Affordability. One word captures a major concern students face when considering university and pursuing a career that interests them. Getting the education they need can mean taking on substantial debt before their careers have even begun.
Although UK government student loan repayments depend on income, graduates can face repayment obligations lasting decades.
The cost of university also goes beyond the loan itself. Students invest their time and give up potential earnings to pursue a qualification without a guarantee of securing the career they hoped for.
This raises an important question: how can we make higher education accessible without placing so much pressure on those seeking it?
Reducing that pressure could give students more freedom to focus on their studies and make the most of university life. But, tuition fees are only part of the challenge. Students also need to cover rent, food, and transport, which can mean balancing their degrees with part-time work.
When paying the bills becomes the priority, students may feel compelled to take whichever job is available, rather than one that supports their career goals. Internships can present another barrier when they are unpaid or do not cover the costs of taking part. Students should be able to choose opportunities based on what they can learn, not simply on what they can afford.
Germany, for example, offers a useful starting point for rethinking how higher education is funded in the UK. Most public universities in Germany do not charge tuition fees for undergraduate degrees, although semester contributions and some exceptions do apply. Eligible students can receive BAföG, which generally combines a non-repayable grant with an interest free loan.
This would also reduce the amount students ultimately have to repay. However, living costs remain and not every student qualifies for support. The UK could draw on these principles without necessarily copying the entire system. The lesson is not that studying can be made cost-free, but that students do not have to bear such a large share of the cost themselves.
A first approach would be to increase public funding for universities, allowing tuition fees to be reduced gradually while protecting teaching quality. Any reduction in fee income would need to be replaced with reliable funding rather than leaving universities to absorb the loss.
However, this alone wouldn’t solve the problem of students’ financial difficulties. Living costs such as rent, food, transport, and study materials remain. Programs such as means tested maintenance grants could support students from lower-income households.
Therefore, grants rather than loans could be offered, which would take the pressure off of students. Germany’s combination of grants and interest-free loans could provide inspiration. Pursuing reforms for this would need consideration into the different student support systems in England, Wales, Scotland, and Northern Ireland.
As for greater public funding, this would require decisions about taxation and spending priorities. On the other hand, greater public funding would place additional demands on government budgets. Higher education competes with other priorities, such as healthcare, schools, and housing.
Critics also might question whether taxpayers who did not attend university should contribute more. To this, one may argue that universities can benefit wider society through research, skills, and the education of professionals. Fundings could be introduced gradually, with additional support initially directed towards students with the greatest financial need. Imagine a student having to choose between an extra shift at work and preparing for a seminar.
Here, more financial support could give these students more time to focus on their studies. It could also make it easier to participate in university activities and gain relevant work experience. Paid Internships could make career opportunities more accessible to students without financial support from their families.
Other than being affordable, university should include students being able to participate fully in their education.
In the end, the ideal goal would be for students to choose education pathways and careers based on their interests and abilities, rather than financial circumstances.