Education and Employment Opportunities

Baroness Fookes Excerpts

Thursday 22nd October 2015 Lords Chamber

[Baroness Fookes (Con)]

My Lords, I am delighted that my noble friend Lady Stedman-Scott has given us this opportunity to discuss some very important issues. I would like first of all to expand a little on the Think Forward scheme, which the noble Baroness mentioned in her opening remarks. I was fortunate enough to visit a school in London—I shall name no names—where the scheme was being carried out. As the noble Baroness explained, it involves a coach or mentor staying with a particular pupil over a period of years and giving them real support, very often in difficult circumstances. I met about half a dozen young people in receipt of this help. The difficulties that they had to face were an eye-opener to me: chaotic home conditions; fellow pupils who thought them stupid for trying to better themselves academically; the general world outside school, where there was precious little hope; and a kind of resistance to doing better for oneself. All manner of obstacles are put in the way of anybody even trying to make the most of their school education. Think Forward is a most valuable system, which—echoing my noble friend’s words—I certainly hope the Minister will take on board, to see if it can be rolled out on a much wider basis.

I like to think of the mentor or coach as the nearest equivalent any of these young people will get to a well-educated and supportive parent. We all know the value of a supportive family when it comes to achievements at school and thereafter. All the other schemes that we have tried certainly have their value, but I think this one-to-one scheme is the most valuable of all, and I certainly hope that it will receive a warm appreciation from the Minister and a commitment to try to extend it nationwide.

I now turn to the wider scene, which other Peers have already touched upon: the issue of further education. I sometimes feel that there is a distinct snobbery in this country about education, a very firm division where universities are seen as good and further education as the poor relation. I deplore that, because they should be working in collaboration and partnership; one should not be seen as better than the other. In the attempt to get more young people to go to university, successive Governments have gone rather overboard and, in doing so, have deprived people of very good chances of finding fulfilment and qualifications in another way. I hope that the Minister will take that on board in her reply.

It is extraordinary that spending is ring-fenced for education on the whole, but not for further education. Is that not an indictment of the way we organise things? We know that further education colleges have considerable financial worries, yet they can be responsible for so many people finding fulfilling and rewarding careers. I hope very much that this will be looked at.

Mention has also been made of careers education. Again, there are some very sharp failings in this area. As somebody has already pointed out—perhaps it was the noble Lord, Lord Young—teachers and career advisers barely mention any alternative to going to university. That is absolutely deplorable. There are many ways of setting about these things, and pursuing one option does not preclude another later on, if people suddenly turn out to have a particular academic bent. We have long passed the days when it was either brawn or brain. The brawn bits are now undertaken by machines. What we need is a whole range of people who have manual skills allied with intelligence and are able to put them to good use. I feel very strongly about this.

What is more, we have a number of skills shortages. Here we are, worrying about the ability of young people to get jobs and keep them, and yet we have these skills shortages. This is particularly true in the world of horticulture. Perhaps I had better declare my non-financial interest here as chairman of the All-Party Parliamentary Gardening and Horticulture Group. We are constantly hearing about worries over lack of skills. Ask any schoolteacher or careers adviser whether they have recommended the world of horticulture as a possible career, and you can almost bet that they will not have done. Both the National Trust and the Royal Horticultural Society have very serious concerns. Even last week, in the latest edition of Horticulture Week, the industry’s newspaper, there was a headline that says: “Arboriculture sector faces key skills shortage”.

This is in the world of arboriculture: the planting, care and surgery of trees. One of the experts in the field, who recruits, says that his company is having real worries about fulfilling key skills, to the point where it is hardly able to fulfil contracts. He says that colleges offer qualifications up to level 3, but his company needs people with level 6 qualifications and they are not finding them in sufficient quantities. That is just one small example of our shortage difficulties.

I now turn to apprenticeships, already touched upon by several others today. I, too, am less concerned about actual numbers than about the skills of apprentices. Let us remember that in centuries past, many apprentices would work for seven years, under a very skilled craftsman or workman, before they were allowed to call themselves fully engaged workmen or craftsmen. I am not suggesting that we now need seven years to do all this, but the ideas of “quality” and “apprenticeships” should be one and the same. Anything that means that an apprenticeship is watered down and not really worth it is not an apprenticeship. That is just a half-baked course, leading to half-baked qualifications. I want none of it. Apprenticeships should be restricted to where there are real, quality skills. Again, it is something about which I feel very strongly.

Many years ago—literally in another century—I was a schoolteacher. It was always my wish that the pupils under my care would do the very best that they could, but it was not always going to be in the direction of university. We really should be much keener on providing a whole series of alternative vocational arrangements. The various types of further education colleges can offer that. I believe that half the apprenticeships come from colleges as it is. There are also all these other skills that they can offer, but will they be able to offer them if they are worried stiff about their financial resources? Again, I leave that point for my noble friend the Minister to answer. Meanwhile, I again thank my noble friend for the excellent opportunity that she has afforded us.