Summer Adjournment

Nic Dakin Excerpts

Tuesday 19th July 2011 Commons Chamber

[Nic Dakin (Scunthorpe) (Lab)]

I declare my interest as a former college principal. As such, I am well aware of the need for local practitioners to make sense of the impact of decisions taken here on real people in the world out there. At least in the skills Minister we have someone who is truly committed to and genuinely cares about learning and learners. Unfortunately, the original decision regarding eligibility for free access to ESOL learning was probably taken to make the high level numbers add up, without the consequences being properly thought through.

The Minister’s written statement yesterday, however, makes it clear that he intends to take steps to address the shortfall in the equality impact assessment also published yesterday. I welcome this and thank him for contacting me this morning to ensure that I was apprised of the context of both documents.

A reasonable proportion of ESOL learners at North Lindsey college in Scunthorpe are currently working and already pay for their courses, so they will be unaffected by the changes. However, a significant number of North Lindsey’s adult ESOL learners, who are in low-skilled, poorly paid jobs in local factories, currently benefit from free tuition, but will not do so in future. Many of the college’s ESOL learners are highly motivated parents who learn English in order to help their children with homework and to not be reliant on them to be translators when accessing public services, such as the health clinic. Many of these mainly women learners will not be able to access ESOL and could therefore become isolated, rather than more integrated into our local community.

The Department for Business, Innovation and Skills published the equality impact assessment yesterday, just in the nick of time to deliver the Minister’s promise that it would be published before the recess. Paragraph 53 of the assessment indicates that the policy changes

“may have a disproportionate impact on some groups or sub-groups of learners.”

Paragraphs 30 and 35 confirm that there are more minority ethnic groups and women studying ESOL than there are among FE students as a whole.

I ask the Minister to consider delaying the removal of fee concessions until a major change in the benefits system—the reclassification of claimants on to employment support allowance—is completed. The Government’s target timetable for this change is four years. The delay would allow current ESOL students on income support to remain in free provision, rather than be at considerable risk of dropping out of education for several years.

To ensure that parents are enabled to give the best possible support to their children, the Government might also consider giving all parents with children aged 0 to 7 fee concessions, regardless of their benefit status. This is essential if we want to prepare them to take an active part in their children’s education and be ready for work later on. These changes would not impact on Government budgets this year as the funds are already allocated to colleges. It is the restrictions and the changed policy in relation to ESOL that is preventing colleges from meeting those needs.

None the less, like my hon. Friends the Members for Nottingham South (Lilian Greenwood), for Leicester South (Jon Ashworth) and for Sheffield Central (Paul Blomfield), I welcome the Minister’s commitment to work with the Department for Communities and Local Government on developing new forms of community-based learning of English and working with the Association of Colleges to determine how best to target funds at settled communities where language barriers prevail. The involvement of Lord Boswell and Baroness Sharp, who are well respected and have much expertise, is also welcome.