well thank you very much he’d written what
he’d written what
he’d written what about universities and it starts with a
about universities and it starts with a
about universities and it starts with a belief that universities are some of the
belief that universities are some of the
belief that universities are some of the most important and valuable institutions
most important and valuable institutions
most important and valuable institutions that we’ve got in the modern world if we
that we’ve got in the modern world if we
that we’ve got in the modern world if we believe in the values of the pursuit of
believe in the values of the pursuit of
believe in the values of the pursuit of truth that our argument should be
truth that our argument should be
truth that our argument should be rigorous that they should rest on
rigorous that they should rest on
rigorous that they should rest on evidence the custodian above all of
evidence the custodian above all of
evidence the custodian above all of those values is the University and
those values is the University and
those values is the University and people who pursue those values through
people who pursue those values through
people who pursue those values through their lives have normally had the
their lives have normally had the
their lives have normally had the opportunity of studying at university so
opportunity of studying at university so
opportunity of studying at university so I love universities I was on the
I love universities I was on the
I love universities I was on the receiving end of some student protests
receiving end of some student protests
receiving end of some student protests in my time as Minister for universities
in my time as Minister for universities
in my time as Minister for universities but I still love universities the
but I still love universities the
but I still love universities the trouble is in Britain we have so many
trouble is in Britain we have so many
trouble is in Britain we have so many misunderstanding so many fixed views
misunderstanding so many fixed views
misunderstanding so many fixed views about universities and I want just in a
about universities and I want just in a
about universities and I want just in a few minutes to challenge three of the
few minutes to challenge three of the
few minutes to challenge three of the ways in which we think about them the
ways in which we think about them the
ways in which we think about them the first way in which we think about them
first way in which we think about them
first way in which we think about them is very heavily shaped by our history
is very heavily shaped by our history
is very heavily shaped by our history and this chart I think tells us
and this chart I think tells us
and this chart I think tells us something very important about how
something very important about how
something very important about how unusual our English picture of
unusual our English picture of
unusual our English picture of universities is this tells us that way
universities is this tells us that way
universities is this tells us that way back in the Middle Ages there were a
back in the Middle Ages there were a
back in the Middle Ages there were a dozen or so universities there was we
dozen or so universities there was we
dozen or so universities there was we all know Bologna Sorbonne Oxford and
all know Bologna Sorbonne Oxford and
all know Bologna Sorbonne Oxford and Cambridge we had two universities in
Cambridge we had two universities in
Cambridge we had two universities in that first wave but then look at the
that first wave but then look at the
that first wave but then look at the later dates and the chart running right
later dates and the chart running right
later dates and the chart running right up to the French Revolution what you
up to the French Revolution what you
up to the French Revolution what you find we find that in France in Germany
find we find that in France in Germany
find we find that in France in Germany in Italy they carried on creating
in Italy they carried on creating
in Italy they carried on creating universities all of those countries had
universities all of those countries had
universities all of those countries had got more than 20 universities by the
got more than 20 universities by the
got more than 20 universities by the time of the French Revolution even
time of the French Revolution even
time of the French Revolution even Scotland which had started behind
Scotland which had started behind
Scotland which had started behind England had by then got four
England had by then got four
England had by then got four universities the exception is England
universities the exception is England
universities the exception is England England had two universities by 1209
England had two universities by 1209
England had two universities by 1209 when Cambridge was
when Cambridge was
when Cambridge was created actually as a offset of Oxford
created actually as a offset of Oxford
created actually as a offset of Oxford but we needn’t go into that and then for
but we needn’t go into that and then for
but we needn’t go into that and then for 600 years
600 years
600 years we had no new universities until first
we had no new universities until first
we had no new universities until first University College London was created
University College London was created
University College London was created and Kings College so in other words is
and Kings College so in other words is
and Kings College so in other words is what every commuter would recognize you
what every commuter would recognize you
what every commuter would recognize you eight six hundred years for a new
eight six hundred years for a new
eight six hundred years for a new university and then to come along
university and then to come along
university and then to come along together that six hundred years of only
together that six hundred years of only
together that six hundred years of only two universities is unlike any other
two universities is unlike any other
two universities is unlike any other country’s experience of higher education
country’s experience of higher education
country’s experience of higher education and I think it’s shaped our picture of
and I think it’s shaped our picture of
and I think it’s shaped our picture of universities to this day first of all
universities to this day first of all
universities to this day first of all it’s why Oxford and Cambridge have such
it’s why Oxford and Cambridge have such
it’s why Oxford and Cambridge have such a dominant role in our culture in the
a dominant role in our culture in the
a dominant role in our culture in the way in which we think about universities
way in which we think about universities
way in which we think about universities indeed the only reason that no other
indeed the only reason that no other
indeed the only reason that no other universities were created is Oxford and
universities were created is Oxford and
universities were created is Oxford and Cambridge used their power to suppress
Cambridge used their power to suppress
Cambridge used their power to suppress the creation of other universities only
the creation of other universities only
the creation of other universities only a few years back the University of
a few years back the University of
a few years back the University of Northampton celebrated its 10th
Northampton celebrated its 10th
Northampton celebrated its 10th anniversary as a university and the
anniversary as a university and the
anniversary as a university and the seven hundred and fiftieth anniversary
seven hundred and fiftieth anniversary
seven hundred and fiftieth anniversary of its suppression by Oxford when it
of its suppression by Oxford when it
of its suppression by Oxford when it first tried to create a university so
first tried to create a university so
first tried to create a university so Oxford in Cambridge used you opti power
Oxford in Cambridge used you opti power
Oxford in Cambridge used you opti power to stop the creation of other
to stop the creation of other
to stop the creation of other universities it also means but whereas
universities it also means but whereas
universities it also means but whereas on the continent
on the continent
on the continent you were very likely to have a local
you were very likely to have a local
you were very likely to have a local university all the main cities had
university all the main cities had
university all the main cities had universities so universities were linked
universities so universities were linked
universities so universities were linked to a local area and increasingly they
to a local area and increasingly they
to a local area and increasingly they developed systems where when you passed
developed systems where when you passed
developed systems where when you passed your school leaving exams you’ve got
your school leaving exams you’ve got
your school leaving exams you’ve got above a certain mark you’re entitled to
above a certain mark you’re entitled to
above a certain mark you’re entitled to go to University in England uniquely the
go to University in England uniquely the
go to University in England uniquely the only way to go to university was to go
only way to go to university was to go
only way to go to university was to go away from home to to national
away from home to to national
away from home to to national institutions which reserve the absolute
institutions which reserve the absolute
institutions which reserve the absolute right to choose who to admit with nobody
right to choose who to admit with nobody
right to choose who to admit with nobody with any right to go so our system
with any right to go so our system
with any right to go so our system competitive admission no right to go no
competitive admission no right to go no
competitive admission no right to go no assumption you stay at home no links to
assumption you stay at home no links to
assumption you stay at home no links to local universities is a result of that
local universities is a result of that
local universities is a result of that history and to this day we have a
history and to this day we have a
history and to this day we have a picture of the good University Oxford
picture of the good University Oxford
picture of the good University Oxford and Cambridge which are fantastic
and Cambridge which are fantastic
and Cambridge which are fantastic institutions we can be very proud of
institutions we can be very proud of
institutions we can be very proud of them they do excellent research but
them they do excellent research but
them they do excellent research but those other universities that came along
those other universities that came along
those other universities that came along later are all too often dismissed as
later are all too often dismissed as
later are all too often dismissed as bad universities when often it just
bad universities when often it just
bad universities when often it just means they have different missions
means they have different missions
means they have different missions developed in the past hundred years
developed in the past hundred years
developed in the past hundred years including serving their local city or
including serving their local city or
including serving their local city or community so we have a far more unusual
community so we have a far more unusual
community so we have a far more unusual model of universities than we recognize
model of universities than we recognize
model of universities than we recognize and it has a big influence on the way we
and it has a big influence on the way we
and it has a big influence on the way we think about them to this day that’s not
think about them to this day that’s not
think about them to this day that’s not the only attitude that I think we need
the only attitude that I think we need
the only attitude that I think we need to challenge there’s another attitude
to challenge there’s another attitude
to challenge there’s another attitude which is very prevalent at the moment I
which is very prevalent at the moment I
which is very prevalent at the moment I call it the edge you skeptics every day
call it the edge you skeptics every day
call it the edge you skeptics every day in the papers there’s too many people
in the papers there’s too many people
in the papers there’s too many people going what’s the point of going
going what’s the point of going
going what’s the point of going graduates are all unemployed of course
graduates are all unemployed of course
graduates are all unemployed of course at every stage of the growth of higher
at every stage of the growth of higher
at every stage of the growth of higher education that has been the story fifty
education that has been the story fifty
education that has been the story fifty years ago when Lionel Robbins proposed
years ago when Lionel Robbins proposed
years ago when Lionel Robbins proposed and visited about 5% of people going to
and visited about 5% of people going to
and visited about 5% of people going to university back in 1963 that report was
university back in 1963 that report was
university back in 1963 that report was criticized why on earth could we
criticized why on earth could we
criticized why on earth could we possibly do with so many people get into
possibly do with so many people get into
possibly do with so many people get into university at every stage in which we’ve
university at every stage in which we’ve
university at every stage in which we’ve gone from 5% participation to 50%
gone from 5% participation to 50%
gone from 5% participation to 50% participation which is roughly where we
participation which is roughly where we
participation which is roughly where we are now
are now
are now people have said too much too many are
people have said too much too many are
people have said too much too many are going what’s the point there’s no value
going what’s the point there’s no value
going what’s the point there’s no value in it interestingly we don’t say that
in it interestingly we don’t say that
in it interestingly we don’t say that about any other stage of education we
about any other stage of education we
about any other stage of education we don’t say what’s the point of going to
don’t say what’s the point of going to
don’t say what’s the point of going to secondary school or what’s the point of
secondary school or what’s the point of
secondary school or what’s the point of going to primary school or why don’t we
going to primary school or why don’t we
going to primary school or why don’t we stop at 15 university is just another
stop at 15 university is just another
stop at 15 university is just another form of education and it’s got it
form of education and it’s got it
form of education and it’s got it it’s got considerable value and I try in
it’s got considerable value and I try in
it’s got considerable value and I try in this little chart to summarize the value
this little chart to summarize the value
this little chart to summarize the value that it’s got and it’s got value for
that it’s got and it’s got value for
that it’s got and it’s got value for individuals and it’s got value for
individuals and it’s got value for
individuals and it’s got value for society as a whole
society as a whole
society as a whole that’s one axis one way of thinking of
that’s one axis one way of thinking of
that’s one axis one way of thinking of it it’s also got economic value and it’s
it it’s also got economic value and it’s
it it’s also got economic value and it’s gone not non-economic value as well that
gone not non-economic value as well that
gone not non-economic value as well that gives you the four categories that I
gives you the four categories that I
gives you the four categories that I show in this chart and incidentally far
show in this chart and incidentally far
show in this chart and incidentally far too much effort is wasted by whenever
too much effort is wasted by whenever
too much effort is wasted by whenever you draw attention to one of these
you draw attention to one of these
you draw attention to one of these categories people getting terribly upset
categories people getting terribly upset
categories people getting terribly upset because it can taken as implying that
because it can taken as implying that
because it can taken as implying that the other arguments don’t apply if you
the other arguments don’t apply if you
the other arguments don’t apply if you refer to the economic effects are you
refer to the economic effects are you
refer to the economic effects are you don’t realize there are wider social
don’t realize there are wider social
don’t realize there are wider social benefits all these all these four
benefits all these all these four
benefits all these all these four categories all apply and behind each one
categories all apply and behind each one
categories all apply and behind each one of those there’s now proper empirical
of those there’s now proper empirical
of those there’s now proper empirical research that shows the benefits so
research that shows the benefits so
research that shows the benefits so start with the chart the quadrant in the
start with the chart the quadrant in the
start with the chart the quadrant in the top left-hand corner individual
top left-hand corner individual
top left-hand corner individual non-economic benefits we know that
non-economic benefits we know that
non-economic benefits we know that people who go to university have higher
people who go to university have higher
people who go to university have higher life expectancy we know they enjoy
life expectancy we know they enjoy
life expectancy we know they enjoy better health we know that they that is
better health we know that they that is
better health we know that they that is not just physical health we know they
not just physical health we know they
not just physical health we know they enjoy better mental health now of course
enjoy better mental health now of course
enjoy better mental health now of course as soon as you start saying this it can
as soon as you start saying this it can
as soon as you start saying this it can be insensitive arrogant dismissive there
be insensitive arrogant dismissive there
be insensitive arrogant dismissive there are lots of decent people leaving
are lots of decent people leaving
are lots of decent people leaving completely worthwhile lives who didn’t
completely worthwhile lives who didn’t
completely worthwhile lives who didn’t go to university so is this just the
go to university so is this just the
go to university so is this just the kind of arrogance of that university
kind of arrogance of that university
kind of arrogance of that university that puts everybody else off no it’s not
that puts everybody else off no it’s not
that puts everybody else off no it’s not for a start it’s not saying that people
for a start it’s not saying that people
for a start it’s not saying that people the people go to university are somehow
the people go to university are somehow
the people go to university are somehow fundamentally like that one of the great
fundamentally like that one of the great
fundamentally like that one of the great anxieties you see is oh well this is
anxieties you see is oh well this is
anxieties you see is oh well this is just a selection effect people who go to
just a selection effect people who go to
just a selection effect people who go to university like this in the first place
university like this in the first place
university like this in the first place know this is the real effect of people
know this is the real effect of people
know this is the real effect of people being changed by the experience of going
being changed by the experience of going
being changed by the experience of going to university going away from home in
to university going away from home in
to university going away from home in the English model and doing three years
the English model and doing three years
the English model and doing three years at university changes you as much as
at university changes you as much as
at university changes you as much as three years in prison would change you
three years in prison would change you
three years in prison would change you as much as three years conscription in
as much as three years conscription in
as much as three years conscription in the army would change you it changes you
the army would change you it changes you
the army would change you it changes you and we know it changes you and people
and we know it changes you and people
and we know it changes you and people you do all the classic social science
you do all the classic social science
you do all the classic social science identical twins one of whom goes to
identical twins one of whom goes to
identical twins one of whom goes to university one of them dozen countries
university one of them dozen countries
university one of them dozen countries have got lottery system some people with
have got lottery system some people with
have got lottery system some people with similar characteristics gets through on
similar characteristics gets through on
similar characteristics gets through on the lottery others don’t whichever way
the lottery others don’t whichever way
the lottery others don’t whichever way you do it you find going to university
you do it you find going to university
you do it you find going to university then changes people and it changes them
then changes people and it changes them
then changes people and it changes them in non-economic ways secondly it also
in non-economic ways secondly it also
in non-economic ways secondly it also has a clear economic effect on average a
has a clear economic effect on average a
has a clear economic effect on average a graduate earns 32,000 pounds a year and
graduate earns 32,000 pounds a year and
graduate earns 32,000 pounds a year and on graduate maybe 22,000 pounds a year
on graduate maybe 22,000 pounds a year
on graduate maybe 22,000 pounds a year there’s a significant economic effect
there’s a significant economic effect
there’s a significant economic effect although that again is maybe partly
although that again is maybe partly
although that again is maybe partly selection it’s not just that it’s the
selection it’s not just that it’s the
selection it’s not just that it’s the skills you learn it’s what you develop
skills you learn it’s what you develop
skills you learn it’s what you develop when you’re at university that instantly
when you’re at university that instantly
when you’re at university that instantly is is why it’s reasonable to expect
is is why it’s reasonable to expect
is is why it’s reasonable to expect graduates if they are in well-paid jobs
graduates if they are in well-paid jobs
graduates if they are in well-paid jobs and only if they are to pay back towards
and only if they are to pay back towards
and only if they are to pay back towards the cost of their higher education so
the cost of their higher education so
the cost of their higher education so there’s an individual economic benefit
there’s an individual economic benefit
there’s an individual economic benefit then there are wider benefits wider
then there are wider benefits wider
then there are wider benefits wider non-economic benefits and this is where
non-economic benefits and this is where
non-economic benefits and this is where I do think the advic
I do think the advic
I do think the advic of university can learn from the far
of university can learn from the far
of university can learn from the far more effective advocacy of people who
more effective advocacy of people who
more effective advocacy of people who are focused on a very different stage of
are focused on a very different stage of
are focused on a very different stage of education the first three years think of
education the first three years think of
education the first three years think of what we are told all the time about the
what we are told all the time about the
what we are told all the time about the value of the first three years that
value of the first three years that
value of the first three years that belief that somehow it’s when our brain
belief that somehow it’s when our brain
belief that somehow it’s when our brain is particularly plastic and can be
is particularly plastic and can be
is particularly plastic and can be molded and then take shape there’s no
molded and then take shape there’s no
molded and then take shape there’s no evidence that the first three years that
evidence that the first three years that
evidence that the first three years that the brain is any more plastic than in
the brain is any more plastic than in
the brain is any more plastic than in other stages I argue in my book that
other stages I argue in my book that
other stages I argue in my book that actually the three years at university I
actually the three years at university I
actually the three years at university I was changed can change us as much as any
was changed can change us as much as any
was changed can change us as much as any other stage of Education and that
other stage of Education and that
other stage of Education and that includes wider if wider effects which
includes wider if wider effects which
includes wider if wider effects which have benefits to society people one of
have benefits to society people one of
have benefits to society people one of them arguments for early years is lower
them arguments for early years is lower
them arguments for early years is lower rates of incarceration of people who’ve
rates of incarceration of people who’ve
rates of incarceration of people who’ve participated in early years programs a
participated in early years programs a
participated in early years programs a fantastic social benefit exactly the
fantastic social benefit exactly the
fantastic social benefit exactly the same effect you find amongst people who
same effect you find amongst people who
same effect you find amongst people who go to university their rates of
go to university their rates of
go to university their rates of incarceration afterwards and then
incarceration afterwards and then
incarceration afterwards and then finally there are the wider economic
finally there are the wider economic
finally there are the wider economic benefits for many of our cities
benefits for many of our cities
benefits for many of our cities especially outside the southeast the
especially outside the southeast the
especially outside the southeast the university is now the greatest asset
university is now the greatest asset
university is now the greatest asset that they have got one of our great
that they have got one of our great
that they have got one of our great advantages is we now have universities
advantages is we now have universities
advantages is we now have universities spread and distributed evenly across the
spread and distributed evenly across the
spread and distributed evenly across the country they have really important for
country they have really important for
country they have really important for regional economies they’re the biggest
regional economies they’re the biggest
regional economies they’re the biggest export industry in many of these towns
export industry in many of these towns
export industry in many of these towns and cities because of the overseas
and cities because of the overseas
and cities because of the overseas students who pay to come and stay at
students who pay to come and stay at
students who pay to come and stay at university and then go back home so our
university and then go back home so our
university and then go back home so our universities are incredibly valuable and
universities are incredibly valuable and
universities are incredibly valuable and the evidence shows the effects they have
the evidence shows the effects they have
the evidence shows the effects they have both on individuals and on wider society
both on individuals and on wider society
both on individuals and on wider society so that’s the second way I’d like to
so that’s the second way I’d like to
so that’s the second way I’d like to change out is I’d like to I think
change out is I’d like to I think
change out is I’d like to I think universities have had quite enough of a
universities have had quite enough of a
universities have had quite enough of a kicking I think it’s about time we
kicking I think it’s about time we
kicking I think it’s about time we celebrated some of the things that they
celebrated some of the things that they
celebrated some of the things that they achieve there’s a third and final
achieve there’s a third and final
achieve there’s a third and final picture of university that I want to
picture of university that I want to
picture of university that I want to share with you this is an image from
share with you this is an image from
share with you this is an image from Bologna in the 13th century it’s
Bologna in the 13th century it’s
Bologna in the 13th century it’s actually not completely unlike what is
actually not completely unlike what is
actually not completely unlike what is happening here today so this tells us
happening here today so this tells us
happening here today so this tells us that some forms of communication and
that some forms of communication and
that some forms of communication and education have remained remarkably fixed
education have remained remarkably fixed
education have remained remarkably fixed interestingly this is
interestingly this is
interestingly this is one example of what we think of as the
one example of what we think of as the
one example of what we think of as the modern role of university in that the
modern role of university in that the
modern role of university in that the lecturer is henry of germany this is an
lecturer is henry of germany this is an
lecturer is henry of germany this is an international institution taking
international institution taking
international institution taking lecturers and students from across
lecturers and students from across
lecturers and students from across europe indeed one theory is that the
europe indeed one theory is that the
europe indeed one theory is that the first use of the word nation to identify
first use of the word nation to identify
first use of the word nation to identify groups of people who come from a common
groups of people who come from a common
groups of people who come from a common area is the different nations that were
area is the different nations that were
area is the different nations that were represented at bologna and other
represented at bologna and other
represented at bologna and other medieval universities but this is a
medieval universities but this is a
medieval universities but this is a picture of Education and what we’re
picture of Education and what we’re
picture of Education and what we’re going to see in the next few years is
going to see in the next few years is
going to see in the next few years is this is finally going to change
this is finally going to change
this is finally going to change radically because of the digital
radically because of the digital
radically because of the digital revolution and the digital revolution
revolution and the digital revolution
revolution and the digital revolution has not really reached higher education
has not really reached higher education
has not really reached higher education yet but it’s going to and there’s going
yet but it’s going to and there’s going
yet but it’s going to and there’s going to be I don’t think this scene is going
to be I don’t think this scene is going
to be I don’t think this scene is going to completely disappear but for many
to completely disappear but for many
to completely disappear but for many more people they’ll be learning far more
more people they’ll be learning far more
more people they’ll be learning far more interactively online all the all the
interactively online all the all the
interactively online all the all the tricks and techniques we’ve learned from
tricks and techniques we’ve learned from
tricks and techniques we’ve learned from computer games being applied to keep us
computer games being applied to keep us
computer games being applied to keep us interested in what we are studying in an
interested in what we are studying in an
interested in what we are studying in an educational context and the biggest
educational context and the biggest
educational context and the biggest single dividend we will get from more
single dividend we will get from more
single dividend we will get from more online learning is the massive amount of
online learning is the massive amount of
online learning is the massive amount of data that will then be available to us
data that will then be available to us
data that will then be available to us on how people learn imagine someone’s
on how people learn imagine someone’s
on how people learn imagine someone’s working through a text book online and
working through a text book online and
working through a text book online and it can be maths and it could be history
it can be maths and it could be history
it can be maths and it could be history whatever if every keystroke is recorded
whatever if every keystroke is recorded
whatever if every keystroke is recorded and analyzed and you can see 17% of
and analyzed and you can see 17% of
and analyzed and you can see 17% of people made the same mistake on that
people made the same mistake on that
people made the same mistake on that question the time that it took them to
question the time that it took them to
question the time that it took them to answer was four seconds slower on that
answer was four seconds slower on that
answer was four seconds slower on that point than at any previous one a lot of
point than at any previous one a lot of
point than at any previous one a lot of them clicked the following option why do
them clicked the following option why do
them clicked the following option why do they all go for that option in other
they all go for that option in other
they all go for that option in other words we will start seeing how
words we will start seeing how
words we will start seeing how educational materials work and where
educational materials work and where
educational materials work and where people can benefit from them and where
people can benefit from them and where
people can benefit from them and where they’re not working that will make
they’re not working that will make
they’re not working that will make education a much more empirical a much
education a much more empirical a much
education a much more empirical a much more evidence-based subject than it has
more evidence-based subject than it has
more evidence-based subject than it has ever been in other words it will
ever been in other words it will
ever been in other words it will transform pedagogy and that revolution
transform pedagogy and that revolution
transform pedagogy and that revolution will happen above all in our
will happen above all in our
will happen above all in our universities it will create challenges
universities it will create challenges
universities it will create challenges to them as well you may
to them as well you may
to them as well you may when you’ve completed the course if you
when you’ve completed the course if you
when you’ve completed the course if you the fact that you’ve completed the
the fact that you’ve completed the
the fact that you’ve completed the course with some kind of validation will
course with some kind of validation will
course with some kind of validation will be sufficient you can put that onto your
be sufficient you can put that onto your
be sufficient you can put that onto your LinkedIn profile getting that degree
LinkedIn profile getting that degree
LinkedIn profile getting that degree from the prestigious name University may
from the prestigious name University may
from the prestigious name University may matter rather less for your career than
matter rather less for your career than
matter rather less for your career than it does at the moment but what we’ve got
it does at the moment but what we’ve got
it does at the moment but what we’ve got here institutions of fantastic value
here institutions of fantastic value
here institutions of fantastic value we’ve got a rather unusual model in
we’ve got a rather unusual model in
we’ve got a rather unusual model in England and we don’t recognize how
England and we don’t recognize how
England and we don’t recognize how unusual it is they have fantastic
unusual it is they have fantastic
unusual it is they have fantastic benefits for all of us they’re going to
benefits for all of us they’re going to
benefits for all of us they’re going to be embracing that it the digital
be embracing that it the digital
be embracing that it the digital revolution and a good thing too and I
revolution and a good thing too and I
revolution and a good thing too and I think we should be very proud of them
think we should be very proud of them
think we should be very proud of them thank you very much indeed
thank you very much indeed
thank you very much indeed [Applause]
”
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