Gordon Birtwistle
Yes, that is what I am trying to persuade the Government to do.
Why careers advice? Careers advice for young people should start at aged 11 when a child leaves junior school and moves into secondary school.
Gordon Birtwistle
Yes, and even earlier.
I want to share some examples with the House of the problems there are with our careers advice provision. I spoke to a young lady who went to college in Blackpool. When it came to choosing a career, she said she wanted to be an engineer. Her teachers and careers advisers said, “You’re far too clever to be an engineer. You should be a doctor or a lawyer.” She said, “Well, I can’t stand the sight of blood and the last thing I want to be is a lawyer.” She got a job as an apprentice at BAE Systems at Warton and last year was awarded the apprentice of the year award. BAE Systems sent her to university and she is now on a fast track to management within the company.
The second example is of a young gentleman who went to college in Chester. When he left Chester, he went to Oxford. He was at Oxford university for three months and hated it—he thought it was a complete waste of time and that he was spending money for no return—so he left and got a job as an apprentice at Airbus. When he had served his time at Airbus, the company sent him to university, and he is now a section leader with Airbus. He was pleased to tell me that he had just bought a brand-new Mini and had been delighted to go around on a Friday night, pick up his Oxford friends and take them out for a drink. He had been earning while learning—that is our new apprentice slogan—and so could afford to buy a new Mini, while all his friends who went to Oxford were having problems, could not get a job and had debts coming out of their ears. He was happy to take them out for a drink in his brand-new car on a Friday night.
A wide range of careers advice is required from age 11, but what can we do about it? What careers advice is being offered in our schools? I suggest it is minimal. It is minimal because many of the people giving it have only ever been teachers and unfortunately have never been in the workplace—there are jobs, particularly in Burnley, they do not even know exist. There is light on the horizon, however: there is a company in Burnley called Positive Footprints. A young lady called Lesley Burrows, along with three of her friends, Josh, Lynne and Sarah-Jane, set up this company. She is working in a couple of schools where she has set up a virtual jobcentre. From age 11, every time a child comes to school, they will walk through a jobcentre in which is displayed every job available in Burnley and the surrounding area. Those young people can see what is available and can approach one of these four people and ask them, “What is this job?” Positive Footprints can then advise them on what the job is and the child can decide whether they fancy doing it. When they reach 14, they can apply for one of the jobs, so Positive Footprints will show them how to apply for a job, how to write a CV, how to get a reference and so on. And if they really fancy that career, they can speak to the company and ask whether they can go and see what it does. In that way, the young person can be aware of what the job involves. That is the right way forward, and I see no reason why the Government should not adopt such a system to show young people what the future holds.
The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)
I congratulate my hon. Friend the Member for Burnley (Gordon Birtwistle) on securing this debate and on his role as apprenticeship ambassador. He came up from an apprenticeship and succeeded, and that sends a good signal to young people today. I am delighted to speak in this debate. I am sure that hon. Members know that the reason my hon. Friend the Under-Secretary of State for Skills is not here is because he is so committed to Department for Business, Innovation and Skills policy that he is trialling shared parental leave.
I agree with what hon. Members have said about there being a mismatch on skills. My hon. Friend the Member for Burnley pointed out that many businesses are struggling to recruit people with skills in maths, science, technology and engineering, and we have figures suggesting that 23% of businesses have identified skills shortages, particularly in that area. One thing I am passionate about is promoting mathematics, the subject with the highest earnings premium at A-level, at degree level and beyond. One of this Government’s aims is to ensure that within a decade the vast majority of students will be studying the subject to 18. At the moment, this country has the lowest proportion doing so in the OECD. That is a major reason why we do not have enough engineers coming through, either from apprenticeships or at graduate level.
We know that an hourglass economy is developing across the globe, where higher levels of skills are going to be required of all our people. We need to ensure that students have good advice and as high an aspiration as possible from a very early age. I think it is too late to start this in secondary school; the evidence suggests that many children, especially girls, form clear ideas about the kinds of career they will go into when they are in primary school. It is very important that we see the role of primary teachers as also helping to develop aspirations and broaden horizons. I was pleased recently to speak to the Personal Finance Education Group, which, as well as talking to children about how to manage money, is also keen to talk to them about which careers will lead to the greatest long-term rewards. One thing it is very keen to promote is engineering. I am very pleased that it is going to primary schools to do that.
We are also revising the new design and technology curriculum so that there is much more of a focus on industrial application, and are working with businesses to ensure that it is flexible and can offer that. I know that many local primaries in my constituency are already doing such work and I agree with my hon. Friend the Member for Macclesfield (David Rutley) that we need to convince people that they can be chic and geek from an early age, so that more students do such subjects. I think people can be chic and geek now.
I also agree with the hon. Member for Stalybridge and Hyde (Jonathan Reynolds) that careers must be at the heart of a school. That is why we have integrated such provision as a core duty for schools. Subject choice and career choice go hand in hand and year after year we have seen too many students closing the doors on careers they could have had by not making subject choices that keep their options open. It is entirely sensible that schools should have that duty. I was at Springwood high school in King’s Lynn on Friday and I saw the provision working well in practice. The school does tremendous research on the local and national jobs market, seeing what careers are available; encourages students to aspire at all levels; works with local employers; and runs visits to universities around the country. Each student has a teacher mentor who ensures that they get good advice all the way through. I do not think that careers advice is a one-off—it is the role of schools to ensure that they do not just talk about future careers but encourage students to choose subjects, to try harder and to work at things that will be successful in the future.
The school has independent advisers, too, and the new destination measures we are introducing give schools a strong incentive in that regard. The best schools, of course, are already doing that. What is most important, however, is something that we have not discussed enough in the debate—that is, the subject choices students make, particularly at the age of 14.
The Government have introduced the English baccalaureate, which has encouraged more students to study triple science and languages, keeping careers options open. We know that the CBI has said that 72% of businesses want students who study languages. We are also introducing the tech bac from 16 to 18 so that there is a high-value qualification, including level 3 maths and an occupational qualification. There are strong, rigorous options for technical and academic education. We are also introducing a new computing curriculum so that students learn to programme from an early age, which is vital to fill the massive shortage we have in technical occupations.
Schools have a strong incentive to deliver. I do not think that there was a golden era of careers advice. In fact, Alan Milburn, whom the hon. Member for Stoke-on-Trent Central (Tristram Hunt) is fond of quoting, admitted that
“throughout our work, we have barely heard a good word said about the careers work of the current Connexions service.”
That was the service provided under the previous Government.
We have introduced a national careers service, set up by the Minister without Portfolio, my right hon. Friend the Member for South Holland and The Deepings (Mr Hayes), and given schools a strong role so that they can help students not just with aspirations but with critical things such as subject choice. My right hon. Friend the Minister for Schools has said that we will consider Ofsted’s thematic review of careers to ensure that we make any changes we have to make. Our aspiration is for every student in this country to use their talents to the maximum and have strong aspirations for the future.