18:58 - The House divided: - Ayes: 203 / Noes: 292 - Question accordingly negatived.
John Redwood
What did the hon. Lady learn from the very high levels of youth unemployment that we saw in 2009-10, when Labour left office, and why were people unable to secure apprenticeships then? [Interruption.]
The Parliamentary Under-Secretary of State for Education (Mr Sam Gyimah)
Answer the question.
Lucy Powell
Give me a chance!
The right hon. Member for Wokingham (John Redwood) will remember that when Labour left office, we were in the middle of a very difficult global recession, but for the vast majority of our time in office, our record on youth attainment and educational achievement was excellent.
The Secretary of State for Education (Nicky Morgan)
I thought at one point in the speech made by the hon. Member for Manchester Central (Lucy Powell) that we were in danger of having cross-party consensus break out, but she veered away from that when confronted by good news stories about the post-16 sector. I also liked the way she mentioned the long-term economic plan, even though she probably did so through gritted teeth.
It is a pleasure to respond to this debate on such an important area—we can genuinely all agree on that. A vibrant post-16 education sector gives young people the skills they need to succeed in life, and it is a key part of this Government’s commitment to governing as one nation and extending opportunity throughout the country. I am sad to say, however, that it seems to be becoming an unfortunate habit of the hon. Lady to use all her public appearances to talk down the significant achievements and good things that are happening in our education system: first, we had the undermining of the achievements of academies, including one in her constituency; secondly, we had the scaremongering on teacher recruitment; and now the Opposition are trying to create a sense of panic in the post-16 sector. Yet again, an Opposition day motion reveals that, as we heard from the Labour leader at Prime Minister’ questions, they still believe in the existence of the Labour party’s magic money tree.
Angela Smith
I speak as somebody who got to university from FE as a mature student and who worked for 10 years as a lecturer in FE. Barnsley college in my constituency is outstanding—it is an excellent institution. Given what the Secretary of State has just said, can she guarantee that the services that it provides for local people will not be damaged in any way by Government cuts to the institution over the forthcoming period?
Nicky Morgan
The hon. Lady was doing a great and valiant job of talking about the excellence of a college in her constituency, but then immediately tipped off into the word “cuts”. She ought to wait to see what is in next week’s spending review.
Several hon. Members rose—
Nicky Morgan
Let me make some arguments with which the Opposition can take issue, and then I will happily accept some interventions.
The shadow Secretary of State asked why, under this Government and the coalition Government, we have prioritised spending on five-to-16 education. The answer is extremely simple, and we have debated it before in this House. One in three children was leaving primary school unable to read, write and add up properly and, in this difficult economic climate, we decided that that was where we should put our education investment. If a child is not literate or numerate by the time they leave primary school, they are far less likely to get good GCSEs, and to progress into higher education, an apprenticeship or the world of work.
Melanie Onn (Great Grimsby) (Lab)
By taking away the funding now, the Government are damaging the children who do not have those skills and who rely on FE to achieve those level 1 and 2 qualifications.
Nicky Morgan
The reason why those children do not have those skills is that they were educated under a Labour Government.
Paul Farrelly
The Secretary of State said that the comprehensive spending review has not been announced yet, but it is not just magicked out of the ether, so can we cut to the chase? Will she tell the House what cuts she has said she will accept to the post-16 budget, and how she squares that with the treatment of funding for education up to 16?
Nicky Morgan
Nice try! That would be like the hon. Gentleman sending his election campaign leaflets to the opposition and saying, “These are the arguments I am going to make.” He will know that, in any negotiation, no person reveals their hand before the final announcement, which, in this case, is next week.
Nicky Morgan
Let me make some progress, and then I will take further interventions.
The shadow Secretary of State asked why we prioritised spending on five to 16 rather than 16 to 19. I wonder whether she has checked out what her own party did when they were last in Government. What is interesting to note is that per pupil student funding increased twice as fast for those aged five to 16 between 2005-06 and 2010-11 as it did for those in 16-to-19 education. That is the very thing that she accuses us of doing.
Sir Oliver Heald (North East Hertfordshire) (Con)
Has my right hon. Friend any information that will enable us to judge whether more children are now in a good or outstanding school, and what achievements are being made as a result of that vital investment put in at a very difficult time by the previous Government?
Nicky Morgan
My hon. and learned Friend looks at the achievements and the positives, which is important. I am delighted to say that 82% of schools across England and Wales are now rated good or outstanding. That is a significant increase since 2010. We have more students studying maths A-level, more students doing the EBacc and the core academic subjects, more students learning to read well and confidently by the end of the first stage of primary school, and more students doing better at the key stage 2 test at the end of primary school leading into secondary school. Clearly, despite the difficult economic climate of the previous Parliament, some really, really good progress has been made.
John Redwood
The Opposition were making the case that our colleges are not giving enough contact hours to students, which was a surprising criticism. Will the Secretary of State confirm that, when students undertake advanced level studies, they need time for private reading, research, writing and problem solving as well as time with teachers? I presume that that is what our colleges are doing.
Nicky Morgan
My right hon. Friend is absolutely right. Young people, post-16, will have a mixture of face-to-face tuition, study in smaller groups, study in larger groups and their own study time, which prepares them for the next stage. The funding that colleges receive is for 600 hours, which enables them to teach a number of A-levels or technical qualifications.
Paula Sherriff (Dewsbury) (Lab)
How does the Secretary of State respond to the suggestion of Professor Alison Wolf that Britain’s supply of skilled workers may vanish into history if looming cuts to further education go ahead?
Nicky Morgan
What I would say to the hon. Lady is that we helpfully had the support of Professor Alison Wolf in the last Parliament in getting rid of 3,000 qualifications that did not prepare our young people for the world of work at all. The EBacc subjects that I have been talking about—the core subjects of science, technology, engineering and maths: just what we need for the future of our country—are exactly what our education system is rightly focusing on.
The Minister for Skills (Nick Boles)
She is on our panel that we announced last week.
Nicky Morgan
As my hon. Friend says, Professor Alison Wolf is also on our panel looking at technical and professional education.
I want to remind the House that the reason we spend almost the same amount on servicing our debt as we do on the entire schools budget is the financial mismanagement of the Labour party. Its recklessness means that we have been forced to make difficult decisions to balance the books and live within our means, because if we had not, our education system would have fallen into the chaos that we have seen in countries that have failed to balance the books—thousands of schools closed in Greece; teacher and lecturer pay slashed in Greece, Ireland, Portugal and Spain; an exodus of talent.
John Howell (Henley) (Con)
Is my right hon. Friend surprised that nobody has yet mentioned our ambition to have 3 million apprenticeships by 2020? There has already been a significant increase in my constituency.
Nicky Morgan
My hon. Friend is pre-empting what I am coming to. I would like to say that I am surprised that Labour Members have not so far mentioned apprenticeships, but they would not want to bring attention to our track record in the last Parliament of delivering double the number of apprenticeship starts than that delivered by the last Labour Government.
Nicky Morgan
I am going to make some progress.
We heard from an Opposition Member about youth unemployment. In 2010, youth unemployment had risen by a staggering 40%, under the last Labour Government. That was the legacy of the Labour party when it comes to young people’s life chances—a legacy that I am pleased to say we have painstakingly reversed, to the extent that we now have the lowest proportion of 16 to 18-year-old NEETs on record and the lowest NEET rate for 16 to 24-year-olds in a decade. Having seen the nonsense, back-of-a-fag-packet calculations about the spending review that the hon. Member for Manchester Central attempted to brief out last week, I am more relieved than ever that her hands are nowhere near the public finances. We have protected the schools budget because we know that education is the best investment we can make in the future of our country. Our analysis, backed—
Several hon. Members rose—
Nicky Morgan
I am not going to take any interventions for a while. I am going to make some more arguments and then Labour Members can come back and try to justify their track record in government, which is woeful.
Our analysis, backed by the Institute for Fiscal Studies, shows that the boost in the number of pupils getting good GCSE grades in England since 2010 is estimated to add around £1.3 billion to the country’s economy. Pupils who achieve five or more good GCSEs including England and maths as their highest qualification will each add on average around £100,000 more to the economy over their lifetimes than someone with below level 2 or no qualifications.
Had the Opposition chosen this business for the week after next, we could have had an informed debate about the post-16 settlement for the next four years, but they did not choose that. They chose to have an opportunistic, scaremongering debate today.
Nicky Morgan
I have said that I am not going to take any more interventions until I have made some more arguments.
As hon. Members decided not to do that, we cannot have a sensible debate—[Interruption.]
Madam Deputy Speaker (Mrs Eleanor Laing)
Order. The debate has so far been well behaved. I was about to say that we are not in a sixth-form college, but my goodness, a sixth-form college would be better behaved than this. The right hon. Lady must be heard; otherwise no one will be able to argue against her.
Nicky Morgan
Thank you, Madam Deputy Speaker.
I want to start by recognising the enormous success, despite the financial constraints, of the post-16 sector in the last Parliament—2.4 million apprenticeship starts and more young people than ever going to university; 97% of young people now studying English and maths at 16 to 19 who did not achieve good passes at the age of 16; new gold-standard qualifications such as tech levels, rather than thousands of worthless courses such as marzipan modelling and balloon artistry. That is the legacy of the last five years of this Government’s approach to growth and skills, and it is a record I am proud to defend. Ensuring that our young people have the skills they need to succeed in an increasingly globalised labour market is vital to driving up national productivity.
Our plans for 16-to-19 education lie at the heart of our productivity drive. The plan published at the start of this Parliament by my right hon. Friends the Chancellor and the Secretary of State for Business, Innovation and Skills enshrines the role of an improved 16-plus skills system in driving up our nation’s productivity. With rapid technological progress and greater global competition, the skills we give the next generation are fundamental to the UK’s future growth.
Damian Green
On 16-to-19 skills, if the Education Secretary would like to see physical, palpable evidence that gives the lie to the Opposition’s case that it is all going wrong, I invite her—and, indeed, the shadow Education Secretary—to Ashford, where, after years of delay, a new further education college is being built in the centre of town. It will open in 2017 and will provide precisely the kinds of skills that all our young children will need for the next generation. It was planned under the previous Government and it will be built under this Government.
Nicky Morgan
I am delighted to hear that. Only last week, I opened the newly refurbished sixth form at Loughborough college in my own constituency.
Helen Hayes (Dulwich and West Norwood) (Lab)
If the Secretary of State is not prepared to talk about the forthcoming spending review, perhaps she could talk about some of the cuts that have already taken place. Lambeth college, which serves many of my constituents, has entirely stopped teaching English for speakers of other languages because of an in-year cut it did not know it was going to have to accommodate. It has stopped teaching ESOL to students who are mandated by Jobcentre Plus to take ESOL courses. Does the Secretary of State agree that this is an entirely false economy? It is preventing students—
Madam Deputy Speaker (Mrs Eleanor Laing)
Order. The hon. Lady is not making a speech; she is making an intervention. The Secretary of State has got the gist of it.
Nicky Morgan
The hon. Lady speaks with great passion. She is talking about the adult skills budget, but what we are debating today is 16-to-19 education. If she looks at the detail of that contract, she will see that it was not performing as well as expected. I think she would agree that every single pound of taxpayers’ money spent by Government should work as hard and as effectively as possible.
Nicky Morgan
I am going to make some progress.
Throughout the globe, nations are investing in high-quality technical and professional skills, and reaping the rewards through higher productivity and living standards. This Government’s ambition is to develop a world-leading system to deliver the skills that the economy needs not just for today, but for the future. We will deliver a post-16 skills system that provides young people with clear and high-quality routes to skilled employment, either directly or via higher education. Apprentices are a key part of some of the most successful skills systems across the world.
Wendy Morton (Aldridge-Brownhills) (Con)
My constituency of Aldridge-Brownhills has some great examples of apprenticeship schemes, which are run by a neighbouring college and by businesses and other providers. Will my right hon. Friend join me in thanking all those organisations for the fantastic job they are doing in creating apprenticeships, which are helping us to deliver the skills that we need for this country’s productivity—
Nicky Morgan
My hon. Friend speaks with passion and eloquence about her constituency. She is absolutely right to say that the 2.4 million apprenticeship starts in the last Parliament and the 3 million we have committed to in this Parliament are transforming the opportunities available to young people and employers.
Nicky Morgan
I am not going to take any further interventions for the moment.
Around the world, apprenticeships have long been recognised as a crucial way to develop the skills wanted by employers. We have committed to a significant increase in the quantity and quality of apprenticeships in England for 3 million starts in this Parliament, putting control of funding in the hands of employers. That step change in the scale of the programme needs a step change in funding. We will therefore introduce a levy on large employers to fund the new apprenticeships, ensuring that they invest in their future workforce. That follows examples of levies to fund training that are already in place in Germany, France, Denmark and more than 50 other countries, often supporting high-quality apprenticeship systems.
As Professor Alison Wolf, who has already been mentioned, set out in a recent report, it is now time for the UK to do that as well. We want young people to see apprenticeships as a high-quality and prestigious path to successful careers, and for those opportunities to be available across all sectors of the economy and at all levels.
Nicky Morgan
The hon. Lady has been so persistent that I will give way to her.
Catherine West
I am grateful to the Secretary of State for giving me the opportunity to intervene. I am aware of an apprenticeship offer that involves going into a sandwich shop for two or three days a week to learn how to use a cash register. Does the Secretary of State consider that to be a high-quality apprenticeship?
Nicky Morgan
First, I do not think the hon. Lady should be undermining those who do that sort of work. They are serving our economy very well. More importantly, those are the sort of apprenticeships that happened under her party when in government. We have reformed the framework, the incentives, the quality and the demands for training. That is why we have launched the trailblazer apprenticeships. Rather than knocking the start given to young people by apprenticeships, she should be talking them up.
Our reforms are leading to employer-led trailblazers, designing quality apprenticeships that provide exactly the skills, knowledge and behaviours required by the workforce of the future. In the previous Parliament we swept away the panoply of vocational qualifications that allowed politicians to trumpet ever-higher grades, but which were not respected by employers and did not lead to a job. Now we will go further, across both apprenticeships and classroom-based technical and professional education.
We will simplify the currently over-complex system, working in direct partnership with employers to ensure that the new system provides the skills most needed for the 21st-century economy. Up to 20 specific new professional and technical routes will be created, leading to employment or degree-level study, which will be as easy to understand as academic routes.
Nicky Morgan
No. I am not giving way further.
These new routes will take young people from compulsory schooling into employment and the highest levels of technical competence, which for many will mean moving on to apprenticeships as quickly as possible. Young people taking one of these routes will be able to specialise over time in their chosen field, gain a work placement while in college, and then move into an apprenticeship when they are ready.
To deliver the reforms, we are delighted that we can work closely with an independent expert panel. I am sure that even the hon. Member for Manchester Central can bring herself to welcome it, as it is headed by Lord Sainsbury, former Minister for science and innovation in the Labour Government. We are grateful to the panel members, including, as we have heard, Professor Alison Wolf, Simon Blagden and Bev Robinson. The Government will work with the panel to improve technical and professional education, making sure that all young people follow a programme of study that allows them to see clearly how it leads to the world of work.
For many young people, an academic path will be the clear choice, so we are reforming A-levels. Giving universities a greater role in how A-levels are developed has been an important part of the Government’s plans to reform the qualifications. Their involvement will ensure that A-levels provide the appropriate foundation for degree-level study. We have introduced linear A-levels, making sure that young people spend less time in exams and more time learning and studying. The new qualifications will return the A-level to the gold standard international status that it used to enjoy, undoing years of grade inflation and dumbing-down presided over by the Labour party.
All these reforms represent a major opportunity for post-16 institutions. The sector has the opportunity to seize hold of the agenda and shape its own future. Apprenticeships growth alone will represent a huge potential income stream for colleges.
Nicky Morgan
No. I said that I would not give way anymore.
Some colleges are already leading the charge, with up to 44% of their income coming from apprenticeships. Those post-16 institutions which do this and take control of the future of the system will be strong and resilient, and to support institutions to do this, we have announced a series of area reviews.
Nicky Morgan
I said that I am not going to give way. The hon. Gentleman has already made one intervention, and he probably regretted that one.
We are protecting our post-16 sector, not just for today, but for years into the future. Area reviews will be driven by local leadership and will support collaboration and strengthen local partnerships, all to the benefit of the young people in these institutions. Throughout the provider base, these reviews will lead to improved engagement, with better incentives to share resources and achieve economies of scale. They will help to generate efficiency savings and put the sector on a stable financial footing for the long term. We have already begun several area reviews, and we are working closely with representatives of the sector to take them forward in a positive and collaborative way. We are grateful for the constructive engagement with a wide range of stakeholders and look forward to continued close joint working as we complete all reviews by March 2017.
I am proud to defend the work of the previous Government in improving the 16-plus skills system, but now we will go even further, ignoring the siren calls and doom and gloom from the Opposition. Whereas their plans for the economy would have wrecked our education and skills system, we will make it the envy of the world. Be it academic, professional or technical education, we will make sure it gives each and every student the chance to realise their full potential and be all that they can be. Post-16 education is fundamental to our aim to govern as one nation, extending opportunity and realising the full potential of every young person. We will ensure that all young people can get the best start in life, through the opportunity that high-quality education and training provides. I therefore ask the House to reject the motion.
Several hon. Members rose—
Carol Monaghan
I am not going to give way just now. [Interruption.]
I have told all those people the same thing: colleges in Scotland are about providing access, pathways and employment.
Carol Monaghan
Finally the Minister decides to stand; it seemed as though he wanted to intervene from a sedentary position.
Nick Boles
Does the hon. Lady not accept, first, that this whole area of policy is entirely devolved and therefore what the Scottish Government decide is entirely for them; and secondly, that her Government, whom she claims to represent, have closed colleges, which we have not done?
Carol Monaghan
First, education is devolved—[Interruption.] I think this House could possibly pay attention. Members from the Minister’s own party have come to ask me what Scotland is doing—they are looking for advice and a new way of doing things.
Carol Monaghan
Absolutely. Since 2006, we have seen an increase in the number of full-time students under 25.
Nick Boles
On a point of order, Madam Deputy Speaker. May I ask for your advice about the debate on a matter that is entirely devolved? SNP Members are welcome to contribute to that debate, but they need to talk about the subject of that debate, which is further education—16-to-19 education—in England.
Madam Deputy Speaker (Mrs Eleanor Laing)
I thank the hon. Gentleman for his point of order. I am listening very carefully to what the hon. Lady is saying. So far, my interpretation of what she is saying is that she hopes to inform the House about matters in Scotland that might be helpful when considering similar matters in England. However, I am quite certain that she will bear in mind the fact that the motion is specifically about further education in England, and that she will appreciate that a lot of Members whose constituents are affected by the subject of the motion are waiting to speak.
Mr Gordon Marsden (Blackpool South) (Lab)
The best of today’s debate has been the powerful advocacy we have heard from Members from all parts of the House for further education in their constituencies and colleges.
I praise in particular the Labour Members who have spoken. My hon. Friend the Member for Bristol South (Karin Smyth) said that we were right to consider the devolution issues. My hon. Friend the Member for Batley and Spen (Jo Cox) gave practical examples of good work in her sixth forms and FE colleges.
There was a powerful speech from my right hon. Friend the Member for Tottenham (Mr Lammy), who drew on his experience as a former skills Minister. He pointed out that the Government have said very little about the completion figures for apprenticeships and the calibre of apprenticeships. He also touched on the huge collapse in adult learning. Although that is not central to the motion, it is another symptom of the failure of the Government to address this issue holistically.
My hon. Friend the Member for Coventry North West (Mr Robinson) talked about the funding uncertainties. My hon. Friend the Member for West Bromwich West (Mr Bailey) talked about the almost apocalyptic feeling among many FE colleges. My hon. Friend the Member for Heywood and Middleton (Liz McInnes) cited the situation in her college and rightly shamed the Secretary of State for her reliance on scaremongering about balloon artistry in her speech. My hon. Friend the Member for Salford and Eccles (Rebecca Long Bailey) asked how we can deal with the savage cuts to colleges. My hon. Friend the Member for Burnley (Julie Cooper) said that FE had helped to transfer—[Interruption.] The Secretary of State chunters from a sedentary position. If she wants to claim that she did not refer to balloon artistry, she is welcome to do so.
Nicky Morgan
I am happy to say that I mentioned courses such as marzipan modelling and balloon artistry, which were funded by the Labour Government. Young people were led to think that they were gaining qualifications that would stand them in good stead in their education, but they did not.
Mr Marsden
If the Secretary of State checks the facts, she might find that they are rather different.
My hon. Friend the Member for St Helens South and Whiston (Marie Rimmer) is a powerful advocate for the role of FE in her empowering sixth-form colleges. As a former WEA tutor, I was pleased that she spoke about the importance of the WEA.
Regardless of her artistry, balloon or otherwise, I found the Secretary of State’s speech rather sad and waffly, with a dash of Europhobia thrown in. [Interruption.] I am sorry that Ministers do not like that, but it is true. The Secretary of State talked about not showing her hand before the spending review. The problem is that most of us do not believe that she had a hand to show in the first place. The way in which she talked about apprenticeships without mentioning any of the difficulties or complexities reminded me of the old sitcom, “Never Mind the Quality, Feel the Width”.
The Secretary of State did not look at the unsustainable division between school education, which has ring-fenced funding, and FE, which faces growing marginalisation and an ever-greater burden of cuts. The area review of local FE provision is adding to the instability in the sector and there is unclear information from the Government on funding applications. Further education for 16 to 19-year-olds was the most cut area of education in the last Parliament, with its funding falling by 14% in real terms. That was a combination of lower budgets to support 16 to 19-year-olds after the scrapping of the EMA and a direct funding cut to colleges of about 10% in real terms. This year, per-student funding in colleges and sixth forms has faced a real-terms cut and stands at £4,000.
It is a pity that the Secretary of State did not come out of her press release bubble a little more and talk about what other people in the sector are saying. Many Members referred to the open letter that warned about further funding cuts in the spending review, as was reported in Monday’s FE Week. Colleges and courses do not exist in silos. If there are funding cuts for 16 to 19-year-olds, it will have a knock-on effect on other age groups. Earlier in the week, the shadow Chancellor and I spoke to hundreds of FE staff in London. There was genuine fury not just because they will be less able to help students, but about the life chances that will go astray.
The National Audit Office rightly reported on the problems in FE earlier in the year. My hon. Friend the Member for Hackney South and Shoreditch (Meg Hillier), in her role as Chair of the Public Accounts Committee, described it as a “deeply alarming report”.
It is not just in Department for Education policy that the Government are failing to support the skills and growth that we need. There is a failure of joined-up thinking across the Departments and there is no acknowledgement of the impact that the Government ‘s cuts are having on post-school education. The Minister knows that business and the budget for further education are closely linked, but the new higher education Green Paper threatens to stack the deck against FE colleges that derive precious revenue from providing degree-level skills. If he plans to ensure that colleges that do not immediately meet the desired standards are supported to improve and bounce back, rather than starting on a cycle of decline, fair enough, but the Green Paper has no answers to that question.
The analysis by our shadow Education team showed just what the cuts would mean for 16 to 19-year-olds. Assuming the Department met the lower target of 25%, spending on 16-to-19 provision could fall by £1.6 billion a year by 2020. No wonder the alarm bells have been rung all across the sector. No wonder the Association of Employment and Learning Providers, in its spending review submission, said that funding for 16-to-18 education should be maintained. The Government need to realise that people from across the sector, including the Association of Colleges, which has spoken out strongly, and the University and College Union, which has said that colleges
“cater for the learning needs of a wide range of people, including many from vulnerable or disadvantaged groups”,
are saying that colleges should not lose out to schools but that the Government are in danger of allowing that to happen.
We have heard a lot from the sixth-form college sector. Research by the Sixth Form Colleges Association at the beginning of August painted a picture of a beleaguered sector under serious threat from three separate funding cuts since 2011—never mind what might come up next week. Only this week, the principal of my sixth-form college said to me:
“Last year 81.42% of our students progressed to HE, a further 12.21% to employment with training…and only 0.94% remained NEET… Another cut in funding threatens all this. Not only will the college have to seek significant savings in its day to day operation, we will also have to consider…reducing the curriculum offer…to students”
and
“removing key specialist subjects from our portfolio”.
He also said the college risks not meeting its work experience requirements or the local needs of the community. A paper from the Sixth Form Colleges Association has made the same point. The principal of the excellent Blackpool and The Fylde further education college, which teaches 3,000 under-18s, has said to me: “Given the attainment in schools in the locality, post-16 providers have to compensate for poor performance and need to be remunerated accordingly. I hope you will continue your support for the college in the forthcoming year, particularly by offering robust challenges to any further funding cuts in the autumn spending review.”
Even on their most clearly stated aims, the Government cannot help shooting themselves in the foot. Ministers proclaim that they protected schools from cuts by ring-fencing funding, but they do not recognise the effects of cuts on schools with a sixth-form attached, many of which use the secondary education budget to cover the huge cuts. Ministers have encouraged 169 new school sixth forms to open since 2010, but there are now 1,200 with fewer than 100 students. There are already indications that pressures on the sector mean that providers cannot offer the service our young people need, even in core areas such as maths. In answer to a parliamentary question, the Minister told me that 150 graduates would be offered bursaries to train this year, but that figure represents only about 3% of the current maths teaching force. Some 25% of experienced teachers are approaching retirement, and those older teachers are three times more likely to have a maths qualification than younger recruits.
Government Members who think that these FE cuts and area reviews will pass them by should listen to the warning given by the hon. Member for East Worthing and Shoreham (Tim Loughton) last week in Question Time, when he asked the Minister to assure him
“that the area reviews are not just a cover for further, unrealistic cuts that will threaten their viability altogether”.—[Official Report, 10 November 2015; Vol. 602, c. 213.]
The Government claim that they want to energise technical and professional skills, but then they fail to deliver level 4 work experience in schools. They claim they want to boost productivity, but then, in their area reviews, ignore the vital role that colleges and providers play. They claim they want to give everyone a proper chance, but then produce cuts with unforeseen consequences. They claim that they want to talk about equalities, but as we have heard, colleges and schools are short of funding, which often means that support for disabled young people is not forthcoming or co-ordinated. They do not understand—or they do not care to understand—the cumulative effects of those cuts, just as they did not understand the awful damage that was done by cutting the education maintenance allowance and aid for social mobility.
Further education must no longer be the whipping boy when the spending review is delivered. If the Government will the ends, they must will the means. Otherwise, meanness and lack of focus will leave thousands of young people at risk of having their life chances shredded by the ignorance or incompetence of this Government.
The Minister for Skills (Nick Boles)
It is, as always, a pleasure to debate in this House education for 16 to 19-year-olds, and particularly further education and sixth-form colleges. It is a subject on which I can bore for Britain. Unfortunately, the debate got off to a bad start, because the hon. Member for Glasgow North West (Carol Monaghan) detained the House for 13 minutes on a question that does not affect her constituents in any way.
Nick Boles
I will not give way to the hon. Lady. We heard quite enough from her earlier on. She strangely failed to mention that her party’s Government in Edinburgh have slashed funding for further education and closed colleges in order to subsidise free university education for students who will go on to earn far more than many who graduate from further education colleges. She should be ashamed and keep quiet in our debate.
Nick Boles
I will not give way to the right hon. Gentleman. [Interruption.] I will not give way.
Mr Deputy Speaker (Mr Lindsay Hoyle)
Order. The right hon. Member for Gordon (Alex Salmond) knows that he cannot just remain standing. If the Minister wishes to give way, I am sure he will; if he does not, that is his choice.
Nick Boles
I might well have given way to the right hon. Gentleman if he had attended any of the debate apart from his own intervention.
Alex Salmond
On a point of order, Mr Deputy Speaker. I am sure that the Minister—if he is that—did not mean to mislead the House, but if he checks the record, I think he will find that funding for further education in Scotland is immeasurably superior to funding for further education in England.
Mr Deputy Speaker
The right hon. Gentleman has been here over many years. He is back, and I know that he will never ever forget what is, and what is not, a point of order. That was not.
Nick Boles
When any question is asked in this House, from the Government side we hear about reforms—reforms of institutions, standards, leadership and incentives. In this debate my hon. Friend the Member for Stroud (Neil Carmichael), Chair of the Education Committee, made an extremely interesting proposal for sixth-form colleges to be allowed to convert to academy status, and I know that Ministers will have listened to that.
My hon. Friend the Member for Romsey and Southampton North (Caroline Nokes) spoke about the economies of scale that large college groups can enjoy, and which enable them to support enrichment programmes. My hon. Friend the Member for Bury St Edmunds (Jo Churchill) spoke passionately about apprenticeships and applauded Jack’s ambition to set up his own business. I have no doubt that that ambition will be fulfilled. We heard from my hon. Friend the Member for Chippenham (Michelle Donelan), and I enjoyed visiting a college with her before she was elected. She made a good argument that we must encourage students to opt for courses that will help them to get good jobs, and that is exactly what the introduction of destination measures will achieve.
My hon. and learned Friend the Member for South East Cambridgeshire (Lucy Frazer) spoke of Cambridge regional college, which educates more than 5,000 apprentices. I point out to her and the House that colleges currently win only 37% of the funding for apprenticeship training, and there is no reason why they should not win more of that growing funding stream. Yesterday, I suggested to the Association of Colleges annual conference that we should work together with colleges to help them to achieve two thirds of the much larger budget for apprenticeship funding that will be in place once the apprenticeship levy has been introduced.
In what was without doubt the best speech of this debate, my hon. Friend the Member for St Albans (Mrs Main) rightly said that Opposition Members should be careful before they sneer at apprenticeships in hairdressing and retail. We know that level 2 and level 3 apprenticeships increase people’s incomes by, on average, 11% and 16%, and Conservative Members will not sneer at those people and their hard work.
From the Opposition side of the House, we hear about money. It is their stock answer to everything. Indeed, it is their only answer to anything. The shadow Secretary of State waved a bloody shroud based on nothing more than her wild speculation about the spending review. The hon. Member for Bristol South (Karin Smyth) made a reasonable point about the need for some funding to support the implementation of the conclusions of area reviews, and she will be aware that we already provide interim funding for colleges in financial difficulties. We are absolutely aware of the need to provide funding to support the implementation of area reviews.
Nick Boles
I am not going to give way to the hon. Lady.
The hon. Member for Batley and Spen (Jo Cox) seemed to regret the fact that colleges can borrow money to invest in new facilities, whereas that is a key freedom that I know colleges enjoy and make use of. The right hon. Member for Tottenham (Mr Lammy) decried cuts in adult learning budgets, but then criticised the inclusion of 35-year-olds in apprenticeships. I have to admit that I was confused by his argument. If apprenticeships are not right for adults, why is adult learning so much better?
The hon. Member for Coventry North West (Mr Robinson) said that Coventry City college, which is indeed a fine college, wants to bid for more apprenticeship funding this year. I can tell him that fortunately we will be able to meet some bids for growth funding for apprenticeships in the remainder of this financial year. I hope that the college has made such a bid. I cannot promise that it will be successful, but if the college is as good as he says it is, it has a very good chance. We heard further contributions from the hon. Members for West Bromwich West (Mr Bailey), for Heywood and Middleton (Liz McInnes) and others.
This debate has distilled the essential difference between the Government and the Opposition. The Government stand for, and propose, reform—reform of institutions to make them stronger, and reform of technical and professional courses to make them more valuable. That is why I am so delighted that an excellent former Labour Minister, Lord Sainsbury, will chair our independent panel, along with Professor Alison Wolf and Bev Robinson, the principal from the local college of the hon. Member for Blackpool South (Mr Marsden), to ensure that we improve technical and professional courses. We propose reform of apprenticeships to increase their number, quality and impact on the future earnings of our constituents.
What the Opposition stand for, and propose, is money—from higher taxes, from higher borrowing and from higher debts that the next generation will have to pay. I will ask the House to reject the motion tonight because there is a clear choice. We will invest in the future generation and their capacity to earn money for themselves by investing in apprenticeships and making apprenticeships better, longer and more rigorous. The Opposition will load more debt on the next generation’s backs. The Opposition will ask future generations, the people who will attend these colleges that the Opposition want to support, to pay for their decisions now, and for their failure to get borrowing under control. We will not go down that path: we will invest in reform and improvement, and I therefore reject the motion.
Question put.