Lifelong Learning: “University of the Air” White Paper
House of Commons · Westminster Hall · 16 Jun 2026 · 24 speeches · Official Report
[Sir Desmond Swayne in the Chair ]
I beg to move, That this House has considered the impact of the University of the Air White Paper on lifelong learning opportunities. It is a pleasure to serve under your chairmanship, Sir Desmond. I am grateful for the opportunity to lead this debate marking the 60th anniversary of the White Paper that led to the founding of the Open University, originally called the “University of the Air”. It is worth pausing on that phrase for a moment, because 60 years later it still sounds faintly otherworldly, even with all our electronic gizmos and gadgets and the information whizzing around us constantly. A “University of the Air” meant higher education broadcast directly into people’s homes. It meant learning being made available not just to those who had always had privilege, not just to the young or the affluent, and not only to those who followed a conventional academic route, but, crucially, to ordinary working people fitting study around jobs, families and the realities of their lives. Sixty years on, what once sounded ambitious, perhaps even eccentric to some, instead now looks visionary. That is because it was visionary. It did not begin as some sort of administrative reform dreamt up in Whitehall; first and foremost, it was a political project. Harold Wilson first floated the idea in 1963, after seeing the potential of television and broadcasting to widen access to education in ways that had not previously seemed possible. But the person who really drove the project forward...
I congratulate the hon. Gentleman on securing the debate. On the narrow cohort of people who normally benefit from higher education, does he agree that lifelong learning is an essential component for young people from working-class communities in particular? Many of them do not take part in traditional higher education, and they can and should be targeted so that we benefit not just now but for generations to come.
I agree entirely, and will make similar points later in my speech. The hon. Gentleman and I are very much on the same page.
Will the hon. Gentleman join me in recognising the Open University’s role in pioneering modules, credits and credit transfers, which turned lifelong learning into a reality for so many adults in my constituency? Does he agree that the funding changes in 2010 badly hit part-time and mature learners, and that the promise of the White Paper still depends on the choices that Governments make on funding policies?
Funding is a huge issue here. The modular basis for the Open University has been a real boon to people who find themselves unable, for whatever reason, to study in a traditional format, but funding is still a key concern. Back in the ’60s, university was for young people. It was thought to be for young people, usually at least middle class, studying full time and following a fairly prescribed path. The thinking went that if someone missed their opportunity at 18 or 21, that was that-they had had their chance. But Jennie Lee and the Wilson Government challenged that assumption. They believed that education ought not to be reserved for those lucky enough to travel a conventional route through life, and that people should have second chances-and third chances if they need them, and fourth chances too. Crucially, she insisted that there should be no lowering of standards and no second-class offer for those who had missed out the first time round. Perhaps the most radical thing of all was that the Open University would be genuinely open. The White Paper made it clear that people should be able to study irrespective of their previous educational qualifications. In other words, someone would not be shut out just because they had not done their A-levels. On all those points, the Government at the time were absolutely right, because the Open University has become one of the great success stories of modern Britain. Today, it is the largest university in the country, with around...
I am grateful to my hon. Friend for celebrating such a great Labour achievement, led by a great Labour woman, Baroness Jennie Lee. Will he join me in congratulating the Open University and underlining its importance for people like me? I was looking after four children and was able to do a master’s at the Open University, spread out over three years, with some cutting-edge modules that I still rely on now. The Open University opens up education for people from all backgrounds, offering home-based and flexible learning, including for those with family responsibilities.
I am more than happy to commend Baroness Jennie Lee, and I am more than happy to celebrate the success of my hon. Friend and of the countless thousands of others who have studied around the real lives we all lead. One reason why the Open University works is precisely because it understands something that many higher education institutions still struggle with: life is not linear. People do not all move neatly from school to university to career to retirement in a straight line. Our lives are messier than that. People leave school without confidence, drift into jobs and later discover different ambitions. They become parents, care for relatives, lose jobs, or their health changes. Sometimes, at 35, 45 or 55, they simply decide that they want to try something new. The original White Paper understood that. It explicitly talked about flexibility, recognising that some learners would move quickly and others slowly, depending on the realities of their lives. The Open University says something very simple to people in those circumstances: “It is not too late. It is never too late.” I should declare an interest, because I would not be standing here in Westminster Hall this afternoon without the Open University. I did not come through the conventional route into higher education. I left school without much expectation that university was really for people like me. For most of my life, I worked in fairly ordinary, fairly low-paid jobs. For instance, I sold “Magic Tree” air-fresheners...
My hon. Friend is speaking powerfully about his story and his experience of higher education. Young people from more advantaged or affluent backgrounds are still much more likely to enter higher education than their less-advantaged peers. Socioeconomic background-what we more commonly call class-is still the strongest predictor of university attendance. Does my hon. Friend agree that the mission at the heart of the 1966 White Paper, to expand access to higher education and spread opportunity, is just as relevant today as it was then?
Definitely. If anything, it is even more important in 2026, with all the challenges we see around us. As I said, we should be honest about the challenges. Despite the success of institutions like the Open University, adult participation in higher education has fallen over the last decade. Too often, the system still feels like it is designed around the traditional undergraduate who left school at 18, rather than the parents in their 30s or 40s, the worker retraining after redundancy or the person managing long-term ill health while trying to rebuild their future. Yet mature students are not some small minority: more than a third of undergraduate entrants are mature learners. They are already a major part of our higher education system, whether we recognise it fully or not. That is why I welcome the broad direction of travel on lifelong learning and the more flexible provision the Government are pursuing. The principle is right-people should be able to access education throughout their lives and in a way that fits around their work and family-but it remains true that implementation and delivery matter as well. If lifelong learning is genuinely to continue to work, people need a system they can understand and easily navigate. The funding regime needs to feel straightforward and fair. Flexible provision has to be properly supported. Employers need to be part of the conversation. And, frankly, we need many more people just to know that these opportunities exist, because too many...
It is a pleasure to serve under your chairmanship, Sir Desmond. I thank and congratulate the hon. Member for Southport (Patrick Hurley) on securing this debate. I should also declare that I am a graduate and alumnus of the Open University, so I recognise many of those of its attributes that he mentioned. Unfortunately, I did not take the same speedy course that he did; in fact, it took me eight years to obtain my Bachelor of Science (Open), doing a 30-point level 1 to a 60-point level 3, with the odd 10-point thrown in in between-former graduates will know exactly what I am talking about. The hon. Member talked about the changes we have seen in the Open University. I started when everything was tutor-marked assessments, which meant you had to post them to my tutor, and I finished when everything had to be submitted over the internet. There was always that panic when you pushed the send button at five minutes to midnight, hoping that your internet stayed connected until the tutor had received your full assignment. However, I do not go back to the times when members were setting video cassette recorders to record lectures on BBC Two at 2 am, as was necessary then. The hon. Member talked about the Open University giving students the ability to learn while they were working. It also instilled deep-seated personal management skills, because students had to meet deadlines, while maintaining a work-life balance and family interaction. It is right that we recognise that on this 60th...
In Scotland, we are very proud that Jennie Lee, the architect of the Open University, came from Lochgelly, which is in my constituency. The hon. Gentleman rightly touched on the importance of the devolved Administrations working with the Open University to create higher education opportunities for people who would not normally have them. In Scotland, 30% of students at the Open University have a disability support need. Does the hon. Gentleman agree that that is just one reason why it is important that the devolved Administrations, like the Westminster Government, work closely with the Open University to ensure that it can play its full role in lifelong learning?
I fully support the Member’s contribution. In fact, one in five Northern Ireland students is registered as having a disability. So the Open University opens up not just geographical and regional abilities but all abilities to lifelong learning. Other Members have spoken about Jennie Lee, but I would like to diverge at this point and to take the opportunity to pay tribute to another individual, John D’Arcy, who was the director of the Open University in Ireland. John served 16 years in that post and just recently retired. I was working with him and through him, and his promotion of the Open University was testament to how we were able to produce it and forward it in Northern Ireland. It was very much his skill, his interaction and his time there that shaped the Open University as a public service. He did that with ambition and innovation and, above all, by always keeping people at the centre of it. We were grateful to John for all he brought to the university and that role. One of John’s phrases was that the Open University in Northern Ireland was one of its best kept secrets, because the Open University was in fact the third university in Northern Ireland. It was during that time-I suppose from being a graduate of it-that I recognised that ability, and we were able, when I was Health Minister, to bring the Open University together with career progression and skill shortages and to marry the two up. At that point, we had 65 Open University undergraduate nursing places;...
It is always a pleasure to serve under your chairship, Sir Desmond. I say a big thank you to the hon. Member for Southport (Patrick Hurley) for highlighting the wonderful work done by those institutions that are slightly off the beaten educational path, so to speak. Although the higher education sector has changed dramatically in the past 60 years, the Open University has continued to evolve, change and adapt while remaining true to its founding mission. From its inception, it has moved with the times. What began with television broadcasts, radio programmes and handwritten papers has now become a model of digital innovation and interactive online learning. It is always a real pleasure to see the Minister in his place. We look forward to his answers to the questions we will ask, and I will have some in my contribution. The Open University came to the fore, if we are looking back just to the last few years, during the pandemic lockdown, when it led the way. Remote teaching was suddenly introduced in schools and universities, but the OU had already been delivering distance learning effectively for decades; it was leading the way at that time. Although many institutions were forced to rush and to improvise a remote learning model, the Open University was drawing on years of experience to support its students. The Open University has given countless opportunities to working-class people who would otherwise never have had the chance to earn a degree. For many, the route to...
Reflecting on the contributions so far, it is also worth noting that the Open University supports the members of our British armed forces through its courses.
I thank the hon. Member for reminding us that many in the armed forces have taken that opportunity. The opportunity is there within their busy lives, and the opportunity is clear. We must ensure that this proud and uniquely British success story keeps opening doors for generations to come. That has to be the ambition and the goal, and that is what we are doing.
It is a pleasure to serve under your chairmanship, Sir Desmond. I congratulate the hon. Member for Southport (Patrick Hurley) on securing the debate. I know that he is a passionate advocate and champion of the OU. I welcome the opportunity to speak on a subject that, frankly, deserves far more attention. Opening access to education, rewarding hard work and helping everyone to fulfil their potential are aims that sit at the heart of the Liberal Democrat vision for a free and fair society. Our predecessors were wholeheartedly supportive of the spirit behind the 1966 White Paper and we continue to be so. It is right that we mark its 60th anniversary by celebrating the work that it set in motion. In my constituency there are currently 240 Open University students: 210 undergraduates and 30 postgraduates. Nearly half of those undergraduates started their studies under the age of 30 and over a quarter declare a disability. That tells us something about how OU study fits around life. It is not a story that is unique to my patch. Nationally, 19% of OU students live in the most economically disadvantaged areas of the country, nearly 70% are already in work when they begin studying, and three in four arrive with no previous higher education qualification at all. That is a testament to the access mission that the OU embodies. In preparing for this debate, I enjoyed revisiting the 1966 White Paper, its proposals and the debates that led up to it. Hindsight is, of course, a wonderful...
It is a pleasure to serve under your chairmanship, Sir Desmond. I thank the hon. Member for Southport (Patrick Hurley) for securing this debate, and for sharing with us his personal journey to becoming an Open University graduate and the opportunities that higher education opened up for him. In his remarks, the passion of his political world view shone through, and though the very nature of my sitting on the Conservative Benches might mean we have some differences, I am a Lancashire man from working-class stock, and I agree with him forcibly that education should be available to all and applied with hard work-that is the most powerful action for social mobility. I pay tribute to my honourable Unionist friends from Ulster, the hon. Members for South Antrim (Robin Swann) and for Strangford (Jim Shannon), for their contributions. They eloquently made points about skills beyond education and the wider personal growth available to people who attend the Open University, and particularly how important the Open University is in Northern Ireland. The two examples of the women’s centres made it clear that the Open University’s accessibility has been transformational to some of those young ladies’ lives. The hon. Member for Strangford also made an interesting point about UCAS, which I was not aware of, and I look forward to hearing what the Minister says in response to that. This year marks 60 years since Harold Wilson’s Government published the “University of the Air” White Paper,...
It is a pleasure to serve under your chairmanship, Sir Desmond. I start by congratulating my hon. Friend the Member for Southport (Patrick Hurley) on securing this very timely debate and on the characteristically thoughtful case he made. I also give credit to the hon. Member for South Antrim (Robin Swann), a graduate of the Open University himself, who reminded us of the analogue age of VCRs and the magic of Sir David Attenborough. I also thank the hon. Member for Strangford (Jim Shannon) for highlighting the genuine inclusivity of the Open University from its inception. He was also right to highlight the importance of prisoner education. Although it is not within my area of responsibility, I am very passionate about it, and I believe that the Open University and other providers have a really important role to play, given the captive nature of the audience and the chance for prison to be a place where people can genuinely turn their lives around. I want to answer the question about UCAS before I turn to the wider debate. The Open University chooses to manage applications directly, partly because of the need for flexibility beyond the normal academic cycle, but information about OU courses, including modular courses, is available on the UCAS website. I am keen not to get drawn too far away from the topic of the Open University, but I will respond in short to the shadow Minister, the hon. Member for Windsor (Jack Rankin), who raised issues regarding level 7 apprenticeships....
We all, including the Minister, recognise that the Open University reaches out to those who are perhaps isolated and lonely. It gives them an opportunity to focus their attention on a degree, thereby giving them hope for the future. That is sometimes underestimated, but it is critical.
I completely agree. I will turn now to the Government’s actions, which will take the Open University to its next chapter, so that those opportunities are spread even more across our great country. Last October, we published the “Post-16 education and skills” White Paper. There is a powerful alignment between the Open University’s mission to widen access and our own vision, set out in that White Paper, for a world-leading skills system that breaks down barriers to opportunity. The strategy in the White Paper is the blueprint for delivering our new target for two thirds of young people to be participating in higher-level learning-academic, technical or apprenticeships. We are determined to break the damaging link between background and success, and we want more people from all backgrounds to be able to access higher education as part of that. As part of our reforms, the lifelong learning entitlement -a policy from the previous Government that I am very pleased we are continuing, with cross-party support-represents one of the most significant student finance reforms in a generation. For the first time, it establishes a single, flexible funding system covering levels 4 to 6 across further and higher education, enabling people to learn, upskill and retrain throughout their working lives. The rationale for the entitlement is clear. More than a third of vacancies go unfilled due to skills shortages, and around 80% of the 2030 workforce are already in employment. However, the...
Patrick Hurley, you have two minutes to wind up.
First, I pay tribute to you, Sir Desmond, for your exemplary chairmanship, Sir Desmond. I also thank Members from across the House for their valued contributions. With your indulgence, Sir Desmond, I will touch on funding, a topic raised by several Members, through an anecdote about how I paid my Open University fees. When I studied at the OU, modules were around £700 each. Even that was too expensive for me. It was not until I realised that I could pay for my modules using Tesco Clubcard vouchers that I finally took the plunge and enrolled. The choice was this: every few months, a booklet from Tesco would come through the post, and I would have the option of getting 50% off a Pizza Express bill, or free cinema tickets, or potentially transforming my life through higher education. Given the context, it was no choice at all-it was obvious what I should do. Funding is never easy, but we need to redouble our efforts to ensure that the principle the OU was founded on-that education should be affordable and accessible to all-holds true not just for the last 60 years, but for the next 60 years. Question put and agreed to. Resolved, That this House has considered the impact of the University of the Air White Paper on lifelong learning opportunities.
Sitting suspended.