Skill Shortages in Business and Industry

Baroness Morgan of Cotes Excerpts

Wednesday 28th February 2024 Lords Chamber

[Baroness Barran (Con)]

Apprenticeship starts fell because we had to do so much work with what we inherited as an apprenticeship system to make sure that we offered the quality that employers required. I do not agree that the apprenticeship levy requires a major overhaul. In the last two years, the levy has effectively been fully spent; where it is not spent by levy-paying employers, either they can spend 25% of the levy on companies within their own supply chains, so enhancing that productivity, or it can be spent by small and medium-sized enterprises. I wonder what the noble Baroness would say to them if her party was to be elected and go through with its proposed policy.

[Baroness Morgan of Cotes (Con)]

My Lords, as chair of the East Midlands Institute of Technology and of the national Careers & Enterprise Company, I think my noble friend is somewhat selling this Government’s achievements short in support for training, skills and careers advice. Does she agree that the important thing now is to make sure that the system—a strengthening system—continues, including working with the local skills improvement partnerships?

[Baroness Barran (Con)]

I would never want to sell this Government’s achievements short. I absolutely agree with my noble friend’s point about working with local skills improvement partnerships and getting a sense of where the emerging opportunities are in each area of the UK.

Educational Technology

Baroness Morgan of Cotes Excerpts

Thursday 23rd November 2023 Grand Committee

[Baroness Morgan of Cotes (Con)]

My Lords, it is a great pleasure to follow the noble Baroness, Lady Kidron, who has set out the parameters for today’s short debate so powerfully and with her customary expertise. It is a great pleasure to see a number of other noble Lords in the Chamber who I have spent quite a long time debating online safety issues with so far in 2023. I mention my honorary position as a member of the political advisers panel of AI in Education. I shall come back to that in a moment.

The noble Baroness, Lady Kidron, set out a very clear case for standards and oversight of tech in education. I know that this is not a new issue; it is something that my noble friend the Minister and the Department for Education have been looking at for quite some time. When I was Secretary of State for Education, quite a long time ago now, I remember being invited to a number of edtech conferences and events, where I was told how technology was going to revolutionise the classroom, make everybody’s lives so much easier and cut workloads. I still think that all those things are possible and that we should see both the risks and opportunities of technology in education. My former constituency of Loughborough experienced, many, many years ago, the Luddites, as they came through and smashed up the cotton frames. I do not think we want to be Luddites about technology in education or say that we need to put the genie back in the bottle. I will be very interested to hear from the Minister how much the department is already doing in this particular space.

Of course, it is not just about government. As with so many other things, government Ministers, officials, and advisory groups can do so much, but there are many other organisations. The noble Baroness, Lady Kidron, talked about one; AI in Education, led by Sir Anthony Seldon, is another; the noble Lord, Lord Clement-Jones, who cannot be here today, has talked about the Institute for Ethical AI in Education. I very much hope that the department is calling on all those institutions, as well as many others in the space, to gather the best expertise, because I do not think that in this fast-moving world government can possibly be expected to solve the issues that today’s short debate will highlight on its own.

As the noble Baroness, Lady Kidron, said, this issue of tech in education has been only accelerated—as so many other things relating to technology were—by the pandemic. The Covid-19 Committee that this House set up in 2020, chaired by the noble Baroness, Lady Lane-Fox, took evidence on the specific issue of technology in education during the pandemic. While, of course, there were issues—technology adopted very quickly, issues relating to privacy and other things thought about later than they should have been—I was also struck at the time by the evidence from parents and others working with, in particular, children with special needs, for whom the opportunity to learn online in a quieter environment had, for many, been something that they welcomed. I think it is fair to say that we all now live in a hybrid world. While there is no doubt that children learn best in a classroom—we all learn and communicate better face-to-face—there will still be times when the hybrid option is suitable.

The noble Baroness, Lady Kidron, talked about safety tech. The first message I urge my noble friend to take back to the department and others is that I really hope that we are not going to play catch-up on all these issues, as we have done with internet regulation. We now have the Online Safety Act, and are all now waiting for the regulator to do what it needs to do, but there is no doubt that we—and not just us but Governments around the world—have been playing catch-up with the growth of the internet. The issues relating to technology and education, and how we keep our young people safe, are not new; we need to think them through and try to keep as ahead as we possibly can of the challenges.

In the time available, I will make two points. One relates to the curriculum and the other relates to character education, my favourite subject. It seems to me that, over the course of the past nine years, since I had the fortune to become the Secretary for Education, which is a fantastic role, our curriculum has slipped behind somewhat in being relevant for the 21st century. Knowledge is very important, but the world has changed, along with the way that we all access that knowledge—that genie will not go back in the bottle. As the noble Baroness said, getting young people to understand the risks of sharing their data but also being confident about broader issues relating to data analysis and the use of statistics are things that our curriculum does not accurately teach now. A lot of the rest of us, who are not in school or college, could also benefit from lessons in these things, so a programme of adult education on these matters would not go amiss either.

I used to get a lot of lobbying about the taking of exams: why do we still ask young people to sit in rooms for three hours scribbling on a piece of paper? Again, the recall of knowledge is important, but there are ways of designing the use of technology in exam settings that would stop people accessing information on the internet to help them but also reflect the fact that, when you get out into the big wide world and the workplace, people will be using technology. I say this not as somebody whose handwriting is abysmal, but the fact is that I type every day and do not write that much anymore. We have to reflect that fact.

The other point is being sceptical about what young people are finding out from artificial intelligence and the internet. Again, all of us could benefit from lessons in that. But if young people and those who are teaching them are going to use artificial intelligence in education, let us work with them to make sure that they are confident in how they use it, how they check what it is and any underlying biases in the AI that they have been using.

My final point is on character. I firmly believe that our education system is for teaching not just knowledge but characteristics—values, virtues, things such as integrity, honesty, curiosity and the desire to constantly learn. That is more relevant than ever when you have the influence of technology in our classrooms. I would really welcome my noble friend’s comments on the need to update the curriculum to reflect the use of data and AI technology in the modern world, but also how schools will teach character skills to help young people to really use AI and technology in a way that benefits their education.

Schools: Artificial Intelligence Software

Baroness Morgan of Cotes Excerpts

Thursday 19th January 2023 Lords Chamber

[Baroness Barran (Con)]

I suggest that teachers and educationalists do know the difference. The big change that we are seeing is the development of these LLMs—large language models—and other types of AI. However, I think that particularly for people with special educational needs, whether children or adults, this could really unlock their education in a way we have not seen previously.

[Baroness Morgan of Cotes (Con)]

I thank my noble friend for her answer because she has set out opportunities for pupils, particularly for those with special needs. She mentioned the Prime Minister’s National Science and Technology Council. Does she agree that the responsible use of AI in schools would set up our young people for the workplaces of the future because AI is with us, whether we like it or not?

[Baroness Barran (Con)]

My noble friend is absolutely right. The AI genie is out of the bottle, and it is how we manage the risk and capitalise on the opportunity. We are aiming to do that in our schools and universities. We already have a programme for creating 1,000 new AI PhDs through centres for doctoral training as well as opportunities for addressing the lack of diversity in the UK AI market.

Skills and Post-16 Education Bill [HL]

Baroness Morgan of Cotes Excerpts

Report stage
Tuesday 12th October 2021 Lords Chamber

In conclusion, to tackle the challenges and to benefit from the significant economic opportunities of the transition to net zero, we need an ambitious strategy. We have been promised an overall all-encompassing net-zero strategy from the Government before COP 26. Will the Minister commit to including a green skills strategy as part of that overall one?

[Baroness Morgan of Cotes (Con)]

My Lords, I support the amendments that the noble Baroness has put forward. I draw attention to my role as a non-executive director of the Careers & Enterprise Company.

I very much welcome my noble friend the Minister to her place on the Front Bench. I wish her all the luck and enjoyment in what I know is a fantastic department. Like her, I also thank her predecessor for her hard work and commitment to the role when she held it.

I will speak very briefly in support of Amendments 3, 7, 17 and 64, to which I added my name with great pleasure. I also welcome government Amendments 5 and 6 and thank my noble friend and her civil servants for the discussions we have had. As she said in introducing those amendments, we will need a workforce with the right skills. As we just heard outlined so eloquently by the noble Baroness, Lady Hayman, local skills plans should take into account national skills strategy requirements, particularly on green jobs and net-zero strategy.

The impending COP 26 conference next month would be a perfect place. If the Minister feels unable to accept Amendment 64, perhaps she might be able to encourage her fellow Ministers, particularly in BEIS, that next month’s conference would be the right venue for an announcement on a national skills strategy for green jobs.

As we have just seen in recent weeks, and will continue to see, the transition to net zero is going to be a huge moment of both opportunity and challenges for the whole of our economy. I am pretty sure already from the debate on the Bill in this House that it is agreed on all sides that the education sector is vital in training and retraining the current and future workforce to have the right skills to deliver the transition to net zero—which is why these amendments are important, why I welcome the government amendments and why I look forward to hearing what my noble friend has to say about Amendment 64.

[Baroness Sheehan (LD)]

My Lords, I add my thanks to the Minister’s predecessor, the noble Baroness, Lady Berridge, for all her hard work on this Bill. I appreciated the fact that she seemed to be in listening mode throughout her time at the Dispatch Box on the Bill.

I thank the Minister for taking up the baton so swiftly and meeting representatives from Peers for the Planet to talk about Amendments 3, 7 and 17, tabled in my name and the names of the noble Baronesses, Lady Hayman and Lady Morgan of Cotes, and the noble Lord, Lord Knight of Weymouth. The noble Baroness, Lady Hayman, comprehensively introduced the thrust behind what we are trying to achieve through these amendments, so I can be relatively brief. They seek to insert recognition into the early stages of drawing up LSIPs of the importance of the skills and retraining necessary to equip people with the skills they need for the green jobs of the future. This is important because, without a workforce equipped with these capabilities, I am afraid we are destined to repeat the fiasco of the green homes grant, which ended in such ignominy.

I welcome government Amendment 6. It is a good amendment which makes it unnecessary to trouble the House with a Division, and I add my thanks for it to the Minister. It encompasses consideration of the net-zero target and the skills needed to deliver adaptation to the changes we are already seeing as a consequence of the climate emergency and takes into account other environmental goals. I hope the Minister will be able to confirm at the Dispatch Box that they include biodiversity, air quality, land use and marine environment targets.

However, despite my welcome of Amendment 6 and the accompanying technical amendments, there remains the niggling absence of a national net-zero skills strategy. This unease led us to table Amendment 64, which would require the Secretary of State to publish a national green skills strategy for net zero within 12 months of this Bill becoming an Act. The Climate Change Committee has called for this and numerous surveys have shown the demand among young people—and older people, in fact—for green jobs. The Government urgently need a strategy that matches supply and demand for green skills. It should clearly outline routes into the green economy and reassure the public that the net-zero economy provides a secure path for their future.

Just a few days ago at his party’s conference, the Prime Minister mentioned “skills, skills, skills” as a key priority for him. Sadly, he has a reputation for not always following through on his rhetoric, so I hope that the Minister can reassure us that on this occasion it will not be the case and give us a clear indication of when we can expect a national strategy for green jobs, as well as reassurance that it will have breadth and depth.