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Joint union statement on HE job cuts

The following statement has been signed by NUS, UCU, Unison, Unite, GMB and EIS.

HE union logos : HE union logos: NUS, UCU, Unison, Unite, GMB, EIS'As representatives of both staff and students in higher education, we are deeply concerned at the announcement by the UCEA (the national body that negotiates on behalf of UK universities) that two-thirds of all universities are considering job cuts.

At a time when demand from students for access to higher education has never been greater we believe that any strategy of cutting jobs is deeply problematic.

The scale of redundancies in those institutions who have already announced cuts is substantial with both jobs and whole departments threatened. Cutting jobs could further raise staff:student ratios (which have already doubled in the last 15 years), and lead to larger seminar, class and lecture sizes; less contact time and an increased workload for those staff who remain. Any proposals to cut crucial support and academic related staff jobs without whom universities simply could not function will not be accepted by any union as a rationalisation for protecting such ratios. Cuts of any kind could have a devastating impact upon the quality of education experienced by current and future students.

Given UCEA has raised the spectre of mass redundancies across HE at national negotiations, there should be nothing in principle to stop the HE sector from coming together to provide reassurances on seeking to avoid job cuts rather than their current position- hiding behind claims of institutional autonomy.

We therefore believe that a partnership between unions and employers to reach a national agreement on job security is essential if we are to defend education. 

We pledge to campaign together on defending education, reflecting the belief that our sector plays a critical role in mitigating the effects of the economic recession; creating the conditions for future prosperity and providing all in our communities with access to the opportunity to learn.'

May 2009

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