To mark 25 years since the devolution of powers to Scotland,
Wales and Northern Ireland, the Higher Education Policy Institute
(HEPI) today publishes Evolution of Devolution: How Higher
Education Policy Has Diverged Across the Four Nations of the
UK (HEPI Report 181). Edited by Rose Stephenson, Director of
Policy and Advocacy at HEPI, the report provides a comprehensive
analysis of how higher education policies in England, Scotland,
Wales and Northern Ireland have evolved over the past quarter of
a century.
The report, sponsored by The Education Group London, features
contributions from leading experts in education policy, including
Dr Lucy Hunter Blackburn, Dewi Knight, Dr Sarah Morse, Dr Edward
Hicks, Dr Emma Wisby, Meadhbh Keating Fitzpatrick and Professor
. Together, they explore the
unique challenges and opportunities faced by each nation, with a
particular focus on funding models, student mobility and policy
responses to local needs.
Key Findings:
-
Distinct Policy Approaches: The four nations
have developed markedly different systems, from Scotland's free
tuition model to Wales' integrated approach to post-16
education.
-
Funding Divergence: England relies heavily on
graduate contributions, Scotland and Northern Ireland have
maintained lower tuition costs and Wales offers the UK's most
generous maintenance support.
-
Cross-Border Dynamics: Significant student
movement between nations underscores the interconnectedness of
the UK's higher education landscape despite devolved policy
frameworks.
The authors had the opportunity to suggest a policy change they
would like to see.
Dewi Knight and Dr Sarah Morse, who co-authored the chapter on
Welsh higher education, suggested that Wales could:
‘Move forward with a real “differentiation” strategy for
Wales. It would be nice to have a genuine postgraduate-only
advanced research institution aligned to national economic and
innovation priorities. Drawing inspiration from Cranfield, the
suggestion for a “Future Generations Lab” or a completely new
model co-developed and owned by the sector, government and
industry.'
Meadhbh Keating Fitzpatrick, writing about devolution in Northern
Ireland highlights the impact the Maximum Aggregate Student
Number (MASN) cap has on sustainable public funding in the
region, stating:
‘With universities playing such an important role in Northern
Ireland's economic, social and cultural future … a suitable
funding model is vital for Northern Ireland's future plans.'
Professor , Principal and
Vice-Chancellor of the University of the West of Scotland,
writes:
‘I strongly support maintaining the role of government
funding for higher education in Scotland, but we must strive for
a more sustainable model that ensures long-term stability for our
institutions, staff, students and our wider communities.'
Dr Emma Wisby, author of the chapter on English higher education
policy, writes:
‘The English sector will no doubt look with interest as it
waits to see whether the current political rhetoric around the
need for “a tertiary approach” is any more resolute than
previously – and if/how that interacts with greater devolution
and collaboration with England.'
Editor of the report, Rose Stephenson, said:
‘Devolution has created a fascinating laboratory of higher
education policy across the UK. This report highlights how each
nation has responded to its unique social, economic, and
political circumstances while addressing shared challenges. We
hope it will stimulate further debate and cooperation across the
sector.'
The Education Group, who kindly sponsored the report,
states:
‘As we navigate the ever-changing landscape of higher
education, understanding these national variations is crucial.
This publication provides a timely and thought-provoking
exploration of the diverging trajectories of the four nations of
the UK, offering valuable lessons for policymakers, academics and
students.'
