Colleges Week 2022

Peter Aldous Excerpts

Thursday 27th October 2022 Westminster Hall

[Mrs Sheryll Murray (in the Chair)]

I remind Members that I would like to leave a couple of minutes at the end for Mr Aldous to wind up.

[Peter Aldous (Waveney) (Con)]

I beg to move,

That this House has considered Colleges Week 2022.

It is a pleasure to serve with you in the Chair, Mrs Murray. I thank the Backbench Business Committee for granting this debate, in which we shall consider, celebrate and reflect on Colleges Week and the work that colleges do in local communities all over the UK. We are actually a week late, as Colleges Week was last week. The recent changes to the parliamentary timetable made it impossible to secure this debate then, but that may not be a bad thing. The debate now coincides with the appointment of a new Prime Minister, who has already highlighted his determination to put further education and vocational schooling at the forefront of his Government’s work and his policies. With that in mind, I welcome the Minister, my hon. Friend the Member for Morley and Outwood (Andrea Jenkyns), to her place. I look forward to her restating the Prime Minister’s commitment.

This is an opportune moment to not only showcase the great work that colleges are doing, but highlight how, with the right means and support, they can do even more to promote the communities that they serve, deliver sustainable economic growth and help local people to realise their dreams and achieve their ambitions. As well as looking forward with the new Prime Minister and his new team, it is appropriate to take stock after what has been a hectic 18 months for colleges in policymaking terms. In January 2021, the “Skills for jobs” White Paper was published; the Skills and Post-16 Education Act 2022 received Royal Assent earlier this year; and colleges are now working with local employers, councils, local enterprise partnerships and other interested parties to put in place local skills improvement plans, or LSIPs.

It is important to emphasise the multitasking work that colleges are carrying out. They are driving the post-covid recovery, supporting learners who, through no fault of their own, are having to catch up. They are helping to deliver the net zero economy. In my own constituency, East Coast College is in the vanguard of promoting training for the jobs that are needed in the offshore wind and nuclear sectors. I should point out that this week may not be Colleges Week, but it is actually Offshore Wind Week, and it was a pleasure to welcome local apprentices to RenewableUK’s reception on Wednesday afternoon.

Colleges are addressing regional inequalities. Meaningful and proper levelling up will be delivered only if the colleges are provided with resources so that they can play their full role. They are also promoting lifelong learning. In today’s world, a job for life is a thing of the past. There are so many people with so much potential with whom colleges can work to acquire the skills to achieve their ambitions.

Finally, colleges can ensure that the economic growth we all want is sustained and enduring—not a short-term boom followed by a painful bust—and helps to deliver the improved productivity that the UK so desperately needs.

[Martin Vickers (Cleethorpes) (Con)]

I congratulate my hon. Friend on obtaining this important debate. My constituency, like his, is heavily dependent on the offshore sector from an economic point of view. I want to take the opportunity to congratulate Peter Kennedy and his team at Franklin Sixth Form College in Grimsby, which serves my constituency. Would my hon. Friend agree that apprenticeship courses in particular are vital if we are going to get our young people into the offshore and similar sectors?

[Peter Aldous]

I agree wholeheartedly. Later in my speech, I will highlight some of the strategic working that is required to make the most of the opportunities in the offshore energy sector that are emerging not just on the east coast, but all around the UK.

I have the privilege and honour of chairing the all-party parliamentary group for further education and lifelong learning, for which the Association of Colleges provides the secretariat. It is appropriate to take stock of the work that colleges do and the impact they have on their local communities. English colleges educate more than 1.6 million students every year and employ approximately 103,000 full-time equivalent staff. Some 913,000 adults study or train in colleges, while 611,000 16 to 18-year-olds study in colleges. There are 166,000 people on apprenticeship provision in colleges, and the average college trains 1,000 apprentices. Some 110,000 people study higher education in a college. Some 23% of 16 to 18-year-olds and 24% of adult students at colleges are from minority ethnic backgrounds; 21% of students in colleges have a learning difficulty and/or disability; and 46,000 college students are aged 60 and over.

Those figures demonstrate that colleges are the Heineken of the UK education and training system: they reach the parts and the places that other establishments do not. They invariably do this to a high standard, with 91% of colleges judged “good” or “outstanding” at their most recent inspections. Colleges support the Government’s ambitious plans to roll out T-levels, increase apprenticeship delivery, promote adult learning and introduce higher technical qualifications. While colleges are up for these challenges, there are significant obstacles in the way of them playing the role they want to—a role that will bring so many benefits to local people and communities.

First, despite a 2021 spending review that recognised some of the long-established funding issues facing colleges, further education funding still compares extremely unfavourably with both university and school funding. In its 2021 annual report on education, the Institute for Fiscal Studies highlighted that:

“Further education colleges and sixth forms have seen the largest falls in per-pupil funding of any sector of the education system since 2010–11.”

Although the budget for 16 to 18-year-olds is rising for the five-year period from 2020 to 2025, the pressures of extra catch-up hours, increased prices and the cost of living are holding back progress on flagship programmes in key national skill shortage sectors. The situation is exacerbated by the dramatic energy price increases. Some colleges have long-term contracts with suppliers agreed in 2021, which means that they are not covered by the six-month scheme. However, it means that they face the prospect of treble, quadruple or even worse price increases in 2023. It should be borne in mind that for many technical and vocational courses, there is no good alternative to in-person education at the college.

Secondly, colleges across the country are finding it increasingly difficult to recruit and retain staff, given the widening gap between what skilled teachers can earn in colleges and what they can earn in industry or even in schools. An Association of Colleges survey, commissioned by the Financial Times, shows that 85% of colleges reported staff shortages in construction courses, 78% in engineering and 62% in IT and computing. In August, the AOC wrote to the then Prime Minister, my right hon. Friend the Member for South West Norfolk (Elizabeth Truss), urging her to make investment in schools a central plank of her premiership. I hope the Minister will confirm, following this morning’s comments attributed to the new Prime Minister, that his Government will make that commitment.

Thirdly and finally, colleges are concerned about the speed of the Government’s reforms to level 3 qualifications. It is right to have the ambition of having a respected and well-understood set of technical qualifications in place across England. However, it is a worry that funding for 160 existing qualifications will be withdrawn when clear replacements are not yet in place. It should be demonstrated that these replacements properly prepare students for progression, meet the needs of industry and promote social mobility. Concerns remain that T-levels will not be accessible to all students ready to do a level 3 qualification and that the required industry placements will not be readily available. I urge the Minister to work with colleges and business to address these worries, so that this flagship policy has a positive and proper launch and does not immediately run aground.

One of the great things about colleges is that they are innovative, imaginative and entrepreneurial. It is in that spirit that Stuart Rimmer, the principal of East Coast College in Lowestoft and Great Yarmouth, has brought together colleges and trainers from across the UK that run energy-related courses to form the national energy skills consortium. The consortium meets virtually three to four times a year, and I have the privilege of being invited to those meetings. Clean energy and the low-carbon economy provide an enormous opportunity for creating new and exciting well-paid long-term jobs, often in deprived areas where they are badly needed. The consortium has the objective of maximising those opportunities and removing barriers that might get in the way. My right hon. Friend the Member for Spelthorne (Kwasi Kwarteng) made a presentation to the consortium when he was Energy Minister, and my hon. Friend the Member for Brentwood and Ongar (Alex Burghart) joined us in the summer, when he was skills Minister. I hope the Minister will also meet us in the near future.

In following up the meeting with the former skills Minister in July, Stuart Rimmer highlighted three issues that must be addressed if colleges are to properly train people to acquire the necessary skills to work in the energy sector. First, he said it is wrong that colleges and universities are required to take high-risk, up-front investment decisions to build capacity and deliver training for nationally important infrastructure projects, such as Hinkley Point and Sizewell C. Secondly, he said that energy and civil construction qualifications required by employers should be brought into core funding for young people, apprentices and adult learners. Thirdly, he said that, while local skills improvement plans will play an important role in ensuring that skills promotion is tailored to, and bespoke for, local areas, it is important for the energy sector, where supply chains often extend across the whole the UK, that a national framework is in place. The consortium, along with the National College for Nuclear and other bodies, such as the Engineering Construction Industry Training Board, is keen to work with Government to ensure that this strategic approach is pursued.

The UK desperately needs sustained economic growth that reaches all parts of our four nations, and in which all people, whatever their backgrounds and ages, can participate. Colleges are already doing great work, but if they are given the resources and means, they can do much more. Working with the Government, they can help to put this traumatic and turbulent time behind us, and we really can build back better.

--- Later in debate ---

[Marion Fellows]

I am appalled at that remark—not the hon. Lady’s remark, but that being given as a reason to close down a college. No matter where in the UK we live, lifelong learning is an extremely important tool for every one of us. It will help the economy, but it also gives us more satisfied and better citizens. We can all learn, no matter what age we are; I am a continual reminder of that in my role as disability spokesperson for my group here.

I am really pleased to be able to say that 93% of Scottish pupils who left school last year had gone on to a positive destination, including work, training or further study, nine months later. Many of those pupils go on to local colleges; in fact, many attend local colleges while they are still at school, doing things such as foundation apprenticeships, which are a really good start for people who are not quite so academic. When I did my teaching qualification in further education, many years ago in the 1990s—that is how long ago it was—I did a study of how we deal with academic and vocational education, comparing Scotland and Germany.

[Peter Aldous]

indicated assent.

[Marion Fellows]

I am going to leave it there, because I see the hon. Member for Waveney nodding vociferously, but in Germany, for example, vocational education has parity of esteem with academic education; no part of the UK has managed that yet. It is important for all of us that that parity of esteem should become a reality before too long.

It would be remiss of me not to talk about widening access as part of Colleges Week. When I was at West Lothian College—there’s a name check—I taught disabled students and students who came from very deprived backgrounds. To give them an opportunity was a privilege because many of them had been told at school, “Sit at the back of the class. You’re not going to go to university so just sit there and don’t make a noise so we can teach these really bright people at the front.” They arrived in college and if I handed out a piece of work they would say, “I cannae dae that.” That was their first reaction and, because they had been so held back at school, for six months of any course we had to say to them, “Yes, you are able”. At college, they blossomed. Again, it is a privilege to watch students doing that.

I may be straying far too much into my recent history, so I will move on and talk about my local college, New College Lanarkshire. It has six campuses, although I hasten to add that the best—certainly the largest—is in Motherwell in my constituency, right on the edge of where the Ravenscraig steelworks used to be. It is a large college and has a wide variety of courses, with everything from a national qualification in hospitality to a BA in music and musical theatre.

Some hon. Members may have heard of Lewis Capaldi, who is a graduate of New College Lanarkshire and recently went back to Motherwell to talk to people doing music courses there. I, too, had the privilege of talking to them one day, reminiscing about when I first heard the Beatles; I was talking to one student and was absolutely surprised to find the whole area had stopped what they were doing to listen to this historical monument talking about the ’60s. The students are always winners and big contestants in the WorldSkills UK competition—indeed, last year, the Motherwell campus hosted the event. I take the opportunity to thank everyone this year who is going forward.

It would be remiss of me not to talk about the people who work in colleges. Everyone involved in colleges in my experience has been glad to work there and be part of the journey made by students. I have already declared that I am a former FE lecturer, but I do not know a single FE lecturer who does not go over and above to help their students achieve the best they possibly can.

I am pleased to have spoken in the debate. There are some issues that the Minister could take forward in terms of the differences in colleges in Scotland. I am always going to stand up here, when I can and when it is true, to say that we do things better in Scotland. We certainly get that articulation route better and we have a slightly more positive attitude towards vocational qualifications and their worth to the economy. If there is a large job loss at a large company, the Scottish Government call on local colleges to upskill and help those folk get jobs, perhaps in another industry. That is why lifelong learning is so important.

--- Later in debate ---

[Peter Aldous]

We have had a very good debate. Perhaps it would have been greater if more Members were here, but we have the graveyard slot on a Thursday afternoon.

I want to highlight some of the issues that Members raised. The right hon. Member for Exeter (Mr Bradshaw) and my hon. Friend the Member for West Worcestershire (Harriett Baldwin) spoke about the good and bad that colleges can do. It is clear that Exeter is a long way advanced on a path that I hope my constituency goes down too. The right hon. Member for Exeter and I both represent coastal communities, and coastal communities have real challenges right through the education system. In Exeter, the college has come together with a very high-quality higher education institution and has worked with the primary and secondary schools to raise standards across the board and create a centre for excellence. We can all learn from that.

Then we heard about the—dare I say it?—tragedy of what is happening in the Malvern Hills. When it comes to regeneration, levelling up and ensuring that the whole country can participate in the proceeds of growth, there is a hole in the heart of the Malvern Hills, because they will not have that opportunity.

We all talk about levelling up and want to show how our particular constituencies can benefit. We probably all—I am the worst example of this—want shiny new edifices. We want roads, railways and bridges—I have a great bridge coming—and we need to build them as a catalyst for growth, but ultimately it is the investment in flesh and blood, rather than concrete and steel, that will ensure meaningful and long-term growth. That is what colleges have to offer. All 650 MPs have a college in or within striking distance of their constituency, and colleges will be the engine of regeneration. The Government should be commended for bringing in reforms and recognising the importance of the sector, but they need to take the sector with them and work with it. There is sometimes an anxiety about the speed of travel.

The debate on the Skills and Post-16 Education Act, which took place across both Chambers in the last Session, was a good one. My slight regret is that it was a real opportunity to make a landmark Act and we did not quite grasp that. Perhaps some of the amendments that were tabled in the other place, which probably had that intention in mind, should have been taken on board. LSIPs have enormous potential and, as the Minister said, put employers at the heart of these reforms. However, if the employer, who is in the driving seat, kicks out the other partners—the colleges, universities, local enterprise partnerships, mayors or councils—that car will quickly go off the cliff, so they need to be collegiate with colleges when playing their role. In my own area in Norfolk and Suffolk, that is indeed what is happening.

Staffing is a challenge. Look at what is happening in East Anglia with the opportunities in offshore wind and in nuclear at Sizewell. It is a real challenge to getting teachers and trainers with skills in fabrication and the other expertise we need. The Government must focus on that and employers must also play their role.

I will finish on the matter of funding. As a Conservative, we probably overlooked the sector for much of the past decade. In 2021, we woke up to that, and the spending review was largely positive as far as FE is concerned, but it is not the end of the journey; it is the very beginning.

In the next 10 days, some important decisions will be made. The Government will have to make tough choices, but they should be very cautious about making cuts to the sector. It seems like a long time ago now, but we had that growth plan in September. We all want growth, but it needs to be sustained and its proceeds available for everyone to participate in. In my constituency, very few people earn in excess of £150,000, but we want everyone to be able to participate in the proceeds of growth, and investing in our FE colleges enables us to do that and enhances social mobility.

When we achieve growth, it should not just be a quick boom to coincide with the electoral cycle, followed by a bust. It should be sustained and gradual growth that everyone can participate in. That is the role that colleges can play. I hope that today we have made an important contribution to ensuring that that can happen.

Question put and agreed to.

Resolved,

That this House has considered Colleges Week 2022.

Oral Answers to Questions

Peter Aldous Excerpts

Monday 4th July 2022 Commons Chamber

[Nadhim Zahawi]

I know that the hon. Gentleman is passionate about the topic, including through his think-tank’s work. He is right that universities, including the Open University, will play a key role. The work that I have witnessed in the collaboration between further education and higher education—the fungibility of both together—in our institutes of technology is equally important to ensure that we produce different runways from which young people’s careers can take off.

[Peter Aldous (Waveney) (Con)]

2. What steps his Department is taking to upgrade the further education estate.

[Rushanara Ali (Bethnal Green and Bow) (Lab)]

23. What assessment he has made of the quality of further education buildings in England.

[The Parliamentary Under-Secretary of State for Education (Alex Burghart)]

We want all colleges in England to be able to provide a world-class education, which is why we are delivering our manifesto commitment to offer £1.5 billion to upgrade the further education college estate over the next six years. We have surveyed the condition of FE estates—all colleges received their own survey—and we intend to publish a national overview of the results in the next academic year.

[Peter Aldous]

Significant investment has taken place and is taking place at East Coast College, with the energy skills centre in Lowestoft and the civil engineering and construction campus at Lound. However, a long-term strategic approach is required to ensure that local people have the full opportunity to acquire the necessary skills for the many jobs emerging in low-carbon energy along the East Anglian coast. Will my hon. Friend meet East Coast College and myself to go through its strategy and agree a plan for its implementation?

[Alex Burghart]

I thank my hon. Friend for his interest in this agenda. I would be delighted to meet him and his college.

Oral Answers to Questions

Peter Aldous Excerpts

Monday 14th March 2022 Commons Chamber

[Nadhim Zahawi]

What the hon. Lady omitted to say was that Sure Start was a good policy that was badly implemented under the Labour Government. They focused on bricks and mortar rather than on actually reaching and helping the families we will reach with the family hubs. We will announce very shortly the half of England’s local authorities that will have evidence-led, multi-agency family hubs that will reach exactly those families—exactly like I saw when I visited the family hub in Harlow with the Chair of the Education Committee, my right hon. Friend the Member for Harlow (Robert Halfon).

[Peter Aldous (Waveney) (Con)]

2. What progress he has made in rolling out institutes of technology.

[The Parliamentary Under-Secretary of State for Education (Alex Burghart)]

The Government are investing £290 million to establish a network of 21 institutes of technology throughout the country, actively targeting the areas where they are needed the most. Wave 1 has already established 12 IOTs across 50 locations, and wave 2 will add a further nine IOTs. We are getting the best of the further education sector, alongside the best of the higher education sector and the best of British employers, to deliver world-class technical education.

[Peter Aldous]

It is concerning that, after two waves of IOTs, a vacuum has emerged in East Anglia that places local learners at an unfair disadvantage compared with those elsewhere. I am grateful to the Minister for Higher and Further Education, my right hon. Friend the Member for Chippenham (Michelle Donelan), for the briefing that she provided to Suffolk and Norfolk MPs following the decision to reject the east of England bid; will she or my hon. Friend convene a meeting of those who prepared the bid, the two county councils and MPs to agree a strategy to fill the vacuum as quickly as possible?

[Alex Burghart]

As my hon. Friend noted, he had a meeting with my right hon. Friend the Minister for Higher and Further Education on this issue. I know he is a passionate advocate for education in his area and wants to see the excellent success of our IOTs replicated in his region. At this time, there are no plans to extend IOTs, but we very much keep the policy under review and want to see them go from strength to strength.

Skills and Post-16 Education Bill [Lords]

Peter Aldous Excerpts

Report stage
Monday 21st February 2022 Commons Chamber

[Margaret Greenwood (Wirral West) (Lab)]

According to the National Literacy Trust, more than 7 million adults in England have very poor literacy skills. That is 16.4% of the adult population. Someone who struggles to read and write, or who cannot read or write at all, experiences disadvantage daily. It is a form of deprivation that can lead to isolation and poverty and cause deep personal frustration, as was clear in Jay Blades’s programme “Learning to Read at 51”, which I highly recommend to hon. Members and Ministers.

My new clause 16

“would require the Secretary of State to, every two years, review levels of adult literacy in England, publish the findings of that review and set out a strategy to improve levels of adult literacy in England.”

We cannot afford to leave people to fend for themselves, barely able to read and write. Of course, it makes no economic sense either.

I also believe that it is important that there is a rich and varied educational offer in all parts of the country, as well as strong skills provision. Education is not just about finding a job, hugely important though that is, but about personal development, engaging with the world, pursuing interests and developing critical thinking. I am concerned that the Bill may lead to a reduced educational offer and a narrowing of educational opportunity because of its focus on employer representative bodies leading the development of local skills improvement plans.

A person living in an area where most available work is in agriculture may want to pursue a completely different career path. How can their local employer representative body cater for them? The Minister will be aware that Billy Elliot lived in a mining community but did not want to go down the mine. His local employer representative body would doubtless have said, “There’s no call for ballet dancers round here,” so his talent and passion would have gone to waste. Surely it cannot be right that people’s ambitions should be constrained by the needs of local employers.

We ignore the value of our cultural sector at our peril. My new clause 17 would require the Secretary of State

“to review the availability of humanities, social sciences, arts and languages courses at Entry level to Level 4 in areas to which an LSIP applies. It would also require the Secretary of State to take steps to remedy inadequate availability of the courses.”

From my own experience as an adult education tutor, working in an area of deprivation, I know the importance of offering courses that people can enjoy. I know, too, how transformational adult education can be, and that one of the best ways to support people to access the labour market is to build confidence, expand horizons and offer educational opportunity.

My amendment 18

“would require the Secretary of State to draw on responses to a public consultation run by the relevant local authority, when publishing a local skills improvement plan for a given area.”

There is immense expertise and insight in every community, so it makes sense to draw on them. Such a consultation would be open to local providers, educationists and trade unions, as well as the general public. It could prove to be an important local conversation about the potential that is there to be developed.

If adult education is to expand and flourish, it is important that barriers to learning are removed. If someone is in receipt of universal credit, they should not be disincentivised from engaging in training or education, so I support new clause 5, which stands in the name of the hon. Member for Waveney (Peter Aldous). I also support amendment 12, in the name of my hon. Friend the Member for Chesterfield (Mr Perkins), which

“would require…a review of the operation of the apprenticeship levy, and…to pay particular regard to ensuring that sufficient apprenticeships at level 3 and below are available”,

and new clause 1, in the name of the right hon. Member for Harlow (Robert Halfon), which would enable prisoners to participate in apprenticeships.

I urge the Government to take action to address the very high levels of poor literacy among adults, to ensure the provision of a broad curriculum in adult education that includes the arts, social sciences and humanities as well as vocational training, and to give local people, providers and trade unions the opportunity to have a say in the post-16 education and training made available in their communities.

[Peter Aldous (Waveney) (Con)]

I welcome the Bill because it provides the means to address problems that have hung over the UK for far too long and to meet future challenges. It has been closely scrutinised, both in this Chamber and in the other place. Some amendments have been made that the Government have accepted, but there is still room for improvement.

I urge the Minister to take on board new clauses 2 and 3, which are in the name of my right hon. Friend the Member for Harlow (Robert Halfon), and new clause 4, which is in the name of my right hon. Friend the Member for Kingswood (Chris Skidmore). I would also be grateful if the Minister gave full consideration to new clause 5 and amendment 2, which are in my name. New clause 5 would enable people who are trapped in low-paid, insecure roles with limited progression opportunities to acquire the skills to progress into well-paid, secure and rewarding jobs, thereby delivering levelling up and eliminating the productivity gap that has been part of the UK economy for far too long.

Skills and Post-16 Education Bill [Lords]

Peter Aldous Excerpts

2nd reading
Monday 15th November 2021 Commons Chamber

[Peter Aldous (Waveney) (Con)]

I welcome this Bill. Some may say it is not before time, but it provides the means both for addressing the problems that have hung over the UK for too long and for meeting future challenges. It is, in many respects, a landmark Bill, and thus it is important that we get it right so that it can herald the start of a new era that provides people of all ages, whatever their background and from wherever they come, with the opportunity to realise their full potential.

As we have heard, amendments have been made in the other place, often on a cross-party basis. I urge the Government not to seek to strike them out too hastily, as many of them improve the Bill. Such is the strategic timing of the Bill that, from my perspective, the amendment in the names of the noble Lords Clarke and Layard, to place the lifetime skills guarantee on a statutory footing, is well merited.

With the welcome reduction in the taper rate of universal credit announced in the Budget, the Government have placed much emphasis both on the importance of making work pay and on the current high level of job vacancies. Unfortunately, many people are currently some distance from the workplace and are not able to take advantage of these opportunities. However, many of them would be able to do so if universal credit conditions were reformed so that they could more readily access education and training. With that in mind, I urge the Government to consider carefully the amendment tabled by the Lord Bishop of Durham.

The opportunities that the Bill provides are immense, but they will not be realised without proper investment in our often unsung but nevertheless impressive national network of colleges. The funding announced in the comprehensive spending review is welcome, but it should be viewed as only a start.

In recent years, one of the great success stories in north Suffolk and east Norfolk has been the significant progress made by East Coast College with its campuses in both Lowestoft and Great Yarmouth. The college is a pivotal player in the strategy to remove pockets of coastal deprivation and to realise the full potential that the zero-carbon economy presents in sectors such as offshore wind and nuclear at Sizewell C. To play this role fully and properly, East Coast College and colleges across the country must be properly resourced. A resilient college network is vital if we are to achieve the aims of this Bill.

Adult Skills and Lifelong Learning

Peter Aldous Excerpts

Thursday 15th April 2021 Westminster Hall

[Peter Aldous (Waveney) (Con) [V]]

It is a pleasure to serve under your chairmanship, Ms Rees. I congratulate my right hon. Friend the Member for Harlow (Robert Halfon) on securing this debate and on the pioneering work that he and his Committee are carrying out, both generally with their inquiries and specifically with the publication of this report.

My interest is twofold: first, as a constituency MP, where securing this revolution is vital, if we are to deliver sustained economic regeneration that transforms the lives of local people, and secondly, as chair of the all-party parliamentary group on further education and lifelong learning. Local colleges, deeply embedded in their communities, such as East Coast College, with campuses in Lowestoft and Great Yarmouth, will be the cornerstone on which this revolution is founded.

There has been a need for this transformation for a very long time, but we are now at the zero hour. If it is not delivered now, the long-term implications for the country and for many people will be profound. The challenges of improving productivity, enhancing social mobility and eliminating pockets of deprivation have been with us for a long time, but they are now compounded by the need to ensure as smooth as possible a pandemic recovery, which includes the shock that there is likely to be from the ending of furlough, as well as making sure that people of all ages have the skills required in a period of rapid technological change.

In East Anglia there are enormous opportunities in the low-carbon economy. It is vital that local people are able to acquire the necessary skills that are required for the rewarding and exciting jobs that will be available. It is also important to bear in mind that if we do not properly prepare for these challenges, many communities will remain left behind and for many people there will be a sense of personal despair and despondency.

The good news is that the Government recognise the need for change. The skills White Paper sets out a compelling vision, and there is a welcome recognition of the important role to be played by existing institutions—whether that is local authorities, local colleges or local businesses.

Both the lifetime skills guarantee and the lifetime loan guarantee are welcome steps in the right direction. With the former, the restriction that it is available only for those who do not hold a level 3 qualification should be revisited, as many people will need to reskill and upskill as the world of work changes. With the latter, there is a need to ensure that—where necessary—maintenance funding is provided as, without it, lifelong learning will remain unaffordable for many.

Moving forward, it is vital that Government work collaboratively with colleges. The report from the Independent Commission on the College of the Future, “The English College of the Future”, provides a template of how they should do this, with a statutory entitlement for lifelong learning for every adult, which includes the necessary financial support.

Local colleges should be a touchpoint for people throughout their lives, where they will go to reskill and retrain in response to technological change, such as the move to a carbon-neutral economy.

In many respects, the future is bright and exciting, but there are two immediate issues that need to be addressed. Firstly, there is a need for a long-term funding settlement, which should be addressed at the forthcoming spending review later this year. The recent uplifts are welcome, but there remains a great gulf between what a university student receives, averaging £6,600 per annum, and what a further education college student is provided with, which is just over £1,000 at £1,050 per annum. The funding settlement should be for longer—for three years—and should be simpler.

Secondly, the Education and Skills Funding Agency’s decision to claw back adult skills funding from colleges and local authorities if they missed their 2020-2021 academic year targets by more than 10% must be revisited and reviewed urgently. College finances have been ravaged by the pandemic; the clawback is equivalent to a £60 million cut to adult education funding, and it was announced eight months into the academic year in which it applies. This approach undermines the ethos of collaborative working that we should be promoting, and it is contrary to the aspirations of both the White Paper and the Education Committee’s report, which we are debating today.

I urge my hon. Friend the Minister, who I know is passionately committed to securing a lifelong learning revolution, to do all she can to ensure that the ESFA work with colleges to come up with a revised approach that will give them the financial security they need at this challenging time.

I shall end on a positive note: the future can be incredibly exciting, with real benefits being secured for communities and people all around the country. My right hon. Friend and his Committee have come up with a compelling vision, and Government have embraced it, as have colleges and businesses in Dorset. We must now get on and deliver it.

Oral Answers to Questions

Peter Aldous Excerpts

Monday 1st March 2021 Commons Chamber

[Gavin Williamson]

We are putting in place additional support for students from the most disadvantaged backgrounds to help cover the cost of travel to those destinations. It is vital that, as we construct the Turing scheme and we invite new partners into it, we do so such that it is a brilliant way of creating opportunities for children of every single background to study abroad and understand the benefits of working collaboratively on the international stage.

[Peter Aldous (Waveney) (Con)]

What steps his Department is taking to reform post-16 education and training.

[The Parliamentary Under-Secretary of State for Education (Gillian Keegan)]

As set out in the “Skills for Jobs” White Paper, we are implementing an ambitious reform programme that will revolutionise technical education in this country. The White Paper is focused on giving people the skills they need in a flexible way that suits them so that they can get great jobs in sectors that the economy needs, which will also boost this country’s productivity.

[Peter Aldous [V]]

I welcome my hon. Friend’s answer. The proposals set out in the further education White Paper are extremely welcome. In Suffolk and Norfolk, the colleges, the chambers of commerce and the local enterprise partnership are keen to get on with putting these plans into practice so as to ensure both that there are exciting and well-paid jobs available locally for young people, and that our region is well placed to take advantage of the great opportunities in the energy, logistics and agritech sectors. I will be most grateful if my hon. Friend sets out the timetable and the criteria for selecting skills for jobs trailblazers, and if she can confirm that a bid from our region will be welcome.

[Gillian Keegan]

I am delighted to hear that there is such enthusiasm in Suffolk and Norfolk for engaging with and helping to implement our flagship reforms. We will run an open process to select the trailblazing local areas in which the first local skills improvement plans will be developed. We will certainly welcome a bid from Suffolk and Norfolk, championed no doubt by my hon. Friends the Members for Waveney (Peter Aldous), and for Ipswich (Tom Hunt). Further information, including the criteria for selection, will be announced very shortly, so there is not long to wait.

Education Return and Awarding Qualifications in 2021

Peter Aldous Excerpts

Thursday 25th February 2021 Commons Chamber

[Gavin Williamson]

It is disappointing that the hon. Member shows off the instinctive reaction of many people in her party that they do not want children to be going back to school. That is certainly not the case on the Government Benches. We have set out clearly a system of controls, working with Public Health England. That is why we have taken the difficult decision to introduce covid testing for not just staff at primary schools but staff and all children in secondary schools and colleges, to make sure that we keep classrooms covid-free and, working with Public Health England, to make sure that the system of controls is robust and strong to keep our children safe, keep our workforce safe and keep our families and communities safe.

[Peter Aldous (Waveney) (Con) [V]]

I welcome my right hon. Friend’s statement. Further education colleges such as East Coast College are preparing for and will arrange a return on 8 March, although organising three tests on site during that week for 5,000 students and 650 members of staff before moving to home testing will present a significant logistical challenge. I would be most grateful if he could confirm that his Department will work with colleges in a collaborative and flexible way to address this and any other obstacles that may arise.

Skills for Jobs White Paper

Peter Aldous Excerpts

Thursday 21st January 2021 Commons Chamber

[Gavin Williamson]

We will always, whether through the national skills fund or the lifetime skills guarantee, look at every measure that needs to be taken to maximise flexibility in the skills sector. These are important steps in the right direction. I thank the hon. Gentleman for his warm words, but I take note of the fact that, quite understandably, he calls for us to go a little further, as I am sure all Opposition Members would always ask us to do.

[Peter Aldous (Waveney) (Con) [V]]

I congratulate my right hon. Friend on both his statement and the White Paper, which addresses the challenges of enabling those of all ages to obtain the skills that will enable them to realise their ambitions and to fulfil their potential. As he has indicated, to ensure its success there is a need for colleges such as East Coast College to receive an enhanced, simplified and multi-year funding settlement. I would be most grateful if he could do all he can to ensure that that is provided in the forthcoming March Budget.

[Gavin Williamson]

My hon. Friend is right to highlight the great work that East Coast College does. It is a brilliant example and has such a positive impact in serving its local community. It will be up to a comprehensive spending review to set any multi-year settlements—not the Budget, sadly—but we will be working on the simplification of budgets and the allocation of moneys, which will benefit and help many colleges in managing their finances.

Oral Answers to Questions

Peter Aldous Excerpts

Monday 18th January 2021 Commons Chamber

[Andrew Rosindell (Romford) (Con)]

What steps he is taking to support students (a) preparing for and (b) taking vocational exams during the covid-19 outbreak.

[Peter Aldous (Waveney) (Con)]

What steps his Department is taking to support students to sit their (a) technical and (b) vocational exams in 2021.

[The Parliamentary Under-Secretary of State for Education (Gillian Keegan)]

Students due to undergo assessments in 2020-21 deserve the opportunity to progress successfully on to the next stage of their lives. That is why, alongside Ofqual, the Government are currently consulting on the alternative arrangements needed for vocational and technical examinations due to take place from April onwards. In the meantime, we are investing over £400 million to support access to remote education and, having already delivered 700,000 laptops and tablets to schools up and down the country, we are now rolling out the programme to 16 to 19 year-olds in colleges. The majority of FE providers will be invited to order their devices by the end of January.

[Gillian Keegan]

I thank my hon. Friend for his question because it gives me the opportunity to make one thing absolutely clear to the House: no student will be disadvantaged by their decision either to sit their January assessment or to defer it. That means that, for those learners requiring a licence to practise, which can be fulfilled only through practical assessment, that assessment can go ahead, and, indeed, many did. Launched on Friday, Ofqual’s consultation is seeking views on what the alternative arrangements should be and how those alternative arrangements will ensure fairness for all learners and give everybody the opportunity to progress on to their next stage.

[Peter Aldous [V]]

I am most grateful to my hon. Friend for those replies. It is very important that the students and apprentices taking technical and vocational exams are not overlooked. Will she assure the House that the work of making alternative arrangements for them will be given a high priority and the necessary resources; that these arrangements will be conveyed quickly; that priority will be given to returning to buildings when on-site assessments are a key part of a course; and that exam support services will be available to colleges as well as to schools?

[Gillian Keegan]

My hon. Friend is absolutely correct, and I could not agree more about the importance of ensuring vocational and technical qualification students are treated fairly and not disadvantaged compared with their peers. We have been working at pace with Ofqual to ensure appropriate arrangements are in place specifically for vocational and technical qualification learners, and the joint consultation we published on Friday seeks views specifically on those qualifications. As soon as possible, we will prioritise safe attendance for those students who need to attend on site in order to prepare for practical assessments, where it is impossible for that training to take place remotely. I can confirm that the exam support service is indeed available to colleges as well as schools.