Oral Answers to Questions
Debate between Paul Blomfield and John Hayes(12 years ago)
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Mr Hayes
The right hon. Lady will know that this Government have done more on apprenticeship standards than any previous Government, including the one she supported. Minimum lengths for apprenticeships; statutory national standards; every level 2 apprenticeship moving to GCSE English and maths equivalent; tighter frameworks—these are things that the last Government could have done, but did not. Record growth, record standards—she should be proud of that, as we are.
Paul Blomfield
As the latest apprenticeship figures show, the Government are failing to make progress among 16 to 18-year-olds. Will the Minister therefore join me in congratulating Sheffield city council on its scheme for young people who are not in education, employment or training, which has created 100 new apprenticeships this year and promises 100 more next year, and will he urge other councils to follow that example?
Mr Hayes
The hon. Gentleman is a great authority on these matters, and he is wise enough to know that he needs to get his figures right if he is to quote them in the House. Although they are provisional, the latest data, for the first two quarters, show that apprenticeships for 16 to 18-year-olds continue to rise. That is not a surprise, given that over the last two years those young apprenticeships have risen by over 30%. Doing the best by young people—that characterises all that this Government do.
Oral Answers to Questions
Debate between Paul Blomfield and John Hayes(12 years, 11 months ago)
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Mr Hayes
I am familiar with the Prince’s Trust report to which my hon. Friend refers. It does indeed describe the under-achievement that he highlights, but it also says that often people do not get adequate advice and guidance—the wherewithal that they need—to achieve their ambitions. That is precisely why we are so committed to filling that gap.
Paul Blomfield (Sheffield Central) (Lab)
T10. Head teachers of eight secondary schools serving children in my constituency have taken what they describe as the unprecedented step of writing to the parents and carers of years 11 and 12 students about the impact of Government cuts on sixth-form funding. They are considering cutting the range of courses, increasing class sizes, ending the teaching of some subjects, and reducing guidance and enrichment sessions. They say in their letter:“we have never been subject to cuts of this magnitude,”which—
Higher Education
Debate between Paul Blomfield and John Hayes(13 years, 6 months ago)
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Paul Blomfield
My hon. Friend makes a good point. There is a further message within the Government’s announcement, about social sciences, arts and humanities courses. The Government are sending out the message that they are not valued by the country. That will, I am sure, also be a factor in students’ decisions.
We know from talking to constituents, from research and from looking across the Atlantic at the United States model that the Government seem intent on creating, that the cost of courses is a significant disincentive for those who can least afford them. The levels of debt that the Government seem intent on students taking on will be a disincentive, particularly for those on lower—and, indeed, ordinary—incomes, who cannot contemplate such financial risk.
Apart from the impact on participation, the Government’s proposals fail their own test on the funding of the higher education system. I refer hon. Members to the remarks made by Professor Steve Smith, president of Universities UK, who wrote recently in The Guardian:
“The government should be in no doubt about the risks these cuts in funding pose to the world-class standing of our higher education system, and thus to the country’s future economic growth and prosperity. The UK’s competitors face the same deficit reduction challenges as we do, but they have decided to invest in higher education at this crucial time, not cut it.”
Paul Blomfield
I understand the messages that the Government have been sending about the available options, and the way the universities are being forced to accept a way forward that is deeply unpalatable for many of them. Steve Smith went on to point out in the article I quoted that the spending review set the context within which to understand Browne. That is a crucial point. The previous Labour Government set up the Browne review as an independent review of our higher education system, but clearly the steer that was given to Browne on the resources that would be available, and the way they would be allocated, shaped the recommendations and took away any pretence that the final report was the independent review we had sought.