Higher Education: Financial Pressures

Baroness Donaghy Excerpts

Thursday 30th March 2023 Lords Chamber

[Baroness Donaghy (Lab)]

My Lords, I thank my noble friend Lord Knight for initiating this debate and for his comprehensive introduction. I worked as a university administrator for 33 years, and I have a pension from the USS. There were not the commercial incentives in universities when I worked there, although there would have been limits to the possibilities anyway. The Institute of Education, where I worked, was entirely postgraduate, and although heavily involved in research, there is not much money in teacher training and education. As the noble Baroness, Lady Garden, has already said, institutions with a significant proportion of part-time students—such as the institute or Birkbeck or the Open University—were always Cinderella services when it came to funding.

Universities have always had a hierarchy in funding and research grants, so I am not going to claim that some golden period of access, standards, student support systems or value for money ever existed. However, what we have now is the worst of all worlds, with tuition fees falling in value by 15%, student loans reduced by at least £1,000 since 2020-21, overreliance on overseas student fees, commercialisation threatening standards, and damaging limits on the number of training places for doctors, nurses and teachers.

Until last month, I was a member of the Industry and Regulators Committee, which has launched an inquiry into the role of the Office for Students. So, as a mark of respect to that excellent committee, I will refrain from making rude remarks about the Office for Students, tempting though it is.

My first question for the Minister is: what plans do the Government have for funding more university places for doctors, nurses and teachers? It is not a great money-spinner for universities, but it would help. It would also meet a desperate need for more homegrown doctors, nurses and teachers and reduce the need for overseas talent.

Although we know that 44% of student loans are subsidised by government and some say the system is broken, I will leave it to others to elaborate on that. However, do the Government have any plans to unfreeze tuition fees before the next general election, as this represents a substantial cut in university income, or will it have to wait until after? Do the Government propose to place a cap on the number of overseas students and compensate universities for any lost income?

I have heard noble Lords on the Government Benches deploring the fact that the student experience at university has deteriorated, but they do not seem to accept that increased commercialisation might have something to do with it. I have real concerns that there is a growing backlog of repairs and maintenance in universities and much-needed capital expenditure, which will not only impact on the student experience but will have health and safety implications for the future.

In his introduction, my noble friend Lord Knight referred to the value to local and regional areas of having a university, and I support that statement strongly. I am thinking of a town which is crying out for a higher education institution. It would provide much-needed jobs and income and transform the community. When the Government are talking about their levelling-up agenda, they might consider the transformative impact of setting up a university in such a town.

Some have said that the financial pressures might lead to the closure of some university institutions. I hope that we never have to face these dilemmas, but a worse fate would be the inexorable decline in standards throughout the whole system. We have such a lot to lose in the UK, with our deserved reputation for centres of excellence, but the uncertainties around Erasmus and Horizon funding and the inadequacy of Turing funding are already showing a downward trend in the international league tables. It was the height of irony for the Government to name the scheme after Alan Turing, a genius who was tortured by the state and whose name will now be linked to a poor-relation funding scheme.

Returning to the fall in value of student loans, I point out that the recent Education (Student Fees, Awards and Support) (Amendment) Regulations 2023 were considered by the Secondary Legislation Scrutiny Committee. It referred to a report by the Institute for Fiscal Studies stating that

“the value of loans has been reduced by more than £1,000 in real terms compared to 2020–21”.

The DfE has accepted that these proposed changes will, overall, have a negative impact for students. Although there was some mitigation via hardship funds and the Office for Students, the Secondary Legislation Scrutiny Committee concluded that

“the mitigating actions outlined by Department will not compensate for the loss in the real value of maintenance loans”.

The equality impact assessment stated that the 2023-24 uprating

“will likely lead to a further erosion of students’ purchasing power”

and that women, mature students, those on low incomes and ethnic minority students would be particularly

“adversely affected by the real term decrease in the value of the loan”.

This result will achieve the exact opposite of widening access and levelling up. Reeling off a series of one-off government funding announcements does not disguise the Government’s failure to recognise the importance of higher education.

I have run out of time, so all I can say is that I agree wholeheartedly with the comments of the noble Earl, Lord Dundee, on the importance of international co-operation between universities.

Initial Teacher Training Providers

Baroness Donaghy Excerpts

Monday 5th December 2022 Lords Chamber

[Baroness Barran (Con)]

The noble Baroness is right that physics is the most challenging subject for recruitment, but I know that she would also acknowledge that mathematics, chemistry and other important STEM subjects see much more encouraging results. We are implementing specific measures for physics, including the cunningly named Engineers Teach Physics programme, which has now been extended to all ITT providers from this academic year following the pilot scheme.

[Baroness Donaghy (Lab)]

The Minister will know that I have always felt that the reaccreditation exercise was wasteful and badly timed. I cannot help thinking that a 40% shortage in secondary school ITT places is as near a crisis as we are going to get without the Government acknowledging it. New national providers are untested and there is no guarantee that they will be able to recruit. What does the Minister think will happen if some of those that appealed against being turned down for accreditation are accepted? Will the Government bear in mind the areas that are not yet covered, which my noble friend Lord Watson mentioned?

[Baroness Barran (Con)]

I obviously cannot comment on those providers that are currently appealing if they did not receive reaccreditation. There are some very strong providers among the new ones—the National Institute of Teaching and the Ambition Institute, among others—but as I mentioned in reply to an earlier question, we are focusing very much on building partnerships with those that have received accreditation and those that were unsuccessful.

Initial Teacher Training

Baroness Donaghy Excerpts

Thursday 18th November 2021 Lords Chamber

Moved by

[Baroness Donaghy]

That this House takes note of Her Majesty’s Government’s policy on Initial Teacher Training, including (1) the recruitment of new teachers, and (2) the role of universities and other bodies, in ensuring the supply and education of new teachers.

[Baroness Donaghy (Lab)]

My Lords, it is a pleasure to move the debate on such an important subject, which attracts too little attention but which affects our children in so many ways: the quality of teaching, the well-being of teachers and the future supply of the right teachers in the right places.

This subject has so many aspects that I do not have time to cover some important areas: what should be added to or subtracted from a teacher’s workload; the pay and working conditions of teachers; the financial discrimination against state schools; and the squeezing out of creative subjects. Noting the vast experience of noble Lords who are taking part in the debate, I feel sure that these matters will be covered.

I have three reasons for maintaining an interest in initial teacher training. First, I was a teaching assistant in a primary school before going to university. It was a good experience for me; I am not so sure about the pupils. It helped me to decide that teaching was not for me. Secondly, I worked at the National Union of Teachers for a year immediately after university, supporting the great Fred Jarvis, who was publicity officer at the time and subsequently became general secretary of the NUT, so I am a fan of teachers. Thirdly, I worked at the University of London Institute of Education for 33 years as an administrator, and I have a university pension. It made me feel passionate about the university connection with teacher education and training—as passionately as some in No. 10 appear to be against.

The past 10 years have seen sweeping changes to initial teacher education and training, and I believe the system is confusing, wasteful and bureaucratic. It is trying to delineate teaching as a tightly drawn craft, rather than a profession, increasing the pressure on teachers without recognition or rewards, and risking teacher supply to the extent that I accuse the Government of irresponsibility.

I accept that successive Governments have often got it wrong. The policy objectives of short-term-thinking Governments often directly clash with the longer term requirements of ensuring teacher supply. I saw at first hand the closure and merger of scores of teacher training institutions, not necessarily because of quality but because a Government leaving office failed to bite the bullet; or because the department got its numbers wrong, or was correct but failed to convince the Government. One institution was told that it was closing on the day of its opening ceremony.

I acknowledge that this is a jargon-bound field of expertise with a nightmarish mountain of acronyms. Its obscurity means it receives little public attention and inadequate scrutiny in Parliament. I hope the Minister will not think that I am claiming solutions that are simple. I do say that it does no credit to any Government to set up the so-called market review in secret, only revealed in answer to a Parliamentary Question, or to have a consultation period over the summer vacation, or to take such irresponsible risks with teacher supply that 35 universities, accounting for 10,000 teacher training places, have threatened to withdraw from teacher training if some compromise to current thinking cannot be found.

DfE is making reassuring noises but we do not know who is actually going to win the ideological battle involving a highly centralised curriculum, where academic content is tightly controlled and every institution is forced to reapply for accreditation, or whether some compromise can be reached and a more realistic timetable agreed. Teachers are more than executive technicians, and the Government should acknowledge this in practice.

On Tuesday this week, the Minister, in answer to a question about freedom of speech in universities, said:

“The Government are clear that any restriction of lawful speech and academic freedom goes against the fundamental principles of English higher education.”—[Official Report, 16/11/21; col. 154.]


Let us hope that the “fundamental principles” also apply to university teacher education institutions.

One university provider told me that the Government

“want control of our work, the curriculum, partnership and mentoring.”

The proposals

“would fundamentally change the nature of partnership. It would be more hierarchical and would limit the role of school-led policy which is the opposite of what the Government said it wanted.”

Many said that the early career framework had caused huge disruption, and while it was now settling down, schools have no further resources for mentoring and had to face the Covid pandemic at the same time. Schools did not have to be involved in teacher education, and it was increasingly difficult to find school placements.

On the subject of the early career framework, in answer to a question on 3 November from my noble friend Lord Hanworth, on teacher retention, the Minister said that the framework had

“been warmly welcomed by teachers, head teachers, unions.”—[Official Report, 3/11/21; col. 1209.]

When extra funds are being doled out and they are the only game in town, one has to be cautious about the phrase “warmly welcomed”, in my view.

Until recently, student teachers responded well to their training experience. Ofsted figures showed a between 81% and 96% positive experience. Since the new Ofsted framework in May 2021, inspections have been much less positive, with 50% “requiring improvement” or “inadequate”. Former inspectors have expressed concern about the way these inspections have been carried out, with a belligerent or antagonistic approach by inspectors being reported, along with a failure to take account of the pressures experienced by providers in schools due to Covid, and a lack of understanding of the regulatory requirements that initial teacher training is subject to. Ofsted has admitted to being unable to substantiate the negative claims about ITE.

The proposed reaccreditation process is a bureaucratic, costly and unnecessary exercise which will lead to no improvement in teacher education and training. It is seen as a back-door method of weeding out the smaller SCITTs—school-centred initial teacher training—and pushing through a prescriptive curriculum on to ITE providers. Oxford University said it was

“deeply concerned about the academic integrity”

of the proposal. The UCL Institute of Education said that the Government’s review

“presents teaching as general, easily replicated sequences of activities, based in a limited and set evidence base.”

Cambridge University has said it would pull out of the PGCE if the reforms were implemented because it would find delivering high-quality education “deeply compromised.”

The irony is that these institutions could decide not to be reaccredited. Thanks to Mr Gove and his able assistant Mr Cummings, 10 years ago qualified teacher status was separated to allow untrained and unqualified people to teach minority subjects in schools. A prestigious university could continue to offer the PGCE without qualified teacher status and still be certain of buoyant applications, particularly from the overseas market, and people could still teach in academies, free schools and the private sector. It is a naive question, I know, but why do these prescriptive proposals not apply to academies, free schools and private schools if they are so brilliant?

It is claimed that reforms to the ITE market structures will be needed to deliver the programme content and structure proposals, yet there is no evidence for this. New requirements on content and structures could be delivered by amending the Secretary of State’s requirement for ITE. This would avoid the costly and complicated proposed reaccreditation process, increased costs to the provider and the risk to teacher supply.

Any significant reduction in the number of accredited ITE providers would damage teacher supply. Many prospective teachers choose for family and financial reasons to attend an institution closer to home. Some wish to train at the university from which they graduated in their first degree. Some will choose an institution because of its reputation for research and pedagogical expertise. Other might prefer a SCITT provider focused on providing teachers for a particular local community.

Effective markets depend on choice and the market review acknowledges that it is already difficult for providers to secure sufficient placements, particularly in some key subjects such as physics and modern foreign languages. If schools are so stretched that they cannot accept placements, this in turn affects recruitment and is an artificial cap on numbers. It might be unintended, but that is the practical effect.

In 2016-17, the Government introduced recruitment controls to force the pace of change. They put a separate cap on universities’ share of places in order to favour the SCITTs and school-based programmes—ironically, the very areas that now feel most under the cosh. Universities had to stop recruiting before national targets were reached. The result of this half-baked experiment was disastrous. University recruitment was buoyant and SCITTs and school-based programmes could not deliver. There was a teacher recruitment crisis and the Government had to do a complete U-turn and ask universities to increase their numbers.

Partnership between schools and initial teaching training institutions works because relationships have been built up and developed over a number of years. Schools will be reluctant to build new relationships if this means having less ownership and control of the content and delivery of ITE. References to “school-led provision” are being overtaken now by the new “school-based” descriptor. Schools would have to enter into a more formalised, quasi-contractual relationship, which sits oddly with the Ofsted inspection framework about partnership being co-constructed and based on shared leadership.

I am grateful to the higher education institutions which have shared their thoughts with me, and particularly grateful to the Universities’ Council for the Education of Teachers—UCET—for its briefing.

In conclusion, I am looking for more than warm words from the Minister. Higher education institutions want a transparent and honest system that avoids duplication and extra cost, and a realistic assessment of what schools can offer in placements and mentoring, given their current resources. They are looking for compromise and genuine partnership with schools, not some quasi-judicial centralist system that threatens academic freedom and crushes innovation. I hope the Minister is able to agree to these aspirations and I very much look forward to the contributions to the debate.

--- Later in debate ---

[Baroness Donaghy (Lab)]

I thank all those who contributed to this debate for their passion about teacher education and the quality of teachers. I am disappointed by the Minister’s response. “Shortly” presumably means before Christmas, so we could be having another debate on this in the next few days. I am glad she said that there were no plans to remove partners from ITT and that she wants to keep variety. Let us wait and see. If the Government still have decided to keep compulsory reaccreditation, I do not see how that promise can be fulfilled. It sounds to me as if that decision has already been taken not to give in on compulsory reaccreditation. I can only urge for that to be looked at again.

The other thing the Minister said is that the Government would ensure that supply would not suffer, but she did not say how, in light of all those uncertainties. I think it is a “wait and see” for the responses to the consultation. Let us hope they are more positive than her response.

I leave one last bit of advice, if I may, about the Institute of Teaching. When bodies are imposed without the proper institutional framework and belong to other live, organic institutions, they nearly always fail. I would like the Minister to have a look at the history of the Council for National Academic Awards, of which I watched the birth and demise. It is an important lesson when one is creating these artificial institutions run, possibly, by bodies that are not going to be well qualified.

Motion agreed.

Relationships and Sex Education

Baroness Donaghy Excerpts

Thursday 19th July 2018 Lords Chamber

[Lord Agnew of Oulton]

Yes, we are keen to get on and do this, and the plans at the moment are that the results of the consultation response will be published on GOV.UK within 12 weeks of the consultation closing. We will make an announcement on the draft regulations and draft statutory guidance at the start of next year. At that point, we will, if appropriate, make clear any changes to the draft statutory guidance and regulations prior to parliamentary debates, during the passing of the associated regulations.

[Baroness Donaghy (Lab)]

My Lords, I am extremely grateful that the Government are going to make progress in this important area. I thank the Minister for spelling out the content of the teacher education aspect, which has partially answered the question that I wanted to ask. Some of us have raised on a number of occasions the issue of the increase in violence and harassment against young girls in schools. In particular, there is the fact that a lot of young boys get their sex education from pornography online. They are getting sex education, but it may not be the appropriate sex education. This issue of violence is becoming endemic, and I wonder whether we are a little bit mealy-mouthed in all this in talking about internet safety and harms. In the content that the Minister quoted, he talked about illicit internet information, or something. Should not we call a spade a shovel? Perhaps I am influenced by listening to the maiden speech of the noble Lord, Lord Pickles. We are talking about a serious increase in pornography available at school level. I hope that people recognise how difficult it will be to tackle. If we do not make it clear that these sorts of issues are included, I wonder whether some people may miss it as an important aspect.

[Lord Agnew of Oulton]

The noble Baroness makes a very important point. The key point that I would like to make is that this is the first change to this part of education for 18 years, which is extraordinary when you think that 18 years ago very few children owned a mobile phone, and Facebook did not even exist—so this is a major step forward to bring us into the 21st century. The Secretary of State said today that this would be kept under review every three years or so, to make sure that we were keeping on top of any further developments that occur in the online world. I gave the noble Lord, Lord Storey, a taste of some of the things that we are including, although I did not give the whole list. To give the noble Baroness some reassurance, it includes strengthened content around areas such as relationship focus and bullying, including cyberbullying. We are very alert to this—it is so important.

I can tell you a terrible story in my own life as an academy sponsor. Last year, in one of our schools a young girl of 16 went on a date with a boy. They ended up in bed together, and the next day the boy boasted on Facebook, and the girl was so mortified that she hanged herself—dead. That is the reality. That boy will have to carry that for the rest of his life, and a young girl lost her life. So there is no one more passionate about this than me.

Teacher Education: Arts, Crafts and Design

Baroness Donaghy Excerpts

Tuesday 28th November 2017 Lords Chamber

[Lord Agnew of Oulton]

My Lords, I agree with the noble Earl that a broad and balanced curriculum is an essential part of a child’s education. I am afraid that I have not seen the Oxford Brookes report but I reassure him that many schools buy-in the PGCE qualification to run alongside their own School Direct programme to enable students to benefit from this in addition to the practical emphasis of the school-based approach.

[Baroness Donaghy (Lab)]

My Lords, the Government have missed their own target for the last five years on teacher recruitment and retention. Does the Minister think that lifting the public sector pay cap, tackling rising workloads and allowing teachers more say in the curriculum might alleviate the serious position in which the Government have put us?

[Lord Agnew of Oulton]

My Lords, we have 15,000 additional teachers in the system today compared with 2010, and an increasing number of teachers are returning to the profession. Last year, we had increasing numbers recruited in maths, all the sciences, modern foreign languages, geography and art. I acknowledge that there are one or two shortages but I do not feel that we have in any way a teaching recruitment crisis.

Technical and Further Education Bill

Baroness Donaghy Excerpts

Committee: 2nd sitting (Hansard): House of Lords
Monday 27th February 2017 Grand Committee

[Baroness Wolf of Dulwich (CB)]

I, too, support the amendment. Like other noble Lords, I recognise that this is not something that is easily in the Minister’s gift, but it is a major issue and has been for some time.

Apprentices are employees and they should be employees, so they are different from full-time students, but it is also important to recognise that they are not skilled workers, which is why they are apprentices. That is why it is also important that there is an apprenticeship wage, but that apprenticeship wage is very low. This is a major issue and has been a major issue for a while, but, curiously enough, the improvement in the quality of vocational training and the drive to improve vocational training and to make sure that young people go into apprenticeships rather than into some form of quasi, not-real apprenticeship has made the problem worse, because more parents are now faced with the situation in which they tell their children, “I can’t afford for you to take the apprenticeship”.

This is a major issue, and it cannot be beyond our capacity to do something about it. I add my voice to those urging the Minister to see what can be done to prevent young people from the most deprived families feeling that there is a serious barrier to them taking up an apprenticeship.

[Baroness Donaghy (Lab)]

My Lords, I shall make one additional point in support of the amendment. I was one of the founding members of the Low Pay Commission. When it was first established, its job was to create the infrastructure around not just the minimum wage but the wage for apprentices and how that would play out in the world of employment. It was 19 years ago that we first grappled with these issues, so the noble Baroness, Lady Wolf, is quite right that this has been a problem for quite some time. It is a structural issue.

I know that the Minister is very good at leaping over barriers to try to solve problems. I know it is not easy, but he can see the broader pictures and can try to bang heads together on an issue which will not go away unless something positive is done.

I fully endorse what my noble friend Lord Blunkett said. The Low Pay Commission had to agree to a very low wage not only to get a unanimous report but because we were pioneering and wanted to be absolutely sure that we were not going to damage the economy. When we look at that low wage, as it still is, and the transport implications, to be honest it is a miracle that anybody whose family receives benefits goes in for an apprenticeship at all. Far from being the group that needs the least motivation—we are trying to tackle the fact that the education system is failing that group at the moment—these people require the most motivation to keep going.

This is a plea for the Minister to do his Superman act—he is about to take his jacket off, so I am feeling much more optimistic—and try to find ways of breaking down barriers and breaking through this structural anomaly, which we all want to do.

[Baroness Buscombe (Con)]

My Lords, I am sorry to disappoint, but Superman is not responding to this amendment, and I am certainly no Superwoman.

We welcome the sentiment behind Amendment 12A tabled by the noble Lords, Lord Watson and Lord Hunt, that young people should not feel financially disadvantaged by taking up an apprenticeship. However, I hope I will be able to persuade noble Lords who have taken part in this debate that sufficient safeguards are in place to support this aim. In saying that, the amendment focuses on child benefit rather than the broader issue of all other benefits, which are not part of this Bill. Therefore, it is very difficult to widen my response in that regard, but let us see what we can do.

One of the core principles of an apprenticeship is that it is a genuine job and is treated accordingly in the benefits system. A young person on an apprenticeship will receive at least the national minimum wage, which is now £3.40 per hour for apprentices following a 3% increase in October 2016. Of course, these figures do not remain static—indeed, I am moving a Motion on an SI tomorrow on upgrading the figures—and most employers pay more than the minimum. The 2016 apprenticeship pay survey estimates that the average gross hourly pay received by apprentices in England was £6.70 per hour for level 2 and 3 apprentices.

The purpose of child benefit is to support parents financially with the extra costs of raising a child—for example, with the cost of food, clothing and other necessities. If a young person is undertaking an apprenticeship, or is in training or education by virtue of a contract of employment, their parents are no longer eligible for child benefit for supporting that young person. However, parents can still receive child benefit for other children and qualifying young persons in their family.

An apprentice has to work only 6.1 hours—less than one full day’s work—on the minimum wage to earn the equivalent of the weekly child benefit amount for the eldest or only child, or four hours to earn the equivalent of the second and subsequent children’s amount. In that sense, there is more than a catch-up there. So I hope I have provided sufficient reassurance that the wages from an apprenticeship, even if paid at the apprenticeship minimum wage, will more than offset any household income reductions through the loss of child benefit.

Noble Lords talked also about the loss or reduction in housing benefit, credits and so on. As I said at the beginning, that is not within the scope of this Bill. Noble Lords have said they would like an opportunity to talk to my noble friend the Minister about this issue before Report. My noble friend is very happy to meet, but it is not within our gift to make a difference on this. The point has certainly been well put by noble Lords, but within the confines of this Bill it is very difficult to look beyond what we are already able to do for apprentices.

I hope that, on that basis, the noble Lord will withdraw his amendment.

--- Later in debate ---

[Lord Baker of Dorking]

We are learning such a lot this evening, and it is really very interesting. Clearly, the Government are taking draconian measures—and perhaps they should—to clear out a vast number of technical qualifications. That would be the consequence of this particular Bill finding its way to the statute book.

As a result of the process of establishing, with the help of industry, standards and outcomes, the Institute for Apprentices might apparently come to the conclusion that one particular technical qualification, for example in plumbing, is best done by City & Guilds. That seems to be the purpose behind what we are doing in this part of the Bill. The other awarding bodies would presumably not think it worthwhile to attempt to replicate that and have another plumbing qualification that is different, because that is the one that has the real stamp of approval with the Institute for Apprentices. Presumably, someone who is apprenticed to be a plumber will actually work for that qualification and hopefully get it.

This is a different system from that which has operated so far, but it is authoritative. If it is so perfect, are the Government intending to do this at GCSEs? If this wonderful system of technical awards is developed, should it not also be done for maths, English, history, geography and French? If what the Government are going to do is so wonderful and perfect, why should one stop with just technical subjects? If they are really persuaded that they have the best system for determining the best qualification in a technical subject, surely they should be able to decide what the best is in maths. If you are going to standardise things to this level, it might be GCSEs that would be the most effective. We must try to appreciate how thorough and complete a transformation will occur as a result of this.

[Baroness Donaghy]

My Lords, I want to follow the important point made by the noble Lord, Lord Baker. At the beginning of the first day of Committee, I said I hoped at the end of this to have a clearer understanding of the organisational chart and who was responsible for what. The longer the discussion has gone on, the more I am clear that this will be, as the noble Lord, Lord Baker, said, a fairly draconian change, which may be for the better.

However, I offer a word of caution. Some of us have lived through the birth, life and death of the Council for National Academic Awards or CNAA, some of us through the B Ed, and some of us through the area training organisations. At one stage, one of my roles at the former Institute of Education was to look after 48 teacher training colleges, which were training 26,000 teachers. It had a central and, it has to be said, very bureaucratic system of recognition for teachers at the university to ensure that they were all of the right standard and that all the institutions were offering the right quality. I emphasise that we had a complex and inadequate system. In trying to do something which is much needed and replace one system with a better system, we should not make some of the mistakes that we have all made—all Governments have made them; I am not trying to make a party- political point—by creating a structure which turns out to be Frankenstein.

[Lord Young of Norwood Green]

My Lords, I shall not make any general assertions of what may or may not happen. I take the “all is for the best in this best of all possible worlds” approach to this. However, is the institute going to issue an apprenticeship certificate? The schedule refers to the:

“Power to issue technical education certificate”.


We heard some examples of where there could be an apprenticeship without a technical qualification, so is the institute involved in that?

I want to address the point the noble Lord, Lord Lucas, made that on the completion of an apprenticeship there should be a stamp of approval, so that you have something to show. In the old days, you got a beautifully illuminated manuscript. I was not assuming that the Government would go that far, but I remember that the master bricklayer who lived across the road from me had an exceedingly impressive document from his apprenticeship. I am not expecting that but I want to know what this actually includes. Can we be assured that every apprentice, on completing their apprenticeship successfully, will get a certified stamp of approval?

Technical and Further Education Bill

Baroness Donaghy Excerpts

Committee: 1st sitting (Hansard): House of Lords
Wednesday 22nd February 2017 Grand Committee

[Baroness Cohen of Pimlico (Lab)]

I, too, support the amendments and thank the noble Lord, Lord Nash, for his helpful letter. My heart lifted when I saw in it that there would indeed be controls to prevent employers refusing to release apprentices for training. That is jolly good; it will improve the quality of apprenticeships no end right there.

I retain an area of muddle in my head. We are all talking about apprenticeships, and degree-level apprenticeships operate rather differently. I thought degree-level apprenticeships would be designed by the Office for Students. I believe the Bill says that their conditions will be enforced, including the formal condition that people must be released for training, by the SFA—that is fine if I have understood it; there is nothing wrong with the SFA—while the design of all other apprenticeships and the setting out of conditions will be done by the new Institute for Apprenticeships. Do I still have this wrong, or will the new Institute for Apprenticeships design all our apprenticeships, including degree-level apprenticeships? There is a cross in responsibilities between the higher education Bill and the technical education Bill. To be frank, I am still “Slightly Muddled” of the House of Lords here. I would welcome assurance on this point.

[Baroness Donaghy (Lab)]

My Lords, I apologise for not being present at Second Reading. I hope that when the Institute for Apprenticeships is up and running the first apprenticeship it approves will be to teach the acronyms in this complicated area—it might do the whole country a service. As an educational administrator of 33 years, I do not understand the Bill, which I think is because we have a very complex and inadequate system which we are trying to turn into an adequate one. I fully accept the Government’s intentions; I am not absolutely clear whether they will be achieved.

I understand from the Minister’s briefing that the work to develop the detail of what the new system will look like is yet to be done and that the measures in the Bill are the first step, so I recognise that he will not have all the answers. However, in echoing the concern expressed by the noble Baroness, Lady Cohen, who takes the final decision about judging the quality will be a measure of the success or failure of the scheme. If the 20% off-the-job training works, the compliance issues are reliable and the Skills Funding Agency has the material—

--- Later in debate ---

[Baroness Donaghy]

I will be brief, because some of these issues will come out when we deal with other amendments. In supporting issues of quality, it is first important that we know what the organisational chart will look like. A valiant attempt was made at an organisational chart, but whether I was any wiser at the end of reading it, I am not sure. I am not sure that an individual applicant, their parents or providers would be clear either. It seems to me that there is a separation of important issues of quality, not unlike the break we had just now—we were talking about one subject and have come back to talk about another. I am interested in the 20% off-the-job training. How will compliance with that fit in? To what extent will the integrity of the employer be relied on? How will it fit in with the qualifications that will be subject to either the Institute of Apprenticeships or the successor body to HEFCE? I am just not clear what the organisational chart is.

I do not expect the Minister to give me an answer straight away, but if I cannot see my way through this, acronyms and all—I have a bit of background in this area—I do not think we have necessarily got it right when it comes to the function of the Bill. Who exactly is in charge? Who will enforce compliance? Will it be separated out? If so, that relates to the issue of quality that my noble friends Lady Morris and Lord Young have spoken to very clearly. I am asking for clarity as the Bill goes through Committee, rather than for all the answers now.

[Baroness Cohen of Pimlico]

I, too, am not asking for all the answers now. I think we have a muddle with providers here. As I think everybody knows, I am chancellor of BPP University, which provides degree-level apprenticeships. We had expected that to be looked after and designed by the Office for Students. Fine—but the Bill says that all apprenticeships will be looked after by the Institute for Apprenticeships. Outside the university, we do skills training and proper apprenticeships, and I think I am clear that that part of our work will be looked after, regulated and designed by the Institute for Apprenticeships. If the Bill said that it applied to all apprenticeships, including degree-level apprenticeships, I would know where I was, but is this what we mean? I thought that bit of the university, of which I have the honour to be chancellor, was to be regulated, along with the rest of the university, by the Office for Students. There will be more and more universities doing this—they are natural providers of degree-level apprenticeships—but I think they will be in as much of a muddle as I am.

Education: Newly Qualified Teachers

Baroness Donaghy Excerpts

Monday 30th January 2017 Lords Chamber

Asked by

[Baroness Donaghy]

To ask Her Majesty’s Government, in the light of figures showing that nearly one-third of newly qualified teachers leave the profession within five years of qualifying, what steps they are taking, including continuing professional development entitlement, to retain them.

[The Parliamentary Under-Secretary of State, Department for Education (Lord Nash) (Con)]

My Lords, the proportion of teachers leaving the profession within five years of qualifying has remained broadly stable since 1996, with around seven out of 10 teachers still employed in state-funded schools after that period. We are addressing key issues such as unnecessary workload and poor pupil behaviour, and we are investing around £75 million in the teaching and leadership innovation fund to support high-quality professional development for teachers and school leaders in areas of the country that need it most.

[Baroness Donaghy (Lab)]

I thank the Minister for his Answer but the Government’s policy and complacency on this are staggering. I accept that there will always be some attrition rate but the record on continuing professional development is towards the bottom of the 36 OECD countries. In the light of the failure to recruit sufficient teachers and head teachers, how do the Government intend to address their failing policies?

[Lord Nash]

I think the noble Baroness was referring mainly to CPD. Last July, we published an entirely new standard for teacher professional development to help schools understand more fully what was involved in good CPD. We spend a significant amount of money on subject enhancement courses. We continue with high-performing senior and middle leader courses. We are reforming the NPQs. We have a number of high-quality MAT CEO courses coming on stream provided by institutions such as Cranfield University and King’s College London. We also have the teaching and leadership innovation fund, to which I referred.

Social Mobility Committee Report

Baroness Donaghy Excerpts

Tuesday 20th December 2016 Lords Chamber

[Baroness Donaghy (Lab)]

My Lords, I congratulate the Select Committee on Social Mobility, and in particular its chairman, my noble friend Lady Corston, on this well-structured and clear report. I also add my congratulations to the noble Lord, Lord Fraser of Corriegarth, on his excellent maiden speech. Finally, while I am doling out the congratulations, I pay tribute to the noble Baroness, Lady Sharp of Guildford, who was a member of the Select Committee and is now retired from the House. This was a subject about which she felt passionately, and I know that she is very much missed.

Just the fact that we are talking about the overlooked middle—which happens, as has been said, to be the majority of our young people—represents a shocking indictment of our country and its in-built privileges. My first experience of this system was considerably before the transition from school to work, when my best friend was taken out of the 11-plus exam because her parents wanted her to go to work as soon as possible. She was bright and would have passed the exam, but they did not want to take that chance. However, I appreciate that the report was clear that it would not cover parental influence or lifelong learning, as the subject matter was already a considerable challenge.

The analysis of the nine factors which affect social mobility on page 20 of the report is excellent. To some extent, the challenges are greater now than they were 50 years ago. Then, half our children left school with no qualifications whatever, but the job market was different. It was still possible to work in a factory, depot, mine, steelworks et cetera, have a steady job, and just about be able to afford to raise a family—with, of course, more social housing available. Now, we have the hourglass job market, with jobs for the skilled and low-paid jobs for the unskilled or unqualified. The middle has not just been overlooked; it has been squeezed out. The report cites the OECD analysis, which the report says,

“suggests that income inequality has a negative and statistically significant impact on medium-term growth”.

As the Independent Panel on Technical Education, chaired by David Sainsbury—the noble Lord, Lord Sainsbury of Turville—indicated:

“By 2020, the UK is set to fall to 28th out of 33 OECD countries in terms of developing intermediate skills, and the size of the post-secondary technical education sector in England is extremely small by international standards”.

I will make two comments on the report and then ask the Minister some questions. First, the report was very clear that the existing quality of apprenticeships must not be compromised for the sake of greater quantity. The noble Baroness, Lady Wolf of Dulwich, called the target of 3 million apprenticeships “a big mistake”. Could the Minister update the House on what action is being taken on both the quantity and the quality of apprenticeships, or will this all be left to the Institute for Apprenticeships, to be set up next year?

Secondly, the report spent some time looking at the important area of careers advice. The Select Committee was told by OCR, a UK awarding body, that poor careers guidance has the greatest impact on young people not doing A-levels or going to university. Teachers’ knowledge and incentives are such that they push their pupils on to the academic route. OCR told the Select Committee that schools want to keep the more academic students to benefit their performance tables, regardless of what is in the best interests of the young people. Could the Minister tell us what action the Government will take to equalise the incentives between academic and vocational courses? Until something is done in this area, the best careers advice system in the world—and we certainly do not have that—will not make an impact or improve the chance of the overlooked middle.

The Select Committee’s report was published in April 2016, as was the Sainsbury report on technical education. The government responses to both came in July—neither Minister who signed them is in office right now—and five months later the response is already out of date. It talks about every school becoming an academy—remember that? It says that the Government’s strategy for improved careers education and guidance for young people will be published later this year—how much later this year will that be? Could the Minister update us on the strategy for improved careers education and what action has been or will be taken?

Both the Corston and Sainsbury reports refer to the 13,000 qualifications which are available to 16 to 18 year-olds holding little value for either individual or employer. Could the Minister say what action is being taken to rationalise these qualifications? Will the Government adopt the 15 technical education routes recommended by Sainsbury? The then Minister for Skills, Nick Boles, said:

“We accept and will implement all of the Sainsbury panel’s proposals, unequivocally where that is possible within current budget constraints”.

That is all fair enough, but he then went on to talk about,

“a knowledge-based curriculum as the cornerstone of an excellent, academically rigorous education”.

So in the foreword to a report on technical education, the Minister felt he had to reinstate the academic approach as the cornerstone. The Design and Technology Association believes this is completely counter to the needs and approaches identified in the skills plan. Could the Minister update us on the implementation of the Sainsbury report?

I have deliberately not talked about resources: that could be the subject of another Select Committee report, and I am mindful of the comment of the noble Earl, Lord Listowel, that the deadline is fast approaching on Select Committees.

In conclusion, the Select Committee took on an enormous workload, and its recommendations, if implemented, might lead to a fairer as well as a more successful economy. The committee deserves much thanks.

Sex and Relationships Education

Baroness Donaghy Excerpts

Thursday 24th November 2016 Lords Chamber

Asked by

[Baroness Donaghy]

To ask Her Majesty’s Government whether they plan to make sex and relationship education part of the national curriculum.

[The Parliamentary Under-Secretary of State, Department for Education (Lord Nash) (Con)]

My Lords, there are currently no plans to review the national curriculum. This Government want to provide all young people with a curriculum that prepares them to succeed in modern Britain, and that includes sex and relationships education that is age-appropriate and fit for the world they live in today. The case for further action on PSHE and SRE delivery is actively under review, with particular consideration being given to improving quality and accessibility.

[Baroness Donaghy (Lab)]

I thank the Minister for his reply. He will be aware that 5,500 sexual offences were reported to the police by UK schools over a three-year period up to 2015, including 600 reports of rape. That is probably just the tip of the iceberg. With many boys learning about sex from online pornography and some schools failing in their legal obligation to keep girls safe, does the Minister agree that there must be a whole-school approach on a statutory basis, with Ofsted including this subject in its inspections?

[Lord Nash]

I agree entirely with the noble Baroness that it is completely unacceptable for pupils to learn about sex from pornography rather than from an age-appropriate programme of SRE in schools, and that a whole-school approach is appropriate. Of course, Ofsted has a vital role to play and takes an interest in all school provision, and in particular how schools provide spiritual, moral, social and cultural development for their pupils. The inspection handbook was updated in August. It now says that inspectors will look at records and analysis of: bullying; discriminatory and prejudicial behaviour, either direct or indirect, including racist, sexist, disability and homophobic bullying, use of derogatory language, and racist incidents.