Level 3 Qualifications Reform
Gillian Keegan Excerpts(3 years, 5 months ago)
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The Parliamentary Under-Secretary of State for Education (Gillian Keegan)
Today, I am pleased to announce the next stage of the Government’s reforms of post-16 qualifications at level 3 in England.
Reforming post-16 education and skills is at the heart of our plan to build back better and level up the country by ensuring that students everywhere have access to qualifications that will give them the skills to succeed. We have already improved the quality of level 3 study by reforming A-levels, redeveloping apprenticeship standards and introducing T-levels. This work is vital to the reforms and will create a coherent system in which all classroom based qualifications that sit alongside A-levels and T-levels are good quality.
These reforms build on the Skills for Jobs White Paper, which set out our ambition to improve the opportunities for young people and adults to progress into skilled employment by linking technical qualifications to employer-led occupational standards. These standards form the core of new T-levels and the reforms published today will ensure that this will also be the case for other technical qualifications on offer at level 3.
High-quality qualifications are essential to helping everyone, whatever their age, to get good jobs and realise their ambitions. Whether they want to go into skilled employment or into higher education (HE), achieving a level 3 qualification will be an important stepping stone. The system also needs to be adaptable, so that we train people for the jobs of the future.
We are grateful for the thoughtful contributions to our second-stage consultation on level 3 qualifications, and for the high level of interest in these important issues. Though our goal of a slimmed-down, higher-quality system remains the same, we have listened carefully to feedback on the range of qualifications that are needed. Our policy statement sets out where we see the value in qualifications that can be taken as part of mixed study programmes alongside A-levels, as well as the limited range of subjects where it is justified to take specialist alternatives, such as in performing and creative arts.
Our reforms are bold and will lead to significant change from the current system. We continue to be unapologetic about both the need and our commitment to raise standards in technical education, as we have already done for GCSEs, A-levels and apprenticeships. It is vital that in a fast moving and high-tech economy technical education closes the gap between what people study and the needs of employers. We are proposing to put many of these changes into law through the Skills and Post-16 Education Bill.
We will streamline and improve the quality of the level 3 system. We are strengthening the pathways to progression, creating clearly defined academic and technical routes with qualifications leading to academic study, and/or skilled employment. This clarity of purpose will allow students to see more easily how their study will help them to progress.
We will ensure that all qualifications sitting alongside A-levels and T-levels provide progression for learners, respond to the needs of employers and meet rigorous quality standards. Funding approval will be removed for technical qualifications overlapping with wave 1 and 2 T-levels from 2023, and with wave 3 and 4 T-levels from 2024. We have listened carefully to feedback on the pace of implementation of these reforms and will phase the introduction of reformed qualifications, starting with a digital pathfinder for introduction from 2023, scaling up in the following year and completing the reforms by 2025.
The Institute for Apprenticeships and Technical Education (the institute) and Ofqual will work to ensure that qualifications approved for funding are high-quality, meet the needs of employers, and stay up to date with our evolving economy. The Education and Skills Funding Agency will continue to have overall responsibility for funding decisions.
We also recognise that getting a quality offer at level 2 and below is key to making sure that students have clear lines of sight to level 3, apprenticeships, traineeships, and directly into employment. As a result, we want to improve study at level 2 and below alongside our reforms to level 3 qualifications. We are considering feedback to the call for evidence which ran from 10 November to 14 February and will consult on proposals for reform later this year.
[HCWS177]
Black History and Cultural Diversity in the Curriculum
Gillian Keegan Excerpts(3 years, 5 months ago)
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The Parliamentary Under-Secretary of State for Education (Gillian Keegan)
It is a pleasure to serve under your chairmanship, Mr Gray. I thank the many people who signed the petition, and I also congratulate the hon. Member for Islwyn (Chris Evans) on securing the debate. Like him, we welcome the increased debate about black history in the curriculum, and I thank all Members who have contributed to today’s debate. We welcome the opportunity to respond on this matter, as my right hon. Friend the Minister for School Standards has done on previous occasions.
This country has a lot to be proud of, and children should learn all aspects of our shared history, both the good and the bad. We must teach about the contributions of people of all ethnicities, both men and women, who have made this the great nation that it is today. The shared history of our country is one that is outward looking: a nation that has influenced the world and, in turn, been influenced by people from all over the world. It is those people who have built the culturally rich country that we have today—a true example of a melting pot. A great example of this was commemorated last Tuesday on 22 June, when communities across the country marked national Windrush day. The third national day celebrated and commemorated the Windrush community, and the nation paid tribute to the outstanding contribution of the Windrush generation and their descendants.
The national curriculum enables teaching that includes black and ethnic minority voices and experiences. A shared British history can and should be taught, whether it is events such as the Bristol bus boycott, which many Members have mentioned today and which had a national impact, or the global impact of those soldiers from across the former empire who fought in both world wars. The theme “ideas, political power, industry and empire: Britain, 1745-1901” is statutory—I want to make sure that is on the record—but the topics within the theme are not. We believe that schools and teachers should use the flexibility they have in the curriculum to develop a more detailed, knowledge-rich curriculum to teach their pupils in an inclusive manner. It is knowledge that works to unite people and our nation by revealing the rich, interwoven tapestry of our history and enabling all pupils to see themselves in our history.
It is positive that teachers and schools are responding directly to the renewed attention on history teaching. These debates help to encourage that attention and ensure knowledge-based subject teaching—which, by the way, has changed a lot since many of us were at school. A number of Members referred to their history teaching, but I think it is fair to say it has moved on a lot since then. As a recent survey of history teachers by the Historical Association has shown, many more history teachers are reflecting in their teaching commitments to develop more content on black and diverse histories. That change at the school level will help pupils to gain more breadth and depth in their understanding of history.
The Government believe that all children and young people should acquire a firm grasp of history, including how different events and periods relate to each other. That is why history is compulsory for maintained schools from key stages 1 to 3, and it is why academies are also expected to teach a curriculum that is as broad and ambitious as the national curriculum. The Government have also strongly promoted the study of history to age 16 by including GCSE history in the EBacc measure for all state-funded secondary schools in England. Since the introduction of the EBacc, we have seen entries to history GCSE increase by a third since 2010.
The reformed history curriculum includes teaching pupils the core knowledge of our past, enabling pupils to know and understand the history of Britain from its first settlers to the development of the institutions that help define our national life today. It also sets an expectation that pupils ask perceptive questions, sift arguments, and develop perspective and judgment. It teaches pupils to understand how different types of historical sources are used to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.
The curriculum does not set out how curriculum subjects, or topics within the subjects, should be taught. We believe that teachers should be able to use their own knowledge and expertise to determine how they teach pupils, and to make choices about what they teach. Teachers have freedom over the precise details, so that they can teach lessons that are right for their pupils, and they should use teaching materials that suit their pupils’ needs.
At the same time, the teaching of any issue in schools should be consistent with the principles of balance and objectivity. We believe that good teaching of history should always include the contribution of black and minority ethnic people to Britain’s history, as well as the study of different countries and cultures around the world. The history curriculum has the flexibility to give teachers the opportunity to teach about that across the spectrum of themes and eras set out in the curriculum.
To support that, the curriculum includes a number of examples that could be covered at different stages and that are drawn from the history of both this country and the wider world. The examples include, at key stage 1, teaching about the lives of key black and minority ethnic historical figures, such as Mary Seacole—she has been mentioned many times today—and Rosa Parks. The key stage 2 curriculum suggests that teachers could explore the topics of ancient Sumer, the Indus valley, ancient Egypt and the Shang dynasty of ancient China, as part of the required teaching on early civilisations. It also requires the study of a non-European society that provides contrast with British history.
At key stage 3, as part of the statutory teaching of the overarching theme of Britain from 1745 to 1901, topics could include Britain’s transatlantic slave trade, its effects and its eventual abolition. That could include teaching about the successful slave-led rebellions and challenges that led to the abolishment of slavery—for example, the Haitian revolution. For the UK, it could include the role played by slaves and former slaves, such as James Somerset, with regard to the Somerset ruling, and Olaudah Equiano, as well as the abolition movement and the development of the British empire.
Peter Kyle
I realise that the Minister is speaking for a colleague at the moment, but would she say that it is fair to set as the aspiration for her Department, once all the changes to the framework have gone through, that within a very short amount of time we should never have a student going through the entire educational process—as is happening right now—without ever having read a book or a text that was authored by a black or non-white author?
Gillian Keegan
Of course we want a broad variety of reading in particular—it is very important—and a wide range of books are available now in all our schools. I am sure that the hon. Member goes into as many schools in his constituency as I do in mine, and we see the broad range of books, but we cannot be taking away the teacher’s role here. Teachers want to be able to come up with their own curriculum and to be able to choose the materials. There is a broad range of materials. Obviously we have the statutory themes, but within that it is up to teachers; they are empowered to decide at what point they teach things and introduce many of the black authors that we have now on the curriculum. It is up to them to decide at what point they want to introduce that; it certainly is not for me to set out what all the teachers in our 20,000-odd schools should be doing.
In the theme about challenges for Britain, Europe and the wider world from 1901 to the present day, the end of empire can be taught. For key stage 4, the Department sets out that GCSE history specifications produced by the exam boards should develop and extend pupils’ knowledge and understanding of specified key events, periods and societies in local, British and wider world history, and of the wide diversity of human experience. The GCSE in history should include at least one British depth study and at least one European or wider world depth study from the three specified eras.
There is significant scope for the teaching of black history within these. Two exam boards, OCR—Oxford, Cambridge and the RSA—and AQA, provide options to study migration in Britain and how this country’s history has been shaped by the black and ethnic minority communities in the past. Also, Pearson announced last year a new migration thematic study option, which will be available to teach this September. Therefore, the sector is responding and there are many organisations that support the sector with the production of these materials.
Many of the issues discussed today are matters that can also be taught in other curriculum subjects. As part of a broad and balanced curriculum, pupils should be taught about different societies and how different groups have contributed to the development of Britain, including the voices and experience of black and ethnic minority people. Across citizenship, English, personal, social, health and economic education, arts, music and geography, teachers have opportunities to explore black and ethnic minority history with their pupils, helping to build understanding and tolerance.
We cannot shy away from the major part that this country played in the slave trade, which children need to be aware of and understand. However, the UK also has a tremendous history that we should be proud of, standing up for freedom and tolerance around the world.
Wera Hobhouse
I thank the Minister for giving way, and we have a little time to debate this issue. Does the Minister agree that a lot of why we are debating this is that a profound sense of injustice lives on as a legacy of the injustices that have been committed in the past and continue to this day, which people from ethnic minority backgrounds want to be debated on a moral basis? I speak as somebody of a German background. The most atrocious inhumanities in the name of “race” have been committed by Germans. In my school days, we needed to learn that and to feel the pain, disgust and shame at what our people in Germany—my people—had committed. Do the people discussing this issue today not want the British people to also understand and do that?
Gillian Keegan
I find it very difficult to compare what we are talking about today to the holocaust, if I am honest. However, we cannot shy from the major part that this country played in the slave trade, and it is important that children are aware of that. In a lot of the debate and discussions we are having, there is a lot of movement in this area. Teachers are very much learning about new materials and embracing the opportunity to do so as well. However, the UK also has a tremendous history that we should be rightly proud of.
Wera Hobhouse
Mr Gray, may I just correct that? I am not comparing the holocaust—
James Gray (in the Chair)
Order. Is the hon. Lady seeking to make a point of order? Or does she seek to intervene on the Minister? Does the Minister wish to give way to the hon. Lady?
Wera Hobhouse
I am so sorry, Mr Gray, but I want to put on the record that I do not compare anything to the holocaust.
Gillian Keegan
I agree that it is very good to put that on the record.
As I say, we should be proud of the UK’s tremendous history of standing up for freedom and tolerance around the world, from Magna Carta to our ongoing commitment to individual rights, civil liberties and freedoms. Our rich and diverse cultural heritage has been created by Britons from all over the world and has been globally influenced. It is through this rich heritage of arts and culture that we continue to have instant global recognition, from Shakespeare to Zadie Smith. Black and ethnic minority Britons have played a fundamental part in our island’s story, from the black Tudors to the Commonwealth soldiers who served with such distinction in the world wars. It is absolutely right that our curriculum ensures that children have the opportunity to learn about them at school.
I want to turn to tackling discrimination and intolerance, which a couple of hon. Members mentioned. On this matter, I say first that there is no place for racial inequality in our society or in our education system. The Department for Education is absolutely committed to an inclusive education system that recognises and embraces diversity and supports all pupils and students to tackle racism and to have the knowledge and tools to do so. Since 2016, we have provided more than £3.5 million to organisations, including the Anne Frank Trust, to prevent bullying. We are currently running a procurement exercise to fund activity in 2021 and 2022 to make sure that schools have the right support in place to prevent bullying of all pupils, including those with protected characteristics.
Our preventing and tackling bullying guidance sets out that schools should develop a consistent approach to monitoring bullying incidents and evaluating the effectiveness of their approaches. It also points schools to organisations that provide support for tackling bullying related to race, religion and nationality. Within and beyond their curriculum, schools are required actively to promote fundamental British values, including democracy, the rule of law, individual liberty, mutual respect and tolerance for all those of different faiths and beliefs.
I am grateful to the hon. Member for Islwyn for raising this important matter. I welcome the opportunity to set out how black history and diversity is already supported within and beyond the national curriculum. I am confident that our schools will continue to educate children to become tolerant and culturally and historically knowledgeable citizens who embrace the values of modern Britain, and of whom we should be proud.
Oral Answers to Questions
Gillian Keegan Excerpts(3 years, 6 months ago)
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Jack Brereton (Stoke-on-Trent South) (Con)
The Parliamentary Under-Secretary of State for Education (Gillian Keegan)
Apprenticeships are a great way for employers to develop the skills they need to build back better, especially as we recover from the pandemic. We have increased the incentive payment to £3,000 for employers hiring a new apprentice. As of 4 May, 52,719 incentive payments had been claimed. We are also making apprenticeships more flexible, encouraging front-loaded and accelerated training, and introducing new flexi-job apprenticeships. We are also making it easier for levy payers to transfer funds to support new apprenticeships within small and medium-sized enterprises and within their local areas.
Cherilyn Mackrory [V]
I thank the Minister for her answer. Our world-class maritime businesses in Falmouth inform me that there is a shortage of qualified maritime and marine engineers. Will she work with me to see how we can best try to accelerate the hiring and training of such apprentices in this important sector so that marine industries such as the one here in Falmouth and across the UK can thrive and prosper?
Gillian Keegan
I would be delighted to work with my hon. Friend on such an important industry for her area. I am also delighted to say that there are over 480 apprenticeship standards approved for delivery that can provide strong support to the marine industry. These include a level 2 apprenticeship in maritime, mechanical and electrical engineering, a level 4 apprenticeship as a maritime operations officer and a level 6 degree apprenticeship as a maritime surveyor, all of which have been supported by expert trailblazers, including the Royal Navy, P&O Ferries and others. It is my hope that we will be able to use these standards and work together to build on the more than 7,000 apprenticeship starts in Truro and Falmouth since May 2010.
Jack Brereton
I thank the Minister for visiting Stoke-on-Trent College last week with my neighbouring Stoke-on-Trent MPs. Only 22.5% of people in Stoke-on-Trent have an NVQ—national vocational qualification—at level 4 or above, so does she agree that increasing the uptake of apprenticeships in Stoke-on-Trent is a key aspect of improving skill levels, supporting local industries and ensuring that more people can access the better-paid employment opportunities that we want to see?
Gillian Keegan
I absolutely agree with my hon. Friend, and that is why I was really delighted to join him and our colleagues—our other Stoke MPs—to visit Stoke-on-Trent College. It was great that we were able to meet students who are on a wide variety of pathways and see the fantastic facilities that our investment has enabled at this brilliant college. There have been nearly 30,000 apprenticeship starts in the Stoke-on-Trent area since May 2010. I encourage learners and employers to take advantage of the support, including the incentive payment of £3,000, and I am sure that he will welcome the establishment of a new Home Office centre that will create more than 500 new roles over five years, with an apprenticeship-first policy for hiring at the entry grades. I agree that they are absolutely vital to the development and economic recovery in Stoke-on-Trent and beyond.
Mr Toby Perkins (Chesterfield) (Lab)
I am afraid the Minister just sounds like she is in denial. Between August and January, under-19 apprenticeship starts were 41% lower than they were in 2018-19. We keep telling the Government that their apprenticeship incentives are inadequate, and there has been widespread support for Labour’s apprenticeship wage subsidy proposal. The Conservative Chair of the Education Committee, the right hon. Member for Harlow (Robert Halfon), has joined those calling for the Government to subsidise the wages of young apprentices and help to tackle this crisis of opportunity. Why will the Minister not work with us and Members right across the House to introduce Labour’s apprenticeship wage subsidy proposal?
Gillian Keegan
I can assure the hon. Gentleman that I am not in denial. Perhaps he is forgetting the kickstart scheme, which also subsidises wages for six months for young people. That scheme is live and is going on for the rest of this year. In addition, it may have escaped his notice, perhaps, that many of the sectors have been in lockdown until relatively recently. If we look at apprenticeship starts, we notice that there is an acceleration in those using the incentive payments to get back to work. Of course, the £3,000 that has been provided can be used in any way that the employer wants to use it, including to subsidise wages. So there is a lot of support and I expect that the numbers will continue to increase.
Tom Hunt (Ipswich) (Con)
The Parliamentary Under-Secretary of State for Education (Gillian Keegan)
My hon. Friend is right: technical skills and education are vital to our modern economy, and never have we seen that more clearly than during the pandemic. The Conservative Government are encouraging more students into STEM education at all stages, from primary to higher education. We are proud to have rolled out multiple programmes to increase support for and uptake of STEM subjects, including through the National Centre for Computing Education. We are also investing £138 million to fund the roll-out of skills bootcamps across the country and free courses for jobs, through which adults can study for qualifications such as a diploma in networking and cyber-security or a certificate in systems infrastructure. I am delighted that, from September, Buckinghamshire College Group will offer our new employer-designed digital T-level.
Rosie Cooper (West Lancashire) (Lab) [V]
Gillian Keegan
I will update the hon. Gentleman. We have been working with the Department for Work and Pensions to extend to 12 weeks the time that those who are claiming universal credit can undertake college courses. Anyone who wants to attend one of the boot camps we are rolling out across the country can complete the programme, with up to 16 weeks in total.
Emma Hardy (Kingston upon Hull West and Hessle) (Lab)
The Department of Health and Social Care is closing the asymptomatic testing and lateral flow testing facilities at the University of Hull on 31 July, despite the fact that the university remains open during the summer for staff, postgraduates, international students and students who cannot return home, despite the fact that not all students have been double vaccinated, and despite the fact that the number of cases is rising. Will the Minister for Universities intervene urgently and speak to her colleagues at the DHSC to keep testing open at the University of Hull?
Oral Answers to Questions
Gillian Keegan Excerpts(3 years, 7 months ago)
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Rosie Cooper (West Lancashire) (Lab)
The Parliamentary Under-Secretary of State for Education (Gillian Keegan)
Devolution gives providers an opportunity to work with mayoral combined authorities to shape the ways in which they can contribute to meeting skills needs locally, so that more people of all ages and backgrounds are given the opportunities to develop the skills and experience they need. Devolution is based on the residency of learners, so where learners reside near boundaries, they need to attend a provider with which their funding body contracts. Many providers are funded through a number of areas to overcome this.
Rosie Cooper [V]
Both Greater Manchester Combined Authority and the Liverpool city region have been refusing funding for their residents looking to study outside their boundaries. That is severely limiting the choices available to students and has left West Lancashire College in my constituency, near both the Liverpool and Greater Manchester boundaries, with a greatly reduced potential student pool. Liverpool has agreed to stop this but Greater Manchester has not. What advice can the Minister give to local authorities acting in this protectionist way with taxpayers’ funds, to the detriment of places such as West Lancashire College?
Gillian Keegan
We would encourage all mayoral combined authorities always to look at outcomes for learners. We are there to ensure that learners get the best experience and outcomes. The White Paper that we published in January 2021 sets out the Government’s overall objective for the funding system, which is to streamline the system so that there is a simpler allocation approach that will give greater autonomy and flexibility, and we also want an effective approach that improves accountability. We are currently working with the sector to develop and test our proposals ahead of consultation.
Mr Toby Perkins (Chesterfield) (Lab)
The Minister refers to a simpler adult education funding approach, but the decision to increase the adult education clawback threshold from 68% last year to 90% this year, and to impose it at the last minute, will place many colleges in a brutal financial situation. Leicester College, for example, is forecasting that it could be as much as £4 million worse off than expected. The Government can either commit to a skills-based revolution, as they claim they want to do, or endanger the sector by repeatedly cutting its funding; they cannot do both. Why is there such a dangerous discrepancy between what the Government say they want on further education and what they do?
Gillian Keegan
The Government have actually increased funding across the sector quite significantly in many different ways. On the issue that the hon. Gentleman refers to, it is wrong to categorise it as such. We have effectively changed from 97%, which is the clawback this year, down to 90%, thereby giving colleges some leeway. He refers to a previous year, and it is true that we did reduce it to 68%, because that was at the very beginning of the pandemic. We have asked providers to keep provision available, to move online and to give learners that experience, and we have given them time to do so. That is a fair approach.
Sir Mark Hendrick (Preston) (Lab/Co-op)
Dan Jarvis (Barnsley Central) (Lab)
The Parliamentary Under-Secretary of State for Education (Gillian Keegan)
The Further Education Commissioner carried out a diagnostic assessment at Northern College in February, and a structure and prospects appraisal started this month, on 21 April. A number of options are being considered to improve the college’s financial position. We will continue to work with Sheffield City Region Mayoral Combined Authority and the West Yorkshire Combined Authority, which will provide the majority of the college’s funding from August 2021.
Dan Jarvis [V]
I am grateful the Minister for that response. She will know that Northern College is one of Barnsley’s proudest institutions—it provides an outstanding level of education and reaches disadvantaged learners—but financially it is on the brink. In respect of the Government’s review, will the Minister commit to working closely with local stakeholders, so that together we can do everything we can to ensure that Northern College retains its independence and its residential provision?
Gillian Keegan
I have had many representations from MPs in the hon. Gentleman’s area, not least my hon. Friend the Member for Penistone and Stocksbridge (Miriam Cates). As I said, the structure and prospects appraisal began on 21 April. Membership of the steering group includes representatives of the college governing body, the interim FE Commissioner, the deputy FE Commissioner, senior officers from the two combined authorities and the Education and Skills Funding Agency. The FE Commissioner’s team has made contact with all local MPs and I have offered a call with all local MPs. We are committed to work in good faith to ensure that we look seriously at the options for Northern College.
Dr Luke Evans (Bosworth) (Con)
Adult Skills and Lifelong Learning
Gillian Keegan Excerpts(3 years, 8 months ago)
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The Parliamentary Under-Secretary of State for Education (Gillian Keegan)
It is truly a pleasure to serve under your chairmanship, Ms Rees. I congratulate my right hon. Friend the Member for Harlow (Robert Halfon) on securing this important debate. I know he cares very deeply about adult skills, both in his role as Chair of the Education Committee and as a former Minister of State for Apprenticeships and Skills. I follow in his footsteps to a great degree.
The Government welcome the Education Committee’s report on adult skills and lifelong learning and have responded to all the Committee’s recommendations. I thank all members of the Committee for all the work they do in this area. We may not agree on every detail, but we are all passionate about changing the lives of the people who need skills to get on in life. In our response, we set out what we are going to do to address the challenges presented by covid-19, as well as our longer-term strategy for ensuring that we have the skills that the future economy needs. I want to touch upon these two things today because they are vitally important, as many Members have said.
I agree with what many hon. Members have said. The pandemic has had a huge impact on the lives of many individuals and the topic of adult skills and lifelong learning has never been more important. We know from the 2008 economic downturn that for some people, especially young people and those in low-skilled and low-paid jobs, economic scarring can have a lifelong detrimental effect on future prospects. I reassure the Committee that the Government are acutely aware of that and we are doing everything we can to avoid that. We have learnt the lessons of 2008. The Government have taken some quick action to support those affected by covid-19, but we are always looking to see what we can do to rebuild, to build back better, to recover our economy and so on. Adult skills will be a key part of that.
At the beginning of the pandemic, in April 2020, the Department for Education introduced the skills toolkit. It was there as something that was useful for people to do when we first went into lockdown and on furlough. Providers included the Open University, Google, Amazon, FutureLearn and many others. They are delivering online courses, from practical maths to computer science and coding courses, to help people stay in work or to use the time they had to take up new opportunities. That offer was expanded last September to more than 70 courses. As of February this year, less than a year after it started, there had been an estimated 176,800 course registrations—only one of them was mine—and 33,600 course completions, and one of them was mine, too.
The Chancellor’s plan for jobs is also protecting, supporting and creating jobs across the country. We want to help people across the country, whether they are starting out on their career, thinking of updating their skills or considering changing their career. The hon. Member for Birkenhead (Mick Whitley) mentioned the challenges in the industrial strategy. “Build Back Better: our plan for growth” contains many of the Government’s plans. There is also the levelling up fund, which has some excellent uses to help level up and ensure that we genuinely build back better.
We have increased our investment in the National Careers Service. We are enabling more careers advisers to provide personalised careers advice for more people whose jobs or learning have been impacted by covid. We have doubled the number of work coaches for those who are going into the jobcentre. We are getting prepared to make sure that we are there to help people, however they access services and whatever help they need.
For those aged 16 to 24 and facing barriers to entering work or an apprenticeship, we are increasing the number of traineeships to give more personalised training, including in English and maths—many hon. Members mentioned additional support required in those areas—and work experience to help people progress. We are investing an additional £126 million in traineeships in the 2021-22 academic year.
Traineeships and pre-apprenticeships provide work-based learning focused on improving a young person’s abilities, including how to look and apply for a job, how to prepare and how to be successful in the workplace. They allow a young person to achieve the level 1 or 2 qualifications they may have missed out on. Digital skills are essential, and they are included, if the person did not do well in those subjects at school. There is also a vocational and occupational element of learning and, if required, qualifications aligned to a sectoral occupation.
The programme includes, vitally, work experience and a placement that lasts anywhere between two and eight weeks. At the end, we hope that all those young people will be offered a job or an apprenticeship. Businesses have a vital role to play, as my hon. Friend the Member for Stoke-on-Trent North (Jonathan Gullis) said, alongside business representative organisations, colleges, training providers, other local organisations, councils, LEPs and mayoral combined authorities. This is part of the local working together.
In terms of businesses, a lot is happening already. I mentioned traineeships, and Specsavers is a large employer engaged in a traineeship programme as a way of recruiting apprentices. It now has a 100% success rate of progressing young people who have completed a traineeship into an apprenticeship, and we want more of these models. Smaller businesses as well have engaged—Nexus Accountants has supported traineeships—enabling young people to access higher level apprenticeships and nurturing them along the way.
We have sector-based work academies also helping to make sure that we have a sector-based offer for employability training, work experience and so on that lasts up to six weeks. Many Members mentioned essential digital skills. We have updated them and they were available from August last year. On community learning, we have 259 providers in multiple centres across the country, and we have been working closely with the Department for Work and Pensions to make sure that more unemployed people can take advantage of the lifetime skills guarantee. We are piloting an extension to the length of time that they can receive universal credit while doing work-focused study from later this month. We are delighted about that, because it means that universal credit claimants will now be able to train full time for up to 12 weeks, or 16 weeks if they are on a full-time skills bootcamp in England, while receiving universal credit to support their living costs. This will give them many more options and they will get the opportunity to improve the productivity of the country by using the time to ensure that they get more skills, become more valuable and secure their work future.
Through the national skills fund, we have the potential to deliver opportunities to generations of adults who previously have been left behind. We will do more than nurse things back to health. We will make sure that we invest £2.5 billion—£3 billion including Barnett funding for the devolved Administrations. It is a significant investment and we want to make sure it changes lives.
Available since 1 April, we are fully funding any adult aged 24 and over who wants to achieve their first A-level equivalent qualification. They will be able to access more than 400 valuable courses as part of the lifetime skills guarantee. The free courses for jobs offer is backed by £95 million from the national skills fund in year one, which removes the barrier to training for millions of adults and gives them the chance to get really valuable training. The list is not static. The courses can change. In fact, we have added more courses already, so it is not set in stone. We will adapt as required.
The qualifications on offer are already fantastic. Adults can take them up, boost their career prospects and wages, and help fill the skills gap. For example, from a diploma in engineering technology, they can progress on to roles in maintenance and manufacturing engineering. There is electrical installation, adult care, and all of the areas where we have skills shortages. This is an important part of our offer.
The second part of the lifetime skills guarantee is bootcamps. The first ones started in the west midlands, Greater Manchester, Lancashire, and Liverpool City Region. They are absolutely brilliant. Members should go and see them. I would be happy to go with members of the Committee when we can. There is the School of Code bootcamp. We have heard brilliant stories about changing lives. A print production manager for 15 years was made redundant from his job. He was looking for a change, something different to do, and he said, “The School of Code has truly changed my life. I have the skills and confidence to change careers and do something I truly love.” He has now launched as a junior software engineer at Wyze. There are so many examples: photonics, electronics, electrical engineering. Many companies are involved and we are looking to spread them all across the country.
Many Members have mentioned apprentices and apprenticeships. There are obviously incentives. They are so important and we have 130 level 6 and 7 standards now. I am a huge fan. As my right hon. Friend the Member for Harlow said, I am the only degree apprentice in the House. The White Paper is a huge opportunity. Many mentioned flexible modular provision. We will make sure that that is included, and we will simplify funding.
In conclusion, timing is everything, as my hon. Friend the Member for Waveney (Peter Aldous) mentioned. We will now make sure that this does not collect dust on the shelf. The White Paper delivers on that technical revolution—the biggest in 60 years—and we are committed to ensuring that we have a skills system that will offer individuals all they need to be successful in life, and will enable our economy to build back better as a nation.
Christina Rees (in the Chair)
I thank the Opposition spokesperson and the Minister for speaking on through the bells, which is not easy; I appreciate it. Robert Halfon, would you like a couple of minutes to wind up?
Further Education Capital Transformation Fund
Gillian Keegan Excerpts(3 years, 8 months ago)
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The Parliamentary Under-Secretary of State for Education (Gillian Keegan)
The FE capital transformation programme delivers the Government’s £1.5 billion commitment to upgrade the FE college and designated institutions’ estate in England. It builds on the £200 million further education capital allocation paid in September 2020 to support FE college and designated institutions to undertake immediate remedial works and provide a boost to the economy and the education system.
There are two elements to the FE capital transformation programme. The first element was announced on 21 January 2021, when we launched the open bidding fund to which all FE colleges and designated institutions can bid for larger projects to tackle their condition need and upgrade their estate. We are now announcing the second element today: we will be working in partnership with 16 colleges with some of the highest condition need in the country. High quality buildings and facilities will aid colleges in supporting their students to gain the skills they need to progress and help the economy to grow. The 16 college sites, which are spread across England, and with which we are working to develop plans are:
Beacon Centre, Blackburn College;
Lansdowne Site, Bournemouth and Poole College;
Brooksby Melton College, SMB Group;
Ashington Campus, Education Partnership North East (Northumberland College);
St Austell Campus, Cornwall College;
Houghall Campus, East Durham College;
Rochdale site, Hopwood Hall College;
Isle of Wight College;
Great Yarmouth Campus, East Coast College;
Stafford site, Newcastle and Stafford College Group;
North Lindsey College, DN College Group;
Merrist Wood College, Activate Learning;
Strode College;
Parsons Walk, Wigan and Leigh College;
Yeovil College;
Stanmore College.
The FE capital transformation programme means that colleges will be able to make strategic investment decisions which will lead to a transformation of the FE college estate, providing excellent places to learn.
This investment should be seen in the wider context of our reforms to further education. The White Paper “Skills for Jobs: Lifelong Learning for Opportunity and Growth” sets out our vision of enabling everyone to get the high-quality skills employers need in a way that suits them. The reforms set out plans to transform technical education, boost UK productivity, build back better from the coronavirus pandemic, and create a more prosperous country for all. This is an exciting moment for technical education and training and an opportunity for real change.
[HCWS906]
Education and Training (Welfare of Children) Bill
Gillian Keegan ExcerptsFriday 12th March 2021
(3 years, 9 months ago)
Commons ChamberRead Full debate Education and Training (Welfare of Children) Act 2021 View all Education and Training (Welfare of Children) Act 2021 Debates Read Hansard Text Read Debate Ministerial Extracts Amendment Paper: Consideration of Bill Amendments as at 12 March 2021 - (12 Mar 2021)
Wes Streeting (Ilford North) (Lab)
I have really nothing further to add to the comments made by my hon. Friend the Member for City of Durham (Mary Kelly Foy). I look forward to hearing the Minister’s response and to moving on, hopefully promptly, to Third Reading.
The Parliamentary Under-Secretary of State for Education (Gillian Keegan)
I would like to thank my hon. Friend the Member for Christchurch (Sir Christopher Chope) for his interest in this Bill and for raising his concerns on behalf of businesses and training providers. However, I do believe the amendment he has put forward is unnecessary. This Bill does not place any new or additional burdens or costs on education and training providers. It is a technical change to put all Government-funded providers of post-16 education and training on the same statutory footing.
As I made clear in Committee, all children in post-16 education or training are currently protected by safeguarding arrangements. If a provider is already properly discharging its safeguarding responsibility, the change in this Bill will make no practical difference to it. It is not anticipated that this will add burdens or costs to businesses and training providers. As I am sure my hon. Friend is aware, safeguarding duties on providers can come from a variety of sources. This Bill simplifies a situation that is more complex than it needs to be.
The Bill, as currently drafted, will come into force two months after it is passed. Amendment 1 would add several months to that period, going beyond the start of the academic year, as the hon. Member for City of Durham (Mary Kelly Foy) said. I do not think it is in the spirit of clarity and simplification that has characterised the cross-party support of this Bill, and I ask my hon. Friend the Member for Christchurch to withdraw his amendment.
Gillian Keegan
I thank the hon. Member for City of Durham (Mary Kelly Foy) for her work on this Bill, and I congratulate her on introducing it and steering it through the House. Safeguarding, and particularly protecting children from online harm, is a subject that we are passionate about, and I am privileged to lend my support, and the support of a Government, to the Bill.
Cross-party support and co-operation have characterised the passage of the Bill, which is testament to the hon. Lady and to the importance that the House places on safeguarding children. I am extremely grateful to all hon. Members who have taken time to contribute during debates at each stage of the Bill. I know that, in many cases, these interventions have been informed by personal experience or the experience of constituents or training providers and other educational institutions.
It is vital that, at this challenging and important time in their lives, children feel safe; it is vital that parents can trust education and training providers, however these are constituted, to keep the children in their care safe; and it is vital that providers are clear about their duties and responsibilities to these children. I put on the record my thanks to all those in the sector who have worked so hard to welcome students back so successfully this week.
Let me be clear: all children in post-16 education and training are currently protected by safeguarding arrangements, but the duties that determine these arrangements come from a wide variety of sources, depending on the nature of the education or training provider. The post-16 landscape is diverse, to meet our diverse education and training needs, but the safeguarding duty does not need to be different. It should be clear and it should be universal. The changes in the Bill are important, but they are technical. They should not lead to additional costs or burdens on education or training providers. A provider that is already fulfilling its safeguarding duty would not need to make any practical changes.
I also support the Bill’s intention that all providers should have regard to the statutory guidance, “Keeping children safe in education”. Having one set of guidance that covers all providers will simplify safeguarding, make it more transparent and help ensure that safeguarding requirements remain relevant and up to date. As a result of this Bill, “Keeping children safe in education” will need to be amended, and we have undertaken to consult openly and widely with the sector to ensure that the guidance will be appropriate and proportionate.
In closing, let me once again thank the hon. Member for City of Durham for bringing forward this important Bill, which the Government are pleased to support.
Education
Gillian Keegan Excerpts(3 years, 9 months ago)
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Gillian Keegan
We know there has been strong support for face-to-face education. East Kent College polled its learners just a couple of days ago and found that 97% wanted to return to onsite education.
[Official Report, 25 February 2021, Vol. 689, c. 1174.]
Letter of correction from the Under-Secretary of State for Education, the hon. Member for Chichester (Gillian Keegan).
An error has been identified in my response to the debate.
The correct response should have been:
Gillian Keegan
We know there has been strong support for face-to-face education. East Kent College polled its learners recently and found that 97% wanted to return to onsite education.
Education Route Map: Covid-19
The following is an extract from the debate on education route map: covid 19 on 25 February 2021.
Gillian Keegan
I thank the House for this opportunity to discuss the route map for schools and colleges in response to the covid-19 pandemic. We continue to be impressed by the resilience and positivity of everybody involved—parents, students and, of course, teachers—throughout these difficult times. I know that the whole country will be delighted that children are returning to schools and colleges, and will once again see their families and get the education that they deserve.
[Official Report, 25 February 2021, Vol. 689, c. 1176.]
Letter of correction from the Under-Secretary of State for Education, the hon. Member for Chichester (Gillian Keegan).
An error has been identified in my response to the debate.
The correct response should have been:
Gillian Keegan
I thank the House for this opportunity to discuss the route map for schools and colleges in response to the covid-19 pandemic. We continue to be impressed by the resilience and positivity of everybody involved—parents, students and, of course, teachers—throughout these difficult times. I know that the whole country will be delighted that children are returning to schools and colleges, and will once again see their friends and get the education that they deserve.
Oral Answers to Questions
Gillian Keegan Excerpts(3 years, 9 months ago)
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Andrew Gwynne (Denton and Reddish) (Lab)
The Parliamentary Under-Secretary of State for Education (Gillian Keegan)
This Government are committed to delivering a high-quality education for all students, which is why we are investing an extra £291 million in 16 to 19 education in 2021-22, in addition to the £400 million awarded in the 2019 spending review. This is the biggest injection of new money into 16 to 19-year-olds in a single year for over a decade.
Andrew Gwynne [V]
I thank the Minister for her answer, but in reality the funding that she mentions does not scratch the surface after a decade of real-terms cuts. The cost of educating sixth-formers has risen and student numbers have ballooned, due to covid and demographics. As such, the rate increase will likely be entirely eaten up by inflation alone in the coming year. Will she finally commit to increasing the rate to at least £4,760—the level recommended by the Raise the Rate campaign, and supported by experts across the sector, including the Education Committee and Ofsted’s chief inspector?
Gillian Keegan
It is important to spell out that the money we are talking about is not the only money that goes into further education. As well as the base rate, we have invested another £7 billion this academic year to ensure that there is a place for everybody in education and training, and an extra £83 million in capital funding to ensure that we can accommodate the demographic increase in 16 to 19-year-olds that the hon. Gentleman mentioned. On top of that, we have £1.5 billion in capital funding, T-level funding going up to £500 million a year and more funding for apprenticeships and skills boot camps. There is a whole plethora of additional funding, not just the base rate.
Felicity Buchan (Kensington) (Con)
Peter Aldous (Waveney) (Con)
The Parliamentary Under-Secretary of State for Education (Gillian Keegan)
As set out in the “Skills for Jobs” White Paper, we are implementing an ambitious reform programme that will revolutionise technical education in this country. The White Paper is focused on giving people the skills they need in a flexible way that suits them so that they can get great jobs in sectors that the economy needs, which will also boost this country’s productivity.
Peter Aldous [V]
I welcome my hon. Friend’s answer. The proposals set out in the further education White Paper are extremely welcome. In Suffolk and Norfolk, the colleges, the chambers of commerce and the local enterprise partnership are keen to get on with putting these plans into practice so as to ensure both that there are exciting and well-paid jobs available locally for young people, and that our region is well placed to take advantage of the great opportunities in the energy, logistics and agritech sectors. I will be most grateful if my hon. Friend sets out the timetable and the criteria for selecting skills for jobs trailblazers, and if she can confirm that a bid from our region will be welcome.
Gillian Keegan
I am delighted to hear that there is such enthusiasm in Suffolk and Norfolk for engaging with and helping to implement our flagship reforms. We will run an open process to select the trailblazing local areas in which the first local skills improvement plans will be developed. We will certainly welcome a bid from Suffolk and Norfolk, championed no doubt by my hon. Friends the Members for Waveney (Peter Aldous), and for Ipswich (Tom Hunt). Further information, including the criteria for selection, will be announced very shortly, so there is not long to wait.
Andy Carter (Warrington South) (Con)
Education Route Map: Covid-19
Gillian Keegan Excerpts(3 years, 9 months ago)
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The Parliamentary Under-Secretary of State for Education (Gillian Keegan)
I, too, thank my right hon. Friend the Member for Harlow (Robert Halfon), my hon. Friend the Member for Winchester (Steve Brine) and the hon. Member for Twickenham (Munira Wilson) for securing this debate, and I thank all Members for all their contributions. I was listening hard, and I will try my best to address all the points that they have raised. I, too, add my thanks to the amazing teachers and teaching staff, to parents and to everyone who has been involved for their continued dedication and commitment to delivering high-quality education—face-to-face and remotely—to all pupils during this truly unprecedented period.
Education has been a national priority throughout the pandemic. When we took the decision to ask schools and colleges to restrict attendance, that was done to reduce the overall number of social contacts in our communities, not because schools and colleges had become significantly less safe. Many have said they were delighted when the Prime Minister announced a full return for face-to-face learning, and our focus must be on supporting children and young people and on reversing the negative effects of the pandemic and the time they have had out of school. The best place to start on that is in school or college. Most teachers and pupils cannot wait, and that is not to mention the parents.
We know there has been strong support for face-to-face education. East Kent College polled its learners just a couple of days ago and found that 97% wanted to return to onsite education.[Official Report, 8 March 2021, Vol. 690, c. 3MC.] As pupils return, testing is key. As my hon. Friend the Member for Winchester said, we need to rise to the logistics and scale of the challenge. School and college staff are already playing a vital role in rapid asymptomatic testing, with around 97% of all eligible schools and colleges equipped to deliver testing and more than 4 million tests being delivered across educational settings. We will see that can-do attitude, which was talked about by my right hon. Friend the Member for East Hampshire (Damian Hinds) and my hon. Friend the Member for Winchester, across our country with all our school and college teaching staff.
Alongside our approach to testing, we are extending the use of face coverings to all indoor environments, including classrooms, unless social distancing can be maintained. We are recommending that additional precautionary measure until Easter, when it will be reviewed. We know that the introduction has been supported by a number of unions and 82% of adults according to a recent survey, but I note the concern of Members.
Despite the return to onsite provision for as many pupils and students as possible, we are aware of the huge amount of work that must be done to support education catch-up. My right hon. Friend the Member for Harlow rightly highlights disadvantaged children, who are at the heart of the Government’s focus. They are now performing better than 10 years ago in 2011, with the attainment gap narrowed by 13% at 11 and 9% at 16. As someone who went to a Knowsley comprehensive school, I know first-hand the impact that disadvantage has on life chances. I was interested to hear the hon. Member for Ilford North (Wes Streeting) talk about what a decade of Conservative Government could do, and I hope he was looking at those fantastic figures of the attainment gap narrowing, which are the result of our school standards and our approach to education over the past decade. If he wants to look at the figures, I will repeat them again: the gap has narrowed by 13% at 11 and 9% at 16 since 2011. We will rightly focus on helping those young people catch up.
We have a £1.7 billion catch-up fund, but it has to be outcomes-driven, as my right hon. Friend the Member for Harlow mentioned. The Department has commissioned an independent research agency to analyse catch-up needs and monitor progress over the academic year, which will help us understand the extent to which pupils may have fallen behind and how the impact of postponed learning is felt differently across the country.
As many hon. Members have mentioned, we have appointed an education recovery commissioner, Sir Kevan Collins, who will advise Ministers on the approach for education recovery. We will work with him and the education sector to develop specific initiatives for summer schools. A number of people mentioned summer schools, including my hon. Friend the Member for Burton (Kate Griffiths), who said that many schools in her area have already started to plan a wide range of summer activities. I know that my right hon. Friend the Member for Harlow supports summer schools and the covid premium to support educational recovery.
School sports were mentioned. Remote PE lessons have been available from the Oak Academy, but no one can wait to get back to the sports fields, so more funding has been made available to enable school sports facilities to stay open longer, and much of this will involve community and volunteers, as my hon. Friend the Member for Sleaford and North Hykeham (Dr Johnson) said.
The pandemic has shone a light on the life-changing role that teachers play in children’s lives, and it has inspired many others. We now have 41,500 trainee schoolteachers being recruited in 2020-21. That is an increase of 23% compared with 2019-20. Teachers and educators have worked tirelessly to support children and will continue to do so throughout, with many teaching their pupils while—let us not forget—also supporting the learning of their own children at home.
Throughout the pandemic, vulnerable children have been prioritised for on-site attendance. Early years, special schools, special post-16 providers and alternative provision have remained open throughout to vulnerable children and young people. As we move to full reopening, clinically extremely vulnerable children will still be advised to shield until 31 March and to continue with remote education, as will those children who test positive, as my hon. Friend the Member for Sleaford and North Hykeham mentioned. That is why we strengthened our remote education expectations in January, with more than 1 million devices delivered to vulnerable children and 300,000 more to come. Schools are expected to deliver three to five hours of remote education to those who will continue with remote learning. I am also grateful to BT and EE for providing free access to BBC Bitesize resources from the end of January 2021.
All Members have mentioned concerns about the impact on children’s mental health. We know that we need to improve support for children’s and people’s mental health. This is not a new issue, but it has been further impacted by the pandemic. That is why we are committed to investing in, expanding and transforming mental health services in England. We have committed an additional £2.3 billion of funding a year, and 345,000 more children and young people will be able to get additional access and support by 2023-24. This builds on our existing support, including our £8 million wellbeing for education return scheme, which has provided funding for expert advisers training in every local authority area, and more than £10 million of funding to mental health charities, including Mind, the Samaritans, YoungMinds and Bipolar UK, many of which were mentioned by the hon. Member for Hornsey and Wood Green (Catherine West).
We need to increase awareness. In February, the Prime Minister appointed Dr Alex George as youth mental health ambassador to advise the Government and raise awareness of mental health. We are also setting up a mental health in education action group, which he will sit on.
I thank the House for this opportunity to discuss the route map for schools and colleges in response to the covid-19 pandemic. We continue to be impressed by the resilience and positivity of everybody involved—parents, students and, of course, teachers—throughout these difficult times. I know that the whole country will be delighted that children are returning to schools and colleges, and will once again see their families and get the education that they deserve.[Official Report, 8 March 2021, Vol. 690, c. 4MC.]