Employment: Young People

Baroness Massey of Darwen Excerpts

Thursday 4th July 2013 Lords Chamber

[Baroness Massey of Darwen]

My Lords, it is a very great pleasure to follow the noble Baroness, Lady Shephard. I have long respected her views on education and child development and, indeed, on issues beyond education. It is also a pleasure to be part of such a distinguished group of speakers in this debate. I agree with the noble Baroness’s emphasis on early years provision and the influence of the home. Sadly, some children miss out on early fostering of self-confidence and skills. As she said, it is not about material resources but nurture. Somehow, we have to ensure that that is there for every child. I also agree with her views on careers advice and hope that that will improve.

The noble Baroness addressed two issues—employment and aspiration—and tied them neatly together. I shall try to follow those themes. I shall first address what employers want of young people, for surely that is where we must look. I found it interesting to look at criteria from companies both big and small. Of course, they want literacy and numeracy and appropriate qualifications but they also want the following from an amalgamated list: communication and interpersonal skills; problem-solving skills: self-motivation; working under pressure to meet deadlines; team working; the ability to learn and adapt; and negotiating skills. These are the so-called important soft skills.

Dominic Barton, global manager of McKinsey and Company, said a few months ago in an article in the Telegraph online:

“The world of work is currently out of sync with the world of education”,

meaning that young people do not have the skills they need to get jobs. The Work Foundation and the Private Equity Foundation have stated that many young people not in education, employment or training,

“don’t have the so-called ‘soft skills’ employers are looking for, but often the only opportunity to learn those skills is on the job”.

City AM newspaper said in January:

“Rather than just looking at the quality of a degree, large City companies are now looking for more personal skills. They want to see evidence that a young person is self-aware, has the ability to take responsibility, is consistent and capable of taking initiative and willing to be adaptable”.

Clearly, employers think that there is a problem. Why is there this problem? As the noble Baroness, Lady Shephard, said, the problem begins early and is compounded as a child grows. I go back to the recent UNICEF report card on child well-being, with its comparative data across 29 of the world’s richest countries. The UK does not do well in these comparisons. On well-being, we come 16th and across the other dimensions of material well-being, health and safety and education, we come 24th out of 29. Performance on other measures is recorded, such as that on behaviours and risk—for example, obesity, bullying, drugs and alcohol and housing and environment. Our record on young people not in education is simply appalling. We are the only developed country in which the further education rate is below 75%. We come just above Cyprus and Malta. The report notes that this may be the result of an emphasis on academic qualifications combined with a diverse system of vocational qualifications which have not yet succeeded in achieving either parity of esteem or an established value in employment markets.

The All-Party Parliamentary Group for Children, which I chair, recently conducted a review of what children want. From listening to young people talk about their aspirations, it seems that we should look again at our approach to child health, including mental health, and to education, leisure opportunities and personal support for young people, such as careers advice. I have suggested previously that we need a strategy for youth across all government departments. I would be interested to hear what the latest government thinking on this is. I wish to suggest a few ways in which we might better prepare young people to have aspiration, better soft skills and motivation and better chances of employment.

First, I inevitably say that personal, social and health education in schools must be part of all school life and I echo the debate on citizenship held by the noble Lord, Lord Cormack, in this House last Thursday. The following factors contribute to personal, social and health education in schools: courses which support and protect children, like anti-bullying; gatherings which inspire young people to feel part of a community, like school assemblies; a curriculum which recognises that children are individuals who grow and change and which provides opportunities to discuss, at an appropriate age, sexuality and relationships, resistance to dangerous pressures such as grooming and internet hazards, healthy eating, safety and what being a good citizen means. Children need opportunities to develop the skills of empathy in personal relationships, self-respect and respect for others. They need opportunities to enjoy physical activity, drama and other arts. Some information will, of course, be gained across the formal curriculum. Some may be in assemblies, inspired by positive role models. Some may be inputs from the school nurse, first aid organisations, national and local politicians, sports men and women, drama groups and so on.

The Minister must be tired of hearing me say that a school should know where and how personal social skills are being developed in young people and should be able to provide evidence of that commitment. A majority of schools can probably do that but some cannot, as stated in a recent Ofsted report on personal, social and health education. I suggest that schools where PSHE is not organised will be schools where children, and particularly vulnerable children, may end up without those important soft skills. As I said earlier, children who are at risk of being unemployed are also vulnerable to joining gangs and be less likely to form healthy relationships or conduct healthy lifestyles. Nor should it be forgotten that children first need a sense of self-esteem to be able to perform academically.

Schools have their part to play, but so do other factors. This week I was interested to read an article in the Guardian by my noble friend Lord Adonis, saying:

“It is not being young that makes you unemployed, but being young and unskilled”.

He strongly supports apprenticeships and points out that barely one in 10 of Britain’s school-leavers take an apprenticeship. As I said earlier, such schemes can encourage the skills for employment. My noble friend Lord Adonis gave three suggestions for reform. First, the public and private sectors should be funded by the state to provide apprenticeships; secondly, quality must improve; and, thirdly, information about apprenticeships must be marketed and co-ordinated. Lo and behold, two days after this article, the German Chancellor, Angela Merkel, was reported on the front page of the Guardian as asking:

“Don’t want a lost generation? Then copy us”.

She would say that, wouldn’t she? But it means that we should concentrate on apprenticeships and not just on academic study.

Finally, I want to refer to a highly successful scheme, the Amos Bursary, which gets young black boys and men from inner-city schools to access universities or the world of work and become future leaders. Such young men are the most underrepresented in higher education and in top-flight professions. They may have had a lack of encouragement from home and school and may be vulnerable to bad influence. The bursary was established by my noble friend Lady Amos, former Leader of your Lordships’ House, and her sister, Colleen, in memory of their parents. Mentors are vital to the scheme and establish trust, offer advice, introduce alternatives, challenge, motivate and encourage initiative. They help build confidence, raise aspirations and performance: they are tough on these young people. The Amos Bursary has grown from seven students in 2009 to 41 today. There are many more applicants than can be accommodated as the scheme is only funded by donations of practical help from individuals and companies. Some mentors are young people who have gone through the scheme themselves and know what it is about. The scheme is run by volunteers and supporters.

Young people can be helped to aspire, to be confident and to succeed. I hope that the debate today has provided thought which might be built on in government policy.