chance. And, of course, many people in their 50s and upwards never had the chance because far fewer went to university in their younger days,

Universities can ameliorate this problem by being more open to mature and part-time students. For instance, why cannot our most selective universities earmark a proportion of places for students who do not enter straight from school but have gained credit through study at another institution or through part-time or online study? Moreover, we must recognise that there is nothing magic about the level achieved in three to four years. An American will say, “I had two years of college”, regarding the experience as positive. Some drop-outs may return later while others may pursue part-time distance learning. Even those who go no further should not be typecast as “wastage”. Credits, even if they are not sufficient for graduation, are worth while in themselves and should be formalised into a system that more readily allows for transfers between institutions and between part-time and full-time study. The demand for part-time and distance learning will grow, speeded of course by the high fees now imposed on students at traditional residential universities.

There is surely also a need for more diversification among universities; they should not all try to compete in the same league table. There are, for instance, no counterparts to the high-quality American liberal arts colleges. The curriculum that most universities offer is too specialised and inflexible for many students. Moreover, there is too sharp a demarcation between further and higher education, aggravating concerns about our skill levels, apprenticeship quality and so on compared with other advanced countries. As the noble Baroness has just said, that is because it is further education that has been starved of funds. In further education the proportion of mature students has also fallen. This highlights the importance of reducing the financial impediment to further study or training at any stage in people’s lives. Perhaps there should be a rethink of the so-called individual learning accounts.

We know from the Higher Education and Research Bill that the G want to encourage private providers. This could be welcome provided there is an adequate accreditation procedure. Realistically, however, these profit-making providers will focus on the cheaper courses, which means social science rather than STEM subjects, for which on-line material has to be supplemented by hands-on practical work. Languages may also suffer. But the overall good news is that the advent of advanced IT offers massive new opportunities for lifelong learning. I am probably not the only person who looks back on their formal education and is depressed by how little of durable value I absorbed over so many years—and I was fortunate in my teachers. Understanding how we learn now matters more than ever because it is the key to harnessing the huge potential of the IT revolution for education and training.

Top universities in the US are developing online courses. UK academics should surely seize similar opportunities to widen their impact but, rather than getting locked into an American platform such as edX or Coursera, they should contribute content to the Open University and support the further development of its FutureLearn platform. The OU is surely ideally placed to take a lead in the worldwide dissemination of online courses.

There is a huge amount of other stuff on the web, the primary aim of which is educational. A pioneer was the so-called Khan Academy, with several thousand videos, each of just five to 10 minutes, explaining key concepts in maths and other subjects. This was created by a scientifically educated financier, Salman Khan, and is an amazingly cost-effective way to enrich the regular curriculum of millions, especially in the developing world. This online material will supplement rather than replace the teacher at school level and in most of further and higher education. However, online courses are a genuine stand-alone option for mature and motivated students studying part-time at home, whether seeking vocational qualifications or studying for its own sake.

If we are living longer, and especially if we move towards Lord Keynes’ nirvana of a 15-hour working week, we should not downplay the importance of lifelong learning for its own sake, as already stressed by the noble Baroness. The older among us may recall the era of the dedicated WEA lecturer, speaking to a few devotees in a village hall. The huge volume of stuff online today would generate amazement and envy in that generation. We can all freely access wonderful material on the OpenLearn website prepared jointly by the OU and the BBC, two institutions with a global reach. Of course, the personal touch has not been eroded—quite the reverse. There has been massive growth in live events, with hundreds of literary festivals around the country, the U3A et cetera.

Incidentally, another benign spin-off from the internet is the democratisation of research as well as of learning. There has been a long-standing tradition of amateur involvement in some sciences, such as botany, but the scope for citizen scientists is much wider. Many archives are now available on the web. For instance, amateurs are now studying ships’ log books from the 18th and 19th centuries. These are a fascinating social history as well as containing important historical data for climate science. In my subject of astronomy, eagle-eyed amateurs can access the data from spacecraft and themselves discover new planets.

So there are huge opportunities, but to exploit them for maximum benefit our system needs a more diverse ecology: a blurring between higher and further education, between full-time and part-time, and between residential and online. We need to remove the disincentives from mature students. We can exploit the benefits of IT to offer a better second chance to young people who have been unlucky in their earlier education. We can offer new opportunities to older people who never had them when they were young, and we can promote lifelong learning for us all.

Queen’s Speech

Lord Rees of Ludlow Excerpts

Thursday 19th May 2016 Lords Chamber

[Lord Rees of Ludlow (CB)]

My Lords, my remarks all relate to higher education and research. I declare an interest as a member of Cambridge University. The backdrop, of course, is that higher education enrolment has risen over recent decades to around 40% of each age cohort. This expansion is surely welcome, but it has not led to greater variety among universities. They nearly all still focus on three or four-year degrees and nearly all offer some postgraduate degrees. They all try to rise in the same distorting and misleading league table.

The system needs a more diverse ecology, a blurring of higher and further education, and an expansion of distance learning and lifelong learning. There is scope for new teaching institutions, including high-quality liberal arts colleges, but it is not clear that degree-giving powers should be so widely dispersed. Surely it is fairer to students that their qualifications should be accredited by a respected institution—in the spirit of the old London external degrees—rather than by,

“a provider that may exit the market”,

to quote the inelegant phrase in the White Paper.

Despite energetic access initiatives by universities such as mine, 18 year-olds unlucky in their school-age experiences are challenged to reach the bar for entry to a demanding degree course. Sadly, the present system gives them no second chance. The most selective universities could enhance social mobility by reserving a fraction of their places for mature students who have not come directly from school but who have caught up later by obtaining credits or doing foundation courses elsewhere, perhaps via the Open University. Transferable credits, even if they are not sufficient for graduation, should be accepted as worthwhile qualifications in themselves. Those who do not complete degrees should not be typecast as failures or wastage. An American will say, “I had two years of college”, and will regard the experience as positive.

Another feature of the American system is that PhD-level education and research are concentrated in only about 5% of the institutions that give bachelor’s degrees. At the top of the research league, Harvard, MIT and Berkeley are major national assets through the worldwide pull they exert on mobile talent, the collective expertise of their faculty and the consequent quality of the graduates they feed into all walks of life. Each is embedded in a cluster of research labs, small companies, NGOs and so forth, to symbiotic benefit.

We should cherish the UK’s counterparts to these great research universities. But it is also crucial to foster and fund the translation of research findings into social or commercial benefits; that is the rationale for Innovate UK, the Catapults, and so on. But there are misperceptions about what is actually needed. Even though the UK punches above its weight in producing research, more than 90% of the world’s research is still done elsewhere, so most UK innovations and start-ups are unlikely to be based directly on discoveries made here. That is why the research universities are doubly valuable—because their faculty and graduates are plugged in to global networks. They can seize on good ideas from anywhere in the world and run with them.

The system depends on the dual support system for research, which is something that our universities value, and which Americans envy. For it to operate, some kind of research excellence framework, or REF, is a necessary evil. But at the moment it looms far too large; it offers perverse constraints and incentives. In so far as teaching is under-prioritised, the over-focus on the REF must take some of the blame. It is welcome news that the noble Lord, Lord Stern, is undertaking a review; it is also welcome that the introduction of the new teaching assessment in universities will be gradual and can be adjusted in the light of experience.

In contrast, the White Paper proposes a major one-off reorganisation of research funding. There are widely-voiced anxieties that the changes are needlessly drastic. It is proposed that all seven research councils will lose their royal charter—even the Medical Research Council, which has a global reputation and a century-old history. The executive chairs of the councils will be subordinate to the CEO of a single merged organisation called UKRI. Moreover, UKRI will also, more controversially, include Innovate UK, a body with an important but distinct role in promoting innovation. UKRI will report to civil servants in BIS, where there will no longer be a senior independent scientist analogous to the former director-general for the research councils.

After any reorganisation, there are transitional hassles before the new structure beds down. This was manifest when research councils were established or closed down and when a separate ministry, DIUS, was set up, and then closed down within two or three years. When the research councils set up the so-called shared research service in 2008, the overheads went up, not down.

The Government’s proposals are based on a review by Sir Paul Nurse, who accepted that the current research support system worked fairly well but aspired to improve it. It is seductive to believe that reshuffling the administrative structure will achieve this, but it may not prove either necessary or sufficient and may indeed be counterproductive. Moreover, it is already proving hard to attract people with the stature expected as heads of research councils. That may be harder still if the posts are downgraded.

It is plainly important that the existing research councils mesh together and collaborate when necessary. Ministers need advice on how to apportion funding between different councils, on the balance between responsive mode grants and strategic initiatives, and so on. But these aims can surely be achieved with good will and capable management within the present structure by strengthening high-level input from the CST and reviving a body resembling the old advisory board for the research councils to play the role envisaged for UKRI’s board. When there are so many distracting pressures in the educational and research world, surely we should avoid risky upheaval in a system that is working reasonably well and which really needs no more than some fine-tuning.

Education: Development of Excellence

Lord Rees of Ludlow Excerpts

Thursday 18th October 2012 Lords Chamber

[Lord Rees of Ludlow]

My Lords, my comments will be slanted towards science but I do not downplay equally well-grounded concerns about other subjects. Sadly, some citizens cannot tell a proton from a protein, but it is equally sad if they do not know their nation’s history, cannot write clearly, cannot speak a second language and cannot find North Korea or Syria on a map. But there is no gainsaying that an ever-growing fraction of jobs needs specific skills, at levels ranging from basic technical competence through to the level expected of professional scientists, medics and engineers.

The very young have a natural interest in science—whether focused on space, dinosaurs or tadpoles—and an affinity for computers that far surpasses that of their elders. The challenge is to sustain these interests through and beyond the primary school stage. I am impressed by the dedication and initiative of the best science teachers but the sad thing is that there are not enough to go round. More than two-thirds of primary schools do not have a single teacher with a science qualification. Many pupils are not exposed to a maths or physics graduate even in secondary school. Therefore, it is of little surprise that the natural enthusiasm of the young all too often gets stifled rather than stimulated.

We should aspire towards the situation in Finland, but that is a long-term goal. More immediately, it is important to reduce the fraction of young teachers who drop out; to expand and facilitate mid-career transfers into the profession from, for instance, industry, universities or the Armed Forces; and to enable experienced teachers of other subjects to mug up enough maths and physics to compensate for the special shortage of graduates in those key subjects. There is a huge educational upside from the well-guided use of computers and the web. That can amplify the reach of the best teachers.

Good teachers not only cover the curriculum but need to organise practicals and field trips, and offer bright pupils the kind of enrichment offered by participation in maths and physics olympiads. But realistically it will take years before all young people of high potential receive the academic nourishment and support that gives them a fair chance of access to high-quality university courses. During those years, a huge amount of potential talent will remain unfulfilled.

So how can we enhance opportunities with the present teaching force? I think that universities can do more. They can offer summer courses, encourage graduate students and post-doctoral researchers to spend time in schools and make their barriers to entry less rigid. We could have a flexible credit system, allowing transfers between institutions. Universities could reserve some fraction of their places for people who have not come directly from school but have intermitted, done a foundation degree, got further educational qualifications or suchlike.

There is a lot we can learn from US universities, quite apart from the educational breadth that the noble Lord, Lord Broers, mentioned. There is a trend to extol the Ivy League, but a more relevant model for Britain is the Californian state system. Its three-level structure of colleges embodies an enviable combination of excellence, outreach and flexibility—or did, at least, until the Californian budget crisis. A substantial fraction of those who attend the elite universities in the system, such as Berkeley, have come not directly from high school but via a lower-tier institution. To give a fair chance to those unlucky in their secondary-school years—the issue that Alan Milburn addressed—our tertiary education should evolve towards a more diverse and flexible ecology, with a blurring between higher and further education, and more involvement with schools.