Further Education

Baroness Evans of Bowes Park Excerpts

Thursday 4th February 2016 Grand Committee

[Baroness Evans of Bowes Park (Con)]

My Lords, I, too, am grateful to the noble Baroness, Lady Bakewell, for initiating this debate and to all noble Lords for their contributions.

The objective of the area review programme is to ensure that we have sustainable colleges which provide a strong offer to their learners and support their area’s broader economic strategy. Through encouraging greater efficiency, as mentioned by the noble Lord, Lord Stevenson, the reviews will create the capacity for colleges to reinvest in the offer for their students, so students and improving provision are at the heart of these reviews, driving better quality and greater specialisation. Colleges must be in the strongest position possible to achieve the right outcomes for their learners: outcomes that will enable them to go on to further training or to compete in the job market, confident that their training or apprenticeship has given them a firm foundation on which to build. The area reviews will also enable colleges to help deliver our national ambitions to support young people, including creating 3 million apprenticeship starts by 2020, which, as the noble Lord, Lord Young, rightly said, need to be of high quality. I will come back to apprenticeships later.

To get this right, it is important that the reviews are locally led. Each review will have as its starting point the needs of students and local economic objectives, so I can certainly reassure the noble Baroness, Lady Pinnock, that the business and economic needs of an area are indeed central to the reviews. The views of business will be taken into account. From there, we will examine existing provision and identify the most effective structures for meeting those needs. The review steering groups are composed of a combination of college chairs of governors and principals, local enterprise partnerships and local authorities.

Several noble Lords raised concerns about students. I reassure them that we are keen to engage learners, and the National Union of Students sits on the national advisory group for the programme. It has actively contributed in setting up round-table discussions to ensure that student voices are heard.

As we have already seen from the pilot reviews, which have informed the development of this approach, it will work. Colleges in Nottingham, Norfolk and Suffolk are in a much stronger position now to deliver good quality education to their learners based on the best evidence available to them. Because the reviews are locally led they are well placed to consider the needs of all learners, particularly those in rural areas where access to education is more likely to be impacted by wider factors, such as the availability of transport, which I think all noble Lords highlighted as a key issue, and access to broadband. Most reviews will include a proportion of learners who are considered to be living in rural areas. The first two waves of reviews, for instance, included Solent, Sussex and the Marches and Worcestershire.

The reviews will draw on the best available evidence in each area, including information on how current learners travel to study, the current and future demographics of each area, the potential role that technology can play and the future demand for skills and professional and technical education at all levels. They will develop recommendations about the future pattern of provision for the area based on that evidence. Any recommendations about future provision will take account of travel, access and the availability of the right courses for learners in the area now and in future.

In the north-east Norfolk and north Suffolk pilot review conducted in 2015, there was a significant challenge to meet the needs of learners dispersed across a rural area and dependent on limited travel. The options considered took account of this; accessibility was one of the criteria against which they were judged. For instance, while three institutions were merged no campuses were removed, ensuring that learners could continue to access the provision that they needed.

For students in rural areas this may mean that reviews include recommendations on improvements in the use of technology, as my noble friend Lord Lingfield highlighted: for example, to improve online curriculum and assessment or shared services such as information management. I can assure noble Lords that the reviews will examine how transport arrangements can be improved. This may well include the cost of travel. Because local authorities are also involved in the area review steering groups, they can consider how to align travel with the provision needed. Obviously, different reviews will result in different options, depending on the area, the needs of the students and the provision.

Where combined authorities assume responsibility for the adult education budget through devolution deals, successfully conducted area reviews will provide a firm foundation so that provision for adult learners can meet the future needs of local businesses and students, as determined by the local areas themselves.

The area reviews are being supported by an important review undertaken by Landex, as my noble friend Lady Byford will be aware, of the national offer of post-16 land-based provision in England. We expect Landex to report by early March and its conclusions will inform the wider programme of area reviews. This will ensure that land-based provision, which has an important role to play in supporting the rural economy and often has wider application than the area in which the college sits, is taken into account, to ensure that high-quality delivery is available to meet the needs of employers, whether in that area or more widely.

Yeovil College, in which the noble Baroness, Lady Bakewell, mentioned her close local interest, will be considered as part of the Somerset area review, which is currently scheduled to commence this November. This will provide the opportunity for the colleges in this area to consider the best provision for learners and employers across Somerset, and it will undoubtedly consider the impact of the rural nature of much of that county on current and future access to high-quality technical and professional education.

As I said, business and its needs are central to these reviews. The LEP is on the steering group and involved in the analysis of business demand. An important objective is to align businesses better with the improvement in delivery of apprenticeships. For instance, in Birmingham, as a result of the review, an apprenticeship company is being created with business leadership, drawing on the resources of all colleges. Apprenticeships are very much part of the thinking within these reviews.

Several noble Lords raised further education funding. The coalition Government indeed had to take difficult decisions to reduce the deficit, which included reducing the adult skills provision budget, other than apprenticeships, year-on-year. The Autumn Statement, however, provided a good settlement for FE. Through the new apprenticeship levy, we will see £2.5 billion being spent on apprenticeships by 2019-20: twice the cash amount being spent at the start of the decade. We are expanding our programme of advanced learner tuition fee loans for those over 19. On top of that, we have been able to maintain in cash terms a £1.5 billion per year adult education budget across this Parliament. I will need to write to the noble Lord, Lord Stevenson, with some of the further details he requested.

The combined adult education budget will provide colleges and training providers with the freedom and flexibility to determine how they use funding, working with LEPs and local commissioners to determine the appropriate distribution of funding to meet local needs best. These reforms represent an overall expansion of funding, meaning that total spending power to support participation will be £3.4 billion in 2019-20, which is a real terms increase of 30% compared with that for 2015-16.

We believe that the current structure of the post-16 education and training sector is unsustainable. We need to move towards a simpler and more financially resilient system which meets the needs of the economy. We recognise that there are circumstances particular to rural communities which the reviews need to take into consideration. Indeed, by referring to different areas, a number of noble Lords have highlighted that perfectly today. The pilot reviews provided an opportunity to test this in Norfolk and Suffolk. To reassure noble Lords once again, that is why we have been clear that the reviews must be tailored to meet local needs, based on the best evidence available and, most importantly, must have learners at the heart of the process.

[Baroness Maddock]

Will the Minister comment more fully on the reasons why sixth forms in schools in the areas are not included? It seems to me that that is absolutely crazy, particularly in rural areas.

[Baroness Evans of Bowes Park]

There is certainly an urgent need to ensure we have high-quality and resilient FE colleges. School sixth forms are included in the initial analysis and general findings but, practically, with more than 2,000 schools with sixth forms compared to 333 FE and sixth-form colleges, it is not going to be possible to cover them in the same degree of detail.

Committee adjourned at 5.58 pm.