Higher Education and Research Bill: Second Reading

Proposed by The Secretary of State for Education

I beg to move, That the Bill be now read a Second time. As the Prime Minister said outside Downing Street last week, this Government want to give everybody, no matter what their background, the opportunity to go as far as their talents will take them, in a country that works for everyone. Our higher… I beg to move, That the Bill be now read a Second time. As the Prime Minister said outside Downing Street last week, this Government want to give everybody, no matter what their background, the opportunity to go as far as their talents will take them, in a country that works for everyone. Our higher education institutions are crucial to giving people the power to determine their own futures. They present opportunities for individuals to better themselves—to broaden their knowledge base, sharpen their skills, and participate in the groundbreaking research that can make the future brighter for everyone. My time at Southampton University was one of the most shaping periods of my life. I should point to my time at the Department for International Development as another of those periods. For me, the chance to go to university was absolutely pivotal to being able to make something of myself. Today, I can still point to the telephone box in Kingsbridge, Devon where I rang through to get my A-level results while we were on holiday that year. In that moment, my whole future changed for the better. I was the first person in my family to be able to go to university. I remember, after that call, going to the pub across the road to celebrate with a drink. None of us really knew what going to university would be like for me, but we all knew that it was going to be the best thing and that it would improve my life chances. Opportunity is about giving our young people the freedom to fly, and universities are absolutely central to that. My party’s record on this in government is one we can be proud of. We have taken away the limit on student numbers so that more people than ever before can benefit from higher education, and the participation rate among students from the most disadvantaged backgrounds is at record levels. We have put in place the essential funding changes that have placed our universities on a stable financial footing so that they are resourced for success, and we have protected investment in our world-class science base. The universities that our young people attend are some of the best in the world. We punch well above our weight, with 34 institutions ranked in the world’s top 200 and more than twice that number in the top 800. But there is more to do to make sure that everyone can access a high-quality university place, and in spite of the progress made, we are far from meeting our economy’s need for graduates, so this Government are absolutely determined to support and nurture our universities, and to ensure that they are open to every student who has the potential to benefit from them. The creation of new universities is an undoubted force for good, both academically and economically. Recent research by the London School of Economics shows that doubling the number of universities per capita could mean a 4% rise in future GDP per capita too. However, the current system for creating universities can feel highly restrictive, with new providers requiring the backing of an incumbent institution to become eligible to award its own degrees. This Bill levels the playing field by laying the foundations for a new system where it will be simpler and quicker to establish high-quality new providers. I am pleased that in May the hon. Member for Wallasey (Ms Eagle) confirmed that the Opposition do not object to broadening choice for students by expanding the higher education sector. These reforms, which are the first since the 1990s, enable us to maintain the world-class reputation of our higher education institutions, because quality will be built in at every stage—from the way we regulate new entrants to how we deal with poor-quality providers already in the system. I recognise that there have been concerns about the quality of new providers—that they cannot possibly be as good as what we already have. It is not the first time that such arguments have been made. The same arguments were made when the new red-brick universities were being

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