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The Minister for Skills (Nick Boles)
Sir Roger, it is a pleasure to serve under your chairmanship during my first outing in Westminster Hall since the election and my reappointment as Skills Minister.
I congratulate my hon. Friend the Member for Stroud (Neil Carmichael) on securing this important debate. He congratulated the Edge Foundation on setting up this day of celebration of all that is good in technical and professional education, and all those people, young and not so young, who take advantage of those opportunities to secure qualifications that enrich their lives and promote their careers. This is an excellent debate with which to kick off the deliberations in this five-year Parliament. Technical and professional education has an important role to play in making our economy more productive and providing opportunities for all people in all parts of the country.
Before getting into the meat of my argument, I want to deal with a few issues raised by hon. Members. First, it is important to say that the 24% cut in the adult skills budget—in the allocations offered to colleges and providers —is obviously an average figure and, more importantly, relates to the non-apprenticeship portion of the adult skills budget. It does not take a genius to work out that if the overall scale of a budget is reduced and the size of an important element in it is doubled, there will be larger reductions in what is left. Even I could work it out. That is what has happened to the non-apprenticeship portion of the adult skills budget. We have reduced the overall budget and doubled the spending on adult apprenticeships funded out of that budget. That has necessitated rather larger cuts in that particular area.
Nick Boles
I fear that cuts often require difficult choices to be made. Colleges are all trying to ensure that they make economies chiefly through efficiencies and in areas of lower value. Following on from that, I should like to correct something said by the hon. Member for Huddersfield (Mr Sheerman), who is no longer in the Chamber, about the relative value of full-time FE courses and apprenticeships. I am not for a minute suggesting that full-time FE courses do not have a positive impact—they do—but their positive impact on people’s earnings between five and seven years later is not nearly as high as the positive impact of apprenticeships. We have just done one of the biggest data studies undertaken by Government, matching people’s education performance and their earnings as recorded by Her Majesty’s Revenue and Customs. Almost 500,000 individuals were covered by this study, which found that a level 2 apprenticeship leads to approximately a 16% improvement in the individual’s earnings five to seven years later, whereas the impact for a full-time level 2 is roughly 6%. At level 3 it is 16% for those on an apprenticeship, against 4% on a full-time course. There are positive impacts from full-time courses and some of those courses—not least the BTEC mentioned by my hon. Friend—may well have a higher value, but the averages suggest that it is sensible to do what the Government have been doing and shift resources out of full-time FE courses into apprenticeships, while continuing to invest in full-time FE.
My neighbour, the hon. Member for Scunthorpe (Nic Dakin), mentioned the in-year cuts to both the DFE and BIS budgets. Although I cannot go into detail, because it would be way above my pay grade to do so, he should not assume that the only way of cutting the unprotected part of the DFE budget is by cutting funding for 16 to 19 education, including funding for FE colleges. He should also not assume that the only way of cutting the part of the BIS budget that has been subject to in-year cuts is by cutting funding for FE colleges. No doubt everybody will have to make a contribution, but he should not assume that those cuts involving large figures will fall entirely on the sectors that he so admirably represents in the House and in this debate.
We are at the start of a five-year Parliament, so we have a bit of time to think and plan and be strategic, and to try to build something that addresses some of the problems that have afflicted us as a country for decades. There has been a huge amount of agreement across the House about the nature of the productivity challenge that we face as a country. We have lower productivity—all that means is how much value people are producing for every hour that they work—in part, I am glad to say, because we manage to find jobs for people with very low skills who are less productive. Of course, a large number of the least productive workers in countries not too far from here are not employed, and by necessity that means that their average productivity per hour of employment is higher. I prefer to live on this side of the channel rather than on the other side, where that is so, but that does not in any sense diminish the challenge to us of ensuring that the productivity of everybody, whether relatively low-skilled or high-skilled, is improving so that they can command higher wages, pay higher taxes and have better lives for themselves and their families. That is, of course, a fundamental challenge for this Parliament.
The Opposition spokesman was right to say that Members of all parties have long bemoaned our inability to create a system of technical and professional education that commands the same level of understanding in the country, and in families and schools, and in this House—not to mention the level of respect—as the academic education system, which is admired around the world. He is absolutely right to challenge the Government in these early weeks to grapple with the problem systematically, rather than in a piecemeal way, and I hope and intend to rise to the challenge.
I will resist the temptation, long though my legs are, to show too much of them in my response to the debate. That is not because I am coy, because I am not naturally that coy, as you may have noticed, Sir Roger, but because it is a little premature for me as a Minister, although I was in this post for 10 months before the election, to start rushing to judgment. I would like to hear from others, and it has been tremendously useful to hear the contributions of my hon. and right hon. Friends and Opposition Members on the elements of the system that they see as needing to be reformed, changed or improved.
I also want to learn from other countries. The Opposition spokesman referred to the example that we always beat ourselves over the head about: the German system of technical education. He is right to say that we honourably and admirably had some part to play in creating that system, but it is also right to observe that it is the product of a deep economic, educational and social culture that is somewhat different from ours. We need to ensure that we are looking to learn from relevant examples that are, in a sense, transferable and applicable to our system. I am keen to look at—I encourage Members to come forward if they have better example—the Dutch example. The Dutch economy is more similar to our own in culture and approach than the German one. It is smaller, but it has what we would see as—I am not sure that the Dutch would accept this—Anglo-Saxon features. As the Opposition spokesman said, they seem to have a better system of clear routes through education to high, degree-level qualifications.
Liam Byrne
The Minister is absolutely right to sound a warning that it is impossible to import one system wholesale to one economy from another. The key thing we have to learn from the German system is that smooth pathway through. A couple of things have been mentioned in the debate that are important to incorporate into some of the Minister’s research, of which one of the most important is the growth in self-employment and enterprise. There are superb colleges up and down this country—not least Sheffield College and others in the Peter Jones network—that are doing a first-class job in encouraging an entrepreneurial revolution among our young people. They are a good example of how we cannot simply import a system from a country such as Germany that does a much less good job at fostering a culture of self-employment, the skills for self-employment and a yen for enterprise, too.
Nick Boles
I thank the shadow Minister for that; it was very interesting and I entirely agree with him. My hon. Friend the Member for Stroud raised this, too, but when people are working for 50 or 60 years of their lives in a fast-changing economy, we have to consider the kind of qualifications that are relevant by being sufficiently flexible to cope with the different employment situations that a person is likely to want to go through, which may well include working for themselves, setting up their own business and acting in a whole range of different circumstances.
My new and fantastic Parliamentary Private Secretary, my hon. Friend the Member for Newton Abbot (Anne Marie Morris)—she is the Select Committee’s loss, but my gain—is also operating as the PPS for my hon. Friend the Minister for Universities and Science. If any Member here would like to come through her with any suggestions or answers to the following questions to which I will be seeking sensible and systematic answers over the next few months, I will be incredibly grateful. The first question is: what do people think should start at 14 and what do people think should start at 16? That is an age-old debate that will not be settled in this parliamentary term, but we should have it again, not least when we look at the work of the university technical colleges and Lord Baker in introducing to the system some education that starts at 14. Should that become a common thing or remain an exception to the rule?
The second question is about the institutions. We have all talked with affection, admiration and praise about the further education colleges in our constituencies, and I am lucky enough to have two such institutions. Are those institutions in their current guise equipped for all the demands that we are going to place on them and the financial pressures that are inevitable, even if we can maintain funding broadly at the current level? Should they specialise more? Should some of them focus more on higher level skills and others more on training for people who have not received an adequate education at school? What institutions do we need, what institutions have we got and how can we get from one to the other? That naturally leads to the question of who should be making such decisions. Should it be the Minister in his Whitehall office with the help and guidance of the Skills Funding Agency, should it be local enterprise partnerships, or should it be combined authorities on the Greater Manchester northern powerhouse model? Who is properly placed with a sufficient understanding of the local economy to decide what institutions are needed locally to meet the full range of young people’s and employers’ needs?
The final question, although it is only the final one because I will probably run out of time soon—there will be many other questions—is on qualifications. The shadow Minister raised it, as did several other Members who talked about the different qualifications and how badly known and badly recognised they are among parents and young people. Do we have the right set of qualifications? Have we been prescriptive enough? We have weeded out a whole lot of very weak qualifications, and I think we can all agree that that was a necessary and a good step, but do we need to be more prescriptive about the combinations of qualifications that denote a sensible route to a high-quality career and so should receive the benefit of taxpayer funding?
The questions about who should be involved in making the decisions about local institutions and qualifications will lie at the core of the long-term system plan that the shadow Minister has urged on me. While I know that he will be forensic and at times even a little brutal—I know, because I have witnessed it before—in his examination, I also know that he and all other Members will make a positive contribution, because ultimately we want the same thing: a country where everyone can get the skills they need, at whatever point in their life that they feel the need for them, so that they can prosper and have fulfilling lives.