As Education Secretary and then PM, Margaret Thatcher battled resistance from university leaders every step of the way, says Terence Kealey.
Margaret Thatcher’s legacy to the universities was revolutionary. Her legacy to the schools, though, was mixed. And it is was as Prime Minister rather than in her earlier role as Secretary of State for Education and Science (1970-74) that she exercised her greatest influence.
Margaret Thatcher’s views on education were driven in large part by her personal experiences as a student; she was, in the main, satisfied with the school education she received in Grantham, but she was dissatisfied with some aspects of Oxford. In particular she felt that the universities were complacent because they were over-protected from the market. She therefore introduced them to greater accountability and to market forces.
Her first major step to galvanise the universities was to introduce fees for international students: before 1981, international students were educated effectively for free. When the fees were introduced, they were denounced by the leadership of the British universities which, with one voice, predicted no international student would apply to a British university again.
The leadership of British universities often being wrong on important issues, it was no surprise that Mrs Thatcher’s policy was a success. After a transient dip in international student numbers, they have soared ever since, to provide a vast influx of funding and the beginnings of a market to British universities.
Margaret Thatcher’s legacy to the universities was revolutionary. Her legacy to the schools, though, was mixed. And it is was as Prime Minister rather than in her earlier role as Secretary of State for Education and Science (1970-74) that she exercised her greatest influence.
Margaret Thatcher’s views on education were driven in large part by her personal experiences as a student; she was, in the main, satisfied with the school education she received in Grantham, but she was dissatisfied with some aspects of Oxford. In particular she felt that the universities were complacent because they were over-protected from the market. She therefore introduced them to greater accountability and to market forces.
Her first major step to galvanise the universities was to introduce fees for international students: before 1981, international students were educated effectively for free. When the fees were introduced, they were denounced by the leadership of the British universities which, with one voice, predicted no international student would apply to a British university again.
The leadership of British universities often being wrong on important issues, it was no surprise that Mrs Thatcher’s policy was a success. After a transient dip in international student numbers, they have soared ever since, to provide a vast influx of funding and the beginnings of a market to British universities.
Margaret Thatcher’s next step was to cut infrastructural support monies for research to the university sector: she felt that some universities were not using their research monies well. When the cuts were introduced, they were denounced by the leadership of the British universities which, with one voice, predicted that they would be a disaster from which the British economy in general and British universities in particular, would never recover.
The leadership of British universities often being wrong on important issues, it was no surprise that Mrs Thatcher’s policy was a success. By introducing accountability for research – a policy that became known as the Research Assessment Exercise – Margaret Thatcher so galvanised the British universities that they now come second only to America’s in every international league table.
And Margaret Thatcher left a lasting legacy: when Tony Blair and then David Cameron came to power, they each continued her privatisation policies, in particular by introducing top-up fees for home undergraduates. When the fees were introduced, they were denounced by the leadership of the British universities which, with one voice, predicted that they would be a disaster from which the British economy in general and British universities in particular, would never recover.
The leadership of British universities often being wrong on important issues, it was no surprise that fees have been a success. The later fee hikes having been so recently introduced, we are currently witnessing a dip in some numbers, but on past form they will recover, to leave the universities better funded and more receptive to student needs than before.
Margaret Thatcher’s schools record is mixed. She wanted to protect the grammar schools from comprehensivisation, she wanted to increase parents’ choice over which schools to send their children, and she wanted to free schools to have more say over their own admissions and educational policies. But on all these points she was thwarted by the Department of Education and Science and by the local authorities – indeed, as Secretary of State she presided over the destruction of more grammar schools than any other Secretary of State – and she never privatised the schools the way we are now seeing the universities being privatised.
Yet even those failures bore good fruit because they increased her resolve, when Prime Minister, not to fail again at the hands of the Civil Service or of local authorities. Nonetheless, state education in Britain today has had to look to Thatcher’s disciples such as Michael Gove rather than to the lady herself for improvements.
But at least she left us her disciples. She will be missed.
By Terence Kealey, vice-chancellor at University of Buckingham.
The Telegraph
08 Apr 2013
Margaret Thatcher’s legacy to the universities was revolutionary. Her legacy to the schools, though, was mixed. And it is was as Prime Minister rather than in her earlier role as Secretary of State for Education and Science (1970-74) that she exercised her greatest influence.
Margaret Thatcher’s views on education were driven in large part by her personal experiences as a student; she was, in the main, satisfied with the school education she received in Grantham, but she was dissatisfied with some aspects of Oxford. In particular she felt that the universities were complacent because they were over-protected from the market. She therefore introduced them to greater accountability and to market forces.
Her first major step to galvanise the universities was to introduce fees for international students: before 1981, international students were educated effectively for free. When the fees were introduced, they were denounced by the leadership of the British universities which, with one voice, predicted no international student would apply to a British university again.
The leadership of British universities often being wrong on important issues, it was no surprise that Mrs Thatcher’s policy was a success. After a transient dip in international student numbers, they have soared ever since, to provide a vast influx of funding and the beginnings of a market to British universities.
Margaret Thatcher’s legacy to the universities was revolutionary. Her legacy to the schools, though, was mixed. And it is was as Prime Minister rather than in her earlier role as Secretary of State for Education and Science (1970-74) that she exercised her greatest influence.
Margaret Thatcher’s views on education were driven in large part by her personal experiences as a student; she was, in the main, satisfied with the school education she received in Grantham, but she was dissatisfied with some aspects of Oxford. In particular she felt that the universities were complacent because they were over-protected from the market. She therefore introduced them to greater accountability and to market forces.
Her first major step to galvanise the universities was to introduce fees for international students: before 1981, international students were educated effectively for free. When the fees were introduced, they were denounced by the leadership of the British universities which, with one voice, predicted no international student would apply to a British university again.
The leadership of British universities often being wrong on important issues, it was no surprise that Mrs Thatcher’s policy was a success. After a transient dip in international student numbers, they have soared ever since, to provide a vast influx of funding and the beginnings of a market to British universities.
Margaret Thatcher’s next step was to cut infrastructural support monies for research to the university sector: she felt that some universities were not using their research monies well. When the cuts were introduced, they were denounced by the leadership of the British universities which, with one voice, predicted that they would be a disaster from which the British economy in general and British universities in particular, would never recover.
The leadership of British universities often being wrong on important issues, it was no surprise that Mrs Thatcher’s policy was a success. By introducing accountability for research – a policy that became known as the Research Assessment Exercise – Margaret Thatcher so galvanised the British universities that they now come second only to America’s in every international league table.
And Margaret Thatcher left a lasting legacy: when Tony Blair and then David Cameron came to power, they each continued her privatisation policies, in particular by introducing top-up fees for home undergraduates. When the fees were introduced, they were denounced by the leadership of the British universities which, with one voice, predicted that they would be a disaster from which the British economy in general and British universities in particular, would never recover.
The leadership of British universities often being wrong on important issues, it was no surprise that fees have been a success. The later fee hikes having been so recently introduced, we are currently witnessing a dip in some numbers, but on past form they will recover, to leave the universities better funded and more receptive to student needs than before.
Margaret Thatcher’s schools record is mixed. She wanted to protect the grammar schools from comprehensivisation, she wanted to increase parents’ choice over which schools to send their children, and she wanted to free schools to have more say over their own admissions and educational policies. But on all these points she was thwarted by the Department of Education and Science and by the local authorities – indeed, as Secretary of State she presided over the destruction of more grammar schools than any other Secretary of State – and she never privatised the schools the way we are now seeing the universities being privatised.
Yet even those failures bore good fruit because they increased her resolve, when Prime Minister, not to fail again at the hands of the Civil Service or of local authorities. Nonetheless, state education in Britain today has had to look to Thatcher’s disciples such as Michael Gove rather than to the lady herself for improvements.
But at least she left us her disciples. She will be missed.
By Terence Kealey, vice-chancellor at University of Buckingham.
The Telegraph
08 Apr 2013
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