division_name: Higher Education and Research Bill
motion: <p class="indent" pid="c706.0/6" pwmotiontext="yes">&#8220;essential to allow universities to continue to deliver a high-quality teaching and learning experience for students.&#8221;</p>
  
  <p class="indent" pid="c708.2/3" pwmotiontext="yes">&#8220;there have been a number of significant changes to the funding of higher education and to the number of providers offering courses. Regulation of the sector needs to keep pace with these developments if confidence, and our international reputation, are to be maintained.&#8221;</p>
  
  <p class="indent" pid="c708.2/5" pwmotiontext="yes">&#8220;a raft that can take us to calmer waters&#8221;.</p>
  
  <p class="indent" pid="c708.3/2" pwmotiontext="yes">&#8220;the need to encourage competition between English higher education providers&#8230;in the interests of students and employers&#8221;.</p>
  
  <p class="indent" pid="c709.1/3" pwmotiontext="yes">&#8220;will do everything we can to help anybody, whatever your background, to go as far as your talents will take you.&#8221;</p>
  
  <p class="indent" pid="c711.2/2" pwmotiontext="yes">&#8220;creating poor quality provision for marginal students&#8221;.</p>
  
  <p class="indent" pid="c712.8/7" pwmotiontext="yes">&#8220;a formal organisation&#8230;which can support the whole system to collectively become more than the sum of its parts&#8221;</p>
  
  <p class="indent" pid="c715.0/2" pwmotiontext="yes">&#8220;a raft that can take us to calmer waters&#8221;.</p>
  
  <p class="indent" pid="c715.3/5" pwmotiontext="yes">&#8220;together we will build a better Britain&#8221;.</p>
  
  <p class="indent" pid="c715.4/5" pwmotiontext="yes">&#8220;we&#8217;re potentially confronted with a funding black hole roughly equivalent to the size of one of our world-class research councils.&#8221;</p>
  
  <p class="indent" pid="c715.4/7" pwmotiontext="yes">&#8220;losing a seat at the table when the big decisions about funding and priorities are made&#8221;.</p>
  
  <p class="indent" pid="c716.1/3" pwmotiontext="yes">&#8220;we need to confront the possibility of some institutions choosing &#8211; or needing &#8211; to exit the market. This is a crucial part of a healthy, competitive and well-functioning market, and such exits happen already &#8211; although not frequently &#8211; in the higher education sector. The Government should not prevent exit as a matter of policy...and it will remain the provider&#8217;s decision whether to exit and their responsibility to implement and action any exit plans.&#8221;</p>
  
  <p class="indent" pid="c717.1/2" pwmotiontext="yes">&#8220;The material in the assessment is nearly all qualitative. The impact of few, if any, of the policies are explicitly quantified.&#8221;</p>
  
  <p class="indent" pid="c717.1/4" pwmotiontext="yes">&#8220;TEF will recognise both part-time and full-time teaching quality&#8221;</p>
  
  <p class="indent" pid="c718.1/3" pwmotiontext="yes">&#8220;it is bound to affect student decision-making adversely, and in particular it may deter students from low income families from applying to the best universities&#8221;.</p>
  
  <p class="indent" pid="c718.1/5" pwmotiontext="yes">&#8220;TEF is expected to benefit students regardless of their&#8230; characteristics&#8221;,</p>
  
  <p class="indent" pid="c718.6/3" pwmotiontext="yes">&#8220;risks the commoditisation of higher education&#8221;,</p>
  
  <p class="indent" pid="c719.3/7" pwmotiontext="yes">&#8220;possibility of exit being a natural part of a healthy market&#8221;,</p>
  
  <p class="indent" pid="c719.3/10" pwmotiontext="yes">&#8220;The government&#8217;s proposed reforms are being billed as bold and innovative but in fact they are no such thing.&#8221;</p>
  
  <p class="indent" pid="c719.3/12" pwmotiontext="yes">&#8220;proportionate for the Bill&#8217;s regulatory aspects&#8221;</p>
  
  <p class="indent" pid="c719.3/14" pwmotiontext="yes">&#8220;instead&#8230;the UK government has instead decided to emulate a model from which many in the rest of the world want to escape.&#8221;</p>
  
  <p class="indent" pid="c719.3/16" pwmotiontext="yes">&#8220;the title of university needs to be seen as a privilege&#8230;not an automatic entitlement&#8221;</p>
  
  <p class="indent" pid="c719.3/18" pwmotiontext="yes">&#8220;in the long term it is quality that is at risk if the proposed legislation becomes law.&#8221;</p>
  
  <p class="indent" pid="c719.3/21" pwmotiontext="yes">&#8220;The Australian experience confirms the madness of the removal of caps on enrolments. I think it is morally outrageous that we encourage young people to take out these big loans and give up years of their lives when it is increasingly becoming obvious that in some universities the average earnings of graduates is lower than the average salary of non-graduates.&#8221;</p>
  
  <p class="indent" pid="c719.3/24" pwmotiontext="yes">&#8220;Between 2010-11 and 2013-14, there was a rise in the number of students claiming support for courses at alternative providers, from 7,000 to 53,000. The total amount of public money paid to these students&#8230;increased from &#163;50 million to around &#163;675 million. The Department pressed ahead with the expansion of the alternative provider sector without sufficient regulation in place to protect public money.&#8221;</p>
  
  <p class="indent" pid="c719.3/28" pwmotiontext="yes">&#8220;Ethnic minority students are more likely to come from a disadvantaged background which may mean that they cannot access the same financial or social resources as white British students in the event of a course or campus closure. We therefore expect&#8221;&#8212;</p>
  
  <p class="indent" pid="c719.3/30" pwmotiontext="yes">&#8220;protection plans to have a greater impact on this group.&#8221;</p>
  
  <p class="indent" pid="c726.0/3" pwmotiontext="yes">&#8220;to add the demands of that Bill to those of EU exit, at the same time, will be an intolerable burden for universities that, frankly, threatens to rock our very capacity to do everything we do to promote and extend the UK&#8217;s reputation globally&#8221;.</p>
  
  <p class="indent" pid="c726.0/6" pwmotiontext="yes">&#8220;the government has not provided that clarity needed to reassure individuals&#8221;.</p>
  
  <p class="indent" pid="c726.0/9" pwmotiontext="yes">&#8220;I&#8217;m deeply concerned about our path forward as a nation.&#8221;</p>
  
  <p class="indent" pid="c726.0/13" pwmotiontext="yes">&#8220;Part-time HE is a catalyst for widening participation. It is essential that the new government reaffirms&#8221;</p>
  
  <p class="indent" pid="c726.0/16" pwmotiontext="yes">&#8220;over 40% may be choosing different courses and institutions than those they would ideally like to because of cost and restricting the range of institutions they apply to by living at home&#8221;.</p>
  
  <p class="indent" pid="c727.0/2" pwmotiontext="yes">&#8220;I welcome this focus on the range of universities&#8230;as they are essential for social mobility&#8221;?</p>
  
  <p class="indent" pid="c727.3/5" pwmotiontext="yes">&#8220;'A private, for-profit university would have neither an interest in meeting a broader public remit nor the interests of the local economy in which it is located&#8212;its primary responsibility will be to its owners, investors and shareholders.&#8221;</p>
  
  <p class="indent" pid="c727.3/9" pwmotiontext="yes">&#8220;When the facts change, I change my mind. What do you do, sir?&#8221;</p>
  
  <p class="indent" pid="c735.2/4" pwmotiontext="yes">&#8220;The RSE welcomes the statement that the individual research councils continue to hold their own budgets and provide the leadership for their own disciplines in an autonomous fashion.&#8221;</p>
  
  <p class="indent" pid="c742.0/5" pwmotiontext="yes">&#8220;It is essential that these far-reaching proposals are not developed solely through the policy lens of an 18 year old student entering higher education for the first time. Re-skilling and upskilling the adult workforce are essential for future prosperity. Economic success in the coming years depends on embedding a lifelong learning culture which rest on 3 co-equal pillars: flexible lifetime learning opportunities, apprenticeships and full time study.&#8221;</p>
  
  <p class="indent" pid="c742.0/11" pwmotiontext="yes">&#8220;It is clear that the dominance of the one-size-fits-all model of university education is over&#8230;Students are calling out for pioneering institutions offering alternative education models and an increased focus on skills that will prepare them for the careers of the future&#8221;.</p>
  
  <p class="indent" pid="c744.0/7" pwmotiontext="yes">&#8220;unless we grow smarter, we will grow poorer&#8221;.</p>
  
  <p class="indent" pid="c744.0/10" pwmotiontext="yes">&#8220;the position of Great Britain as a leading industrial nation is being endangered by a failure to secure the fullest possible application of science to industry&#8230;and&#8230;this failure is partly due to deficiencies in education.&#8221;</p>
  
  <p class="indent" pid="c746.0/15" pwmotiontext="yes">&#8220;But in my view, it is essential that we proceed with the teaching excellence framework (TEF) linked to tuition fee increases, a policy that offers significant benefits for the quality of higher education that are important to both students and universities. This is why Universities UK board unanimously supported the link between an effective TEF and fee rises.&#8221;</p>
  
  <p class="indent" pid="c746.0/17" pwmotiontext="yes">&#8220;The government rightly wants &#8216;something for something&#8217;, for the economy and for students. For the economy, the TEF offers a way to support the continued improvement in the contribution of higher education to the knowledge economy through the creation of graduates with the skills needed by industry and business. For students, the &#8216;something&#8217; is a funding mechanism that allows institutions to invest in teaching and the student experience and thereby to preserve and enhance the quality of education in our universities.&#8221;</p>
  
  <p class="indent" pid="c757.0/3" pwmotiontext="yes">&#8220;The roots of education are bitter, but the fruit is sweet.&#8221;</p>
  
  <p class="indent" pid="c757.0/11" pwmotiontext="yes">&#8220;The regulations may change from time to time and this means the terms of your loan may also change.&#8221;</p>
  
  <p class="indent" pid="c767.1/12" pwmotiontext="yes">&#8220;Our research has shown that students struggle to obtain the information they need to make informed decisions about university choices. We welcome measures to give students more insight into student experience, teaching standards and value for money&#8230; These proposals could not only drive up standards, but could also empower students ahead of one of the biggest financial decisions of their lives.&#8221;</p>
  
  <p class="indent" pid="c771.0/5" pwmotiontext="yes">Plenty of people are making this point. Perhaps not surprisingly, the University and College Union has asked the Government to stop and wait. It sensibly called for an &#8220;immediate nonpartisan inquiry into how we can ensure that our colleges and universities remain open to staff and students from around the world.&#8221;</p>
  
  <p class="indent" pid="c771.0/8" pwmotiontext="yes">&#8220;competition, choice and the student&#8217;s interest at its heart&#8221;.</p>
  
  <p class="indent" pid="c771.0/10" pwmotiontext="yes">&#8220;The Department has failed to protect the interests of legitimate students, and the taxpayer.&#8221;</p>
  
  <p class="indent" pid="c771.0/15" pwmotiontext="yes">&#8221;today&#8217;s PhD content is tomorrow&#8217;s course content&#8221;,</p>
  
  <p class="indent" pid="c771.0/19" pwmotiontext="yes">&#8220;may not prove either necessary or sufficient, and may indeed be counterproductive.&#8221;</p>
  
  <p class="indent" pid="c783.0/14" pwmotiontext="yes">&#8220;If you&#8217;re a white, working-class boy, you&#8217;re less likely than anybody else in Britain to go to university. If you&#8217;re at a state school, you&#8217;re less likely to reach the top professions than if you&#8217;re educated privately.&#8221;</p>
  
  <p class="indent" pid="c783.0/23" pwmotiontext="yes">&#8220;When it comes to opportunity, we won&#8217;t entrench the advantages of the fortunate few. We will do everything we can to help anybody, whatever your background, to go as far as your talents will take you.&#8221;</p>
  
  <p class="indent" pid="c786.2/5" pwmotiontext="yes">&#8220;is a raft that can take us to calmer waters&#8221;.</p>
  
  <p class="indent" pid="c786.2/8" pwmotiontext="yes">&#8220;Pausing on the Bill and risking further damage to our international reputation for quality through regulatory failure would be a mistake&#8221;.</p>
  
  <p class="italic" pid="c787.1/14" pwmotiontext="yes">The House divided:</p>
  
  <p pid="c787.1/15" pwmotiontext="yes">Ayes 294, Noes 258.</p>