Oral Answers to Questions

Debate between John Hayes and Adrian Bailey

Monday 3rd September 2012 Commons Chamber

[Mr Hayes]

The proportion of young people not in education, employment or training has been too high for too long. It is a structural problem, reflecting wider changes in the labour market, which we are determined to tackle. This month sees the start of our £126 million youth contract programme for 16 to 17-year-olds supporting some 55,000 young people who are not currently participating. That is on top of our record spending of £7.5 billion on education and training places for young people.

[Mr Bailey]

I thank the Minister for his reply. The latest increase in the number of NEETs seems largely to be a result of the drop in employment in the 16 to 18 age group. Local manufacturers in my area report that they have great difficulty in getting young people to go into manufacturing, but that those who do have successful apprenticeships have normally done work experience. Will he lobby his colleagues to reintroduce compulsory work experience in secondary schools to overcome this problem?

[Mr Hayes]

The hon. Gentleman is a champion of apprenticeships, as am I. He will be delighted that there are now a record 104,500 apprenticeships for 16 to 18-year-olds, but he is right to say that the engagement of employers is needed, and employers do indeed say that early contact with the world of work is important. He is right to make that case and I share his argument. We will continue to pursue that course of action.

Oral Answers to Questions

Debate between John Hayes and Adrian Bailey

Thursday 24th May 2012 Commons Chamber

[Mr Hayes]

My hon. Friend is right that we need to allow people to access education at the point that is right for them. That is why continuing education is so important and why the apprenticeship programme is both for young people entering the labour market for the first time and for those who want to upskill and reskill. I strongly support, as he does, the expansion of that programme in both quantity and quality.

[Mr Adrian Bailey (West Bromwich West) (Lab/Co-op)]

The ability of mature students to access further education courses in order to access higher education courses is vital both for social mobility and for upgrading the nation’s skills. As things stand, anybody taking that route incurs debts at the FE course level and, potentially, at the higher education course level—in effect a double whammy. What is the Minister going to do about it?

[Mr Hayes]

The hon. Gentleman will know that loans in further education are restricted to older learners and those learning at higher levels precisely because of my determination that the people I have described are protected from additional cost. The information that we have garnered from our early research suggests that the overwhelming majority of people would not be deterred from engaging in the way that he describes.

Oral Answers to Questions

Debate between John Hayes and Adrian Bailey

Thursday 2nd February 2012 Commons Chamber

[Mr Hayes]

I am aware of that excellent development, which enjoys the wholehearted support of my right hon. Friend the Minister for Universities and Science, who has done much to encourage the widening of access to higher education. My right hon. Friend will offer some exciting news about additional places when he rises to his feet, because we are determined that everyone, wherever they begin, should have their chance of glittering prizes.

[Mr Adrian Bailey (West Bromwich West) (Lab/Co-op)]

There is very real concern in the FE sector that, arising from the core and margin provisions for higher education and a potential reduction in university places, higher education institutions may claw back provision from FE colleges. What reassurance can the Minister give the sector that that will not happen?

[Mr Hayes]

The hon. Gentleman is right to draw attention to that risk, and it is absolutely right that, given our ambition to widen access, which I articulated a few moments ago, universities should not engage in anti-competitive practices. The Secretary of State has made it clear that that is not acceptable, and my right hon. Friend the Minister for Universities and Science is taking action to prevent it. We will take a very dim view of universities that are not engaged with our mission to elevate the people through access to learning.

Apprenticeships

Debate between John Hayes and Adrian Bailey

Monday 19th December 2011 Commons Chamber

[Mr Hayes]

My hon. Friend has a lot to be pleased about in respect of apprenticeships; as he will know, in his constituency their number has grown by 98%. I did say that I did not think there was an exact correlation between quality and the length of a course, but I think there is a relationship. By setting down a marker about the minimum length of an apprenticeship, we will drive up quality. We will certainly reassure those who are genuinely committed to the apprenticeship programme, but have doubts about the tension between quality and quantity, that we are serious about standards. That matters.

I take my hon. Friend’s point. It may be possible, particularly for older learners with greater prior attainment, to top up skills—perhaps they are moving from a level 2 to a level 3 qualification, or they already have many of the skills necessary to gain their first level 2 qualification. None the less, I still think that length matters.

I should like to put the debate in context, Madam Deputy Speaker; you would expect me to do no less. The Government’s macro-economic policy is built on twin pillars—reducing the deficit and reshaping our economy to make it more sustainable. That second core aim is served by the apprenticeship programme, because it assists in recalibrating work force skills so that productivity rises and competitiveness grows. Britain’s future chance to prosper lies in a high-tech, high-skill economy and to prosper in that way we need a high-tech, high-skill work force.

The recent announcements of reform to the programme concentrated on three areas key to the programme’s continued expansion and success: how to get more employers involved in offering apprenticeships; how to ensure that apprenticeships continue to offer people, especially young people, a firm first step on the ladder that leads to fulfilling careers and further learning; and how we ensure that the money that we spend on apprenticeships has the greatest success.

In the end, apprenticeships are jobs and the programme is demand-led. That means that the growth depends on employers coming forward to make places available. In the current economic climate jobs are in short supply, notably for young people, so the record increase in apprenticeship numbers is remarkable. Hon. Members will join me in commending the 100,000 employers that are using apprenticeships to develop work force skills—helping their businesses, but also providing opportunities for people across this country to grow their skills and improve their prospects.

Our work to recruit more employers to our cause goes on. Only this morning, I was at No. 10 Downing street briefing major employers on what apprenticeships can do for them. They were as committed to spreading opportunity and to social justice as I am.

Our objective is to improve and strengthen the programme even further so that more individuals and employers can access the benefits of high-quality apprenticeships. Overall, employer ownership of vocational skills is the key to our approach. This ambition informs all our priorities in moving forward: first, by reducing bureaucracy to an absolute minimum, speeding up processes and boosting employer engagement; secondly, by safeguarding quality, raising standards, and enhancing the reputation of the apprenticeship brand; and thirdly, by focusing future growth where the returns and benefits are greatest, including growth sectors of the economy, small and medium-sized enterprises, young people and new employees.

SMEs tell us that they still face considerable hurdles in taking on apprentices, and we have taken a serious look at what we can do to help to remove the barriers that they face. This has rightly been raised on the Floor of the House by Members on both sides and in all parties. I can announce today that, first, we will bring reduce to one month the time it takes for an employer to advertise an apprenticeship vacancy, including identifying the provider and completing an agreement on a training package between the employer and the provider; and secondly, we will remove all health and safety requirements that go beyond what health and safety legislation requires. From 1 January, employers that meet the Health and Safety Executive’s requirements as set out in “Health and safety made simple” will be deemed to provide a satisfactory level of compliance. We will also work with the insurance industry to encourage an approach that is proportionate to risks, and with training providers to develop new service standards for supporting SMEs to be included in all contracts for apprenticeships delivered from March 2012.

In addition, we are committed, in a significant new pilot programme, to taking radical steps to give businesses direct access to up to £250 million of public funding for training and apprenticeships over two years. This pilot is a key part of the Government’s growth review. It will route funding directly to businesses, will be more efficient than current arrangements, and will give businesses real purchasing power in the schools marketplace to secure the support that they need.

[Mr Adrian Bailey (West Bromwich West) (Lab/Co-op)]

Will the Minister give way?

[Mr Hayes]

I happily give way to the Chairman of the Business, Innovation and Skills Committee.

[Mr Bailey]

I thank the Minister for his customary courtesy in giving way. I welcome the announcement about provider and employer engagement, and speeding that up, but will he clarify whether there are any restrictions regarding a member of a board of a provider company being precluded from being a member of a board of a user company?

[Mr Hayes]

The answer is that I do not know; in these circumstances, it is always right to be straightforward. Because I know that the hon. Gentleman takes these matters seriously and is committed to getting this right, as I am, I will take his point away and look at it. He is arguing that there might be a conflict of interest in terms of provider and employer, and he is right to say that there should be a proper separation. However, as he will know, it is often the case in large companies that the training wing of the company provides the pedagogy associated with an apprenticeship while the apprentice is engaged in the work-based training in the same company, though in a different part of it. I would qualify his query with that caveat. None the less, I will take another look at the subject and will be more than happy to respond to him directly.

The pilot that I described will involve employers being asked to demonstrate how public funding will be used to leverage private investment and commitment to raising skill levels in their sectors or supply chains. As we grow the apprenticeship scheme, it is very important to take advantage of the value chains associated with our major corporates—their supply chains and their distribution chains, where they exist. Typically, Governments have spent insufficient time considering how that might work in the light of the well-established nature of those relationships and the dependence of large organisations on myriad smaller companies, the fragility of which, by their very nature, is possibly injurious to the interests of those corporates.

For example, major suppliers in the automotive industry tend to have very large numbers of organisations with which they deal commercially in their locality, some of which are vital to the effectiveness of such large organisations. It is vital, in their interests and in ours, that we do more to ensure that those relationships allow us to grow the apprenticeship system within SMEs. It may be of value for large companies to absorb some of the bureaucracy and some of the cost, and certainly to absorb some of the management associated with seeding apprenticeships in their value chain. Bidding for the employer-led pilot will formally be launched in the new year.

Above all else, my advocacy of practical learning and my faith in apprenticeships are driven not by economic imperative—not merely by utility—but by social purpose. I said earlier that for too long the myth that only through academic accomplishment can a sense of worth be achieved has been perpetuated by those who themselves have travelled a gilded path to academia. Now it is time once again to recognise what Ruskin and Morris knew—that all those with practical tastes and talents, with technical vocational aptitudes, deserve their chance of glittering prizes too. This is not just because of the relationship between craft and beauty and, in turn, between beauty and truth, but because for society to cohere we must promote the common good through a shared appreciation of what each of can achieve. All feel valued when each feels valued. Given that inequality is the inevitable consequence for a free economy in a free society, only through social mobility can a communal sense of fairness be achieved. A society that is unequal and rigid is bound to be unable to secure the ties of shared identity, as invisible and yet as strong as the heartstrings of love.

--- Later in debate ---

[Mr Bailey]

I am glad the hon. Gentleman made that intervention, because it allows me to point out that under the previous Labour Government there was a huge increase in the number of people going to university, including a fourfold increase in the number going from my constituency, and there was also a fourfold increase in the number taking apprenticeships. By and large, we find that those apprenticeships were far superior to the those being classified as “apprenticeships” under this Government. As has been said on a number of occasions, the huge number of apprenticeships for over-24s is just a rebranding of the Train to Gain programme. They would not have been included in the previous Government’s statistics on apprenticeships, so to compare one with the other is not to compare like with like. I believe that in the retail sector more than 70% of those who get an apprenticeship level 2 qualification are in existing employment, so does that really meet the test of improved professional qualifications and employability? I doubt it.

[Mr Hayes]

The hon. Gentleman is the Chairman of the Select Committee and I know that he would not want to present a parody of what is happening. We are determined to deliver quality, but I cannot imagine that he is saying that apprenticeships should not be a vehicle for retraining and upskilling and improving the prospects for existing workers. If he was saying that, it would be an extraordinary claim.

[Mr Bailey]

I was not going to make that claim. In fact, the Minister raises an important point. I would not in any way decry the upskilling of existing workers, and Train to Gain was very successful in doing that, but whether we want to call it “apprenticeships” is debateable. Perhaps we do, perhaps we do not, but statistics cannot be traded with the previous Government’s apprenticeship statistics when such people were not included in them. That is my essential point. I am not decrying in any way the benefits of in-work training, but there is a genuine issue with measuring the enhanced employability of people who have undergone that training and the amount of money invested in it.

Let me consider the Government’s approach to the education maintenance allowance. One reason for scrapping it was the alleged deadweight cost of the fact that many young people would have taken courses irrespective of whether that allowance had been paid. The same sort of detailed scrutiny must take place of some of the post-24 training to ensure that we are not spending a vast sum of money—there is a lot of money involved—on providing people with training that they would have had anyway. A secondary issue is the fact that if we can retain the level of skills enhancement we have already and refocus some of the money that would be spent on it on other areas, we might well be able to enhance other apprenticeship provision in other areas, which is equally important.

I could go on for a very long time about this—[Interruption.] But not today. My Committee will carry out a detailed inquiry, but I conclude by saying that we should get away from the rhetoric of apprenticeships and talk about general skills. There are a range of skill packages for different groups of different ages and different skill levels and we must ensure that they are supported rather than talk all the time about apprenticeships—

Economic Growth and Employment

Debate between John Hayes and Adrian Bailey

Wednesday 23rd November 2011 Commons Chamber

[Mr Hayes]

That was the ponderous exaltation of a basic economic fact: when tax yields fall because there is less growth than expected, and welfare payments go up, of course that is a result, but it is not a reason not to have a credible fiscal policy. The hon. Gentleman remains in denial, just as the shadow Chancellor remains in denial, but the OECD—

[Mr Bailey]

rose—

[Mr Hayes]

I am sorry, I will not give way. I usually do but I do not have time.

The OECD says that we have a £37 billion structural deficit and that it is the largest in the G7. It is not just about the Government debt. The hon. Member for Streatham must know that if we look at debt as a whole, we have the largest debt as a proportion of GDP in the developed world, with the exception of Japan.

Youth Unemployment

Debate between John Hayes and Adrian Bailey

Wednesday 9th November 2011 Commons Chamber

[Mr Adrian Bailey (West Bromwich West) (Lab/Co-op)]

We are having a debate about the economic situation and its impacts on young people. My constituency has felt the chill winds disproportionately, as has the constituency of my right hon. Friend the Member for Birmingham, Hodge Hill (Mr Byrne). My local authority, Sandwell, has the third highest rate of youth unemployment in the country. We also endured high youth unemployment under the previous Conservative Government. The Labour Government made substantial inroads, but the problem is now back with a vengeance.

On the general economic situation, some of the Government’s measures are aggravating the problems, which are a by-product of our poor economic performance. The higher education proposals, for instance, will disincentivise young people from low-income, low-aspiration backgrounds from entering higher education, and there is a great danger that young people from areas such as mine will look to take an alternative route, such as vocational training and apprenticeships. That is not in itself bad, and it may well be of great benefit to the economy, but the cohort of young people who previously would have gone into apprenticeships and training will find that they have nowhere to go. That is already being reflected in the increase in the number of NEETs in the country as a whole, and certainly in my area.

The Government trumpet the progress made on apprenticeships, and I welcome apprenticeships, as they are potentially of enormous benefit. However, the fact remains that the greatest increase in apprenticeships, as of this moment, is in the post-24 age group, and there is a suspicion that this is just a rebadging of the old Train to Gain scheme. In addition, the headline figures do not take into account the number of short apprenticeships—these are not the two or three-year courses that we commonly think of as apprenticeships which will enable people to go into work. My Committee will be undertaking an inquiry into this in the new year, and I hope to be able to drill down to find out exactly what the situation is.

[Mr Hayes]

I am sorry to have to intervene, because I know that time is short. Let me assure the hon. Gentleman that I take his work seriously in that regard and that we, like him, are determined to see apprenticeships of the right quality and to see bureaucracy cut so that more firms can be involved. He is right to say that apprenticeships matter, but the brand matters too and we are as committed to quality as he is.

[Mr Bailey]

I welcome the words of the Minister, whose commitment to this cause I would not doubt for a moment. I am sure that we will have an extremely enlightening inquiry in the new year.

I shall highlight two measures that would cost the Government very little but would help. First, they should continue the funding for the graduate internship scheme—these are funded internships for graduates in small businesses. This has proved to be of enormous benefit to small businesses and to the graduates, and the total cost to the Government would be about £8 million. Given that this is a win-win situation—it helps the small businesses and graduates, and the cost would be lower than that of keeping them unemployed—I would have thought it was an obvious thing to continue. Also it sends messages to young people thinking of going to university that there is career progression after graduation. In the context of the highest level of graduate unemployment since 1992, that is a very important thing for the Government to do.

Secondly, small businesses are crying out for a financial incentive to encourage them to employ young people. The Government have introduced national insurance breaks. The existing scheme has not been very successful, and there is £850 million allocated for it. It should be broadened to existing businesses or, as the CBI says, a possible cash payment should be established for companies that take on young people and give them meaningful employment. These are not the words of tax-and-spend merchants; they are coming from the Federation of Small Businesses and the CBI—the authentic voice of the business community. If the Government do that, without great cost, it could make an impact on youth unemployment.

Building a High-Skilled Economy

Debate between John Hayes and Adrian Bailey

Thursday 17th June 2010 Commons Chamber

[Mr Hayes]

Well, I said I was interested in dance. I am interested in sufficient drama to add to the theatricality of this place, without which it would be poorer.

During the years of the Labour Government, Labour Members often alleged that the largesse for further education would end if we came to power. If the right hon. Member for Tottenham (Mr Lammy), my opponent and friend, were to wish to repeat his unfortunate appearance on “Celebrity Mastermind”—I do not want to remind him of that too much—he could do worse than choose the Thatcher Government as his specialist subject. We came to realise during our time in opposition that the Labour party spent more time speaking about 1979 than about the present. They were preoccupied with that in their dark years, and perhaps that is not surprising for a party that usually looks backwards rather than forwards, whereas the Conservative party is committed to progress and taking our country to where it needs to be now.

As a consequence of that preoccupation with the past, we were left with another Labour Government who spent until they broke the bank. As a result, even before they lost office, they were already cutting adult skills. Last year’s pre-Budget report said—I have it here for those hon. Members who have not had the opportunity to go to the Library to collect it—that £300 million would be cut from the adult skills budget if Labour returned to Government. When Members hear complaints about the new Government’s performance, they should set them in that context. Mandy was first to the table to say he would cut his Department, and encouraged his colleagues to do the same. People are still making phone calls to my office to try to find him, to ask exactly where the cuts would have fallen.

While Labour Members were drifting further and further out of touch into a world populated by fictional numbers rather than real people, Conservatives were talking to adult educators and adult learners about their experiences. We were talking to employers about their skills needs and to union learning representatives about the obstacles they face in creating a learning culture among their members. So that it is unequivocal, so that there is no question and no doubt, let me say that I and the Government are committed to unionlearn; we celebrate all it does and all that it will continue to do with our support and encouragement.

As a result of the conversations we had and dialogues we enjoyed, we learned important lessons about the indispensability of further education as an engine of social and economic change. History teaches us that the better educated a nation’s people are, the more economically prosperous they are likely to be—their general levels of health will be better, too, their communities will be more united and their family and social bonds will be stronger—and the more they will appreciate the things that money cannot buy, but without which life is colourless. All deserve their chance to see, hear, taste and touch beauty.

The conviction that education is the key to so much more than a wage packet drove pioneers, such as the founders of the Workers Educational Association, who sought to take learning, until then the preserve of the privileged few, out to the many. The impulse that promoted better manual skills also created the penny classics that did so much to spread the love of English literature throughout society, and the growth of choral and instrumental societies that brought great music virtually to the factory floor. The fire that drove adult education’s pioneers still burns, and it drives the coalition Government’s programme for further education and skills. The challenge we face in rebuilding a system fit for purpose is scarcely less imposing than was theirs in building a system from scratch.

In recent years, the link between skills and craftsmanship—I am not afraid to call it craftsmanship—the ideal of self-betterment and the pleasures of learning as a means of gaining wider and richer perspectives on the world have been allowed to wither. But not any longer: we in this Government will make a bold case for that relationship—a firm case for the cohesive power of learning, how it changes lives by changing life chances and increases prospects both to gain and prosper in a job, and in all the other ways that I have described.

No one denies that one of the key functions of Government is to create, as far as possible, the right conditions for economic success, and none would deny, I hope, that adult skills policy is one of the most powerful economic levers at any Government’s disposal. But the time has come finally to acknowledge that a socialist model of centralised planning has failed, even in terms of its own narrow criteria for success. We really cannot continue the micro-managed, target-driven, bureaucratic regime that for years has dogged further education and damaged our prospects of raising skills levels.

Mr Deputy Speaker, I know that you and the House will not underestimate the scale of the challenge. The UK Commission for Employment and Skills reported in “Ambition 2020”, published last year, that on recent trends we are likely to slip from 18th to 21st in the OECD rankings for intermediate level skills by 2020. Shadow Ministers will be familiar with the report.

[Mr Adrian Bailey (West Bromwich West) (Lab/Co-op)]

rose—

[Mr Hayes]

I happily give way to the new Chairman of the Select Committee, whom I welcome in that role.

[Mr Bailey]

I thank the Minister for his kind words. I welcome him to his position and look forward to seeing him in our Committee in due course. I congratulate him on his bravura performance—indeed, it has been quite theatrical at times. He commented on the top-down approach. I note that his colleague the Minister for Universities and Science has written to higher and further education organisations inviting them to publish employability statements. Today the hon. Gentleman placed a statement in the Library saying that the Government would be introducing measures to give

“learners the information they need to drive the system, through the publication of clear and consistent information.”

If that is not an example of a top-down and potentially bureaucratic approach, what is it? Could he enlighten us?

[Mr Hayes]

I want to be generous; as you know, Mr Deputy Speaker, that is in my character. I know that the hon. Gentleman is new to the task, but he has been an assiduous member of the Business, Innovation and Skills Committee, and a frequent contributor to debates in the Chamber. As such, I hoped he would have known that the key plank of my party’s perspective on this subject—indeed, the coalition’s perspective—is the need to inform and empower learners. It is critically important that people get the right advice and guidance, and part of that process is explaining to them the likely employment outcomes of pursuing courses of study and training. We are encouraging universities and colleges, and the reformed careers service that we will bring in, to give people a very clear understanding of what will happen if they embark on particular routes. What are their chances of getting a job? What sort of job will it be? What are the wage implications? How might they progress thereafter?

Oral Answers to Questions

Debate between John Hayes and Adrian Bailey

Thursday 3rd June 2010 Commons Chamber

[The Minister of State, Department for Business, Innovation and Skills (Mr John Hayes)]

By July 2009, around 200,000 employers had staff involved in training through the programme. In the 2008-09 academic year, learners started 817,400 Train to Gain courses.

[Mr Bailey]

I thank the Minister for his reply and welcome him to his portfolio. The figures he gave demonstrate that the programme is very successful. Local manufacturers in the west midlands have recognised and welcomed it in the past. Can he give assurances that the programme will be continued, particularly as it was used effectively during the global recession, for companies on short-time working? In the event that we relaxed back into a double-dip recession, it could be there for them to use again.

[Mr Hayes]

The hon. Gentleman will know that the problem with Train to Gain is its deadweight cost—a fact that the last Administration were unwilling to face up to. The evaluations of Train to Gain suggest that it is used to support all kinds of training that employers would have funded anyway and to accredit skills that already exist—

[Mr Bailey]

indicated dissent.

[Mr Hayes]

Well, that is not just my view; it was the view of the National Audit Office, which looked at the scheme and said that it has not provided good value for money.