Skills and Post-16 Education Bill [HL]

Lord Aberdare Excerpts

3rd reading
Monday 25th October 2021 Lords Chamber

[Lord Storey (LD)]

My Lords, I will be brief. First, we are probably facing a renaissance in further education and vocational education, and maybe the starting point is this Bill.

Secondly, I want to thank the Minister—if I could catch her eye—and her predecessor for the thorough and courteous way in which they have handled this Bill. It has been an exemplar of how to take a Bill through this House. Listening is always so important.

At the end of the day, two things matter. One is that the funding is there; the other is that we need to see a cultural change in how society views further and vocational education because if that does not happen, then all our hard work will be for nothing.

I end by thanking my own colleagues, who do not happen to be here, for the support they have given me—particularly when I was away in the Bahamas during Report, but I will keep that quiet. I also thank the Minister’s staff again for the thorough way they have dealt with any requests for information. I hope that the amended Bill—it has been amended by two former Secretaries of State, by Labour and by my Lib Dem Benches—will be agreed by the Commons.

[Lord Aberdare (CB)]

My Lords, briefly, it has been a great pleasure for me to participate from the Cross Benches in these debates, along with so many much more distinguished experts and a wisdom of former Education Ministers, if that is the correct collective term. This is a very important Bill and I very much echo what the noble Lords, Lord Blunkett and Lord Storey, have said. I hope that the Government will listen to the issues raised in our debates and think about them carefully as the Bill progresses. I add my thanks to the Minister, to her predecessor and to the Bill team, not least to the current Minister for going beyond her normal duties to help me with my maths abilities, which clearly need some improvement. I very much hope that this will be the Bill that delivers the skills and post-16 education system we need, unlike so many of its unfortunate predecessors.

[Lord Watson of Invergowrie (Lab)]

My Lords, I have prepared a few words that I intended to say on the Motion that the Bill Do Now Pass. I thought that the Minister would have moved that but we seem to have got there anyway, by whatever route. I am sure noble Lords will not be too unhappy about that, although perhaps the clerk may be.

As noble Lords have demonstrated over four days in Committee and two on Report, the Bill as drafted was not fit for purpose and required considerable improvement. In addition the Minister herself has introduced three concessions, not the least of which concerns net-zero emissions targets, which of course we welcome. Noble Lords have supported eight amendments; what was most remarkable was the extent to which they were the product of effective cross-party planning and execution. Of course, as noble Lords know, no win in your Lordships’ House can be achieved without some cross-party co-operation. But we believe that the number of noble Lords from the government Benches who made clear their dissatisfaction with various parts of the Bill, as the noble Lord, Lord Aberdare, has just suggested, ought to give the Minister and her Government pause for thought.

With three of their defeats involving amendments in the names of former Conservative Secretaries of State for Education, the Government need to accept that with regard to the Bill they do not possess a monopoly of wisdom on matters as diverse as universal credit conditionality and the withdrawal of BTECs. My noble friend Lady Sherlock has a unique ability: she can explain universal credit in an understandable manner. I have never found anyone else who can achieve that feat.

It would be unkind to press the Minister any further on the mystical missing amendments on the lifelong loan entitlement, because I suspect that in her private moments, she asks herself the same questions as noble Lords: do they really exist? Will they ever appear? We have been promised them so often that on these Benches the suspense is now killing us. We also await details of sharia student finance for both higher education and further education to be announced as part of the spending review, as well as an announcement on fees, which the noble Baroness, Lady Berridge, the then Minister, promised in Committee.

However, I would like to record my admiration for the Minister’s ability to pick up the baton on the Bill after it was, I think I can say, thrust at her midway through its consideration in your Lordships’ House. I should say that the change of Minister caught us on these Benches by surprise, because we thought that the noble Baroness, Lady Berridge, had coped admirably up until then—although it would appear that was not the view shared by the Leader of the House and the Chief Whip. On my behalf and that of my noble friends Lady Sherlock and Lady Wilcox, I say for the record that we want to thank the noble Baroness, Lady Berridge, for her work on the Bill and for her openness and willingness to engage with us. I also say on our joint behalf that that is not to suggest that the Minister—the noble Baroness, Lady Barran—is any less so in that regard.

I also add my thanks to the Bill team for the briefings it facilitated and its willingness to discuss with us, openly and in detail, aspects of the Bill that were unclear or about which we had concerns. It certainly helped to put us more in tune with the thinking on the Bill, even if we were not always convinced by the arguments.

I thank all noble Lords who have been involved with the Bill at various stages. Of course, the Public Bill Office has, as ever, been extremely helpful. All Ministers, including the noble Baronesses, Lady Barran, Lady Berridge, Lady Chisholm and Lady Penn, have been most helpful and always pleasant to deal with. Given that my team has also contained two noble Baronesses and a female legislative and political adviser, I have clearly been the token male in all this.

I thank my colleagues, my noble friends Lady Sherlock and Lady Wilcox, for their support and advice, particularly last week, when the change of date for the second day of Report made it impossible for me to participate. They achieved five wins out of five on that occasion, which perhaps suggests that I should have absented myself more often.

As noble Lords are aware, Ministers have a vast array of officials behind them at times like this, and rightly so, but, as the Opposition, we have just one person: Rhian Copple, the legislative and political adviser for our team. She has been an endless source of ideas and support in so many ways, not least in drafting amendments and negotiating with the Public Bill Office, representatives of other parties and Cross-Benchers. We all owe her a huge debt of gratitude.

I wish the Skills and Post-16 Education Bill good luck in another place. It will need it.

Skills and Post-16 Education Bill [HL]

Lord Aberdare Excerpts

Report stage
Thursday 21st October 2021 Lords Chamber

[Baroness Garden of Frognal (LD)]

My Lords, I think there has been a regrouping; I was about to speak on an amendment that seems to have disappeared from here. I have added my name to Amendment 45A from the noble Lord, Lord Watson, which is still in this group, and of course I entirely endorse what my noble friend Lord Storey said about the importance of the skills wallet.

The amendment from the noble Lord, Lord Watson, is on lifelong learning. Of course, we would much rather see the support for this as grants, rather than loans, to attract adults with financial obligations that deter them from accruing more long-term debt—particularly if it is to encourage their own learning. The amendment is designed to monitor how well the lifelong learning arrangements are working. We particularly wish to see how restricting funding for those studying for an equal or lower-level qualification than one they already hold is impacting the nation’s skills level.

Changes in the world of work mean that many people who already have a level 3 qualification, if they are made unemployed and need to retrain, will need to be able to study for a subsequent qualification at this level or below. The lifetime skills guarantee extended the entitlement beyond those aged under 25 to all adults, but only to a limited list of level 3 qualifications and only for those who do not already have one. It is vital that adults are able to reskill at a lower level in a skill area different from the one already mastered, if that will enable them to gain employment.

This really important amendment calls for the Secretary of State

“to publish an annual report on the impact on re-skilling of funding restrictions on those who wish to pursue a qualification at a level equivalent to or lower than one they already hold.”

[Lord Aberdare (CB)]

My Lords, I have also added my name to Amendment 45A from the noble Lord, Lord Watson. During the first day of Report, the noble Lord, Lord Coaker, spoke about previous unsuccessful skills improvement initiatives and asked,

“why will it be different this time?”—[Official Report, 12/10/21; col. 1765.]

Why will the Government’s new skills system, as embodied in the Bill, work better than its predecessors? In my view, one of the answers will need to be a really vigorous and well thought-through approach to reporting, monitoring and evaluating the different elements of the strategy and how they all work together. The lifelong learning entitlement and the lifetime skills guarantee—I think I have those the right way around—are essential elements of the strategy but need to be transformed from slogans into realities. A crucial part of achieving that will be review, review, review.

I might prefer this amendment if proposed new subsection (1) ended slightly differently, to read, “a report on the impact on the overall levels of skills in England and Wales of all the provisions of this Act”, rather than confining itself to

“the rules regarding eligibility for funding for those undertaking further or higher education courses.”

In the meantime, I will content myself with supporting the noble Lord’s amendment as it stands—with its effect of ensuring that the impact of the equivalent or lower qualification rule is at least reviewed and assessed on a regular annual basis—while encouraging the Minister to look at beefing up further the process of reviewing the overall progress of the skills strategy, beyond the performance monitoring and review of designated employer representative bodies described in her letter to us.

[Baroness Bennett of Manor Castle (GP)]

My Lords, I slightly unexpectedly find myself to be the first person to speak to Amendment 40 in the name of the noble Lord, Lord Watson of Invergowrie, also signed by the noble Lord, Lord Storey, and me. Amendment 45A calls for a review to look at the issues around a restriction on allowing people to study at a level below that which they already possess. Amendment 40 goes further in removing restrictions.

I would have thought that naturally the Conservative position would be a belief that the person best placed to decide their best course of study would be the individual concerned rather than the state. This is a question of individual choice, about people knowing best their own situation. Therefore, while I very much support Amendment 45A, which at least calls for a review, I would go back to the more fundamental change in Amendment 40.

I am also in favour of Amendment 36 in the name of the noble Lord, Lord Storey. Education is a public good. We hear a lot of talk about investment for levelling up. Well, investment in people is the most fundamental investment of all. It is flexible, it enables people to make choices for themselves. A new or improved railway line or better school facilities are there and accessible to people, but people making their own choices is what investment in education is all about.

I am also in favour of Amendment 48, not yet addressed by the noble Baroness, Lady Sherlock. I will leave her to fully explain this, but it is worth stressing that what does not get measured and focused on does not get funded or supported. That is the principle behind that amendment.

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[Lord Aberdare (CB)]

My Lords, I have added my name to Amendment 62 from the noble Lord, Lord Storey, and I seem to have added my speech to his as well, because I very much echo what he said. I was involved in delivering a rather similar previous scheme, the Future Jobs Fund, to young unemployed Londoners. Based on that, I entirely agree with the noble Lord that Kickstart has the potential to become a really valuable programme. I emphasise the word “potential” because I do not think it has got there yet, but it offers substantial benefits to the young participants it focuses on and to the employers who take them on.

For the participants—most, if not all, of whom are at risk of long-term unemployment—six months is long enough for them to become acclimatised to working life and to develop the employability skills they need for their Kickstart placement and for future jobs. The employers can fill short-term vacancies at a low cost, which might even lead to some Kickstarters being taken into permanent roles at the end of the placement, having proved their capability and worth.

Importantly, the scheme also recognises the need for many Kickstarters to receive extra support and training when they start by providing £1,500 for so-called wrap- around support, which is much needed for those who not only are new to the world of work but might often come from chaotic living circumstances. We used to have to send taxis to pick up some of ours to take them to their work, until they realised that they had to be up and dressed at a certain time in order to be there.

However, despite its excellent intentions, the scheme seems to be falling short of expectations, with only about two-fifths of available Kickstart jobs having been taken up by September, including in sectors heavily hit by the pandemic and now much in need of extra staff, such as hospitality, travel, retail and care. Many of the reasons for this disappointing performance, as described by the noble Lord, Lord Storey, sound rather familiar to me, including delays, bureaucracy and complexity. It can take several weeks for a business, and indeed the specific jobs within that business, to be approved for Kickstart; only then does the rather unreliable process of identifying and recruiting candidates start. These must be referred by jobcentre work coaches, and it might take considerable time for them to come up with enough suitable candidates for employers to interview and recruit.

Again echoing the noble Lord, small businesses in particular, many of which could and do offer highly worthwhile Kickstart places, are often put off by the time, effort and bureaucracy involved. They are no longer required to use gateway providers to get involved in the scheme, but many of them continue to do so to reduce the burden on themselves of the complex administration involved.

It also seems that Kickstart is not as well integrated with other skills programmes, such as the apprenticeships programme, as it could be. Ideally, every successfully completed Kickstart placement should lead to clear pathways to further development whenever possible, including one or more apprenticeship options.

It would indeed be a pity if, just as some of these issues with Kickstart are beginning to be ironed out, and with numbers and outcomes picking up momentum, the scheme came to an end on 31 December—what I thought was its current cut-off date of, but it sounds as if that has possibly been extended. The noble Lord’s amendment would require the Secretary of State to review the scheme’s operation and consider whether its lifetime should be extended, with or without further modifications; for example, relating to eligibility and the link to universal credit. Surely such a review should be seen as an absolute necessity to learn the lessons of the scheme so far and consider whether or how it could be built on or improved.

[Baroness Bennett of Manor Castle (GP)]

My Lords, I rise with great pleasure to offer my support to Amendment 45 in the name of the right reverend Prelate the Bishop of Durham, to which I have attached my name. It is, in a way, the reverse of Amendment 63: Amendment 45 says that adult learners should be able to get universal credit; Amendment 63 says that you should be able to become an adult learner while on universal credit. I am not sure which is the best way round, but I am not sure that it matters or will make much practical difference. Both the right reverend Prelate and the noble Lord, Lord Storey, have clearly outlined the Kafkaesque complications that arise, and the unreasonable unintended traps people can find themselves in when they seek to study and find that the system simply does not allow them to.

I want to come from the other point of view very briefly and think about the overall good of the country. As I was contemplating these amendments, I thought back to hearing an economist talk about how, slightly counterintuitively, having a very short period between people becoming unemployed and finding a new job might not be the best thing, because if you have very low levels of unemployment benefits, as we do in the UK compared to many continental countries, people have to grab the first job they can secure—the first job that comes along. That means that you get an awful lot of square pegs in round holes. You get people who are not best for the job. They are not good for the employer and it is not good for them to be in a job for which they are not suited. If you have a longer period, people are able to assess and improve their skills and then find the right job, stay in that job for longer, advance in it and make real progress. We need to move towards a system that allows that to happen. When we talk about the economy, we talk about how we can solve our productivity problem. These are the base issues that we need to think about. Amendments 45 and 63 address them.

On Amendment 62, I want to offer the Green group’s support. The noble Lord, Lord Aberdare, said nearly everything I was going to say, so I am not going repeat it. It was reminiscent of some of the reports you hear of the green homes grant and employers struggling to get paid. If we are talking about small employers, their cash flow can become a serious problem.

I note one figure that says that the north-east—the region with the highest unemployment in England—is the area with the lowest rate of take up of Kickstart. That is obviously a concern, and it should be looked at in a review, particularly in the light of the Government’s levelling-up agenda.

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That figure of 5,000 new apprenticeships a year created by the Civil Service is utterly pitiful. It should be many multiples of that. The idea that only one in eight new recruits to the Civil Service is an apprentice of any age, let alone a young apprentice, is a really serious condemnation of the state and the state’s leadership in the creation of apprenticeships. If the state does not lead on this business, there is no reason whatever to expect that the rest of the country will follow.

[Lord Aberdare (CB)]

My Lords, I fully support what the noble Lord, Lord Layard, described as the first half of Amendment 50, but I am rather less comfortable about the approach taken in the second half, requiring any employer receiving apprenticeship funding to spend at least two-thirds of it on people under 25 beginning apprenticeships at levels 2 and 3. That is an aim I entirely support, but I am not convinced that putting the onus wholly on employers to deliver it is the right way of going about it.

One of the concerns employers have regularly expressed about the current apprenticeship system is its lack of flexibility. This amendment would not only reduce the flexibility available to employers but impose extra requirements on them to manage their apprenticeship programmes and an extra level of bureaucracy resulting from the process of enforcing the requirements.

Employers already find it difficult to spend their levy funds, which is why so many apprenticeships go to reskilling and upskilling existing employees. The energy and utilities sector, which has a very good record of employing apprentices, has managed to spend on average only 54% of the levy funding available to it, so it is not as if there is not more money available. All that they do not spend just goes back to the Treasury.

I believe a better approach might be to introduce that extra flexibility into the apprenticeship levy system itself, to make it easier and more attractive for employers to offer more apprenticeships at these levels to younger people. This could be done through, for example, enabling part of an employer’s levy funds to be used for pre-apprenticeship training initiatives in schools to identify and prepare young people who might then be suitable candidates for apprenticeships. I am sure there are other ways of motivating employers to offer more apprenticeships of this type, rather than introducing additional rules that could lead to their providing fewer.

I support two and a half thirds of this amendment, but I am slightly uncertain about the mechanism that the noble Lords are implying to address the third one.

[Lord Forsyth of Drumlean (Con)]

My Lords, I have not participated in any of the proceedings on this Bill, partly because I chair the Economic Affairs Committee and we are looking at central bank digital currencies at the moment. But I bumped into the noble Lord, Lord Layard, who pointed out to me that this amendment is entirely in line with the recommendations made by the committee in its report, Treating Students Fairly, which was published in June three years ago. I shall not repeat the arguments so eloquently put by my noble and learned friend Lord Clarke of Nottingham, with every word of which I agree, but it was set out clearly in that report, more than three years ago, that the apprenticeship levy was not working. Indeed, we found that larger employers who were running very effective apprenticeship schemes had simply abandoned it, treating the levy as a tax, and done their own thing.

My noble and learned friend spoke about the way in which all the financial incentives are to keep people in schools and send them on to universities, where they do courses which do not enable many of them to use the skills and achieve the kind of living standards which they aspire to. In short, we probably need more plumbers, electricians, specialists and engineers than we do people who are experts in media studies. I am not saying that media studies is not a serious subject—well, actually, I do think that it is not a serious subject, but that is probably going to get me a lot of abusive emails. I am disappointed that, as this matter was discussed in Committee and as there has been so much about it in the all-party unanimous report, the Government are still dragging their feet on the matter.

When we discuss future topics in our committee, one thing that is regularly suggested is that we look at productivity. We always reject it, on the grounds that it is such a broad subject and so difficult, but this matter is absolutely central to productivity and, even more importantly, offers a future to so many of our young people. So I hope that my noble friend will consider this amendment. I take the point about providing flexibility.

One thing that struck me—and I know that the Government have taken some action on this—was that one of the officials who gave evidence to us proudly announced that the apprenticeship scheme had been used to send her to business school. Of course, that is the antithesis of what the scheme should be. I am not up to date on what has happened since, but there were some 400 different types of rules for different organisations, and the whole thing had become utterly bureaucratic.

The noble Lord, Lord Layard, referred to the Robbins committee. Those of your Lordships who have not read the report should just read the introduction; it is written in the most beautiful prose. It sets out the objectives, from all those years ago, and this amendment is central to achieving them.

When we were looking at treating students fairly, one thing we got in evidence was a diagram showing all the initiatives that had been taken by various Governments for training, and all the changes in names and so on. It is an unbelievably complicated process—not just YTS; there are literally tens and tens of different initiatives. What we need, in the words of Her Majesty the Queen, is perhaps less talk and more doing in this area. This amendment is a very important step forward if the Government decide to accept it.

Skills and Post-16 Education Bill [HL]

Lord Aberdare Excerpts

Thursday 21st October 2021 Lords Chamber

[Lord Storey (LD)]

My Lords, we have come a long way from the days when someone considering their further education or career development would be told, “There’s a cupboard. Go and choose your prospectus”. We now have a situation where there is an academic curriculum for the academic students and the other 50% of students are pushed or cajoled into a sixth form which is clearly not suitable for them. We know why: money counts. To answer the point made by the noble Lord, Lord Adonis, we live in a sort of educational free-market economy where schools compete with one another. When the A-level results come out, all the banners go outside the various secondary schools trying to entice pupils to switch to their sixth forms. But I am not interested at the moment in the academic students; I am interested in those other students for whom a further educational or vocational pathway would be far better.

I want to ask the Minister quite directly why we should not support the amendment in the name of the noble Lord, Lord Baker. It eminently makes sense; why are the Government not supporting it? I have not heard any reason given.

It is shameful that schools behave in this way. You would think that a school would want the best for its pupils. If a young girl or boy is suited to a vocational career, the school should do all in its power to make that happen, but we do not see that happening, which reflects badly on those schools. I have to say, though, that there are many secondary schools that do the opposite and—even before the clause of the noble Lord, Lord Baker—have fairs where different colleges and career representatives come along to show what is on offer. We should not need this clause; it is shameful that we do, but we do. I would be interested to know from the Minister what sanctions we placed on those schools that have not operated the current Baker clause. Is Ofsted, for example, reporting in its inspections when a school has not co-operated with or involved other FE colleges, providers or careers opportunities?

Finally, the Minister quite rightly talks about the Gatsby benchmarks but, again, not all schools have achieved the right level that they should; it is an ongoing process. We very much support this amendment and will do so if it goes to a vote.

[Lord Aberdare (CB)]

My Lords, I will not speak at any length about these two similar amendments, because I agree wholeheartedly with what all three speakers so far have said. Both represent an improvement on the current situation but, as we have heard, Amendment 35A from the noble Lord, Lord Baker, has stronger teeth and would provide for more frequent access—three times during each of the three specified phases, rather than just once. That is much more in line with the requirements of the Gatsby career benchmarks. It would require meetings with a representative range of educational and training providers, including UTCs, rather than just one provider, and it would not rely on any as yet unspecified statutory guidance. For all those reasons, it makes it much more likely that the requirement for pupils to receive these opportunities really takes place. I will certainly support the noble Lord if he puts his Amendment 35A to a vote.

The Minister’s helpful letter to us on Tuesday included a positive section on careers information and guidance, although I continue to regret the absence of a renewed careers strategy to provide an overall context and objectives for the various laudable actions that she set out. She mentions the support given by the Careers & Enterprise Company’s personal guidance fund for activities, including training for careers professionals, and the development of a pipeline of qualified careers professionals for the future. I wonder if she has made any assessment of the numbers of such professionals needing to be trained, what level of qualification they need to be trained to, and whether the funding and other incentives on offer are sufficient to meet those needs—in other words, a sort of workforce development plan for careers professionals. That is one reason why I think it would be helpful to have a strategy that sets out all the elements that are needed to deliver the kind of careers support that we need.

I end by echoing the point made by the noble Lord, Lord Storey: these amendments are important, and it is equally important that we make sure they are in some way enforced and the requirements are met.

[Lord Lucas (Con)]

My Lords, we had a fair old ding- dong last time we met on this Bill, with the Government proposing that we should destroy an entire suite of examinations in order to improve access to T-levels. Yet here they are refusing to make minor changes to the sight that children are given of T-levels—which have many other benefits—as an option.

I do not see how the Government are being consistent on this. If they want T-levels to be fully appreciated as an option by young people, they need them to be put in front of those young people, clearly and frequently. That is what my noble friend Lord Baker’s amendment would do, and the Government’s amendment would not. I am thoroughly with those noble Lords who have spoken in saying that my noble friend’s amendment is a better way forward than the Government are yet proposing.

I also encourage the Government to look at a couple of old chestnuts to do with performance tables. If you want head teachers to say to children that they will be better off in an FE college and encourage them to go to it, you ought to give them credit for the results that they achieve there. It ought to be something that appears in the performance tables, credited to the school that has made that decision; otherwise, the incentive is just to hang on to pupils for the money. If schools are risking a blip in the performance tables because the A-level results will be bad and it would have been much better if they had gone to a technical college, there will be a real incentive for schools to encourage children to take that option.

The other aspect is to provide much better data on where children end up after school. At the moment, the information provided on what happens to those who do not go to university is very thin, uninspiring and not the sort of thing that encourages a parent to say, “Oh, that looks interesting; why don’t we look at that?” The provision of data and information is really important in helping parents to help their children make decisions, and the Government are falling a long way short on that. They have the information; it is just a question of deciding that they will publish it or make it available to others who will publish it. I really encourage them to go down that road.

My noble friend the Minister said that she hoped children would be making fully informed choices. I totally agree with her. If we can bring universities up to that standard, I should be delighted as well.

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[Baroness Barran (Con)]

I thank my noble friend for her incredibly kind comments earlier about how quickly I have picked up this brief. I cannot confidently respond further than I did in my response to the noble Lord, Lord Storey. Schools take Ofsted inspections extremely seriously, so I hope the fact that the inspection framework and handbook have changed to accommodate this will give my noble friend some reassurance. I will also write to her and put a copy of the letter in the Library.

[Lord Aberdare (CB)]

My Lords, before the Minister sits down, can I ask her for a point of clarification? She mentioned that the amendment in the name of the noble Lord, Lord Baker, required nine meetings. My understanding is that it is

“on at least three occasions during each of the first, second and third key phase”.

I may be misunderstanding this, but I understand a key phase to be a two-year period, so it would be six rather than nine.

[Baroness Barran (Con)]

I think trying to do mental arithmetic at the Dispatch Box is risky, but, as I read it, it is three times three because of the first, second and third key phases. Maybe we both need to go to numeracy boot camp, but I think three threes are nine —or at least they were when I was at school, which admittedly was a very long time ago. I believe the correct figure is nine, because the amendment specifies the first, second and third phase of education and three encounters in each phase.

I therefore hope that my noble friend will feel able to withdraw his amendment.

Skills and Post-16 Education Bill [HL]

Lord Aberdare Excerpts

Report stage
Tuesday 12th October 2021 Lords Chamber

[Baroness Bennett of Manor Castle (GP)]

My Lords, I rise to find myself in the slightly unusual position of warmly welcoming a government amendment. I thank the Minister for the meeting on Friday and the Bill team for the briefing that she provided. I welcome her to her post and offer congratulations to her predecessor.

I do not know whether this is the result of your Lordships’ House making the case so clearly in Committee, of the young climate strikers who were in Parliament Square after our debate finished, or of the young people who have so clearly been delivering the message that they want climate change and the nature crisis at the centre of every aspect of their education—perhaps it is a combination of all those—but this is a real demonstration that campaigning works.

I congratulate all the Members of your Lordships’ House, led by the noble Baroness, Lady Hayman, who have helped to get us to this point. Had there been space, I would have attached my name to all these amendments, but I agree with all the other speakers who said that, except for Amendment 64, they have now been supplanted by the government amendment.

I will make one small point about how this government proposal should be interpreted. Sometimes, when we think about green skills, a lot of hard hats and yellow jackets are involved. Green skills and preparing to tackle the climate emergency we are now in takes a lot more than simply technical and physical skills. We also need an enormous amount of social innovation.

I was just thinking about my visit to Lancaster after the very big floods up there about six years ago. A couple of years later, I heard how local communities had got together, preparing flood resilience plans and for the next flood, which is very likely coming. Those communities had organised together to make sure that vulnerable residents would be rescued, cared for and supported to make sure that they were ready to do whatever they could to stop the floods. All of that was the community organising. This might not be what you think of as green skills, but it is absolutely crucial to adaptation and mitigation of the climate emergency.

This brings me to Amendment 64, which is about a “Skills Strategy”. Lots of people were talking about green jobs, but we need to think much more broadly than just about jobs. We are also talking very much about preparing our society for living in an age of shocks.

I finish by again commending the Minister and her team. We are making great progress but, as the noble Baroness, Lady Hayman, said, the next step in the scale of our progress will be when we open a government Bill and the climate emergency and the nature crisis are addressed in Committee and we can then say, “Well, how do we make this better?”

[Lord Aberdare (CB)]

My Lords, as a member of the Parliament Choir I am happy to join the chorus of welcome for the Minister in her new role, which is at least as important to the issues I care about as her previous one. I also thank her for helpfully including me in one of the very many meetings she has obviously been having in the last few days, along with members of the Bill team. I shall speak mainly to the Government’s Amendment 49 and very briefly in support of the amendments of the noble Baroness, Lady Hayman.

I do not quite know what to make of Amendment 49, despite the Minister’s helpful introduction. I very much welcome what she said about the Government’s support for independent training providers, but I remain concerned that they are sometimes viewed mainly as gap-fillers in the training system, as being of secondary importance to colleges and other statutory providers, and as having an unfortunate propensity to abandon their learners, which, in reality, happens only very rarely. As a result, they often seem to be at the back of the queue for the allocation of government funding for skills training, and they may have to cut the amount of training they are able to offer.

I understand that Amendment 49 aims to ensure that conditions specified for inclusion in the list of relevant providers allow some flexibility in determining whether they have been met. This is welcome if it gives independent training providers some wiggle room in meeting conditions, but less so if it results in judgments—for example, on the quality of the student support plans the Minister mentioned—which could have a degree of unpredictability or subjectivity.

Apart from that, independent training providers have continuing concerns about the implications of the list and the conditions for inclusion in it, such as the suggested requirement for a form of professional indemnity insurance which does not currently exist, and about the fees and other costs involved, which may restrict access to the market for smaller providers. West Midlands Combined Authority has also expressed the concern that mayors of combined authorities may be prevented from funding providers they deem suitable but which are not on the centrally approved list.

I welcome the Government’s intention to ensure that this measure does not impose an unreasonable barrier to market for training providers while protecting the interests of learners, and their commitment to continuing to engage and consult with a wide range of stakeholders. I hope the Minister can give some reassurance that the discretion allowed by this amendment will be used wherever possible to facilitate inclusion for ITPs in the list, and that their contribution will be duly recognised in the new arrangements under the Bill, including within LSIPs and in the allocation of funding for skills training.

Finally, I add my support particularly to Amendments 17 and 64 in this group, in the name of my noble friend Lady Hayman and others, which require the Secretary of State to report on how each published LSIP takes account of any national skills strategy and aligns with UK climate change and biodiversity targets. This is the sort of joined-up thinking needed to ensure that the different parts of the new system operate in a coherent way to deliver the skills and training needed by the nation as a whole, as well as in the local areas covered by LSIPs.

[Baroness Whitaker (Lab)]

My Lords, I too welcome not only the Minister but the Government’s recognition of the vital importance of a climate-oriented curriculum. I support Amendment 64, tabled by the noble Baroness, Lady Hayman, and others. This amendment should succeed because it places the policy of integrating the national response to the climate emergency even more solidly into the education and skills process. Without it, we risk not having an entrenched capability to cope with the most long-lasting peril of our times.

--- Later in debate ---

[Lord Storey (LD)]

My Lords, before speaking to the amendment of the noble Lord, Lord Watson, to which I added my name, I thank the noble Baroness, Lady Berridge, for the work she did on this Bill and wish her well.

The noble Lord, Lord Watson, uses the word “integrated”; I would use “partnership”. What the Government are trying to achieve, which we want to achieve, will fail if we do not get the local skills improvement plan right. To do that, we must have a partnership of people. A key factor in that must be the local combined authorities. It is not just me saying that. Your Lordships may remember when a former Chancellor, George Osborne, set up combined authorities. He said that they were a “devolution revolution” and gave them extra powers involving the provision of skills training, business support and economic development.

Indeed, the powers of the Liverpool City Region Combined Authority, where I live, include apprenticeships, grants for employers, an adult skills budget, post-16 FE and oversight of skills and advisory panels. Combined authorities have a wealth of experience, yet we are pushing them to the side. We are marginalising them. I just do not get it at all. It is not just me saying that, or the combined authorities saying that, or Peers saying that. It is interesting to see that message coming loud and clear from employers themselves. You have only to look at the comments from the Food and Drink Federation, which has again said that it is really important that there is a partnership across all areas.

Interestingly, the Energy & Utility Skills Partnership talks about the need to look not just at local skills but at those skills which are nationwide and at how they will be swept up or dealt with if there is just a local focus. I hope that when she responds the Minister will be positive. I agree with the noble Lord, Lord Lucas, that when this goes to the Commons it will be sensible enough to realise what we have said, and that changes will be made if we are able to give it those changes.

I end by saying how much I support Amendment 19 from the right reverend Prelate the Bishop of Durham. He is right to say that if we are to have these representative employer bodies, they must have a record of showing that they care about diversity, equality and disability and that should be an important hallmark of these bodies. If that amendment is not agreed, I am sure that if the Government saw a body set up that was not equal or concerned about diversity and disability, they would have the sense to step in.

[Lord Aberdare (CB)]

My Lords, I, too, have added my name to Amendment 11, tabled by the noble Lord, Lord Watson, and to the amendment to it, Amendment 12. I shall speak also to my Amendments 14, 18 and 21, which are mainly concerned with the overall coherence and effectiveness of the skills systems of which this Bill will be such a major part. Many aspects of that system lie outside the Bill as drafted, but are essential for it to achieve its aims, so Amendment 11 and my amendments seek to fill some of the more important gaps that need to be addressed in the Bill. Others will no doubt be covered in the forthcoming guidance for employer representative bodies, which I have been no more successful than the noble Lord, Lord Watson, in absorbing since I received it this morning.

The amendment tabled by the noble Lord, Lord Watson, lists a range of bodies whose views rightly need to be taken into account in LSIPs. My Amendment 12 adds two more categories to the list: bodies providing careers information, advice and guidance and independent training providers. I have previously expressed my view that the importance of high-quality careers guidance should be more explicitly covered in the Bill. Every LSIP should surely take account of the status of careers guidance provision in its area through drawing on the views of those responsible for it, including careers hubs and careers leaders in local education institutions. Seeking to ensure that all schools and colleges in its area are meeting the eight Gatsby careers benchmarks and complying fully with the requirements of the Baker clause as, I hope, amended by the Bill.

Given the importance of informing young people about their career choices and options early on, will the Minister tell us how the Government are ensuring that chambers of commerce currently delivering trailblazer LSIPs are engaging with local careers hubs to ensure that careers provision in schools is aligned with local labour market skills needs?

Could she also say whether there are any plans for a new careers strategy, to revive the terrific impetus provided by the previous one in improving the careers situation, and what the Government are doing to ensure that careers hubs will be an established part of the future careers landscape right across England, with sufficient funding to support careers activities in schools and colleges and enough qualified careers professionals to deliver them? Finding those professionals seems an increasing problem for some schools.

My Amendment 12 would also add independent training providers. I will spare noble Lords a repeat of my spiel on independent training providers, but I do believe that no LSIP can afford not to take account of their role in meeting the skills needs of its area.

My Amendments 14 and 18 seek to ensure that LSIPs take account of UK-wide standards developed by national employer groups, picking up on what the noble Lord, Lord Storey, said. Either of the two might meet the need, although the first relates to the actual content of an LSIP, and the second to the characteristics of the employer representative body which develops it. I apologise to your Lordships if this seems like trying to get two amendments for the price of one.

There will be many areas of technology where there is a pressing need for LSIPs to upskill and reskill the existing workforce in their area but there are no associated apprenticeship standards; for example, because they would not support a full year of study. Examples include some of the key green technologies, such as installation of ground source heat pumps or electric car charging points. In the absence of formal standards, LSIPs will need to assure themselves that training provision and assessment is of the right quality and meets agreed industry standards. This assurance could be provided by recognised national not-for-profit employer bodies representing specific sectors, such as the Energy & Utility Skills Partnership, again mentioned by the noble Lord, Lord Storey, for whose briefing I am grateful. I would welcome the Minister’s views on how this need might be met and whether she might consider establishing a reasonably short list of recognised sectoral employer bodies capable of supporting LSIPs in this respect.

Amendment 21 addresses a related issue. The Bill says remarkably little about accountability and reporting requirements of employer representative bodies, apart from developing their LSIPs in a form that the Secretary of State is prepared to approve and publish. Perhaps the Minister could say something about how the subsequent progress and implementation of the plans will be reported and monitored; how information from LSIPs across the country will be aggregated to assess their impact on national skills needs and objectives; and how the Secretary of State will determine whether the new arrangements in specific LSIP areas are working as intended, bearing in mind the point that noble Lord, Lord Adonis, and others have made, that chambers of commerce in England vary considerably in size, scope and capacity, and may not always be the right body to lead ERBs.

Amendment 21 addresses only one specific aspect of this broader issue of reporting accountability and two-way flows of information between local plan areas and the centre. The amendment would ensure that the Institute for Apprenticeships and Technical Education has access, via reports from ERBs, to information on the activities and outcomes of the upskilling and reskilling programmes being pursued through their LSIPs, to inform its own work in identifying and approving needed apprenticeship standards and other technical qualifications for the future.

I do not anticipate pressing any of my amendments to a vote, but if the noble Lord, Lord Watson, decides to seek the opinion of the House on his Amendment 11, I shall gladly support him.

[Lord Addington (LD)]

My Lords, if I may say a few words now, let me first say that I will speak to Amendment 26 in my name. It was originally in the name of the noble Lord, Lord Lingfield, who has just sent me a note saying that he wishes me well but he has an appointment he must go to in the City. All right for some, but it was his idea in the first place.

Anyway, I have a few comments about the clerical Bench’s series of amendments here. What I like about these is that when we deal with special educational needs, often it is as special educational needs going forward into the outside world. The fact is that talking about the employment gap for people with disabilities is something we should spend more time on and is sometimes a better way of looking at it to get clarification.

--- Later in debate ---

[Lord Storey (LD)]

My Lords, apprenticeships have been a really important development, particularly for young people. We saw at the beginning of the development of apprenticeships how young people felt that this was an important way to develop their skills and career prospects. For young people, it meant no student debt and more experience—20% on study and the rest on practical training—but in recent years, we have seen a massive decline in apprenticeships for young people, not just because of Covid. Current rates of employer-funded training for 16 and 17 year-olds are at their lowest levels since the 1980s. Just 3% of young people took up an apprenticeship in 2020 and only 2% of those were employer-funded training: it is almost back to the future.

Obviously, the pandemic and staying in education has had an effect, but the IFS concluded that there are fewer policy reforms or initiatives to arrest that decline in work experience among 16 to 17 year-olds. That is the area that we need to talk about, to look at and to be flexible about. Apprenticeship, like other routes of technical education, suffers from entrenched negative perceptions, biases and stereotypes in comparison to an academic route. Apprenticeship providers of high quality that lead to high earnings and better employment outcomes need to be stressed.

The Government have set a target that all public bodies should take on 250 apprenticeships with no age bracket, but the National Audit Office report found that employers were simply using money on existing professional development courses. Will the Government look again at how those targets might be honed more to young people because there is no age limit on them?

Of course, experienced workers should upskill or retrain, but apprenticeships should be prioritised for young people. The Government should look at employers and at receiving funds from the apprenticeship levy, using a substantial part of it on young people who began apprenticeships at levels 2 and 3, before the age of 25. We now need to refocus on the under 25s. We need to be ambitious, particularly with how we use the levy. The LGA—I declare an interest as a vice-president —has asked for more flexibility, for example by allowing a proportion of levy funds to be used to subsidise apprenticeship wages.

As we have discussed before, any of the apprenticeship that is unused of course goes back to the Treasury. The Energy & Utilities Skills Partnership did a survey of its membership and found that 54% of the levy was unspent and going back to the Treasury. What a waste for the education sector and for skills and vocational education. Why are we allowing that to happen? We could unlock that logjam by ensuring that we use that money in more flexible ways—there are plenty of examples.

My amendment highlights the issue of young people from ethnic minority backgrounds, who, quite frankly, have not been taking up apprenticeship opportunities. We need to understand why, and how we can encourage them to do that. By being flexible, we can perhaps make that happen. I hope that Members will support this amendment.

[Lord Aberdare (CB)]

My Lords, I have added my name to Amendment 34 of the noble Lord, Lord Storey, because of the key role that apprenticeships have to play in meeting the UK’s skills challenges, as pointed out earlier by my noble friend Lord Bird. However, as it stands, the policy is not working as well as it should or could, as pointed out by the noble Lord, Lord Adonis, and indeed the noble Lord, Lord Storey.

I was about to regale your Lordships with the results of a survey carried out by the energy and utilities sector, but that has already been done on my behalf, so noble Lords will be glad to hear that my speech will be even shorter. However, this illustrates that greater flexibility in the use of levy funds could actually increase the use of apprenticeships to deliver competences needed in that sector, for example through supporting pre-apprentice training initiatives in schools to increase the diversity and inclusiveness of new entrants.

Extra flexibility might allow some of the available levy funds to be used for approved high-quality shorter courses—less than one year long—or for apprenticeship-related costs outside the training itself, which might help in the perennial challenge of encouraging smaller firms to offer apprenticeships. This simple amendment merely gives the Secretary of State the power to request a much-needed review of the apprenticeship levy to ensure that it is working effectively in terms of the level of funding available for different apprenticeship standards and the opportunity to link policy on the levy more closely to other aspects of the overall skills programme. Even if the Government do not accept this amendment, I hope the Minister may say something about how they will respond to the widespread perception that the levy as it stands is not playing as effective a part in addressing the skills challenge as it should.

[Baroness Chisholm of Owlpen (Con)]

My Lords, I am grateful for the opportunity to discuss apprenticeships. We have already heard from several noble Lords today about apprenticeships. They are at the heart of the Government’s skills ambitions—does the noble Lord want to speak?

Vocational Education and Training

Lord Aberdare Excerpts

Monday 28th October 2019 Lords Chamber

[Lord Aberdare (CB)]

My Lords, I too congratulate the noble Viscount on obtaining this debate, which I trust will not unduly harm our performance of “The Dream of Gerontius” with the Parliament Choir next month. It is also a great pleasure to follow the noble Lord, Lord Baker, with his unparalleled wisdom and experience on this topic, and whose comments I very much endorse.

One of the UK’s greatest current challenges is shortage of key skills, contributing to our alarmingly low productivity. Some 93% of leaders of fast-growing businesses said in 2017 that their number one worry was the skills of students leaving school. For many young people, not least those from disadvantaged backgrounds, high-quality vocational education may provide the best route to gaining skills that enable them to fulfil their potential. Governments have been trying for years to improve vocational education so that it earns parity of esteem with the academic route, via university. There is still a long way to go and I will briefly talk about three areas in which improvement is needed: careers education and guidance, work experience provision, and awareness raising.

Significant progress has been made in careers education since the Government launched their careers strategy in 2017. There is now a clear definition of what good careers guidance in schools looks like, in the form of the eight Gatsby benchmarks. More than 3,800 schools and colleges are measuring themselves against those benchmarks. The Careers & Enterprise Company, responsible for co-ordinating delivery of the strategy, has created a network of more than 2,500 enterprise advisers to support schools in setting up links with employers. Every school must have a published careers programme and a named careers leader. The Government are funding training for 1,300 careers leaders and more than 40 careers hubs have been or are being set up around the country, covering about one-quarter of all secondary schools and colleges. There is clear evidence of progress against all eight benchmarks by schools across the country, with disadvantaged areas, encouragingly, among the best performers.

I hope the Minister will respond to some suggestions about where further effort is needed to ensure that all students benefit from these moves. First, as we have heard, the Augar review of post-18 education recommended that careers hubs should be rolled out nationwide so that every school would be part of a hub. Will the Government implement this, and how soon? Secondly, I hear some concerns about inconsistent quality across the network of enterprise advisers. How do the Government plan to monitor and assess the effectiveness of the network to ensure consistent delivery? Thirdly, the eighth Gatsby benchmark, concerning personal guidance, requires students to receive one face-to-face interview with a careers professional by age 16 and another by age 18. How are the Government addressing the current shortage of qualified careers advisers to meet this need?

One essential element of careers education is work experience. The fifth Gatsby benchmark calls for encounters with employers and employees; schools need to give students at least one such encounter a year from ages 11 to 17, seven in all. A major challenge is finding enough employers willing and able to offer high-quality work experience, especially among SMEs.

Recently I took part in a launch by the British Youth Council’s work experience action group— six young people aged between 16 and 25—of a toolkit for SMEs interested in offering work experience placements. This includes an excellent analysis of what constitutes good-quality work experience, as well as guidelines on how to achieve it and a useful resource bank of sample forms, checklists and templates. Resources such as this should be made more widely available to, and easily accessible by, the SMEs which could benefit from them.

There are numerous other excellent initiatives providing tools and assistance both for schools and students looking for placements and for employers willing to offer them. The Workfinder platform developed by Founders4Schools is particularly ambitious in its scope and impressive in its use of online technology, enabling students to identify and set up their own placements, often with fast-growing, high-potential enterprises for which work experience is a crucial part of addressing the severe skills shortages they face.

Services such as these will become ever more important as demand grows, including, as we have heard, from T-levels. How does the Minister plan to address this need? Should there be an online directory to signpost the services and resources available? Would he consider offering incentives, financial or other, to encourage SMEs to offer placements? What about the often-touted idea of a UCAS-like portal for young people looking for suitable technical and vocational pathways?

The Education Secretary promised at the Conservative Party conference to,

“give my all to make technical and vocational education the first choice for anybody with the aptitude, desire and interest to pursue it.”

As the noble Lord, Lord Baker, said, that is a very encouraging statement for a Minister to make, but for it to happen there needs to be much greater awareness of its opportunities and benefits among students, teachers, schools, parents and employers. Many if not most teachers lack the necessary background and experience of business fully to appreciate what skills and attributes employers seek. What plans does the Minister have to provide them with training and support, perhaps through specialised work placements specifically designed for teachers? I have also recently heard of plans for a coalition for careers education to create online courses for teachers on the FutureLearn platform to enhance their digital skills and familiarity as well as their awareness of employer needs. What are the Government doing to encourage such initiatives?

Often the best champions of vocational education are young people themselves. There are no better ambassadors for apprenticeships, for example, than young apprentices such as those we often meet at events in Parliament. Might the Minister consider extending the Baker clause to encourage schools or even require them to allow recent former students to return to share their experiences of following vocational routes, which I know many have found it hard to do?

This Government have been prodigal in making bold promises about what they seek to achieve. I hope the Minister will be able to be much more specific about how they intend to deliver on those promises relating to vocational education in secondary schools.

Multi-Academy Trusts: Salaries

Lord Aberdare Excerpts

Thursday 14th February 2019 Lords Chamber

[Noble Lords]

Oh!

[Lord Agnew of Oulton]

Noble Lords would not be saying that if they had a child who had just received an Oxbridge offer and had been there on free school meals. On the broader question of funding in the system, we announced last year an additional £1.3 billion. We have announced plans to reform the national funding formula so that disparities across the system are gradually ironed out. We are doing a great deal to support schools in becoming more efficient, which I can perhaps deal with in responding to later questions.

Schools: Music Education

Lord Aberdare Excerpts

Thursday 18th October 2018 Lords Chamber

[Lord Aberdare (CB)]

My Lords, I too congratulate the noble Lord, Lord Black of Brentwood, on this timely and important debate and on his powerful opening speech. I am delighted to follow the noble Baroness, Lady Bloomfield, whose desire to master the harp fills me with admiration. I declare an interest as chairman of a charity set up to mark the 150th anniversary next year of Hector Berlioz’s death, which has education as one of its aims.

As we have heard—I am afraid we have heard a lot of what I am going to say—music is a great UK success story. It contributes £4.4 billion to the economy through exports, touring and the earnings of countless UK performers, composers, ensembles, conservatoires and promoters. Employers are crying out for the creative and other skills which music is particularly good at developing—teamwork, discipline, commitment, resilience, communication and leadership among others. Music also contributes to communities, fostering a sense of identity and social engagement, from the BBC Proms to local brass bands, choirs and festivals. It also contributes enormously to personal satisfaction and well-being. My life would be immeasurably poorer if I had not been lucky enough to go to schools where I had to sing, to struggle with the piano and to learn about music—even if the results were less impressive than for many of your Lordships and probably not even on a par with the noble Lord, Lord Lexden.

I therefore find it alarming that the availability of high-quality music education seems to be getting narrower rather than wider, with a growing opportunity gap between children at independent schools or receiving private music tuition and those at state schools, particularly in less prosperous areas. There is a real danger that we are reaching a tipping point where we lose the enviable position we have built up in music over the years because we are failing to nurture the potential talent and skills needed for a new generation to maintain it. Already, leading UK conservatoires are finding that a growing proportion of their applicants come from the independent sector and many university music departments are having to resort to the clearing process to fill their courses.

The national plan for music education was launched by the coalition Government in 2011. It set out the laudable aspiration that children from all backgrounds and every part of England should have the opportunity to learn a musical instrument, to make music with others, to learn to sing and to have the opportunity to progress to the next level of excellence. To help schools deliver this admirable aim, the network of music education hubs was set up across England and, to the Government’s credit, they have continued to fund the hubs, albeit at a lower level than before. That is the good news—a considerable improvement, as we have heard, on the situation in Wales, the so-called land of song.

However, the national plan is falling far short of its goals. Music is supposedly an entitlement for all pupils up to age 14 in schools that follow the national curriculum, but we have heard the evidence that an increasing number of schools have reduced or completely removed music in the curriculum. The number of music curriculum staff is declining: the average in state schools is now 1.67 full-time equivalents. Tellingly, it is 2.57 full-time equivalents in independent schools. I suggest that the reason for the low current vacancy rate for music teachers in schools cited by the Minister yesterday may be that schools are not recruiting music teachers or are even reducing their numbers.

Fifty-nine per cent of respondents to the Sussex survey highlighted the EBacc as having a negative impact on the provision and uptake of music and more than 200 leading organisations have signed up to the “Bacc for the Future” campaign, seeking reforms to the EBacc. I cannot understand how, in the teeth of ever-growing evidence, the Government persist in asserting that the EBacc as currently constituted is not seriously harming music education. Ministers yet insist that all schools, including academies and free schools, should provide high-quality music education as part of a broad and balanced curriculum. I have no doubt that that is their intention. However, the fact is that it is not happening, and it is often schools serving the most disadvantaged children and least well-off areas that are doing worst.

As the Minister said yesterday, the best schools combine high-quality cultural education with excellence in core academic subjects. Those best schools recognise the importance of music education: it is all the other schools I worry about, for which the current balance of incentives against which they are held to account is giving them the wrong signals and leading heads to focus their limited resources on the EBacc, at the expense of music and creative subjects. I wholly endorse the demand for the EBacc to be rethought to include arts and creative subjects.

Another welcome step would be to ensure that Ofsted inspections take full and proper account of schools’ music education programmes, in line with the comment of a hub leader in Yorkshire that:

“Music and the arts are so crucial to a child’s learning that I cannot conceive the circumstances in which a school can be outstanding without music and the arts being at least good”.


I was encouraged by the recent speech of Amanda Spielman, the Chief Inspector of Schools, proposing to introduce a new quality of education judgment while reducing the focus on outcomes. I also welcome the appointment of Susan Aykin as lead inspector for the performing arts at Ofsted.

Let me end with some other suggestions. First, there should be a statement soon about the future of the national plan for music education beyond 2020. I hope the Minister will be able to commit not only to a continuation of the plan, including ongoing financial support for the hubs, but to its extension: through covering wider age groups—below age 5, for example; through investing more in the music education workforce, which is underpaid, under-resourced, underappreciated and overstretched; through a greater focus on children and schools facing barriers to progress; and through reinforcing the importance of music in the school curriculum. Hubs are funded to augment and support schools’ basic music provision. There is wide divergence in the quality of services they provide. I have had some involvement with the outstanding Bristol hub—Bristol Plays Music—but many others are struggling.

My second suggestion is that the Minister should look at ways for the Government to put their mouth where their money is, so to speak, by encouraging more sharing of best practice across hubs and working with Music Mark, the association of which 95% of hubs are members. Such encouragement could include promoting take-up of the many excellent resources available from charities and others to support music education in schools and hubs—Ten Pieces from the BBC, the ABRSM’s Classical 100 resources and the LSO Discovery programme, to mention three in the classical music field. The current Music Commission inquiry, led by Sir Nicholas Kenyon, will perhaps provide ideas on how to pursue this goal in its recommendations.

My final suggestion is for the Government to be more proactive in exploiting the potential of music and creative education to help achieve wider policy goals, such as addressing future skills needs, delivering the industrial strategy or reforming technical education. There is plenty of research data to inform this, which will no doubt soon be supplemented by the findings of the Durham commission, set up by Arts Council England and Durham University to identify how creativity and creative thinking can play a larger part in the lives of young people, and the “Music in Society” inquiry recently launched by the noble Lord, Lord Clement-Jones. It is high time we recognised that music education should be seen not as a drain on government resources but as an essential investment in the future of our economy, our communities and our citizens—all of them, not just those lucky enough to afford proper access to it.

Education and Training

Lord Aberdare Excerpts

Monday 15th October 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, I am not sure if this is a question about Brexit and skills from abroad or about training our own people, but even the artistic and creative industries need well-educated children. One of the first things the coalition Government did was to get rid of 3,000 pointless qualifications, to encourage children to learn proper subjects—including creative subjects.

[Lord Aberdare (CB)]

Further to the noble Lord’s answer to the question asked by the noble Baroness, Lady Garden, what are the Government doing to ensure the availability of enough qualified careers professionals to deliver the admirable goals of the careers strategy?

[Lord Agnew of Oulton]

As noble Lords may be aware, we recently established the Careers and Enterprise Company. It is working with schools to ensure that there are enough career advisers in the system. We have 2,000 schools and colleges within the enterprise adviser network, 700 schools and colleges in career hubs and the Government have announced a doubling of the number of career hubs to 40 to meet this rising demand.

Small and Medium-sized Enterprises: Student Work Placements

Lord Aberdare Excerpts

Monday 16th July 2018 Lords Chamber

Asked by

[Lord Aberdare]

To ask Her Majesty’s Government what steps they are taking to encourage employers, particularly small and medium-sized enterprises, to offer high-quality work experience placements to all students aged 16 to 18.

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, work experience is a key component of 16 to 19 year-old study programmes, including schemes such as traineeships which are focused on supporting students’ transition into work. The new T-levels, beginning in 2020, will include industry placements, to ensure that students spend sufficient time in the workplace to develop their technical skills and prepare for skilled employment. We are committed to supporting employers who offer these high-quality placements.

[Lord Aberdare (CB)]

My Lords, educators and employers agree that high-quality work experience is one of the most effective ways to help students find jobs. Many smaller employers are willing and able to offer placements, especially to 16 to 18 year-olds, who they believe benefit most. What can the Minister and his department do to increase the availability and take-up of such placements, for example by encouraging and enabling schools and colleges to spread work experience throughout term times, rather than cramming it into a short period at the end of the school year? What impact does he expect the new T-levels to have on the availability of work experience, particularly for non T-level students?

[Lord Agnew of Oulton]

My Lords, the noble Lord is right that these work placements are extremely important, and that there is not a one-size-fits-all placement. We have just completed an initial industry placement pilot with 21 providers, and 20,000 placements will take place over the next year as part of the capacity and delivery plan. We will evaluate how these placements have gone and make recommendations drawn from these experiences. This will include whether they have been most successful delivered in a single block, on day release, or by any other pattern. We are also looking at how we can help SMEs more by producing guidance on how they can best take advantage of this facility.

English Baccalaureate: Creative and Technical Subjects

Lord Aberdare Excerpts

Thursday 14th September 2017 Lords Chamber

[Lord Aberdare (CB)]

My Lords, I am delighted that the noble Baroness obtained this debate, which she introduced so tellingly. I start with some good news about the EBacc, although I am not sure that the noble Lord, Lord Baker, will agree. Among the languages that can be included is Latin. Students taking advantage of this option may learn that the word “education” comes from the Latin “educare”, itself closely related to the similar verb “educere”, meaning “to draw or lead out”. That encapsulates what education should be about: drawing out people’s talent and potential to enable them to achieve what they are capable of, both for their own benefit and satisfaction, and for the society in which they live. Education should seek to identify and draw out the specific abilities of each individual to the fullest possible extent. It should encourage them to go as far as they are able in the fields they choose to study. Above all, it should foster the highest possible aspirations, so that learners reach beyond their comfort zones to achieve ambitious goals.

What sort of curriculum might best support these aims? I have no argument with the centrality of literacy and numeracy in the EBacc. However, given the ever-increasing importance of technology—here, I may be more in line with the noble Lord, Lord Baker—I would add digital skills and understanding to these fundamental requirements. Although computer science is among the science options for the EBacc, it is regrettable that some element of digital skills, including online safety and data protection, is not a mandatory requirement—not just for the EBacc but in all apprenticeships and technical education qualifications. Beyond that the crucial need is for the EBacc, as a qualification aiming ultimately for 90% take-up, to be sufficiently flexible to address the needs and aptitudes of all students, not just those looking to progress into careers via the higher education route.

One of the characteristics of an excellent school is its ability to draw out students with very varied interests and aspirations. I was lucky enough to go to a first-class school with a dauntingly high standard of academic performance for those whose talents lay in that direction, but at the same time offering outstanding facilities and tuition for development in other areas: sport, drama, art, music, design, engineering, becoming Prime Minister and more—your Lordships may hazard a guess at its identity. To my mind, a large part of Eton’s success is due to it offering a broad enough range of curriculum options to attract, inspire and draw out students of widely differing dispositions and interests. Of course, few schools can offer as wide a range of options as Eton but all should go beyond the narrow scope of the EBacc.

I share the concern of other noble Lords that the EBacc as currently designed is likely to limit the range of aspiration and opportunity for many students—to box them in rather than drawing them out. It does not allow room for them to pursue different subjects better aligned with their own inclinations, particularly for less academic students who find it hard to manage even the minimum seven GCSE subjects necessary for the EBacc. Of course, there is nothing easy or undemanding about many of the creative subjects which are so deplorably absent from the EBacc. Music, my own passion, requires deep knowledge and understanding even for listening and proper appreciation—if I had more time, I might have been tempted to quote my hero Berlioz on that subject—quite apart from the advanced practical and technical skills required for performing or composing. On the educational benefits it can bring, let me quote Julian Lloyd Webber in a recent letter to the Times. Music, he said,

“develops areas of the brain related to language and reasoning, encourages memory skills, increases hand-to-eye coordination, expands creative thinking, builds self-confidence, and has been proven to help children with their other school subjects.”

It is perhaps no accident that the UK’s leading music conservatoires, 94% of whose students get jobs within six months of graduation, on average, rank among the top higher education performers in this respect. I am sure the Minister does not need reminding of the £87 billion of GVA that creative industries contribute to the UK economy, including £4.1 billion from music alone, or of the fact that businesses are crying out for creative and digital skills, as we have heard, with hundreds of thousands of unfilled vacancies in these areas.

One of the most troubling aspects of the absence of creative subjects from the EBacc is the disproportionate effect this will have on the opportunities available to students from disadvantaged or less well-off backgrounds. Leading schools and affluent parents can always ensure their children have access to arts and creative subjects, outside school if necessary. Far from enhancing social mobility, the EBacc proposal as it stands seems likely to widen the opportunity gap between the haves and the have-nots. Surely the Minister would not adopt what might have been Marie-Antoinette’s reaction to such a situation: “Let them learn Latin”.

I will conclude with one point that puzzles me. The Government rightly seek to transform post-16 technical education to align it much more closely with the needs of employers and move it towards greater parity of esteem with academic education. This is laudable and should open new opportunities for numerous, often less academic, students. But how can this eminently sensible and long-overdue reform be reconciled with the intention to require 90% of students before the age of 16 to follow the much more restrictive and inflexible EBacc path? I hope this debate may elicit an answer from the Minister. More importantly, I hope that with his clear and admirable commitment to improving our education system, he will look for ways of broadening and improving the EBacc for example—on the lines suggested by the noble Baroness, Lady Stedman-Scott, and others in this debate.