Higher Education Reform

Closed 6 May 2022

Opened 24 Feb 2022

Feedback updated 1 Aug 2023

We asked

In 2022 the Department for Education ran a consultation which sought views on a range of policies that aimed to improve outcomes for students and tackle low-quality provision.

You said

We received a total of 318 online and emailed responses to the consultation from a wide variety of interested stakeholders and the public.

We did

You can read the government response to the consultation in full on the gov.uk webpage. We would like to thank all those who responded to the consultation.


We’re seeking views on proposals to improve outcomes, access and value for money of investment in higher education by students and taxpayers.

Why your views matter

We’d like your views on proposals for higher education reform in the following areas:

  • Student number controls
  • Minimum eligibility requirements
  • Foundation years
  • Eligibility for a state scholarship
  • Growing high-quality level 4 and 5

The consultation document also sets out:

  • how we are investing in higher education to prioritise provision that results in better outcomes for students, the economy and society
  • how we plan to tackle the rising cost of the system to taxpayers, while reducing debt levels for students and graduates


  • Teachers
  • Headteachers
  • Governors
  • School support staff
  • Early learning and childcare providers
  • Training providers
  • Local authorities
  • Adult education providers
  • Further education colleges
  • Sixth form colleges
  • Independent specialist colleges
  • Designated institutions and 16-19 academies
  • 16-18 year old students resident at these institutions
  • Designated safeguarding leads
  • Virtual school heads
  • SENCOs
  • Educational Psychologists
  • School business managers
  • Pupils
  • Young people
  • Parents
  • Foster carers
  • Adoptive parents
  • Employers
  • Community representatives
  • Volunteers
  • Social workers
  • Unions and representative organisations
  • Government bodies and departments
  • Contractors involved in building schools
  • Fire sector
  • Those evaluating programmes for children in need
  • Those involved in underlying theoretical research on abuse and neglect, child development etc
  • Those researching children’s social care or education systems, with links to educational outcomes of Children in Need
  • Universities
  • Social workers
  • Team managers
  • Service managers
  • Principle social workers
  • Directors of children's services
  • Adult and mental health practitioners
  • Health visitors
  • School nurses
  • Clinical commissioning groups


  • HE
  • Apprenticeships
  • Work based training
  • Community learning
  • Lifelong learning