Careers Guidance in Schools

Christina Rees Excerpts

Wednesday 13th July 2022 Westminster Hall

[Mims Davies]

I say to my hon. Friend that there is nothing wrong with being an employer. We need people to take those risks, opportunities and leadership roles, but they have to have the experience and the start-up to get there.

I genuinely think we are seeing a sea change with careers and employers, and that lets me explain a little more about the kickstart roles that were created. We have heard anecdotally that around seven in 10 people have stayed with their existing employer, but we also found that many other people had undiagnosed health conditions, challenges at home or other issues that meant going into the wider labour market was simply never going to happen for them, and that was exacerbated by the pandemic.

When I was at the Department for Work and Pensions, we therefore opened over 150 youth hubs. Those were locally led, and included the careers service, local authorities, jobcentres and employers. People could go into a safer, more relaxed and more comfortable space to have a one-to-one conversation along the lines of, “What can you do, and what are you interested in?” If employers can spark that interest in our young people, or in anybody at any age or any career stage, rather than talking about what people cannot do, they can take a chance on people. With near full employment—employment is at almost 80% in some parts of the country—employers are having to do that. They are throwing out the usual way of doing things and putting time and training into people, and I do not think anybody really regrets that, do they?

On universities—my hon. Friend the Member for Worcester (Mr Walker) and others put this brilliantly—we really have to help those who perhaps feel that there is a stigma about not going to university. We are sending people to university who are potentially wasting their time there and who could be doing something much more productive and beneficial in the local labour market. However, that can be done only based on really strong, good reading skills and digital skills, and while many young people and many of us generally can hide behind our mobile phones and feel that we have digital skills, we simply do not.

We need to tackle the STEM challenge strongly, talking about the skills needed for different sectors and jobs and what is transferable, but we cannot do that without face-to-face support. We know that works in jobcentres and with training. Online courses do not equip people with enough to get into those sectors and areas, so they can do some of that training, but they also need practical, individual human support. It is vital that we give them that and tackle the STEM issue as a result.

In Mid Sussex, we recently had a STEM event, chaired by Phil Todd and linked to the Burgess Hill Business Park Association, where schools came to spend a wonderful day building bridges, weighing things, creating things, working on projects and working with local businesses that they simply would not have known were there. In fact, 70% of jobs in Mid Sussex are not on the high street; they are in small industrial areas, back bedrooms, villages and areas that are not seen, and they are exporting globally. People do not need to work in a big building to have big opportunities; it is important that young people see that.

On good careers advice, the main thing is to give people confidence that it is not about where they start but where they end up. I have enjoyed yoghurt making, selling kitchens, working in Little Chef and selling mobile phones and pagers—remember them? I want to return to the issue of job snobbery, because pubs, restaurants and hospitality are places that we love, and we miss them when they are not open and cannot serve us. When we go on holiday and go abroad, we see how those places are revered. People can progress quickly in that sector. So let us talk about careers as a whole. I will conclude, Ms Rees, as I am sure that time is against us.

[Christina Rees (in the Chair)]

I call the Opposition spokesperson.

Careers Guidance in Schools

Christina Rees Excerpts

Tuesday 11th January 2022 Westminster Hall

[Christina Rees (in the Chair)]

Before we begin, I remind Members that they are expected to wear face coverings when they are not speaking in the debate. This is in line with current Government guidance and that of the House of Commons Commission. I remind Members that they are asked by the House to have a covid lateral flow test before coming on to the estate. Please also give each other and members of staff space when seated and when entering and leaving the room. We are expecting a vote and I will suspend the sitting for 15 minutes when that occurs. I call Esther McVey to move the motion.

[Esther McVey (Tatton) (Con)]

I beg to move,

That this House has considered careers guidance in schools.

It is a pleasure to serve under your chairmanship, Ms Rees. I thank the Speaker for granting the debate. I should start by saying that my right hon. Friend the Member for Harlow (Robert Halfon), the Chair of the Education Committee, wanted to be here today, but unfortunately he has tested positive for covid and cannot join us. I know that careers guidance is a matter close to his heart, and I thank him for all the work that he has done on it.

One of my very first speeches in this House was on career guidance and extending opportunities to all. That was over a decade ago. It included reaching out to young girls and supporting them to climb the career ladder. It was about smashing glass ceilings, stopping stereotyping people, and knocking down the barriers that prevent people from achieving, succeeding and fulfilling their potential. I have written academic papers on this issue, worked on reports such as the “Genda Agenda” report and the Ideopolis report, and worked on the Merseyside Entrepreneurship Commission, which looked at the reasons why pupils from deprived areas were often half as likely to set up in business and twice as likely to claim benefit as people from more advantaged areas.

We looked at how to go about breaking those cycles, and the answer kept coming back to good-quality, consistent, regular careers advice and meeting inspirational role models—people young girls could learn from and, where possible, people from similar backgrounds who had managed to succeed, often against the odds, as well as people who young girls could really relate to and who would have an influence on what they were going to do as they got older.

Most advice, for most people, comes from people they know—from parents and friends. How big that pool is will determine how much those people come into a huge and different array of careers, so that pool needs to be widened if we want to widen opportunities for as many people as possible. How can children know what they want to do when they leave school if they are not told about the career opportunities available to them, the qualifications they will need and the different educational paths they can take to get there?

I hope Members can tell that I am as fired up by these issues today as I was more than a decade ago. I will declare an interest because, caught by the bug of supporting young people, I set up my own charity to do just that in 2013. It is called If Chloe Can and it provides careers advice to pupils up and down the country, particularly in years 8 and 9, and predominantly to disadvantaged pupils. It is supported by 200 role models who are successful individuals: Debbie Moore, the first woman to run a public limited company; Jo Salter, the first woman in the UK to fly a fighter plane; Professor Sarah Gilbert, who developed the AstraZeneca vaccine; and people such as Nick Knowles and James Dyson. The list goes on.

The charity provides careers advice, role models and confidence. It is about goal-setting, planning, communication, resilience and assertiveness. The charity used to go into schools and hold performances and plays, but all of that changed because of covid and lockdown, and so too must careers guidance.

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On resuming—

[Christina Rees (in the Chair)]

We will start again. Ms McVey, have you finished?

[Esther McVey (Tatton) (Con)]

The timing was perfect, thank you.

[Christina Rees (in the Chair)]

Good timing, superb. We now move on to Back-Bench speakers. If you can confine yourselves to five minutes or less, we should get everyone in.

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[Several hon. Members rose—]

[Christina Rees (in the Chair)]

Before I call the hon. Member for Strangford (Jim Shannon), we have worked the intricate maths. The debate will finish at 5.41 pm. I will call the Opposition spokesperson at 5.23 pm, allowing the right hon. Member for Tatton (Esther McVey) a couple of minutes to wind up the debate. Is everyone happy? Great.

[Jim Shannon (Strangford) (DUP)]

It is a pleasure to speak in this debate and to serve under your chairmanship once again, Ms Rees, renewing the relationship with you in charge and myself making a small contribution, as often happens in this Chamber. I thank the right hon. Member for Tatton (Esther McVey) for setting the scene so well for each and every one of us. I know that the Minister has no responsibility for Northern Ireland; however, I will give a Northern Irish perspective, as I often do, to replicate and support what the right hon. Member for Tatton has said on the importance of careers choice and guidance in schools, and where we want to be on that matter.

It is a pleasure to be here and to participate in this debate. I have stated all too often that children are the future, and I believe that it is our responsibility to ensure that they have the platform and the opportunities to make the most of their lives in terms of employment. I think I recall intervening on the right hon. Lady when she spoke in a Friday debate—while I was in Parliament for my Automated External Defibrillators (Public Access) Bill—to support her as she once again pursued careers guidance for young people.

It is a great reassurance to know that the correct strategies are in place for schools. As the right hon. Lady and other hon. Members have said, it is very important for where we are with our schools and the guidance that they give. The preparing for success strategy, set out by the Department of Education in Northern Ireland, aims to develop more effective career decision makers, leading to increased and appropriate participation in education, training and employment. Schoolchildren in Northern Ireland choose their GCSEs in year 10, when they are 14 or 15 years old. It is fair to say that children are forced—albeit gently—to think about their futures at a young age, so it is essential that the support is in place to enable them to start doing that.

I have served on the board of governors of Glastry College, one of the schools in my constituency for—my goodness; I am just trying to think—more than 30 years. Although I did not attend that school, my boys did. What I have learned from being on the board of governors was that there is a chance to guide young people to where they want to be. Not everybody will be educationally inclined; some are more physically focused and want to work on farms or in factories, and there is plenty of choice for that in my constituency. The main thing is that young people understand the opportunities they have.

There are many schools in my constituency of Strangford that offer sixth-form education. In particular, I would like to mention the South Eastern Regional College in Newtownards, which has countless specialities for teens to take an interest in, whether in mechanics, beauty treatment, working in shops or managing a business—those courses are all there.

Recent statistics have shown that a massive 65% of those studying for a degree admit to having regrets about their academic choice. Further statistics show that two out of five schoolchildren in their final year of school would feel like a failure if they did not progress to university. Not everybody can, should or needs to go to university, but it is good to know that they will have that opportunity if they have the ability to do so. I must say that better careers guidance in schools has the potential to reduce those figures, which I find quite shocking. I have spoken to younger constituents who have said that their schools allocate each of them a careers adviser, with whom they have one-to-one chats throughout the years they are at school. I strongly encourage that not only in schools but in universities and colleges. Some children have little or no idea what they want to do in life, and that is just the way it is, but they do focus. I certainly ended up doing something that I never expected—I always had an interest in politics, but I never thought I would be here—and it is the same for many people.

The lack of careers guidance and support can factor into this. The JobReaders Academy has revealed that the second biggest factor in why six in every 100 pupils drop out of university is poor secondary school preparation. If that is where it starts, that is where things need to start improving. We must remember it is not solely down to secondary schools to teach our young people; the correct careers advice must be readily available in universities, too.

We must ensure that our schoolchildren are encouraged to start thinking about their futures. Yes, it is scary, and I cannot stand here today and say that when I was a wee boy, I was 100% sure what I wanted to be—apart from wanting to be a Royal Marines soldier, a train driver, a shopkeeper, a salesman and ultimately to have my own business. All those sorts of things go through someone’s mind when they are aged nought to 10, or nought to 16, and they may end up somewhere they did not expect to be.

Ofsted has revealed that schoolchildren want to see more information on the full range of courses run by FE colleges and other providers, since not everyone wants to do A-levels and go to university. It is essential that there is the opportunity to do that through careers guidance. We want all young people to have the same opportunities, if possible, but they will go their own ways.

I urge the Minister and the Department to work with their education counterparts in the devolved nations to ensure that children have access to all sorts of careers advice, and so that we can exchange ideas. I am sure that she does so regularly with her counterparts in the other regional Administrations. I believe that careers guidance should start in schools and not stop at university. Many young people from Northern Ireland end up at universities here in the mainland. Guidance should be available inside and outside education settings, and we must not let our youngest be hindered from reaching their full potential because they did not have the means to get there in the first place.

[Christina Rees (in the Chair)]

I am sorry, but we will have to go down to three and a half minutes.

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[Jane Hunt (Loughborough) (Con)]

It is a pleasure to serve under your chairmanship, Ms Rees, and also to point out to the hon. Member for Wythenshawe and Sale East (Mike Kane) that I was born on the council estate in Wythenshawe and made it to be an MP. So there we are: there is one already—more to follow.

We have a difficulty in Leicestershire in that all too often people get their first job, which is low paid and low skilled, and then remain in it. That is fine when people are living at home with their parents and single, but when they move on to have a family or want to move to another place, then it is more difficult. I have been working on a life skills project for a couple of years, alongside Barclays, Communities that Work and East Midlands Housing, to try and promote ways of being able to pay rent and move on in life by getting additional skills. Really, I am just following on from my predecessor, the wonderful Baroness Morgan of Cotes, who worked on a project with Loughborough College called Bridge to Work and is now on the board of the Careers & Enterprise Company, working along the same lines as Bridge to Work when it started out.

Since setting up the Careers & Enterprise Company and the careers hubs in the area, we have retrieved all sorts of good statistics that meet the Gatsby model. For example, more than six in 10 schools nationally are taught maths and English in a way that links lessons to jobs and careers—a 44% increase on 2019. Nine in 10 colleges also taught the curriculum in a way that highlighted the relevance of a subject to future career paths, and 84% of schools provided information about apprenticeships to their students. Those are some of the achievements that the Careers and Enterprise Company has highlighted.

I want to highlight three excellent examples in Loughborough. Limehurst Academy’s work is spearheaded by the proactivity of its wonderful head, Jonathan Mellor. It has embedded careers education across the academy’s curriculum, from subject areas right through to personal development, citizenship and targeted interventions, as has Rawlins Academy, which is also leading the way. It has rewritten its careers education programme from start to finish to build careers conversations into every subject area. Finally, there is the Careers and Enterprise Hub that is funded by the town deal fund in Loughborough. It is central to the town, providing careers advice and a way to access jobs and to meet with employers; there are interviews and seminars within the building, and it really works.

One of the points I want to raise with the Minister is access to careers advice from a younger age. I believe that the Careers and Enterprise Company focuses on years 8 to 13, but we should look at year 7 or even younger. After I passed my 11-plus, I went to a state grammar school in Congleton in Cheshire, and I had only been there a matter of weeks, when, at 11 years old, Mrs Hall said to me, “Which university have you thought about going to?” I had never even thought about going to university—I was the first in my family to do so—but these points need to be considered.

[Christina Rees (in the Chair)]

I call Mark Fletcher. Unfortunately, you have a very short time, but go for it.

[Mark Fletcher (Bolsover) (Con)]

Thank you, Ms Rees. It is a pleasure to serve under your chairmanship. My right hon. Friend the Member for Tatton (Esther McVey) gave a storming speech. The quickest way to summarise my speech would be to say I agree with everything she said—I thought it was marvellous. I declare my interest as a governor at two schools in my constituency.

When it comes to the challenge of levelling up, careers guidance is absolutely central to what we are trying to do. Effectively, levelling up is correcting market failure in one of four areas—housing, infrastructure, skilled jobs or having a skilled and educated workforce. As an MP who represents an ex-mining area as I do in Bolsover, the problem is very specifically about looking at having a skilled workforce and skilled jobs in the area. We do not have a history of that.

We have a history of mining, and that creates a cultural challenge, and a gap in aspirations that needs to be corrected. Whether that comes from parents, schools, the community, or—even better—from all three together, we need to be able to change the culture of an area over time, and careers guidance is absolutely central to that. I am not going to look the Chair in the eye because it is very off-putting—I do not know when I have to sit down—so I will carry on regardless.

There are three incredibly important points to make. The first is about pathways. My right hon. Friend outlined quite beautifully that young people need to be able to understand what careers are available to them, which can be incredibly difficult unless they come into contact with those careers. We need clear role models—identifiable, local role models—and to work with employers in the local area to be able to say, “This is what you can do.”

The second point is about aspiration, and the mindset—encouraging young people, wherever they are from, that they can achieve things and making that clear. The third point is reinforcement—saying over and over again that someone can achieve what they need to achieve.

I could not agree more with the need to start young, and to continue with careers guidance. That is such a crucial point—I ruined my notes by scribbling it down. It is unbelievably important. The point on supporting not just academic pathways, but technical ones, and the importance of having provision—

[Christina Rees (in the Chair)]

Order. I call Opposition spokesperson, Stephen Morgan.

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[Michelle Donelan]

I can confirm that. Ofsted is now playing a much more active role in looking at the careers support and guidance that is available to schools, including their utilisation of the Baker clause, so that we do not have the postcode lottery to which the hon. Member for Portsmouth South referred. My right hon. Friend the Member for Tatton spoke in support of the Education (Careers Guidance in Schools) Bill, which is sponsored by my hon. Friend the Member for Workington (Mark Jenkinson). The Government wholeheartedly support that important Bill, which will, as my hon. Friend the Member for Keighley (Robbie Moore) outlined, extend careers provision to all pupils in state education, bringing year 7 and upwards into scope for the first time—something that my hon. Friend the Member for Loughborough (Jane Hunt) called for in the debate. The Bill will also place a duty on all academy schools and alternative provision academies.

Through the Skills and Post-16 Education Bill, we are also improving access to colleges and opportunities so that young people can hear directly from providers of approved technical education qualifications and apprenticeships about the wide range of opportunities that are open to them beyond school. A recent report by The Careers & Enterprise Company shows why that is so important. Uptake of apprenticeships was 16% higher in the schools that provided information on apprenticeships to most or all of their students, compared with the schools that provided information to a small minority.

It is for that very reason that we have taken such committed action in this area. First, we have put in place support to help schools to develop their careers offer so that pupils have much more comprehensive support, something that was stressed by my right hon. Friend the Member for South Holland and The Deepings (Sir John Hayes). That support helps them to plan for the next stages in their lives.

The Gatsby benchmarks, for example, are eight clear benchmarks recommended in the “Good Career Guidance” report produced by Gatsby, a leading education charity. Data from schools in England has shown that when all eight Gatsby benchmarks are met, the proportion of students in sustained post-16 education, employment or training rises by nearly 10%. In disadvantaged areas, that same figure rises by a staggering 20%. We have adopted the Gatsby benchmarks as our career framework for secondary schools and colleges. They are based on robust international evidence and they provide a clear definition of what world-class careers guidance really looks like.

In fact, we are investing £28 million this year for the CEC to support schools and colleges to implement the Gatsby benchmarks. That is part of a total £100 million investment in careers guidance for the financial year 2021-22. New careers hubs allow schools and colleges to form strong local partnerships with businesses, providers and the voluntary sector so that they can collaborate and improve careers guidance. By September 2021, two thirds of schools and colleges in England were already part of the careers hub. Additionally, careers leaders are a brand-new workforce of specially trained staff who will drive forward careers programmes in schools and colleges. Since the launch of the training in September 2018, more than 2,200 careers leaders have engaged in the funded training. In addition, around 4,000 senior business volunteers are now working as enterprise advisers to schools and colleges.

Already 21 secondary schools and colleges in the Cheshire and Warrington LEP are in a careers hub, and enterprise advisers are already matched with 90% of schools and colleges across the area. Of those enterprise advisers, 64% are sourced from small and medium enterprises, and I am pleased to say that 52% are female.

To return to the importance of role models, our funding is helping to increase young people’s exposure to employers and the world of work. That includes schools and colleges linking up with providers and employers that offer mentoring opportunities.

My right hon. Friend the Member for Tatton also raised important points about the work of the CEC in relation to the National Careers Service. Sir John Holman has been tasked with making recommendations to drive greater alignment and collaboration between the CEC and the service. I am pleased to inform my hon. Friend the Member for Totnes (Anthony Mangnall) that those findings will be published in the summer. I am sure that hon. Members will be updated as and when those responses are forthcoming. It is a brilliant achievement that, through the CEC, we are now working with 300 cornerstone employers to challenge those negative stereotypes identified by Members to—as the hon. Member for Stoke-on-Trent Central (Jo Gideon) put it—instil aspiration and understanding of the opportunities available. Those employers are working closely with local partnerships at schools and colleges to support employer encounters and ensure that young people are exposed to the world of work and the broad possibilities of potential career paths lying ahead.

Employers such as the Nuclear Decommissioning Authority, Gatwick airport and Hilton hotels have seen benefits from their roles as cornerstone employers in developing their pipeline of skilled employees. As a cornerstone employer, Pinewood Studios has recently co-designed immersive maths lessons for pupils at 21 different secondary schools. Thanks to that partnership, 14,000 young people are now learning about careers in new ways, and the ambition is to showcase those lessons to hundreds more schools in the coming years.

With those achievements in mind, I want to conclude with a look ahead to the future. Our skills revolution, combined with an innovative new careers guidance system, will help to lead millions of young people into the careers that suit them. Initiatives like If Chloe Can are helping to drive us forward. I am delighted that my right hon. Friend the Member for Tatton is due to meet the Secretary of State for Education to explore how we can collaborate and build on that excellent work. I am sure that the skills Minister will be only too happy to join that meeting.

[Christina Rees (in the Chair)]

Esther McVey, you have one minute.

Free Period Product Scheme for Schools

Christina Rees Excerpts

Wednesday 15th December 2021 Westminster Hall

[Christina Rees (in the Chair)]

Before we begin, I remind hon. Members that they are expected to wear face coverings when not speaking in the debate. This is in line with current Government and House of Commons Commission guidance. I remind Members that they are asked by the House to have a covid lateral flow test twice a week if coming on to the parliamentary estate. This can be done either at the testing centre in the House or at home. Please give each other and members of staff space when seated and when entering and leaving the room. I call Ruth Cadbury to move the motion and then the Minister to respond. There will not be an opportunity for the Member in charge to wind up, as is the convention for 30-minute debates.

[Ruth Cadbury (Brentford and Isleworth) (Lab)]

I beg to move,

That this House has considered the Free Period Product Scheme for Schools.

Thank you, Ms Rees. Is the loop on? I could not hear you very well because the loop was not on. As you probably will not be speaking too much, I hope I will cope.

[Christina Rees (in the Chair)]

We will sort that out now. I do apologise.

[Ruth Cadbury]

It is a pleasure to serve under your chairship, Ms Rees. The debate concerns the Government’s free period product scheme, where period products are available in English schools. As Chair of the all-party parliamentary group on period equality, I again bring a debate. Until recently, we found the pages of Hansard rather bare when it came to menstrual health. I believe the word tampon was first used in this place in the 1980s, in relation to an incident involving a customs officer. However, we have made progress since I joined this place in 2015 and in more recent years, when I brought a debate last year.

I welcome the chance today to talk about the Government’s scheme for schools and colleges in England. I will start by describing in a few words what it means to come on a period when in school. The Minister will realise that it has been rather a long time since that happened to me. Not all of these words apply to me, but they are common emotions and feelings for youngsters in school: unexpected, messy, embarrassing, shameful, bad back pain, headaches, PMT, stress and unexplained strong emotions and, overall, bloody.

When I applied for the debate, we did not know whether the Government would extend the scheme or whether there would be any changes or tweaks to it. We were very pleased on 26 November, when we received the welcome news that the Government would extend the scheme for 2022. There was a sigh of relief from students, teachers and parents across the country.

The precursor to the current Government scheme was the red box project, organised and delivered nationally by volunteers. Like many MPs, I worked with our local organiser who ran the Hounslow red box, led by Yeliz Kazim. She worked tirelessly, like many across the country, to get red boxes into schools, so that students could easily access free period products. I learned from Yeliz that it was not only period products that young people were asking for via their teachers. Yeliz also supplied spare underwear, tights and deodorant in the boxes she supplied. She had started to work with other organisations, such as youth clubs and council and community settings, to ensure that period products were available free in other settings.

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[Will Quince]

I certainly will do that. One advantage of working with phs is that it has that capability and national reach, as well as the ability to procure at a local level.

The hon. Lady rightly touched on stigma and taboo, which I mentioned earlier. I think we do need to talk about periods. A vital element of the scheme’s success is ensuring that learners are aware that period products are available when they need them in their school or college. It can be challenging for some schools and colleges to communicate about this, especially if teachers and students find it difficult to talk openly about periods. Periods are a natural process, but too often they are treated as a taboo subject. I remember what it was like when I was a pupil at school: they were very much something that was not talked about.

We are taking action to tackle that through the new health education curriculum, which became compulsory for state-funded schools in England in 2020. Our statutory guidance insists that both boys and girls should be taught the key facts about the menstrual cycle, including what is an average period, the range of period products, and the implications for emotional and physical health. We have developed a “changing adolescent body” teacher training module, which will very much help in that regard. I desperately want teachers to feel confident in talking to students about this issue to tackle the stigma around menstruation.

Beyond the health education curriculum content, we have statutory guidance that directs schools to make adequate and sensitive arrangements to help ensure that girls prepare for and manage periods, including through requests for period products. I think that will make a real difference. Our user insight shows that even small changes, such as using the term “period products”—I have been very careful to use it, as did the hon. Lady—as opposed to “sanitary products”, help to shift the conversation away from any suggestion that periods are in some way unhygienic, which of course they are not; they are an entirely natural process.

I will touch briefly on ordering and distribution. This is a matter that mostly affects girls. Fundamentally, no girls should miss out on their education because of their period. Our scheme helps young people to go about their daily lives without getting caught out. It is not just about period poverty; it is about not being caught out. That is not just about pupils; it is also about teachers, who sometimes come on their periods unexpectedly, forget to bring products in with them or cannot afford the products they need. We have the online portal, but I am keen to work with the hon. Lady on how we can improve the process and ensure that more schools access this provision.

I am conscious that there are lots more questions and I would like to answer them. I am very happy to meet the hon. Lady at a later date to do so. This issue mostly affects women and girls, but it is important that we are all comfortable discussing it. I want more people in this House and in schools and colleges up and down the country to discuss this issue, so that it is not a taboo and so that we take the stigma out of it. My message to girls and young women up and down the country is this: please do not ever miss out on your education because of your period. Make sure your school or college signs up to our period products scheme, and that you are able to make the most of the continuation of this fantastic scheme. I conclude by thanking the hon. Lady and the hon. Member for Strangford (Jim Shannon) for their contributions, and wishing all within the House a very merry Christmas.

[Christina Rees (in the Chair)]

I wish you all a merry Christmas.

Question put and agreed to.

Adult Skills and Lifelong Learning

Christina Rees Excerpts

Thursday 15th April 2021 Westminster Hall

[Christina Rees (in the Chair)]

I remind hon. Members that there have been some changes to normal practice in order to support the new hybrid arrangements. Timings of debates have been amended to allow technical arrangements to be made for the next debate. There will be suspensions between debates. I remind Members participating, physically and virtually, that they must arrive for the start of debates in Westminster Hall and are expected to remain for the entire debate. I must remind Members participating virtually that they are visible at all times, both to one another and to us in the Boothroyd Room. If Members attending virtually have any technical problems, they should email the Westminster Hall Clerks’ email address. Members attending physically should clean their spaces before they use them and before they leave the room. I remind Members that Mr Speaker has stated that masks should be worn in Westminster Hall.

I now call Robert Halfon, Chair of the Select Committee on Education, to move the motion.

[Robert Halfon (Harlow) (Con) [V]]

I beg to move,

That this House has considered the Third Report of the Education Committee, “A plan for an adult skills and lifelong learning revolution”, HC 278.

It is an honour to serve under you in the Chair, Ms Rees. I am grateful to have secured this debate today on the Education Committee’s adult skills and lifelong learning report. Let me start by giving special thanks to the Education Committee officers and advisers, who have spent so much time working on the inquiry with Members. And I pay tribute to all my parliamentary colleagues on the Committee, who worked so hard on the report and evidence sessions. I welcome here today two of my colleagues on the Committee: my hon. Friend the Member for Putney (Fleur Anderson)—I know that I am not supposed to say “hon. Friend” about an Opposition Member, but in this capacity I hope that you will allow me to do so, Ms Rees—and my hon. Friend the Member for Stoke-on-Trent North (Jonathan Gullis).

There are overwhelming benefits to lifelong learning—benefits for productivity and the economy, for health and wellbeing and for social justice and our communities. Our nation faces significant skills challenges from the fourth industrial revolution, automation, an ageing workforce and the devastating impact of covid-19. The Government are rising to those major challenges by providing some new funding for adult education, and I welcome the recent increases in finances that the Government have announced. The further education White Paper marks a sea change in Government thinking about skills. The flagship £2.5 billion national skills fund offers a significant opportunity to transform adult skills and lifelong learning. It will fund a lifetime skills guarantee, supporting adults to access about 400 fully funded level 3 courses. The Government have also funded a number of important schemes to support a post-covid skills recovery. There is the £2 billion kickstart scheme, the hiring incentive of £3,000 for employers who hire new apprentices—and much more besides.

However, despite the recent increases in funding, the welcome White Paper, the kickstart fund and the other programmes that I have just mentioned, participation in adult skills and lifelong learning is in a dire state; it is at its lowest level in 23 years. It is the case that 38% of adults have not participated in any learning since leaving full-time education. Participation rates in adult education have almost halved since 2004. Even worse, lifelong learning is an affluent person’s game; those who might benefit most from adult learning and training, low-skilled adults in low-income work or the unemployed, are by far the least likely to be doing it. It is the case that 49% of adults from the lowest socioeconomic group have received no training since leaving school.

It is the already well-educated and the well-off who are far more likely to participate. In 2016 92% of adults with a degree-level qualification undertook adult learning, compared with 53% of adults with no qualifications. I would argue that poor access to lifelong learning is one of the great social injustices of our time. We must reverse the decline in participation and offer a way forward for those left-behind adults. There are haves and have-nots in terms of adult education in our country.

There is a significant problem with low basic skills. It is hard to believe the fifth largest economy in the world has 9 million working-age adults with poor literacy or numeracy skills or both. Nine million adults also lack the basic digital skills that nowadays are essential for getting on in modern life, and 6 million adults do not even have a qualification at level two, which is equivalent to GCSE. In the past 10 years, just 17% of low-paid workers moved permanently out of low pay.

Unequal access to lifelong learning is a social injustice that traps millions of workers in below-average earnings. Even before covid kicked in, our nation faced significant skills gaps. By 2024, there will be a shortfall of 4 million highly skilled workers. Colleges up and down the country, such as Harlow College, an exceptional further education college in my constituency, will be central to the skills-led recovery, and we have to do all we can to support them.

Support for colleges is especially important now. This week, an Association of Colleges report found that three quarters of college students are between one and four months behind where they would normally be expected to be at this stage of the academic year. The advanced manufacturing centre at Harlow College—a multimillion pound investment—is a leading example of what can be achieved when business, FE and the Government work together to make sure young adults are retrained.

Part-time higher education has fallen into disrepair. Part-time student numbers collapsed by 53% between 2008-09 and 2017-18, resulting in over 1 million lost learners. When I think of potential part-time higher education students, I think of a single parent in my constituency who will not take that part-time opportunity because they are worried about the loan that they may have to take on.

Adult community learning is vital to social justice. It gives a helping hand to the hardest to reach adults, including those with no qualifications, learners in the most deprived communities, and those furthest from the job market. There has been, however, a 25% decline in adult community learning participation since 2011-12 and a 32% fall since 2008-09.

Finally, we should all be concerned about the decline in employer-led training. During our inquiry, our Committee heard that 39% of employers admit to training none of their staff. Employer-led training has dropped by half since the end of the 1990s. Previously, the Committee visited the Scandinavian countries, Switzerland and Germany. This kind of lack of training by businesses for their workforce is unthinkable in those countries.

Investment in workplace training favours the already well qualified, and workers with the lowest prior qualifications are the least likely to have received job-related training in the first place. Some 32% of adults with degrees participated in in-work training, compared with just 9% of workers with no qualifications.

I have set out some stark statistics about what is wrong. Our Committee tried to look at some of the solutions. I do believe that we can solve some of these issues. Just 40 or 50 years ago Britain had an adult education system that was world-leading. Despite well-intentioned reforms over recent years, adult education policy making has too often suffered from initiative-itis, lurching from one policy priority to the next.

We can rebuild this by pursuing an ambitious long-term strategy for adult skills and lifelong learning. The strategy has four pillars. First, let us fund an adult community learning centre in every town. Community learning supports adults who cannot even see the ladder of opportunity, let alone climb it. In Harlow, we are lucky to have a remarkable adult learning community centre, and it will soon be relocated to the beating heart of the town, in the main Harlow library building. Just because there is an adult community learning centre does not mean that millions have to be spent on a new building or estate, but there should be one for residents who need it.

Some 92% of community learning centres are rated good or outstanding by Ofsted, and I have seen time and again how they are an important bridge for people— many from disadvantaged backgrounds—to begin the first stage of education. Community learning centres are places of social capital: they are real places that bring people together and that often get people who go there to go on to further or additional education. Organisations such as the Workers’ Educational Association, and HOLEX members, do an incredible job at bringing learning to disadvantaged communities. About 38% of Workers’ Educational Association learners are from disadvantaged postcodes, 44% are on income-related benefits, and 41% have no or very low previous qualifications.

Secondly, let us kickstart participation by introducing individual learning accounts, funded through the national skills fund. Individual learning accounts would evolve funding into the hands of learners, giving them choice and agency over their skills development. They should have a strong social justice focus and initially be aimed at those who would benefit the most, including low-skilled, low-paid adults. A further option might be to introduce them for vital skills deficit subject areas, such as science, technology, engineering and mathematics. We can start small and learn lessons from the success of individual learning schemes in countries such as Singapore and Scotland.

Thirdly, part-time higher education needs to be nursed back to health. The fall in part-time higher education numbers undermines organisations such as the Open University and Birkbeck that do so much to widen access to learning for disadvantaged adults. Part-time study provides a route to higher skills and higher pay for adults alongside work or caring responsibilities. It offers a crucial second-chance route for mature students.

The lifelong loan entitlement for modules at higher technical and degree levels, which was set out in the FE White Paper, is a step forward in the right direction and will improve access to flexible part-time learning, but as I mentioned earlier when I gave the example of a single parent in my constituency, the part-time learner cohort is very different from the full-time one. Learners tend to be more mature and highly debt-averse. On average, they are older and have more financial commitments. Over a third have dependants to think about, and many are from very disadvantaged or modest backgrounds. Offering fee grants to part-time learners from the most disadvantaged backgrounds who study courses that meet the skills needs of the nation would really transform adult learning. Let us end the unfair anomaly that excludes part-time distance learners from receiving maintenance support.

Another way to encourage adults to pursue higher education, particularly those who might be more debt-averse, is to champion degree apprenticeships. Students earn while they learn, gaining the skills and qualifications to climb the ladder of opportunity. Allocating the £800 million-plus spent by universities and the Office for Students on access and participation to those universities growing their degree apprentice student numbers would help rocket-boost degree apprenticeships. If the recent upwards trend in degree-level apprenticeships continues at the same rate, with some serious policy encouragement it could take as little as 10 years for half of all university students to be doing such courses. I think the Minister is the only person in the House who has done a degree apprenticeship, or at least the only Minister who has done a degree apprenticeship.

Fourthly, to revitalise employer-led training, the Government should introduce tax credits for employers who invest in training for their workforce. The Government have a research and development tax credit and tax refunds for construction companies investing in machinery, as announced in the Budget, so why not invest in a skills tax credit for the skills that are regarded as having strategic importance for the nation? Those are the four pillars needed for an ambitious long-term strategy for adult skills and lifelong learning. To make a success of these reforms, we need flexible and modular hop-on, hop-off learning. It should be like taking a train journey—stopping at stations and then getting back on the train again towards the destination.

There are not nearly enough qualifications that can be taken in a bite-sized modular way. This is a huge barrier to participation for adults with busy working lives and caring responsibilities. Much better careers advice, individually tailored to help adults find the best learning opportunities for them, without the huge replication and duplication that already exists, is essential. Although there are incredible career organisations and grassroots organisations on the ground, I despair of the replication and duplication and the huge amount of money that goes into organisations such as the Careers and Enterprise Company, the National Careers Service and many other organisations in the Department for Work and Pensions that replicate a lot of things and create a lot of the work that each of these organisations do. Careers advice, in terms of the Department for Education, should be predominantly focused on skills, skills, skills.

Despite all that, there is much to be proud of in our adult education landscape. The four pillars set out in our report—a community learning centre in every town, individual learning accounts, boosting part-time higher education and introducing a skills tax credit—must be at the centre of the country’s adult learning revolution. Let us build a lifelong learning system that supports all adults to thrive. For too long our country has underinvested in adult lifelong learning. Our businesses have underinvested in training. Our skills deficit should be regarded as unacceptable. The Prime Minister’s lifetime guarantee signals recognition that change is needed. So, too, does the Education Secretary’s acknowledgement that further education has been historically underfunded and the subsequent FE White Paper. But the proof of the pudding is in the eating. The Government need to build on the lifetime skills guarantee and really offer an adult learning experience fit for the 21st century.

[Christina Rees (in the Chair)]

I intend to start the wind-ups no later than 4.20 pm, so I would appreciate it if the five Back-Bench speakers tailored the length of their remarks to fit in with that timescale. I call Mick Whitley.

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[Fleur Anderson (Putney) (Lab) [V]]

It is a pleasure to serve under your chairship, Ms Rees, and thank you for calling me in this very important debate. I congratulate the right hon. Member for Harlow (Robert Halfon) on securing this debate, and on his work chairing the Education Committee and bringing this report forward. I am a member of the Education Committee, and I am pleased to have been able to listen to and review the evidence that we were given from many different quarters and work with the team on this report. I am glad it has got an airing today.

The adult skills and lifelong learning report calls for revolutionary action. It does not deserve to be sitting on a dusty shelf; it deserves to be brought out and put into action because, as we have heard, it is needed now more than ever.

The Education Committee started working on this report before covid, and our recommendations have become even more important since covid. The impact that covid has had on employment, on loss of income, on loss of businesses, on the self-employed, on low earners, on stay-at-home parents and on young people has been very high, but there are many ways forward to address the issues in this report.

As has been said, across England, 9 million adults lack functional literacy and numeracy skills. Over the last decade, adult learner numbers have fallen by 3.8 million. The poorest adults are often the least likely to access the training they need the most. There has been a 45% decline in funding for adult skills in the last decade, so there has never been more of a need for a shake-up in our adult learning. The current system is absolutely failing.

Lifelong learning is essential for skilling up, for enabling people to develop their potential and achieve things, and for tackling inequalities in all our communities, which have grown ever wider under covid. It is essential for mental health and wellbeing, and for tackling isolation. It is also vital for our economic growth as a country, and for keeping our workforce skilled, adaptable and able to respond to climate change and to changing circumstances in the labour market. That is why this report asks for no less than a revolution in lifelong learning.

Before becoming an MP, I used to work for a community learning centre, the Katherine Low Settlement. It provides English for speakers of other languages—ESOL— and other courses, and classes for over 100 local people. It provides the means for building community, empowering parents and getting access to jobs. I have seen in action this kind of organisation, which could provide a community hub, so I know that it is perfectly possible. However, the Government response to the recommendation in the report for a community learning centre in every town was very disappointing. I will focus on this recommendation today, and I hope that in her response, the Minister will give more reasons for hope in relation to bringing this recommendation to life.

Community learning centres are a major recommendation, based on the Education Committee receiving evidence from a variety of educators, looking at the failures in our system up to now and considering solutions that would address many different barriers to education all at once. The centres do not need to be new buildings or new organisations that require many millions in funding; lots of community spaces or education providers could step up and provide this. In my constituency, South Thames College could be one of these providers, working in conjunction with other partnerships. There are lots of places on our high streets that could provide the necessary transformation and high profile for adult learning.

That one innovative change—having a community learning centre in every town—would bring together so many different solutions. The centres could be well-known places that provide information and support. They would help to overcome the current fragmented funding and provision, which the Government acknowledge, but do not address, in their response to the Select Committee’s report.

It is very hard to access information and to get the required mentoring and support for learning. That is acknowledged by the Government, and it has been recognised by others who have spoken today. That is why there is a recommendation in the report for careers guidance, information and support. It can be especially difficult when someone is working two jobs, or caring for children or parents; when there are so many different providers with different and changing courses in different places, most of which are currently without childcare on site; or if someone’s literacy or confidence are not very good, they have special educational needs or they think that learning is not for them.

Having one local centre physically and online would help to overcome the significant barriers to adult education. The centre would be a trusted provider, and it would help to overcome the psychological barriers to education that many people experience. The Government response to the report stated:

“Adults, particularly those with lower skills, face significant physical and psychological barriers to learning.”

Community learning centres would enable people to overcome those barriers.

We have heard time and time again about the importance of trusted providers. The union learning fund has been mentioned. It showed the importance of in-work mentors providing support and guidance, encouraging people to apply for things and supporting them to go on in education, which is necessary to get on to the ladder, let alone up it. Cutting the union learning fund has been a huge step backwards for adult learning, and I hope that decision can still be reversed. The importance of employer-led learning cannot be overestimated.

What else could a community learning centre provide? It could be a place that provided support for an increase in qualifications, up to levels 2 and 3, which are under-utilised at the moment. It could also be a place for part-time learning and the modular learning that is recommended in the report. Very importantly, a centre would provide childcare alongside courses in the same place. If that childcare were free, that would be a revolution in lifelong learning. There would need to be enough courses, and so enough people with children, in one place to make childcare a viable option, and the centre would need to be close enough—a buggy walk or bus ride away—to allow people to get back and pick up their kids from school. Those practical details will make community learning centres work, and they are why such centres are so needed.

A community learning centre would also be an important place for addressing the dire cuts in ESOL provision, enabling communities to be integrated. The Government response to the report just acknowledges the current low ESOL provision numbers, as if that is great, and says nothing about the swingeing cuts to ESOL courses—especially those with childcare—which leave so many people without the English skills that they need to get access to further courses, to be empowered parents in talking to teachers, and to contribute in the fullest way, as they want to, in our communities.

A community learning hub would also be that place that builds and strengthens communities. It has that social capital that has been mentioned, and would inspire more learning. There would be different generations, and ways for someone to get the training needed to get a job or a better job, tackle in-work poverty, or see different courses that they never knew existed, all in one place in their town. What an amazing vision—but instead of meeting that ambition and new vision with enthusiasm, the Government response was like taking a cold shower. It listed existing provision and talked about the adult education budget as the only answer. However, that adult education budget for local government has been cut, from £3 billion in 2010 to £1.5 billion now—so it is hardly the answer.

A vital partnership of councils and education and community organisations is perfectly possible, doable and achievable, and it is fantastic value for money. It could be the revolution that we need to meet the crisis that we face. I hope that that recommendation will not sit on a dusty shelf but will be given life and used, so that part of our building back better after covid will be an adult learning revolution across the country—starting just a short walk or bus ride away.

[Christina Rees (in the Chair)]

There is a series of votes in the House, but there is no need to suspend the sitting, because we all have proxy votes, so we shall plough on.

[Jonathan Gullis (Stoke-on-Trent North) (Con) [V]]

May I say what a pleasure it is to serve under your chairmanship, Ms Rees? I congratulate my right hon. Friend the Member for Harlow (Robert Halfon) on securing this important debate, and on all the contributions that have been made. It is an absolute honour to speak on a report that I assisted with, alongside my right hon. Friend and the hon. Member for Putney (Fleur Anderson), as members of the Education Committee.

Education is particularly important to me. I refer hon. Members to my entry in the Register of Members’ Financial Interests, because I spent eight and a half years, before entering this place, as a secondary school teacher. I am sure that my right hon. Friend the Member for Harlow and the hon. Member for Putney are sick to death of hearing about that. Also, my father benefited as an adult from going through the Open University process, which enabled him to get on the career path that perhaps was not expected for him, avoiding factory work in Trowbridge, and ending up working in accountancy. In fact, he has gone further into teaching.

Adult education is important—particularly for the people of Stoke-on-Trent North, Kidsgrove and Talke. The sad reality is that a recent report by the Office for Students said that my constituency is the seventh worst of 535 English constituencies for people going on to higher education. In 2019 the number of people achieving a level 3 qualification by the age of 19 in Stoke-on-Trent was under 50%, and only three quarters of people achieved a level 2 qualification by that age. That challenge has only got worse, as we are facing a joint mission: getting millions of people back into work, because of the global pandemic, and driving up the skill levels of those who were already being left behind before it arrived. Put simply, there is a more pressing need than ever for people to be able to retrain, reskill and upskill throughout their lives.

One of the big, glaring holes is the fact that employers should be doing much more to train their workers. For a long time the United Kingdom has had a productivity problem, and business has often looked to the Government to come up with initiatives to tackle it. However, it seems to me it could be greatly helped if business would invest properly in its people. As an example, David O’Connor worked his way up from the shop floor and is now the chief executive officer of Churchill China in my constituency, which is a multimillion-pound company. That happened through the company investing in him, and giving him the opportunity to go to Staffordshire University and gain qualifications, so that he is now driving that company from the very top. Ultimately, it is one of the great success stories in my local area; there are so many others that I could rant about today, but I want to make sure that we focus on this.

I do think that the Minister has done some superb work with the FE reform White Paper. It is a real step forward in the right direction, and a real change in attitude towards adult education. I believe that we in this country have fallen into the trap of seeing education as beginning at four and ending at 18. Other countries, such as Germany, have managed to power on ahead. They have got rid of that silly gold standard when it comes to A-levels and said that a vocational, technical qualification is as important as an academic one. This has seen them drive massively forward in many of their vocational qualifications.

The lifetime skills guarantee is something I am very excited by, as many other Members have said. I know that places such as Stoke on Trent College, run by Denise Brown, are extremely excited to take part, and Burslem campus in my constituency is really looking forward to hosting this. However, a conversation with Denise produced a few queries, questions and bits of advice about how we can make this lifetime skills guarantee really work, and I think they would be helpful to the Minister. One concern is that limiting the guarantee to adults who have not yet achieved a full level 3 qualification does not fully address the retraining issue. One way of avoiding the problem would be to offer loan-maxed graduates free retraining courses at levels 3, 4 and 5 in technical subjects.

Also, the qualification list that has been approved for the lifetime skills guarantee is too narrow, in my opinion. Local enterprise partnerships or chambers of commerce could be given the authority to include qualifications that are not on the national list if those qualifications met local or regional labour market demands. At the moment, we have a shortage of lecturers and teachers in higher technical subjects in colleges and other providers. Part of that is because of pay, and because enticing highly skilled technical people to teach in colleges is an uphill battle. As such, Denise Brown wanted me to put to the Minister the idea of a scheme whereby employers loan members of their staff to a college, and the college would pick up maybe 20% of the salary cost. In that way, employers and colleges can work much more closely than ever before and bring the very best of their business into the classroom, ensuring that those young people or adults are ready for the education ahead.

Finally, qualifications at level 3 are often a two-year programme, and this links into issues with the Department for Work and Pensions. If adults are to retrain and get back into the workplace, the level 3 qualification needs to be shorter. Work needs to be done with the awarding organisations to ensure that level 3 qualifications can be achieved as quickly as possible, so accreditation of prior learning needs to be taken into account so that adults follow courses that do not repeat what they already know. Awarding organisations also need to develop shorter qualifications that can be achieved in one academic year. I also put that challenge to the higher education sector. In many cases, a three-year degree can easily be done in two years, and in my personal opinion, that should be the approach that is taken.

We have heard fantastic comments and contributions from Members about the community learning centre in every town, and I fully endorse them. The school building sits there empty for so many weeks and months throughout the year, yet it is one of the biggest community assets. What I sometimes get very scared about with Government is that we look for the easy solution, which is the shiny building. To the people of Stoke-on-Trent North, Kidsgrove and Talke, capital investment projects are nice, but people are so sceptical of these shiny buildings, because four or five years after they have been built, they are inevitably mothballing away and nothing is happening with them. It then costs millions of pounds of local tax payers’ money to repurpose them for the future, or millions of pounds of taxpayers’ money from the Government to turn them into housing or knock them down, creating empty brownfield sites. What we need is revenue funding, investing in people to support them.

I bang on about Hilary Cottam’s “Radical Help”, and I admit to being a late converter. It was Danny Flynn from YMCA North Staffordshire—a proud, self-confessed socialist—who told me to read Hilary. She talks about investing in people by having these community learning centres on our high streets, in our libraries, and in our schools or colleges. In them, we would have people from those communities who understand, empathise with, and can support and guide others from the community. An awful lot of adults feel very let down by the education system of the ’60s, the ’70s, and in some cases the ’80s as well. They feel it was an education system that did not serve them properly, so they are sceptical about what people want to do. If we invest in people to build community relationships and to network within those communities, and if we find ways to tackle other problems, which as childcare, which our report rightly cites—ultimately we can go a lot further. I really believe that if we can find ways to allow parents, particularly single parents, to have free additional childcare if they are taking up a qualification, so that they can do that course to the best of their ability while ensuring their child is also receiving a good education, good healthcare and safeguarding, it will be a big step in the right direction.

Ultimately, education is the biggest leveller that we have in society. If levelling up is really to be achieved, it will be through education. No matter how many things we build or how much money we invest, education is ultimately what will improve social mobility. Stoke-on-Trent is in the bottom fifth of the country for social mobility—a scary statistic that reminds me and the team I work with here in Stoke-on-Trent North, Kidsgrove and Talke of the sheer challenge that we face today.

I took the advice of my right hon. Friend the Member for Harlow about apprenticeships. As the vice-chair of the all-party parliamentary group on apprenticeships, I thought I should put my money where my mouth is, so I am advertising at the moment for my very own apprentice, who will get a level 3 qualification. I have not advertised for an 18 to 20-year-old, or even for an 18 to 25-year-old. I have said that anyone who wants the opportunity should apply regardless of age, because I want to make sure that I am reinvesting in my community and sending a signal out to many small and medium-sized enterprises that if I can do it, they can do it too and give access to earn and learn, which will hopefully drive so many more individuals into higher education. That is the way it will happen. It is about investing in people and showing that we are here to care.

I should discuss SEND provision in this country. An awful lot of adults were not diagnosed with dyslexia, dyspraxia or other learning needs when they were at school. In fact, those assessments were not even prevalent in the school that I went to, and I was privileged to go to Princethorpe College, a private school just outside Leamington Spa. I had school friends who were dyslexic and who were put in the bottom set; they were just assumed to be stupid, but actually that was far from the truth. They were people who needed support and help. We have to invest in making sure that such people have the opportunity to learn and have a support network around them.

The national tutoring programme, which I appreciate is slightly off-topic, is not delivering as it should be. That money could be going into colleges and schools to invest in the type of additional support that is needed, be it online or person-to-person, or more teachers being paid to stay on later in the day, so that they can work with individuals. Ultimately, there are solutions to all these problems.

I am proud to be part of the report. I am proud to see that the Government are taking the first big step, but there is still a long way to go and many challenges ahead. We cannot put up our feet and pat ourselves on the back at this very moment. We have to go full steam ahead and realise that if we are really going to change the mindset of a nation, it has to come from employers, the Government and the general public understanding that education does not end at 18—in fact, it never ends at all.

[Christina Rees (in the Chair)]

I call the Opposition spokesperson, Toby Perkins. If the bell goes, can you please continue?

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[The Parliamentary Under-Secretary of State for Education (Gillian Keegan)]

It is truly a pleasure to serve under your chairmanship, Ms Rees. I congratulate my right hon. Friend the Member for Harlow (Robert Halfon) on securing this important debate. I know he cares very deeply about adult skills, both in his role as Chair of the Education Committee and as a former Minister of State for Apprenticeships and Skills. I follow in his footsteps to a great degree.

The Government welcome the Education Committee’s report on adult skills and lifelong learning and have responded to all the Committee’s recommendations. I thank all members of the Committee for all the work they do in this area. We may not agree on every detail, but we are all passionate about changing the lives of the people who need skills to get on in life. In our response, we set out what we are going to do to address the challenges presented by covid-19, as well as our longer-term strategy for ensuring that we have the skills that the future economy needs. I want to touch upon these two things today because they are vitally important, as many Members have said.

I agree with what many hon. Members have said. The pandemic has had a huge impact on the lives of many individuals and the topic of adult skills and lifelong learning has never been more important. We know from the 2008 economic downturn that for some people, especially young people and those in low-skilled and low-paid jobs, economic scarring can have a lifelong detrimental effect on future prospects. I reassure the Committee that the Government are acutely aware of that and we are doing everything we can to avoid that. We have learnt the lessons of 2008. The Government have taken some quick action to support those affected by covid-19, but we are always looking to see what we can do to rebuild, to build back better, to recover our economy and so on. Adult skills will be a key part of that.

At the beginning of the pandemic, in April 2020, the Department for Education introduced the skills toolkit. It was there as something that was useful for people to do when we first went into lockdown and on furlough. Providers included the Open University, Google, Amazon, FutureLearn and many others. They are delivering online courses, from practical maths to computer science and coding courses, to help people stay in work or to use the time they had to take up new opportunities. That offer was expanded last September to more than 70 courses. As of February this year, less than a year after it started, there had been an estimated 176,800 course registrations—only one of them was mine—and 33,600 course completions, and one of them was mine, too.

The Chancellor’s plan for jobs is also protecting, supporting and creating jobs across the country. We want to help people across the country, whether they are starting out on their career, thinking of updating their skills or considering changing their career. The hon. Member for Birkenhead (Mick Whitley) mentioned the challenges in the industrial strategy. “Build Back Better: our plan for growth” contains many of the Government’s plans. There is also the levelling up fund, which has some excellent uses to help level up and ensure that we genuinely build back better.

We have increased our investment in the National Careers Service. We are enabling more careers advisers to provide personalised careers advice for more people whose jobs or learning have been impacted by covid. We have doubled the number of work coaches for those who are going into the jobcentre. We are getting prepared to make sure that we are there to help people, however they access services and whatever help they need.

For those aged 16 to 24 and facing barriers to entering work or an apprenticeship, we are increasing the number of traineeships to give more personalised training, including in English and maths—many hon. Members mentioned additional support required in those areas—and work experience to help people progress. We are investing an additional £126 million in traineeships in the 2021-22 academic year.

Traineeships and pre-apprenticeships provide work-based learning focused on improving a young person’s abilities, including how to look and apply for a job, how to prepare and how to be successful in the workplace. They allow a young person to achieve the level 1 or 2 qualifications they may have missed out on. Digital skills are essential, and they are included, if the person did not do well in those subjects at school. There is also a vocational and occupational element of learning and, if required, qualifications aligned to a sectoral occupation.

The programme includes, vitally, work experience and a placement that lasts anywhere between two and eight weeks. At the end, we hope that all those young people will be offered a job or an apprenticeship. Businesses have a vital role to play, as my hon. Friend the Member for Stoke-on-Trent North (Jonathan Gullis) said, alongside business representative organisations, colleges, training providers, other local organisations, councils, LEPs and mayoral combined authorities. This is part of the local working together.

In terms of businesses, a lot is happening already. I mentioned traineeships, and Specsavers is a large employer engaged in a traineeship programme as a way of recruiting apprentices. It now has a 100% success rate of progressing young people who have completed a traineeship into an apprenticeship, and we want more of these models. Smaller businesses as well have engaged—Nexus Accountants has supported traineeships—enabling young people to access higher level apprenticeships and nurturing them along the way.

We have sector-based work academies also helping to make sure that we have a sector-based offer for employability training, work experience and so on that lasts up to six weeks. Many Members mentioned essential digital skills. We have updated them and they were available from August last year. On community learning, we have 259 providers in multiple centres across the country, and we have been working closely with the Department for Work and Pensions to make sure that more unemployed people can take advantage of the lifetime skills guarantee. We are piloting an extension to the length of time that they can receive universal credit while doing work-focused study from later this month. We are delighted about that, because it means that universal credit claimants will now be able to train full time for up to 12 weeks, or 16 weeks if they are on a full-time skills bootcamp in England, while receiving universal credit to support their living costs. This will give them many more options and they will get the opportunity to improve the productivity of the country by using the time to ensure that they get more skills, become more valuable and secure their work future.

Through the national skills fund, we have the potential to deliver opportunities to generations of adults who previously have been left behind. We will do more than nurse things back to health. We will make sure that we invest £2.5 billion—£3 billion including Barnett funding for the devolved Administrations. It is a significant investment and we want to make sure it changes lives.

Available since 1 April, we are fully funding any adult aged 24 and over who wants to achieve their first A-level equivalent qualification. They will be able to access more than 400 valuable courses as part of the lifetime skills guarantee. The free courses for jobs offer is backed by £95 million from the national skills fund in year one, which removes the barrier to training for millions of adults and gives them the chance to get really valuable training. The list is not static. The courses can change. In fact, we have added more courses already, so it is not set in stone. We will adapt as required.

The qualifications on offer are already fantastic. Adults can take them up, boost their career prospects and wages, and help fill the skills gap. For example, from a diploma in engineering technology, they can progress on to roles in maintenance and manufacturing engineering. There is electrical installation, adult care, and all of the areas where we have skills shortages. This is an important part of our offer.

The second part of the lifetime skills guarantee is bootcamps. The first ones started in the west midlands, Greater Manchester, Lancashire, and Liverpool City Region. They are absolutely brilliant. Members should go and see them. I would be happy to go with members of the Committee when we can. There is the School of Code bootcamp. We have heard brilliant stories about changing lives. A print production manager for 15 years was made redundant from his job. He was looking for a change, something different to do, and he said, “The School of Code has truly changed my life. I have the skills and confidence to change careers and do something I truly love.” He has now launched as a junior software engineer at Wyze. There are so many examples: photonics, electronics, electrical engineering. Many companies are involved and we are looking to spread them all across the country.

Many Members have mentioned apprentices and apprenticeships. There are obviously incentives. They are so important and we have 130 level 6 and 7 standards now. I am a huge fan. As my right hon. Friend the Member for Harlow said, I am the only degree apprentice in the House. The White Paper is a huge opportunity. Many mentioned flexible modular provision. We will make sure that that is included, and we will simplify funding.

In conclusion, timing is everything, as my hon. Friend the Member for Waveney (Peter Aldous) mentioned. We will now make sure that this does not collect dust on the shelf. The White Paper delivers on that technical revolution—the biggest in 60 years—and we are committed to ensuring that we have a skills system that will offer individuals all they need to be successful in life, and will enable our economy to build back better as a nation.

[Christina Rees (in the Chair)]

I thank the Opposition spokesperson and the Minister for speaking on through the bells, which is not easy; I appreciate it. Robert Halfon, would you like a couple of minutes to wind up?

Education After Covid-19

Christina Rees Excerpts

Tuesday 23rd March 2021 Westminster Hall

[Christina Rees (in the Chair)]

I remind hon. Members that there have been some changes to normal practice in order to support the new hybrid arrangements. Timings of debates have been amended to allow technical arrangements to be made for the next debate. There will also be suspensions between each debate. I remind Members participating physically and virtually that they must arrive for the start of debates in Westminster Hall. Members are expected to remain for the entire debate. I must also remind Members participating virtually that they are visible at all times both to each other and to us in the Boothroyd Room. If Members attending virtually have any technical problems they should email the Westminster Hall Clerk’s email address. Members attending physically should clean their spaces before they use them and as they leave the room. I would also like to remind Members that Mr Speaker has stated that masks should be worn in Westminster Hall.

[Bob Seely (Isle of Wight) (Con) [V]]

I beg to move,

That this House has considered improving the education system after the covid-19 outbreak.

It is a pleasure to serve under your chairmanship, Ms Rees. I understand it is your first chairmanship, so many congratulations if that is the case. I thank Members, and most of all the Minister, for taking time to participate in the debate. Frankly, all debates on education are important. I pay tribute to the work that the Minister has done. He is a long-standing Minister and is much respected in his field.

I will start off with a couple of other thank yous that are relevant to the Isle of Wight. I know how hard the headteachers, teachers and pupils on the island have worked, and I thank them all. It has been a difficult year and I think the Isle of Wight has done pretty well overall, especially compared with the national average. It has not been easy and we are grateful to everyone for the efforts that they have made. I thank our education team at the council: Brian Pope and Steve Crocker, and Councillor Paul Brading. I thank them for their dedication to the wellbeing of the island.

One of the worst of many damaging aspects of covid has been the effect on the education of children and young people. Even with our best efforts, it will now take years to repair the damage. Significant events such as pandemics and, indeed, world wars, often serve as disruptors, but they can be positive disruptors. Not only do we now have an opportunity to learn from the past year with its virtual as opposed to real, in-person education, but such situations provide a window of opportunity for sometimes radical change. I want to look at two or three ideas to suggest potential changes to the education system that could benefit not only folk on the Isle of Wight but everyone in the UK.

As I said, the pandemic is no different from significant disruptor episodes, and has identified some important issues such as, in the healthcare context, the link between the health and care home sectors—or lack of it—and how that worked during the pandemic. I want to take this opportunity to ask some big questions about how things can be done differently in education. The Minister has been in his post for some years so I am trying to frame the debate as questions to him, because he has significantly more expertise than I do in the matter. There are three things I want to look at, and the first is term time. The Secretary of State has spoken about that recently. The second is the use of technology to improve education, and the third is Government working in a more integrated and coherent way. I shall refer to my constituency too.

The three-term school year has absolutely had its day. We have not lived in an agrarian society for the best part of 150 years, if not 200 years. Children, teenagers and young people no longer need to go and help with the harvests for a six or seven-week period over the summer. That has not had to happen for decades, if not a century or two. We know that long holidays can damage kids’ learning. I remember going back to school in September pretty much having forgotten everything that I learned the previous year, because in the seven weeks over summer people simply swich off. Research shows that the poorer the children, the worse the damage. Additionally, poorer children are less likely to take part in enriching activities in summer, such as travel abroad, and they are sadly more likely to be malnourished and are more vulnerable to isolation and periods of inactivity. This is a social and mental health problem, as well as an educational problem.

The Secretary of State said that we should look to move to a five-term year, and I completely agree. We should be doing so permanently, and perhaps a royal commission could look at whether it is a four-term or five-term year. We need to split up the term time in order to have shorter but more consistent terms throughout the year. Yes, we still need summer holidays, but they can be staggered depending on the exact school term for any academy or county, with changes in term time. Holidays do not have to be crammed into six or seven weeks in summer; they could be taken in June, July, August or September, depending on when the exact term time falls for any given school.

Why do we have a school year that runs from September to July? Why not from January to December? Why should we have exams in summer, which is full of disruption? Summer is fun—people want to be outside, and it is a very distracting time of year. Why not have exams in March or April, over a winter period in which it is easier to encourage kids to work at home and to study because it is raining outside or it is cold? There is an argument that if we think it is right to do something, let us get on and do it.

My second point is about using technology to improve education. We need to implement the best learnings that we can to enhance education, and I thank the Academies Enterprise Trust, Julian Drinkall and his team for their excellent work at Ryde Academy—some really ground-breaking stuff. Although some schools have struggled with virtual learning, most have not. The Isle of Wight has done very well by comparison and, again, I thank everyone involved, but we need to take the lessons from the pandemic and find the best balance between in-person teaching and virtual learning, because kids need to learn to react with screens as well as in person. I know there is an issue with people saying that sometimes children are watching too much TV at home, but screens can be a great way to encourage engagement with technology at school. Everyone will be living virtually online and in person now, and this is not an option.

Every child should have a tablet or laptop for the duration of their schooling, in the same way that they would have had a pencil and notebook 50 years ago. Certainly when it comes to exams and testing, screens can be almost a non-stressful way to encourage testing at the end of a lesson, at the end of the day or at the end of a week. Testing can become part of the support for children, and indeed for teachers, rather than painful occasional hurdles that need to be overcome. For some children, virtual learning has enhanced their education. For some, it has not worked, and vulnerable children need to be in the classroom, either with in-person teaching or with tablets. For some kids, however—as far as the teachers to whom I have spoken say—more at-home learning has actually been of real benefit, as has been more interaction with technologists. For example, I understand that some children with autism have benefited from being able to work at home with a more flexible timetable. This is about an important duty of care as well as education.

That links to the critical national infrastructure that we actually need, which is not a railway between London and Birmingham; it is fibre to premises for homes, schools and businesses throughout the country. That is the critical piece of infrastructure that we cannot do without in future and that we should prioritise.

My third point is about coherent and integrated working. Talking to educational experts—I like to talk to them anyway, but I wanted to make sure that I had some valid points to make in my speech—there is a sense from some of them, and from some teachers, that although the Department for Education is doing excellent work, it could work more effectively and coherently with the Department for Business, Energy and Industrial Strategy on skills, and with the Department for Digital, Culture, Media and Sport on kit and support for schools in a virtual world, in order to improve education and work experience. I am sure the Minister will let us know his thoughts on this issue.

Finally, I want to talk a bit about improving education on the Isle of Wight. We have an improving school system on the Island, for which I am very grateful. The officers we have had from Hampshire, who now work on the Island, have helped us drive up standards.

We have had an issue with higher education, only because we have not had it and not had enough of it. My huge frustration has been that for 30 years, while higher education in Bournemouth, Portsmouth, Southampton and Brighton have driven not only education in those cities but student life and the prosperity it brings to those city centres, that education revolution has completely passed by the Isle of Wight, which is painful for us.

The worst thing is that, if someone is young and smart and wants to get a degree, they would pretty much have to leave the island. That inability to keep our most talented people has been a problem for us. Once kids leave, they might not come back until they are 50, 60 or 70. They might come back to retire, but getting them back has been a problem. I would very much like to do more to develop higher education, specifically with a higher education campus in Newport.

We have the Isle of Wight College, under the excellent leadership of Debbie Lavin. Anything the Minister could do, not only with the DFE but also the Department for Business, Energy and Industrial Strategy, working with me to develop more degree level courses, which people can take on the island, perhaps doing that through the Isle of Wight College or virtually, or with other people setting up a campus here, would be incredibly valuable for us.

I want others to have time to talk, so I will wrap up there. I will be grateful to hear what the Minister has to say to those critical points. To sum up: on term times, can we change the school year and potentially the times we do exams, to enable kids to learn better and more consistently throughout the year? Can we use technology better, with that interaction between the best of in-person learning and learning virtually on screen? We need that for the future, because kids will need to be able to adjust to the real life that they are going to find once they leave school. Thirdly, what can the DFE do to work more coherently with other Departments, to ensure that we drive forward a skills and learning agenda, which is critical for the future of the country?

[Christina Rees (in the Chair)]

I intend to call the Opposition spokesperson at 5.33 pm and the Minister at 5.38 pm. That gives four minutes maximum to Back-Bench speakers, so please confine yourselves to four minutes or less. I call Emma Hardy.

--- Later in debate ---

[Jim Shannon (Strangford) (DUP)]

It is a pleasure to speak in this debate. I thank the hon. Member for Isle of Wight (Bob Seely) for setting the scene so very well —we appreciate that. It is good to see the Minister in his place. I think he has always been there—at least it seems like it. That is not a bad thing, by the way. We very much look forward to his response.

Obviously, education is a devolved matter in Northern Ireland, so the Minister does not have any responsibility for it, but I wanted to feed in to this debate and give the perspective of what it is like in Northern Ireland. I know that what we have experienced in Northern Ireland is the same as what other hon. Members have experienced across the whole of the United Kingdom.

I have had many fears for our children during the outbreak. I think education probably features fairly high on the constituency problems page. I have fears for children’s paths of learning, fears for those who have not been able to learn online, fears for their mental health, fears for their social skills—so many fears. The question is: what will we in this House do to support them through those fears?

Today’s papers, which I read on the way over—the local and provincial press—were full of photographs of the Education Minister back home meeting some pupils in schools. There were also pictures of the pupils with absolutely glorious smiles. In some cases, they had ice-creams—I am not quite sure if it was 9 o’clock in the morning. The teachers, principals and classroom assistants were all responding very positively, and the hugs that they were giving the children told the story.

We have seen that online learning has a role, but there is nothing that beats physical presence in schools. I have spoken to GCSE teachers recently, and they are very concerned that many children will not go on camera, and they do not know whether they understand the work. They have said that there is nothing like walking around the room to see the children working through, and checking for understanding. That underlines my view that we can incorporate more online, but we cannot and must not imagine that it can replace what teachers are gifted at doing. Teachers get to know their pupils and what works for them. The personal, face-to-face contact really motivates the child individually whenever they are falling behind.

I am given to understand that parents have been given access to teaching staff during the pandemic, allowing greater communication. It has been wonderful to build up relationships. That, I believe, should continue when we get out of the pandemic, but with appropriate guidelines that allow teachers to have their evenings off without being bombarded. All staff in every job, when they finish their day’s work, should have a balance with their home life. There is pressure on pupils, teachers and classroom assistants.

The lessons that we can learn are clear: there is a role for technology and for face-to-face, and there is also a place for greater home-school co-operation. In all this, there is a need for real investment in our education system to ensure that children have access to technology, and that parents are aware of what is happening in their children’s lives. I understand that some parents may not have as big a role in their child’s life, but they need to do that.

I again thank the teaching staff, the pupils, the teachers, the classroom assistants, and everyone in schools who went above and beyond, and who have sourced technology and contacted parents with concerns above and beyond their hours. We are determined to do all we can to get our children back to where they should be, with no one left behind.

[Christina Rees (in the Chair)]

I thank all the speakers for staying within the time limit. I call the Opposition spokesperson, Toby Perkins, who can have an extra minute.

--- Later in debate ---

[Nick Gibb]

Actually, 1.2 million of those computers have already been delivered and the remainder will be delivered before the end of March. The hon. Member will also be aware that we have worked with mobile operator companies to provide free uplift data to disadvantaged families who do not have access to wi-fi in their homes. They can use their mobile phones to get some educational material without paying the hefty charges for data use. We have partnered with the UK’s leading mobile operators, as I said, to offer free data, as well as delivering over 70,000 4G wireless routers for pupils without connection at home. The programmes I have outlined are focused on helping the most disadvantaged pupils, targeting them for support.

Alongside those catch-up programmes, we also continue to learn and understand what more is needed to help recover students’ lost education over the course of this Parliament, and we will ensure that support is delivered in a way that works for both young people and the sector.

We are also concentrating on the quality of teaching and making sure that teachers are supported in the early years of their careers through the early career framework. We are transforming the training and professional development that teachers receive at every stage of their careers to create a world-class teacher development curriculum and career offer for our teachers. That is one of the most important things we can do as we support schools in recovering.

Ultimately, the Government want all pupils to make up for the education they lost as a result of the pandemic. We are doing everything in our power to ensure that pupils get the opportunity they deserve to redress the balance. We are absolutely determined as a Government that no child will suffer any damage to their long-term prospects as a consequence of this terrible pandemic that we are all fighting to defeat.

[Christina Rees (in the Chair)]

Bob Seely, would you like a couple of minutes to sum up?