Adult and Further Education

Debate between Lia Nici and Robin Walker

Wednesday 5th July 2023 Commons Chamber

[Lia Nici (Great Grimsby) (Con)]

I have worked in the further education sector for 22 years—I hear the Minister’s inner voice saying, “No! Surely that means my hon. Friend started teaching in FE when she was still at primary school,” but unfortunately that is not the case—so I have a lot of experience of the absolutely glorious things that further education can do, but I have also seen it warts and all.

People seem to forget that the further education sector, alongside schools, interacts with more members of the public than any other sector. Adult education, community education, 16 to 19, apprenticeships and higher education are all provided for within the further education sector. Even when I was learning to be a lecturer and doing teacher training all those years ago, the sector was called the Cinderella sector. It has always been acknowledged that it has done a lot of the heavy lifting from an educational perspective, but it has rarely been given the same funding as schools and, in particular, universities. The university sector does a wonderful job, but a university lecturer will generally deliver about half as many hours of actual contact time in a year as a further education lecturer.

The teams do a fantastic and very varied job, but I have heard a lot about how we need more funding, and of course every sector will always ask for more funding. I am pleased the Department for Education is increasing funding into all the sectors mentioned, but we do have a particular issue, as many Members of the House have said, about how much salary we are able to pay people coming into teaching, or taking part in teaching, and to technicians, assistants or whatever it might be in the further education sector. We might want to attract engineering lecturers, for instance, but someone would have to be crazy, or have a private income that meant they could just work as a hobby, to even look at doing an engineering teaching job if it did not start at £55,000 a year at least. That is because they could go and work anywhere else and start at that salary or a lot more.

That is a perennial problem in the industry, and I would like the Government to look at it. I understand that the issue really is challenging in the current climate, but if we do not start to look at it, we will end up with an ever-increasing problem. We already have skills shortages, ergo, in five, 10, 15 or 20 years’ time, not only will even fewer people want to go into further education but even fewer will have the skills and industry experience to do so. As a country, we really have to take this issue seriously in order to see where we are going.

[Mr Robin Walker]

My hon. Friend is making an excellent speech, as I knew she would given her experience in the sector. We see this particular challenge in engineering, maths and physics. Does she agree that the Prime Minister’s aspiration of getting everyone doing maths until 18 is exciting in that context, but that it requires supporting the workforce in our FE colleges to deliver it? We need that breadth of teaching of mathematics, alongside other key skills.

[Lia Nici]

I thank my hon. Friend for his expertise, and he is absolutely right. However, many students when I was teaching struggled with their maths GCSE. They struggled with their basic skills and functional skills in numeracy. There was still a fairy tale, seemingly, that if someone had studied mathematics for 11 years in school and failed their GCSE, magically the further education sector—everybody seems to think it can do everything magically and often it does—in less than one year can produce a grade C or above, or a grade 4 or 5 and above, as the grades are now. There was this idea that someone who had failed at maths, hated maths and was scared about it could study for nine months part-time—maybe for one hour a week—in their college and would suddenly and magically have a maths GCSE. That is not the reality.

When I was head of department, all the mathematics we used to teach was applied, and further education has still not been able to do that across the board. That is often because we cannot find people who can teach maths confidently. Certainly we find it difficult to find people who can teach functional skills, numeracy or maths that is applied to the industry for which the students are coming to study. We have some real problems. For instance, I taught a group of level 2 media students once. I said to them, “I am giving you a tape measure, and I want you to go into the studio. We are going to calculate the square meterage of the studio so that we can do a lighting plan.” The students went off and within a minute they came back. They said, “Lia, we are having a problem here.” I said, “Why?” They said, “Because the tape measure is not long enough.” Think about that for a moment. Those students did not think that perhaps they had to measure it multiple times with one tape measure. Those are the basic skills we are talking about. I had to go into the studio and talk about it. That is the level we are at.

Schools are struggling to recruit maths teachers. I love the aspiration that everyone can be better at maths through to 18, but I always have the analogy of saying, “If you do not feel you are good at maths, equate that to something that you really don’t like”, because a lot of people have a fear of maths, or have been told over years, “You are not good enough at it”, so it becomes a self-fulfilling prophecy. I say to people, “Do you like horses?” They say, “No, I’m scared of horses.” I say, “Okay, so you’re scared of horses and horse-riding. You’ve never wanted to do it, or when you’ve tried it, you’ve hated it, or you’ve fallen off or you’ve never dared to get on. Tomorrow, I will make you go to a horse and get on it. You are going to have to ride it for an hour every week for nine months, but boy, you will be an Olympic showjumper by the end of it.” We need to think about how we will do these things, because we know as a country that we are a potential powerhouse in so many areas, but we have to think with common sense about how we will overcome some of the difficulties that we have.