Education
Gillian Keegan Excerpts(4 years, 2 months ago)
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Gillian Keegan
I believe I am right in saying that the service is run by the National Careers Service, and there has been more investment in the National Careers Service overall to ensure that it has the capacity to deal with this.
[Official Report, Fifth Delegated Legislation Committee, 30 September 2020, c. 9.]
Letter of correction from the Parliamentary Under-Secretary of State for Education, the hon. Member for Member Chichester (Gillian Keegan):
An error has been identified in the response I gave to the Committee.
The correct response should have been:
Gillian Keegan
I believe I am right in saying that the service is run by the Education and Skills Funding Agency, and there has been more investment in the ESFA overall to ensure that it has the capacity to deal with this.
Draft Apprenticeships (Alternative English Completion Conditions and Miscellaneous Provisions) (Amendment) (Coronavirus) Regulations 2020
Gillian Keegan Excerpts(4 years, 2 months ago)
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The Parliamentary Under-Secretary of State for Education (Gillian Keegan)
I beg to move,
That the Committee has considered the draft Apprenticeships (Alternative English Completion Conditions and Miscellaneous Provisions) (Amendment) (Coronavirus) Regulations 2020.
It is a pleasure to serve under your chairmanship, Ms Elliott.
Committee members will be aware of the unprecedented action that the Government continue to take to combat the economic impact of the covid-19 pandemic. In March, we swiftly launched the coronavirus job retention scheme to protect jobs and businesses from the worst of the pandemic. We have since seen millions of workers come off furlough and get back to work, and we will pay businesses a job retention bonus of £1,000 for each of those still employed at the end of January next year.
In addition, last week the Chancellor set out a new job support scheme to help affected businesses protect jobs as they seek to return to operations in the coming months. To support apprenticeships to continue during the pandemic, we introduced a range of flexibilities to promote remote learning and assessment, and enabled furloughed apprentices to continue to trade. As we build back stronger from the pandemic, apprenticeships will play a key role in creating jobs and boosting the skills that employers need to increase their productivity. We know that young people starting their careers are disproportionately impacted in economic downturns, so in our plan for jobs we announced payments of £2,000 to employers hiring a new apprentice aged under 25 between 1 August and 31 January 2021. Employers can also claim payments of £1,500 for taking on new apprentices aged 25 or older. For young people seeking the skills to enter the labour market, we are tripling the number of traineeships we make available and rewarding employers for offering work placements, as well as subsidising employers to create new short-term roles as part of the kickstart scheme.
We know that apprentices are not immune from this economic impact. Although employers are doing their best to protect existing apprentices, we know that many businesses are having to make difficult choices that they never wanted to make. Sadly, this will see apprentices being made redundant before they can complete their training. That impacts the apprentice personally and their ability to repay their employer—through increased productivity—the investment made in that apprentice’s future.
To help apprentices through this difficult time, in August this year we launched a new support service for redundant apprentices. It provides individuals who have been made redundant, or who are at risk of redundancy, advice and guidance on the impact of redundancy on their apprenticeship. It also enables them to access wider support services such as careers and financial advice and wellbeing support. Importantly, it helps them find new apprenticeship opportunities with employers. So far, more than 450 employers have registered to share details of their vacancies with redundant apprentices, with each employer often offering multiple opportunities in different roles and in different regions. One example is Troup Bywaters + Anders, an award-winning design SME that has already taken on three apprentices who were made redundant from their previous roles. The company told us:
“Having shared our vacancies through the new Redundancy Support Service for Apprentices, I can confirm that it is an easy way for us to play our part in helping shape people’s futures.”
We hope that any apprentice who is made redundant will be able to secure new employment and continue their apprenticeship with a new employer, but we know that that will not always be possible, so we now require training providers to produce a record of part completion when an apprentice has to stop their apprenticeship as a result of redundancy. It sets out the knowledge, skills and behaviours that the apprentice has already acquired prior to redundancy, providing a record of achievement and helping the apprentice to secure future employment. We already enable apprentices made redundant within six months of the end of their training to continue and complete their apprenticeship whether or not they are successful in finding a new employer.
Where an individual has made a significant commitment to their training and the goal of occupational competence is in sight, it is important that they are not robbed of the opportunity to complete their apprenticeship by the misfortune of redundancy. We now want to go further and give more apprentices who suffer redundancy the opportunity to complete their apprenticeship should they not find new employment immediately.
As we have replaced apprenticeship frameworks with new higher quality employer-designed standards, the average length of an apprenticeship has increased: up from 498 days in 2015-16 to 611 days in 2018-19. In recognition of that, we are now legislating to enable redundant apprentices to complete their apprenticeship if they are more than six months from completion at the time of redundancy and they have completed 75% or more of their training programme. That will mean that, for example, an engineering apprentice who had completed three years of a four-year programme when they were made redundant could now continue and complete the final year of their training, even if they cannot secure new employment during the lifetime of their apprenticeship.
In extending this policy we are acutely sensitive that apprenticeships are jobs, not simply training programmes, and that the unique benefit of an apprenticeship is its combination of off-the-job training and the on-the-job application of those skills. Without an employer for a sustained period of time, it becomes increasingly difficult for an apprentice to develop the on-the-job experience necessary to attain occupational competence and to pass the end-point assessment.
In our judgment, and based on discussions with employers and providers and on advice from the Institute for Apprenticeships and Technical Education, which oversees the development of apprenticeship standards, the completion of at least three quarters of an apprenticeship is necessary for an apprentice to have a realistic prospect of achieving occupational competence without the support and guidance of an employer. For that reason we have defined the policy in the way that we have. It means that up to an additional 8,000 apprentices currently undertaking apprenticeships of longer than two years could complete their programmes in the event of redundancy.
Having taken steps to encourage employers to offer new apprenticeship opportunities, we are now taking steps to extend support to existing apprentices seeking to complete their apprenticeship in the face of redundancy. This legislation strikes the right balance between supporting apprentices and protecting the quality of the apprenticeship experience they receive and the endorsement it provides to employers of those apprentices’s knowledge, skills and behaviours. I commend the regulations to the Committee.
Gillian Keegan
I thank the hon. Member for Stretford and Urmston for her comments. I also thank my hon. Friend the Member for Stoke-on-Trent North, who is as passionate as I am about apprenticeships. They are a brilliant way for young people to get the skills that are relevant to the workplace.
Those 570 apprentices in Stoke-on-Trent have made a good decision and we will be there to make sure that it pays off for them. The increasing focus on small and medium-sized companies is vital, because areas such as Stoke have a lot of employers in that bracket, which is why we need to make sure that the apprenticeship system works well for them and for all young people in Stoke-on-Trent so they get that opportunity.
In relation to my hon. Friend’s comments on kickstart and the apprenticeship scheme, they are designed to work together. We expect young people who benefit from kickstart to be taken on and employed full time or to go into the apprenticeship system, learn new skills and progress in the workplace.
Kate Green
I, too, was interested in what the hon. Member for Stoke-on-Trent North said about the kickstart scheme, because obviously, ideally, there would be a continuum from kickstart to apprenticeship. Will the Minister commit to publishing indications of the journeys that those who begin on kickstart make so that we can see if they do indeed transition into apprenticeships? There is a real concern that the financial incentive for some employers is simply to do the kickstart element at the expense of offering a much richer and more valuable career through an apprenticeship. Obviously that would be of concern to the Minister, as it is to us.
Gillian Keegan
I know that there has been a question about the eligibility for kickstart and apprenticeships and how those two schemes work together, but they do work together because they have different eligibility criteria. For example, to take part in the kickstart scheme, someone would usually be unemployed already and receiving universal credit, as well as meeting other criteria.
It is important to make sure that those opportunities work well together, which is why we are very much focused on the quality of apprenticeships as well. We look at and publish the destination data, certainly for apprenticeships. The kickstart scheme is run by the Department for Work and Pensions, but I am sure that it will look at destination data, because it is a huge investment and it is important that we get it right.
I thank Committee members for their contributions to the debate. I am delighted that apprenticeships seem to be hugely popular. People are focused on understanding how we can improve them, how we can improve the system, how we can create more of them and how we can make sure that every young person is aware of them, because we know that some young people do not hear about those fantastic opportunities to train and have career-led study until it is too late.
The hon. Member for Stretford and Urmston asked about the length of time that this process has taken. Obviously, the initial focus was on making sure that every apprentice could move their training online. That was really the first focus, because during the lockdown—the first phase of this pandemic—nobody was able to go anywhere, and we did not know how long that lockdown was going to last. So, the initial focus was on making sure that the furlough scheme applied to apprentices, and that they could continue their training and access it at home.
The redundancy support package that we already had was for those apprentices who had less than six months of their apprenticeships to go. During that period of the lockdown, very few apprentices were made redundant, because obviously the furlough scheme was in place, it was very generous and it provided ongoing support. However, the hon. Lady mentioned the British Airways worker. I actually spoke to British Airways about some of their apprentices and some of the apprenticeship changes that they were making, because clearly the business has been absolutely devastated by coronavirus; there is no getting away from that for airports and airlines.
The British Airways scheme really depends on the length of the apprenticeship. Most of the BA apprenticeships were for less than two years; in fact, a lot of them lasted for only one year or less. So, if apprentices still had six months of their apprenticeship to go, they could continue to the end-point assessment. And I believe that BA also decided to transfer some of the apprentices into their cabin crew, to make them full-time, and to bring that scheme forward as well.
The end-point assessment is the most important thing for people on the apprenticeship scheme, so that they can demonstrate the skills, knowledge and behaviour that they have learned, and those skills are transferable, so these apprenticeships still have currency. It is important that we get that balance right.
As for how the service—the job-sharing service—will work, the first aspect is making sure that we write to all employers, ensuring that they know it is available and encouraging them to bring forward any vacancies they have. The next step is to ensure that we also look after the apprentices. So, we are in contact with apprentices. If they make it known that they are redundant, we offer the service to them and we will also keep in contact with them later to check on how they are doing and to find out whether they have got a job. I believe I am right in saying that the service is run by the National Careers Service, and there has been more investment in the National Careers Service overall to ensure that it has the capacity to deal with this.[Official Report, 7 October 2020, Vol. 681 c. 8MC.]
The hon. Lady mentioned Hannah and, yes, I very much enjoyed speaking to Hannah on “Any Questions?” I will just relate this legislation to Hannah’s case. She was at the end of a three-year gas engineering apprenticeship. If she had been, say, two years and three months into that apprenticeship, this legislation would have made the difference for her. Without it and before it, Hannah could have done two years and three months of her apprenticeship and then, although she would have a partial completion record, she would not have been able to complete the apprenticeship. This measure would allow her to complete.
Regarding the end-point assessments, the vast majority of them happened, whether remotely or in some other way. The institute—the Institute for Apprenticeships and Technical Education—and the awarding organisations went through every single apprenticeship standard, and as many end-point assessments as possible took place.
However, there were some apprentices who could not complete their end-point assessments, as I explained to Hannah. She asked why a predicted grade could not be used for her apprenticeship. However, there are certain professions, such as being a gas engineer, where we absolutely need to check the competency of somebody to practise. The end-point assessment is a licence to practise, including dealing with some very dangerous substances and materials, and there are a number of apprenticeships that fit into that category. With those, we regretfully had to delay the end-point assessment because it had to be done in person.
Now that colleges are back and now that independent training providers are back, the hon. Lady is right that it is perfectly viable for those end-point assessments to be made and they are now taking place. We have a team of people in the Department who are in touch with Hannah and her training provider, to make sure that she will get her end-point assessment.
The other thing I would say is that Hannah will be a qualified gas engineer quite soon and there is a great demand for them. The hon. Lady talked about skill shortages and there is a great demand for qualified gas engineers. I believe that somebody phoned into the programme to offer her a job; it was not near where she lives, but that still shows the demand for her skills. So, I am very confident that she will have a lot to offer the workplace. Nevertheless, we really need to ensure that, where someone will be operating dangerous equipment or using other things that can endanger themselves or someone else if they do not have the required competency levels, we do not take any risks with that.
As for skills shortages, we ought to remember that before coronavirus we had 3.8% unemployment in this country and massive skills shortages. In my first six weeks as the Minister with responsibility for apprenticeships and skills, I spent all my time talking to various sectors about the tens of thousands—even hundreds of thousands—of vacancies in their particular sector. That is why yesterday’s announcement was so important, with respect to how we help people affected by coronavirus, where their sector has been badly hit and may take longer to recover—or may, indeed, not recover to the full extent—into areas where there are massive skills shortages. That will still go on.
The hon. Lady mentioned setting up a skills shortage taskforce. We have many initiatives to focus on skills shortages and on trying to match people at risk of redundancy, or who are made redundant, with the relevant areas and with the right training, whether through the apprenticeship system, online, through a full-time course or even, now, a boot camp—or via any of the other schemes that we have put in place.
Those initiatives are run with the mayoral combined authorities, local enterprise partnerships, local authority groups and employer groups. We have them in construction, the creative industries, engineering, shipbuilding and green jobs, to name just a few.
Jonathan Gullis
I should like to give an example of that from Stoke-on-Trent. Staffordshire chamber of commerce is acting as the main focal point, working alongside Stoke-on-Trent College to ensure that people who are falling through the gap can get access to businesses, which are recruited by the LEP and Stoke-on-Trent City Council to engage with the chamber of commerce. It is also getting local Jobcentre Plus offices to ensure that anyone who has come on to their books recently or who fits the criteria is sent to engage with the college and start the process that will hopefully find them an apprenticeship. Does the Minister agree that that is the kind of thinking we need, and that it is up to areas where local governing bodies have the data to find such creative solutions?
Gillian Keegan
I absolutely agree. We all have to work together. These are extraordinary times and they demand extraordinary action. I am grateful to my hon. Friend for mentioning the chamber of commerce, because it is vital in delivering that service across the country.
We all hope that redundancy will be a fate faced by as few apprentices as possible, but businesses face enormous challenges and we need to be prepared to support apprentices as far as we can, while protecting the integrity of apprenticeships and the mark of quality that they now represent to employers. By supporting the regulations today we can increase the number of apprentices who can complete their apprenticeship in the event of redundancy, recognising the sustained commitment that those individuals have made to their training over months and years. That will make a huge difference to them and enable them to make a full contribution to developing the skills that our businesses and country need to recover and thrive in the future.
Question put and agreed to.
Resolved,
That the Committee has considered the draft Apprenticeships (Alternative English Completion Conditions and Miscellaneous Provisions) (Amendment) (Coronavirus) Regulations 2020.
Draft Industrial Training Levy (Engineering Construction Industry Training Board) order 2020
Gillian Keegan Excerpts(4 years, 3 months ago)
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The Parliamentary Under-Secretary of State for Education (Gillian Keegan)
I beg to move,
That the Committee has considered the draft Industrial Training Levy (Engineering Construction Industry Training Board) Order 2020.
Thank you, Chair. This is also my first time as a Minister delivering a piece of legislation—a double first.
The draft order will allow the Engineering Construction Industry Training Board, or ECITB, to raise and collect a levy from employers in the engineering construction industry. Engineering construction touches our lives daily in unseen but vital ways, powering our homes and offices, providing clean water, processing and producing food, and the production of pharmaceuticals. The industry makes up more than one fifth of the total UK economy. Before covid, it directly supported about 190,000 jobs and was due to expand. It delivers crucial infrastructure that allows us to compete globally and has a key role in moving the country ever closer to net zero carbon emissions by 2050.
Even without covid’s impact on gas and oil, in which the hon. Member for Midlothian (Owen Thompson) would have a keen interest, were he in his place, engineering construction is a changing sector. High-tech skills are being poached by other sectors, the workforce are ageing and technologies are fast changing. That is why the Government announced a £5 billion accelerated investment in infrastructure projects to help fuel—excuse the pun—jobs and economic recovery from covid-19. For my Department, together with the ECITB, it is now more important than ever that we invest in skills and training to bring new talent up through the pipeline, to improve diversity and to retain existing knowledge.
The ECITB was established under the Industrial Training Act 1964—which makes it even older than me— to address the market failure of the sector to provide employee training. It provides targeted training grants to employers to enable workers to access and operate safely on engineering construction sites, to drive up skill levels and to incentivise training that would otherwise not take place. There is a balance to be struck between attracting new people and retaining existing workers.
Post covid, the ECITB swiftly introduced, among other measures, a scheme to help employers retain apprentices and graduates, and a new scholarship for trainees embarking on engineering construction careers. Recently, it has also published a report on transferability of skills, which will become increasingly important as we move from our dependency on fossil fuels to green energy. I am sure that our Scottish neighbours will have a keen interest in that, too.
On the draft order, the ECITB recognises budgetary pressures on small and medium-sized enterprises, which is why exemption thresholds have been retained. Approximately 25% of all establishments in scope of the levy will be exempted from payment and yet still able to access the pot. The levy rate for off-site employees, however, is increasing from 0.14% to 0.33% of an employer’s annual payments to workers for services. That will be phased in over three years.
That increase reflects a substantial growth in demand for training grants for off-site workers. Last year, off-site training took out almost 25% of the levy pot and paid in 13%. The ECITB considers that that demand is likely to increase further still as companies harness opportunities from new technologies and as more work is conducted remotely, such as remote fault diagnostics.
The ECITB has consulted industry on the levy proposals via its consensus process. Consensus consists of two tests: both the majority who pay the levy and in addition those who pay more than half of the levy raised must agree to the proposals. I reassure the Committee that both tests have been met overwhelmingly: 78% of off-site levy payers voted in favour, 66% of Scottish employers were in favour—representing 93% of the Scottish levy raised—and, collectively, 75% of all companies in scope of paying the levy and that together are likely to pay 87% of it voted in favour of the proposals before us.
That support is a testament to the value that the industry attaches to the ECITB and the recognition that there is a long-term skills challenge that can only be addressed through collective action. During the three-year levy period, this order is expected to raise around £80 million, which is to be invested in skills training for the engineering construction industry. In 2018, 99.4% of the levy raised went directly into supporting training.
To conclude, the order will enable the ECITB to continue carrying out its vital training responsibilities, and I commend it to the Committee.
Gillian Keegan
I thank the hon. Gentleman for his remarks. Before I turn to his questions, I reiterate the important strategic role that the engineering construction industry has to play in the economy as the country responds to and recovers from the impact of covid-19. There can be no doubt about how reliant we are on a skilled engineering construction workforce.
The hon. Gentleman asked how we will evolve training. A number of conversations have been had about modular training, and enabling people working in one sector, such as oil and gas, to use and transfer their skills into other sectors, such as renewables and renewable energy. The ECITB is very much focused, along with the Institute for Apprenticeships and Technical Education, on looking at how we can facilitate that transfer of skills and move into green jobs, so the skills in a box—the ability to have more modular upskilling capability to enable our green jobs revolution—is very much at the heart of our strategy.
Apprenticeships are absolutely key to the way that the industry goes about training its young people. As the hon. Gentleman will be aware, the Department has introduced traineeships that are also being considered as pre-apprenticeships, to enable even more people to build the pipeline. There are 132 apprenticeship standards, so the Department and the Institute for Apprenticeships and Technical Education have done a lot of work to ensure that we support the sector, and a broad range of apprenticeship standards are in place.
The hon. Gentleman mentioned diversity and the ability of those with special educational needs and any sorts of disabilities to access the sector. Equality and diversity within the industry is a challenge, and the industry knows that, and knows that it needs to encourage greater diversity among the engineering construction workforce, particularly by increasing female and BAME representation. The ECITB has recognised that it has a key role to play in that. The levy enables initiatives that are aimed at attracting a diverse pool of new entrants to the industry and promoting careers and training in engineering and construction post 16.
The ECITB is working with partners such as the Women’s Engineering Society and EqualEngineers to raise awareness and showcase diversity in action through public relations activities and campaigns. The ECITB has a female chair and four of the 12 board members are women, which also shows good progress. As is typical with all courses offered by the DFE, further education providers and independent training and apprenticeship providers, it is vital that all those providers make sure that their courses are accessible to anybody with special educational needs. Much more effort is being made to focus on that to make sure that accessibility results in more people with disabilities having opportunities in this field.
On overview, a strategy and business plan takes account of what will happen in the three years and how we will facilitate the move to green jobs to facilitate net zero carbon economy and to attract young people, who are probably much more attracted by an industry that has renewables and green jobs than perhaps they would be by an old oil and gas sector, so that is a way to make sure we have a solid pipeline of workers. I have oversight of the strategy and business plan, and I also conduct an annual performance appraisal of the chair of the ECITB. In fact, I completed that just last week. The ECITB is doing a good job, which is borne out by the fact that so many employers still support its overall purpose and aim, and many of the board members are key leaders in the sector.
The ECITB levy is ring-fenced for activities such as training new staff in many different ways or developing the skills of the existing engineering construction workforce. The majority of the engineering construction training would be unlikely to take place without that, and without such investment we would not have the skilled workers that we need and we would not be able to deliver infrastructure projects. Most of that is project-based work which will form part of the country’s recovery as well as support the transition to greener, sustainable energies linked to decarbonisation. That strategy continues to represent the collective view of employers in the engineering construction industry. I am delighted that the hon. Gentleman and his Labour party colleagues also support that policy, because it is right that engineering construction industry training should be funded through a statutory levy system in order to secure a sufficient pool of skilled and talented labour. I commend the order to the Committee.
Question put and agreed to.
Oral Answers to Questions
Gillian Keegan Excerpts(4 years, 3 months ago)
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Gill Furniss (Sheffield, Brightside and Hillsborough) (Lab)
The Parliamentary Under-Secretary of State for Education (Gillian Keegan)
Colleges are facing financial uncertainty as a result of covid-19, and many face reductions in commercial income and uncertainty with apprenticeship starts. We have a team, including skilled finance professionals, who are working closely to support colleges, and we are also working with banks to ensure access to commercial lending where required. Since April, only five colleges have needed to access emergency funding.
Gill Furniss
Further education colleges provide lifelong learning, and they will be essential if we are to provide the levelling up agenda that the Prime Minister speaks so fondly of. However, coronavirus has left many with a black hole in their funding. We understand that it could be as much as £2 billion, and at the moment we are facing unprecedented demand. I fear that the Government do not understand the value of further education to the economy and the new skills we require in this country. FE colleges are flexible and adaptable, and they can help many young people who have been let down by this Government during the fiasco of the GCSE and A-level results. Will the Minister confirm today that she will look into this and provide the necessary funding, which, according to the Sixth Form Colleges Association, should be £4,760 per year for 16 to 17-year-olds and 18 year olds?
Gillian Keegan
Let me assure the hon. Lady that we absolutely have FE colleges at the very heart and centre. We are planning a big reform of the sector, and as somebody who went to FE college myself from the age of 16, I am absolutely passionate about this area. The colleges have done an amazing job in responding to covid-19 to support students throughout coronavirus. We continue to pay the grant funding and monthly payments for 2019-20, and will do so for 2020-21. We have also provided catch-up funding of £96 million for small group tutoring for those disadvantaged students who need it. On top of that, we have allocated £200 million to enable FE colleges to improve their buildings. We have a team of officials right now working with every college that needs that support. We are working with 40, and so far only five have needed financial assistance, but we will keep this under review.
Mr Toby Perkins (Chesterfield) (Lab)
The Government’s own commissioner for further education has warned that as many as 40 colleges are currently at risk of running out of cash, and despite the measures that the Minister has just spoken of, the Association of Colleges is warning of a £2 billion cash shortfall. We also know from the May report that the Government have inadequate mechanisms for identifying colleges in crisis, so the truth is that all those measures that the Minister speaks about simply are not enough. We need far greater action if we are going to see our colleges and their pupils and staff not being let down and left in financial crisis this autumn.
Gillian Keegan
I thank the hon. Gentleman for his question. Just so we are clear, we have provided grant funding to the FE sector, with more than £3 billion for a full year, and it gratefully received that. We have also announced an increase of funding of £400 million for 2020-21, an increase of 7% in overall funding. As he rightly said—and I said in answer to the earlier question—we are working with 40 colleges to structure their finances and helping them to get the advice and support they need. If they need emergency funding, as has been available, it will be available to them as well. We have a team of people working on this all the time, and the colleges accept that we are putting our arms around them to ensure that they get through this period.
Mr Barry Sheerman (Huddersfield) (Lab/Co-op)
Seema Malhotra (Feltham and Heston) (Lab/Co-op)
The Parliamentary Under-Secretary of State for Education (Gillian Keegan)
We understand that ensuring adults can access the training they need is vitally important and more important than ever. Latest figures show that between August 2019 and April 2020 over 195,000 learners, out of a total of 1,624,000 further education learners over 19, benefited from support for the unemployed. We are supporting people by investing £1.34 billion in 2020-21 in adult education and we are investing £2.5 billion over the course of the Parliament in the National Skills Fund.
Seema Malhotra
I thank the Minister for her response. The Centre for Ageing Better highlights that the number of older workers on unemployment-related benefits more than doubled to over 600,000 in July. The Minister will know that the core adult education budget is still frozen in cash terms at last year’s amount. Those who are recently unemployed or redundant and who want to access training or retraining to upskill often cannot afford it, or risk losing universal credit if they do so. She will, I am sure, not want that to sum up the Government’s approach to lifelong learning, so will she meet me, Ruskin College and West Thames College to hear about the issues we are facing in Hounslow, an aviation community, and to give people hope so that they, too, can have the opportunity to move forward and get back into work?
Gillian Keegan
We are, of course, absolutely committed to helping everybody who may find themselves looking for a job during this period through no fault of their own, to have access to training at any age, at any stage. That is why the Chancellor set out his plan for jobs to give businesses confidence to retain, hire and get careers back on track. That includes £1.6 billion of scale-up employment training support and apprenticeships. We are investing in high-quality careers provision, incentivising employers to hire new apprentices, tripling the number of sector-based work academy placements and doubling the number of work coaches. We are also investing £2.5 billion, which will be available in April 2021. I am sure the colleges will be very much looking forward to that. We are working to make sure that everyone has access to training. I am, of course, very happy to meet colleges and will be very happy to do so with the hon. Lady.
Ms Karen Buck (Westminster North) (Lab)
College Financial Oversight: Independent Review
Gillian Keegan Excerpts(4 years, 5 months ago)
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The Parliamentary Under-Secretary of State for Education (Gillian Keegan)
I am publishing today the report of the Independent Review of College Financial Oversight, conducted by Dame Mary Ney DBE.
At the heart of the report is recognition of the contribution of colleges to their local communities and economies—essential to meeting both the skills needs of business and enabling young people and adults to succeed and adapt to the changing economy. Colleges must be recognised as an integral part of each region’s growth strategy with a long-term role in raising productivity and living standards. They are vital to building skills to power our national economic recovery at this time.
The principal conclusion of the report, which I endorse, is that Government must have a strategic relationship with FE colleges. This means not just acting as a regulator, or intervening in the event of failure, but ensuring that every college is part of a coherent plan to meet local and regional need. There are many outstanding colleges, and exceptional college leaders, who are well placed to drive not just the success of their institutions, but wider prosperity working with local authorities, businesses, universities and schools.
The report supports a collaborative FE system. Colleges are critical infrastructure backed over time by substantial Government capital investment. There is a place for competition, but it is also important that colleges work together to meet need and learn from the exceptional practice that exists in the sector. Dame Mary’s report highlights how this collaborative approach has driven improvement through the Strategic College Improvement Fund, and National Leaders of FE—work that is now been taken forward through the new College Collaboration Fund and the expansion of the National Leader programmes. I endorse this approach.
The FE Commissioner has played a critical role in bringing FE practitioner expertise into Government and successfully working to strengthen the leadership and governance of colleges. I intend to maintain the role, reporting directly to Ministers as a public appointment, but strengthening alignment with the Education and Skills Funding Agency (ESFA), and placing its civil service support team there. This change will further empower and develop the ESFA’s territorial teams and enable them to draw upon practitioner expertise. There will be a regular strategic dialogue with each college board around priorities. This will reduce the perception that support is only available to colleges in trouble, and focus not just on prevention but on building success and outstanding practice.
The review also recommends further action to improve the effectiveness of the financial data collected from colleges. In February, the ESFA took the first step towards adopting a new integrated single data return, working closely with the Association of Colleges. We have also commissioned a July financial collection to assess the financial impact of covid-19 on the sector and individual colleges. This will enable us to continue to work with governing bodies to mitigate financial risks arising from covid-19, avoid failure and help reduce intervention, while remaining ready to act decisively when necessary. This will be supported through additional requirements for colleges to be transparent—including protection for whistleblowers—through our audit code of practice and grant conditions. Starting from 2020-21, they will require all colleges to publish their whistleblowing policy externally. We are also considering the link between the ESFA’s financial assessments and OFSTED judgements—in light of OFSTED’s plans to consider piloting of changes in schools. The report is also right to highlight the importance of funding simplification.
Inspirational leadership, overseen by strong governance, is the ultimate driving force in all our outstanding colleges—providing the structure and culture that supports outstanding teaching and develops exceptional teachers. We are investing in learning and development programmes for those in key governance and leadership roles in colleges through the Education and Training Foundation and Oxford SAID business school. We have allocated up to £4.5 million for the current financial year, which will include a new programme of learning and development for governance professionals. Dame Mary was right to highlight the importance of this role. We will also strengthen the governance guide for college corporations.
Fundamentally, Dame Mary Ney’s report demonstrates that Government must set out a long-term radical vision which places colleges where they belong—driving the success of regional economies and communities. This could not be more opportune. As we renew our economy and society following the historic challenge of covid-19, our young people and adults must have the skills to succeed. The steps we are already taking, particularly with the launch of the first wave of our new, high status T-levels this autumn, are a vital step. We must build on this to create a broad and bold strategy to elevate the role of further education and support our colleges in their vital and transformative mission. Our forthcoming White Paper will set out how we plan to do that.
[HCWS370]
Education
Gillian Keegan Excerpts(4 years, 5 months ago)
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Steve Double [V]
I thank the Minister for that answer. It is clear that T-levels will have a valuable part to play in ensuring that we have the workforce of the future across the economy, but the sector of the economy that is being most adversely affected by the current crisis is hospitality, and it is vital that that sector is able to access the workforce that it will need to recover, particularly in a post-Brexit world, so will the Minister please consider bringing forward a T-level in hospitality as soon as possible?
Gillian Keegan
I agree with my hon. Friend: equipping people with the skills that they need is crucial to our economic recovery, particularly in St Austell and Newquay. To support tourism and hospitality, which are important to his constituency, we will offer T-levels in cultural heritage and visitor attractions, catering, and management and administration. I hope that, with my hon. Friend’s support, T-levels will be available soon so that young people in St Austell and Newquay can benefit from a high-quality technical education.
[Official Report, 5 May 2020, Vol. 675, c. 480.]
Letter of correction from the Under-Secretary of State for Education, the hon. Member for Chichester (Gillian Keegan):
An error has been identified in the answer I gave to my hon. Friend the Member for St Austell and Newquay (Steve Double).
The correct answer should have been:
Gillian Keegan
I agree with my hon. Friend: equipping people with the skills that they need is crucial to our economic recovery, particularly in St Austell and Newquay. To support tourism and hospitality, which are important to his constituency, we will offer T-levels in catering, and management and administration. I hope that, with my hon. Friend’s support, T-levels will be available soon so that young people in St Austell and Newquay can benefit from a high-quality technical education.
Oral Answers to Questions
Gillian Keegan Excerpts(4 years, 6 months ago)
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Gavin Newlands (Paisley and Renfrewshire North) (SNP)
The Parliamentary Under-Secretary of State for Education (Gillian Keegan)
I am sure that my hon. Friend the Member for Penrith and The Border (Dr Hudson) will join me in thanking all staff in further and higher education for their work in responding to this unprecedented challenge—they have done a fantastic job. In further education we have introduced flexibilities and encouraged online teaching so that learners can complete their courses as planned. Colleges are open and we want to get all learners back into college as soon as possible.
Dr Hudson [V]
The coronavirus pandemic throws into sharp relief the importance of food production and security, and the critical areas of health and social care. Newton Rigg College in Penrith in my constituency has over 1,000 learners and 130 staff, and trains people in vital areas such as agriculture, land-based studies and health and social care. The college has now been listed for possible closure in July 2021 by its host institution, Askham Bryan College, creating much uncertainty over its future. Does my hon. Friend agree that colleges such as Newton Rigg are vital for our rural communities, and will the Department for Education and other Departments work with me and local stakeholders to try to secure a viable and sustainable future for that prized asset of both Cumbria and, indeed, the wider UK?
Gillian Keegan
My hon. Friend is absolutely right. Our further education colleges are vital for supporting young people in rural communities to get the skills they need. I am aware that the governors at Askham Bryan College have made an in-principle decision to close the Newton Rigg campus from July 2021. Indeed, my hon. Friend and I have now met twice with the Further Education Commissioner to discuss this, at my hon. Friend’s request, so I know he will continue to campaign on this issue. My officials are working with the college and stakeholders to ensure that learners and communities in and around Eden Valley continue to have access to high-quality further education.
Stuart C. McDonald
The reintroduced graduate work visa could indeed help universities and colleges to attract international students and to recover from covid-19: it is just an appalling reflection on Tory Governments that we have been without such a visa for such a long time. Can the Minister say what discussions she has had about extending the graduate visa offered to students who are already here on tier 4 visas, so that both the education sector and the wider economy can use their skills in our recovery?
Gillian Keegan
There is a lot of work going on to ensure that we support the university sector through this crisis. On 20 April, the Home Office updated its visa guidance to provide greater certainty for international higher education students in the UK impacted by coronavirus. On 22 May, the Home Office announced that visas due to expire before 31 May would be extended to 31 July 2020 for those unable to return home. More work will be done in this area.
Kirsten Oswald [V]
Post covid, the stiff competition for international students will intensify. EU students make up a third of the international student body, but any deregulation of fees for EU students will sharply reduce their numbers. Can the Minister confirm that there is no intention to cause such damage, and that EU students in England will retain their home student fees status?
Gillian Keegan
Of course, international students are a key concern for the sector at the moment and, as my hon. Friend the Minister of State for Universities outlined before, work is going on in this area and there is a two-tier system. The Department for International Trade is also working with the Department for Education to encourage students, particularly those in Europe, to come over and continue their international student placements.
Gavin Newlands [V]
I am sure the whole House will want to join me in paying tribute to Fiona, Alexander and Philip, the three young children who died in a tragic house fire in my constituency on Friday. Our thoughts and prayers are with their family and friends.
Many students who normally work over the summer will now, through no fault of their own, be pushed into poverty. The Scottish Government have brought forward earlier access to £11 million to support students, but given the unique circumstances, does the Minister agree that flexibility in universal credit over the summer would help many young people who will otherwise be in an impossible position?
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.
David Johnston (Wantage) (Con)
Peter Aldous (Waveney) (Con)
The Parliamentary Under-Secretary of State for Education (Gillian Keegan)
It is our ambition that East Coast College students and all college students will have the opportunity to make up for lost education. Remote learning has been working really well, but we will provide more details soon on how 16-to-19 providers can further support students. Funding allocations for 2020-21 have been guaranteed, and payments will be made in line with the national profile.
Mr Toby Perkins (Chesterfield) (Lab)
I do not know why that answer could not have been given to my hon. Friend the Member for Ilford North (Wes Streeting), who asked a very similar question but got no sort of answer. The Government must realise that leaving students who have missed level 4 in maths and English out of the catch-up funding is abandoning them at the very time they need such help the most. How can the Government justify leaving them out of that announcement given that a plan for schools was in place last week?
Gillian Keegan
It is clear that the initial focus has been on the school catch-up. There has been a great response from the further education sector, which was quick to move online and to provide a wide range of engaging and innovative classes. We recognise the need for catch-up, particularly for those starting college from school, and we are working to see what more support we can give to make up for the disruption due to covid-19.
Stuart Anderson (Wolverhampton South West) (Con)
In Wolverhampton, we have several outstanding special educational needs and disability—SEND—schools, including Penn Hall and Tettenhall Wood. What is my right hon. Friend doing to help vulnerable children to return to education safely in those schools?
Education
Gillian Keegan Excerpts(4 years, 9 months ago)
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Mike Amesbury (Weaver Vale) (Lab)
Apprenticeships are down 46% since the introduction of the levy. What will the Minister do in National Careers Week to turn that around?
Gillian Keegan
Apprenticeships are at the heart of our vision for a world-class technical education system, and we have specifically focused on quality in the past year or so. High-quality starts have increased to 63% from 44% in the previous year. Quality is the most important thing, and we are pleased to say that the number of starts is increasing this year.
[Official Report, 2 March 2020, Vol. 672, c. 595.]
Letter of correction from the Under-Secretary of State for Education, the hon. Member for Chichester (Gillian Keegan):
Errors have been identified in the response I gave to the hon. Member for Weaver Vale (Mike Amesbury).
The correct response should have been:
Gillian Keegan
Apprenticeships are at the heart of our vision for a world-class technical education system, and we have specifically focused on quality in the past year or so. High-quality starts on standards have increased to 63% from 44% in the previous year. Quality is the most important thing, and we are pleased to say that the proportion of starts on standards is increasing this year.
Children in the Care System: Sibling Contact
The following is an extract from the Adjournment debate on 4 March 2020.
Vicky Ford
… The legal framework is clear on allowing contact between siblings and placing them together where it in their best interests. Historically, there have been concerns that some contact arrangements were not made on the assumption that contact should always take place.
[Official Report, 4 March 2020, Vol. 672, c. 956.]
Letter of correction from the Under-Secretary of State for Education, the hon. Member for Chelmsford (Vicky Ford):
An error has been identified in the response I gave to the hon. Member for South Shields (Mrs Lewell-Buck).
The correct response should have been:
Education and Training (Welfare of Children) Bill
Gillian Keegan Excerpts(4 years, 9 months ago)
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The Parliamentary Under-Secretary of State for Education (Gillian Keegan)
I thank the hon. Member for City of Durham (Mary Kelly Foy) for introducing this important Bill. This is a subject that clearly many of us feel passionately about, particularly the need to safeguard children from many types of harm, including online harm and harm that affects their mental health, such as bullying. I know she has a long-standing interest in this area, and in particular in people’s health and wellbeing.
I thank all hon. Members for their contributions to today’s debate. Safeguarding of children is one issue that I think all Members agree is extremely important. The Government take it very seriously, which is why we support the Bill. Young people, especially those in their mid to late teens, can be particularly vulnerable. They are in that transitional phase—they are growing up and starting to become more independent, but they are still children in many ways. I am sure many hon. Members will recognise that from their own experience, while others may still have the joy of teenagers to come. It is a difficult time in a young person’s life, and the education landscape is suddenly becoming a lot more complex, with many more different options and important choices to make, which will have an impact on their lives and careers.
The Bill has been described as a technical change to place all Government-funded post-16 providers of education and training on the same statutory footing. As many hon. Members have highlighted, that is important. Whether studying A-levels, T-levels, an apprenticeship or other qualifications in a school, college, sixth-form college, 16-to-19 academy, specialist post-16 institute or independent learning provider, it is important that students are safe and that the institution they are in has responsibility for their safeguarding.
Such institutions do have responsibility for safeguarding today, but rather than being buried in contract conditions or other conditions such as Ofsted requirements, having a single statutory guidance note will make it clear and transparent to all what is expected. That is important for parents, students, providers and bodies such as Ofsted. Parents and students in particular should be reassured by the underlying principle of “Keeping Children Safe in Education”. All practitioners must ensure that their approach is child-centred. It means that they should consider at all times what is in the best interests of the child. Safeguarding covers all forms of harm. It covers abuse, whether mental, physical, sexual or online. It covers bullying in all forms. It covers child exploitation, county lines, female genital mutilation and neglect. The “Keeping Children Safe in Education” guidance covers all those areas and more, not only in terms of what providers need to do, but, critically, where extra advice and help can be found. Having one single approach to safeguarding will, I believe, help all providers to know their obligations and where they can get advice to help them to safeguard children.
This debate has shown how strongly we feel about the need to safeguard children. In the interests of time I will not cover all the issues raised, but I would like to reassure my hon. Friend the Member for Harborough (Neil O'Brien), who raised the academisation of faith schools. It is our ultimate ambition that every school that wants it should have the opportunity to benefit from the autonomy and freedom that academy status can provide. Going forward, we will continue to look for a suitable opportunity to address this issue and level up the playing field.
I want to make three clear points. First, every provider already has some form of requirement on safeguarding. In simplifying the landscape, I agree that the Bill will not place any additional costs or administrative burdens on providers. In fact, it may help them, because it will make it simpler and clearer to understand. Secondly, I feel strongly that the provisions will result in a levelling up of safeguarding, making it clearer for all concerned, whether they are a parent, student or a provider, and ensuring that the guidance remains relevant and up to date in a timely manner. Finally, the Bill will result in the need to amend the statutory guidance note “Keeping Children Safe in Education”. We will consult openly and widely with the sector to ensure that the guidance is both appropriate and proportionate.
In closing, I reiterate my thanks to the hon. Member for City of Durham for bringing the Bill before the House. I congratulate her, as a new Member, on driving forward these important proposals so early in her career. I am sure we will hear a lot more from her. I look forward to visiting the outstanding New College Durham. I thank her again and confirm that the Government will support the Bill.
Oral Answers to Questions
Gillian Keegan Excerpts(4 years, 9 months ago)
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Alexander Stafford (Rother Valley) (Con)
The Parliamentary Under-Secretary of State for Education (Gillian Keegan)
My hon. Friend will, I am sure, be glad to hear that further education is at the heart of this Government’s plans to level up the skills of the nation by providing high-quality provision and delivering on key policies such as T-levels and apprenticeships. We have been supporting colleges to do this through investment in the further education workforce, and we will increase 16 to 19 funding in 2020-21 as well as investing in the college estate to ensure that colleges are well placed to deliver the skills our economy needs for the future.
Mark Fletcher
The Bolsover constituency currently has no sixth form or further education college. Does the Minister agree that if we are to unleash the potential of young people in my constituency, we need a proper post-16 pathway that is both local and linked to industry?
Gillian Keegan
I absolutely agree with my hon. Friend, and I know that he will do everything possible to increase opportunities for young people in Bolsover. Of course, every area needs good provision that meets the needs of local employers and learners. He will be aware that, in addition to the RNN group, there are two general colleges that recruit students from the Bolsover area: Chesterfield College and West Nottinghamshire College, both of which supply a bus for students travelling from Bolsover. There are also a number of independent training providers in the surrounding areas that offer a wide range of high quality apprenticeships.
Stephen Metcalfe
As the Government envoy for engineering, may I welcome last week’s announcement of over £14 million to improve college leadership? Does my hon. Friend agree that quality leadership is a vital part of ensuring that colleges are able to deliver the engineering skills our economy will need in the future?
Gillian Keegan
I should like to start by paying tribute to the leadership that my hon. Friend has shown in championing the cause of apprenticeships in his role as a national apprenticeship ambassador, a role that I held myself. On the issue that he has raised, strong leadership and governance are critical to the success of colleges, and this funding will help colleges to invest in current and future leaders. South Essex College, which has campuses around the south Essex area, is just one example of how good leadership can deliver for local businesses and for young people, including many of my hon. Friend’s own constituents.
Alexander Stafford
As the Minister is aware, the Dinnington campus, run by the RNN group in Rother Valley, is set to close after over-expanding. What support can she provide to those who are currently studying at the Dinnington campus to ensure that their studies are unaffected and that Rother Valley continues to have a leading FE establishment?
Gillian Keegan
The Further Education Commissioner and the Skills Funding Agency provide a wide range of support to colleges, and both are working closely with the group to discuss the implications of the college’s decision to close its campus. It is essential that learning is not disrupted and that good access is maintained, with support for all students. I know that my hon. Friend has already met the FE Commissioner to discuss his concerns, and I will ensure that he is kept closely briefed as we work with the college to ensure that there is good access to further education in the Rother Valley.
Emma Hardy (Kingston upon Hull West and Hessle) (Lab)
I am interested to know how much more money the Minister has to throw at T-levels before she accepts that they have created a qualification that is undeliverable in rural areas and in areas dominated by small and medium-sized enterprises, that has been rejected by colleges—including Scarborough Sixth Form College, which the Secretary of State attended—and, worst of all, that fails to offer equality of opportunity for our young people and fails to deliver the skills upgrade that our country needs.
Gillian Keegan
T-levels represent a once-in-a-lifetime opportunity to put our technical education system on a par with the best in the world through a scheme that is equal to traditional academic routes. We are just at the start of the T-level journey, and I urge the hon. Lady to support this important change in our technical education provision.
Meg Hillier (Hackney South and Shoreditch) (Lab/Co-op)
The Minister spoke earlier about the importance of investment in the FE workforce, but many lecturers in FE are working part time on insecure contracts. When will the Government make sure the funding stream is secure enough for FE colleges to recruit people who will actually be able to spend time investing in their career and in their pupils?
Gillian Keegan
Of course, the workforce in FE colleges are a vital part of delivering the high-quality turnaround we want in our technical education. We are increasing the funding in FE colleges, and we have also increased funding specifically for workforce development. These are independent organisations, of course, so we do not set the pay and salary scales.
Mike Amesbury (Weaver Vale) (Lab)
Apprenticeships are down 46% since the introduction of the levy. What will the Minister do in National Careers Week to turn that around?
Gillian Keegan
Apprenticeships are at the heart of our vision for a world-class technical education system, and we have specifically focused on quality in the past year or so. High-quality starts have increased to 63% from 44% the previous year. Quality is the most important thing, and we are pleased to say that the number of starts is increasing this year.[Official Report, 16 March 2020, Vol. 673, c. 5MC.]
Ben Bradley (Mansfield) (Con)
I warmly welcome my hon. Friend to her place, and I know she is passionate about this issue. Will she join me in welcoming the collaboration in my Mansfield constituency between West Notts College and Nottingham Trent University, which is bringing degree-level nursing qualifications to an area where the NHS is the biggest employer? Does she agree that collaboration between local education providers and business is exactly what we need if we are to fill the skills gap in communities like Mansfield?
Gillian Keegan
One of the key pillars of delivering the new reforms in technical education and further education is the fact that employers are working closely with existing colleges and FE institutions. It is vital that we bridge the gap between what education provides and what businesses need. In our NHS, providing new routes through nursing apprenticeships and nursing degrees that are local to providers is vital.
Sarah Jones (Croydon Central) (Lab)
Bob Blackman (Harrow East) (Con)
The Parliamentary Under-Secretary of State for Education (Gillian Keegan)
As my hon. Friend knows, the Government have announced increased funding for 16 to 19-year-olds of £400 million in 2020-21. That is the biggest injection of new money in a single year for a decade. As our manifesto made clear, there will be further investment in T-levels and further education college estates, and we will of course be looking again at further education funding as part of future spending reviews.
Christian Matheson (City of Chester) (Lab)
Andrew Selous (South West Bedfordshire) (Con)
Achieving net zero emissions and the green jobs of the future means having enough skilled workers in electric vehicle maintenance and zero-energy-bill homes construction, so what are the Government doing to make sure that the supply of these vital workers meets the growing demand?
Gillian Keegan
My hon. Friend is a powerful voice for the environment, and it is no surprise to find that in this area he is right. The UK is leading a new green industrial revolution, and we need a workforce with the technical skills for the future. That is why we have introduced T-levels. We are also investing £290 million in 20 institutes of technology, which will be the pinnacle of technical training.
Margaret Ferrier (Rutherglen and Hamilton West) (SNP)
The Scottish Government have undertaken a review to consider the experiences and outcomes for young people in care in Scotland. Will the UK Government carry out a similar exercise in England?