understanding of what their subject and their understanding of what their subject and their career ambitions are likely and their career ambitions are likely to and their career ambitions are likely to deliver for them over a lifetime likely to deliver for them over a lifetime. rememberthat likely to deliver for them over a lifetime. remember that students are paying lifetime. remember that students are paying back, or graduates are now paying paying back, or graduates are now paying back, or graduates are now paying back over a 40 year period. that s paying back over a 40 year period. that s a paying back over a 40 year period. that s a very paying back over a 40 year period. that s a very long time. therefore some that s a very long time. therefore some of that s a very long time. therefore some of the that s a very long time. therefore some of the skills that we are looking some of the skills that we are looking for in all graduates is not ust looking for in
almost a third more people going to university and at the same time the number of people doing adult education in colleges con doing apprenticeships has dropped significantly. that might be fine if all of the new degrees were high quality but if you look at them a lot of them have huge dropout rates, sometimes over 50%, very few people then going on to graduate jobs and you have to say that when students are paying betting up to 50 grand in debt for this they are a rip off and we need better quality control over these. mit? rip-off and we need better quality control over these. control over these. why is the taxa er control over these. why is the taxpayer being control over these. why is the taxpayer being ripped - control over these. why is the taxpayer being ripped off? - control over these. why is the i taxpayer being ripped off? gillian keegan and the prime minister seem to be saying that. because they will get the money back. the? to be saying that. because they will get the mo
massively on the back of taxpayer largesse. what they are being asked to accept as a tiny fraction of the quality control that is already applied to other areas of education. and if fe colleges and apprenticeships have shrunk and paid the price of this vast expansion of university education. if we had a genuine level playing field here that would be much better than students could really choose what they wanted to do, whether that was an apprenticeship, college course, or go to do a degree. what an apprenticeship, college course, or go to do a degree. an apprenticeship, college course, or go to do a degree. what did you do? i or go to do a degree. what did you do? i studied or go to do a degree. what did you do? i studied physics. or go to do a degree. what did you do? i studied physics. there - or go to do a degree. what did you do? i studied physics. there we i or go to do a degree. what did you i do? i studied physics. there we are, straitht do? i studied physics. there we are,