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

Debate between Baroness McGregor-Smith and Baroness Smith of Malvern

Committee stage
Thursday 21st November 2024 Grand Committee

[Baroness McGregor-Smith (Non-Afl)]

Once more, I will say a few words about process and reiterate to the Minister my words on speed. Any changes to any process will slow things down; it will not improve in the short term. Creating constant momentum and change is really important, as is simplification. The more I think about having four regulators, the more worried—traumatised, almost—I begin to feel.

Whether or not we like what the current system has done and whether or not things need changing, it is important for us all to appreciate that the speed point is critical. I have yet to see things speeding up as systems move within government; they tend to slow down. So let us be very careful and cautious. I am nervous about the unintended consequences of change. Through all of this, there should be a delivery plan that talks purely about building momentum for the skills system. At the moment, we do not have that.

[Baroness Smith of Malvern (Lab)]

My Lords, in responding to this part of the debate, I am confident that I will be able to explain to noble Lords the intention of Clause 8; however, given the broader questions about the roles of a range of regulators in this field, I may well write to noble Lords to set that out, because it goes broader than Clause 8.

The amendments in this group relate to proposals regarding quality assurance and the accreditation of apprenticeships and technical qualifications. Section 138 of the Apprenticeships, Skills, Children and Learning Act 2009 allows Ofqual to set an accreditation requirement for individual qualifications or descriptions of qualifications. If it does that, any such qualification must be accredited before it is awarded.

Ofqual accredits a qualification submitted by an awarding organisation, first, if the awarding organisation has been recognised in respect of that qualification or type of qualification; and, secondly, if the qualification submitted meets the relevant criteria. This is a rigorous process that gives confidence in qualifications—our A-levels and GCSEs. However, since 2022, Ofqual has been prevented from making determinations on accreditation for technical qualifications. This means that, in respect of accreditation, technical qualifications are treated differently from academic qualifications and are prevented in all instances from benefiting from an important tool for ensuring quality.

Clause 8 will change that by enabling the Secretary of State to forge a route to technical qualifications being accredited. The clause provides the Secretary of State with the discretion to determine, should it be deemed appropriate, that an exception could be granted to the general prohibition on Ofqual being able to accredit both approved technical education qualifications and technical education qualifications that the Secretary of State is considering approving. This will mean that, where it is directed to do so by the Secretary of State, Ofqual could exercise its power to determine whether an accreditation requirement should apply to certain technical education qualifications, subject to appropriate consultation.

In some instances, the Secretary of State may deem it appropriate to ask Ofqual to consider whether imposing an accreditation requirement on the qualifications in question could help maintain their quality and signal to the wider system that they are broadly commensurate with other accredited qualifications in terms of rigour. For example, the Secretary of State could use this power in instances where it is important to ensure that students who opt into and successfully complete high-quality technical education qualifications are in no way disadvantaged as compared to their peers who pursue academic qualifications. They may consider, for example, whether a category of technical qualification provides a particularly important springboard for onward progression but where those who successfully complete the qualification may be competing with those who have studied other qualifications that have been accredited, such as GCSEs or A-levels.

It may also be the case that the Secretary of State therefore considers using this power where they are persuaded that a particular category of technical qualification is not subject to any broader review or has reached a certain level of maturity in delivery, and/or is being taken by a sizeable number of students. It is important that the potential for the accreditation of technical qualifications is reintroduced in the managed and considered way the clause allows. Here I come to the questions about why Ofqual does not have a complete permission and ability to consider technical qualifications.

The clause provides the Secretary of State with the discretion to determine, should it be deemed appropriate, that an exception could be granted to the general prohibition on Ofqual being able to accredit. This is because of the relative newness of many technical qualifications and is in order to consider carefully the interactions with the ongoing and vital reviews both of post-16 qualifications and of curriculum and assessment. These considerations are more significant for technical than non-technical qualifications. I say to the noble Baroness, Lady Barran, that we are doing this not because we necessarily have specific examples in mind but to enable them to be considered in response to some of the reviews, where it would seem appropriate.

Amendment 34, in the name of the noble Baroness, Lady Barran, would impose a duty on the Secretary of State, within six months of Royal Assent, to lay before Parliament a report on the effect of this Act on the powers exercised by regulators, including the Office for Students and Ofqual. We are committed to ensuring transparency in the way that the Bill’s powers are discharged and the effects that their transfer and execution will have on regulators, other public bodies and parts of government. We intend to follow the usual methods for agreeing and making this information available publicly and to Parliament, and therefore consider the amendment to be unnecessary, notwithstanding my commitment to write to noble Lords with some more detail about the way that different regulators work.

Specifically, Skills England’s published framework document will govern the relationship between the body, the department and the rest of government. There is a further and pre-existing published framework document already governing the relationship between the Department for Education and the Office for Students, and an equivalent document is being developed between the department and Ofqual to support effective working arrangements.

IfATE currently has memorandums of understanding with Ofqual and the Office for Students, and we anticipate that equivalent documents will be developed and published in respect of Skills England in due course. These documents will set out the nature of the relationship between Skills England and the regulators it will work with, in line with their respective framework documents.

For the reasons I have outlined, I hope the noble Baroness, Lady Barran, feels able not to press her amendment.