Higher Education and Research Bill

Debate between Lord Gove and Neil Carmichael

2nd reading: House of Commons & Money resolution: House of Commons & Programme motion: House of Commons & Ways and Means resolution: House of Commons
Tuesday 19th July 2016 Commons Chamber

[Neil Carmichael]

Yes, of course I do. Colleges do produce foundation degrees, for example, and that has a logical link and extension to universities. The relationship between larger colleges and universities should be allowed to develop and be encouraged, because that is exactly the kind of fluid way in which we can address the question of getting the skills we need.

I want to end on a subject that is also critical: making sure we think about the world of education in a linear way, from start to finish. That is why I am so pleased to welcome the creation of this new Department. I wrote about it a few years ago, and hoped it would happen, and now it has. There were several reasons why I hoped it would happen. One of them is that we do need to see universities and colleges thinking more about what their relationship is with schools and academies. That is a key issue, and the direction of travel goes the other way, too. That will help us understand more about what the labour market and the skills requirements are.

[Michael Gove]

My hon. Friend the Chairman of the Select Committee is making, as ever, a compelling argument. I want to associate myself with the point he has just made about universities and higher education institutions playing more of a role in our schools. Does he agree that the leadership shown by Baroness Alison Wolf in ensuring that King’s College, London sponsors a maths school—an outstanding new free school—is exactly the model other universities should seek to emulate, and that if vice-chancellors want to show they are committed to social inclusion and social mobility they should sponsor more free schools and academies?

[Neil Carmichael]

That is an interesting intervention and I was coming on to that area, because the world of education is not just boxed up into different sections; it is linear. We need to see more mixing up of people within the sector. There is value in vice-chancellors knowing more about schools and academies and in lecturers getting more involved in schools. I also want to emphasise the value of businesses and professions going along as well. That will mean we get an education system that knows more about what is needed out in the world, that is more comfortable with itself in delivering those things, and that is reaching out to the people who most desperately need to be reached out to—those whom I described as being locked into places where they should not be and being deprived of opportunity and hope. That is what we have to put right on this journey we are embarking upon with the Second Reading of this Bill.

The Committee I chair will look at a lot of issues raised by the Opposition; I have taken note of one or two of them, because I want my Committee and this House to get this Bill right, as it is an important Bill. If viewed through the prism of Brexit the Bill is even more important. Brexit is a call to arms for our education system. We will have to provide more of the skills that we need because we will not necessarily be able to rely on the European Union to do that for us, and that must be in the back of our mind when we think about higher education, or indeed about all education.

Oral Answers to Questions

Debate between Lord Gove and Neil Carmichael

Tuesday 3rd November 2015 Commons Chamber

[Neil Carmichael (Stroud) (Con)]

T7. Rehabilitation is likely to be on a smoother path if prisoners have access to good education in custody. What steps is the Department taking, in conjunction with the Department for Business, Innovation and Skills, to ensure that maths and English are promoted within prisons?

[Michael Gove]

My hon. Friend makes a good point. I am inclined to take a leaf out of the Education Secretary’s book here. In a speech she is making today, she is making the point that we need to reform our testing system to know how well children are performing when they enter school and when they leave primary school. In our prison estate, we should have tighter monitoring of the educational attainment of prisoners when they arrive in custody and when they leave. I am delighted that we are ad idem.