My Lords, I want to say a few words about the teaching excellence framework, but before I do that, I want to add my comments to those already made about the huge amount of effort that has been put into the Bill already. It is very obvious that the department has been listening. Some wise words have been said today already about improving the teaching excellence framework, and I am sure they will be listened to as well. I have just a bit to add, which is more by way of explanation than of questions to the Government and suggestions for improvement. Several suggestions have been made already, which I am sure will be listened to.
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A lot of concern has been expressed about how the TEF is dominated by metrics, which implies a mechanistic approach that largely disregards the human element. I want to try to expand on that. To start with, it is not an automated process. It involves a central element of human judgment at its core. All TEF judgments are made not by some algorithm of metrics but by TEF assessors. These assessors will consider a provider submission—a personalised, unique document written by the providers themselves and addressed to the panel to make their case for excellence. They can use this document to explain their metrics or set out other unique aspects of their teaching practices. That all comes from the universities themselves. The assessors themselves are highly qualified and have been chosen from more than a thousand applications submitted to HEFCE. They weigh up the evidence in the metrics and the universities’ submissions, and use both to reach a holistic judgment. One source of evidence does not overrule the other; both are considered in the round to reach a final judgment. This is to emphasise that there is a lot of human output with real, personal judgments being used. It is not entirely dominated by the metrics.
I have one quick word on gold, silver and bronze. It is my understanding that although this system is being used in the first pilot, which I think will be completed in April, it will not necessarily stick. Although the Government are convinced that there must be some sort of distinction between the very best, the not-so-good and the really not too good at all, I think there will be a much subtler way of going about it. With any luck, it will not be restricted to just three categories. I hope that, as this system of analysis—the teaching excellence framework—becomes more familiar, it will be welcomed by the sector and by most of us.