Young People: Skills (Youth Unemployment Committee Report)

Lord Addington Excerpts

Wednesday 23rd November 2022 Grand Committee

[Lord Addington (LD)]

My Lords, when I first decided to look at the report and speak on it, I was struck by the fact that many of us who had been looking at this field and at education had been agreeing with it for quite a long time. We had been agreeing with its general thrust that further education and technical skills have been seen as a second-class option by an education system that is dominated—I forget which noble Lord said this; it might have been the noble Lord, Lord Knight—by an objective to get everybody to Oxford—Cambridge will do. It is a process of acquiring exams, getting them rubber stamped and going through. This is the culture of our education system because it is led by graduates and that is where they want to go. We all know that what is normal is what we did.

We must shift culturally from that, but that it is very difficult to do. The Government inherited a situation where they are trying to do this, but they have discovered not only is that what we do not need for our economy because only a limited number of graduates are needed, especially at higher levels, but that certain people cannot join in with that process culturally or because of special educational needs. The Minister will have been expecting me to say that. When she answers, will she tell us when we will finally get the Government’s response? Last time, she said that it would be December—that is next week. Will it be next week? Will it be before Christmas? That will colour quite a lot of what we are saying because large sections of those who are failing and cannot get into certain universities are in the special educational needs categories or they are factors in their personal cocktail of circumstances which often hold them back from succeeding. If they cannot pass those GCSEs by which we are so keen on defining the success of a school, how are we going to make sure that they carry on? The incentive in the past two years to offload has been absolutely there, and that is why we have such a high number of children who are not in school. If it is not the only reason, it is a factor.

Something else I gathered from this report and by talking to other people is that a key skill is probably not passing that English exam but using a computer efficiently. I remind the Committee of my declared interests in dyslexia and technology. Schools also allow you, bizarrely, to nullify some of those disadvantages—say, if you have dyslexia—of not acquiring those skills that most people have of being able to read and write quite easily. It is actually so commonly available now that there is a shift towards teaching people to use a standard package of technology, rather than putting additional technology on, but you have to use it and you have to get the classroom to use it. It would be a way of allowing more people to acquire a new key set of skills.

Everybody seems to agree on the committee—it is in the committee’s findings—on the fact that that is your new key set of skills. But if you are not going to encourage people to do this by saying that this is what you should be doing now, encouraging them to go and learn other skills, and then insisting that you have to get that 1960s grammar school-type approach to education—that you have to have X number of ticks to get through—you are going to continue to make it difficult to get these groups in, denying the initial stage of entrance to these processes. I have a long history when it comes to apprenticeships. If you are going to allow them in, even if you allow them to take the course, they cannot finish it. I know that there have been changes, some of which I helped to initiate, a long time ago, but I have heard that it is more observed in the breach than in the practice. But that is a battle for another day.

If the Government are not going to accept that radical change needs to take place in our exam system, we will continue to get the same results. We will continue to get an Education Department that is constantly talking about people retaking courses—people who are not achieving and who have not achieved at school—in something that most people do fairly easily. If we are going to carry on doing this, we are not allowing them to go on to further training, and we are effectively writing them off—that is, if they have not already taken themselves away. These factors are accentuated by their background: if they come from a family where everybody has failed exams, they will say, “I’m not going to be different from my folks”, and they will continue to do it.

How do we break this pattern? The only way in which we will start to dent this outside the curriculum is to make sure that there is better careers advice, which gets to the homes of these pupils. If you manage to sell it to the parents, the child may listen. How we do that interaction with the parents will always be difficult, but that is the key structure. It is about making sure that any child says something to the parents and the parents say, “Yes, we’ll buy in”. At the moment, careers advice is that you should work terribly hard, get on with the process and get your degree—but we have excluded hundreds of thousands of people before you have started, because it is not something that they are attuned to. If we make that path more open, which means far more emphasis on further education than we have now, we stand a chance of affecting it.

We need a huge cultural shift, as well as a technical one. Unless we start to embrace that with an aggressive attitude, we will never get there—because the status quo is the status quo because of the fact that people do not like to change.