Debates between Margaret Greenwood and Lee Rowley during the 2017-2019 Parliament

University Tuition Fees

Debate between Margaret Greenwood and Lee Rowley
Monday 27th November 2017

(6 years, 5 months ago)

Westminster Hall
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Lee Rowley Portrait Lee Rowley (North East Derbyshire) (Con)
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It is a pleasure to serve under your chairmanship, Sir David. I have to confess to being slightly surprised at being called first, but none the less I am very happy to contribute to the debate and thank you very much for the opportunity to do so. I also thank the hon. Member for Hartlepool (Mike Hill) for introducing the debate.

I wanted to contribute this afternoon because the subject is close to my heart and of particular interest to me. When I read the petition I was somewhat intrigued by some of the statements made in it, and I think it is important that such debates baged on the actual reality. As we know, the petition states:

“University fees are rising more and more.”

Well, a month or so ago there was a statement saying that university fees would be frozen, although I accept that the petition was probably submitted before that was announced. It goes on to say:

“£9000 for university fees is too high and the stress of being in debt is what puts individuals off applying for degrees.”

I completely understand that notion, but the reality does not bear it out; the statistics, the data and what happens day in and day out in our universities do not suggest that that is actually occurring.

I looked at the UCAS information submitted after the last round of UCAS applications were made. The number of 18-year-olds who went to university last year, when this scheme was in place, was at record levels, at nearly a quarter of a million students, up 1.5% from previous years; the total number of students currently in university is over half a million, which, again, is at a record level and over 0.5% up; and someone from the kind of income groups and social economic groups that the hon. Gentleman described, and which I think he and I both originate from, is 70% more likely to go to university now than they were in 2006. I accept that there is a challenge and that many people are concerned, but the reality is that many more students are going to university compared with a number of years ago, and many more students from low-income backgrounds are going to university compared with a number of years ago. My first fundamental point is that we have to be careful to have these debates on the facts.

Secondly, we have to look again at what the principle is. What are we ultimately trying to do around university fees? The key point I always come back to when debating the principle of tuition fees is that somebody has to pay, so the question is who? The answer is either general taxation—that is, the taxpayer pays—or that some contribution is made by the people who will ultimately benefit from this the most. When I went to university in 1999, it was the second year of tuition fees. I paid £1,000, although I recognise that is nothing like the amount of money asked for today. I accept the notion that if someone will benefit—if they are likely to achieve a greater amount of pay over their working life—they should be expected to pay a greater share of the amount it costs to get them into that position.

Margaret Greenwood Portrait Margaret Greenwood
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On that point, does the hon. Gentleman agree that there is a societal good in having a highly educated population? The cost of that education should not be placed entirely on the individual, but we as a society should value it and pay for it?

Lee Rowley Portrait Lee Rowley
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I completely accept that there is a societal good, and that is exactly why we should have debates such as this one. The reality is still that a proportion of the cost per student, on average, in our university sector is being paid for by society. An increasing portion is being paid for by the individual, but a portion is still being paid by society. The hon. Lady is absolutely right to make that statement. The system already makes provision for that, and the question is where we draw the line.