Rishi Sunak’s criteria for what constitutes a “low-value” degree lacks a comprehensive perspective. It fails to consider the unique circumstances of first-in-family students who view attending their local university as a monumental achievement. While these universities may not fall within the prestigious Russell Group, they hold significant value within their respective communities. Many students pursuing “low-value” degrees come from working-class, ethnic minority, disabled, or mature backgrounds. Some of these individuals face financial constraints or familial obligations that prevent them from relocating for higher education or pursuing professional opportunities elsewhere.
This policy disregards the deep-rooted regional and structural inequalities in our society, as well as the scarcity of graduate roles in certain parts of the country. Additionally, it overlooks the prevalent discrimination faced by students studying “low-value” degrees in the job market. It is essential to recognize that a degree’s value extends far beyond its immediate employability outcomes.
The government’s proposal to cap student numbers on what they define as low-value degrees highlights the limitations of a market-driven approach to education. A university education serves as a public good by producing well-informed citizens equipped with academic methodologies across disciplines like STEM or the humanities. These individuals can make evidence-based decisions that contribute to the betterment of their communities and families, thereby enhancing both our society and economy. Other OECD countries understand the benefits of widespread education in the era of knowledge-driven economies and have higher participation rates than the UK.
One disheartening aspect of the Prime Minister’s campaign against low-value degrees is his narrow definition of “value,” solely based on economic considerations. While this perspective aligns with a fee-based model that treats students as consumers, it ignores degrees, such as English, that encourage students to contemplate the interplay and conflicts between various systems of value—moral, aesthetic, political, and economic. It is unfortunate that conversations about the value of degrees tend to prioritize economic worth over all other forms.
Robin Walker MP, the chair of the education select committee, asserts the need for the government to assess the value delivered by public funds invested in supporting students’ university education. Perhaps it is worth examining the worth of an Oxford degree in politics, philosophy, and economics (PPE), considering three of the last five prime ministers possessed this qualification. David Cameron is known for leading the referendum that resulted in the UK’s departure from the EU, Liz Truss’s policies impacted the economy, and Rishi Sunak’s success in achieving his objectives remains uncertain. The track record of PPE degrees suggests they may possess limited value for the country.
The significant increase in student numbers has created a scenario where many young individuals feel compelled to pursue university degrees merely to attain career prospects that were once accessible with A-level qualifications a few decades ago. Imposing a cap on low-value degrees can alleviate this pressure and prove advantageous for 18-year-olds seeking alternative paths.
In conclusion, it is imperative to broaden our understanding of the value of degrees beyond their immediate economic returns. We must recognize the unique circumstances and achievements of first-in-family students, address regional and structural inequalities, and combat discrimination in the job market. Education should be viewed as a public good, generating well-informed individuals capable of making meaningful contributions to society and our economy. A market-driven approach to education has its limitations, and a more holistic perspective is necessary.
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