Schools and Colleges: Qualification Results and Full Opening

Carol Monaghan Excerpts

Tuesday 1st September 2020 Commons Chamber

[Gavin Williamson]

My right hon. Friend makes an important point about the importance of benchmarking and making an assessment as to where pupils are. We will be doing that, working right across the sector to ensure that there is a clear understanding of where some of the learning gaps are in order for us to best deal with them. It will also be absolutely vital in informing policy for the year ahead.

[Carol Monaghan (Glasgow North West) (SNP) [V]]

I thank the Secretary of State for advance sight of his statement; I nearly had time to read it before he started speaking.

Scottish schools have been back for three weeks now, and although there have been cases of covid, track and trace has meant that disruption has been kept to a minimum. May I thank everyone who has helped to prepare our schools for reopening? May I also wish schools in Northern Ireland, England and Wales the very best of success as they start to return?

This has been a summer of confusion for young people across the UK, who found themselves at the mercy of algorithms. When Scotland’s young people received their results on 4 August, it became clear that something had gone wrong. But John Swinney sat down, he listened to the young people, he apologised for the turmoil and, crucially, he took decisive action. Predicted grades were awarded and new funding was found for universities to ensure that any young people with the entry grades would secure their place. Despite what the Secretary of State has said this afternoon, his actions were certainly not immediate. He had both foresight and time on his side, but squandered both, and managed to mess up further over the validity of appeals. By the time of his U-turn on results, university places had been lost.

The schools Minister has maintained that he did not see the algorithm until results day, suggesting that something went wrong with its implementation. So what questions were Ministers asking prior to the publication of results? Did anyone ask for a trial run of the algorithm? Although there are calls to delay next year’s exams, any postponement introduces further issues in terms of marking and certification, so what consideration has been given to rationalising courses, which would allow quality, rich learning, rather than superficially covering everything in a reduced time?

I know the Secretary of State is reluctant to follow Scotland’s lead on anything, but Scottish youngsters have accepted the need for masks in corridors without any great issues. Why is he determined that England will not follow World Health Organisation advice? We do not need local lockdowns for people to wear masks; young people are willingly participating. He has a duty of care to young people and teachers.

In any normal Cabinet, the Secretary of State’s repeated failure to take responsibility would lead to his sacking, but in this blame-passing Government, when the PM himself talks of mutant algorithms, his coat is not even on a shoogly peg. Will he now listen to the scientific advice and ensure that pupils, staff and the wider school community are as safe as possible as their schools return?

[Gavin Williamson]

The hon. Lady will probably have witnessed the fact that over 1.6 million children returned to school before the summer holidays here in England. It is interesting that she raises the issue of listening to the best scientific and medical advice, which is exactly what we do. We have followed the best scientific and medical advice at every stage. That is something the Scottish Government did not do when they did not listen to the chief medical officer in Scotland, who did not support their proposal on face masks, which was basically a political decision, as against one that was informed by the best science and medicine.

Oral Answers to Questions

Carol Monaghan Excerpts

Monday 22nd June 2020 Commons Chamber

[Gillian Keegan]

May I associate myself with the hon. Gentleman’s comments about the tragedy in his constituency?

Of course, this is a very difficult time. There is massive uncertainty in many of our sectors, and lots of those would have potentially provided short-term work opportunities to students. Obviously, the most important thing we need to do now is reopen our economy, get our economy working and provide those opportunities for young people. In the meantime, there are a number of supports and discretionary grants that are available through the FE sector or the HE sector to support students during this difficult time.

[Carol Monaghan (Glasgow North West) (SNP) [V]]

May I express my condolences, and those of my SNP colleagues, to all those affected by the terrible attacks in Reading, and to the loved ones of the three children who died in the terrible house fire at the weekend?

Scottish schools will officially break up for the summer holidays this week, and I am sure that you, Mr Speaker, will join me in thanking the school staff who have worked so hard to ensure that our children have continued to have educational input over the past few months.

In response to the pandemic, on 4 May, the Government announced a temporary cap on student numbers at English universities, to prevent institutions competing for students. Given that there was no such competition in Scotland, can the Minister explain why the same policy was then applied to Scotland, a month later than England, with no consultation with the Scottish Government and after Scottish universities had sent out entrance offers?

[Gillian Keegan]

The Government are taking steps to ensure that universities in all four corners of the United Kingdom can continue to deliver the world-class education for which they are renowned. In May, we announced a package of measures to support our universities and safeguard the interests of students. This means that every student who wants to go to university and gets the grades can achieve their ambition. The package includes new measures to temporarily control student numbers, combined with an enhanced clearing system. That is the right thing to do to ensure a fair and orderly admissions system.

[Carol Monaghan]

It is notable that Scottish universities found out a month later than their English counterparts—so much for consultation. As we move towards kick-starting the economy post covid, higher education is a potential growth industry. However, a former Universities Minister, Jo Johnson, has said that there must first be a recognition of the lasting reputational damage that has been done to the sector, calling on the Government to end the hostile bureaucracy facing overseas students. Therefore, in order to send a clear signal that the UK is open, what discussions has the Minister had with the Home Office on increasing the graduate work visa from two years to four years, to ensure that the UK has a globally attractive offer?

[Gillian Keegan]

Clearly, the UK does have a globally attractive offer, given the sheer number of people who want to study here, and the many benefits of doing so. Of course, we are very proud of the sector and will continue to work with it during this difficult time. We will continue to work with the Department for International Trade and the Home Office to ensure that the path for international students wishing to study here is as clear as possible.

Education Settings: Wider Opening

Carol Monaghan Excerpts

Tuesday 9th June 2020 Commons Chamber

[Gavin Williamson]

My right hon. Friend will be aware that we are already in the process of rolling out IT equipment across the school estate, as well as to the most vulnerable children. Some 100,000 of those laptops have already been distributed to the most vulnerable and most disadvantaged children. We took the decision to ensure that children who have social workers are prioritised over and above schools. A further 75,000 computers will be distributed to schools in the coming weeks. We are on schedule to distribute the full 230,000 computers over the coming month.

My right hon. Friend is right to highlight that we need a long-term plan. That is what we are doing. We recognise that the learning loss will not be corrected over just a few weeks and that action needs to be taken over a long period of time. That is the approach we are taking.

[Carol Monaghan (Glasgow North West) (SNP) [V]]

I thank the Secretary of State for advance sight of his statement. Lourdes Secondary School in Glasgow tragically lost two pupils this week, and I am sure that the whole House will join me in offering our condolences to their families, friends and the entire school community at Lourdes.

During the urgent question on school reopening last month, I asked the Secretary of State where, with a maximum of 15 pupils per class, the additional rooms and teachers would come from. He stuck his head in the sand and ignored my question and the concerns raised by the teaching profession and parents, so it is no surprise that we are back here, less than four weeks later, having found that the Government’s own social distancing rules make it impossible for primary schools in England to admit all pupils before the summer holidays. Why has it taken the Government so long to recognise what was blindingly obvious?

We now need a proper plan for education along the lines being developed by the Scottish Government. It should cover all possible scenarios and focus on blended learning, with greatly increased support for disadvantaged children. Is the Secretary of State planning, as Scotland has done, to use public buildings, such as libraries and council offices, to relieve pressure on classroom space? What consultation will take place with the teaching profession to ensure that the Government’s plans for reopening are realistic? Will he commit to publishing the modelling of the increased number of covid cases that could be seen in school-based staff as a result of reopening schools? Finally, will he ensure that any decisions taken are based on published scientific advice, with the agreement of local councils and school leaders, rather than simply forcing through what has been described as delivering the impossible?

[Gavin Williamson]

I join the hon. Lady in passing on my deep condolences to the families, schools and communities who have lost loved ones, as she highlighted at the start of her question. We will continue to work with teachers’ unions, as well as school representative organisations, as we look to expand the number of children who are able to attend primary schools and have more pupils attending schools, including those in years 10 and 12 and further education colleges, who start next week, the week commencing 15 June.

As we welcome more children into the classroom, with more children having the opportunity to learn in different year groups, we will see the real benefit of children being with their teachers and friends once more. The hon. Lady is right to highlight the fact that we have limitations. The limit of 15 children per class obviously limits the ability to have as many year groups in school as we would like, but as that is changed, we will have the ability to slowly and cautiously move forward and welcome more children back to school when it is the right time.

Covid-19: School Reopening

Carol Monaghan Excerpts

Wednesday 13th May 2020 Commons Chamber

[Mr Speaker]

We now go north of the border to Carol Monaghan.

[Carol Monaghan (Glasgow North West) (SNP) [V]]

Although young children seem to be less susceptible to covid-19, Professor Graham Medley told the Select Committee on Science and Technology:

“It is still not clear what the role of children is in transmission.”

So what new evidence does the Secretary of State have on the ability of children to transmit, and will he publish it? When the Scottish Government recently published detailed proposals for reopening schools, with a mixture of home and school learning, his colleague the First Secretary of State said that that would cause hospitals to be overwhelmed, so why is England considering this reckless full reopening of primary schools?

Finally, if the ambition is to bring all primary year groups back before the summer holidays, with a maximum of 15 pupils per class, where are the extra teachers going to come from? As most schools do not have rooms lying empty, where are the additional classrooms coming from? Will he reassure teachers and school staff that they will not be expected to make or provide their own personal protective equipment?

[Gavin Williamson]

Let me take the opportunity to thank the Scottish Deputy First Minister for the close work and collaboration we have had between ourselves over the past few months, as we have had to deal with this pandemic right across the United Kingdom. The hon. Lady would be asking searching questions of me if, when I am given the scientific and medical advice that it is the right time to be opening up schools, I were not taking up that opportunity. Understandably, SAGE does publish its advice. I have no doubt that it will be publishing the advice it has offered us on what we are doing, and obviously we would be more than happy to make that as freely available as possible.

Oral Answers to Questions

Carol Monaghan Excerpts

Monday 2nd March 2020 Commons Chamber

[Gavin Williamson]

It is disappointing to see what the Labour and Liberal Democrat Government in Wales have been doing on education. I hope that every penny of the almost £200 million extra the Welsh Government will receive, which has been as a result of the funding increase for schools in England, will be passported to every school in Wales to start raising standards in Wales for every pupil.

[Carol Monaghan (Glasgow North West) (SNP)]

The Times Educational Supplement reported this week that academies in England were putting pressure on older, more experienced and therefore more expensive teachers to leave their jobs in order to save the academies’ money. Teachers in England already earn more than £6,000 less than their counterparts in Scotland. What use is any promise from this Government of pay increases when it comes in tandem with such bullying levelled against some of England’s most experienced teachers?

[Gavin Williamson]

I would like to take this opportunity to thank the teaching unions and the headteacher unions for the work they have done with the Department on our recruitment and retention policies, which is making sure we work together across the board to make teachers of all ages and experience understand that they can have a fulfilling, rewarding and incredibly important career within education for a generation and more. We will continue that work, recognising the importance to the education of every child of having experienced teachers in our classrooms.

--- Later in debate ---

[Michelle Donelan]

We are committed to remaining open to participating in elements of the Erasmus scheme, as I have pointed out. The Government are very positive about the benefits of students coming to this country, which was exactly why the Prime Minister announced that there will be a graduate option from 2021 so that graduates will be able to work in this country for the two years following their degree.

[Carol Monaghan (Glasgow North West) (SNP)]

I welcome the Minister to her place—and, indeed, all the new Ministers to their places.

Any participation in EU funding programmes will no doubt depend on the UK’s position regarding EU students. As universities are currently recruiting for the academic year starting in 2021, they need clear answers, so will the Minister confirm whether EU students will be treated as international students from 2021 in respect of their fee and immigration status?

[Michelle Donelan]

I am sure that the hon. Member can appreciate that the details are currently being negotiated. We will update the House as soon as possible.

Oral Answers to Questions

Carol Monaghan Excerpts

Monday 20th January 2020 Commons Chamber

[Chris Skidmore]

I have enormous respect for the University of Glasgow and its excellent vice-chancellor, Anton Muscatelli, who is the author of a report on how to spread innovatory practices across Scotland. I am learning a lot from that work.

I am determined that we should work towards association with Horizon Europe, the successor to Horizon 2020, but we need to know what the final regulations are. I am in regular contact with ministerial equivalents across Europe. Earlier this morning I had an opportunity to speak to the higher education and research Minister of Croatia, which currently holds the presidency of the Council of the European Union, at the Education World Forum. I am determined that, as we proceed with the wider negotiations, Horizon Europe should be part of that.

[Carol Monaghan (Glasgow North West) (SNP)]

The sector has repeatedly expressed concerns about our future participation, or potential non-participation, in Horizon Europe. We have been told by the Prime Minister and his Ministers that they intend to remain, or that “we hope to remain, but not at any cost”. When can we have absolute clarity? The sector needs it now, as do the EU researchers and academics who work in our higher education institutions.

[Chris Skidmore]

I can absolutely confirm the Government’s commitment to research and development, and our wider commitment to doubling the R&D budget. We will spend a record amount on R&D for the future as we seek to become a global science superpower. When it comes the Horizon budget, we obviously want to work at pace to ensure that we can look at association. The association articles have yet to be fully developed, and we need to work with the EU on that. We are not alone in this—Switzerland, Norway, Israel, South Africa, Canada and many other countries are keen to associate themselves with Horizon Europe—but we must wait for the development of those articles. We will respond shortly to the Smith report, prepared by Sir Adrian Smith and Graeme Reid, which sets out alternatives to Horizon Europe.

As I have already said to the hon. Lady, I view this very much as a hub-and-spoke approach. I want association with Horizon Europe to be the centrepiece of our innovation strategy, but I want us then to build on that through future international co-operation.

[Carol Monaghan]

Many of the countries that the Minister has just mentioned also participate fully in Erasmus. The future relationship with the EU has yet to be decided, as was confirmed by the Secretary of State when he said that Erasmus

“will be a question for further negotiations”.—[Official Report, 14 January 2020; Vol. 669, c. 912.]

However, at Prime Minister’s questions last week, the Prime Minister said:

“There is no threat to the Erasmus scheme, and we will continue to participate in it. UK students will continue to be able to enjoy the benefits of exchanges with our European friends and partners, just as they will be able to continue to come to this country.”—[Official Report, 15 January 2020; Vol. 669, c. 1021.]

Who was correct, the Prime Minister or the Secretary of State?

[Chris Skidmore]

When it comes to Erasmus+, as the hon. Lady well knows, we have a current programme that will run until 2021. The whole House had an opportunity to vote for the withdrawal agreement, not once, not twice, not three times; it had a fourth opportunity on Second Reading of the Bill, and a fifth on Third Reading. That withdrawal agreement protects our participation in the Erasmus+ scheme.

Education and Local Government

Carol Monaghan Excerpts

Tuesday 14th January 2020 Commons Chamber

[Gavin Williamson]

The hon. Gentleman makes a good point about the importance of evidence-based investment in education. I know that he has had an interest in education over many years, so I am sure he will be keen to look at some of the opportunity areas we have been investing in, one of which is in Bradford, which is very close to his own constituency, and there is also one on the north Yorkshire coast. They are delivering real results in terms of children’s attainment, especially in the early-years environment. I would be more than happy to share information with the hon. Gentleman on the work being done in those opportunity areas.

Let me go back to the subject of free schools. A disproportionate number of the free schools we have created have been built in London and the south-east. I want to see this revolution in education delivery rolled out, spread much more widely through the midlands, the north and the south-west of England, driving up standards and attainment in all our schools and all our communities.

It is obvious that to deliver these world-class standards we need more of the very best teachers to join those we already have. That is why we have pledged to raise starting salaries to £30,000 by 2022, which will put teaching on a par with other top graduate professions. We are also offering early career payments worth up to £9,000 to new physics, mathematics, languages and chemistry teachers, in addition to generous bursaries of up to £26,000. Simply, we always want to attract the very best into the profession, and that is what we are determined to do.

[Carol Monaghan (Glasgow North West) (SNP)]

The teacher salaries the Secretary of State is talking about will, of course, be welcomed by the profession; they do not match the salaries in Scotland yet, but he is moving in the right direction. Can he confirm that those teaching in free schools and academies will be paid the nationally agreed pay rates, because at the moment they are not?

[Gavin Williamson]

I thought the hon. Lady was going to raise some exciting prospects. One of the key areas where we can get so much benefit is schools working together right across the country, whether through multi-academy trusts or local education authorities, and I thought the hon. Lady was going to suggest that we have more collaboration between England and Scotland, which we would very much want. The hon. Lady has already heard of our commitment to raise the starting salaries for teachers and to negotiate in terms of teachers’ salaries, and to make sure we listen to what the pay review board comes forward with. But I would like English schools and Scottish schools and those in Wales and Northern Ireland to have much more collaboration—whether in the university sector, the FE sector or the school sector, we can all benefit from that. We have seen great attainments, as were celebrated in the PISA results, where we saw English schools making very good progress. It would be good to have the opportunity to work closely with our Scottish colleagues on how we can share best practice from both Scotland and England.

Our future economic prosperity will depend on having a workforce that has the skills that businesses need now and into the future. We will invest an additional £3 billion over the course of this Parliament to support the creation of a national skills fund, which will build on existing reforms, including ongoing work to develop a national retraining scheme. This is on top of additional capital investment of £1.8 billion into the further education estate, investing in the skills and education required for our nation’s future.

Talented international students and researchers are queuing up to study in the United Kingdom, and they enrich our universities culturally and economically, bringing fresh ideas and new perspectives. That is why the Government aim to host 600,000 international students by 2030. Our new student visa will help us attract the brightest and best and allow those students to stay on to apply for work here after they graduate.

As we prepare to forge a new place on the international stage we want our young people to have the opportunity to study abroad through exchange programmes. The United Kingdom is open to participation in the next Erasmus+ programme, and this will be a question for future negotiations with the European Union. We do truly understand the value that such exchange programmes bring all students right across the United Kingdom, but to ensure that we are able to continue to offer that we will also develop our own alternative arrangements should they be needed.

I have been focusing until now on the ways that we are going to enrich the educational experience for all our pupils and students, but in just the same way as our postcode should not be a lottery that decides the kind of schooling our children receive, it should not determine whether we feel safe when we close our front door. For that reason, we are bringing forward legislation to further the recommendations from Dame Judith Hackitt’s independent review on building safety, and we will give residents a stronger voice, ensuring that their concerns are never ignored.

We also committed to taking forward the recommendations of the first phase of the Grenfell Tower inquiry report to ensure that the tragedy of Grenfell Tower never happens again. We are working to deliver a rental system that protects tenants and supports landlords to provide the homes the nation needs. We will abolish no-fault evictions, helping tenants to stay in their homes while ensuring landlords are given the protections they also need. We are determined to improve standards in rented accommodation and to professionalise the sector. There is no place in this country for squalid or unsafe rented properties. We will make sure that all tenants have a right of redress if theirs is not of an acceptable standard.

--- Later in debate ---

[Carol Monaghan (Glasgow North West) (SNP)]

I welcome you to your new position, Mr Deputy Speaker.

I am slightly concerned by the closing remarks of the right hon. Member for Epsom and Ewell (Chris Grayling) about not paying the blindest bit of attention to those on the Opposition Benches. The purpose of the Opposition is to scrutinise Government, and a Government that has a free rein to do what it wishes is a very dangerous tool, so we should all be aware that while we might not agree politically on different issues, we should be listening and paying attention to points raised, regardless of where they come from.

On education, the Queen’s Speech had a lot of small promises that are not going to deliver the punch required. In our considerations, we have to ask whether education is about personal gain or societal good. If it is about personal gain, why should we be that bothered? If it is about societal good, education must be from early years to employment and must be provided by Government, regardless of the path a young person takes. Every year round about the time of national exam results there is a great campaign called NoWrongPath. There is no wrong path—different young people will take different routes to achieve what they want—but we must be there to support them, financially and in other ways, because this is not just about getting young people to university; it is about positive destinations and employment. Some 93% of young people in Scotland achieve positive destinations, which is the highest in the UK, and that means employment, training and tertiary education. I talk about tertiary education, rather than higher and further education, because in Scotland the lines are blurred, and should be blurred regardless of where someone lives in the UK. It should not be about HE being the gold standard and FE being something different. We need to work in collaboration, and all types of tertiary institutions have their place.

The investment in FE in the Queen’s Speech will not have clout if FE is considered second best to HE. The £1.8 billion to upgrade the infrastructure does not come close to what is required for FE in England. Frankly, it is too little too late. A lot of that money will be used up dealing with a backlog of maintenance problems and ongoing issues. Given the huge number of locations delivering FE in England, what has been proposed is merely a small sticking plaster to cover a huge, gaping wound.



City of Glasgow College, in the constituency of my hon. Friend the Member for Glasgow Central (Alison Thewliss), is one of the institutions that have benefited from the £810 million invested by the Scottish Government since 2007. That is approximately 45% of the amount that the UK Government are proposing to invest in FE in England, which is far closer to the figure that is required. Scaled up, it would be £8 billion, not £1.8 billion.

City of Glasgow College benefited hugely from the Scottish Government’s investment, receiving £228 million to create a “supercampus” for 40,000 youngsters in Glasgow. The college sits between two higher education institutions, Strathclyde and Glasgow Caledonian Universities. For a long time, youngsters attending colleges felt second best because their institutions looked second best, but City of Glasgow College is the absolute jewel of Cathedral Street in the centre of Glasgow, and no young people studying at that college consider themselves to be second best.

Let me say something about schools. School funding is an ongoing issue. In England, according to the Institute for Fiscal Studies, school spending per pupil has fallen by 8% in real terms since 2010. That entirely contradicts the Prime Minister, who has said that school spending is at record levels.

[Sir Desmond Swayne]

The two are not mutually exclusive. School funding is at record levels, although pupil numbers grew faster during that period, putting pressure on and reducing the amount per pupil. Will the hon. Lady accept that, even given that reduction, we still spend more per pupil than any other rich nation in the world—more than Japan or Germany—with the exception of the USA?

[Carol Monaghan]

But you spend significantly less per pupil than we spend in Scotland. Even with the Government’s proposals—even with the increase in per-pupil funding—you are still not coming close to what we are spending per pupil.

[Sir Desmond Swayne]

And the results in Scotland are not as good as those in England. Not every problem is solved by throwing more money at it. Just look at the studies by the Programme for International Student Assessment which were released only recently.

[Carol Monaghan]

I am glad that the right hon. Gentleman has mentioned the PISA studies, because that gives me an opportunity to talk about them. Let us talk about PISA. What exactly is it? It is an extremely crude metric that looks at very particular things. What it does not look at are communication skills. It does not look at problem-solving skills, and it does not look at employability skills. Those are the very skills that employers have been asking for, which is why we transformed our curriculum in Scotland. Countries that do well in PISA, such as China and South Korea, also have extremely high levels of student suicide. I do not want that for my young people in Scotland, and not one of us should. China also selects the pupils whom it puts forward for PISA. So there are many things that are wrong with it.

These are the questions on which we should be judging our young people. Are they in employment? Yes. Are they having a positive experience? Yes. Are they developing the skills that employers and businesses are asking for? Absolutely.

[Jonathan Gullis]

The hon. Lady has mentioned PISA. Does she not share the concern of Conservative and, I hope, Opposition Members about the decline among students in Scotland in maths and science—which provide the vital skills to which she referred—in comparison with their compatriots in England?

[Carol Monaghan]

When I look at the tiny differences between students in England and students in Scotland—and there are tiny differences—and at the holistic education that has been developed in Scotland, no, I do not share that concern. Scottish students are developing a broad range of skills. Unlike youngsters in England whose curriculum is being squeezed and narrowed, they still have a broad range from which to choose. No: I absolutely defend our Scottish education system. In the last 10 years, our attainment gap has narrowed, while we are still battling with the effects of austerity. The hon. Gentleman is a teacher. I am a teacher too. I have been there, trying to teach children who have had no breakfast. How can we deal with an attainment gap when the kids who we are teaching are so hungry that they cannot concentrate? That is what we should be looking at.

I mentioned teachers’ pay earlier. It is a bold statement that, by September 2022, the Government will increase teachers’ starting salary to £30,000. Great; fantastic; but Scotland is already there. From this year, after their initial probation year, Scottish teachers will be earning £32,994. That is happening now, but unfortunately this Government are miles behind. If we are talking about teaching as a profession—if we are talking about valuing the very people who make the difference to our young people—we need to pay them properly.

The Secretary of State did not answer my question about the guaranteeing of teaching salaries in academies. For too long, academies have been able to set their own pay scales, and to work outside the scales that are negotiated with teachers’ unions and the profession. Academies pay what they want, and that means, once again, that they are able to pay salaries that are below the nationally agreed levels. Yes, in some cases they may pay above, but they often pay below, and that is certainly not the way to encourage others to join the profession. In Scotland we have more teachers per pupil, and that too must be looked at: while the Government are sorting out the salary, they might deal with that as well.

Let me now say something about tertiary education. We in Scotland are often attacked about the number of youngsters achieving entry to university. As I have said, I do not make the distinction, but for the benefit of those who do, I will say some things about universities. The largest-ever number of Scottish students are at universities, and record numbers of our poorest students are going to them: 15.6% of full-time first-degree entrants are from the most deprived areas of Scotland. That is tackling inequality in a real way.

In January last year, the Commissioner for Fair Access, Sir Peter Scott, said that “significant, and welcome progress” had been made on access, and that

“Scotland is now the pace-setter among UK nations in fair access to higher education”.

He went on to say that Scotland’s improving widening access figures vindicated our free tuition policy. He said:

“The latest figures vindicate Scotland’s policy of free higher education, which of course has other aims apart from making universities more socially inclusive—not least the commitment that higher education should be seen as a public good from which society as a whole benefits and not just as a private investment producing higher earnings for individuals.”

[Sir Desmond Swayne]

I thank the hon. Lady for giving way again. She is most generous.

How can it be a vindication for a Scottish university such as St Andrews—a Scottish university—to limit its intake of Scottish students to 20% of the university population?

[Carol Monaghan]

Despite that, more Scottish students are achieving a university education than ever before. I am happy with that.

There has again been a nod to the Augar review, which was mentioned by the shadow Secretary of State. “Considering thoughtfully the recommendations made in the Augar review”: what does that mean? What does it mean for the higher education institutions that are thinking about their funding for August and September this year? Will it be £7,500, or will it be £9,250? What will the fees be?

Of course we would welcome any reduction in fees for students in England. That would be of benefit, but it will not be of benefit to have student loans with no time limit. At the moment, we write them off after a period of time, but to allow those student loans ad infinitum, as is being suggested, is extremely worrying. We would be burdening young people not with 30 years of debt but with a lifetime of debt.

Scotland’s universities are internationally successful but we know that Brexit threatens that, and we have not had the assurances we need at this stage to put our minds at ease.

[Ben Lake (Ceredigion) (PC)]

Does the hon. Lady agree with my concern that institutions such as Aberystwyth University in Wales still have no clarity as to whether they will receive the same level of investment for research and innovation as they did under the European structural funds?

[Carol Monaghan]

Yes, absolutely. We have had these generous promises of money to match European funds. I would like to see us continuing in Horizon 2020 or the next version of it. That would be the best way. I am concerned about the funding, because it is important for any research group or higher education institution. However, this is not just about the funding; it is about the collaboration. When we start removing European funding, we also remove the infrastructure around rich collaborations that have been going on for many decades. Also, EU staff account for about 11% of our staff in Scotland, but they are still not sure what their position is.

A recent report from the Royal Society has shown that the UK’s share of EU funding has fallen by €500 million since 2015. There has also been a drop of 40% in UK applications to Horizon 2020. We are still in it just now, but we have had that drop because people do not have any certainty. The UK is now seen as a less attractive place to come and do research, with 35% fewer scientists coming to the UK through key schemes. That is of concern, as is Erasmus and what Brexit will mean for that programme. We know about the benefits of young people coming here on Erasmus and of our young people managing to travel throughout Europe on Erasmus. They are young people for whom this opportunity would not historically have been available, and it will potentially not be available again. It would be useful if the Minister could confirm whether it is the Government’s intention for us to continue to associate with Erasmus and whether we are going to pay into it.

[David Linden (Glasgow East) (SNP)]

When the Secretary of State opened the debate, he spoke about the importance of Erasmus, but does my hon. Friend find the Government’s warm words about Erasmus bizarre, given that they voted against the amendment to the Brexit legislation last week that would have committed them to working with Erasmus?

[Carol Monaghan]

Yes, and we are talking about very little money. It really is a small amount of money that would allow our continued participation and that valuable and rich experience for young people to continue, so this makes absolutely no sense to us.

I have yet to see any evidence, in the few years that I have been a Member of this Parliament, of this Government really considering education to be a societal good. We saw the abandonment of the nursing bursary. Obviously, we then had a drop in applications. The Government then partially went back on that, but nurses will still have to pay them £9,000-odd a year, regardless of the nursing bursary, so I am not seeing that.

The Secretary of State also talked of collaboration and the sharing of best practice between Scotland and England. That is brilliant. I am really pleased to hear that, and I hope that he is going to match our per-pupil funding, our teacher-pupil ratio, our teachers’ pay, including for teachers in academies, and our commitment to further and higher education. I also hope that, rather than giving young people debt through fees of £9,000-odd or £7,000 a year, this Government will look at abandoning tuition fees altogether. Let us look to best practice: look to Scotland.

--- Later in debate ---

[Mr Davis]

That was not the only thing that went wrong. I recommend that the hon. Gentleman reads the Augar report carefully, because a lot of things went wrong, including the lack of restrictions on what universities could do. However, if he wants to approach the Secretary of State or have his Front-Bench team approach the Secretary of State to offer a joint approach, I am sure that the Secretary State will be very polite and talk it over with them over a cup of tea.

[Carol Monaghan]

Will the right hon. Gentleman give way?

[Mr Davis]

Yes, but this must be the last time.

[Carol Monaghan]

Does the right hon. Gentleman share my concerns about the suggestion in the Augar review that the time limit on paying back should be removed? That could saddle people with university debt for life.

[Mr Davis]

My point here is that we are not about tinkering with one or two rules. We should be rethinking the whole system. The hon. Lady will forgive me if I do not go down the route that she has laid for me, because we should think about rethinking the whole system.

The Secretary of State was eloquent about the achievements at school level, and he was right. While I am on my feet, I pay tribute to the Minister for School Standards, my right hon. Friend the Member for Bognor Regis and Littlehampton (Nick Gibb), who did a fabulous job of developing phonics-based education—[Interruption.] Oh, he is there on the Front Bench. He did a fabulous job on phonics—one of the great successes of all the Education Departments of the past 30 years. Of course, I take it as a given that we have done better than Labour would have and, of course, we have mostly kept up with our international competitors. However, to use a phrase that came up more times than any other in my school reports, my reaction is, “Can do better.” That was the theme or motto of my school reports, and I think we can do better here.

In the friendliest possible way, we are not doing what some of our competitors, including the Chinese, the Uruguayans, believe it or not, and the Belgians, are doing, which is seizing an opportunity. Technology is such that we ought to be re-engineering the classroom. We ought to be able to re-engineer it so that the best can do better and the least good can be pulled up to the best possible outcome. That would be great for them, great for social mobility, and great for the economy as a whole. We ought to think hard about looking closely at all the things China has done. Something like 1,300 schools are now using artificial intelligence, which is driving its teaching systems and ensuring that every child is diagnosed to find what they are good at and what they are not good at. There is much to be done there.

Productivity, however, will have to be fixed with a universal approach, and that includes, of course, investment. On an international scale, we do investment well. With all the furore and negativity about Brexit, people forget that we are still the third-highest recipient of foreign direct investment in the world—way above any European country—and we have been for years and we will continue to be. We must not damage that. When we come to the question of domestic investment, which has been up and down in recent years, we must ask ourselves what should guide our policies. We have the most productive industries in Europe by far, and the least productive. We have nine of the 25 fastest growing companies in Europe, but we have a long tail of poor performance. One notable aspect of the productivity conundrum that stands out is that it is not uniform.

The key point in this debate is that it is the same regionally, because the golden triangle of London, Oxford and Cambridge has by far the highest productivity in Europe—the average wage in that area is 90% higher than the European average—yet some regions of our economy are down with the lowest performers in the European Union, such as southern Italy and the old East Germany. I hope the Scots Nats forgive me for including Scotland as a region in that context.

We have to do something about that. Where productivity is low, jobs are scarce and, of course, wages are low, which is a fundamental problem that this Parliament needs to attack. It argues for targeted policies like free ports and, to come directly to the point made by the hon. Member for Weaver Vale, for a great focus on—forgive me for the phrase—unglamorous, smaller infrastructure projects designed to sort out problems that are on the deck now. We must de-bottleneck the whole economy, because that is much more likely to be effective than grand vanity projects, and everyone knows what I am talking about. We can do that because we will have very low interest rates for the foreseeable future. If that is not enough, perhaps we should cancel High Speed 2 to pay for it.

A strategy of modestly sized infrastructure projects—road, rail, air and broadband—will help but, again, it will not be enough by itself. We need to make it more attractive to stay in the regions. We need to turn more of our regional towns and cities into magnet towns and cities, places that attract talent, money and enterprise, and it can be done. If we look around the world, there are dozens of examples. From Bilbao to Pittsburgh, and from Denver to Tel Aviv, cities have transformed their futures. We must ensure that our towns and cities can do the same.

Finally, house building has simply not kept up with the huge increase in population over the past 20 years. Year after year, the combination of a slow planning process, nimbyism and speculative land hoarding has limited the availability of housing. This has simultaneously led to higher house prices, smaller homes—our homes are now half the size they were in the 1920s, and they are the smallest in Europe—massively lower rates of home ownership, and severe rent poverty.

It is hard to solve that in London and the crowded south-east, but it can be solved in the provinces, making them more attractive in the process. The Government are actively thinking about garden villages and garden towns, and we should step up that programme. If we allowed every planning authority in the country to nominate one garden village or garden town of between 1,500 and 5,000 houses, which is big enough to be viable for a school and shops, and so on, we would not solve, but we would seriously mitigate, our housing problem. We would make it attractive for people to live in places other than the south-east. Again, that would majorly improve productivity by attracting talent back out to the provinces.

The problem of productivity is a tough one to tackle but tackle it we must. Research, investment, education, infrastructure, magnet cities and garden villages all have a contribution to make in simultaneously improving the lives of our citizens and helping us to solve this fundamental problem. If we do not solve it, we will not be able to afford to solve any of the others.

If we do all of that, we will have a very good chance of making the Prime Minister’s promise of a golden future a reality for all our citizens.