History and Higher Education: Labour's Conference Comments Against The Higher Education Sector Today

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Back in January, I wrote about why studying history still matters; last month’s Labour Conference left me questioning whether our system still values that idea.

I am a member of the Labour Party, which nowadays seems a fairly unpopular thing to publicly admit. I am not ashamed of it, and I am extremely privileged to have been given the opportunity by my constituency party to attend the Labour Party Conference last month. Among the bustling week of hearing speeches, having conversations, and most importantly voting, one of the key announcements I latched onto was the government's move from a target of 50% of young people attending university, now shifting to two-thirds in a ‘gold standard apprenticeship’ or at university.

In this post, I outline how this announcement concerns me, given the current state of the UK higher education sector.

 

Higher Education Today

The UK’s higher education sector has faced a series of financial challenges that have become headline news in the last few years. With four in ten universities currently in a deficit and this number set to rise, one can only imagine that with the recent Labour Government announcement, there will be a shift away from the pedestal universities have held. [1]

According to a Times Higher Education post from 2023, there are around 166 universities in the UK; however, only 24 of these are Russell Group universities.[2] These research-intensive universities are often placed on the highest academic pedestal for both students and researchers. Yet, in recent years many of the Russell Group universities have fallen out of favour with the university rankings. For example, in 2016 Newcastle University ranked 29th in the Guardian Table, but is projected to fall to 81st place for 2026– the lowest of all the Russell Groups present in said table.[3] This is a substantial decline for an active research institution and can only lead us to ponder student satisfaction.

Why satisfaction?

The answer is not simple, but as a student at a university renowned for its research globally, let me suggest it is based on satisfaction. Universities receive government funding for domestic students, and they often charge international students a higher premium to study here, too. More students bring in more money, which in turn funds research and teaching. However, with increasing inflation figures, the cost of maintaining grounds and teaching fees has increased, with no matching increase in student funding from the UK government. Academics and researchers are therefore required to take on the burden of teaching larger classes while universities try to feed more money into their struggling systems. More students, more money for the buildings, but less money for the researchers, and fewer researchers in general. As such, academics are financially worse off and less likely to be satisfied in their roles.

This doesn’t just apply to the academics; it affects students, too. I have spoken in the past about how few contact hours I have as part of my degree, but it doesn’t just impact me here in Oxfordshire. Students up and down the country are being given larger class sizes for seminars, inevitably impacting the quality of their teaching. I am fortunate enough that my tutorials have two people, three at a push, and classes often remain fewer than 8, but for others this is not the case. How can a student get the best use of their tutorial time if they cannot engage directly? So, it also has to impact their satisfaction, too.

 

What does the announcement mean?

When I heard the announcement that we would be taking the target of 50% of young adults going to university and transferring this to be 66% in university or a gold standard apprenticeship, I couldn’t help but be struck by this fear for the higher education sector. [4]

So, what is a ‘gold standard apprenticeship’? It is an apprenticeship that is supported by the employer with good career prospects and qualifications along the way. This includes degree apprenticeships.

However, diverting people away from university into these schemes will benefit some more than others. My main concern is that this will cause universities to reconsider the role of certain courses.

I am a historian, sometimes a mediocre one, but for now, good enough to continue with her degree. History is well taught at Oxford and other Russell Group universities, and it is a core part of how we understand how the past impacts our world today. But enough of me regurgitating my UCAS application… The serious takeaway of a reduction in university targets means that subjects under the arts umbrella are at risk of being cut. This isn’t confined to struggling universities alone. With the University of Leicester – currently not in a deficit - becoming one of the most recent universities to announce it was looking into cutting its history course, historians must fight for the course's survival.

Having frequently discussed the importance of history on this blog, I risk sounding like a broken record, but do allow me to indulge you in this example. History has historically been at risk. In 2021, a Guardian article claimed that ‘studying history should not be only for the elite’, and with the continued pattern of closures and a lack of attention being paid to the past and the arts in general, this fear faces the very real possibility of becoming true.[5]

Take, for example, Kemi Badenoch (the Leader of the Opposition for the Conservative Party), who commented that she would cut “rip-off” university courses.[6] Badenoch views the likes of English, sociology, and anthropology as having the lowest earning potentials for graduates, and wants to cut the courses based on a financial argument. However, this is not enough to argue that creativity should be stifled through a lack of access to those who wish to pursue a deeper understanding of these arts subjects. With history graduates earning, on average, £22,000 – only £1,000 more than English graduates, how long until she decides history too is no longer fit for purpose?[7]

Fewer universities offering the degree means fewer spaces for students who wish to study it. STEM courses have been viewed as the route to the future and higher earnings, and as such, universities have privileged them over the arts. At smaller universities, students who wish to study history could find their course cut. Forcing them to look to fewer alternatives and limiting the accessibility for students of all academic backgrounds. Not everyone will achieve AAA and get into Oxford for History; there simply aren’t enough spaces. Having a variety of universities with a varying range of entry grades enables more students to engage with a subject they enjoy and wish to further understand. Why should there be a limit to this?

 

The Takeaway

Apprenticeships should be viewed as equal to degrees, but universities should not be left to struggle. Students with a passion for a subject who perhaps need a little bit more support should not be cast off from the opportunity to attend either. If Labour will truly work to ‘renew Britain, ’ it should look to inspire its arts students through targeted support, and this new target should inspire greater creative thinking. For after all, renewal requires an imagination of a better future, something the historian has in abundance.

 

 


[1] B. Jeffreys, and, H. Shearing, “Four in 10 universities face financial challenges”, BBC News, 8th May 2025, available at: https://www.bbc.co.uk/news/articles/c8dgdlrdnrgo

[2]J. Hunter, “Everything you need to know about studying in the UK”, Times Higher Education, 3rd July 2023, available at: https://www.timeshighereducation.com/student/advice/everything-you-need-know-about-studying-uk

[4]B. Jeffreys, “PM sets new target for under-25s in university, college or apprenticeships,” BBC News, 30th September 2025, available at: https://www.bbc.co.uk/news/articles/c3drlgv5xkno

[5] A. Fazackerley, “Studying history should not be only for the elite, say academics,” in The Guardian, 1st May 2021, available at: https://www.theguardian.com/education/2021/may/01/studying-history-should-not-be-only-for-the-elite-say-academics

[6] M. Stone, “Badenoch pledges to shut down ‘rip-off’ university courses’, in Arts Professional, 8th October 2025, accessible at: https://www.artsprofessional.co.uk/news/badenoch-pledges-to-shut-down-rip-off-university-courses

[7] S. Butler, “Study History, why & how to study”, The Complete University Guide, 15th August 2025, available at: https://www.thecompleteuniversityguide.co.uk/subject-guide/history#Whatgraduatesearn and C. Oliver, “Study English, why & how to study”, The Complete University Guide, 13th August 2025, available at: https://www.thecompleteuniversityguide.co.uk/subject-guide/english#Whatgraduatesearn

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