Vocational Training

Baroness Garden of Frognal Excerpts

Monday 9th December 2024 Lords Chamber

[Baroness Smith of Malvern (Lab)]

My noble friend is absolutely right; we have a skills shortage, and it has worsened over recent years in the way she describes. That means we need the industrial strategy this Government are developing, but we need it linked closely to a much more coherent skills system, led by Skills England, which will identify, with the partnership I outlined previously, current and future skills gaps. Those gaps will then be met by improved opportunities for technical education and apprenticeships. She is also right that a key partner in delivering that will be our FE colleges, for which this Government were of course able to find an additional £300 million of revenue and £300 million of capital in the recent Budget Statement.

[Baroness Garden of Frognal (LD)]

How do the Government propose to fill the many skills gaps in our workforce without overhauling the school curriculum to prepare young people for life and work and vocational skills, in contrast to the overbearing, academic knowledge-rich curriculum of the previous Government?

[Baroness Smith of Malvern (Lab)]

The noble Baroness makes an important point. Whether young people—and older people—have success in their careers and can access the skills they need starts before the age of 16. It starts with the school curriculum. It is with that intention that we have set up the curriculum and assessment review, to look precisely at how we can maintain and improve our standards of numeracy and literacy, while also ensuring that we enable the curriculum and schools to have the space to develop precisely the sort of skills and aptitudes that the noble Baroness outlined.

Institute for Apprenticeships and Technical Education (Transfer of Functions etc) Bill [HL]

Baroness Garden of Frognal Excerpts

Committee stage
Tuesday 26th November 2024 Grand Committee

[Lord Blunkett (Lab)]

My Lords, I shall speak to Amendments 28 and 29 in my name. Given my noble friend the Minister’s comprehensive and extremely thorough response to our debate on the first group, I will try not to fall into the trap of once again appealing to the Oscar Wilde agency that cannot speak its name. If we are to have a whole-system approach—the White Paper on getting people back to work, which was published today, mentions this—and we start with ensuring both that there is joined-up thinking in government and that that is translatable in terms of relationships with business, then we need to be reassured that we are clear on where decisions are being taken. Again, I mentioned this in our debate on the first group.

I declare an interest in this group because I have some interest in a major infrastructure project at the moment. The excellent contribution from the noble Lord, Lord Ravensdale, on the first group highlighted the issues around net zero and other environment-related issues, but there are major problems for us as a nation, as we know. HS2 has set us back. In this country we tend to look at what we are bad at rather than what we are good at, so we will obviously be affected by what has taken place with HS2 and by the massive mistakes that have been made, but there are other major infra- structure projects—some of which, in the nuclear industry, have been mentioned—where success has been substantial.

I had the privilege of going down to a college in Somerset to talk about Hinkley Point. I was deeply impressed with what has been done there but there seems to be a mismatch between the overall picture—the holistic picture, if you like—and the minutiae. I have written to my noble friend the Minister so I do not expect her to deal with this matter in detail this afternoon but, whatever we call boot camps in future and whatever immediate requirements on the ground are to be met by something such as one, if the decisions on funding them are to be devolved, how should an infrastructure project covering a substantial geographical area—as well as a sectoral one—deal with them?

I have another interest because, on Friday, I have the pleasure of initiating the new learning resource digital centre at the Northern College for Residential Adult Education. There are only two left in the country, and one is at Wentworth in Barnsley. That project has been funded because of the local schools improvement plan and the partnership that is arisen from it in terms of the digital needs of learners through lifelong learning. The reason why I am raising this and have touched on boot camps is that there is a real danger that, in our enthusiasm for devolution—I am an enthusiast for it—we start to create joins that did not exist. The Northern College has survived only because the elected Mayor of South Yorkshire has so far managed to find the resources but it was not possible to find resources joined up with West Yorkshire, which has students at the college because it is very much on the edge of South Yorkshire and West Yorkshire but does not fall within West Yorkshire—so it is not West Yorkshire’s concern any more.

With the best will in the world, the devolution that we are engaged in could disable unique things, where there is limited provision available and a holistic approach is difficult to achieve if people are not collaborating. With this Bill and the new executive agency, it would be possible to join things up if we knew where decisions were taken. It would be possible, if we accepted Amendment 29, to make sure that departments across government think and work together in order to ensure that the department responsible for housing, say—whatever it is called these days—understood what was needed to ensure that workers had a green card to get on site in the construction industry and be able to do the job.

Somehow, we have to put the bits back together while we are doing devolution where appropriate, either regionally or sectorally, and ensure that we do not by default end up with the department and Skills England, which will be part of the department, not being clear about who is doing what. In the example I gave in relation to infrastructure projects, it is not yet totally clear. I hope that, by raising the issue, we might be able to clarify it, but, at the moment, the embryo Skills England body will have to refer that to the department because nobody can give me an answer.

[Baroness Garden of Frognal (LD)]

My Lords, I have added my name to Amendment 30 in the name of the noble Lord, Lord Blunkett, partly because—I remind the Committee of this—I worked for City & Guilds for 20 years. I was working for it when national vocational qualifications were introduced—1990, I think—precisely to reduce the complexity in the qualification system. There are times when one feels that one has been around too long, but that was exactly it.

Those qualifications came in with levels 1 to 5 in order to be a simple way in which people could understand practical qualification levels. Levels 6 and 7, covering managerial and degree-level subjects, were then introduced as well. The qualifications were called “vocational” because we always wanted to include craft qualifications as well as technical ones. I worry now about what is happening to the encouragement of craft qualifications, which are vital to the economy of the country. I am not suggesting that we go back to NVQs again—they had their day and they went—but it worries me that memories are so short on this. It is a complex system because anything as complex as the myriad variations of employment inevitably will be so, but having a simple way in which one can measure levels of expertise seems to have some advantage to it.

This made me wonder how much discussion there has been with the awarding bodies. City & Guilds has been around for well over 100 years, as I say. Obviously, apprenticeships have been around since the Middle Ages, but I am not suggesting that we go back to then to find out what they did with them. The BTEC has been around for at least 50 or 60 years, I think. There is a mass of expertise there, yet they do not seem to be referenced or involved; I wonder why this is because they have some very useful skills to offer to this Bill.

I just felt that I needed to go down memory lane when I saw that the noble Lord, Lord Blunkett, had referred in his amendment to reducing

“the complexity of the qualifications system”.

[Lord Storey (LD)]

My Lords, I added my name to the important amendment in the name of the noble Lord, Lord Aberdare. I was fascinated to hear that he actually read the Labour manifesto; that is very impressive. I also support my noble friend Lord Addington’s amendment.

It is quite important that the noble Lord, Lord Ravensdale, and the noble Baroness, Lady Barran, mentioned mayoral combined authorities—the noble Lord called them pan-regional partnerships, which I had not heard before—and local skills improvement partnerships. Can the Minister tell us how those will feed into the department or how she will consult them?

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Moved by

[Baroness Garden of Frognal]

37: Clause 9, page 3, line 35, leave out subsection (2)
Member’s explanatory statement
This amendment removes the power for consequential changes to be made by delegated legislation to Acts other than those specified in the provisions of the Act.

[Baroness Garden of Frognal (LD)]

My Lords, Amendment 37 in my name, which is supported by the noble Lord, Lord Aberdare, would remove the Government’s power to introduce regulations that make consequential changes to Acts beyond the scope of this Bill. Like so much in the Bill, this represents a classic Henry VIII power. As we have highlighted elsewhere in our discussions on the Bill, it facilitates an Executive power grab and gives far too much power to the Secretary of State, who, as I have said before, may be someone with no interest or understanding of colleges and further education. We are lucky in our current Minister and I hope she lasts a long time, but Ministers can be moved without rhyme or reason.

The power in this clause would undermine parliamentary scrutiny and allow significant changes to be made without proper oversight. The amendment is a small safeguard in a potentially dangerous Bill. I also support Amendments 40 and 41 in this group in the name of my noble friend Lord Addington. I beg to move.

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[Baroness Smith of Malvern (Lab)]

My Lords, I begin on this group of amendments by reassuring the Committee that the department recognises and takes very seriously the important role that Parliament has in scrutinising consequential amendments. For this reason, we have made every effort to identify all the consequential amendments to primary legislation that are necessary, and to include them as Schedules 1 and 3 to the Bill.

Despite those extensive efforts, there is a risk that in the future we may uncover Acts which need amending because of provisions in this Bill. I reassure the Committee that this is a very limited and narrow power and that any use would be subject to parliamentary scrutiny. We have carefully considered the power and believe that it is entirely justified in this case. In fact, the inclusion of similar powers as a safeguard is well precedented in legislation. Our delegated powers memorandum has been considered by the Delegated Powers and Regulatory Reform Committee, which has confirmed that there is nothing in the Bill which it would wish to highlight to the House.

Therefore, the amendment, and Amendments 38 and 39 in the name of the noble Baronesses, Lady Barran and Lady Garden, would remove the delegated power to make consequential amendments to primary legislation. If this were accepted, it would be unnecessarily burdensome on Parliament and require greater amounts of parliamentary time should we uncover Acts that needed minor and genuinely consequential amendments to be made as a result of the Bill. It would, of course, require all those changes then to be made through primary legislation.

Depending on the nature of the issue, and to go back to the previous group of amendments, we might see an increased risk of disruption in the functioning of the skills system for learners and employers. I hope it might provide some reassurance to the noble Baroness, Lady Barran, although perhaps not to the noble Baroness, Lady Garden, that previous legislation, including legislation passed by the previous Government, has included a power such as this because it provides that important safety net should future amendments be identified.

The power is limited to consequential amendments to previous Acts and Acts passed later in the same parliamentary Session. It does not encompass all future legislation, as the noble Baroness, Lady Barran, seemed to suggest. The amendments would limit consequential amendments to those Acts specified in Schedules 1 and 3 to the Bill, but our approach in relation to amending Acts passed later in the same Session is not unusual, notwithstanding the challenge from the noble Baroness, Lady Barran. We have reviewed legislation and identified that including a power to amend primary legislation passed in the same parliamentary Session has been done in at least 20 other Acts since 2020. It may well be that the noble Baroness has now seen the light, but I suspect it is more likely that this is a sensible, narrow and reasonable provision to put into this legislation. That was why the previous Government decided to do it at least 20 times.

Amendments 40 and 41, tabled by the noble Lord, Lord Addington, would require regulations making consequential provisions that are subject to the negative procedure by virtue of Clause 9(5) to instead be subject to the affirmative procedure for a period of six months. As is customary, any consequential amendments to legislation other than primary legislation, which would be subject to the affirmative procedure, will be subject to the negative procedure. The limited and uncontroversial nature of such changes means that this procedure provides sufficient parliamentary oversight while enabling changes to be made without unduly taking up parliamentary time.

Consequential amendments to secondary legislation are not included in the Bill as the power to make or amend such legislation is held by the Secretary of State by virtue of the passing of that legislation previously. We have already identified the amendments to secondary legislation that are needed; these are of a similar nature to those included in Schedules 1 and 3 to the Bill. There is a strong precedent for delegated legislation under the negative procedure to be used to make consequential amendments to delegated legislation. Therefore, the amendment seeking affirmative resolution is not necessary.

I have set out in a letter to the noble Baroness, Lady Drake, the chair of the Constitution Committee, how the clause is inherently narrow in scope as it is limited to making amendments that are genuinely consequential on the provisions in the Bill.

Therefore, for the reasons that I have outlined, I hope that the noble Baroness, Lady Garden, will feel able to withdraw her amendment.

[Baroness Garden of Frognal (LD)]

My Lords, the noble Baroness is doing a mighty job in trying to convince us that this is a helpful Bill. Sadly, some of us still have concerns but, for now, I beg leave to withdraw my amendment.

Amendment 37 withdrawn.

Institute for Apprenticeships and Technical Education (Transfer of Functions etc) Bill [HL]

Baroness Garden of Frognal Excerpts

Committee stage
Thursday 21st November 2024 Grand Committee

[Baroness Barran (Con)]

My Lords, I shall also probe whether Clauses 2 and 3 and Schedules 1 to 3 should stand part of the Bill.

At Second Reading, we heard about the importance of skills development to boost economic growth, the gaps that employers face in finding the skills they need to fill vacancies, the continuing complexity of the skills landscape, and the ambition of the Government to meet these challenges. At this point, I thank particularly the Learning and Work Institute and the Association of Colleges for their advice and their perspectives on the Bill. On these Benches, while we accept that the Government have a real commitment to address these issues, we also believe that they need to give Parliament and employers much greater clarity on their plans. The Bill is clear in the door that it closes—the abolition of IfATE—but is silent on the door it opens; that is, Skills England and its powers and accountability. We are left with an interregnum, with the Secretary of State holding all the powers of IfATE and a few more for good measure.

I will try also to explain the logic of my Amendments 32 and 33. Ideally, we would have liked to be debating a much clearer, more detailed Bill and have all the answers to the concerns expressed across the House at Second Reading. I note that in her closing remarks at Second Reading, the Minister committed to setting out the relationship between the Department for Education and Skills England in a publicly available format which will be updated periodically. Even the phrase “updated periodically” begs questions about the clarity and stability of roles and accountability. No doubt the Minister will give us further details on this today.

My amendments suggest solutions on a sliding scale. At one end, we are proposing to stick with the status quo through the stand part notices for Clauses 1 to 3 and the associated schedules; from there, to different degrees of independence and accountability for a new body called Skills England; to, finally, although not in this group of amendments, accepting the Government’s proposals, but with a clear and rigorous reporting requirement to Parliament. At this stage, these are probing amendments.

As we heard at Second Reading, there are genuine concerns about the transfer of IfATE’s powers to the Secretary of State, in terms of compromising the independence with which apprenticeships and wider technical qualifications, including T-levels, are accredited, and in diluting the voice of employers. These concerns are only amplified by later clauses which extend the powers of the Secretary of State beyond those of IfATE to prepare standards without employer input, and remove requirements for regular reviews of technical qualifications and third-party examination of standards. We will, of course, debate these points later in Committee.

The proposed creation of Skills England as an executive agency within the Department for Education, rather than as an independent statutory body, although not part of the Bill, has raised questions about both its autonomy and its effectiveness. More broadly, our stand part notices seek to elicit from the Minister explanations on the following points.

First, why does the Minister believe that this organisational change will be any more effective than the previous 12 changes in the past 50 years?

Secondly, the impact assessment set out that the Government had considered both keeping IfATE as an organisation separate from Skills England and expanding its powers to take on Skills England’s full set of powers. My Amendment 32 attempts to reintroduce this as an option for the Government to consider. It would create an executive agency of the department, which would be called Skills England, and would focus on wider skills strategy, as well as keeping IfATE as an independent body for the accreditation of technical education qualifications and for its other responsibilities.

That amendment has a lot in common with Amendment 21 in the names of the noble Lord, Lord Storey, and the noble Baroness, Lady Garden of Frognal, although Amendment 21 would not retain IfATE, as mine would. One can make the case that it is more coherent to have everything in one place, but one can also argue that Skills England has a huge brief and should focus on some of the more urgent priorities, leaving IfATE to continue its good work in setting up clear lines of communication.

It is hard to avoid the conclusions that the Government are knowingly diluting the voices of employers; that they want to have as much control as possible over these qualifications in future; and, importantly, that they are seeking to reorganise the structures to deliver skills reforms rather than getting on with “doing the doing”, which is much needed on the ground. The impact assessment sets out briefly the advantages of the Government’s chosen approach but says almost nothing about the drawbacks of losing an independent, employer-led organisation that the Government acknowledge does an excellent job. It would be most helpful if the Minister could explain in more detail the barriers to doing this and how His Majesty’s Government evaluated the shortcomings of this approach.

Moving along the sliding scale, I turn to Amendment 33, which aims to commit the Government to introducing a draft Bill that would create an independent arm’s-length body, to be called Skills England. I note that organisations such as the St Martin’s Group, which represents employers, training providers and awarding organisations, have been clear in their briefings that it is

“crucial that Skills England’s independence needs to be exerted in statute”.

Given the independence that this would create from the department, we have assumed that IfATE would no longer need to exist. I hope very much that this is something to which the Minister can respond positively.

In my Amendments 32 and 33, we stipulate that the chief executive of Skills England must report to the board of Skills England. It seems extraordinary to have to make this point but noble Lords may have noticed that the job description for the CEO of Skills England made no reference to the board; rather, they report to the relevant director-general in the department. Given the emphasis that the Minister put at Second Reading on the strength and operational independence of the Skills England board and its members, it seems a major drawback that the chief executive of the organisation, on whose board they sit, does not report to it. Could the Minister undertake to reconsider this?

Finally, I turn to my Amendment 42, which I tabled, as the French might say, “pour encourager”. I am hopeful that the Minister will take my other amendment seriously as a way of actively demonstrating her commitment to the independence of Skills England but, failing that, this amendment seeks to sunset this legislation and give the Government time to come back with a Bill that addresses the concerns that we heard at Second Reading—and that we will no doubt hear more of in Committee. I beg to move.

[Baroness Garden of Frognal (LD)]

My Lords, I consider myself encouragée. We on these Benches have some sympathy with these wrecking amendments. We have never supported taking decision-making out of the hands of experts and into the hands of a Secretary of State, whoever he or she may be and however informed and enthusiastic he or she may be about colleges, further education, and technical and vocational qualifications. As I said at Second Reading—I do not apologise for repeating it—politicians are almost always university-educated and may have little understanding of or enthusiasm for the world of skills. I exempt our Minister from this because I know that she cares but, of course, there is no guarantee that she will not be replaced—not for some time, I hope—by a “here today, gone tomorrow” Minister with no knowledge of this sector. These posts do not last, as we all know.

I speak with some knowledge. In the coalition Government, I was appointed Minister for the Olympics and Sport, having never had any interest in sport in my life. At school, I was a fat little bespectacled nerd who was always chosen last for any team. But, given the portfolio, I spent days and weeks of my life learning all there was to know about rugby league—thanks to my noble friend Lord Addington—cricket, hockey and other unmentionables in order to give educated answers to questions. But that is not the same as having a lifelong enthusiasm, and, because Ministers have almost always been educated—surprisingly enough—and can display an astonishing academic superiority, they may look down on practical achievement, as I discovered when I worked in Michael Gove’s team.

We are disappointed, as we always thought of Labour as a party supportive of education in all its guises, yet it has brought forward the damaging VAT on independent schools Bill, which would make us the first country in the world, I believe, to tax education—shame on them—and now this damaging Bill to attack practical education. It is a sad day indeed. We are also bemused that this apparently is the skills Bill, yet there is no mention of skills in it. It might as well have been the flying fish Bill because there is no mention of flying fish either. Some of the amendments in this group try to remedy this, including Amendments 32 and 33 in the name of the noble Baroness, Lady Barran, which we broadly support.

I will speak to Amendment 21 in this group in the name of my noble friend Lord Storey, who much regrets that he cannot be here today, to which I added my name. We are spelling out what is missing from the Bill—namely, the establishment of a new executive agency to be called Skills England. Our amendment sets out the conditions for Skills England to be established and the need for both Houses to agree proposals. Other, linked amendments have been regrouped for some reason—I had some work today to try to work out where the groupings have changed since yesterday; I am not quite sure why they were—but we still have the amendment in the name of the noble Baroness, Lady Barran, which seeks to keep some of the duties of IfATE alongside the new body. As IfATE contains many real experts and champions, we feel this is a sensible move and we support it.

We have very strong objections to the power grab by politicians over the experts who really care. We will seek to change this and to convince the Government of the harm that could be done to enhancing the much-needed skills of the country if this goes through unamended. I hope that our listening Minister will appreciate how much is at stake in the Bill and will take note of the very well-intentioned and well-informed amendments that have been tabled.

[Lord Knight of Weymouth (Lab)]

My Lords, I start by reminding the Committee of my educational interests, in particular that I serve on Pearson’s qualification committee, which includes its oversight of BTEC and other technical and T-level qualifications. I apologise that I was not present at Second Reading, but I had to be elsewhere. I have a number of noble friends who would have liked to have been here today but unfortunately are unable to be, particularly my noble friends Lord Blunkett, Lord Watson and Lady Morris.

I listened carefully to the noble Baroness, Lady Barran, with all the considerable respect that I afford her and was reminded of the ill-fated Schools Bill. She is playing the same game that some of us played at her, with the stand part notices and trying to wipe clauses out, which we did successfully in the case of the Schools Bill. It is interesting to reflect on that, because there are a few lessons that the department perhaps needs to learn about introducing controversial Bills in the Lords. There is controversy, as we have heard from the noble Baroness, Lady Garden, who spoke more fruitily than I might have expected.

[Baroness Garden of Frognal (LD)]

I am sorry.

[Lord Knight of Weymouth (Lab)]

Well, not fruity—more forthrightly than I would have expected. Is that better? There is some reflection to be had on that because if a House of Lords starter gets significantly amended, it is difficult to undo that anywhere else.

I also think some learning from the Schools Bill is necessary in respect of the Secretary of State taking on significant powers without really consulting or properly engaging and not having time to do that. In the case of the Schools Bill it was a trio of ex-Ministers—the noble Lords, Lord Nash, Lord Agnew and Lord Baker—who did for it. We do not have a trio of ex-Ministers trying to do for this Bill, so I hope that is a relief to my noble friend the Minister.

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[Baroness Smith of Malvern (Lab)]

Perhaps I could write to my noble friend with more details on that point. Currently, IfATE controls the licensing of T-levels, which is awarded to awarding organisations for them to develop and deliver. IfATE is not an awarding organisation but the contractor; that responsibility will transfer to the Secretary of State. It is the certification of T-levels that is delivered by the department. As I say, I will respond to my noble friend with a bit more detail on T-levels.

I was attempting to provide noble Lords with some assurance about the governance of Skills England through its framework agreement. On the point made by the noble Baroness, Lady Barran, about internal governance, Skills England will be run by a permanent CEO within a clear governance and accountability framework, and with a robust management structure at all levels. The CEO will be supported and challenged by an independent chair and a strong board with the experience and knowledge to support Skills England’s delivery. Once appointed, the chair and the board will help set the direction of the organisation, establish key relationships and provide important expertise on matters related to Skills England’s strategic aims and core functions. We are currently recruiting for these positions; we have received a large volume of very high-quality applications. In the meantime, I put on record my gratitude for the work of Richard Pennycook, who has been working as the interim chair of Skills England to support the creation of the new body.

I understand the noble Baroness’s specific point in relation to the governance and the reporting arrangements of the CEO, and I accept her point about the reporting arrangements and the role of the board. Perhaps I could come back to her with more clarity on her point about the advert for the CEO and where we see that accountability going.

[Baroness Garden of Frognal (LD)]

I apologise to the Minister but can she explain something? We are all talking about Skills England but there is no mention of it in this Bill. Can she explain why that is?

[Baroness Smith of Malvern (Lab)]

It is because, as with all executive agencies, the process for setting up Skills England as an executive agency does not require legislation, but for it to hold the functions that enable it to operate in the coherent manner I described, the functions currently held by IfATE need to be transferred to and delivered by Skills England as an executive agency of the DfE. It is the route through the Secretary of State that enables that to happen. I reiterate my earlier point: Skills England might not appear in the legislation in this place, but it very much appears on the country’s skills landscape. Notwithstanding the significance of the scrutiny that this place is able to give, as well as the concerns about Skills England’s longevity, that is probably more important than whether it is in a Bill.

The passage of the Bill provides an opportunity for both Houses—as we are doing today, in fact—to consider the approach we are proposing, which is to move away from the current, narrow IfATE model. Creating any further requirement for parliamentary approval before Skills England operates fully would frustrate the intentions of the Bill to enable a smooth transfer and the delegation of functions to Skills England; the efficient and orderly closure of IfATE; and the ongoing work in the service of employers and learners. I assure noble Lords that the practical transition of functions will be designed to ensure that, where standards or apprenticeship assessment plans are in the process of preparation or approval at the point of transition, these will continue. Similarly, approval decisions for technical qualifications that are part-way through the process will also continue. It is our intention that employers and other stakeholders perceive no interruption in that work.

The noble Lord, Lord Johnson, asked about the progress on the review of level 3 qualifications. Briefly, let me say that we will, as I have said all along, make public our decisions on the review of those qualifications; they are due to be defunded in 2025, before Christmas.

I have talked in the House about this Government’s commitment to the lifelong learning entitlement. We will now be introducing it for courses starting from January 2027, precisely to ensure that it has the impact that the noble Lord rightly identified that it can have for lifelong learning.

I hope I have set out the intentions behind Clauses 1 to 3. For these reasons and those that I outlined on the remaining amendments, I hope that the noble Baroness, Lady Barran, will not press her stand part notices and amendments.

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[Lord Hampton (CB)]

My Lords, I shall speak briefly to Amendments 2 and 6, to which I have added my name. The great thing about following so many intelligent noble Lords is that I have little to say. In particular, my noble friend Lady McGregor-Smith talked about the employer, which is important for everybody. I have been playing bingo with words and phrases and “clarity” has come up many times. With due deference to my noble friend Lord Aberdare, I am going to repeat myself: we need clarity; employers need clarity; teachers need clarity. This is my second bite at the cherry and I am not sure whether I declared my interest as a teacher at first. Everybody needs clarity from the Bill and these amendments give more rather than less, which is vital.

[Baroness Garden of Frognal (LD)]

My Lords, it is great to see the noble Lord, Lord Blunkett, with us, because his voice has enormous stature in these discussions. These amendments are all to do with the creation of standards. My noble friend Lord Storey added his name to Amendments 2 and 6, but we are broadly supportive of all the amendments in this group. It is vital that in any work-based qualification the voice of employers is heard loud and clear. I should perhaps have declared that I worked for 20 years for City & Guilds on what we always called “vocational qualifications”, because while some were technical, some were craft qualifications. I always regretted the fact that we had taken over the word “technical” to cover all those myriad work areas.

Of course, employers may not be expert in teaching or assessment, as we discovered in spades when we were developing national vocational qualifications. Employers had wonderful, grandiose ideas about all the things that they wanted to assess, but when we got the colleges and City & Guilds with them, they realised that if they wanted staff to know about fire, they could not actually create a fire for every member of staff to have a real experience of dealing with fire. Assessment bodies had their place, as well as the colleges.

I was working for City & Guilds when the first national vocational qualifications were established. NVQs were going to revolutionise the “skills” word with a very easy to understand grading, which would have enabled parents, teachers and everybody to understand exactly where the vocational system was in relation to the academic one. Alas, where are they now? Why do we have local skills improvement plans and partnerships if they are not to be used for all the skills they have in this brave new world? I think it is important that the Secretary of State must set the priorities for LSIPs and review them regularly to ensure that their priorities are reflected in national strategies for the creation of standards, so I think this set of amendments has a great deal to commend it.

[Baroness Smith of Malvern (Lab)]

My Lords, like others, I welcome the fact that my noble friend Lord Blunkett has both attended and made his usual well-informed and passionate contribution in this debate. It appears that very little in the way of ill health or accident will prevent him from making his contribution. We all hope that he recovers as soon as possible. He rightly made an argument about the centrality of skills for everything that the Government are trying to achieve. He is exactly right about the role of skills in delivering all the missions that this Government have set out: growth, opportunity for individuals, rebuilding the NHS, delivering a green superpower, providing opportunities for young people as part of the contribution to keeping our streets safer, and building new homes. I completely agree with him about that and I hope that his words will help our efforts with the Treasury in the way he identified to ensure that that is recognised there as well.

The debate on this set of amendments has been interesting. I will talk about the relatively narrow nature of Clause 4 in a moment, but noble Lords have understandably also taken the opportunity to argue for the significance of a broad range of inputs into the activity of Skills England. I agree with the overarching argument about the importance of the involvement of a wide-ranging set of stakeholders. That is how Skills England has already set off in its work. It has already begun to engage with a wide range of employer representative bodies, individual employers and education and training providers. As I said, it will work closely across government and, in working on the industrial strategy, it will work in partnership with business, devolved Governments, regions and other stakeholders in developing the industrial strategy sector plans.

As my noble friend Lord Blunkett emphasised, there needs to be a sectoral approach to the way we develop skills across the economy. That has been an early focus for Skills England. It will work with employer representative bodies and directly with employers. It will work with education and training providers and with mayoral combined authorities. My right honourable friend the Secretary of State and I had a good meeting just last week with mayoral combined authorities on skills, and Skills England has been meeting regularly with them. On the point raised by my noble friend Lady Blower, one of the important elements of Skills England has been the engagement of unions, in a way that was not the case previously in the development of the skills landscape. I hope that I can give noble Lords some assurance that that is already the approach that Skills England is taking.

Narrowing the discussion down more specifically to the nature of the intention behind Clause 4, I make it clear that this is to provide the Secretary of State with greater flexibility in the minority of circumstances where preparing occupational standards using a group would be disproportionate or unnecessary for the limited scale or nature of the change or where the system needs to move particularly quickly to respond to employer demand. With over 700 standards currently in place, this clause ensures that the system for preparing and reviewing standards is fit for the future.

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[Lord Aberdare (CB)]

My Lords, I added my name to this stand part notice. My original thought was to table an amendment requiring the Secretary of State to publish regular reports detailing which technical education qualifications or standards and assessment plans had been approved without any review and why such review was deemed unnecessary. I was also concerned that the clause, as it stands, would seem to make it possible for no review at all to be conducted. The clause stand part notice in the name of the noble Lord, Lord Hampton, is more straightforward: it removes the clause altogether. I look forward to hearing from the Minister what exactly the Government’s intentions are for carrying out reviews and why these should not be spelled out in the Bill.

Similarly, although no amendment has been tabled, Clause 7 would make it possible for no third-party examination of a standard or apprenticeship assessment plan to be undertaken at all. Again, I hope that the Minister will tell us what the Government mean to do about such independent examinations. It has been suggested to me that they might be even more valuable sometime after a standard or a plan has been approved and put into practice, rather than before the approval, when it is not known what the effect will be.

[Baroness Garden of Frognal (LD)]

My Lords, there is no mention of awarding bodies in the Bill but, when I worked for City & Guilds, it was part of our role to review qualifications at regular intervals. I wonder why that does not feature anywhere in the Bill and why the Secretary of State is apparently taking over a function that was done very effectively in those days by awarding bodies.

[Baroness Barran (Con)]

My Lords, I was delighted to add my name to the Clause 6 stand part notice in the name of the noble Lord, Lord Hampton. Like him and the noble Lord, Lord Aberdare, I am baffled about why the Government do not want to review the approvals of technical education qualifications, published standards and assessment plans at regular intervals. As the noble Lord, Lord Hampton, intimated, it seems that the closer one is to the department and any Secretary of State, the more one will need independent scrutiny to retain the confidence of employers, learners and providers. Obviously, there is a risk that, without that independent oversight, standards of technical qualifications could be eroded or become less relevant than they should be.

Does the Minister agree that Clause 6 potentially introduces conflicts of interest? By removing the requirement for independent oversight, are the Government not placing an undue burden on those directly involved in the design and delivery of standards to act as their own assessors, where they end up marking their own homework? It would be helpful if the Minister could explain to the Committee why the Government do not believe that this level of scrutiny is needed. I absolutely appreciate that, in some areas, the review might be very light-touch—for example, because of the suitability of a set of qualifications—but we have seen how qualifications rise and fall in popularity and relevance over time. As we have heard from a number of noble Lords this afternoon, including the noble Baroness, Lady Wolf, there are clear calls from the sector for greater simplification of qualifications.

At Second Reading, the Minister committed to publishing information about the intervals for reviews of different qualifications. I wonder whether she could update the Committee on when that will happen.

Similarly, my Amendment 16 to Clause 7 seeks just to restore the status quo; namely, that the Secretary of State “must”, rather than “may”, make arrangements for an independent third party to carry out an examination of a standard or an apprenticeship assessment plan. As the Committee knows, independent reviews are there to provide feedback to policymakers and training providers by, for example, identifying areas for improvement and best practice. I very much hope that the Minister will consider this amendment and stand part notice positively.

--- Later in debate ---

[Lord Lucas (Con)]

My Lords, I acknowledge that a great deal of the thinking behind Amendment 17 comes from the Edge Foundation. Skills England is a big change and a big opportunity. The Government’s ambitions to unify the skills landscape and respond to the skills need, which is very large and well acknowledged, will require impetus, which Skills England seems to have, but also connection—connection which allows competing interests, particularly between departments, to be resolved and common pathways to be evolved.

It does not seem to me that we can run a skills system by diktat. There is nothing about any department, except the Treasury, that allows it to impose diktat on others. My amendment suggests to the Government that they look at the success of the chief scientific adviser structure. Obviously, there would be the chief skills adviser in the DfE, but skills advisers should be in each department, as with the chief scientific adviser network. It is about evolving a combined understanding and having someone in each department for whom skills is their principal occupation, who has status in that department and who is intimately connected into the Department for Education’s network.

Every department has skills needs and its own understanding and ideas about them. Fragmentation impedes employer and provider engagement. Anyway, modern life needs cross-cutting skills and a lot of jobs require skills whose roots are in several departments, and these things need to work together. The Government’s missions are very much dependent on effective collaboration on skills.

Looking at the individual departments, we see that even within the DfE skills cross schools, FE and, notably, higher education. There is plenty of need for communication just within the one department. Having a chief skills adviser would help.

In other departments, one wishes that the Treasury would import some people who understand the real world a bit better, but it is also responsible for the evolution of skills in the financial and accounting space. Those are the kind of skills that spread into a lot of other careers.

The Foreign Office handles languages, history, geography and diplomacy. Diplomacy is not something that social media seem to cultivate; the Foreign Office must care where that skill is coming from.

The Home Office covers police and security but, above all, migration—bringing in the skills we have not generated here. I remember plenty of conflict with the Home Office in my 30 years here on whether particular skills would be allowed into this country and the speed at which that should be done.

The Department for Business and Trade obviously covers management and skills for business, but a huge skills effort is actively under way there under the heading of the industrial strategy. The people and skills division is trying to solve underinvestment in skills by industry and to improve management and tech use skills. A huge agenda is being actively pursued there, not as a subsidiary of the DfE but as a subsidiary of the industrial strategy.

The Department of Health and Social Care is a huge user of skills and a very big user of microcredentials. Really small bits of learning have evolved to be accepted by the particular employers at which they are aimed. When you have a bigger employer such as the Department of Health, that is really quite easy. So these skills qualifications are evolving in large numbers and at great speed not only in Health but in a lot of other departments.

DESNZ needs the green workforce, the MHCLG has construction and especially housing, DSIT uses the sciences, DCMS has creative skills, and the Cabinet Office needs skills for the Civil Service. If productivity is slipping back in the Civil Service, there is clearly a need for big skills investment. The MoJ needs legal skills and the Department for Work and Pensions is concerned with access to skills. What qualifications are available for people who are bottom of the heap when it comes to employment? The MoD has a huge range and depth of training, the DfT has skills from lorry driving to logistics, and Defra uses environmental skills.

Local government, through the LSIP network, has a real interest in how the skills agenda is delivered. The word I hear is that LSIPs have been a real success, as they are effective and flexible. It takes a couple of years for the DfE to evolve a qualification but LSIPs can do it in weeks, because they are so focused on the actual local employer need and work closely with a provider. The Minister for Women and Equalities brief is now in the DfE but it used to wander around Whitehall. It has a very strong interest in the skills agenda.

Every department in Whitehall is intimately linked to the skills agenda and needs to be bound to a common sense of progress. It is not possible to do that by pushing; it has to be by linking. A structure like that of the chief scientific advisers would help, and the DfE has experience of this. It has its own chief scientific adviser and a council of scientific advisers to go with it. This is a resource that the DfE is used to having.

By having a chief skills adviser network to feed into and get feedback from, the Government and the DfE will know and understand the skills challenges of all departments so that they can synthesise and co-ordinate. Individual departments would have immediate access to the DfE resource, so that they can plan and integrate. That would be a good way forward for a skills structure.

I would be very grateful if the Minister replied to the questions I asked at the end of my previous intervention. I have seen too many sets of relationships die when institutions change. Some of the sector skills councils had really good relationships with business and they were just trashed. Most relationships with local enterprise partnerships just ended; they went nowhere, because local authorities were not capable of maintaining them in the same way. I want to be sure that what IfATE has built will continue under the new arrangements. As I said, I would also be interested in how the Careers & Enterprise Company fits into this structure. I beg to move.

[Baroness Garden of Frognal (LD)]

My Lords, I added my name to the amendment from the noble Lord, Lord Lucas, on the importance of a chief skills adviser. As I have said before, skills always need advocates within government because it has a predominantly university-educated membership. This role could be key to ensuring that skills changes will be enacted by someone who can take a view over the country of which skills are in short supply in which areas and need local support. The network of skills advisers in all departments that the noble Lord proposes would be a great way forward, and I support the amendment.

[Lord Johnson of Marylebone (Con)]

My Lords, I shall speak briefly. I think that this amendment is worth very serious consideration. When I was Science Minister, I saw up close—as the whole country did during the pandemic—the value of the Chief Scientific Adviser and the network of scientific advisers across government departments. They play a really useful role in ensuring that policy is informed by the strongest possible understanding of science and in bringing the scientific method to policy-making. They have had a huge impact and made a huge contribution.

However, I would just flag that this raises an interesting question about what exactly the role of Skills England is. My understanding, from what the Government have said so far about Skills England, is that it was meant to be a body working across government and doing the difficult job of ensuring that all the different interests of different government departments in the skills agenda are given appropriate balance and focus. To my mind, that may be somewhat duplicative of what Skills England is itself seeking to do. In that sense, it may be a perfectly good alternative to Skills England if you have a chief skills adviser, informed by skills advisers in the various departments, feeding into the DfE; then, you may not need the horizon-scanning, policy-making function that Skills England is proposing to offer. I suggest that you have either one or the other; you probably do not need both.

Universities

Baroness Garden of Frognal Excerpts

Thursday 14th November 2024 Lords Chamber

[Baroness Garden of Frognal (LD)]

My Lords, I too thank the noble Baroness, Lady Warwick, for giving us the opportunity to debate this substantial and wide-ranging report from Universities UK and congratulate her on her masterly introduction. Like the noble Baroness, Lady Bottomley, I am humbled by all the insightful contributions we have heard from around the House.

I must explain that there are many people on our Benches with expertise and an interest in this subject, but there is a Liberal Democrat “away day” today and I am the only one who has been released for the whole debate, so I am the only one who can speak. Luckily, my colleague my noble friend Lord Storey, has joined me at this stage.

We all recognise that universities are going through a very tough time at the moment. Student fees have not gone up for years, until the Government proposed an increase this year. The noble Lord, Lord Johnson, set out the implications of this. The noble Baroness, Lady Grey-Thompson, and the noble Lord, Lord Liddle, also spoke about this and pointed out that universities would not get the full amount of the fee increase.

EU students are obviously not coming in such numbers since the folly that was Brexit. International students have been put off by regulations on visas, restrictions on staying post-study and the clampdown on accompanying relatives. Some of the decisions have been made in the face of reasoned arguments and opposition from universities, which, perversely, the previous Government chose to ignore. Like the noble Baroness, Lady Prashar, and others, I add my support to taking students and their dependants out of immigration figures. They are temporary and will return home at the end of their stay. The noble Lord, Lord Willetts, raised the issue of visa problems deterring international students. Surely, this is something we ought to be able to sort out. I gather that the noble Lord, Lord Waldegrave, is to be congratulated for bringing in fees for international students.

As the report makes clear, the country certainly needs more young people to progress to tertiary education. We would also argue that the acute shortage of skills means that many young people should be encouraged into apprenticeships and further education. Along with the right reverend Prelates the Bishops of Gloucester and Sheffield, the noble Baroness, Lady Blackstone, and others, we support the report’s proposal that universities and further education colleges should work together to allow talented youngsters, whether academically minded or not, to follow their ambitions and abilities and foster their skills through tertiary education. What plans do the Government have to ensure that further education is properly funded and its teachers appropriately remunerated? Their low pay is shockingly disproportionate to their achievement. How will the Government incentivise greater collaboration between universities and colleges? Of course, we heard a heartened plea for the pay of university staff as well.

In universities, researchers are often more highly prized than teachers. The noble Lord, Lord Krebs, set out the vital importance of research both for the status of the university and in economic terms. The noble Lord, Lord Patel, also raised research, as did the noble Baroness, Lady Young. The noble Baroness, Lady Finlay, has just spoken of the importance of medical teaching and research; it is obviously a vital part of our universities. Yet it is the teachers who encourage and foster learning in the next generation.

Could the teaching grant be restored, for instance? If the national tutoring programme was extended to fund university students to tutor disadvantaged pupils at school, this could not only benefit schoolchildren by seeing teachers nearer their age, but it might encourage more students to teach. The national teacher shortage in schools is reaching critical point in some areas and subjects. Without schoolteachers, students will not be able to progress to tertiary education. What plans do the Government have to recruit and retain teachers in schools, colleges and universities?

Universities have a key role to play as agents of change, but they need assured funding. The recent controversy over some vice-chancellors’ pay has not been helpful; they bear huge responsibilities and need good pay packages. Obviously, cutting the pay of one person will not help universities balance the books, but it would perhaps be encouraging if some might consider taking less as an example to others.

We also know that part-time study is growing. As ever, we applaud the work of the Open University and Birkbeck, which both do so much to support and encourage students. Will the Government consider introducing credit-based fee caps to facilitate growing demand for accelerated part-time study? Will they extend eligibility for maintenance support to all part-time students, including distance learners? Such encouragement would reap dividends. Student hardship has been named a number of times and it is a real problem. The reinstatement of maintenance grants should be seriously considered. The Liberal Democrats have long supported grants rather than loans, on the basis that adults in particular are unlikely to want to incur further debt, whereas a grant may well help them to progress.

The noble Lord, Lord Rees, did not mention—but I will—that Trinity College and Cambridge University have set up a multimillion-pound PhD student programme. Obviously, not many colleges or universities could fund such an enterprising scheme. But both UKRI and the Student Loans Company report a fall in the number of doctoral starters, and Cambridge has thus stepped up to fund more than 25 PhDs. We know that many will become highly successful entrepreneurs and will pay back handsomely the funding they receive. Are there any plans perhaps to replicate this elsewhere? I accept that the funding at other universities will not be as lavish as at Trinity College and Cambridge.

I congratulate the noble Lord, Lord Griffiths, on his medieval English, and I was delighted to hear the noble Lord, Lord Lucas, add his support for this. My Oxford degree was due mainly to my love of medieval French, which has never been of any use to me whatever in later life, but it was fun at the time. I would be sorry if Oxford stopped offering medieval English as well as other medieval languages, because they add something to our national life.

This has been a truly inspiring and an authoritative debate. Universities are applying their efforts and brains to ensure that they continue to thrive, but many are having extreme difficulties with their finances. Good departments, and subjects, are being cut. My own subject, modern languages, is being cut at universities, which is a major mistake because, in this international world, we must be able to speak the languages of other countries. We have been stupid enough to cut ourselves off from the EU, so the very least we can do is learn to speak its languages.

I hope the Government will be able to respond with generosity in their support, even in these straitened times. I look forward to the Minister’s response.

Institute for Apprenticeships and Technical Education (Transfer of Functions etc) Bill [HL]

Baroness Garden of Frognal Excerpts

2nd reading
Tuesday 22nd October 2024 Lords Chamber

[Baroness Garden of Frognal (LD)]

My Lords, this looks such an innocuous little Bill, but there is so much more to it than meets the eye. It is a precursor to the arrival of Skills England, which we all hope will bring together the myriad of agencies operating in FE and skills to ensure quality and accessible education and skills for 100% of the population, as the Association of Colleges so heartily wishes, along with all of us who really care about technical and vocational skills and the well-being of the further education sector.

However, the Bill does something that those of us on these Benches will always be wary of, as my noble friend Lord Addington has set out and other noble Lords have alluded to. It transfers powers from IfATE, a body made up of professional people who know and care about apprenticeships and vocational education, to the Secretary of State. It is a great pleasure to follow the noble Baroness, Lady McGregor-Smith, who has chaired the board of IfATE so successfully. I add my congratulations, too, to Jennifer Coupland, the chief executive, and the other key members who have shown knowledge of, and dedication to, the further education sector and work-based qualifications.

Alas, they are to be replaced by a here today, gone tomorrow Minister, almost certainly university-educated, with little direct knowledge of, and, sadly perhaps, even less interest in further education colleges and the work-related training and qualifications which they so brilliantly deliver. In a democracy, we should never aspire for unlimited power to be given to politicians. The Minister may argue that this is an interim stage, but it appears that Skills England, when it comes, will not have a statutory basis—as many other noble Lords have pointed out—and will be at the whim of the Secretary of State, who could fundamentally change it.

Skills England will legally be part of the Department for Education, so not as notionally independent as IfATE was. The Education and Skills Funding Agency is also an executive agency, and as such could be easily abolished without parliamentary debate. So what will happen to IfATE’s “employers first” approach to developing policy and qualifications, which could well be at risk if the Education Secretary of the day prescribes a different policy?

It was hoped that Skills England would be able to work across departments, have recourse to employers and be flexible enough to be responsive and approve standards to ensure that work-based qualifications were always employer-led. As I know from my days at City & Guilds, work-based qualifications have always been employer-led. This was by no means true at first with T-levels, which were always billed as different because they were employer-led. Will that be the case when it is set up?

As we have heard, the impact assessment states that there will be a drop in apprenticeship starts while functions are transferred from IfATE, which will disproportionately impact adult apprentices and disadvantaged learners and regions. What will the Government be doing to minimise this? We know that the numbers of young people starting apprenticeships are already disappointing. If these changes make the position worse, what steps will the Government take? What steps are being taken to ensure that apprenticeships under the growth and skills levy will be available to learners of all ages and at all levels, and how will the growth and skills levy do a better job than the apprenticeship levy?

Lifelong learning matters now more than ever. Can the Minister say what steps are being taken to incentivise flexible lifelong learning? What assessment has been made of the lifelong learning entitlement and its introduction from 2026? It is crucial to improving the UK’s economic growth. Supporting and encouraging adults to upskill and reskill will help with increasing productivity and filling skills shortages in growth areas of the economy. Flexible study is also essential in allowing people to fit their studies around busy work and family lives and in allowing people to access higher-level skills in the local area where they live, even if there is limited face-to-face provision. However, over the last 15 years, the number of adults aged 21 and over accessing higher-level skills courses has fallen dramatically. Policy and funding interventions are now long overdue for flexible higher education provision.

This little Bill could hide a very damaging move to overpowerful politicians overriding experts in the field. We shall monitor this with great care as this Bill and the Skills England Bill proceed. Of course, we all hope for the best, because this is a vital area, but we shall be watching carefully for the independence of Skills England if it really is to fulfil its ambition.

--- Later in debate ---

[Baroness Smith of Malvern (Lab)]

My Lords, I thank noble Lords for their contributions and acknowledge the many passionate and informed speeches that we have heard and the expert knowledge that this Chamber has brought to the debate.

I particularly welcome and give a special mention to the maiden speech of my noble friend Lord Beamish. He and I served together in the other place. I remember the breakfast meetings that he used to have in the tea room—particularly when I was Chief Whip, because no Chief Whip likes to know that there is plotting going on in the tea room. My noble friend was a steadfast colleague and a strong supporter of the Government. As he outlined in his maiden speech, he used his real enthusiasm to challenge the Government on issues relating to defence and to protect those affected by the Post Office scandal. Based on his maiden speech and what I know about his history, I know that he will certainly play a very important role in this House, and I am very pleased to welcome him.

The Government’s first mission is to grow the economy. To succeed, we need to harness the talents of our people. A skills system fit for the future can enable people to learn the skills that they need to seize opportunity and businesses to access the skills in the workforce that they need to grow. I join the noble Earl, Lord Effingham, in celebrating both those who are taking part in apprenticeships and those who are delivering them. There is excellent work going on across the country, which I often have the opportunity to celebrate, where providers and employers are providing a splendid apprenticeship opportunity.

The noble Earl asked me, as did the noble Baroness, Lady Barran, to celebrate the last Government, but I have to point out that apprenticeship starts peaked in 2015-16 at 509,360 and in the most recent year were at only 337,140—in other words, a 34% reduction on the levels seen in 2015-16—so I do not think it is enough for us simply to rest on what the previous Government have done. In fact, we need a fundamental change in our skills system if we are going to ensure the potential of our people and our economy.

On the specifics of the debate, I will start with the number of contributors who have asked questions about how we maintain an employer-led approach to the skills system. The noble Baroness, Lady Finn, the noble Earl, Lord Effingham, and the noble Lord, Lord Storey, asked questions about that. I reassure noble Lords that employers will continue to play a central role in the design and delivery of apprenticeships and technical education. Indeed, it is crucial that apprenticeships and technical qualifications reflect the needs of employers and that employers have confidence in them. That is why, through Skills England, we will ensure that there is a comprehensive suite of apprenticeships, training and technical qualifications for individuals and employers to access, all of which will be informed by what employers and other partners tell us that they need.

The default will be that employers will set standards and assessment plans—I hope that responds to the point made by the noble Lord, Lord Storey. It is not the case that this legislation enables the Secretary of State to rewrite a standard on a train, even if she were to have the time to do that. Employers remain fundamental. In fact, regarding standards and assessment plans, the legislation states that the Secretary of State will be able to prepare these only where she is satisfied that it would be more appropriate than using a group of persons. Each time the Secretary of State does this, she will need to make such a consideration and she will not be able to proceed without doing so. That approach will be taken in only a minority of circumstances where there is a clear rationale for doing so, some of which I outlined in my opening speech and all of which I will be very happy to go into more detail on in Committee. I think the important point was made by my noble friend Lady Wilcox, who, using her experience, identified some very good examples of the need for flexibility in the system, as was also recognised by others in the debate.

My noble friend Lord Watson asked about the Ofqual amendment. This amendment will ensure that, should the Secretary of State wish to in the future, she could grant an exception so that Ofqual can consider whether it is appropriate to accredit certain types of technical education qualifications. It will therefore reintroduce in a managed way the potential for Ofqual to exercise its accreditation power for technical education qualifications. Where the Secretary of State deems it necessary to maximise the quality of and confidence in technical education qualifications, it will become possible for the full suite of regulatory options to be applied to them, helping to put them on an even footing with other academic and vocational qualifications.

On the specific point about Clause 9 raised by the noble Baronesses, Lady Barran and Lady Finn, these are not sweeping powers. This is not an undermining of the correct exhortations made by the Attorney-General on the use of delegated powers. Clause 9, in introducing Schedules 2 and 3, details the primary legislation that we are amending simply to remove references to IfATE as a result of its abolition. We have attempted to identify all the primary legislation that will need to be amended as a result of the Bill and the Henry VIII power that is included in the Bill exists solely in case we uncover any other Acts in need of consequential amendment after the passage of the Bill, so there is no way that this could be called a sweeping use of delegated powers.

To return to the nature of Skills England, at its heart will be the role of employers, alongside an important partnership to ensure that we are developing the most effective skills system. The noble Earl, Lord Effingham, questioned whether trade unions should play an important role in that, but my noble friend Lord Blunkett rightly identified the enormously important contribution that trade unions have made to the development of skills for their members, citing in particular the important work done by the Union Learning Fund. We make no apology for including trade unions in our work to improve the jobs and skills that their members will get. It is also a feature of high-performing systems across the world that trade unions are involved.

My noble friend Lord Watson talked about the role of higher education. We certainly believe that it has a very important role to play in this partnership with Skills England.

The noble Lord, Lord Ravensdale, talked about regional flexibility and the excellent work that he identified. Skills England will collaborate with combined authorities as well as with equivalent bodies in places which have devolution deals but where there is no combined authority present, and it will also work with a wide range of regional organisations as well as other local and regional partners, such as employer representative bodies. It will support them to construct skills systems which reflect and feed into both local and national priorities. That is the partnership that Skills England will bring together to deliver the impact we need to see in our skills system.

I turn to the charge made by several speakers in the debate that, somehow or another, as an executive agency Skills England will not have the independence or, frankly, the oomph that it will need. That is wholly wrong. As an executive agency, Skills England will have operational independence from the department. A permanent chair and board members will be recruited to oversee Skills England. I am glad that my noble friend Lord Blunkett recognised the status, experience and impact that the current chair, Richard Pennycook, is already having in this role, and I can tell noble Lords that we have had several hundreds of applicants for the board of Skills England—clearly, people understand the significance of that role and the impact that it will have.

I am sure that the noble Baroness, Lady Garden, did not mean to suggest that I was a “here today, gone tomorrow” politician with no clue about what I was doing, despite the fact that that is what she said.

[Baroness Garden of Frognal (LD)]

I assure the Minister that it was not personal.

[Baroness Smith of Malvern (Lab)]

Okay. I do not note any other Ministers in the Chamber—but anyway, in that case I will not take it personally.

The important point here is that, once in place, it will not be Ministers who decide the day-to-day activity of Skills England; the board will provide scrutiny that Skills England is operating effectively within the agreed framework and will provide assurance functions as well as leadership and direction.

However, while operationally independent, it is critical that Skills England, for many of the arguments made in the debate, has sufficient proximity to government to directly influence and inform policy decisions, as many have argued for. This will allow Skills England to use its insights to influence skills policies and funding decisions. It is important that they are retained by the Secretary of State, but Skills England will have a crucial role in informing them.

For further reassurance, I say that we do anticipate the relationship between the Department for Education and Skills England will be set out in a publicly available format and updated periodically. I expect us to talk about this more in Committee. People have argued that we know little about Skills England and its functions —the noble Baronesses, Lady Evans and Lady Barran, for example—but having been set up only in July, Skills England has already produced a report which, as others have mentioned, outlines its functions and ways of working. That is how we expect Skills England to operate in the future.

I thank the noble Baroness, Lady McGregor-Smith, for the excellent work she has done in leading IfATE. I echo her thanks to the board and the chief executive for that work. In talking about how employers will remain at the heart of Skills England, I hope to learn from the way in which IfATE has done that. However, bringing the functions currently held by IfATE into Skills England is essential to address complexity and fragmentation in the skills system. The majority of IfATE’s functions will be transferred to the Secretary of State but will be exercised by Skills England unchanged, so we will be able to ensure continuity of skills delivery through the transition process. My officials are working very closely on this with IfATE’s senior leadership team. The noble Baroness, Lady McGregor-Smith, has been very clear about this, as she was when we met. She has been very engaged in ensuring that there is a transition plan which will ensure minimal disruption to learners, employers, providers and IfATE staff, and which will safeguard the good elements of the work that IfATE has already done, which she outlined.

It is absolutely not our intention to allow the transfer to cause a delay or drop in apprenticeship numbers. We will mitigate the risk of that through the transition plan I have talked about. On the point raised by the right reverend Prelate the Bishop of Leeds, any approvals by IfATE will transition and will not have to be redone as a result of this legislation. These decisions will continue to stand until such time as the occupational standard, apprenticeship or technical qualification in question is reviewed under successor arrangements and a new decision is taken.

The noble Lord, Lord Aberdare, also raised points about the sharing and transferring of IfATE’s functions. We have been clear that we expect the functions of Skills England to include broad continuation of the core work IfATE does with employers. I will be very happy to talk more about that in Committee. My noble friend Lord Watson asked about the engagement between Skills England and Scotland on UK-wide organisations such as the Migration Advisory Committee and the Industrial Strategy Council. We have had close collaboration with devolved Governments, as was recognised by my noble friend Lady Wilcox. This is critical to ensuring that there is an effective skill system regardless of where in the UK you live, work and train. We have had regular meetings with senior officials from all four nations to share best practice and approaches and their long-term strategic goals. These relationships will be important to Skills England’s success, as has already been set out by Richard Pennycook in his role as the chair.

My noble friend Lord Layard and the right reverend Prelate the Bishop of Leeds rightly talked about the significance of young people and how we can ensure that we improve our skills system for them. This is where our commitment to developing a youth guarantee is very significant, and my noble friend Lord Layard once again made his strong call for the apprenticeship guarantee, which I have discussed with him on numerous occasions. He is pushing us further as a Government than we are able to go at this time, but he continues to make a strong case and I will continue to listen to him.

However, we have of course already started to think about how we reform the apprenticeship system to ensure it better serves young people, who have particularly seen the numbers of apprenticeships fall off. That is why we recently announced that we would develop foundation apprenticeships to provide a route into apprenticeships for young people who have not been able to benefit from apprenticeships up to this point.

We have also heard calls with respect to the growth and skills levy. Our reformed growth and skills levy will deliver greater flexibility for learners and employers, including through shorter duration and foundation apprenticeships in targeted sectors. We will want Skills England and the employers it engages with to have a crucial role in determining how that skills levy is spent. I also recognise the significance of the role of further education, as outlined by my noble friend Lord Watson and others in the discussion, and I can assure him that we will continue to do more than perhaps has been the case for FE previously to raise the status and significance of that sector, because it is so important for young people. We will include more about our overall role in the post-16 strategy, which we are currently working on.

The role of schools is really important, as my noble friend Lady Wilcox and the noble Lords, Lord Aberdare, Lord Hampton and Lord Lucas, outlined. I can assure noble Lords that the curriculum and assessment review will look at the significance of digital skills, creativity and how enterprise can be developed in our schools.

If we are to meet the skills gaps that persist in our economy, we must address the fragmentation in our skills system. To respond to the challenge of the noble Baroness, Lady Barran, I do not believe we can do that by simply building on IfATE. We need, with Skills England, to make sure that we do more than the excellent work that IfATE has done. We have to make and maintain an authoritative assessment of national and regional skills needs in the economy, now and in the future, combining the best possible insights from employers and other key stakeholders.

This legislation will enable Skills England to build on IfATE’s work but will also enable us to build that broader partnership and assessment that will help us to transform our skills system. This Bill is an important milestone in the delivery of the Government’s manifesto commitment to establish Skills England. I look forward to further discussion through the passage of this legislation.

Independent Schools: VAT

Baroness Garden of Frognal Excerpts

Thursday 17th October 2024 Lords Chamber

[Baroness Garden of Frognal (LD)]

My Lords, I have four quick questions.

First, how many of the highly experienced educationalists on the Government Benches are in favour of making such a demanding change half way through the academic year? Will the Government consider deferring this damaging decision to September, which will give time for an impact assessment and cause far less disruption—although disruptive it will still be?

Secondly, on VAT, what action are the Government taking on the discrepancy that means that FE colleges are not liable for the VAT refund scheme in the way that schools and multi-academy trusts are? This takes well over £210 million out of FE funding every year. They do an amazing job on very limited resources and they really deserve parity.

Thirdly, how will the needs of children with special needs or special skills that cannot be met by the state sector be covered if the specialist schools cannot afford to continue? What provision is being made for this?

Fourthly, I come to my regular question on the children of military personnel. Will the education allowance be increased to cover the additional cost? Military children already suffer upheaval aplenty and military personnel may well not be able to afford the increase if the Government do not pay. I am happy for the Minister to write if she does not have time to reply.

We have 19 spare minutes in this debate; I apologise for taking up 17 seconds of it.

Higher Education Funding

Baroness Garden of Frognal Excerpts

Thursday 12th September 2024 Lords Chamber

[Baroness Garden of Frognal (LD)]

My Lords, UK universities are a source of national pride. Their reputation for research and teaching attracts not only the brightest and best of UK students but those from all parts of the world. However, they are, as the noble Lord, Lord Krebs, set out so brilliantly, currently under severe financial pressure as they face challenges on multiple fronts.

I think it was Lord Dearing who commented that the beneficiaries of higher education are the individuals, the state and employers. Should these not also be the people who contribute to our universities? We are well aware that the income from students has not kept pace with inflation, but successive Governments have been reluctant to raise student contributions, knowing the hardship that many students face. Government contributions are essential, of course. Perhaps we might look to employers to increase their funding, not only for teaching, which is troubled and has seen the cutting of some important programmes, courses and provision, but for research, where funding has also faced limitations.

Our woeful decision to leave the EU has seen a huge decrease in EU students studying here. It is to be welcomed that we have seen a partial about-turn on funding from Horizon, which made such an impact on our research through both collaboration and funds. We hope that the EU will welcome our return to fully participating in a programme to which UK researchers contributed so greatly.

Anti-immigration policies have had a dangerous effect on the UK’s reputation for welcoming overseas students. Those students provided not only much needed income but, perhaps more importantly, diversity and international friendships, which greatly enhanced the experience for home students. The changes to immigration policy have sent out messages that the UK does not welcome those from overseas. These damaging moves include the hit on dependants. Students and their dependants are not permanent residents—the vast majority will return to their home countries after their period of study—so why such a vicious policy?

Our lack of welcome is a boost to other countries which open their doors more readily and cream off many of the high achievers who would otherwise have studied here, enjoyed living in the UK and become British friends for life. Given how many international leaders have studied in the UK, this soft power can be enormously beneficial to future international relations.

The British Academy has major concerns about the impact on the social sciences, humanities and the arts for people and the economy—SHAPE, as it is calling it. These are essential programmes if we are to grow the people who will lead our institutions. Of course we need to remain leaders in science, engineering and technology, but the arts play a critical role in life, growth and productivity. The creative industries are one of the jewels in the UK crown, making a major contribution to the economy and to our well-being.

Increases in the cost of living have a disproportionate effect on students, who are traditionally strapped for cash, and we hear horror stories of some student accommodation that is not fit for purpose but is often all that students can afford. What is being done about student accommodation?

The Labour Government have committed to reviewing HE funding but must act fast if we are not to see some fine institutions damaged beyond repair. As one who went to university many years ago when we paid nothing, I would be happy to pay a graduate tax late in the day. But why not target those of us who had free university education? Has thought been given to restoring grants, implementing the lifelong learning entitlement from 2026 and, as a first step, introducing credit-based fee caps to facilitate growing demand for accelerated part-time study? Valuable organisations, such as the Open University and Birkbeck, have done much to bring HE to those who might not have considered it. They deserve a boost of this sort.

It is tough on young graduates to have to embark on adult life with eye-watering debt around their necks. As the HE situation grows grave, what measures are the Government considering to rescue these institutions of which we are so justly proud, to ensure that they not only survive but flourish?

Independent Schools: VAT Exemption

Baroness Garden of Frognal Excerpts

Thursday 5th September 2024 Lords Chamber

[Baroness Garden of Frognal (LD)]

My Lords, I find this a sad debate, but I am delighted to follow the noble Lord, Lord Hacking. I thank the noble Lord, Lord Lexden, for his championship of the sector and his spirited introduction.

We had high hopes that the incoming Labour Government would champion education, move away from the stultifying knowledge-based curriculum and look for opportunity for all. The Liberal Democrats would never tax education, and worry that singling out independent schools in this way betrays a vindictive lack of understanding of the breadth and social impact of the sector. I thank all those who have written such moving letters to us about their own stories.

Anyone who knows anything about education knows that changes should only ever be made at the beginning of the school year. As many have said, introducing such a significant measure in January will bring great unnecessary stress, as pupils struggle mid-year to adjust to significant change. I join the appeal to the Minister at the very least to postpone this until September, which will also give the chance for proper scrutiny and impact assessment. I fear that the huge sums the Government expect to raise for teachers will prove far from the reality.

In four short minutes, I will raise the issue of military children. With my RAF husband, we moved 24 times in 30 years. At the age of nine, both our daughters were starting their seventh school, and we took the decision that they should board to get continuity. We could do that only because of the substantial forces education grant. My husband was a high-flyer, but we never had much money. When the school decided to change school blouses and summer dresses, I bought material and sewed six blouses and six summer dresses, because the material cost only about a quarter of the ready-made clothes. I assure noble Lords that this was not for fun: we simply could not afford the uniforms from the shops.

Military children already suffer upheavals and uncertainties, so will the military education allowance be raised to pay the VAT? If not, I fear that, as was mentioned, many military families will be placed in an impossible position and military children will once again be disadvantaged.

The Bill, alas, smacks of prejudice rather than clear thinking. It is of course a matter of concern that the 7% or so of those independently educated end up in much greater numbers in top jobs, but we should look at the reasons why. What is it in private schools that works better than state schools? Surely, we should aim for state education to emulate what works in the private sector, rather than destroy schools that are giving great education, often to difficult and challenged children.

Many independent schools are small, with 200 or 300 pupils. As we have heard, many cater for special educational needs or specialist skills—music, drama, dance and art, subjects that the Conservative Government did much to abolish in state schools. They cater for parents of limited means, who struggle to do the best for their children. This increase in fees could be the straw that breaks the camel’s back. But where in the state sector are the places for additional SEND pupils, or, as the noble Baroness, Lady Bull, pointed out, for the creative stars of the future?

Parents work flat out to keep their sons and daughters in school environments where they can flourish and succeed. If the sums simply do not add up, they will be dismayed if their children have to return to schools where they have struggled and failed. It is a matter of great regret that this unkind and uncosted measure was put in the manifesto. It needs much greater scrutiny if we are not to find many vulnerable children, who were happy and achieving, cast into an uncaring world, with their life chances ruined and parents distraught. I beg the Minister at the very least to delay this until September and to look carefully at the damage the Government are doing. The speakers in this debate have surely given reasons aplenty for a pause and a rethink.

King’s Speech

Baroness Garden of Frognal Excerpts

Friday 19th July 2024 Lords Chamber

[Baroness Garden of Frognal (LD)]

It is always a pleasure to follow the noble Lord. I join in the welcome to the Minister and wish her success in this role. I thank the noble Baroness, Lady Barran, for being a listening Minister and congratulate the noble Baroness, Lady Monckton, on an excellent and moving maiden speech.

I would particularly like to pay tribute to my noble friend Lady Jolly. We served together as Government Whips and Ministers in those heady days of the coalition Government. I pay tribute to her skills, knowledge and camaraderie. She deserves a break from the commute from Cornwall, but she will be much missed, particularly on these Benches.

At this stage of the debate, much of what I would have said has been said. I shall try not to be repetitive and try to stick to my five minutes, even if I have to speak very quickly.

Reference has already been made to our committee report on 11-to-16 education, which requires improvement. The previous Government rejected nearly all our findings, which came from evidence from all parts of the school sector: teachers; headteachers; students; Ofsted; unions; think tanks; and awarding bodies. They all told us that GCSEs were not fit for purpose and did not equip young people for life and work. The knowledge-rich syllabus bashes facts into young minds for them to regurgitate—then promptly forget. Our recommendations were based on promoting skills, practical achievement and preparation for the future. My mantra, as a one-time teacher, was that learning should be fun. Young people should enjoy what they are learning. We look forward to the review and hope that our committee will feed into it.

Like the noble Lord, Lord Lexden, and the noble Baronesses, Lady Monckton and Lady Fraser, we Lib Dems do not believe that taxing education is right. The imposition of VAT on independent schools will not affect the Etons and Winchesters of this world but will, as has already been said, affect the many small independent schools where parents of limited means try to do their best for children who struggle in state schools. If this is the straw that breaks the camel’s back and forces them to move their children into the state sector, it will be an added cost to the state and will certainly not release the amount of money that the Government hope for state teachers. This seems to be the politics of envy rather than clear thinking.

Can the Minister say whether there will there be an impact assessment on SEND children, on the arts, as was referenced by the noble Baroness, Lady Bull, on small faith schools and on military families? My own children, with an RAF father, faced multiple schools until they had continuity with a boarding school.

We all wish to see the 7% of independent students not taking so many top posts and more state-educated students breaking through possible nepotism to become leaders in worlds that they may understand rather better than the perceived cosseted minority. However, as the product of an independent school myself, I assure noble Lords that I never felt cosseted, that it was not all fun and that many, particularly of my generation, have the scars to prove it.

The answer is surely to improve the state sector, as our committee recommended, to ensure that state pupils have the chance to achieve across the board and to learn public speaking and presentation, creativity—as set out by the noble Lord, Lord Vaizey—leadership skills and self-confidence. They must be given opportunities to achieve wherever their talents take them. These are features of the best independent schools and should be the benchmarks of good state schools, too.

My final ask of the noble Baroness is in connection with my personal passion—vocational education. We must, as the noble Baroness, Lady Wolf, set out, support further education colleges in the wide-ranging transformative work that they do. But T-levels are a new and untested product; BTECs have a track record of encouraging young people into work-based paths, but with respect from universities to study for degrees, too. It would be irresponsible in the extreme to stop funding BTECs in the forlorn hope that T-levels will provide answers to prayers. I entirely agree with the noble Lords, Lord Knight and Lord Watson, and the noble Baroness, Lady Morris, on their appeal not to defund BTECs.

I worked for City & Guilds for 20 years and have many more years’ experience of the value of work-based qualifications, which are needed more than ever as we seek industrial growth for our economy. Please do not cut off proven qualifications in the forlorn search for something better. We need to strive for esteem for practical qualifications equal to the academic qualifications that the last Government prized so heavily.

If the ambitious industrial strategy is to stand a chance, it will need the practical skills and commitments of our young people. Giving their success the kitemark of valued qualifications will be an essential part of that. I wish the Government every success in their ambitions. We are very happy to support where we can and to offer advice where we are unable to agree on their proposals.

Skills: Importance for the UK Economy and Quality of Life

Baroness Garden of Frognal Excerpts

Thursday 9th May 2024 Lords Chamber

[Baroness Garden of Frognal (LD)]

My Lords, I thank the noble Lord, Lord Aberdare, for introducing this debate so comprehensively on a subject where he and I regularly end up at the same meetings and with the same enthusiasms for the world of skills. I sympathise with the noble Lord, Lord Griffiths: my home wifi has been down since Wednesday, and they tell me that they will bring somebody on Monday to sort it out. It is so infuriating; but that is enough of that. I warmly welcome the two maiden speakers, who have chosen a very good subject on which to cut their teeth in this House.

I, too, was on the recent Education for 11-16 Year Olds Committee, where members strongly recommended that the Government’s obsession with knowledge needed to be tempered with the acquisition of skills. Few students would need algebra and geometry later in life, but they would all need financial literacy and computer skills. Few would need Shakespeare and the finer points of grammar—that is not to say that Shakespeare is not vitally important, of course—but all would need to be able to read, write and speak. We noted that oracy, as the noble Lord, Lord Aberdare, has said, featured very little in state schools, whereas independent schools were keen on public speaking and expressing oneself.

It is of concern that many heritage craft skills are endangered. They require patience and attention to detail, both of which are often missing in young people who are used to the instant responses of computers. Yet pottery, silversmithing and weaving give immense satisfaction, as indeed do stonemasonry, decorating, fashion, catering and floristry—a whole range. These are skills which require dedication; they contribute to the happiness and well-being of others, but they are seldom taught in schools. We hear from the University of the Arts that the creative industries generated a £108 billion in economic value in 2021 and grew more than one and a half times faster than the wider economy between 2010 and 2019, employing more than 2.3 million people—one in 14 jobs.

Colleges, which do the lion’s share of teaching skills, are too often sidelined by a Government who are obsessed with academia and with learning facts, not skills. Like the noble Lord, Lord Aberdare, I graduated from Oxford with a passion for medieval French, which has never been of any use to me whatsoever later in life. Colleges and their hard-working tutors deserve a much better deal, given the key part that they play in generating the skills which we all need. Universities should never be seen as the only respectable route for young people to take. Even ivory towers need plumbers and bricklayers, and academics need hairdressers and caterers.

I have already referred to the creative industries as major players but, as the noble Lord, Lord Baker, bemoaned, music, art, dance and drama have disappeared from many state schools, as they have to conform to the demands of the baccalaureate, which squeezes such skills out of the timetable. Can the Minister tell us what consideration the Government have given to tempering their obsession with knowledge and making a place for practical skills in the school curriculum? What consideration is given to the happiness of students as they master skills and produce things other than exam results?

I worked for 20 years for City & Guilds. Founded in 1878 by the City of London and 16 of the livery companies to promote training in trade and skills, the organisation continues to award millions of certificates every year in work-based subjects, all, of course, designed by employers. I say to the Government that T-levels are not unique in this respect. Every work-based qualification since time began has been designed by employers.

The City of London still puts great resource into encouraging financial, professional, sustainability and digital sectors and, like the livery companies, promoting apprenticeships. I declare an interest as a past master of the world traders livery company, which is a modern company. I am very proud that this year’s Lord Mayor is one of our past masters. Livery companies are major contributors to education and charity. I am delighted to see that we have another past Lord Mayor here—in the noble Lord, Lord Mountevans—taking part today, because the City and the livery companies are major players in these areas. Like many others, they would love to see the apprenticeship levy reformed, so can the Minister say what steps are being taken to make the levy more conducive to take-up and more relevant to actual apprenticeships?

I mentioned colleges being essential to improving skills, yet their funding is always less generous than that of schools. The Open University and the WEA also provide invaluable support to those wishing to acquire skills later in life, for jobs but also for life and for contributions to the community. However, they always have to do battle for any government funding.

May I add my voice to the support for BTECs? The Government are obsessed by their new-found T-levels; they are untried, untested and currently with only some 26,000 students enrolled, as compared to 280,000 students studying at least one applied general qualification. BTECs provide a more effective, tried-and-tested route to higher education or skilled employment than A-levels or T-levels. It would be an act of vandalism to stop funding them and would exacerbate the shortage of qualified, skilled people in the workplace. Will the Minister do all she can to stop the Government from ruining life chances for the next generation and weigh in behind BTEC, City & Guilds and traditional apprenticeships to ensure that we can find qualified people from among our own workforce, both doing rewarding jobs and gaining satisfaction from their skills?

I will end with some stats from Open University, which reported that

“58% … of organisation leaders … report a mismatch between young people’s skill levels and employer expectations in the past three years. A decline in soft skills (54%) such as communication, teamwork, time management and technical skills … suggests there is a need for more investment in preparing this generation, that account for 20% of the current workforce, for the workplace”.

So, can the Government please rethink their response to our committee report and give us some hope for the future and the quality of life of young people?