Universities: European Languages

Baroness Verma Excerpts

Tuesday 6th March 2012 Lords Chamber

[Baroness Coussins]

To ask Her Majesty’s Government what is their response to the 2012 university applications figures from the Universities and Colleges Admissions Service (UCAS) showing that applications for courses in European languages are down by 11.2 per cent and non-European languages by 21.5 per cent compared to the previous year.

[Baroness Verma]

My Lords, 2011 was a record year in the overall number of people applying for higher education places. However, we cannot make a direct comparison as a reduction this year could be considered inevitable, with applications for language courses coming from a reducing population of 18 year-olds. We estimate that there will still be many more applications for higher education language courses than places available. The previous Government marginalised languages in schools. This Government are stimulating language study, and an increasing number of young people are now studying languages.

[Baroness Coussins]

My Lords, does the Minister accept that one very likely reason for the decline in numbers is the additional cost of a four-year degree that includes a year abroad, especially if that year is outside Europe and therefore does not qualify for any help under the ERASMUS scheme? What are the Government going to do to reduce financial disincentives for people considering a four-year degree course, particularly when employers are saying how much they value the language and other skills that are acquired during the year abroad?

[Baroness Verma]

My Lords, the noble Baroness has greater expertise in this area than I do, but I reassure her that the ERASMUS fee waiver programme will continue until 2014 and Ministers are considering the report by Professor Riordan on how we are going to fund after 2014. However, students will continue to enjoy the ERASMUS fee waiver for studying outside Great Britain in European countries. For study abroad in non-European countries, students get a percentage of fee waivers from their higher education institutions, and that is often up to the higher education institutions themselves. They recognise the value of it and therefore are more inclined to work with students to see what they can do to ensure that those students are able to take the benefit of that one year abroad.

[Lord Anderson of Swansea]

My Lords, the Minister will be aware that last year, of the 306 graduate entrants into European Union institutions, only seven were from the UK. Does she agree that this must be due in part to the decline in language teaching? Does she further agree that it cannot be in our national interest that there is such a decline and that the future influence of this country in European Union institutions is likely to decline as a result of this?

[Baroness Verma]

That is why the Government have prioritised language courses at university and in schools. The noble Lord will be aware that we have placed this, with HEFCE funding, under the vulnerable subjects in order that it will get the full grant. My right honourable friend Michael Gove has taken the issue very seriously. He has made sure that language teaching is part of the English baccalaureate and that young children are exposed to the joy of learning a language. As those of us with business backgrounds know, the importance of trading globally will be on the basis that we have the experience and knowledge of languages.

[The Lord Bishop of Chichester]

My Lords, can the Minister confirm that Her Majesty's Government are concerned about the cultural as well as the economic disadvantage our country is likely to suffer as a result of the decline in language skills? As the UCAS statistics indicate a disproportionate fall in the number of applicants from people from deprived areas, what are Her Majesty's Government doing or going to do in order to minimise the impact of tuition fees and a fear of considerable debt, specifically on children from those areas?

[Baroness Verma]

My Lords, the right reverend Prelate is absolutely right in introducing the value of a cultural understanding through language learning. The Government agree with that. As he will know, we have also made sure that, through our own reforms of the fee system, more people from disadvantaged backgrounds will be able to come into higher education simply because they will not be expected to put any moneys in fees up front. We are very much focused on widening participation. I for one am very keen to see children from poorer backgrounds and BME communities take that step forward into higher education.

[Baroness Brinton]

My Lords, do the Government still support the principle of prioritising strategic, important and vulnerable subjects such as STEM and modern languages? What highly specific advice will be given to schools and universities to prioritise modern languages, given their importance in our economy today?

--- Later in debate ---

[Baroness Verma]

My noble friend is absolutely right. She will be reassured to know that we have put £14 million on one side to ensure that the vulnerable subjects, such as science, technology, engineering and languages, get fully funded support. We recognise that if we are to be a good globally viable trading nation we will have to have all these skills plus more to be able to do that. Today, Brazil is a prime example of an economy that has gone forward. We must learn from the lessons around us so that we do not lag behind.

[Lord Quirk]

My Lords, can the Minister explain why it is that in the bulk of schools the popularity and take-up of foreign languages is very bad but that in private schools and grammar schools it remains relatively buoyant? Is there a lesson here in some way for the Government?

[Baroness Verma]

My Lords, the only lesson I should like to reassure the noble Lord on is that my right honourable friend recognises that language learning in primary schools across our country has declined over the years and that we need to make sure that every child has the access and opportunity to learn a language that gives them the benefit and the advantage of being able to function economically, culturally and happily in the world around them.