A right or a privilege? – maximising the value offered by the British higher education system.

So, I’ve been thinking for a while about writing something online. But the reality of it all is that my day to day life would probably bore the hell out of anyone who read anything about it, and I wouldn’t really consider myself enough of an expert in any particular field to blog about it at length. On this basis, I have decided that I will vary the subject and frequency of my output, and simply rant on the issue currently occupying my thoughts.

What subject have I chosen to ponder here? Well, I would consider myself relatively politically engaged, and having just re-entered full time study, it would seem appropriate that I tackle the subject of tuition fees.

Firstly, all cards on the table, I am a card-carrying Liberal Democrat and have voted that way as long as I have been able, I remain a supporter of the party within the coalition government, and do not feel the betrayal which many students have been bleating about since the election. As well as this, my subject area and passionate interest is physics.

I sit here watching the countries supposed academic elite rioting (and there is no sense tiptoeing around the word) at Millbank on BBC News and despair that some elements of this group genuinely feel that our situation is one which merits such direct action.

Do I believe in free university education?


Do I believe in free university education in whatever subject for anyone who wants it?


In the academic year 2006/7 there were 31375 qualifications obtained at english HEIs in Engineering and Technology, compared to 52050 in Social Studies (http://bit.ly/9l9AYZ ). How many of these social studies degrees benefit society as a whole? To be clear, I am not suggesting that these graduates do not help society, merely that their degrees are in many cases irrelevant to the careers they then pursue.

Education is primarily a tool for social advance. I am certainly not arguing that we ought to discontinue study in the arts, but merely that it might be scaled down to a level where the graduates produced were only the very best, not only could the UK improve its’ academic reputation globally, but also afford to directly fund the study of those students who will directly add value to the economy.

The UK is a skills economy, and has been for years, but the simple fact is that not everyone is capable of reaching a level where they can contribute economically through that route, and even those who do, may be able to contribute more efficiently through a real manufacturing sector.

It is obvious the United Kingdom cannot compete globally in primary manufacturing, and so it is important that secondary manufacturing is developed by effective skills based training. This is not the place of universities, but should be free and available to all in the form of apprenticeships. Those who are capable of contributing economically via the acquisition of degree-level knowledge must be encouraged to do so, and thus should not have to bear additional financial burden for their education. A failure to ensure the free access of these students to as advanced a level of education as is advantageous to the economy as a whole would be a travesty in terms of its long term implications for the country as a whole.

Will this approach lead to a nation of illiterate number-crunching automatons? I doubt it. Ask yourself this, how many poorly read STEM graduates do you know? As opposed to how many innumerate “artists”?

Once again, this is not an article claiming that the arts have no worth. Merely that the artistic development of the individual ought to be the responsibility of the individual, save where it directly adds value to the economy. Art is, after all, subjective.

In short, and without doing the sums, this is a proposition that a University education ought to be freely available where it will directly add value to the economy. If this is in Science, Technology, Engineering and Mathematics, so be it (conversely, if we determine that there is a global market for 100,000 more history graduates per year then we can go with that, but frankly I think it unlikely). Let economic demand, rather than applicant demand, determine the availability of places, but do not penalise those who take up those places for their ambition.


About Jon Cheyne

south london rugby playing, physics studying, sober lunatic.
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2 Responses to A right or a privilege? – maximising the value offered by the British higher education system.

  1. Steve Bowman says:

    Couldn’t agree more – I find this picture puts the scale of the problems at Millbank in context…

    http://www.bbc.co.uk/news/uk-11728003 – Image 4

    One moron kicking a window, 40 members of the press photographing him while the police wait for the photo op to finish. Makes the LA Riots seem tame.

  2. Adam Saunders says:

    Very good article, Mr Cheyne.

    I support the government’s proposal to raise the cap and charge more to students. What I really want to see come out of it though is not just a reduction in worthless degrees being taken, but also a larger market in companies supporting students taking Science, Technology, Engineering and Mathematics courses.

    It would be great if the government could support certain courses with free places, however I don’t think this would be workable. How do you decide which courses should be free and those that don’t?

    I’m hoping that this legislation will encourage more companies to start sponsoring students that take on worthwhile degrees.

    Fingers crossed.

    One last thing, hopefully making students pay more for their course will make them value the educational side of going to University a lot more (I know you won’t be out partying and wasting money on alcohol). If students know they will come out with large amounts of debt having paid for their education, maybe they will go to more lectures and actually get their monies worth?


    P.S. Please justify your text when posting articles (I’m talking about the formatting of the article) so that it is nice and square. Ta 🙂

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