Cyber-bullying

Jim Shannon Excerpts

Tuesday 3rd December 2013 Commons Chamber

[Jim Shannon (Strangford) (DUP)]

I am pleased to have the opportunity to speak in this important debate. Cyber-technology should not be a threat to people; it should be a bonus and one of the good things in life. On cyber Monday, sales worth some £600 million were achieved. Of course, for those with Ulster bank accounts whose cards did not work last night when they went to pay their bill in the restaurant, the petrol station or the shop, the card was not worth the plastic it was made of—but that is a different issue. None the less it highlights the advances that cyber-technology has brought—the good things—and the menaces.

I want to focus on cyber-bullying among children and young people and the impact it can have on their well-being. Although I recognise that cyber-bullying is a problem among adults as well, internet use is increasing all the time among children and young people. It seems that each day the internet is becoming more mobile and more accessible.

Earlier this year, a report by the National Society for the Prevention of Cruelty to Children found that 91% of all five to 15-year-olds and 100% of 12 to 15-year-olds used the internet in 2012, which gives us some indication of the importance of it. The internet is one of the most profound inventions in human history, and, of course, it brings huge benefits for children and young people in that they are better informed and better connected to the world around them. That is what it is supposed to be about. But the internet can also be a tool for harm and abuse. As Members from all parts of the House will know—they have spoken about this matter very passionately and knowledgeably—children and young people can often suffer as a result of cyber-bullying, which has significant detrimental effects on them, damaging their sense of worth and wrecking their self-esteem. As an MP from Northern Ireland, I am particularly concerned that cyber-bullying is a significant and growing problem in our schools, as my hon. Friends the Members for South Antrim (Dr McCrea) and for Upper Bann (David Simpson) indicated in their contributions. According to research conducted by the Northern Ireland Department of Education in 2011, 15.5% of year 6 pupils and 17% of year 9 pupils indicated that they had experienced cyber-bullying in the past couple of months. That gives us an idea of the size of the problem.

In January this year, the Nominet Trust published research on the level of cyber-bullying in the UK. Its report “Virtual Violence Two: progress and the challenges in tackling cyberbullying” makes a number of important findings. The report says that

“28 per cent of 11-16 year olds have been deliberately targeted, threatened or humiliated by an individual or group through the use of mobile phones or the internet. For over a quarter of these, this experience was ongoing, meaning that the individual was continuously targeted by the same person or group over a sustained period of time. This suggests that one-in-13 secondary-aged school children have experienced persistent and intentional cyberbullying.”

Given that there are 4.4 million secondary-aged children in the UK, those figures can be projected to suggest that 350,222 children have suffered persistent and insidious bullying inflicted via technology. That shows the numerical vastness of the issue, if hon. Members want to put it into figures. The report goes on to note:

“Purposeful recurring attacks can easily overwhelm a young person being cyberbullied, leaving them feeling anxious, tormented and increasingly marginalised.”

In some cases, cyber-bullying has been found to contribute to children and young people self-harming or even taking their own lives. Other Members have spoken about that. Many of my hon. Friends will have heard of the tragic case of Hannah Smith, a 14-year-old Leicestershire girl, who killed herself after being bullied on a social networking site. Hannah’s case is not an isolated one. Peter Wanless, chief executive of the National Society for the Prevention of Cruelty to Children, said:

“This is a tragic case where Hannah felt like she had no other option but to end her life. The cruel nature of cyberbullying allows perpetrators to remain anonymous and hide behind their screens.”

He then called for greater measures to be taken against cyber-bullying. He said:

“This is something that must be tackled before it gets out of hand. We must ensure young people have the confidence to speak out against this abuse, so that they don’t feel isolated and without anywhere to turn.”

It is plain and clear that we urgently need to address those issues. One of the key ways we can do that is by seeking to inform and assist parents and guardians whose children might be exposed to such abuse online.

[Mr Gregory Campbell (East Londonderry) (DUP)]

A couple of years ago, I was threatened online and a severe threat was made to my life. One of the reasons I went to the police was not so much to get the abuse stopped for me personally, but to ensure that others, particularly vulnerable people and young people, could see that there is a remedy. Does my hon. Friend agree that if people report the issue and go to the right authorities action can be taken and the perpetrators can be caught and punished?

[Jim Shannon]

I thank my hon. Friend for that valuable practical example of what happened to him and for saying how he responded in his fearless way. It shows that if he can do it, everyone else can do it, and that is leadership as it should be.

Children and young people are now able to access the internet almost anywhere in a range of different ways through iPads, mobile phones and other portable devices. It is difficult for parents to monitor their children’s use of the internet, even if they wish to do so, beyond the lowest estimations. It is difficult even for those who are learned in this technology, who still cannot be entirely sure of what their children are doing.

[Bob Stewart]

As a parent of four teenage children, I have learned a heck of a lot today and I thank right hon. and hon. Members on the DUP Benches for introducing the debate. I have learned that I do not know enough about cyber-bullying and that as a parent I have to get with it, understand it and discuss it with my teenagers. I suspect that the House will agree with me on that and will forgive me for intervening to share with it something that I have learned.

[Jim Shannon]

I thank the hon. Gentleman for his admission. We have all admitted that we can learn something every day, and so we can.

A recent Ofcom report shows that 68% of 12 to 15-year-olds in the UK have a profile on a social networking site. Among nine to 12-year-olds, who are too young officially to have their own Facebook account, 36% report having a Facebook profile, with 13% saying that they use it regularly. How aware are parents of their children’s access to social networking sites and what goes on through those sites? That is the question we are all asking.

The internet is changing fast and parents are clearly concerned about the rapid proliferation of harmful online content and what their children might be viewing. Ofcom highlights the fact that 79% of parents of children aged five to 15 who use the internet at home say that they have put in place rules about internet use. They have done it, but is it working? According to a report driven by Dr Sonia Livingstone at the London School of Economics, 81% of parents feel the need to talk to their children about what they do and view online and more than half stay nearby when their child is on the internet. If only that was possible in every case.

Those last two statistics are encouraging, demonstrating a real desire on the part of many parents to be actively involved in their children’s online experience. In that context we need to empower them to help their children to address issues such as cyber-bullying. This will inform those parents who are interested and concerned and also, we hope, prompt those who are not taking an active interest in the safety of their children online to do so. In that regard, I draw the attention of the House to the excellent Online Safety Bill, which will have its Second Reading in the other place on Friday. The Bill has two key provisions, one of which is designed to engage with the challenge of cyber-bullying.

In the first instance, the Bill places a statutory duty on internet service providers and mobile phone operators to exclude all adult content, while providing the user with the option of accessing such material subject to robust age verification to demonstrate that they are 18 or over. The provision is designed to help parents protect their children from stumbling, either accidentally or on purpose, on inappropriate material.

In the second instance, the Bill places a duty on internet service providers and mobile phone operators to provide prominent, easily accessible and clear information about online safety to subscribers. It also places a duty on the Secretary of State to educate parents of children under 18 on online safety. That key educational provision has been made primarily to engage with online challenges such as cyber-bullying and sexting.

The Bill is a noble proposal. It could and should move a long way towards achieving what we are trying to do today. I hope that the Government will embrace it and, in so doing, help to protect children from stumbling on inappropriate material and—of greater importance to this debate—to protect them from cyber-bullying.

Cost of Child Care

Jim Shannon Excerpts

Wednesday 20th November 2013 Westminster Hall

[Catherine McKinnell]

Women have suffered a triple whammy. Many have suffered unemployment because of public service cuts. They are also dealing with the reduction in the availability of child care, and increasing costs because of increased demand. As well as that, they are picking up the pieces where public services can no longer provide support and must step back because of reductions in funding. It is often women who step into the breach. They must juggle their ability to provide family support of both kinds. Many women do that willingly, happily and lovingly, but as a society we must question whether that is the future we want, or whether we are taking a step back on equality by pushing more and more women who want to stay in work and progress economically back home and into caring roles. Women are still not equal to men in economic terms.

The issue that I raised yesterday was not just the quality of child care, which has been touched on today, but its availability. There has been much debate about child care figures and availability, but the number of places has reduced in the past three years, which is a big concern. The Government are making various promises of things to come, but whether they will be able to deliver is deeply in doubt when we consider what is looming on the horizon. When we consider how children’s centres and Sure Start centres are at risk at the moment, the Government cannot bury their head in the sand much longer.

[Jim Shannon (Strangford) (DUP)]

I apologise for not being here earlier: I had a Committee meeting and could not get here in time.

I understand that figures show that 5.8 million women are working mothers and that their average child care costs are 22% of their wages. Does the hon. Lady feel that it should be a priority for the Government to address the issue, to keep women in their job and enable others to obtain employment?

[Catherine McKinnell]

The hon. Gentleman makes a passionate case and is right; it makes sense for equality, women and the individuals involved, but also for the economy. The shadow Minister, my hon. Friend the Member for Manchester Central (Lucy Powell), is keen to stress the fact that the cost of child care is not a soft issue, but a key issue for the economy. It affects whether we get economic productivity or waste the resources of women who would choose to work, but are prevented from doing so or do not bring home enough money at the end of the month. I know many women working all the hours they can, whose earnings are taken up in child care costs to such an extent that they ask every week, or sometimes every day, “Is this actually worth it?” The cost of juggling caring responsibilities with work is a challenge in itself, even without the challenge of bringing home very little pay. Often there is a short-term crisis for a family for the sake of a long-term economic benefit for the individual, the family and the children. It is a key area and the Government should take it seriously.

I am concerned that many more Sure Start closures are looming than the 579 that have already happened. The Government dispute those figures, but their database of children’s centres shows that there are 3,053, while the official Department for Education figures in April 2010 showed that there were 3,632. Will the Minister clarify when she winds up—

Oral Answers to Questions

Jim Shannon Excerpts

Thursday 18th July 2013 Commons Chamber

[Vince Cable]

Of course, we need prudent, responsible lending, but I subscribe to the view, which I hear frequently around the country, that many SMEs find it difficult to access finance from the banks and that we cannot just let the situation remain as it is. That is why we are in the process of establishing the business bank, which is currently marketing £300 million. There is substantial interest in investing in that project.

[Jim Shannon (Strangford) (DUP)]

In the last period of time, it has been quite understandable that there have been problems with getting loans from banks, but another problem has been with small and medium-sized businesses being paid in time. It has been suggested that some £30 billion is outstanding in payments from big business to small business. What steps are being taken by the Secretary of State to help small business get moneys paid on time by big business?

[Vince Cable]

My colleague the Minister of State has launched an initiative to ensure rapid settlement, particularly down the supply chain. We name the big companies that do not settle their debts properly in that way. We also have a programme of supply chain financing, the advanced manufacturing supply chain initiative, which will help the settlements to which the hon. Gentleman refers.

Careers Advice in Schools

Jim Shannon Excerpts

Monday 24th June 2013 Commons Chamber

[Gordon Birtwistle]

I have read that report and I agree entirely with my hon. Friend.

The Paris air show took place recently and it is a fantastically successful showcase for the British aerospace industry. We are a small country, but we are second in the world for aerospace manufacture. I spoke to Martin Wright, the chief executive of the North West Aerospace Alliance. I said, “You must be absolutely delighted with what has happened at the Paris air show, with Rolls-Royce and Airbus getting big orders.” He said, “Yes, we are absolutely delighted, but we have a major problem: the capacity is full. We cannot produce the product we are selling at the Paris air show.” When I asked him why, he said, “Well, there are plenty of companies doing it, but the problem is they come up against a brick wall of skills shortages.” As my hon. Friend the Member for Congleton (Fiona Bruce) said, the skills shortages happening now are of major concern to business, but even worse are those that will happen in future. We need to resolve that problem.

[Jim Shannon (Strangford) (DUP)]

The aerospace firm Magellan, which employs many people and apprentices in Northern Ireland and my constituency, has a co-ordinated plan working with schools for 12 to 16-year-olds and those going into further education. Is that the sort of plan the hon. Gentleman would like to see across the United Kingdom?

[Gordon Birtwistle]

Yes, that is what I am trying to persuade the Government to do.

Why careers advice? Careers advice for young people should start at aged 11 when a child leaves junior school and moves into secondary school.

--- Later in debate ---

[Gordon Birtwistle]

I agree entirely. We need to show young people what is available in the big wide world. Unfortunately, the advice that they are being offered at the moment is coming from a narrow band of people in school and from their parents at home. There is far more in this world than those people know about.

[Jim Shannon]

The hon. Gentleman has referred to positive opportunities. Does he agree that it is important not to stereotype young people? For instance, not every engineering job is meant for a male; such jobs also offer opportunities for females. Does he also agree that more such jobs that were at one time thought not to be for females should now be offered to them?

[Gordon Birtwistle]

I entirely agree with the hon. Gentleman. That young lady in Blackpool was an absolute star. She and a group of young people sat round a table with me, and half of them were young ladies. They were all working at BAE Systems producing Typhoon jets, the finest and fastest jets anywhere in the world. They showed my how they fitted the enormous engines into the aeroplanes and how they wired them up for their missile systems. I was proud of what they did, and I was proud of them for doing it.

The problem is: can we afford to take these extra measures? I agree with the Government when they say that we have to chop back revenue spending. We have to cut the deficit, but this would be investment spending. We have to invest in the young people of the future. That might cost a little, but we will get a return on that investment year after year. Basically, we cannot afford not to do this. We have to be able to afford to do it; otherwise, our young people will be out of work, our industries will be bereft of quality staff and the skills will disappear as older men and women leave their jobs. I asked the biggest company in Burnley about the age profile of its skilled engineers who screw together the thrust reversers that fit on the back of the Trent jet engines that Rolls-Royce makes. I was told that their average age was 47. In another 20 years, those guys will have gone. Who will replace them? At the moment, there are very few people who could do so. We have to get on with it.

Speech, Language and Communication Education

Jim Shannon Excerpts

Wednesday 19th June 2013 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

I congratulate the hon. Gentleman on securing an important debate that all hon. Members can relate to in respect of their constituencies. In Northern Ireland, we have some 8,650 pupils with learning difficulties: there are three in every class of 30, which illustrates the magnitude of the problem. Does he agree that it is best to have a co-ordinated approach in schools, with families as well, so that the capacity to help and teach children can be reached and they can have that wee bit extra help when they need it most?

[Mr Buckland]

I am grateful to the hon. Gentleman for giving us some of the Northern Ireland figures: the three-per-classroom figure reflects the United Kingdom average. He makes an important point, which I will come back to in discussing examples in Swindon, because I am familiar with the services there.

In areas of social deprivation, upwards of 50% of children are starting school with language delay. That does not mean that their general cognitive abilities are below the national average, but their language skills are delayed. That delay can often run into secondary school and that has an impact on literacy and general attainment. It is clear from research that reading difficulties can be made worse if children are taught written language before their spoken language skills are developed enough to access this teaching.

--- Later in debate ---

[Mr Buckland]

I am glad that the hon. Gentleman raised that, because there is an opportunity to do that through the Government’s response to the better communication research programme, set up under the previous Government as a result of the Bercow review. I pay tribute to Mr Speaker for the work that he has done in this field. The report published by this Government at the end of last year, entitled “Better communication research programme: improving provision for children and young people with speech, language and communication needs”, led to the creation of a communication council, which I believe will address the hon. Gentleman’s legitimate question. The council will involve the Department for Education, the Department of Health and the Communication Trust, which is an organisation comprising more than 40 bodies in the field of speech, language and communication. The aim of the council will be to promote best practice, to share the good work of councils, such as Stoke and Swindon, to work out ways in which the research that has been obtained can be shared with as many councils and agencies as possible and to promote a better awareness of speech, language and communication needs. I should be grateful if my hon. Friend the Minister provided an update on the progress being made with regard to the work of the new communication council.

I was talking about primary school. It is important to note that there is an attainment gap. Although nearly 80% of all children achieve the expected level in English at the end of key stage 2, just 25% of children with speech, language and communication needs reach that level: a gap of 55%. The gap in maths is similarly dramatic—it is 46%—and in science it is 41%. In key stage 4, when young people are doing their GCSEs, just 15% of children with speech, language and communication needs achieve five GCSE A* to C or equivalent, compared to 57% of all young people.

As I said, we are not talking about children who are not cognitively able—they are—but their communication impairments mean they lose out big time when it comes to achieving the qualifications they need to progress into further education, training and employment. We talk a lot in this place about young people who are not in education, employment or training, and this issue is part of the problem. Unless we nail it here and now, we will not do justice to the hundreds of thousands of young people who are still not in education, employment or training.

An Institute of Directors skills survey reveals that businesses suffering skills shortages named communication skills as among the most difficult skills to obtain, with 22% of businesses experiencing difficulties recruiting people with oral communication skills and 18% experiencing difficulties recruiting those with written communication skills. That evidence reinforces the point I made at the beginning of my remarks that communication skills are becoming vital to not only social interaction, but the economic contribution young people can make to society. This issue is not, therefore, just a question of social good, but a fundamental question of economic activity and this country’s future economic prosperity, so there is a hard edge to all this.

[Jim Shannon]

In Northern Ireland, 51% of school providers have indicated that speech and language difficulties are a serious problem, which shows the magnitude of the issue. Does the hon. Gentleman feel that there should be better co-ordination between schools, education boards and business to ensure we have follow-through?

[Mr Buckland]

I am grateful to the hon. Gentleman, and I like his point about linking up with business so that the skills young people acquire, such as communication skills, match what businesses need. We need to look at that in terms of young people, in 2015, coming to their GCSEs and, indeed, reaching the age of 17 or 18 and remaining in some form of learning environment.

Education Act 1996 (Travelling Families)

Jim Shannon Excerpts

Tuesday 18th June 2013 Commons Chamber

[Richard Graham]

My hon. Friend is right. He understands his own showmen community in Nuneaton so well. What has changed is the way in which remote education can take place successfully. Currently, children with travelling parents are registered with one school in the UK and they keep their place when on the move. The school sets work, which is completed on the road and sent back via a laptop with a mobile internet connection, and the children rejoin the school on their return. This is considered effective and efficient by both the parents and the schools involved. Over recent years there has been a consistent rise in the number of pupils taking GCSEs within the showmen community. These are the children who have benefited most from vast improvements made to distance learning with the help of technology, as my hon. Friend pointed out.

[Jim Shannon (Strangford) (DUP)]

Is the hon. Gentleman saying that those children are meeting the high educational standards that children in Gloucester are meeting? Is that what he is trying to achieve for all the families involved?

[Richard Graham]

It is fair to say that the educational achievements of all communities vary from place to place. Showmen are a community spread across the whole of the United Kingdom in 10 different regions. I do not have precise statistics for their educational achievements. It is one of the issues that I will mention before finishing my speech, if the hon. Gentleman will allow me to, but he is right to raise the question.

Over the past few months I have created an online petition which has attracted almost 4,000 signatures, all opposing a repeal of section 444(6), and innumerable, often moving e-mails from around the country. I hope the Minister will not mind if I quote briefly from a handful of them. This is from James Breeze:

“Being a showman was a massive complement to my formal education. Can you think of a more stimulating environment for a child to live in? How things work? The value of service? The value of money? Social interactions? The list is endless.”

He goes on to talk about his nine GCSEs at A to C level, four A-levels, a 2:1 degree from Durham university and postgraduate diploma from Leeds Metropolitan university. He is now working in a significant role in a multinational company, managing a large team. He comments:

“This reinforces my view that a showman’s life combined with education as it is now gives the best life skills.”

In similar vein, Morgan Robinson comments in an e-mail:

“I come from a travelling showman background and as such have had to spend many weeks away from school in the summer months…I never fell behind, and in some circumstances, I was actually ahead by the time I got back to school!”

He lists his A-levels and GCSEs, and his chemistry degree course at the university of Warwick. He says:

“My hopes for after my degree is to get a job as an intellectual property lawyer”.

There are several such e-mails. I shall finish them with e-mails from two sisters based in Gloucester, Zoe and Olivia Sheldon. Zoe wrote:

“As a young showperson I have relied on this Act”—

section 444(6)—

“all of my school life. From the age of 4 my parents removed me from my base school…to travel with the fair for 6 months of the year.”

She continues:

“I was successful in gaining a place at Ribston Hall Grammar School for girls at the age of 11 and went on to achieve 11 GCSEs A* to C grades. My sister Olivia, also a student at Ribston, is now studying with the open university to achieve an English degree.”

Zoe finishes:

“The education of young showpeople is reliant on this Act and its abolition would result in the needless break-up of showmen families and cause a loss in the traditional showmen culture as it would force showmen children to be brought up outside of the showman way of life.”

Zoe’s older sister Olivia wrote:

“my sister and I are not isolated cases. I have several cousins and friends who completed/are undertaking University Degrees after having a similar educational background to mine. Among the Showman Community we are hearing more and more news of great educational achievements…Travelling Funfares can move vast distances to get to their next event and are sometimes only in a town for a couple of days, making the suggestion of registering at a different school at each location inconceivable and even detrimental to the education of Showpeople…such an education was imposed on some elder relatives of mine who found it ‘confusing’ as different schools were doing different subjects at different times. The end result was a poor education.”

She goes on to comment about the importance of forming long-term friendships at one school—people who know showpeople’s children when they come back from their travelling.

I met one or two of their older relations on Alney island, who described to me what it was like moving from school to school, in one case being forced to sit in the corner with a book while everyone else was learning. I cannot believe that that is what the Minister would wish to see among our children today.

I am conscious that time is moving on and we all wish to hear from the Minister. I also had a moving letter from Charlotte Barltrop, who worked in a circus for 10 years before getting a degree in theatre and professional practice at the university of Coventry. She now runs her own business teaching circus skills. She wrote:

“All my achievements wouldn’t have been possible if…I was not educated as a child and…was not able to travel whilst gaining this early education. The skills I learned as a child, both in and out of the classroom, are what has enabled me to have such an amazing career”.

I believe that the Minister’s response to the consultation will be published before long, but not, I hope, before she and the Minister for Schools, who shares responsibility for the response, consider carefully the case for the following constructive suggestions. First, we should make arrangements to measure the education results of different showmen groups as a separate entity from the GRT community on which the consultation has been based. Secondly, I encourage the Minister for Schools to meet me and others, such as my hon. Friend the Member for Nuneaton (Mr Jones), interested in the case of the showmen, and to visit Kingsholm primary school in Gloucester to see how achievement and remote learning can be combined. Thirdly, and above all, we should exempt the travelling showmen and circus communities from any repeal of section 444(6). That would be a pragmatic, practical and appropriate way to ensure that the lives of some 24,000 travelling showpeople are not unintentionally and dramatically damaged by the Minister’s admirable focus on driving up educational results.

I am grateful to the guild, its representatives, the other associations, my own constituents, and many around the country who have committed their time to sending e-mails and messages of support and information.

GCSEs

Jim Shannon Excerpts

Tuesday 11th June 2013 Commons Chamber

[Michael Gove]

My hon. Friend is absolutely right. I respect the devolution settlement, and it means, of course, that the Education Minister in Wales can make the appropriate decisions which he considers to be right for Wales, but I want to ensure that we can work together in future to bolster confidence in all the examinations that young people take. I have already had a meeting with the Welsh Education Minister, which was frank and cordial; I hope that we can have further such meetings.

[Jim Shannon (Strangford) (DUP)]

Further to the question by my hon. Friend the Member for South Antrim (Dr McCrea), the timetable is tight, and discussions and interaction with the devolved Administrations are vital. We should be ever mindful that they also have a legislative process to go through. What steps will the Secretary of State take to ensure that the timetable is not too rigid, so that delivery in all parts of the United Kingdom of Great Britain and Northern Ireland can be achieved?

[Michael Gove]

That is a very good point, and we will work with the devolved Administration in Northern Ireland, and with Westminster representatives like the hon. Gentleman, who takes a close interest in these matters, to make sure, if we can, that there is proper alignment.

Young People (Barnsley Central)

Jim Shannon Excerpts

Monday 10th June 2013 Commons Chamber

[Dan Jarvis]

I am grateful and completely agree with my hon. Friend. The decision young people make about their future career destinations is an incredibly important one. It can make such a difference if they are able to receive helpful and useful careers advice in tandem with other advice that they receive from schools.

The vast bulk of additional apprenticeship places created by the Government have come in the post-25 age range, with an increase of some 367%, but the latest figures show that 69,600 16 to 18-year-olds started an apprenticeship in 2012-13 compared to 79,100 in the previous year—a drop of over 12%. Those in the 16-to-25 category risk being left behind. Our country and the town I am proud to represent are clearly in need of fresh initiatives aimed at addressing youth unemployment, and it is my constituency that is helping to lead the way in the fight against youth unemployment.

[Jim Shannon (Strangford) (DUP)]

Does the hon. Gentleman agree that initiatives could be used to encourage more young women to enter into apprenticeships, which is one of the markets waiting to be developed?

[Dan Jarvis]

I absolutely agree, but time is running short, so I must mention briefly an initiative in my constituency.

The Minister may recall that I have written to him about the “Barnsley apprenticeship pledge”—a pilot scheme pioneered by Barnsley college, which is working in partnership with nine of Barnsley’s major public and private sector employers to ensure that 2.5% of their work force are apprentices. Schemes such as the pledge not only provide skills for young people, but provide businesses with the opportunity to expand and tailor a work force that meets their needs.

Finally, I would like to touch briefly on the issue of youth unemployment. Despite the recent figures showing that overall unemployment is going down, the job market for young people is still extremely difficult. Youth unemployment continues to climb with a growing number of NEETs—those not in education, employment or training. According to the latest figures for my constituency, the number of people claiming jobseeker’s allowance is, at 7.4%, still higher than in May 2010. With 900 JSA claimants aged 18 to 24—a figure up from this point in 2011—youth unemployment continues to remain a serious problem in Barnsley.

The Government’s answer to youth unemployment was to introduce the Youth Contract, aimed at providing training and skills. However, the Youth Contract has been ineffective, and has failed significantly to gain employers willing to support the scheme. Fewer than 6,000 young people have been helped into permanent jobs—just 3.4% of young people on the Work programme. Those left behind are often people who are desperate for work, want to earn a living, get on the housing ladder, start families and contribute to our town—but there are simply not the jobs available.

This is a tough time to be growing up. There are genuine concerns about the need to ensure that young people secure the right education, training, apprenticeships and academic opportunities. My concern is that we are running the risk that the talents of thousands of our young people will go to waste. That is why we must talk up the importance of raising aspirations among young people. Research findings have shown that low aspirations are related to poor academic attainment and professional achievement—and that is an all too common trend in times of austerity. We must therefore take every single opportunity to encourage, inspire, persuade and, when necessary, cajole the young people in our constituencies to get on and realise their ambitions, hopes and dreams.

I urge the Minister and the Government to do all that they can to support the young people in my constituency and throughout our country, so that they can be given the best possible start in life. After all, they are the future of the country.

Vocational Education

Jim Shannon Excerpts

Tuesday 4th June 2013 Westminster Hall

[Nic Dakin]

Absolutely. The hon. Gentleman makes an excellent point about employers and educationists coming together to set an agenda, which can be very powerful in liberating young people and delivering on their potential.

Through a focus on personalised learning, student achievement was being raised and student progression to work and higher education improved. Such personalisation of learning is important. Through the flexible use of BTEC firsts and BTEC nationals, as well as similar qualifications, general vocational qualifications were finding a place alongside GCSEs and A-levels, which led to students achieving more at both 16 and 18. Most importantly, progression into employment and higher education, though not perfect, was strong and improving.

Interestingly, a new study by London Economics shows that a higher proportion of students who do a BTEC and a degree end up in work than those who do straight A-levels and a degree. The research also shows the highly vocationalised HE choices of ex-BTEC students, particularly in STEM subjects—science, technology, engineering and maths—and business finance. Across all regions, BTEC graduates in skilled occupations earn more than their contemporaries. The curriculum we had in 2010 is therefore delivering results for us today. Even the ill-fated diploma spawned the engineering diploma, which has been fêted by engineering employers and HE providers for placing industry in the curriculum driving seat, thereby delivering for young people and the economy, as the hon. Member for Upper Bann (David Simpson) has pointed out.

[Jim Shannon (Strangford) (DUP)]

I thank the hon. Gentleman for securing in this Chamber a very important debate, which every one of us can relate to our own constituencies. Does he agree that one important opportunity in engineering at the moment is for young girls and young ladies? It is a job not only for young men, but for ladies and girls. There has been an example of that in Northern Ireland, with more young girls—and young people—being involved and wanting to do engineering. Should more be done to promote that among the female part of the population?

[Nic Dakin]

The hon. Gentleman makes an excellent point. Many good projects are in place to get girls into engineering, and they must continue to be supported. I noticed in the information sent out by the National Grid how much it stresses the importance of bringing more women into engineering. After all, that covers 50% or so of the potential talent pool, so we need women engineers to help to drive forward the economy.

I hope that the Government, in their consultation to reform vocational qualifications for 16 to 19-year-olds, listen to the wise counsel of the Association of Colleges and others, who caution against a rigid approach to routes that divide qualifications and young people into particular outcomes. The AOC’s Martin Doel has made the point well:

“Currently students can choose a mix of qualifications: they can study an A level alongside a substantial vocational qualification. We are concerned that separate ‘routes’ which segregate qualifications into pre-determined categories will restrict student choice.”

Edge’s insights are also helpful. It has argued:

“Vocational education is often presented as suitable for the 50% of young people who don’t go to university. Young people who do well in academic subjects are systematically steered away from vocational options. This is wrong: it limits choice. All young people should experience academic, artistic, technical, practical and vocational learning as part of a broad and balanced 14-18 curriculum which leads to an overarching diploma at 18.”

The overarching diploma sounds like Labour’s excellent tech bacc initiative, which the party is sensibly consulting on, and which forms part of the ongoing work of Labour’s skills taskforce, chaired by Professor Chris Husbands. By contrast, the Government are in danger of rushing out their alternative tech bacc without sufficient thought and planning, on a time scale that risks endangering the principle of developing a sound alternative for the forgotten 50%.

The Government would do well to listen to organisations such as Edge, which has a track record of engaging successfully with employers in delivering change through their university technical college programme and other initiatives, but, sadly, listening is not one of the Government’s strong points. They turn a deaf ear to those who speak with experience and knowledge, and instead assert that they, the Government—many of them have never worked outside policy think-tanks or media bubbles, and never worked in the real world—know best, even when confounded by the evidence. They pooh-pooh the evidence and press on regardless with their curriculum vandalism. A prime example is their insistence on imposing their narrow key stage 4 EBacc and the limited number of facilitating A-levels, set in a nostalgic image of 1950s grammar schools. Even today, The Times reports that these curriculum vandals are planning to replace GCSEs—a well understood and recognised brand—with something called “I-levels”. Will they never learn?

Before the Minister splutters that to criticise such a direction of travel is to accept lower standards and to become globally uncompetitive, let me assure him that it is not. Wanting high standards is a given across the parties; they are what we all want for our young people. Such an aim is not negotiable. Ironically, the Government’s deafness to evidence and their rejection of the common-sense approach of building on what they inherited in 2010 imperil the high standards that they say they seek. If there is any doubt about that, just reread the Education Committee’s excellent report on the EBacc.

The second area of universal concern was the state of careers education, information, advice and guidance. Again, the Select Committee did some excellent work in exposing the disastrous impact that the Government’s policy has sometimes had on that area. In our debate on the Select Committee’s report in this Chamber last month, it was clear that MPs across the House shared its concerns, but are the Government listening? I fear not. The AOC points out that good advice and guidance is crucial to helping young people make the right choices, and it draws attention to the perverse incentives in the current system that allow new schools to be established even where there is an over-supply of places, which is madness. As it points out, that militates against the provision of truly independent information, advice and guidance, because such advice might, for example, encourage a young person to consider other options than simply staying in the sixth form and doing A-levels.

The National Grid, and other such employers, recognises the value of work experience. It is disappointed that it is no longer a statutory requirement for schools in key stage 4. It says:

“We would urge policy makers to ensure that pre-16 students do get the opportunities to see industry at first hand—particularly STEM based occupations.”

The Federation of Small Businesses calls for a significant programme of careers education from early on in a young person’s education. As Edge says, a show-and-tell approach to careers is badly needed. Starting in primary schools, young people should meet and visit a wide variety of employers, apprentices, further education colleges, training providers and universities. They should also go to events such as the skills show in Birmingham, which has skills competitions, exhibitions and “have a go” areas.

Interestingly, we have just completed an employer-led investigation into the skills needs of the Humber, which I chaired on behalf of the Humber local enterprise partnership. The report, “Lifting the Lid: the Humber Skills Challenge”, will be published on Thursday. Two of the most significant concerns are the quality of careers education, information, advice and guidance and the lack of overriding priority given to teaching those essential employability skills. Why do the Government not rectify that by giving the resource, capacity and capability to LEPs to make the improvements that are badly needed to ensure that the education service delivers what local employers need both now and into the future? That is a way to deliver through City Deals what is needed and to allow city region leaders to make things happen. Why not go further and let LEPs commission Ofsted to do area-wide inspections of the teaching of employability skills in their areas? That would be localism in action and would directly empower employers and reward positive engagement between employers, education and training providers in a locality.

The third thing on which everyone agrees is that apprenticeships provide a significant work-based training opportunity as part of the vocational offer. The National Union of Students underlines the relationship between good impartial careers information, advice and guidance and the uptake of apprenticeships. It says:

“If more people are to be encouraged to enter higher level apprenticeships then work must be done to raise the profile amongst those responsible for delivering IAG.”

Both the previous Government and the current one have done some good work in developing and strengthening the apprenticeship brand, but, as Tim Oates of Cambridge Assessment points out, what is really needed is a strong focus on revitalising the classical apprenticeship. The Richard review represents a strong step in the right direction, and Labour’s skills taskforce interim report is right to take the matter further. It says:

“Apprenticeships need to be longer, more rigorous and focused on the skills that will take our economy forward.”

The Work Foundation is right to recommend that Government should seek to persuade all large employers to sign an agreement to offer high-quality apprenticeships. There is an important leadership role to be played by employers’ organisations such as the CBI and the British Chambers of Commerce to encourage even more employers to come forward and get involved.

In the Humber, we also identified a possible leadership role for the LEP not only in championing apprenticeships, but in considering establishing an apprenticeship training agency or an apprenticeship hub to support more small and medium-sized enterprises to take on apprentices.

In the quite understandable rush for robust higher level apprenticeships, there is a real danger of unintended consequences. We need to be alert to the concerns of the Society of Motor Manufacturers and Traders, which says that

“it is imperative that the overall framework remains the same in order to provide stability and consistency for users.”

Furthermore, if access to level 2 apprenticeships is swept away, we risk leaving a significant gap for the almost 50% of youngsters who do not achieve the progression benchmark of five A* to C grades with maths and English to access level 3 programmes. Currently, they can access work-based training through that route.

[Jim Shannon]

Are we not in danger of leaving some people behind? I am talking about those who perhaps do not have the educational skills but who have the hand skills. It is important that we bring on those people as well. What opportunities can we give such people to enable them to reach high levels of achievement as well?

[Nic Dakin]

The hon. Gentleman puts his finger on the button. I am sure the Government will think through this matter carefully, because it is an area where further thought is needed.

Around 350,000 learners are currently on entry level and level 1 and 2 courses in colleges. The number of students seeking those sorts of courses will rise with the raising of the participation age. Serious thought needs to be given to how to give them the best work-based training options in the future. One option might be to look at developing longitudinal traineeships—the Minister is keen on championing traineeships—that can be matched to longer-term vocational training when considered as part of 16-to-19 study programmes. It would also be sensible to consider how the model might be extended into employment for those who are ready for work, but who are not academically able to access level 3 apprenticeships. If level 2 apprenticeships are no longer available, there needs to be funded flexibility in approach to support young people into meaningful, sustainable work through the traineeship brand.

The final area of concern relates to adult reskilling, particularly when trying to support and encourage people out of worklessness into employment. The National Institute of Adult Continuing Education, which has a long history of success in this arena, makes a strong argument for allowing flexibility and bite-sized learning to be funded in a way that supports learners and employers. More than anything else it believes that

“adult vocational qualifications need to be recognised by learners and employers as well as providing flexibility in terms of design and credit accumulation. There is no doubt that the current levels of learning are not well understood; there is also no doubt that A-levels and degrees have better recognition even though they may not be fully understood. Our work with learners, employers and providers has shown that the unitised and credit accumulation approach which the QCF allows is powerful in helping people get into work and to improve their skills.”

In addition, it is clear that vocational skills delivery for the unemployed requires much more effective join-up between the Department for Business, Innovation and Skills and the Department for Work and Pensions. There have been improvements to the delivery, and the Government should be congratulated on them, but there need to be more. The divide between those who are on the Work programme and those who are the responsibility of Jobcentre Plus does not encourage the development of the holistic, collaborative, personalised programmes that are needed to get people into sustainable employment. There remain silly barriers to accessing training, whereby people’s benefit receipts can cease prior to their securing work even when appropriate training is being followed.

In our Humber Skills Commission, we are bidding for the LEP to be empowered to control and oversee the delivery of programmes to tackle unemployment locally, and to be granted the authority to align local resources more effectively to that end. Such an approach, which would put local businesses and employers in the driving seat to motivate and reskill their local work force, may well be part of the answer. What is undoubtedly clear is the need for more ladders of opportunity and success to be created if we are to get the best out of the people we have already got. So, on the eve of vocational qualifications day, I am pleased to have had this opportunity today to stimulate a debate on the future of vocational education.

Girls and ICT Careers

Jim Shannon Excerpts

Wednesday 24th April 2013 Commons Chamber

[Chi Onwurah]

I thank the hon. Gentleman for that contribution. It is certainly the case that the video games industry is a modern one; one would hope that it would be reflective of society, including those who play games, but it is not. I shall show a little later that the figures I have for females in the video games industry are even worse than the hon. Gentleman’s 17%.

At the same time, half of the UK’s co-educational state schools send no girls at all to sit A-level physics. In 2012, 2,400 female students from the UK went on to full-time undergraduate computer courses, as opposed to over 15,000 men. Between 2001 and 2011, the percentage of technology jobs held by women declined from 22% to 17%. My figures show that only 6% of those who work in ICT in the UK games industry are women, despite the fact that they make up 50% of those who play the games.

[Jim Shannon (Strangford) (DUP)]

The hon. Member for North Swindon (Justin Tomlinson) raised an important issue earlier. I spoke to the hon. Member for Newcastle upon Tyne Central (Chi Onwurah) before the debate, asking if I too could intervene on her speech.

According to e-skills UK in Northern Ireland, the potential for Northern Ireland to be a global leader in the field of technology will increase over the next few years, and 9,200 jobs will be needed over a five-year period. Along with the industry, e-skills UK in Northern Ireland is taking active steps to encourage ladies and young girls to become involved. Does the hon. Lady think that the active measures that are being taken in a region of the United Kingdom of Great Britain and Northern Ireland might serve as an example for the rest of the United Kingdom?

[Chi Onwurah]

I agree that we need to be very active in encouraging girls into the industry. I am pleased to hear about the job opportunities in Northern Ireland. There are other job opportunities throughout the country, and we need to ensure that girls are in a position to take advantage of them.

Gender segregation is at its most extreme in skilled trades such as that of electricians. Women constitute only 1% of the work force in such occupations, which is barely significant in statistical terms. I commissioned House of Commons Library research which has armed me with a large—depressingly large—number of similar statistics. It is clear that we are doing much worse in this regard than many of our European and OECD counterparts. I want to focus on what we can do about it, “we” being the ICT sector, civil society and, as I hope the Minister will acknowledge, the Government.

I worked in ICT as an engineer for 23 years. I must emphasise that I was often fortunate enough to have great male bosses who were determined that working in an all-male, or almost all-male, environment should not be a barrier to a successful career for a woman. However, I have known other managers who were not so supportive, and company cultures that worked against attracting girls and women into ICT and did absolutely nothing to help them to stay there.

Last year, when I was a shadow business, innovation and skills Minister, I wrote to 10 of the leading companies in the engineering and technology sector to ask what they were doing to improve the situation. I wrote to BAE Systems, Google, Microsoft, IBM, ARM, Rolls-Royce, BP, Shell, Ford and Jaguar Land Rover. Their responses are summarised on my website. What was quite amusing was that two of the companies addressed their letters of response to “Mr Onwurah”. I shall not name them, but it did make me wonder how accustomed they were to engaging with women.

Not surprisingly, nearly every company claimed that it was hiring women in proportions above the national average. The exception was ARM, which candidly said that the proportion of women was higher in its divisions outside the UK, especially in India. Female literacy in India is just 65%, while male literacy is 82%. The fact that India is doing so much better than we are in regard to ICT gender balance is particularly striking for that reason.

It is also striking that IBM did not respond to my inquiry despite repeated entreaties, while Google and Microsoft responded but refused to release any figures. As relatively young companies, at least in comparison with, for instance, Shell and Rolls-Royce, they might be expected to be at the forefront of gender equality. Both Google and Microsoft cited confidentiality as their reason for not revealing the proportion of women whom they employed in ICT. That is rather strange, because it suggests either that Google and Microsoft do not know how to aggregate and anonymise such information—which, given that they are leaders in big data management, is worrying—or that they have so few women employees that giving the figure would necessarily identify individuals. That is also very worrying.

The more traditional companies were more open about releasing figures, with Ford giving the most detailed breakdown across different job types. Most firms said that the main problem was a lack of qualified female candidates in ICT, engineering and science, and all the firms said that getting more women into those fields was a corporate priority. Most outlined steps that they were taking, from overhauling corporate procedures, for example, making sure that women were on interview panels, to intervening early in schools to steer girls towards STEM—science, technology, engineering and maths—subjects and careers.

Companies emphasised the importance of female role models in encouraging female graduates or apprentices to join them, and detailed the steps they were taking to develop networking forums or to push high-potential females up the employee hierarchy. ARM was the most forthright when asked what private or public sector initiatives firms found useful. It said

“most initiatives that directly address the issue are clearly failing at a national level and make little difference.”

According to the ARM representative, the most effective means would be role models and TV commentators or presenters who make the subjects sexy and exciting. I agree in part. A high profile ICT series on TV would probably change perceptions overnight. We saw what the success of “Silent Witness” did for the proportion of women in forensics.

The responses I received showed that there is such a wide range of challenges to address that we need a wide-ranging response, as was mentioned earlier.