University Technical Colleges

John Bercow Excerpts

Wednesday 2nd November 2011 Commons Chamber

[Mark Reckless (Rochester and Strood) (Con)]

I am listening with great sympathy to what my hon. Friend says about his constituency, because in my area of Medway we have had a similar problem with the closure of the dockyard 25 years ago. We lost an enormous employer that had trained hundreds and thousands of apprentices, so for us, UTCs would provide a new opportunity to develop in that area. With the Royal School of Military Engineering and MidKent college, there is a real partnership approach. I look forward to learning—

[Mr Speaker]

Order. The hon. Gentleman is developing a most interesting argument, but I want to hear Mr Halfon.

[Robert Halfon]

I agree with my hon. Friend, and I think that my remarks later will address some of his points.

Thanks largely to my hon. Friend the Minister for Further Education, Skills and Lifelong Learning, and the Minister of State, Department for Education, my hon. Friend the Member for Bognor Regis and Littlehampton (Mr Gibb), the Government have increased the number of apprentices to a record level this year—up 50% to 442,700, with increases at all levels and age groups. However, we are starting from a low base. In 2009 there were about 11 apprentices for every 1,000 workers. In France that figure was 17, in Austria 33, in Australia 39, and in Germany 40. In 2009 our young people were four times worse off for apprenticeships than young people in Germany.

Considering that the Berlin wall fell only 20 years ago, that is deeply shocking and shows just how uncompetitive the UK economy has become. For years Germany reaped the benefits of its skills policy and a culture that valued apprentices and gave prestige to vocational learning. Germany built up its manufacturing and high-tech industry while we lost out, not only under the previous Government but, honestly, during the 1990s. I agree with the analysis of Lord Baker, who was one of our finest Education Secretaries and was, in many ways, the forefather of the UTC movement, along with the late Ron Dearing. Lord Baker wrote in the Yorkshire Post in 2008:

“One thing our country has missed out on is good vocational schools. Several attempts have been made since the 1870s, but they have generally fallen by the wayside. The 1944 Butler Education Act established three types of school—grammar, secondary modern and technical, but the first to disappear was the technical school as it had become”—

to quote the Latin—

“‘infra-dig’. Ironically, this English pattern was adopted by Germany in 1945 and became very successful: their youngsters who attend technical schools acquire skills in engineering, construction, manufacturing and design. Germany’s technical schools today have more applicants than their grammar schools and Germany produces several times the number of qualified technicians than the UK.”

We simply cannot afford to keep producing generation after generation of rootless university graduates with purely academic qualifications who lack the skills that industry needs.

What are UTCs, and why will they succeed where other attempts have failed? As Lords Baker and Adonis said when first proposing the UTC model, we need a vocational route that is rigorous, attractive and as prestigious as the best academic routes. That simply does not exist in our current schools system. As the Prime Minister put it recently, the expansion of UTCs will be

“the next great poverty-busting structural change we need…offering first-class technical skills to those turned off by purely academic study.”

However, the key reform is that major local employers, especially in manufacturing and industry, will help to write the curriculum, which has never been tried before. As the recent schools White Paper said:

“Pupils at the JCB Academy in…Staffordshire, will study a curriculum designed to produce the engineers and business leaders of the future…They will complete engineering tasks that have been set by JCB and other Academy partners including Rolls-Royce, Toyota and Network Rail.”

Early results are positive. They prove that UTCs are an instrument of social justice, as well as economic efficiency. At the JCB academy, for example, students wear business suits. There are reports that truancy has been reduced significantly and GCSE results, particularly in the core subjects of English and Maths, have massively improved.

As Lord Baker said a few weeks ago,

“10,000 students are now set to attend University Technical Colleges by 2015”.

That means 10,000 fewer youngsters on the dole, and 10,000 more students learning the high-tech skills of the future to support British industry, manufacturing, and growth.