Skill Shortages in Business and Industry

Lord Lilley Excerpts

Wednesday 28th February 2024 Lords Chamber

[Baroness Barran (Con)]

As the noble Earl knows, one reason why there are skills shortages in the creative industries is their very rapid growth rate. Between 2010 and 2019, they grew one and a half times faster than the wider economy, and in 2021 they employed 2.3 million people, which is a 49% increase on 2011. We have created flexi-job and accelerated apprenticeships, and improved the transfer system, particularly aiming to support our world-beating creative industries.

[Lord Lilley (Con)]

My Lords, is my noble friend aware that the United Nations International Labour Organization warned that a

“temporary … shortage … of trained native workers, can … be made … permanent by the attempting a quick fix from migrant labor. Any program which imports migrants into a sector whose employers are complaining of insufficient trained natives, can be expected to exacerbate (rather than alleviate) its native shortage”?

Since Tony Blair ignored that warning, we have imported millions of workers—

[Noble Lords]

Oh!

[Lord Lilley (Con)]

We have. As the ILO predicted, shortages have got worse, even though Members opposite want to deny the facts. When will we abandon this failed policy and start training and paying our own people better?

[Baroness Barran (Con)]

As my noble friend well knows, we have introduced a points-based immigration system, making sure that we can focus on the brightest and the best to make a positive contribution to our economy. But my noble friend is quite right that we need to invest in a way that promotes productivity and creates great careers and livelihoods for all our people.

Education: Climate Change Science

Lord Lilley Excerpts

Thursday 16th May 2019 Lords Chamber

[Lord Agnew of Oulton]

My Lords, there is absolutely no suggestion that there is denial of climate change by this Government. Indeed, we have seen some of the most dramatic improvements in dealing with decarbonisation of the economy over the last 10 years. We are leading the way in the G20, we have reduced carbon in the economy by 4.7% per year, which is double the G7 average, and we have some of the highest levels of wind generation in the world—so I can assure the noble Lord that we are not anti or against it. However, we also have to remember that we should be worried not just about climate change but about environmental contamination.

[Lord Lilley (Con)]

My Lords, I draw attention to my interests in the register. Will my noble friend ensure that climate change is taught within the context of the scientific method, which requires predictions based on hypothesis to be tested against observations? Therefore, let children know that the impact of CO₂ is well established by observations and can be measured, and that the direct effect of doubling the amount of CO₂ in the atmosphere will be a one degree centigrade increase in the average temperature of the globe. However, higher estimates, based on much less certain feedbacks for which there is not observational confirmation, and all the forecasts based on climate models, assume very high feedbacks that have been falsified by observations. Therefore, those models need to be amended.

[Lord Agnew of Oulton]

I assure the noble Lord that we are improving the curriculum all the time. For example, in 2018, 96% of pupils in state-funded schools were entered for the science component of the EBacc. The proportion of pupils taking GCSE geography increased from 26% in 2010 to 41% last year. We have also seen increases in participation in A-level chemistry and physics. These are all science and evidence-based subjects.

Secondary Education

Lord Lilley Excerpts

Thursday 21st June 2012 Commons Chamber

[Michael Gove]

Again, the hon. Lady talks good sense on education and is absolutely right. One strength of the Northern Ireland system is its emphasis on greater rigour and stretch in mathematics, and more and more students are achieving those qualifications. We have sought to pay mathematics graduates more to encourage them to consider teaching, and to create new centres of excellence, new 16-to-18 free schools in mathematics, but there is so much more to do, and I look forward to working with her on that.

[Mr Peter Lilley (Hitchin and Harpenden) (Con)]

Does my right hon. Friend agree that the weakness that has characterised the British education system for a century and a half has been a failure to produce enough people with technical and vocational qualifications, partly because of a presumption that they were for the less able and less academic? Can he reassure me that his reforms will tackle that weakness and ensure that technical and vocational qualifications that are of the utmost rigour and held in the highest esteem are available to all?

[Michael Gove]

My right hon. Friend makes a very good point. One weakness in the implementation of the Education Act 1944 was that the third strand, technical schools, did not receive the investment that they should have done, and as a result a weakness in technical education, which this country has had since 1851, was reinforced.

The advent of university technical colleges, an idea pioneered by Kenneth Baker and Andrew Adonis, is going some way to dealing with the problem, and Alison Wolf’s report, which has injected additional rigour into vocational qualifications, also helps to meet that challenge, but we need to do more, including reforming the funding of further education colleges in order to strengthen vocational subjects.