Oral Answers to Questions

Kelvin Hopkins Excerpts

Thursday 26th March 2015 Commons Chamber

[Mr Speaker]

Last but not least, I call Kelvin Hopkins.

[Kelvin Hopkins (Luton North) (Lab)]

12. What assessment he has made of the effect on the balance of trade of depreciation of the euro.

[The Secretary of State for Business, Innovation and Skills (Vince Cable)]

In the latest Office for Budget Responsibility forecast, while sterling is assumed to be stronger against the euro, the balance of trade is forecast to improve. I recognise that a strengthening pound can create pressure for some exporters, but any discernible impact on the balance of trade has been more than offset by other factors, such as demand conditions in overseas markets.

[Kelvin Hopkins]

The UK has a trade deficit of about £1 billion a week with the rest of the EU, equivalent to 1 million jobs lost, and the significant depreciation of the euro rate against sterling, while bringing a short-term benefit to the trade balance because of the J-curve effect, will cause serious longer-term damage to the economy. What discussions has the Secretary of State had with the Chancellor and the Governor of the Bank of England about this worrying matter?

[Vince Cable]

I have had a lot of discussions with both of them about this issue, but since the hon. Gentleman is an expert on the subject he will know that what really matters is the real effective exchange rate. We have devalued substantially against the dollar, by more than 10%, and that must be put into the mix. One lesson we learned from the 2008 financial crisis, when we had sterling devaluation of 25%, is that that does not automatically translate into improved trade.

Consumer Rights Bill

Kelvin Hopkins Excerpts

Monday 9th March 2015 Commons Chamber

[Philip Davies]

You would rule me out of order if we got into a slanging match about TV debates, Mr Speaker. The hon. Gentleman is an affable chap and I am happy to have a cup of tea with him afterwards so we can discuss the merits of the TV debates. I do not think this is the right venue for such a discussion, as I would rightly be ruled out of order if I were to go down that route. I knew it was a mistake to give way to him.

Once upon a time, as you will recall, Mr Speaker, the Conservative party used to believe in the free market. It appears to be an increasingly alien concept these days, but I am wedded to the idea and I always thought it was what the Conservative party believed in. I am talking about the idea that if someone owned some property, they were free to sell it on to somebody at a price they were happy to sell it for and others were happy to pay. That is the whole essence of the free market, and it happens with every possible thing we can ever buy, including houses—they are in short supply at the moment too, with much more demand than supply. But I worry that Government Members seem to have given up completely on the free market.

[Kelvin Hopkins (Luton North) (Lab)]

rose—

[Philip Davies]

I am happy to give way to someone who never believed in the free market.

[Kelvin Hopkins]

Indeed; the hon. Gentleman has a point. The free market operates where supply can actually be increased. Where there is a limited supply, the price simply increases and people are exploited.

[Philip Davies]

I am interested in what the hon. Gentleman says. I do not want to rehearse all the arguments we have had in the past, but what we are talking about does not just happen with tickets. For example, limited edition products are sold all the time—there is a limited number of them. When a painting is sold, there is just one and the demand for it may well outstrip the supply. Is the hon. Gentleman saying that wherever demand outstrips supply and the supply cannot be increased, nobody should ever be able to make a profit? That may well be the policy the Labour party is arriving at: nobody is ever allowed to make a profit. That is a perfectly respectable position for the hon. Gentleman to hold, and he holds his positions consistently, and with great vigour, honour and determination. I do not blame those in the Labour party for being in favour of these kind of restrictions: because they are socialists, they do not want people to make a profit and they want to regulate every aspect of people’s lives. That is fair enough; I respect them for that, although I do not like it. What I object to is the fact that Conservative Members are being asked to give up on the free market.

Oral Answers to Questions

Kelvin Hopkins Excerpts

Monday 2nd March 2015 Commons Chamber

[Mr Gibb]

I agree with my hon. Friend that that should be possible, and we are doing everything we can to encourage more young people to study a foreign language. The problem is that a decision was taken by the previous Labour Government in 2004 to remove the compulsory nature of taking languages to GCSE, and that has had a devastating effect on the numbers doing so. We have reversed that trend.

[Kelvin Hopkins (Luton North) (Lab)]

11. If she will take steps to promote the establishment of more sixth-form colleges.

[The Minister for Skills and Equalities (Nick Boles)]

We have supported the creation of new sixth-form schools, such as Exeter Mathematics school, the London Academy of Excellence in Newham and Sir Isaac Newton sixth-form school in Norwich, but we do not currently plan to promote the establishment of more sixth-form colleges.

[Kelvin Hopkins]

The Minister will have seen the statistics showing that sixth-form colleges outperform other providers of 16-to-18 education on every measure of academic success and in value for money. Does he not therefore agree that an intelligent Government would seek actively to establish many more sixth-form colleges, instead of allowing their numbers to reduce?

[Nick Boles]

I share the hon. Gentleman’s support for and admiration of the work of sixth-form colleges, which are generally fantastic institutions producing great results, but I disagree with him on this obsession with particular forms and structures. I agree with him that schools that are dedicated to teaching 16 to 19-year-olds in sixth forms do very well, which is why we have supported the creation of so many sixth-form schools, but whether they are schools or colleges is a second-order issue.

--- Later in debate ---

[Nicky Morgan]

My hon. Friend has raised this matter before. I know that he has campaigned on it, and that he feels passionately about it. I should be happy to talk to Ministers in the Department for Communities and Local Government. I believe that faith schools play an important role in our education system, and I support them. As my hon. Friend is aware from discussions that we have had, I want to encourage all local authorities to arrange school transport flexibly, creatively and innovatively, and to make the best possible use of any gaps in their existing school bus provision.

[Kelvin Hopkins (Luton North) (Lab)]

I understand that the Minister recently visited Shanghai to look at the education system in China. In this respect, the Chinese are more successful than we are in many ways. What is the key difference that makes China’s socialist state system so much more successful than our system, in terms of classrooms, culture and teaching methods, and what did the Minister learn from that?

[Mr Gibb]

In maths, 15-year-olds in Shanghai are three years ahead of 15-year-olds in this country in the programme for international student assessment tables. We look very carefully at international evidence, which is why we sent 71 teachers to Shanghai to study teaching methods there. Now 30 Shanghai teachers are in 20 primary schools in this country, teaching our teachers how to improve their maths teaching. They have a mastery model. Pupils face the front, learn their tables, concentrate for 35 minutes, and use textbooks. We are learning from the best in the world.

Oral Answers to Questions

Kelvin Hopkins Excerpts

Monday 19th January 2015 Commons Chamber

[The Minister of State, Department for Education (Mr Nick Gibb)]

I happily join my hon. Friend in congratulating primary schools in her constituency on that achievement. It is true that during the last few years we have narrowed the attainment gap between those from poorer and wealthier backgrounds. In particular, I cite key stage 2 reading, writing and maths figures, where we closed the gap by one percentage point between 2013 and 2014, which is a staggering achievement, but there is more to do.

[Kelvin Hopkins (Luton North) (Lab)]

T2. More than 10,000 people have now signed an e-petition urging the Government to introduce a VAT refund scheme for sixth-form colleges. Does the Minister now accept that it is time to drop this learning tax on sixth-form colleges, which does not have to be paid by schools, academies and free schools?

[The Minister for Skills and Equalities (Nick Boles)]

I am aware of this long-standing issue, which the last Government also failed to correct. One of the things that I am looking into is the possibility of enabling sixth-form colleges to change their status if they are willing to link up with other schools. But that is something that has to be brought forward by sixth-form colleges themselves, and it is still subject to discussions with the Treasury, which is always pretty fierce on these matters. [Interruption.]

Oral Answers to Questions

Kelvin Hopkins Excerpts

Thursday 8th January 2015 Commons Chamber

[Jo Swinson]

The hon. Lady raises a genuine point. The Government do recognise this as an area of concern, particularly as regards different employment statuses. My right hon. Friend the Business Secretary announced a review of employment statuses so that there can be greater clarity about the issues and we can see whether we need to make changes to the way in which different employment statuses are currently set out. The review is ongoing and we expect it to report over the next couple of months.

[Kelvin Hopkins (Luton North) (Lab)]

9. What recent assessment he has made of the effect of the UK’s EU membership on businesses and the UK economy.

[The Secretary of State for Business, Innovation and Skills (Vince Cable)]

The European single market gives British firms access to 500 million consumers and, as our largest trading partner, is responsible for almost half this country’s exports. There is a clear direct benefit to British businesses from European Union membership.

[Kelvin Hopkins]

Britain has an enormous and persistent trade deficit with the EU, equivalent to about 1 million lost British jobs. The growing crisis in the eurozone will only make the position worse, and there is no end in sight to its economic problems. What are the Government going to do to protect Britain’s economic interests in this dire situation?

[Vince Cable]

I am surprised that the hon. Gentleman does not share the consensus among Opposition Members about the benefits of British membership. I am sure that if he occasionally crosses the border into Luton South and visits the vehicle production institution, he will recognise the EU’s importance to the industry and of its having the European Union negotiate access to bigger markets such as north America, as it currently is.

Oral Answers to Questions

Kelvin Hopkins Excerpts

Thursday 16th October 2014 Commons Chamber

[Mr Vaizey]

The hon. Lady is a great champion of live music, so it does not surprise me that she is raising this issue, and I will certainly consider the invitation to Venues day. As for The Fleece, I understand that Bristol city council has imposed some acoustic restrictions on planned developments around it. The agent of change principle has only recently been implemented in Australia. Some elements of it exist in our own planning policies, but I will certainly raise that with planning Ministers.

[Kelvin Hopkins (Luton North) (Lab)]

I share the concerns of my hon. Friend the Member for Bristol East (Kerry McCarthy) about venues. Is not the real solution to the problem to have much more effective regulation of noise from existing venues—strict noise limiters and so on? The problem is not string quartets or small jazz groups; it is heavily amplified popular music. I know people enjoy that, but should it not be limited in volume?

[Mr Vaizey]

In effect, the hon. Gentleman’s question reveals the dilemma, because the hon. Member for Bristol East was raising the issue of new developments springing up and new residents complaining about a music venue that has been in operation for many years—the Ministry of Sound is the most high profile recent example. At the same time, as the hon. Gentleman says, residents will want to be able to sleep soundly in their beds at night. Squaring that circle is always the difficulty that councils and planning Ministers have to wrestle with.

Adult Learning

Kelvin Hopkins Excerpts

Wednesday 3rd September 2014 Westminster Hall

[Kelvin Hopkins (Luton North) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Robertson, as it was to hear the excellent speech of my hon. Friend the Member for Hackney South and Shoreditch (Meg Hillier), and all the speeches that have been made. All the hon. Members who have spoken made positive and useful comments and I hope that the Minister will pay attention to them.

The focus so far has been on employment-related learning, but the title of the debate is adult learning, which I think goes beyond that. I had experience of teaching in further education in the 1970s and I know the sheer joy of adults coming back to study—particularly at evening classes—subjects that perhaps they did not have a chance to do at school. They might not have had any academic qualifications, but their eyes would be opened and they would see life with more possibilities because of what they studied at evening class.

In those days, certainly in Luton, we had better provision than now. The colleges and schools in Luton are excellent, but in those days we had a technical college with a language laboratory where people could learn a variety of languages, including even Swedish. We had a further education college with all sorts of engineering courses that people could do for fun, as well as those related to work. There was a range of subjects.

I saw friends transformed by the experience of going to an evening class for a modest fee. They would sign up, having had no real academic experience, and would come out with an A-level. A friend of mine did A-level government and politics and got a grade B, and her life was transformed. She was a single parent and could not afford expensive education, but she did an evening class. Subsequently—it was not directly related—she became, and eventually retired as, a lecturer in further education. That resulted from the leap forward she made by doing an A-level.

[Mr Gregory Campbell (East Londonderry) (DUP)]

As to the transformational effect that adult learning can have, does the hon. Gentleman agree that for many people, particularly in deprived communities on large working-class estates, such opportunities open doors? If they do not get that opportunity, the door is closed for a generation, because in many cases the fathers and grandparents of those people were also unemployed.

[Kelvin Hopkins]

That is a valid point. During my time teaching in further education in the 1970s I not only took evening classes but taught day-release students for what was called liberal studies. That is nothing to do with Liberalism with a capital L, of course. I saw young people whose view of the world might be very narrow suddenly opening up to the possibilities. They started to understand politics, believe it or not, and a range of other subjects that I used to talk about in those classes. The experience was enhancing and enriching for them. It made their lives different. They went away thinking, “I have had my eyes opened to new possibilities in life that I never thought I would have.”

Initially, sometimes, there was a bit of hostility, because of resentment at “these clever people coming and talking about subjects I know nothing about”; it took time. I had one experience of a class that insisted at the end of term on dragging me to the pub to buy me a pint, because they enjoyed their time with me so much. I think that was the biggest compliment I was paid. Working-class young men, who were particularly alienated from education, were changed by having a bit of a good experience, and I am glad I made a contribution.

I was for 10 years co-chair of the all-party group on further education, skills and lifelong learning. I emphasise the term “lifelong learning”, which is not just about getting on a course to get a job; it is about one’s whole life. One can go on studying all one’s life—most of us do, in one way or another—but some people need the opportunity to have people who know things talking to them in a friendly way at an evening or day-release class, to open their eyes to the possibilities of the world.

I had those experiences, but something really disappoints me now. Luton has a wonderful sixth-form college, of which I have been a governor for 21 years. I am now the vice-chair of governors, and the college has a brand-new building and superb teachers, but it is unable to put on evening classes because funding for adult education in sixth-form colleges has been cut and it receives statutory funding for 18-year-olds and below only.

The teachers want to teach adults, and adults want to be taught by them. The fabulous building is unused and empty in the evenings, but it should and could be used for education in this conurbation of perhaps a third of a million people. If someone wants to study a European language, for example, they cannot do that in-class in Luton anymore. The possibilities exist, but such areas need specific funding. We cannot just say to sixth-form colleges, “Get on with it. Put on an evening class if you want, but you’ll get no more money.” It would not happen, because teachers need to be paid and perhaps more teachers would be required.

From my experience, teachers enjoy the variety of teaching adults as well as youngsters. Adults often have a positive effect on classes, because—I am trying to be polite about young people—they are more likely to behave themselves and to be positive about education. They can also actually have a maturing effect on younger students, so mixed classes can be a good thing. We are preventing potentially millions of people from studying things that they would like to learn simply because we will not fund non-statutory adult learning.

I hope that when the Labour party forms a Government in a few months’ time, they will hear this message and start to rebuild the kind of evening classes that we used to have when I taught in the 1970s. I hope that millions more people will be able to study not only for work, but also to enrich their lives and to enjoy the simple pleasure of knowing things.

[John Robertson (in the Chair)]

Before I call the Front-Bench spokesmen, I want to thank all speakers for sticking to the time limit.

[Mr Liam Byrne (Birmingham, Hodge Hill) (Lab)]

It is a privilege to serve under your chairmanship, Mr Robertson. I congratulate my hon. Friend the Member for Hackney South and Shoreditch (Meg Hillier) on securing the debate. She has always been a fighter for her constituency and for Hackney college, and she reminded us this afternoon of why we need to spend more time debating this subject, for which we are grateful.

I want to draw out a couple of remarks from today’s debate and to sharpen the points of some of the questions that my colleagues have asked the Minister, but I will start by discussing the skills crisis that so many businesses up and down the country are now confronting. Report after report has been put before us over the past two or three years, all basically saying the same thing: there is a skills crisis in Britain that is holding back growth, destroying productivity and keeping people trapped in the cost of living crisis that has bedevilled this Parliament. KPMG reports that a third of manufacturers would like to reshore work back to this country, but cannot do so due to a lack of skills. The Migration Advisory Committee, which was set up when my hon. Friend and I were at the Home Office, has now added 100 different roles to the shortage occupation list. As a result, under this Government, we have imported 282,000 workers because their skills could not be found at home. In a recent report, Mike Wright, the chief executive of Jaguar Land Rover, said:

“We must double the number of engineering apprentices qualifying at advanced level…by 2020.”

Lord Adonis has said that skills are

“the single biggest impediment to economic growth.”

Report after report says the same thing: we have a skills crisis in Britain that is holding the country back.

The impact on productivity in this country has been devastating. We used to have a phrase for that in public debate—the British disease. A crisis of productivity means that we do not produce as much in this country as the rest of the world produces. Today, the productivity gap is 21% against the G7, meaning that what the rest of the G7 finishes producing on a Thursday night takes us until the end of Friday to complete. There will be no escape from an economy of low wages unless we increase productivity. As the Royal Society puts it:

“Unless we get smarter, we will get poorer.”

As we have heard this afternoon, the problem is not just one of productivity, but one of poverty. Before the summer, we published a big report in Birmingham about child poverty, which has led to a 40% spike in the number of children presenting in A and E units having tried to take their own lives. The majority of children in poverty in Birmingham are in families where people are working. How do we raise family living standards in a great city such as Birmingham? There is only one way: raising productivity and therefore raising skill levels. We have heard this afternoon about a £958 million cut in the adult skills budget. Overall, taking into account other cuts in capital, but also the injection of money in from 24-plus loans, nearly £900 million has been taken out of adult skills over this Parliament. The impact is that fewer adults are enrolling in skills courses.

[Kelvin Hopkins]

My right hon. Friend is making an excellent speech about the importance and lack of skills and opportunities. The reality is that we are still importing some 15,000 graduate engineers every year to work in an industry that even now is too small. Manufacturing in this country is half the size as a proportion of GDP than that of Germany, and yet we still cannot find enough engineers from among our own people. Something is wrong and I hope he addresses it.

[Mr Byrne]

I certainly will.

Money is tight, and I noticed that the former Member for Clacton—I am not sure whether he is still the Minister’s hon. Friend—wrote on his blog earlier this week that public sector net debt has increased and is now £400 billion higher than the debt that the Labour Government left. He said that this Government have now put on more debt in five years than the Labour Government did in 13 years.

We all know that money is tight, but there are three things which the Government could turn their mind to quickly. The first thing must be integration with the Department for Work and Pensions, which means bringing together ESOL budgets in a completely new way. As my hon. Friend the Member for Birmingham, Perry Barr (Mr Mahmood) made clear, the Skills Funding Agency has taken away well over £1 million in ESOL provision that the DWP has had to put back in. It is heartbreaking for us to meet mums who are desperate to go back to work but do not have a strong enough grasp of English. They want to do well by their families, but they cannot. Proposals from Lord Heseltine and Lord Adonis radically to devolve skills funding are on the table and would allow us to put together the Work programme and skills budgets in a new way, so that we can skill people up to do the jobs that are available. I represent a constituency a mile away from the expanding Jaguar Land Rover plant in Castle Bromwich, but it has the highest youth unemployment in the country, which is prima facie evidence that the skills system is not working. We should listen to Lord Heseltine and Lord Adonis and think radically about how to devolve skills funding so that the DWP and skills budgets can be joined up in a new way.

The second point, as made eloquently in a forensic speech by my hon. Friend the Member for North West Durham (Pat Glass), and underlined by my hon. Friend the Member for Birmingham, Perry Barr, is that we must raise our game on skills and radically increase the number of higher apprenticeships. If we want to tilt our economy decisively towards those high-value engineering and science-based industries that are the key to the bigger-knowledge economy, we must increase the number of higher apprenticeships. Just 2% of apprentices go on to study higher level skills, which is appalling and needs to increase. Across the country, however, there is a profound lack of clarity about how the Government’s new proposed money will actually be distributed. That lack of clarity is unacceptable and the Minister will want to work that out quickly.

There is wide support to increase employer ownership of skills as one way of increasing the number of apprenticeships and higher level apprenticeships, but in an economy in which small and medium-sized enterprises are creating jobs three or four times faster than big business, the new funding system must work for SMEs. All over Britain, SMEs are saying that putting in all the money through the tax system will not work. That decision is in the Minister’s red box and I hope he will be able to tell us whether he is planning to go wholesale and introduce the plan in the autumn, as originally proposed, or whether to listen to the voices of 4 million or 5 million small businesses across the country that are asking him to think again.

The third thing that the Minister was left with by his predecessors, as underlined by my hon. Friends the Members for Scunthorpe (Nic Dakin) and for Stretford and Urmston (Kate Green), is the strategic problem with adult skills. Big cuts to further education, a very marketised higher education system and a huge explosion in the private sector college system have unleashed a series of competitive pressures in the further and higher education system. As a result, system collaboration is incredibly difficult. That problem is compounded by a broken bridge between funding for 18-year-olds and funding for those over the age of 24.

My hon. Friend the Member for Scunthorpe underlined the appalling impact of big cuts in further education funding for those at 18, but between the ages of 18 and 24 there is only 50% funding towards tuition costs and 0% access to the Student Loans Company. That means a broken bridge between the funding system that works up to the age of 18 and the one that then kicks in at the age of 24. There is no clear escalator through the skills system. Some funding for level 4 and above is offered by the Skills Funding Agency, but only for a higher apprenticeship. The problem is that, out of 200 apprenticeship frameworks, only 14 go up to level 4. Furthermore, people need a degree to understand the system. Why is that a problem? It is a problem because, as the OECD cited in its seminal report on skills in England back in 2013:

“the weak articulation between level 4 and 6 programmes and university bachelor programmes is a serious problem”.

There is a broken bridge, and a radical rethink is needed.

On behalf of the Labour party, the shadow Secretary of State for Education, my hon. Friend the Member for Stoke-on-Trent Central (Tristram Hunt), and I have set out a different approach—a “gold standard” route for vocational education, so that we begin to reform the school system, the further education system and the university system. We believe that everyone should be doing some vocational education from the age of 14. We believe that there should be a new gold-standard technical baccalaureate with compulsory English and maths up to the age of 18. We believe that the priority for expanding the higher education system should be the creation of technical degrees, so that people can study while they are still working. We floated the idea over the summer that a new institutional partnership between further education colleges and universities is needed, along the lines of the American community college programme.

Those new technical universities should have partnerships with universities with world-class engineering and science facilities, perhaps as part of new university enterprise zones up and down the country. That could be one of the ways in which we make the decisive shift that was explained by my hon. Friend the Member for North West Durham. We have got to rebalance our economy, and rebalancing our skills system has got to be part of it.

We have had an impassioned debate. Particularly welcome was the emphasis of my hon. Friends the Members for Luton North (Kelvin Hopkins) and for Sheffield Central (Paul Blomfield) not only on the sheer economic importance of further and higher education and of adult learning, but on the life-changing power of such investment. This country faces a productivity crisis and a poverty crisis, so we must leave the Chamber hearing the note sounded by my hon. Friend the Member for Hackney South and Shoreditch sounded—she said that there is poverty, but no poverty of ambition—as well as leaving with a determination to do something about it.

The Minister is a thinking member of his party and has a track record of thinking through complicated issues. He is someone with a conscience and he cares profoundly about increasing social mobility in this country. He is blessed by simply having been appointed, with that great mind of his, to one of the most fantastic jobs in the Government. We look forward to his brief and his work with a heightened sense of anticipation. We also look forward to what he has to say to us this afternoon.

Oral Answers to Questions

Kelvin Hopkins Excerpts

Monday 21st July 2014 Commons Chamber

[Nick Boles]

The great Sir Bob—my hon. Friend—is of course so experienced in the House that he knows he has attacked Ministers for withdrawing funding from one institution too quickly, and I am sure that he has argued for damping mechanisms for any sudden effects of changes in the funding formula. There is always a balance to be struck between ensuring that the funding is fair and ensuring that no institution has the rug pulled from under it. It is a balance that we are determined to achieve.

[Kelvin Hopkins (Luton North) (Lab)]

Notwithstanding the undoubted unfairness of their funding arrangements, sixth-form colleges are the most successful institutions in our education system, with regard to both the quality of education provided and value for money. When will the Government take steps to increase the number of sixth-form colleges across the country, and would the Minister care to visit the superb Luton sixth-form college in my constituency to find out how good they really are?

[Nick Boles]

I am happy to take up any invitation; as the former planning Minister, I do not get so many. I will simply say that there are more places in sixth-form colleges this year than there were in 2010. Despite the funding constraints and the need to make some difficult choices, this Government are backing sixth-form colleges.

Oral Answers to Questions

Kelvin Hopkins Excerpts

Monday 24th March 2014 Commons Chamber

[Kelvin Hopkins (Luton North) (Lab)]

The Minister seems to agree that our primary problem in maths education is pre-GCSE, not post-GCSE. Does she therefore agree that it is unfair and unwise to press students to take mathematics beyond GCSE if their pre-GCSE performance is not sufficiently strong?

[Elizabeth Truss]

I agree that we have a lot to do to improve our performance in primary schools mathematics, but we have the lowest proportion of students studying maths from age 16 to 18 in the developed world. We need to do something about that, because it affects all kinds of things, such as the future supply of maths teachers and the number of people going into business and industry. What people in business tell me is that everything, from fashion to farming, now depends on having a good level of mathematics.

Vocational Qualifications

Kelvin Hopkins Excerpts

Wednesday 5th March 2014 Commons Chamber

[Matthew Hancock]

I pay tribute to my hon. Friend for her work. I would say to all Members of the House that having an apprentice not only gives somebody a chance but is very motivating for oneself, as I have found out. I not only recommend all Members to take on an apprentice but commend the House of Commons for having started an apprenticeship scheme. I have met some of those apprentices, and very impressive they are too.

[Kelvin Hopkins (Luton North) (Lab)]

I am a member of the Deregulation Bill Committee, where I voted for and spoke strongly in favour of Labour’s excellent amendments and was disappointed when they were not successful. One concern I expressed was about the fear that the switch in funding for vocational training from further education colleges to employers will weaken provision, as cash-strapped companies with cash-flow problems will not necessarily spend the money on vocational training. What does the Minister say to that?

[Matthew Hancock]

In the reforms, the money will have to be spent on apprenticeship training. It is vital that we ensure that the training delivered is that which employers need, so it needs to be not only rigorous, but responsive. This country has had not just a skills shortage, but the wrong training, as demonstrated by some of the qualifications we have today announced we will be no longer funding. We have to support the training that employers need and bring together education and employment, so that young people learn skills that will help them get a job and get on in that job.