More honours for U.K. adult educators

On April 3rd, I posted some reflections on the relationship between adult educators and the U.K. honours system. It triggered some very interesting comments, and also provoked a small torrent of names that I’d managed to miss. Shamefully, I have to admit that they include at least two good friends.

Here they are, anyway.

Joyce Connon (pictured), Scottish Secretary of the Workers Educational Association, received an OBE for services to community education in 2004

Margaret Davey, who was head of adult education in Croydon at the time she was awarded an OBE in 1996, and also a high profile advocate for adult learning

Jim Durcan, then Principal of Ruskin College, was honoured in 1999 with an OBE

Henry Arthur Jones, Principal of City Lit then Vaughan Professor at Leicester, was awarded a CBE in 1974 after making a signal contribution to the Russell Report

Peter Lavender, responsible for adult literacy in Norfolk and a high profile advocate of adult learning, received an OBE in 2006

Mark Malcolmson, Chief Executive of City Lit, received a CBE in 2017

Sue Pember, who as a civil servant helped design the Skills for Life programme, received an OBE in 2000

Ela Piotrowska, Principal of Morley College, received her OBE in 2013

David Sherlock, formerly head of the Adult Learning Inspectorate, got a CBE in 2006

Arthur Stock, Alan Tuckett’s predecessor at NIACE, received an OBE

Carole Stott, a leading figure in the Open College movement who recently announced that she is retiring as chair of the Association of Colleges, was awarded an MBE in 2012

Alan Wells, founder and long-serving director if the Basic Skills Agency, received an OBE

I’m sure this is nothing like an exhaustive list, and look forward to hearing of others that I’ve missed. Two possible further candidates suggested to me were Sir Michael Sadler, the pioneer of university extension in Britain, mainly because I think his knighthood was awarded for other public service (principally a major report on Indian education); and Sheila Carlton, champion of older learners and a stalwart of NIACE, for whose possible honour I could find no evidence.

Asa Briggs, who joined the House of Lords in 1976, chose to teach extra mural classes when appointed to a chair in Leeds, was chancellor of the Open University, and President of the WEA. But I think his baronetcy came as a result of his historical achievements.

It’s a long list, and it will likely get longer. What we don’t know is how many prominent adult educators refused honours, or indeed were considered ‘unsuitable ‘ on semi political grounds.

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Is a university education really a public good?

Following our inconclusive general election last month, the issue of higher education funding has again come to the fore. Both the main parties came in for criticism, with the Tory minister Jo Johnson defending the current tuition fees in the Guardian, and Labour’s shadow education minister Angela Rayner admitting that wiping out student debt, as trailed by her Party leader, might not be realistic. And along came Andrew Adonis, former Labour minister, pointing out that vice chancellors had taken the £9,000 yearly tuition fee as a baseline rather than a cap, and had used the income not to create grants and bursaries for poorer students but to award themselves generous salary hikes (a view generally thought by vice chancellors to be massively unfair) and hire research “stars”.
My Twitter feed quickly filled up with people proclaiming that Johnson was wrong to depict higher education as purely a private investment. Rather, they suggested, it was a public good – a point usually illustrated by short lists of the nice people who graduate, such as doctors and teachers and . . . Well, that was usually it.

Doctors and teachers are of course Good Things (though some of them skip off, after their publicly funded training, to work for private hospitals and schools). But universities also educate accountants, estate agents, hedge fund managers, investment bankers, management consultants, and those people in university admin who draft regulations requiring external examiners to produce a passport. In short, we can draw up our own list of nice and less nice graduate professions to suit our beliefs. 

The case for higher education as a public good has to run a lot deeper, and it probably can’t easily be made on Twitter. It cannot be selective but has to cover the entire teaching function. It has to take in the research side of our work (quite a bit of which – let’s be honest about it – is funded from tuition income). It has to examine our role in our communities. And it has to be based on evidence.

Where I stand on this debate is straightforward: I think higher education has a mix of private and public good outcomes. And I think these are skewed, with the majority of benefits accruing to those who are already relatively advantaged by parentage and by circumstances. For me it follows that free tuition is socially regressive as it mainly benefits the middle and upper social strata, and also implies a cap on student numbers; while high fees damage society and economy alike by building up massive debt. 

My preference is for some kind of graduate endowment, as proposed by the Cubie Committee in Scotland in 1999, payable after graduation once the graduate’s earnings reach a defined point above the national average earnings. And I’d accompany it with means-tested living grants for disadvantaged students. In today’s polarised debate this might seem a long way off, but it is clear that neither free tuition nor the current fee level are sustainable, so change is going to come. And while we are at it, we might also look for a student funding system that promotes part-time higher education for people in work.

Is Ireland heading for an integrated tertiary education policy?

The Republic of Ireland is busy reforming the administration of third level education. Having brought training into the Department of Education and Skills, and bringing training and further education under a single strategic agency (SOLAS), it is now planning to merge the units dealing with third level education – further and higher education to use UK terminology – into one.

National University of Ireland Galway

Inevitably, this provokes reflection on the potential for an integrated strategy for third level education, encompassing training, further education and higher education. This is certainly compatible with the aims of Ireland’s National Action Plan for Education, though it also goes beyond it.

Objective 3.4 of the Plan is to “Promote high quality learning experiences in Further Education and Training and Higher Education”. It also proposes to “work with further education and training and higher education providers to provide a broader range of flexible opportunities for learners and to support an increase in lifelong learning”.

Ireland’s further and higher education system is widely seen as rather successful by international standards, though it shares with the UK a general cultural preference for higher education over further education, and the high participation rate in the former (54% of 18-20 year olds in 2014) is marked by pronounced socio-economic inequalities. It  is a relatively small country (the Republic’s current population is around 4,640,000) and lines of communication are comparatively short.

A unified tertiary system therefore seems very achievable and, from the outside, it looks potentially desirable. It could help to remedy inequalities, particularly if it could overcome the reluctance of universities to accept credit transfer that has marred Scotland’s somewhat half-hearted attempts at a unified tertiary system. It could help reduce popular prejudices against further education, supporting upskilling while alleviating pressure on higher education places. And it could benefit strategically from the strengths of adult learning in Ireland while broadening the lifelong learning system.

Of course it is one thing to rearrange the civil servants and quite another to develop an effective, integrated policy for all post-school education and training. So I’ll be watching this particular space with interest.

Declaration of Interest: I am an adjunct professor at the Higher Education Research Centre, Dublin City University

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The challenges facing Irish higher education: taking a long view

Mary Daly is a distinguished historian and the first female President of the Royal Irish Academy. It was a great pleasure to hear her Presidential Discourse, held in Academy House last night, on the topic of Higher Education and Irish Society: From Independence to today.

The audience waits (I’m the grey-haired one in the bottom right)

Daly’s aim was to give a historical perspective on where we – the Irish higher education system – are today. I found it a fascinating account which helped me make sense of much that I have observed over the years; the RIA will certainly publish the talk, so I won’t reproduce it here, but it is worth singling out a few of the highlights.

Looked at over the past century, Daly identified two challenges that had long term roots. The first is a tendency for the sector to continue expanding without securing additional funding, a pattern that she traced back to the founding of the new state. There was little public provision for research funding until the 1990s, and the system’s role was primarily concerned with teaching. The modern research university in Ireland is, she said, a mere twenty years old. Socially, participation rates are deeply unequal; but she believed that any serious attempt to remedy deep-rooted inequalities would be at odds with the meritocratic principles of selection that have dominated hitherto.

Second, the sector lacks a strong and unified voice. Since the 1970s, Daly noted that much of the expansion had taken place in new HEIs rather than the established universities, and this institutional diversity has accentuated the levels of competition and further weakened the sector’s ability to articulate its place in Irish society, and make a case for investment. From a policy perspective, moreover, the funding model has been very effective in delivering growth for limited costs, so why change now?

As well as these two long term challenges, Daly identified an emerging and significant threat in contemporary attitudes towards science and expertise. Those working in higher education need to engage with the wider public and make the case for the relevance of their disciplines to people’s lives, while keeping sight of the importance of pure research.

Daly’s research hasn’t been centrally concerned with the history of education, but for me it was valuable and stimulating to hear someone speaking on this topic who has a strong grasp of the wider social and political history, and who has a well-developed capacity for analysing evidence of long term change. The RIA took its time in electing its first female President, and in this sense it was a privilege to hear history being made.

I only got to attend in my capacity as adjunct professor at Dublin City University, representing my colleague Maria Slowey who was on her way home from California. All in all, then, I had an enjoyable and very worthwhile evening while Maria sat in some god-forsaken airport.

Asking for passports: dafter – and more worrying – than I’d thought

Last November, the University of Hertfordshire hit the headlines when it asked guest seminar speakers to produce a passport before giving their seminar. I suggested that this was rather over the top, but I didn’t know the half of it.

After thinking about Hertfordshire’s policy for a bit, I submitted a Freedom of Information request to the University asking for further details. You can see their response below, but a number of things stand out.

The first is that their reply referred me to the University’s policy for Freedom of Speech. My initial reaction was that this wasn’t really relevant, but I was wrong. Among other things the policy requires all University staff, before organising any event on University premises,  to submit

a written request, giving full details of the proposed event, is provided to the Vice-Chancellor (or nominee) not less than ten (10) working days before the date of the proposed event

I just love that clarification of the word “ten”! More to the point, though, the policy then states that the Vice-Chancellor (or nominee) will assess the likely risk of the event. It then offers rather broad grounds for banning events, which “include but are not necessarily limited to” events that may give rise to incitements to crime, express views that are contrary to the law, promote the interests of illegal organisations, or “could reasonably be expected to draw individuals into terrorism”. The VC (or nominee) will also consider other factors such as “the good name of the University”.

The second worrying feature is the extension of the requirement to show a passport to new categories of individual. It includes not only employees but those undertaking unpaid work and volunteering. As you can see below, this specifically refers to guest speakers – who must also be told clearly that they are not employees of the University!

And the end result of this policy, in the months since its introduction? Not one individual has yet been discovered who is an illegal immigrant. In short, it seems to have been a waste of time. Unless, that is, the University’s main aim was to increase its control over academic events such as seminars…..

The University of Hertforshire’s response, dated 19 January 2017

Adult Learning hits Private Eye

The University of Leicester hasn’t had a great time trying to justify its plan to shut its Vaughan Centre for Lifelong Learning. Bluntly, it has created a PR shitstorm, which you may think is well deserved given that the University seems to have been rather economical with the truth.

So says Private Eye anyway – and you’d think that keeping out of Britain’s leading satirical news magazine should be high on the KPIs of every Vice Chancellor. Especially if you’ve just pushed through a new strategic plan that claims to prioritise ‘Making a real difference to our city and our region’.

Vaughan College started life in 1862, and was one of the institutions that came together to found the University in 1925. You can read more about its history here and if you are so minded you can join me and thousands of others in signing the Save Vaughan petition here.

Meanwhile, enjoy the Eye article, which I have copied from a Tweet by Chris Williams, who Tweets as @Chris_A_W.

World class UK universities that are better than Leicester and offer adult education

From the continuing education pages of Oxford’s website

The Times Higher has released its latest world university rankings, placing the University of Leicester in 172nd place. I’m making the informed guess that the University management is anxious about its position in international league tables, and that this might have something to do with its ill-judged decision to close down its centre for adult education.

So in the interests of open comparison, I thought I’d identify the eight UK universities that come above Leicester in the rankings, and have adult education centres:

Oxford (1st)

Cambridge (4th)

Edinburgh (27th)

Warwick (82)

Glasgow (88)

Sheffield (109)

York (129)

Leeds (133)

In addition, of course, adult education of various kinds is common in north American universities (especially the older, land grant institutions) and several European systems. I was particularly pleased to see that my colleagues at the University of Cologne – which has a terrific programme for older adults, as well as a plethora of seminars and lectures for the local community, and is recognised by the German government’s Excellence initiative – came in two places above Leicester.

So many quite distinguished universities manage to combine scholarly excellence with serious community engagement. Of course, we should take these league tables with a pinch of salt. All of them are flawed to a greater or lesser extent, based as they are on highly selective data, and only a fool would take them seriously. I bet that the Vice Chancellor at Leicester is using them as one of his own key performanc indicators.