Oral Answers to Questions

Debate between Robert Halfon and Nic Dakin

Monday 6th February 2017 Commons Chamber

[Robert Halfon]

I thank my hon. Friend for his work on the UCAS issue. He is absolutely right. We are looking very hard at this, and we announced it in our industrial strategy. We want to ensure that we give technical education students and apprentices clear information with a platform similar to UCAS. We are looking at how we can ensure that it works to help to address the skills deficit and to help the socially disadvantaged.

[Nic Dakin (Scunthorpe) (Lab)]

Is it not time to place a duty on schools to allow colleges and other providers of post-16 education, including apprenticeships, access to pupils so that those pupils are fully aware of the options available to them?

[Robert Halfon]

As so often, the hon. Gentleman is absolutely right. I recently visited degree apprentices at Gateshead College whose own school refused them a visit in order to talk about apprenticeships, skills and technical education. We are doing a lot of work to ensure that careers guidance in schools properly reflects the options available. We have introduced legislation and we are looking to do more to ensure that students are offered skills and apprenticeships.

Oral Answers to Questions

Debate between Robert Halfon and Nic Dakin

Monday 14th November 2016 Commons Chamber

[The Minister for Apprenticeships and Skills (Robert Halfon)]

We are committed to protecting the base funding rate of £4,000 per student for the rest of this Parliament. Moreover, the proportion of young people participating in education or training is now 81.6%, which is higher than ever before. Following reforms to qualifications, the system is delivering better quality provision to prepare young people for jobs and further study.

[Nic Dakin]

Sixth-form colleges have suffered a 17% cut in their funding since 2011, which has had a real impact on the quality and breadth of curriculum they can offer. Will the Minister, with the Secretary of State, commit to evaluating how much funding is necessary for 16-to-19 education so that it is of the global quality we deserve?

[Robert Halfon]

The important thing is that we have equalised the funding and that the money now follows the student, not the qualification, to ensure a fair balance between sixth-form colleges and further education.

--- Later in debate ---

[Robert Halfon]

Of course I will be pleased to meet my hon. Friend and the organisation he mentions. We are investing heavily in skills and construction and doing everything we can to improve the quality and quantity of apprenticeships.

[Nic Dakin (Scunthorpe) (Lab)]

T8. Nursery providers have been contacting me because they are very anxious about the changes that are likely to result in reduced funding per child. The Minister has been very clear today that that will not happen. Will she meet my local providers so that we can have an exchange of information?

Oral Answers to Questions

Debate between Robert Halfon and Nic Dakin

Monday 10th October 2016 Commons Chamber

[Robert Halfon]

My hon. Friend is exactly right. Technical education clearly needs to be aligned better with business needs. We are building on the apprenticeships reforms, whereby employers are designing the new apprenticeship standards to meet their needs, by giving employers a strong role in setting the standards across the 15 technical routes. They will advise on the knowledge, skills and behaviours that are needed, so that technical education has value for employers and learners alike, and is responsive to the requirements of the economy and employers.

[Nic Dakin (Scunthorpe) (Lab)]

BTECs are challenging and rigorous. It would be quite concerning if we had an over-focus on technical education, pure and simple, without maintaining a strong applied route through BTECs. Will the Minister give us a commitment about the future of BTECs?

[Robert Halfon]

Clearly, we had to reform technical education, because there were far too many qualifications. There were over 13,000 qualifications, and engineering had something like 500. We are looking to offer students a technical pathway if that is what they choose, and we will look at the best qualifications for those technical pathways.