Turing Scheme

Alistair Carmichael Excerpts

Tuesday 5th September 2023 Westminster Hall

[Mr Alistair Carmichael (Orkney and Shetland) (LD)]

Will the Minister give way?

[Robert Halfon]

I will in a moment; because of the time, I want to get on a bit and try to answer some of the questions from the hon. Member for North East Fife.

This year saw significantly higher interest in the scheme from colleges and schools, including a nearly 50% increase in the number of successful applications in the further education sector. I think that technical education and training routes should have parity of prestige with academic routes, and I want to see even more FE learners and apprentices offered Turing scheme opportunities.

[Robert Halfon]

Actually, the number of students is comparable, and it is a new scheme. It is also worth remembering that the Erasmus scheme is not value for money. The UK was putting way more taxpayer money into the scheme than we got out of it. The Erasmus+ scheme was also available for teachers to go overseas. We have decided to focus on students, which I think is a very good thing.

[Mr Carmichael]

On the subject of those who can access study here, I invite the Minister to address the point raised by my hon. Friend the Member for North East Fife (Wendy Chamberlain) in relation to those studying medicine and veterinary medicine. Such is the nature of teaching in modern courses that those are almost entirely clinically based. Does the Minister not understand that—I suspect the problem lies with the Home Office rather than his Department—exclusions around the facility to teach in fact exclude those students from any international exchange of this sort?

[Robert Halfon]

Obviously, visas are a matter for the Home Office, as the right hon. Gentleman recognises. We are expanding medical places and we have international students in our medical schools. We have expanded hugely, as per recent announcements, the number of nurses, doctors and doctor apprenticeships. That is different from the Turing scheme, which is about ensuring that students from this country—from FE and apprenticeship backgrounds as well as universities—can go abroad and take part in that important scheme. Previously, 50% of students from disadvantaged backgrounds had access to these schemes; I have increased that to 60%, because I want more disadvantaged people to benefit. The scheme provides enhanced funding for students who need it, as I have mentioned.

It is also my aim to ensure that the Turing scheme is value for money. It was introduced because a fair and proportionate deal could not be found for our continued participation in Erasmus+. It was designed from the start to deliver an improved benefit to the UK taxpayer. As I have said, it was right to prioritise funding for students, learners and pupils at UK organisations rather than non-educational placements for staff or inbound placements in the UK for students in other countries. I do not think taxpayers’ money should be taken for granted because of the competitive annual application process of the Turing scheme. High-quality, deliverable and impactful international placements that improve skills and employability are essential to both the learners and the taxpayer.

I know that the Turing scheme draws comparisons with its predecessor, Erasmus. Direct comparison between the Erasmus+ programme and the Turing scheme is not possible, given that European Commission data for Erasmus+ does not specify the number of student participants for education sectors other than higher education. Although Erasmus+ included some staff mobility, the Turing scheme, as I have said, is focused on student placements. We can be confident that the Turing scheme is expanding opportunities for UK students. This goes back to the point made by the hon. Member for Oxford West and Abingdon (Layla Moran). Erasmus+ participant numbers for higher education ranged from just under 16,000 to just over 17,000 each year from 2015 to 2020. The Turing scheme is funding over 22,000 students this year, and it funded more than 23,000 HE placements last year and around 28,000 in 2021-22. The schemes operate very differently.

On the funding delays, I am working hard to ensure that students do not have the difficulties that the hon. Member for North East Fife highlighted. I am happy to look at the individual case that she mentioned. Education providers have had to make some complex changes to their projects within the allocated funding, because we had to reduce their requested allocation in order to manage the high demand in the ’23-24 Turing scheme. There have been issues in navigating the new processes for payment requests. Capita has offered webinars and one-to-one support where needed to help education providers understand the process, and I am working closely with Capita to collect and act on feedback from the sector to ensure the scheme works as it should for all students. Applicants were informed of their application outcomes on 3 July. We are working to bring that date forward in future years, so that there are not the difficulties that the hon. Lady highlighted.

In conclusion, we will of course carry on evolving the scheme and making improvements, including by expanding opportunities for apprentices, which I care about deeply. I cannot confirm funding well in advance—as the hon. Lady will know, funding is always confirmed ahead of the next fiscal event—but the sector should embrace the Turing scheme, as it has done by submitting competitive bids, adapting its approach to delivering international mobility, and maximising opportunities for less advantaged and unrepresented students.

Racial Discrimination in Schools

Alistair Carmichael Excerpts

Wednesday 8th March 2023 Westminster Hall

[Mr Alistair Carmichael (Orkney and Shetland) (LD)]

There are some things in life where we expect changes to come naturally, organically or incrementally, and there are other things for which change has to be driven, and the approach must be strategic. I suggest to the hon. Member that racial discrimination is something that falls in the latter category.

In my own constituency we do not have the same range of ethnic diversity that might be found elsewhere. However, in Kirkwall Grammar School we have a teacher, Theo Ogbhemhe, who has taken a leading role in getting a group of students together in an anti-racism group, challenging discriminatory attitudes and behaviours wherever they are found. That is only possible if the strategy is in place to empower teachers like that.

[Janet Daby]

I thank the right hon. Member for giving the example of some excellent work taking place in his constituency. That is a great example of a headteacher allowing that to happen and other teachers getting on board to drive it through. Strategies are really important, and the Government need to have a clear one to ensure that this type of thing happens in all schools to eliminate discrimination.

Teach First’s report examining diversity in the English literature curriculum highlighted the lack of ethnic minority authors offered on the syllabus. The largest exam board, which accounts for 80% of GCSE English literature entries, features no books by black authors and only two by an ethnic minority author. That is disappointingly low. Children from diverse backgrounds need to gain a sense of pride and self-worth by identifying with people who look like them in their learning. There is a risk that if children are not exposed to diversity in the school curriculum, they miss the opportunity to find out about those who are different from and those who are similar to them, and to be enriched by that difference and similarity. Will the Minister agree to look at how the school curriculum can be updated to increase ethnic minority representation?

Hon. Members will know that the issue is not just what children are being taught; who is teaching them also has an impact on their learning. Research conducted by University College London shows a lack of teachers from ethnic minority backgrounds in our schools. Sadly, when it comes to leadership, only 4% of headteachers are non-white. It is positive for all children, no matter what their ethnic background, to experience a diverse teaching workforce. That is important for their learning and their personal development. Will the Minister outline what steps the Department for Education is taking to recruit and retain greater numbers of ethnic minority staff and to encourage the promotion of ethnic minority staff to senior leadership roles?

Oral Answers to Questions

Alistair Carmichael Excerpts

Monday 12th October 2020 Commons Chamber

[Gavin Williamson]

It looks as if I will be spending the day with my hon. Friend as we tour Wolverhampton, which would be an absolute delight. I look forward to joining him in doing that. Let me take the opportunity to thank not just those teachers, support staff and parents but, most importantly, the children, who have ensured that the return of schools has been such a success, with so many children getting back to school and having the opportunity to learn. Despite the efforts of some, this has been a success, and children are the ones who are benefiting more than any others.

[Mr Alistair Carmichael (Orkney and Shetland) (LD)]

Some 1.7 million children across the whole of the United Kingdom have no access to a desktop, laptop or tablet devices for learning while away from school. That is the scale of the digital divide in this country. The impact of that will be with us for some years to come. What are Ministers doing, along with their colleagues in the devolved Administrations, to ensure that we close that gap once and for all?

[Nick Gibb]

We take this issue very seriously. We have already supplied 220,000 laptops and tablets to schools and local authorities up and down the country—one of the biggest procurements of computer devices in this country. We have plans in place for another 250,000 laptops, and £160 million has been spent ensuring that people have access to the internet should they need to self-isolate. However, at the moment, 99.8% of schools are open and 90% of pupils are in school learning with their teachers.

Instrumental Music Tuition

Alistair Carmichael Excerpts

Monday 25th February 2019 Commons Chamber

[Douglas Ross]

I agree with my hon. Friend. I pay tribute to Alastair Orr. Like many people, Alastair contacted me ahead of this debate keen to input his undoubted wisdom on this subject. The postcode lottery element is significant. I find it strange and disappointing that SNP Ministers in the Scottish Parliament will criticise local councils such as Midlothian for their plans because they are Labour-led but will not criticise SNP-led Moray Council for similar plans. We have to ensure that there is not a postcode lottery and that there are opportunities for our young people across Scotland and across the UK to access music tuition.

[Mr Alistair Carmichael (Orkney and Shetland) (LD)]

Perhaps it might help the debate if we keep it to the benefits of music tuition itself. The hon. Gentleman mentioned the cultural benefits. For communities such as mine in Orkney and Shetland, the availability of tuition in schools has been enormously important in the maintenance and growing of traditional music that is indigenous to our island communities. Should that not be given greater value, be it by councils or government at any level?

[Douglas Ross]

I respect what the right hon. Gentleman has said. In my previous role as a Member of the Scottish Parliament, I represented those islands as part of the wider highlands and islands region. There is undoubted talent within the islands, and that has spread further now. Musicians from Orkney and from Shetland are going on to receive national acclaim, and that shows how important such traditional music is.

Oral Answers to Questions

Alistair Carmichael Excerpts

Monday 14th November 2016 Commons Chamber

[Edward Timpson]

My hon. Friend will know that in the code of practice, which all schools must adhere to, the rules on school admissions for children with special educational needs and disabilities are very clear. I was present for his ten-minute rule Bill and heard what he had to say, and am very happy to discuss it with him further to see what more we can do to make sure that these children do not miss out on the places they require.

[Mr Alistair Carmichael (Orkney and Shetland) (LD)]

T9. What discussions is the universities Minister having with his Treasury colleagues about their proposed cuts to widening participation funding for higher education? How are we going to get more people with disabilities and from poorer backgrounds into higher education while that money is being cut—by 50% by 2020?

[Joseph Johnson]

The amount spent through access agreements by our universities has increased substantially, from about £400 million to over £800 million in the last year. That is a significant amount of resource that universities can put towards widening access and participation. By bringing the Office for Fair Access into the future office for students we will have a more strategic ability to manage our widening participation funds, the student opportunities funds and the access agreement money to the best effect for the use of all young people from disadvantaged backgrounds seeking to benefit from higher education.

Looked-after Children/Social Work Reform

Alistair Carmichael Excerpts

Thursday 20th October 2016 Westminster Hall

[Tim Loughton (East Worthing and Shoreham) (Con)]

I declare my entry in the Register of Members’ Financial Interests.

Does my hon. Friend share my frustration that too often there appears to be an obsession with changing structures, titles and the nature of the vehicles delivering children’s social care, when what really makes a difference are some of the things that he has already mentioned, such as making sure that we do not have 20% vacancies for social workers in certain parts of the country—that is why there is such a huge variance in the number of children taken into care in different local authorities—and looking at the quality of the outcomes for these children? We should do that, rather than obsessing about the system, which is supposedly there to help these children. It is the people on the ground and to whom my hon. Friend quite rightly paid tribute—the too-often maligned social workers—who really help, but they are damned if they do and damned if they don’t.

[Mr Carmichael]

I thank my hon. Friend for making some really strong points. He is absolutely right about the obsession with structure, as opposed to the importance of the people operating within it. That is why I first of all pay tribute to social workers, and believe that their leadership and reputation need to be enhanced and protected through a professional body; that is something that the Government have to think about carefully.

Although we are happy to hear that the Government plan to consult on many of their reforms, we still believe that there is a lack of detail on how to tackle some of the trickier issues, such as the retention of social workers. Moreover, there is a lack of detail on how some of the proposals are to be taken forward, and how extensive and binding the consultation exercises are likely to be.

The Government said in their response to our report:

“We agree that the development of a strong professional body for social work is important.”

However, they also said that they thought such a body

“would be one established by the…profession.”

We are a bit disappointed about that, because we believe that the Government need to be much more proactive in their efforts to replace the College of Social Work. I hope that the Minister will address that point when he rises to his feet.

The sector needs to be more heavily involved in this area, of course, but the Government have previously invested in the College of Social Work, and there is still a key role for them to play in the creation of a new professional body; it is not sufficient for them to say that the profession needs such a body while doing nothing to encourage its creation. The establishment instead of a Government-controlled regulator seems to suggest precisely the opposite: that the task of defining social work, and good social work practice, is being taken out of the hands of social workers. That is the opposite direction of travel to the one that we recommend. That is worrying, and we are concerned that the Government have not fully understood the significance of the move towards regulation, and away from supporting the creation of a professional body.

Social workers face pressurised working conditions, and the Government response suggests that action on that issue is not being taken quickly enough. Our recommendation that social workers nationally have manageable case loads was rejected. That was despite Ofsted saying that the local authorities that were judged to be good had almost always set manageable limits for their social workers—something we picked up on in Trafford. A recent National Audit Office report that was very critical of the Government’s action on improving children’s services also raised the issue of social worker case loads. We are disappointed that no immediate action on this front is planned.

In some cases, the Government’s response was to reject our recommendations without sufficient justification. For example, despite agreeing that the assessed and supported year in employment was important for newly qualified social workers, they rejected the recommendation to make it mandatory. We are unclear as to why they did that.

Both our inquiries revealed the pressures that children’s services are under. Our inquiry on the mental health of looked-after children found that CAMHS are overwhelmed, and that many specialist teams that offered targeted support for looked-after children have been abolished due to financial pressures. In some areas, children’s social workers face having unmanageable case loads, which is leading to low morale and poor working conditions, as was mentioned earlier by my hon. Friend the Member for East Worthing and Shoreham (Tim Loughton).

Experienced social workers are exiting the profession in record numbers. As I have said, Ofsted has found that the local authorities that are judged to be good tend to be the ones that give their social workers manageable case loads; the Government must take account of that.

We also found that services were inconsistent across the country. I have already said this, but it is important to note that initial mental health assessments are highly variable. Many local authorities are not meeting their statutory requirement to ensure that all children are properly assessed on entering care. I would have thought that was of fundamental importance. While there are some good authorities—we cannot deny that, and we should always support those that are good—that support their children’s social workers with good leadership, access to continuing professional development and manageable case loads, far too many are still not in that category, or even in the vicinity of it. There are regions with significant retention problems, and it is clear from Ofsted reports that plugging the gap with agency workers does not bring about a satisfactory solution.

Both inquiries found that training and development for professionals in children’s services are poor. Children’s social workers lack a professional body, and their access to CPD is inconsistent and inadequate. Put simply, it is not good enough. A new professional body for social work, created with help from the Government, could define professional standards for qualifying and post-qualifying practice, and be given a mandate to define the CPD and post-qualifying pathways for the children’s social work profession. This debate is about a profession and the people within it, and we believe that they should have an appropriate body.

Training and support for foster and residential carers is highly variable, and many local authorities fail to equip carers with the knowledge and skills needed to support looked-after children with mental health difficulties. Foster and residential carers are professionals who need comprehensive and regular training in how properly to support children and young people in their care. We have recently launched a further inquiry on fostering, and we will look in more detail at the issues in the coming months.

Despite the Government agreeing with much of our thinking, the responses to both reports lacked the determined aim to implement change in an urgent fashion. It is hugely disappointing that the Government referred so many of the recommendations to an expert working group. On such an important and pressing issue, delaying action and effectively passing the buck is not helpful.

[Tim Loughton]

I share my hon. Friend’s frustration, but the frustration is worse than that: some of the recommendations in his Committee’s excellent reports relate to recommendations made in the Munro review, which reported in 2011. Since then, very little progress has been made on those recommendations, which have been looked at, researched and looked at again, and they remain unimplemented.

Higher Education and Research Bill

Alistair Carmichael Excerpts

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

[Jo Stevens]

On that basis, how does the hon. Gentleman justify the removal of national health service bursaries?

[Mr Carmichael]

I do think it important to attract people to the NHS. I think that today we should be concentrating on the Bill as it stands, but our Committee will certainly consider that issue in due course.

Let me return to my point about social justice and the need to extend it to all, because that is critical. In particular, we need to extend it throughout the country, to regions, areas and localities that have, in effect, been surrounded by a wall: a wall against hope, a wall against opportunity, a wall against achievement.

That leads me to my second key point. The Bill is also about productivity, because that is a critical issue as well. A society in which people can feel included, feel able to express themselves, and feel able to get the jobs and opportunities that they want must be a society that is also based on an economic, productive model. Productivity equals more opportunity, because it means people having more skills, being able to command a higher salary, and being able to do things that they could not otherwise do—so the productivity argument is at the core of why we have to improve our university sector in the way this Bill seeks.

[Mr Jim Cunningham]

Does the hon. Gentleman acknowledge that productivity is also linked to research and development, in particular R and D projects with Europe? There is a concern. The vice-chancellor of Warwick University thinks that withdrawal from Europe might have an impact on some of the projects it gets finance for. Will the hon. Gentleman’s Committee look at that, or has it already looked at that consequence?