Higher Education for the 21st Century Response to the Garrick Report

SUMMARY OF CONSULTATION RESPONSES

Overview

In total, 48 responses to the Department’s invitation to comment on the Dearing and Garrick reports were received (listed below). Among these, 25 came from the further and higher education sectors, 2 from student organisations (including a single response covering 5 different students’ organisations), 7 from schools and their representative bodies, 4 from the business sector, and 2 from local authorities.

Funding

It was widely accepted that the higher education sector has expanded rapidly in recent years, but that funding had not grown at the same rate. Many respondents referred to a perceived funding crisis in higher education. This consultation exercise focused on the specific recommendation in Dearing, and the Government’s preferred option, rather than alternative options like a graduate tax, or increased public expenditure.

There was mixed support for a student contribution to tuition fees. The higher education sector was broadly supportive of the principle, and comments were concentrated on issues such as the size of the fee, the time at which it should be paid and by whom. The higher education sector expressed concerns about the costs of collection of tuition fee contributions. Students’ representatives were unanimously opposed to tuition fee contributions. Respondents who commented on the Government’s tuition fee proposals urged that all the new income generated should be invested within the further and higher education sectors. Moreover, it should be additional funding, not a substitute for government expenditure.

Many respondents strongly felt that Scottish students on 4-year honours degree courses should not be disadvantaged financially compared to honours students in the rest of the UK.

There was mixed views on the replacement of grant support with loans. There was wide concern that the abolition of grants would inhibit access to universities for those from poorer backgrounds; however, among those who commented, there was support for the new income contingent loan arrangements compared to the old system, particularly from the National Union of Students and UNISON.

Management and Governance

The higher education sector is clearly proud of its autonomy, but respondents also emphasised the need for public money to be seen to be spent wisely and with propriety. There was strong support for a Scottish Further Education Funding Council, but opinion varied over its remit and overlap with SHEFC. There was some support for a combined Tertiary Education Funding Council.

The proposal to remove the link between Rectors and the chairmanship of University Courts was overwhelmingly opposed.

There was broad support for a Scottish Forum for Higher Education, and for a similar body for Further Education. However it was also suggested that there may be no need for such fora if SHEFC’s remit was expanded to cover planning and strategy.

Quality and Standards

There was limited comment on quality issues.

The Dearing proposals to create a streamlined and less bureaucratic quality assurance mechanism were broadly supported, against a background of concerns about the burden of any system. Among comments on the proposed new system, the estimated commitment for external examiners of about 60 days was considered wholly unrealistic.

Qualifications

The Scottish honours degree system was universally praised, as has been the case with previous consultation exercises. On balance, there was support for the proposed 3-year Scottish Bachelor degree as an alternative for some students. It was considered important that the decision to pursue this qualification should be taken on academic or vocational grounds, and not based on financial considerations. There was little support for centrally managed encouragement for universities to provide shorter degree courses.

Admissions

There was general support for the Garrick recommendation on better use of school 6th year and the development of links into undergraduate programmes. There was considerable support also for a meaningful, credit-rated curriculum for the Advanced Higher.