Vocational Training

Lord Aberdare Excerpts

Monday 9th December 2024 Lords Chamber

[Baroness Smith of Malvern (Lab)]

The right reverend Prelate is right about some of the opportunities available to 14 to 16 year-olds in our excellent FE colleges. I was not clear about the particular inequality that he is talking about. It is of course the responsibility of local authorities to ensure that students have the school transport that they need to enable them to complete their education. I did not think there was a discrepancy between institutions in the way the right reverend Prelate outlines. I will take certainly that away and perhaps come back to him with some more information about it.

[Lord Aberdare (CB)]

My Lords, further to the question from the noble Baroness, Lady Garden, how will the Government ensure that there are clearer pathways for young people who do not aspire to university, but seek to develop vocational or technical skills for careers, including in the construction sector? How will they address the critical shortages of skilled tradespeople such as bricklayers, without whom plans to build 1.5 million homes in the next five years are simply not achievable?

[Baroness Smith of Malvern (Lab)]

The noble Lord is right that we need to improve the careers advice available to young people in our schools. That is why this Government are investing in it and in the expert advisers who deliver it. He is right about construction skills; we need the excellent contribution of our FE colleges. For example, the £140 million that we announced two or three weeks ago will, through the Construction Industry Training Board and the National House Building Council, contribute to the development of skills hubs that link to large housing developments. This is precisely to ensure that we have the skilled tradespeople we need to deliver the Government’s important target to build 1.5 million new homes during this Parliament.

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

Lord Aberdare Excerpts

Committee stage
Tuesday 26th November 2024 Grand Committee

[Lord Addington (LD)]

My Lords, it might be an appropriate time to mention my Amendment 22. There seems to be an unwritten law in Parliament that, if the noble Lord, Lord Addington, is taking part in an education debate, he has to mention special educational needs. Yet again, I remind the Committee of my interests in that area.

The opportunity for the cock-up school of history to strike has been pointed out here on numerous occasions. If you do not have an opportunity to write it in, it gets ignored and left behind. I am sure that a lawyer would be rubbing his hands at that, saying, “Yes, we have legislation that will mean you can get into it”, but, as we know, at the moment, special educational needs is an area that is a little too rich with lawyers and court cases. I hope that the Minister will be able to tell me that, in future, the Government will make sure that there is a clear and definable duty—and, indeed, limitations—for where special educational needs and disabilities have to be covered in getting qualifications, and that, where there are practical difficulties, we would find out what is going on.

The technology is moving on all the time. I thought the stuff that I was using for my day-to-day activity was cutting-edge 10 years ago and discovered that it is not, and that I should have an upgrade, often using stuff that is built into computers now. There is a need to address this. Exams are now so much easier to take by means other than pen and paper—indeed, it is the norm—but only if you make sure that the system works and is compatible with what is required out there, which means monitoring.

I hope the Minister will be able to give me an answer that means I can stop worrying, and that we can take the Pepper v Hart reference and use it in any future disputes. Unless we get somebody who is on the ball and being told they have to do it, history says that the aforementioned cock-up school of history will come in and we will make other lawyers happy and certain candidates unhappy.

[Lord Aberdare (CB)]

My Lords, I never know what the protocols are for when to speak in Committee, but since both the amendments that I have added my name to in this group have been introduced, I will leap in. I hope the Minister does not think I am stalking her, having attended her evidence session this morning with the Industry and Regulators Committee, which was very interesting. I also look forward to reading the Government’s new White Paper Get Britain Working.

I have added my name to Amendment 18 in the name of the noble Lord, Lord Storey, which I see as a catch-all for some of the reporting required from the Secretary of State by many of the amendments tabled. Of the 22 amendments we are discussing today, 12 would require the Secretary of State to produce reports, so I very much welcome the idea of the noble Lord, Lord Knight, that an annual report might cover most if not all of those requirements.

I have also added my name to his Amendment 23, another reporting requirement, which focuses on many of the central functions of Skills England, identifying skills gaps and shortages and promoting ways of addressing them. It includes looking at training needs. One thing I would add to that is the education side of the picture, not just the training stage: making young people aware of the skills they need to find rewarding employment suited to their abilities and of the range of opportunities available to them.

I also welcome the inclusion in the amendment of working with regional and local bodies. I would expect to see Skills England, as I think the Minister mentioned this morning, playing an active role in consolidating local skills improvement plans, to ensure that, together, they properly address national as well as local needs and seek to forge a joined-up approach between the different government departments, which might otherwise be tempted, as they have been in the past, to develop their own skills policies that may not add up to a coherent whole. I am pleased to add my support for those two amendments.

[Lord Blunkett (Lab)]

My Lords, I was pleased to add my name to Amendment 23 in the name of my noble friend Lord Knight, and I thank noble Lords who have supported Amendment 31 in my name. I said quite a lot last Thursday, which seems a lifetime ago—I was on so much medication I would have been disqualified from the Olympics—so I will try to keep it brief today.

Amendment 31 has elements which have already been overtaken by announcements by the Government, reinforced, at least as far as I can manage to access it, by the White Paper produced today. Thankfully, the foreword, signed by four Secretaries of State, mentions skills a lot and indicates the critical importance of the skills agenda to getting some of the 2.8 million people who are economically inactive back into work. It also mentions the youth guarantee and the reappraisal of priorities—for Skills England, I hope, but it is not entirely clear who is making decisions about what in terms of the growth and skills agenda and the new levy, and therefore who has actually made the decision in respect of what we are pressing for and what has been pressed for publicly in terms of prioritising entry-level and foundation apprenticeships.

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[Lord Addington (LD)]

My Lords, noble Lords will not be surprised to find this amendment in this group, which basically says, over and over again, “Tell us what you’re going to do in this new structure”. It starts by saying that, when the new structure is in place, we will find out how it will relate to the rest of government. The noble Lord, Lord Blunkett, tabled an amendment—to which I put my name—that mentions the departments. Either amendment would do, but, starting with government, at least government can talk to itself quite easily—or it should be able to. We all know that it does not often happen and that there are different agendas, but it should be able to happen. Other amendments in the group track different groups in a similar vein: they all want to know how we will structure this new arrangement for skills, which is necessary for growth going forward.

There is not much point in going on because, as the noble Lord, Lord Aberdare—who is a contributor to this—pointed out, everybody is in agreement that we do not have enough knowledge. When the Minister answers on these amendments, can she tell us how the Government intend to bridge this gap? If we just say that it is all published somewhere, that will not really do it. It should be published in a place where we can find it out and get hold of it, so that Parliament can discuss it. That is what we are about here.

I hope that, when the Minister responds, she will have an answer that addresses this basic point. We do not know how this body will relate or how it will work, and we do not know how to monitor it. We also do not know how to raise when something goes wrong. Everything goes wrong at some point or does not work as well as it should. I hope that, by having reports coming backwards and forwards, we will have a way to get in, see where the problems are, allow government to change it and allow the agenda to happen. Having said those words, I hope the Minister will give us a favourable response and I beg to move.

[Lord Aberdare (CB)]

My Lords, I have Amendment 20 in this group, and I am grateful to my noble friend Lord Hampton and the noble Lord, Lord Storey, for adding their names to it. I apologise for any repetition that may creep into what I say.

The Labour manifesto states that Skills England will

“bring together business, training providers and unions with national and local government to ensure we have the highly trained workforce needed to deliver Labour’s Industrial Strategy. Skills England will formally work with the Migration Advisory Committee to make sure training in England accounts for the overall needs of the labour market. And we are committed to devolving adult skills funding to Combined Authorities”.

My Amendment 20 would require the Secretary of State to report on how it has engaged with these and other bodies in discharging the functions transferred under the Bill. Specifically, it includes the industrial strategy advisory council, since the industrial strategy will provide the overall context for skills policy. It includes the Migration Advisory Committee and mayoral combined authorities, in line with the commitment made in the manifesto. It includes employers through the industry sector skills bodies, as well as the employer representative bodies responsible for developing the 38 local skills improvement plans across all areas of England. It includes education and training providers at all levels, which will need to deliver the skills identified as needed. It also includes other government departments, most of which will have their own skills needs and challenges, as well as trade unions and the devolved Administrations.

Like others, the amendment seeks to spell out the tasks that Skills England should undertake by requiring the Secretary of State to report on them. Taken together, all these reporting amendments underline the breadth and extent of these tasks, from taking over IfATE’s existing functions—which it seems to be performing pretty well—to defining new technical education qualifications and defunding existing ones, and to a wide range of new strategic tasks requiring close engagement with employers, other government departments, local and regional bodies, and trade unions. The only omission I can find is Uncle Tom Cobbleigh.

I cannot help thinking that it might be better if the issues on which we are seeking reports from the Secretary of State were embodied in the Bill. The crucial purpose that the Bill seeks to promote—developing a skills system that will more effectively identify the skills we need and match them with the skills we produce through our education and training systems—will not be reliably met by abolishing IfATE and setting up Skills England as an agency within the Department for Education, with a hugely broad and important remit but no statutory basis and limited scope for parliamentary oversight.

As I have said, I strongly support the concept of Skills England as the key to addressing this purpose, but the Bill seems a somewhat underwhelming first step to establishing it on the right footing. Despite the Government’s laudable desire and commitment to tackle the systemic skills challenges we face, I am not convinced that it will—or about how it will—avoid the fate of so many unsuccessful previous attempts to resolve them.

I hope we may find a way on Report to encourage the Government and the Commons to think about whether the Bill should more clearly spell out the status of Skills England, ideally through a government amendment, as suggested by the noble Lord, Lord Blunkett, in his remarks on the previous group. Much of what the Minister said was extremely encouraging but none of it is in the Bill, which is where I would like to see at least some of it.

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I hope I have set out both the intentions behind the reporting requirements and the progress we are making in broad engagement to ensure the effectiveness of Skills England. For those reasons, I hope the noble Lord, Lord Addington, will feel able to withdraw his amendment.

[Lord Aberdare (CB)]

My Lords, the Minister has made many encouraging statements about how the system will work. I still do not entirely understand why none of this can be in the Bill and why we are totally reliant, it seems, on the Secretary of State for Education as the only point of accountability to Parliament or indeed anybody else. It seems that something is missing here in terms of how Parliament in particular can hold Skills England to account.

[Baroness Smith of Malvern (Lab)]

I went on at some length in my response to the previous set of amendments to spell out what the accountability mechanisms to both the public and Parliament will be for Skills England, both directly in its publication of an annual report and, via the sponsoring department, to Parliament. In respect of specific amendments, the concern is that what we are trying to do here is create a strategic body that brings together the data analysis and insights with the ability then to inform efficiently, effectively and agilely—if that is the proper word—the development of occupational standards, assessment plans and the technical qualifications that employers tell us they need. Creating legislative requirements in advance of it being able to do so will, the Government believe, limit that flexibility, when we really intend to improve it. That is one of the criticisms that employers have made of the current IfATE process.

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[Lord Aberdare (CB)]

My Lords, I have added my name to this amendment, inspired by what might be described as the crusade of our much-missed former convener, Lord Judge, to root out unjustified Henry VIII clauses wherever possible. I considered putting down an amendment to make it clear in the Bill that the power under this clause could be exercised only where the provisions to be made by such regulations relate specifically to functions previously exercised by IfATE that are to be transferred under the Bill. However, Amendment 37 from the noble Baroness, Lady Garden, addresses this point in a more straightforward way, so I have willingly added my name to it. I look forward to hearing from the Minister why she feels the power in Clause 9 to be necessary.

[Lord Addington (LD)]

My Lords, I hope to be as quick as I can. My amendments suggest that everything should be under the affirmative procedure when it is reported back. That is just to make sure that Parliament gets a real look and a chance not to have those reports buried in the huge piles of SIs that are brought forward. We should guarantee that we are all looking at what happens in this new body.

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

Lord Aberdare Excerpts

Committee stage
Thursday 21st November 2024 Grand Committee

[Lord Aberdare (CB)]

My Lords, I very much support the intention and aims underlying the Bill; namely, to create a new and more effective UK skills system, with Skills England at its heart, to replace the current system—if you can call it a system at all—which is complex, fragmented, lacking in clear measures of success, and failing to deliver the skills we need.

The King’s Speech spoke of a Skills England Bill and that promise is surely not met by a Bill which does not mention Skills England at all. It has required considerable ingenuity on the part of several noble Lords to produce amendments that do mention Skills England and are deemed to be in scope.

The Bill focuses entirely on abolishing IfATE and transferring its functions—not to Skills England but to the Secretary of State—but it says nothing about the role, status and powers of Skills England, to which presumably these functions will in due course be passed, nor, as other noble Lords have mentioned, about how Skills England will combine the essentially practical, administrative and awarding functions it inherits from IfATE with its much broader and important role of aligning the skills system with the aims of boosting growth and spreading opportunity.

I feel some sympathy for the amendments from the noble Baroness, Lady Barran, to remove Clauses 1 to 3 and their respective schedules, because they and other amendments address the fundamental issue of how Skills England is intended to work, how we are supposed to get there from here—I was interested in the point made by the noble Baroness about the interregnum—and what the transition plan is.

I would prefer Skills England to be a statutory body, with sufficient authority and independence to fulfil its vital mission across the numerous government departments and other bodies involved and to bring together the demand challenges that employers face with skills shortages and so forth, given that the education and training systems are not delivering the skills we need to meet that demand.

For those reasons, I have considerable sympathy for Amendment 21 in the names of the noble Lord, Lord Storey, and the noble Baroness, Lady Garden, and for Amendment 33 in the name of the noble Baroness, Lady Barran, which would ensure the establishment of Skills England, preferably as an arm’s-length body.

It is frustrating that there are so many key aspects of skills policy that we need to talk about, as well as the role of Skills England in delivering that policy—I welcome the principle—but the Bill doesn’t enable us to discuss those things. I therefore hope that the Minister will shed more light on how Skills England is expected to tackle the current mismatch between employer needs and education provision, including plans for the comprehensive strategy for post-16 skills promised in the manifesto.

[Lord Johnson of Marylebone (Con)]

My Lords, I want to speak to the amendments tabled by my noble friend Lady Barran, raising the issues that arise from the fact that Skills England, for all the hype, is to all intents and purposes the DfE. As others have mentioned, it will not have a statutory basis of its own. It might have a grand name and have been billed heavily in advance by the Government, but it is not a non-departmental public body which would be legally separate from the department and staffed by public servants rather than civil servants; it will be created by simple administrative action rather than legal instrument, meaning that it is basically just the department.

Executive agencies, of which Skills England will be one, are units of central government, perhaps administratively distinct to some extent but remaining legally very much part of it. What does this mean in practice? In some ways, it could be good. Potentially, it means a shorter feedback loop into Ministers’ red boxes, where responsibility for overarching skills policy rightly resides—there will be no room for excuses; the buck will stop with the Secretary of State for Skills England’s performance; and there will be no excuses for any failure of Skills England to work successfully across government departments and to corral Treasury to fund our skills system appropriately. However, that is the upside and, to be honest, I think there is potentially rather more downside from this change, because it is a misdiagnosis of where priorities need to be right now.

A prerequisite for a successful skills system is a reasonable degree of stability and certainty necessary to get businesses to invest in training, and there is no doubt in anyone’s mind that our businesses are not investing enough in training their workforce—as we all know, we are spending less than half the OECD average. Instead, we have near-permanent policy churn in this area. Supposedly once-in-a-generation reforms take place nearly every Parliament, sometimes every other year, creating chronic instability in the policy framework for investment for skills.

Now we have a massive machinery of government change with the abolition of IfATE, which was created less than seven years ago. Machinery of government changes are rarely worth the cost, disruption and distraction from other necessary priorities. This really is not what we should be debating right now. Machinery of government changes are no substitute for Ministers driving their teams hard, doing the difficult work of policy development and securing funding for skills from a very sceptical Treasury.

I am worried, therefore, that we are losing focus on the real issues. To my mind, there are two very big areas where I would prefer us all to focus our attention right now. The first is securing clarity from the Government on their plans for the defunding of applied general qualifications. I appreciate that there has been considerable movement from the Government on this matter since they took office in July, but further clarity is still needed on which qualifications that were due to be defunded next year will now be retained and when providers will get that vital information.

The second area I would prefer us to focus on is how we can end the confusion over the future of the lifelong learning entitlement, which has been delayed yet again in recent weeks and now will not start until sometime in 2027, and the provision by the Government of a clear statement as no one knows how the LLE will interact with their planned new growth and skills levy. These are two really important reforms and there is a desperate lack of clarity across our system on how they will work together. I would be very grateful if the Minister could help us with those two issues and take the opportunity to confirm that, in her mind, the LLE will still deliver the skills revolution that the last Government wanted from it and that Skills England will not quietly be asked to kill it off in the months to come.

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[Baroness Barran (Con)]

My Lords, I shall speak to Amendments 3, 4 and 7 in my name, and to Amendment 1 in the name of the noble Lord, Lord Blunkett—who I am delighted to see is well enough to join us today—and to which I have added my support.

As we have already heard, the Bill moves the powers from IfATE and transfers them to the Secretary of State while removing the requirement for external stakeholders to be consulted in all circumstances. The effect of this is to reduce independence regarding both the powers transferred and the examination processes—perhaps I should say “scrutiny processes” for the avoidance of doubt—as well as removing the requirement to work with those outside stakeholders which best understand the needs of their respective areas.

As also noted earlier in the debate, the Bill does not specify who will be consulted in reference to a group of persons. This lack of detail is concerning, and my amendments seek to rectify that. Amendment 3 in my name would include a list of relevant stakeholders which must be consulted before the creation of standards, which includes employers, mayoral combined authorities and sector representative bodies.

The spirit of the amendment is to retain the focus that IfATE had on employers and those with a strategic interest in technical education, whether that be regionally or by sector. They are all important to provide knowledge across a range of issues. Employers employ and train those who are undertaking apprenticeships and other qualifications and so can provide a perspective as to what business and the economy are in need of in relation to these qualifications. Mayoral combined authorities will be able to provide information as to what skills a particular region is lacking and advocate for a change in qualifications when necessary, and the local skills improvement partnerships will be able to provide their data as to what current, future and priority skills are in certain areas and expertise in how to increase collaboration between employers and regional authorities.

As noted by the Association of Colleges, there is a real opportunity here to bring together local plans, which sometimes exist in a vacuum, and a national plan, to encourage alignment and avoid duplication or gaps. Given that the Minister explicitly referred to this point at Second Reading, I hope that she will see the merit of my amendments.

The sector representative bodies will be able to provide knowledge on what skills and qualifications are relevant to the sector, both now and in the future, to ensure that these qualifications remain up to date and relevant to their economic needs. One of the central pillars of IfATE was its focus on employer and business needs to create and maintain suitable qualifications to equip people for the world of work. As such, we want to recognise the importance of keeping that focus to ensure that businesses can still trust the qualifications so that they continue to invest in the future generation of employees.

As mentioned at Second Reading, the Bill gives wide-ranging powers to the Secretary of State without maintaining those clear external links and the accountability that they help to provide. This is potentially damaging to the status of these qualifications. When in government, we delivered an increase in the value of skills-based qualifications, with a relentless focus on quality and developing a range of apprenticeships in particular that aim to reflect the breadth of our economy.

As such, we on these Benches want an effective approach to developing our apprenticeship and technical education system—I am sure that sentiment is echoed across the Committee—but I am concerned that the reduction in accountability and scrutiny in the creation of standards will not do that. That is why my Amendment 4 seeks to remove the Secretary of State’s power to act alone when creating standards. If the Government do not accept my Amendment 4, my Amendment 7 at least seeks to increase the transparency about when and how these powers will be used.

At Second Reading, the Minister was careful to set out some of the circumstances in which these powers to act alone would be used. She talked about making “small and fast adjustments” and allowing

“greater flexibility in scenarios where preparation by a group can be unnecessary or restrictive”.—[Official Report, 22/10/24; col. 581.]

Although it is unnecessary to have these powers, if the Government are so clear about these circumstances then surely it would be responsible to put them in the Bill so that the power of any future Government is constrained by the same things. I hope that, when she responds, the Minister will give the Committee some encouragement on this point. I also hope that she will reiterate the Government’s commitment to publishing standards in draft for stakeholder comment before they are finalised, and how the Government will respond if stakeholders have concerns.

As we heard, Amendment 1, in the name of the noble Lord, Lord Blunkett, to which I added my name, also seeks to bring the perspective of, and give greater responsibility to, sector representative bodies in the development of standards in future. This has much in common with my Amendment 3. The Minister will have views on the relative merits of “must” and “may”, but the spirit of the amendments is similar and aims to link the Government’s decisions as closely as possible to the real world. As the noble Lord, Lord Blunkett, put it so eloquently, it aims to ensure that we do not lose that focus on delivery.

We recognise the merits of Amendments 2, 5, 6 and 8, in the name of the noble Lord, Lord Aberdare. All of them drive broadly in the same direction—namely, to urge the Secretary of State to bring as much clarity as possible to the people she chooses to include in the group of persons referred to in Clauses 4 and 5, and to the circumstances in which she would exercise her powers in new subsection (3A) in Clause 4. The noble Lord’s Amendment 6 would give the Secretary of State more time to do so than my Amendment 7, but the aim of the amendments is similar.

[Lord Aberdare (CB)]

My Lords, I have a number of amendments in this group, which the noble Baroness kindly just introduced for me. Most of them are based on concerns expressed by employers that they should remain genuinely at the heart of the new system and that it will continue to meet their real needs. I have heard concerns from employers in the construction industry, CITB, the engineering services sector and the energy and utilities sector, for example, that the changes will possibly lead to less engagement of employers. To succeed in its aims, Skills England will need to foster close collaboration with employers of all types and sizes across all key sectors, including the eight growth-driving sectors identified in the industrial strategy.

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[Baroness Smith of Malvern (Lab)]

I will be delighted to, and I was coming to that.

Before I do that, I note the comments of the noble Baroness, Lady McGregor-Smith, and repeat from Second Reading my gratitude for her contribution to the development of IfATE. I recognise her point about what is necessary to get employer engagement in some of the detailed work that IfATE has been engaged in and that will be transferred under this legislation to Skills England. She is absolutely right about that; it needs consistent work. But it also needs, as employers have told us, appropriate flexibility and agility to enable those standards to be developed in a way that reflects changing developments and does not put too onerous a responsibility on employers in terms of their engagement.

Let us be clear that the default position will remain that a self-forming group of persons will prepare a standard. It is probably worth noting that this definition of “a group of persons” also legislatively guided IfATE in its engagement on occupational standards and apprenticeship assessment schemes. Our proposals do not weaken legislatively the engagement of employers. When a group does not convene itself to prepare a standard for an occupation which the Secretary of State is satisfied requires a standard, the Secretary of State may convene a group to prepare one. In both circumstances, we would expect that such a group would normally, but not exclusively, include employers that are representative of that occupation. Only when the Secretary of State is satisfied that it is more appropriate for them to prepare a standard than for a group of persons will the Secretary of State then do so.

To come to the noble Baroness’s point, scenarios in which it may be appropriate for the Secretary of State to use this power to prepare a standard are those where using a group would be disproportionately onerous for employers or other stakeholders; unnecessary because only minor adjustments or revisions were required; or where it could create undue delays. This might include—I say for illustrative purposes—updating standards to align with changes to mandatory qualifications within the standard; creating or updating standards to align with industry-recognised qualifications or statutory requirements; or creating or updating standards more efficiently where employers do not have the capacity. We envisage that the Secretary of State may also use the power to create and update standards for emerging or rapidly developing occupations, such as those in the digital sector. The clause also enables the Secretary of State to ensure that standards are developed or updated quickly to respond to acute skills needs or urgent regulatory changes required in an emergency, such as the updates to the level 3 community fire safety adviser following the Grenfell disaster.

Finally, employers themselves tell us that current processes for preparing standards can feel slow, bureaucratic and time-consuming. This is not a criticism of IfATE; it is a criticism of a requirement currently in legislation that we want to use this opportunity to make more flexible. It is a barrier to their engagement. We want to focus their input where it has the most impact.

[Lord Aberdare (CB)]

Those are all reasonable grounds for using the power, but there is nothing in the Bill that says that the default is a group of persons or that those are the kinds of circumstances in which the Secretary of State might take the power. There is nothing in the Bill that reassures employers that the powers would not be used unreasonably. There is nothing to stop them being used in any circumstances; nothing says that using a group would have to be disproportionately onerous, or indeed what the definition of “disproportionate” or “undue delays” is. In one sense, I am reassured, but in another, I do not see why there cannot be something in the Bill that lays it out a bit more clearly.

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Moved by

[Lord Aberdare]

9: Clause 5, page 2, line 24, at end insert—
“(6ZA) Within six months of the day on which the Institute for Apprenticeships and Technical Education (Transfer of Functions etc) Act 2024 is passed, the Secretary of State must publish criteria for selecting membership of a group of persons described in subsection (6).”Member’s explanatory statement
This amendment, and a similar amendment to Clause 4, requires the Secretary of State to publish criteria for selecting members of a “group of persons”, which is not otherwise defined. The 2009 Act states that the “group of persons … must have been approved by the Institute”.

[Lord Aberdare (CB)]

My Lords, I have Amendments 9, 12, 13 and 15 in this group and have added my name to Amendments 10, 11 and 14 in the name of the noble Baroness, Lady Barran, with the same reservations about Amendment 10 as I expressed about Amendment 3. Your Lordships will be glad to know that I have failed to think of additional points that I have not already made in speaking to identical amendments to Clause 4, so I will content myself with saying that I beg to move Amendment 9, on the same grounds as set out previously.

[Baroness Barran (Con)]

My Lords, that is quite a challenge to follow, and it is tempting to take the same approach—I think my popularity with the Committee might improve—but, in all seriousness, as the noble Lord, Lord Aberdare, said, my Amendments 10, 11 and 14 are based on a very similar argument to that debated in the previous group about the concerning lack of detail regarding what we mean by “a group of persons” and the potential dilution of employer focus. With that, I commend the amendments.

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[Baroness Smith of Malvern (Lab)]

I thank noble Lords for their concise contributions on these amendments. As the noble Baroness, Lady Wolf, made clear, that does not undermine how important the nature of assessment is. I wholly agree with the noble Lord, Lord Addington, that the best chance of getting assessment right is by engaging appropriately at the right time.

On Clause 5, we are talking specifically about proposals regarding apprenticeship assessment plans and the transfer of the function from IfATE. Clause 5 amends the requirement for assessment plans to be prepared by a group of persons by making it subject to a power for the Secretary of State to prepare apprenticeship assessment plans if that is more appropriate. This will simplify the process for updating and creating assessment plans.

Noble Lords will recognise that our previous discussion also related to the use of groups of persons. We might find that some of the considerations are similar, but I assure the noble Lord, Lord Aberdare, that I will have a few different arguments in response to this, not least because the arguments for apprenticeship assessment are different to the arguments for standards. But the principle about agility and flexibility remains at the heart of this.

Where the intention behind Clause 4, which we have just discussed, is to provide the Secretary of State with greater flexibility in a minority of circumstances in respect of preparing occupational standards, here we are concerned with flexibility in respect of apprenticeship assessment plans. In both cases, our intention is for employers to have a continuing and vital role in the composition of groups of persons. In both cases, it is important, as I am setting out, for the Secretary of State to have some limited flexibility not to define the membership of the group in advance and not to have a group if it is not needed in a small number of cases.

The default position will be that an assessment plan will be prepared by a group of persons that has been approved for this purpose. Only when Skills England or the Secretary of State is satisfied that it is more appropriate for them to prepare an assessment plan, rather than a group of persons, will the Secretary of State do so. Scenarios in which it could be appropriate to consider the use of this power are where using a group would be disproportionate or create undue delay—I hear the point made by the noble Baroness, Lady McGregor-Smith, about the need for speed.

Scenarios could be, first, updating assessment plans to make adjustments that do not materially change the assessment or occupation competence of learners—for example, where they are aligned to deliver the competence required by a regulator, such as in regulated professions in the health sector. In such circumstances, using a group is unnecessary and burdensome because it is a reflection of updating that has happened in a regulated profession. The second scenario is creating assessment plans for emerging occupations, such as certain digital occupations. The third is creating or updating assessment plans where there are acute skills needs requiring an urgent response, and where there is a lack of capacity in the system to respond. Relying on a group in instances such as these can create undue delays and hinder responsiveness. Without this clause, changes to assessment plans to reflect straightforward adjustments would incur delays and require unnecessary time and resource.

I note Amendment 11 in the name of the noble Baroness, Lady Barran, which seeks to remove the power held by the Secretary of State to prepare an assessment plan if they are satisfied that it would be more appropriate for the plan to be prepared by them than by a group of persons. However, for the reasons I have outlined already, it is crucial that we respond to feedback from users of the system to make the process for developing apprenticeship assessment plans more agile.

Amendments 9 and 15 in the name of the noble Lord, Lord Aberdare, and Amendment 10 in the name of the noble Baroness, Lady Barran, seek to set criteria for membership of a group of persons and to name in legislation a particular type of person that must be included as part of a group of persons. In the discussions on Clause 4, we went through some of the arguments about the impact this would have in reducing flexibility. There are no existing statutory criteria for how a group is formed to prepare an apprenticeship assessment plan but, as I said previously, IfATE is under a duty to publish information about matters it will consider when deciding whether to approve groups of persons. That existing duty is being transferred to the Secretary of State unchanged.

When a group is convened, it is critical to consider who the experts are in the field in question. The noble Baroness, Lady Garden, correctly identified that the experts in assessment will not always be the same as the experts in developing an occupational standard—and, of course, this will vary from occupation to occupation. Employers play a prominent role and are well placed to define and describe occupational competence, but they do not always exclusively hold expertise about how apprenticeships are assessed, and other contributions may be valuable. It is important that there is the opportunity for groups of persons responsible for preparing apprenticeship assessment plans to reflect and draw on a broader range of expertise, such as in assessment methodologies, practical training delivery and costs.

Professional bodies, awarding organisations, providers, regulators and others with a background in assessment can be well placed to be involved in the development of an assessment plan. In new and emerging occupations or highly specialised occupations, such as digital, artificial intelligence and nuclear, it may be necessary to take a broad and creative look at who is best placed to be part of a group preparing an assessment plan. There are scenarios where it is unnecessary or disproportionate to rely on a group to create or update assessment plans. For example, attempts have been made to convene a suitable group to update the interior systems installer assessment plan for nearly a year. This has significantly delayed the commencement of necessary, time-sensitive revisions in the important construction and built environment industry—a sector that is critical to this economy.

Setting criteria would therefore create additional hurdles for, and potentially even prevent, groups being convened. This would further slow the development of assessment plans and risk employers and others losing confidence in the system and in our ability to meet acute skills needs. It is not in anyone’s interest, not least learners or employers, to incur such delays. That is why we are removing unnecessary barriers to simplify and speed up processes.

Amendment 12 in the name of the noble Lord, Lord Aberdare, would undo the intended flexibility and efficiency by placing a requirement on the Secretary of State to consult specific bodies when they have considered it more appropriate for them to prepare an assessment plan than to use a group. That also risks slowing progress when that body is unable to participate, and it risks giving unintended precedence to those bodies over others who may be well placed to determine how competence should be tested.

I should also note that we see no reason why Skills England would not continue the approach currently taken by IfATE whereby all new assessment plans and those that have undergone material revisions—whether prepared by a group of persons or the Secretary of State—are published online for comment by any interested parties before approval.

Amendment 14, in the name of the noble Baroness, Lady Barran, and Amendment 13, in the name of the noble Lord, Lord Aberdare, would establish a duty to set and publish criteria in relation to the preparation of an apprenticeship assessment plan by the Secretary of State. As I emphasised, we are improving the system in response to feedback from key partners. Employers, trade bodies and providers tell us that the processes for developing and reviewing assessment plans need more pace and agility to respond quickly to changing and future skills needs. They report that current processes can feel bureaucratic, drawn out and time consuming—all barriers to the expert engagement that we need from them and to the smooth operation of assessment for employers and learners.

Setting criteria that the Secretary of State would need to meet in order to prepare assessment plans—in the minority of circumstances when it is more appropriate to do so than using a group of persons—would restrict the Secretary of State’s ability to be responsive. It would be overly prescriptive and fly in the face of stakeholders telling us that processes need to be simpler. I hope I have set out the intentions behind Clause 5 and, for the reasons I have outlined, I hope that the noble Lord, Lord Aberdare, will feel able to withdraw his amendment.

[Lord Aberdare (CB)]

My Lords, I thank all noble Lords who have taken part on this group, particularly my noble friend Lady Wolf and the noble Baroness, Lady McGregor-Smith, who added some valuable points. I thank the Minister, who mostly but not entirely managed not to give me the impression that I had wandered into a Groundhog Day scenario—there were some additional points there, I was glad to see.

The Minister emphasised agility and flexibility as the advantages of the proposed system. This is probably something wrong with me, but I have an inherent unease about flexibility in the hands of Secretaries of State when compared with flexibility in the hands of an organisation with an independent statutory role. The noble Baroness, Lady McGregor-Smith, mentioned that agility might not be quite such a feature once it gets into the hands of the department. Also, there is a slight conflict with the point that my noble friend Lord Hampton made earlier: employers are looking for clarity, and there is a slight danger of clarity being obscured by too much flexibility. Of course, all these concerns reflect points raised with me and, no doubt, with others by employers about the way the new system might work in comparison with the existing one.

Having said all that, I will study all the contributions, including the detailed differences from the previous set of amendments. Meanwhile, I beg leave to withdraw the amendment.

Amendment 9 withdrawn.

--- Later in debate ---

[Lord Aberdare (CB)]

My Lords, I added my name to this stand part notice. My original thought was to table an amendment requiring the Secretary of State to publish regular reports detailing which technical education qualifications or standards and assessment plans had been approved without any review and why such review was deemed unnecessary. I was also concerned that the clause, as it stands, would seem to make it possible for no review at all to be conducted. The clause stand part notice in the name of the noble Lord, Lord Hampton, is more straightforward: it removes the clause altogether. I look forward to hearing from the Minister what exactly the Government’s intentions are for carrying out reviews and why these should not be spelled out in the Bill.

Similarly, although no amendment has been tabled, Clause 7 would make it possible for no third-party examination of a standard or apprenticeship assessment plan to be undertaken at all. Again, I hope that the Minister will tell us what the Government mean to do about such independent examinations. It has been suggested to me that they might be even more valuable sometime after a standard or a plan has been approved and put into practice, rather than before the approval, when it is not known what the effect will be.

[Baroness Garden of Frognal (LD)]

My Lords, there is no mention of awarding bodies in the Bill but, when I worked for City & Guilds, it was part of our role to review qualifications at regular intervals. I wonder why that does not feature anywhere in the Bill and why the Secretary of State is apparently taking over a function that was done very effectively in those days by awarding bodies.

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

Lord Aberdare Excerpts

2nd reading
Tuesday 22nd October 2024 Lords Chamber

[Lord Aberdare (CB)]

My Lords, it is always a pleasure to talk about the importance of skills with many who we might think of as the usual suspects assembled here this evening, even at rather a late hour. I too look forward to the maiden speech of the noble Lord, Lord Beamish.

I welcome this Bill, which is an important, if mainly technical, step towards a much-needed revamp of overall skills policy. Other elements of this include the establishment of Skills England, a new growth and skills levy to replace the apprenticeship levy, and the curriculum and assessment review addressing those two aspects of education. All this is in the overall context of the industrial strategy launched last week, which rightly includes a strong focus on people and skills.

Three of the Government’s five missions, on growth, net zero and opportunity for all, make specific reference to jobs, productivity or education, and the NHS mission also depends on skills. The skills system is a critical enabler of economic growth. Yet employers across virtually all sectors report significant skills shortages, combined with growing future skills needs. Meanwhile, the education system is failing to respond adequately to these needs, particularly for young people who are less academically inclined and do not aspire to university but are not made sufficiently aware of the alternative technical and vocational pathways available to them and the rewarding and fulfilling employment opportunities that those pathways can lead to. In her foreword to Skills England’s first report, the Secretary of State for Education highlights that we have a

“fragmented and confusing skills landscape that lets down learners, frustrates businesses and holds back growth”.

This Second Reading debate poses an unusual challenge: whether to focus on the Bill itself, which is relatively short and technical, or to address the bigger skills policy picture, of which the Bill is a harbinger. The Minister has managed skilfully to ride both these horses. By the way, it is very good that we have the Skills Minister in the House of Lords, and I wish her every success in her crucial role. Taking my cue from her, but possibly in another order, I shall address some provisions in the Bill before raising questions about other aspects of the Government’s overall skills plans.

The Bill transfers IfATE functions to the Secretary of State, with the intention that most of them will be passed on to Skills England when it is up and running. What can the Minister tell us about what criteria will be used to determine which functions will or will not be transferred?

Clauses 4 and 5 provide the option for standards and apprenticeship assessment plans to be prepared by the Secretary of State rather than “a group of persons”—typically a group of key employers. I have heard mixed reactions from employers to this: it is welcome if it speeds up the review process for minor changes so long as it does not become the default, but there are concerns if it results in employers becoming less engaged or even bypassed and the quality and consistency of apprenticeship being undermined. I was reassured by some of what the Minister said about the intentions.

Can the Minister confirm that both standard-setting and assessment plans will be transferred to Skills England to avoid inconsistent outcomes for the same apprenticeship if these functions are separated? In particular, will Skills England be required to work closely with industry skills bodies to ensure effective employer input?

The Bill’s impact assessment, as a previous speaker mentioned, recognises that there may be some delays in approving qualifications during the transition process. What is the Government’s assessment of the likely impact of these on learners and employers, and what steps are they taking to mitigate or minimise that impact? Together, the points I have mentioned come down to a single underlying question: what reassurance can the Minister give that the specific proposals in the Bill will not be used in a way that results in the influence and centrality of employers in the process being diluted?

I turn now to three broader skills policy issues. I could have covered many more, so I will try to keep to just the three. The first relates to the proposed growth and skills levy and how it might address the perennial challenge of persuading more small businesses to offer apprenticeships. Taking construction as an example, the Government are seeking to build 1.5 million new homes over the next five years which, according to the Construction Industry Training Board, will require the current workforce of the sector to increase by an estimated 30%, or some 152,000 people. Where are these people going to come from if not from SMEs, which account for 98% of the construction industry?

Yet the tight margins on which SMEs in the sector operate, exacerbated by issues such as cash retentions—about which noble Lords have regularly heard me complain—mean that they find it hard to invest in apprenticeships and other forms of training and lack sufficient incentives and support to do so. How will the growth and skills levy seek to overcome the challenges of funding and bureaucracy preventing so many SMEs, not just in construction, from offering apprenticeships? Might the Government be considering some sort of weighting in the allocation of growth and skills levy funds—for example, to prioritise apprenticeships in smaller businesses, or for younger people, or for higher priority sectors, or at lower levels, given that employer skills needs in construction are primarily at level 3 and below? Hitherto, it has been very unclear what the desired balance of apprenticeships in these areas might be.

My second issue concerns the limited focus, and lack of alignment and agility, of the education system in meeting the skills needs of the employment market which students will need to navigate. The Education for 11-16 Year Olds Committee on which I served last year, some of whose members are here today, found an alarming imbalance between the academic subjects required to obtain good GCSE results and the more technical and vocational options that develop the essential practical and life skills sought by employers, including digital skills, communication skills, such as oracy, which I wish I had learned, teamwork, problem-solving, resilience and creative skills. An effective skills strategy must be clear not only about the skills that employers in key sectors need, now and in the future, to boost productivity and growth, but also how the education system should be adapted to provide those skills. Will these issues be fully taken on board by the curriculum and assessment review, and how will employer needs be reflected in the review, given that there seem to be no employer representatives in its membership?

Finally, to pick up on what previous speakers have said, what can the Minister tell us about how Skills England, as a non-statutory—and “Why non-statutory?” I ask—executive agency within the Department for Education, headed by a chief executive at Civil Service director level, and with a range of detailed technical and regulatory functions to fulfil, will at the same time be able to co-ordinate skills needs across sectors and regions, building on local skills improvement plans and driving strategic collaboration across the whole of government, in partnership with sector skills bodies, unions, the devolved nations and others? That is an enormous task for any single organisation to fulfil, particularly at that level of government. How will the pieces of this complex puzzle fit together to create a coherent national strategy, fully integrated with the industrial strategy, to ensure that the identified demand for skills is matched by the provision from education and training at all levels, and who will be responsible for driving this process across government? To pick up on what the noble Lord, Lord Addington, said, what tools will be available to identify and fix things that are not working, and who will exercise them?

The Government have set themselves ambitious and inspiring goals for skills policy, and I look forward to hearing more from the Minister about how they will be achieved and what part this Bill will play in what will be a long, complex and vitally important process.

King’s Speech

Lord Aberdare Excerpts

Friday 19th July 2024 Lords Chamber

[Lord Aberdare (CB)]

My Lords, the theme of today’s debate is about creating opportunities. Nothing could be more important for that than education and skills policies. As the noble Lord, Lord Baker, made clear, none of the aims set out in the King’s Speech and in the Labour manifesto can be achieved without the right skills, and education has an essential role in developing those skills.

I welcome what we know so far about the Government’s plans, and what we heard from the noble Baroness, Lady Smith of Malvern, in her fine maiden speech. I also take the opportunity to echo the appreciation expressed to the noble Baroness, Lady Barran, for her work and commitment over the years, including giving me occasional help with my mathematics.

Many of the plans we know about are encouraging, if as yet somewhat incomplete—as might be expected, given the difficulty of adjusting the course of the tanker that is education policy, especially during these cash-strapped times.

The need to recruit, train and retain good teachers is rightly recognised with the commitment to recruit 6,500 new teachers, funded by ending the current VAT exemption for private school fees. While I recognise the difficulty of finding new sources of funds, I share the concerns expressed by the noble Lord, Lord Lexden, and others, including the noble Baroness, Lady Monckton of Dallington Forest, in her excellent maiden speech, that this may produce unintended and undesirable consequences, and may generate less net income than the Government expect or hope for.

There is anyway, as the noble Lord, Lord Storey pointed out, the much wider challenge of reinvigorating and remotivating teachers, many of whom feel not just underpaid and underappreciated but unduly constrained by an overprescriptive, over-rigid and overdemanding curriculum and assessment system. In passing, I wonder whether this Government might consider restoring the funding recently withdrawn from Now Teach, which does such excellent work bringing successful and committed late-career people into teaching.

The current system is failing to deliver consistently the broad and balanced curriculum to which it aspires. There is an imbalance between knowledge-based learning and the acquisition of practical life skills, such as listening, speaking, problem-solving, creativity and teamwork. The needs of many young people who do not aspire to university but whose goals are more work-centred, leading to careers as technicians or tradespeople or entrepreneurs, are not adequately met. I am delighted and encouraged that the promised review of curriculum and assessment was launched yesterday under the leadership of Professor Becky Francis, and I hope that it will come up with a plan to improve the balance of the curriculum and enhance the motivation of both students and teachers.

The manifesto recognises the importance of access to arts, music and sport, and specifically promises a new national music education network. How do the Government see this as helping to narrow the shocking gap between state and private schools in the quality of music, arts and cultural education that they offer?

The manifesto makes no mention of building on recent improvements in careers education so that all young people receive high-quality personal guidance. The engagement of employers, including smaller and more local employers, is another key to opening young people’s eyes to world of work in all its range and variety. I hope the Government will seek to encourage more employers to be involved in this way.

A central proposal for skills policy is to establish Skills England, with a remit to create a long-overdue skills strategy, aligned with the proposed industrial strategy, which will hopefully bring together skills policy activities across the UK to produce a coherent understanding of current and future skills needs and shortages, and ways of addressing them locally, regionally, nationally and sectorally. I look forward to hearing more about how Skills England will work, and I hope that its membership will include proper representation of independent training providers, which deliver two-thirds of all apprenticeships.

On that subject, the idea of turning the apprenticeship levy into a more flexible growth and skills levy will be welcomed by the many employers who complain about the inflexibility of the current system. I will be interested to hear what form this will take, how it will work and how it will be funded.

I am conscious that transforming education and skills policies, as the manifesto aims, is a long-term incremental process, so it would be wrong to express any impatience at this stage that the many promising measures proposed in the Speech and the manifesto may seem smaller than the high ambition of the goals that the Government have set themselves. I hope that as the initiatives get under way we will be able to discern a clearer vision of where policy is heading—a vision ambitious enough to motivate and inspire teachers, students, parents, training providers, employers and all of us whose future depends on an education and skills system that truly creates opportunities for all.

Skills: Importance for the UK Economy and Quality of Life

Lord Aberdare Excerpts

Thursday 9th May 2024 Lords Chamber

Moved by

[Lord Aberdare]

To move that this House takes note of the importance of skills for the success of the United Kingdom economy and for the quality of life of individuals.

[Lord Aberdare (CB)]

My Lords, skills are central to the future of our young people and central to the future of our nation. Every one of the main challenges we face depends for its resolution on our having the right skills, now and in the future. Yet it seems to me that we, including in this House, do not focus enough on how to develop, maintain and enhance the skills needed to achieve net zero; to become a science and technology superpower; to realise the potential of AI; to meet our energy needs; to defend ourselves in an increasingly fractious world; to improve the quality of our health and care systems; to build enough new homes; to upgrade our transport infrastructure; to support our brilliant creative sector; and to pursue numerous other aims. All of these depend on skills.

My belief in the importance of skills is partly personal. I emerged from a very privileged education with an Oxford classics degree, an impressive academic record, virtually no practical skills and little idea of what sort of career to pursue. I believe that we can and should do better for our young people. I am also struck by the contrast between attitudes to education and skills today, and the burning desire to improve themselves that led some 200,000 Welsh people to learn to read the Bible in the circulating schools set up by Griffith Jones of Llanddowror, in my home county of Carmarthen, in the 18th century.

I am absolutely delighted to have obtained this debate to explore how we can better meet our skills needs, and greatly look forward to hearing the contributions of all noble Lords who are speaking, not least the maiden speeches of the noble Lords, Lord Elliott of Mickle Fell and Lord Marks of Hale, and of course the response of the Minister. I am grateful to the House of Lords Library for its briefing for the debate, for additional research that Thomas Weston has done for me, and to the many organisations which have deluged me with helpful and insightful briefings, to which I fear I shall do less than justice in the time available.

Virtually every sector of our economy currently faces worker shortages; so-called skills-shortage vacancies have risen from about 91,500 in 2011 to over 531,000 in 2022—up from 16% to 36% of all vacancies. A recent British Chambers of Commerce survey found that 73% of organisations are facing skills shortages. We have stubbornly high levels of young people who are not in education, employment or training: 12% of young people, some 850,000, are NEET. At the same time, employers complain that young people leaving education lack work-ready skills: 60% of employers struggle to find the right technical skills and 50% cannot find the transferable skills that they need. UK productivity seems to be stuck in a rut and falling behind that of other countries. Teacher recruitment and retention is not keeping up with demand. We face a serious skills challenge.

What sorts of skills do we need? I know other noble Lords will talk about specific skills, so I will just outline some of the categories needed. First, all of us need basic skills, including literacy, numeracy, digital literacy and no doubt oracy, which had not been invented when I was at school—your Lordships may have reason to regret that. Literacy and numeracy are, rightly, required elements of the school curriculum, although the Education for 11-16 Year Olds Committee, on which I served, argued that there should be more functional alternatives to the current requirement to achieve a level 4 GCSE pass, which has a highly damaging effect on the subsequent educational progress of the one-third of young people who fail to attain it.

Secondly, there are specific work or job-related skills, including technical and practical skills, for which training may be delivered by FE colleges, independent training providers or employers themselves. The much-needed green skills belong in this category.

Thirdly, there are the skills variously described as life skills, soft skills or transferable skills. The Skills Builder Partnership identifies eight essential skills: speaking; listening; problem-solving; creativity; aiming high; staying positive; teamwork; and leadership. It has developed a universal framework resource for teaching and assessing these, which is being used in a growing number of schools. These are increasingly important in the modern world, in both our work and personal lives. They are also the skills which employers are crying out for most of all: 57% of employers say they value transferable over technical skills. Employers find that the education system prepares students well for academic progression, rather than vocational pathways, on which there is insufficient focus. Yet 98% of teachers recognise essential skills as important for their learners’ employment opportunities and 86% agree that the national curriculum should include them.

The Local Government Association identifies no fewer than 49 national employment and skills-related schemes or services across England. They spend an estimated £20 billion in total and are managed by at least nine Whitehall departments and agencies. The Minister will have a lot to cover in her response.

I will briefly mention three initiatives within the remit of the DfE about which I feel strongly. Apprenticeships are a key part of skills policy. The apprenticeship levy is an important means of securing employer funding for skills training. There has been a disappointing decline in apprenticeship starts in recent years—from more than 509,000 in 2015-16 to about 337,000 in 2022-23. I will highlight two concerns about the current system. First, the number of apprenticeships for young people aged under 19 has declined even more steeply—from more than 131,000 to less than 78,000, as has the number of entry-level—level 2—apprenticeships, which are most suitable for many in this age group. The levy, in effect, incentivises employers to offer more expensive higher-level apprenticeships, often to upskill or reskill existing employees. This is also important, of course, but the balance seems wrong and needs to be adjusted to ensure a greater intake of younger apprentices, especially at level 2.

Secondly, there is a long-standing need to reduce the barriers of cost, complexity and bureaucracy which deter small employers from offering apprenticeships. Many employers are calling for greater flexibility as to how levy funds can be spent—for example to cover other forms of accredited training. The Government have made some improvements, but take-up by SMEs is still much too low.

A successful skills system depends on the availability of first-rate careers education and information for everyone from primary school age to adulthood. Much progress has been made in recent years, thanks largely to the efforts of the Careers & Enterprise Company and other careers organisations. Some 92% of schools are now part of local career hubs. More than 3,000 careers leaders have been trained, and the average number of the eight Gatsby benchmarks of good career guidance achieved by schools has risen from 2.1 to 5.5 in the last five years. Encouragingly, schools serving the most disadvantaged groups perform above the average. There is still much more to do in improving the quality of careers provision and business engagement, especially at local level and outside schools, tackling barriers to progression into jobs, and firmly establishing careers education as the bridge between young people and business.

The Skills and Post-16 Education Act 2022 led to the creation of local skills improvement plans across all 38 areas of England—most of them are led by chambers of commerce—which set out actionable priorities to tackle local skills needs. My noble friend Lady Lane-Fox, who is the president of the British Chambers of Commerce, will talk more about them. These should be a powerful tool for understanding and addressing skills needs and opportunities across England. Perhaps the Minister could tell us how implementation of the plans will be monitored and assessed. Should there not also be an NSIP—a national skills improvement plan—to ensure that, taken together with LSIPs, they are meeting identified national skills priorities and that programmes at national and local government levels are effectively co-ordinated?

Later speakers will doubtless mention other skills-related government initiatives, such as T-levels, the lifelong learning entitlement and the advanced British standard. We will also hear about some of the Labour Party’s proposals, including for a national skills taskforce. My impression is that existing initiatives add up to rather less than the sum of their parts, rather than a coherent and comprehensive package for tackling skills needs. They seem fragmented and lacking clarity about how different schemes are supposed to work together.

There are also many excellent organisations outside government helping to develop young people’s skills. The National Citizen Service, along with the Duke of Edinburgh’s Award, recently launched a report in Parliament on the enrichment activities they offer. The Scouts seek to empower young people with skills for life. WorldSkills UK, which is this morning announcing the young people selected to represent Team UK at this year’s Skills Olympics in Lyon, described one of its aims as “championing future skills” and helping the UK become a “world-class skills economy” so as to remain globally competitive. I say amen to that.

This Government do not seem keen on strategies, but no well-run organisation of any size would be without a human resources strategy. We, as a country, need a skills strategy to fulfil a similar role. What might such a strategy look like? First, skills should be recognised as a priority for any Government—national, devolved or local—and every area of policy needs to include provision for developing required skills. Secondly, the strategy should be evidence-based, built on sound data about current and anticipated skills needs, shortages and opportunities. There needs to be a process for monitoring and reporting on implementation and progress.

Thirdly, the strategy should be comprehensive and joined up across relevant government departments—I mentioned the nine that have programmes in this area—and across the nation, taking account both of local plans and of regional and national priorities, and seeking complementarity with the devolved nations, from which there may be valuable lessons to be learned.

Fourthly, and very importantly, the strategy should be matched by an education system fully aligned with its goals at all levels from primary to tertiary and beyond. This must recognise and seek to meet the need for skilled technicians and tradespeople, as well as university graduates, and give all of them a strong grounding in basic and essential skills. It is high time for the holy grail of parity of esteem between academic and technical/vocational education to be seized—although I am not sure whether that is the right thing to do with a grail. Of course, the implications of a skills strategy for education deserve a debate of their own.

Fifthly, a strategy should incorporate measures to increase teacher motivation and recognition by allowing them greater flexibility, to teach in a way that best suits their own abilities, experiences and interests. Highly skilled, highly motivated and highly regarded teachers must be a central plank of any skills strategy.

Sixthly, employers must be deeply engaged, both in defining and in delivering the strategy, including by ensuring that their own skills needs are recognised, and through offering work experience placements and apprenticeships.

Finally, the strategy should be vigorously promoted and publicised to individuals, employers, teachers, schools, parents and everyone concerned with skills. Such a strategy should aim to raise skills much higher up the public agenda and recapture some of the passion for education and skills that drove the success of Griffith Jones’s schools. Developing and delivering it would be neither easy nor quick and would depend on attracting the co-operation and commitment of all parties with a stake in raising skills—which is basically all of us. It might be supported by a high-profile campaign to build enthusiasm for pursuing the skills that young people and our economy need and to incentivise and celebrate investment in skills. The DfE’s existing Skills for Life campaign seems lacking in ambition and impact.

I am conscious that I have barely scratched the surface of the issues we are debating. I have every confidence that subsequent speakers will fill many of the gaps. I hope that this House, with the benefit of all the wisdom and expertise that it embodies, will continue to work doggedly with government, education institutions, employers and others in pursuit of policies to make the UK a world leader in skills.

When Napoleon supposedly described us as a nation of shopkeepers, I believe it was meant more as a recognition of our commercial talents than as an insult. Now is the time to apply our talents to a new challenge—to show ourselves to the world as a nation of skills builders. I beg to move.

--- Later in debate ---

[Lord Aberdare (CB)]

My Lords, I have found this a thoroughly absorbing, enlightening and encouraging debate. I am extremely grateful to all noble Lords who have spoken, from so many different perspectives. I particularly look forward to hearing more in the future from the noble Lords, Lord Marks of Hale and Lord Elliott of Mickle Fell, following their splendid maiden speeches. I am also grateful to the Minister. I very much echo the tribute by the noble Lord, Lord Addington, to her knowledge and commitment to this area, and thank her for her characteristically comprehensive response to such a broad debate. I am certainly not going to try to summarise in any sense, but I very much look forward to reading it in Hansard. It has very much confirmed to me the importance of skills as an issue, the breadth of areas it covers and the scale of the challenges we need to address. It is much too broad for a single debate, so I hope we will have other opportunities to discuss it.

My noble friend Lord Clancarty spotted the fact that I had omitted “education” from the Motion. That was because I wanted to focus in particular on the skills aspect. Other noble Lords, including the noble Lord, Lord Addington, commented that skills are not taken seriously enough. It seems that for too long education has been a powerful horse pulling a rather ramshackle skills carriage, when what we need is for them to work in harness with other horses: employers, other departments, parents—all the groups we have talked about—and they should be pulling a first-class, golden carriage accommodating both education and skills. So I was very glad to hear the noble Lord, Lord Holmes, talk about a vision for skills, which perhaps is the design for that golden carriage that we need. This is an issue that I will certainly wish to push further, but I reiterate my thanks to all noble Lords for a really inspiring morning.

Motion agreed.

Higher Education: Arts and Humanities

Lord Aberdare Excerpts

Wednesday 1st May 2024 Lords Chamber

[Baroness Barran (Con)]

I am unable to give the noble Baroness a precise timeline, but the Government have already acted on cultural and creative education, for example through our investment in the institutes of technology: all 21 of these will be open by this autumn and seven are already working directly with creative, film and entertainment industries, addressing just the sort of cultural and creative jobs that I know the noble Baroness aspires to.

[Lord Aberdare (CB)]

My Lords, I declare my interest as a graduate in classics, or literae humaniores as they were called at Oxford. Studying classics can open doors to a vast range of knowledge and experience, including language learning; grammar and vocabulary; literature and history; scientific, botanical and medical terminology; arts, architecture and sculpture, so much of which is based on classical themes and models, as is classical music; and logical thinking, which is so important to digital technologies and coding and to other fields of activity. So what steps are the Government taking to promote and enhance continued teaching of classical subjects at university?

[Baroness Barran (Con)]

The noble Lord will be aware that the Government do not impose in any way on universities what subjects they should teach. The noble Lord has done a most marvellous marketing pitch for classics; I expect to see applications rise in response this autumn. But it is up to individual universities to decide. In schools, we have been encouraging the greater teaching of Latin, and certainly that is much appreciated by those students who benefit.

Independent Schools

Lord Aberdare Excerpts

Monday 18th March 2024 Lords Chamber

[Baroness Barran (Con)]

I think my noble friend is referring to children with special educational needs and disabilities. My understanding of the Opposition’s proposed policy is that children with an education, health and care plan would be exempt from the fees. However, my noble friend is right: there are almost 100,000 children in independent schools with special educational needs and without an education, health and care plan. This will push those parents into seeking an EHCP, with all the knock-on effects on local authority finances that we can see around the country.

[Lord Aberdare (CB)]

My Lords, what are the Government doing to try to close what seems to be an alarmingly growing gap between independent and state schools in the teaching of arts and creative subjects?

[Baroness Barran (Con)]

There are a number of ways in which the Government are thinking about this. A number of your Lordships, including my noble friend Lord Black, have pointed to the partnerships, and I know that many independent schools work closely with their state school neighbours to ensure that facilities can be shared and giant performances are put on. Our focus on a knowledge-rich curriculum, with breadth, and on our cultural education plan will contribute to this.

Education: 11 to 16 Year-olds

Lord Aberdare Excerpts

Thursday 8th February 2024 Lords Chamber

[Baroness Barran (Con)]

I appreciate how alluring it is to talk about some of the wider subjects the noble Baroness mentioned. As she knows, we are developing a cultural education plan that will be launched later this year, and I accept that things such as the IT curriculum maybe do not age as well as some other elements of the curriculum. But, in terms of the way in which we all learn, and children learn, the importance of putting down in our long-term memory a really rich knowledge base from which to apply those skills is critical, and we lose that at our peril.

[Lord Aberdare (CB)]

My Lords, this is National Apprenticeship Week, during which I have met a considerable number of young apprentices at parliamentary events. Not one of them claimed to have found out about their apprenticeship through their school. This surely reinforces the finding of the Education Committee that the balance of 11 to 16 education is unduly skewed towards academic subjects, rather than technical and practical ones. So what steps have the Government taken to ensure that schools make all 11 to 16-year olds more aware of the range of education pathways available to them, including those leading to apprenticeships?

[Baroness Barran (Con)]

The Government are very proud of their track record on apprenticeships. I hear the noble Lord’s reflections in terms of technical apprenticeships, but actually 70% of our economy is now reflected in the apprenticeship options, including our service sector as well as more traditional areas of apprenticeships. Thanks to amendments put down in your Lordships’ House, we are expanding the amount of careers education in schools to six days across a child’s secondary career.

Access to Musical Education in School

Lord Aberdare Excerpts

Wednesday 18th October 2023 Lords Chamber

[Lord Aberdare (CB)]

My Lords, I had not planned to speak in this excellent debate, introduced by the noble Lord, Lord Boateng. However, having chaired an online education conference on music education this morning, with speakers from schools, hubs and other music education bodies, I am grateful for this opportunity to speak briefly in the gap. I declare my interest as chair of a small classical music education charity. I will highlight three points which came across strongly, all of which have been echoed in the debate.

First, several speakers emphasised that delivery of the national plan and of the proposed realignment and reduction of music education hubs must address inequalities that arise from the widely varying needs of different local and regional areas. Schools in rural areas, such as Suffolk, disadvantaged by lack of local music resources or, indeed, scope for partnerships, face challenges which require forms of support from hubs that are different from those in better musically served urban areas. They also face extra costs, such as travel to music venues or events—it costs over £100 just to get there by bus—and greater difficulties in raising funds, whether from parents or from grant-makers like the excellent charity of the noble Lord, Lord Polak.

Secondly, hubs were seen as having key roles as champions of accessibility and inclusion and in promoting the partnerships which were such a crucial part of delivering music education, not least for special needs pupils. It was suggested that the national plan would benefit from having some more specific targets or outputs or, indeed, that core parts of the plan could even be made statutory.

Thirdly, one of the strongest common themes emerging—and, indeed, emerging this evening—was the need for a joined-up workforce strategy for music education and delivery of the national plan, consistent with the Government’s broader vision for the music and creative sector as a whole. Several speakers commented on what they saw as a mismatch between the ambitions of the plan and the ambitions of the DCMS strategy for the sector.

Many speakers raised issues of underrecruitment of specialist music teachers, of teachers leaving the profession early and of the pay and conditions offered to music teachers, making it less appealing as a career. There can be no effective music education without enough suitably qualified teachers.

Speakers at the conference radiated Lady Garden-like verve and commitment to delivering high-quality music education and addressing inequalities in access. They also highlighted many of the obstacles that we have heard about this evening. I look forward to hearing from the Minister how the Government seek to tackle those.