Higher Education Policy In The United Kingdom - Reformation or Dissolution?

Oct 15, 2026

Paper analyzes imminent, potent changes in United Kingdom higher education following the government’s Education Reform Bill of 1987, examining shifts in funding policy, governance, and faculty appointment conditions. It frames these reforms through a Canadian perspective, comparing British and Canadian tertiary structures while highlighting how government relationships shape fiscal and curricular autonomy, research, and priorities. The discussion links Thatcher-era initiatives to an ideological contest over universities’ role in democracy and reviews earlier policy landmarks leading to the reform bill.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Introduction

The Road to the Reform Bill

The Jarratt Report: The Efficiency of the Universities

# Higher Education Policy In The UnitedKingdom-Reformation or Dissolution? JOHN D.DENNISON* ## INTRODUCTION The purpose of this paper is to analyse those imminent and potent changes withinhigher education in the United Kingdom which are to follow the introduction of thegovernment's Education Reform Bill of 1987(NOTE1).This legislation,referredto popularly(and not without wry amusement)as GERBIL,is designed to bringmajor changes in funding policy,governance,and conditions of appointment forfaculty in the universities,polytechnical institutes and selected colleges in Britain. While there are fundamental differences between the structure and organizationof tertiary education in Britain and Canada,it is useful to ponder severalimperatives which reflect government policy in the United Kingdom and which arestrikingly similar to many of the policy thrusts instituted by the Mulroneygovernment in the past four years.It is for this reason that the Education ReformBill,viewed from a Canadian perspective,provides an intriguing vision of thefuture of higher education which seems to be much more relevant to the Canadiancontext than might first appear. British higher education enjoys both the advantages and disadvantages ofhaving to relate primarily to one level of government in Westminster(NOTE 2).Nevertheless,there are important differences in the management and structure ofthe system in Scotland,Wales,and Northern Ireland,quite apart from criticalvariations in roles and functions between universities and polytechnics.As inCanada,the relationship in Britain between institutions of higher education andelected governments,local or national,is an important factor in how theseinstitutions exercise fiscal and curricular autonomy,conduct research,andestablish educational priorities. In this regard,Oxford's Professor Donald Dworkin notes that,although therecent initiatives taken by the Thatcher government in the United Kingdom mightappear on the surface to be about economics and efficiency,they really represent"an ideological battle between two strikingly different versions of the role ofuniversities in a democracy”(Dworkin,1988). The first of the two visions to which Dworkin was referring,the integrationistmodel,would place the universities within the orbit of the civil service,and assuch,subject them to policies set by either government or the marketplace.Conversely,the second vision would preserve the essentially independent role forthe universities,ensuring their relative autonomy in matters of governance andbudgetary allocation. Before commenting upon those specific aspects of the Education Reform Billwhich are most relevant and meaningful within Canadian academic traditions,itwould be helpful to review some of the recent and important landmarks in Britishhigher education which have led to the current state of affairs. ## THE ROAD TO THE REFORM BILL Prior to World War II higher education in the United Kingdom was for most peoplesimply unattainable.Two thirds of the population completed school at 14 and lessthan four percent of the relevant age cohort found a place in a university.TheEducation Act of 1944 provided a major impetus for change.Local authoritieswere able to provide financial awards for university study and many highlytalented,but less affluent,individuals were able to continue their education(NOTE 3). The Robbins Report of 1963 became the catalyst for greater democratization ofeducational opportunity by recommending an increase of 350,000 places ininstitutions of higher education between 1963 and 1981,with a building programto match the increased demand.The Robbins intent was clear,"courses of highereducation should be available for all those who are qualified by ability andattainment to pursue them and who wish to do so”(Robbins,1963). British governments of all political flavors sustained the Robbins theme duringthe sixties and early seventies.Further opportunities were created by the formalestablishment of

FAQs

What changes does the 1987 Education Reform Bill aim to introduce in UK higher education?

It is designed to bring major changes in funding policy, governance, and conditions of faculty appointment in universities, polytechnics, and selected colleges.

How does the paper connect UK reforms to debates over the universities’ role in democracy?

It cites Professor Donald Dworkin’s view that Thatcher initiatives reflect an ideological battle between two competing models—one integrating universities under civil service and the other preserving universities’ relative autonomy.

Which historical reforms and reports does the paper describe as leading to the reform bill?

It reviews key landmarks such as the Education Act of 1944, the Robbins Report of 1963, the establishment of the binary system and the Open University, and subsequent financial restraint beginning in 1979.

Oct 15, 2026

Uploaded by Rainbow Cat