Skills and Post-16 Education Bill [HL]

Debate between Lord Aberdare and Baroness Berridge

Committee stage
Thursday 15th July 2021 Lords Chamber

[Baroness Berridge (Con)]

My Lords, I am grateful to be able to speak to this group of amendments relating to publication and response to local skills improvement plans. We expect them to be an important resource to inform decision-making by local providers, stakeholders and national policymakers.

On publication, in Clause 1(7) it is clear that a local skills improvement plan means one that has been

“approved and published by the Secretary of State”.

I presume that that will be on GOV.UK. I cannot prescribe that, but I do not think that we need to go into any further detail in relation to that, or to put such matters in the Bill. I am grateful for the comments of the noble Lord, Lord Young, about what we do and do not put in a Bill and what goes into statutory instruments—and then, of course, what is published in guidance.

Amendment 27 talks about how local skills improvement plans can inform national policy on skills. As outlined previously, we expect the plans to be informed by, and in turn inform, national skills priorities highlighted by the Skills and Productivity Board. This is envisaged to be a two-way relationship. In relation to the collaboration between employer representative bodies and the co-ordination point, which has been quite a theme throughout a number of amendments, the Secretary of State can set terms and conditions for the employer representative body and, should it be necessary, they can be used to mandate in the approval that they collaborate—but, obviously, one would hope that that will not be necessary.

On the point from the noble Lord, Lord Liddle, I hope that the trailblazers will reveal whether his doubts will materialise about whether the appropriate national skills priorities are taken into account.

On the approval process by the Secretary of State, it is not about the Secretary of State second-guessing the priorities and actions agreed by local areas but about ensuring that a robust process has been followed. In Clause 3, there are provisions that enable the Secretary of State to remove the designation if he sees fit: if terms and conditions have been broken, if the body is no longer impartial or reasonably representative or if it does not have regard to the guidance. Of course, when one talks about process, one normally thinks about judicial review—but, if a plan says that we are going to invest in coal mining in an area, for example, there might be a case for such a priority that is way outside. But it is a process that he will be looking at; he will not be second-guessing the choices and priorities decided by the employer representative body.

As I have said, we expect the LSIPs to complement the funding system reforms outlined in the Skills for Jobs White Paper. The consultation that I mentioned was launched today, aiming to give providers more autonomy to use government funding to meet the skills needs of local employers, including those articulated in LSIPs. We expect these plans to be a relevant factor for the Secretary of State to consider when making decisions about funding and support for local areas. Again, implicit in that is a co-ordination point as well.

Turning to Amendment 30, in the name of the noble Lord, Lord Watson, concerning the publication and distribution of LSIPs, I have mentioned Clause 1(7). The ERBs will lead the development of the plans, and the Secretary of State will approve and publish them. Obviously, if they are defective, there is the remedy I outlined for the noble Lord, Lord Aberdare. They will be published on a website to ensure that relevant bodies across England can easily find and access them, and this will be publicised through appropriate communication channels. The department has good relationships with stakeholders, as I say.

I hope that my remarks in relation to these amendments have provided some reassurance to noble Lords. One noble Lord who requested a meeting—it may have been the noble Lord, Lord Lucas—in relation to these matters. Of course, I am happy to engage with any noble Lord to give further detail outside of Committee. I hope to be able to report to the House on the progress of the trailblazers, but they are not due to conclude until March 2022. I therefore hope that the noble Lord, Lord Aberdare, will feel comfortable in withdrawing his amendment and that the noble Lord, Lord Watson, will not feel the need to move his when it is reached.

[Lord Aberdare (CB)]

My Lords, I thank all noble Lords who have spoken and the Minister for her response. This is a Bill whose aims I strongly support. It is absolutely focused in the right direction, and it has lots of great ideas in it. My occasional frustration is that I do not quite see how it is going to work in various aspects that have been raised by a number of noble Lords. I take the point made by the noble Lord, Lord Young, that it may well make sense to answer a lot of these points in the guidance rather than in the Bill itself, but we do not have the guidance and we do not know what is going to be in it so all we can do is say “We want this to be dealt with somewhere” and keep asking how it is all going to work in practice. Having said all that, I live in considerable hope and expectation, and I am happy to withdraw my noble friend’s amendment.

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[Baroness Berridge (Con)]

My Lords, I am grateful to noble Lords for the agreement in principle that a list of independent training providers is a requirement, as I believe it was suggested in this House in previous legislation. The noble Lord, Lord Aberdare, is correct: the core focus of the list is to protect learners and reduce the significant disruption to learners that provider failure can cause. We value highly the role of relevant providers, including independent training providers and in particular those small providers noble Lords have mentioned. We are not unduly negative at all about their role in providing a diverse and innovative learning offer. They provide a great deal of variety to many learners.

The provisions in Clause 18(7) include a requirement for a provider to have insurance for examples of conditions that may be specified in regulations that providers must meet in order to be on the list. In a similar way, subsection (10) gives examples of provisions that may be specified in regulations in connection with the keeping of the list, which would ultimately help deliver a well-functioning, transparent and fair scheme to all those involved.

We propose that the student support plans we envisage providers having will, subject to consultation—which I will mention further—follow the approach in the HE sector, where the Office for Students requires a statement of the level of risks to the continuation of study. We must remember this is study paid for by the taxpayer, and obviously it is in everybody’s interests that that course of study is completed.

I would like to allay the fears of the noble Baroness, Lady Wilcox: as the clauses require, we will consult on the conditions and provisions for being on the list, prior to making the first set of regulations, to help ensure that those conditions manage and mitigate the risk of disorderly exit. That consultation will allow us to fully take into account the views of those affected by the scheme, particularly the small providers noble Lords have outlined.

I turn to the specifics of the amendments. Amendment 72 is intended to ensure relevant providers will not be subject to further costs relating to obtaining insurance cover. The introduction of insurance, or an equivalent, may be useful in preventing or mitigating the risk of provider failure and assist with learner transfers at that point. If we were to introduce a condition in relation to insurance, the aim would be for learners to benefit from greater continuity of provision. Clause 18(9) allows different conditions to be applied for different descriptions of providers. It is not one size fits all. This would ensure that, where appropriate, we could make the scheme as flexible as possible.

Amendment 74 is intended to probe how the charging of fees in connection with entries on the list will be regulated. It is reasonable to expect that some fees may be necessary to recover the costs—I emphasise “costs”—of administering the list. It is important that we retain the ability to introduce fees if they are deemed necessary to run an effective and fiscally responsible scheme. I can, however, offer an assurance that this would be the sole purpose of any fees. They would be set to a reasonable level, with reasonable notice and with consideration of the impact on providers of all sizes. There would be no intention to make a profit at the expense of providers.

Regulations to create the list are subject to the affirmative procedure, so there will be further opportunity for parliamentary scrutiny of any conditions or provisions specified. This includes regulations relating to any requirements for providers to have insurance or an equivalent, if proposed in the regulations following consultation, as well as any requirement to charge fees. If regulations setting out the basis for charging fees were to change again in the future, those amending regulations would also be subject to the affirmative procedure.

I therefore hope the noble Lord, Lord Aberdare, will feel comfortable in withdrawing his amendment and that the noble Baroness, Lady Wilcox, will not feel the need to move her amendment when it is reached.

[Lord Aberdare (CB)]

My Lords, I am grateful for the support of the noble Baroness, Lady Wilcox, who made some good points, very strongly. I entirely agreed with her.

Despite the Minister’s hope, I am rather less comfortable with her response. This is going to have a very big impact, particularly on the smaller ITPs. The Minister talked about it being designed to avoid significant disruption to learners. What is this “significant disruption” and where are the examples? I have heard of two major cases, and a lot of others where nobody can produce any evidence at all, so I am not clear whether the problem being addressed justifies the scale of the sledgehammer being used to address it. I appreciate that the conditions in the Bill are examples, but the fact that they are there seems to make it very likely that they will turn up as conditions when the actual contracts get written. I would much rather see that left to the ESFA or the contracts, or whatever.

I think the Minister also mentioned that the approach was based on the higher education sector, but there is no comparison at all between a university and some of these small ITPs. It is just ludicrous to have the same sort of requirements placed on them as would be placed on a university. I very much hope that this consultation will be serious and deep, and taken great account of when it happens. I also hope that the fee will indeed be reasonable.

Before I withdraw my amendment, as the only Back-Bencher left standing I congratulate those on the Front Benches who remain in place, and particularly the two Ministers, on their efforts today, unhappy as I am with this final response. I beg leave to withdraw my amendment.

Secondary Schools: Arts Subjects

Debate between Lord Aberdare and Baroness Berridge

Monday 7th June 2021 Lords Chamber

[Baroness Berridge (Con)]

My Lords, as the noble Lord just heard me outline, we fund through many of these projects, such as the national youth music orchestras. The forthcoming national music plan, with its one-year extension to the music hubs, will take the matters that the noble Lord outlined into account.

[Lord Aberdare (CB)]

My Lords, many secondary schools can provide performing arts education only with the support of specialist external arts teaching practitioners, particularly for dance and drama. Many of these are linked to awarding organisations, validated by the Council for Dance, Drama and Musical Theatre, which offer Ofqual-regulated graded examinations. What plans do the Government have to promote the use of such specialist performing arts teaching by schools, thereby broadening their access to these highly regarded qualifications? How will the education recovery plan ensure that all schools can offer the balanced curriculum that the Government require?

[Baroness Berridge (Con)]

My Lords, it is correct, as the noble Lord outlines, to say that schools need those specialist teachers. Recruitment of trainee teachers is up by 23% and we have no information about a gap in the recruitment of those teachers. Schools are free to use the £650 million universal catch-up and recovery premium as they see fit. If they wish to spend it on the type of provision that the noble Lord outlines, we hope that they will do so.

Skills for Jobs White Paper

Debate between Lord Aberdare and Baroness Berridge

Tuesday 26th January 2021 Lords Chamber

[Baroness Berridge (Con)]

My Lords, in relation to special educational needs, I will go back and look at that. We are into the second procurement phase of the bootcamps and I will make sure that he is given the details in relation to special educational needs. In relation to what we are trying to focus on with level 4 and 5 qualifications, employers will be in the lead on the standards. I want to be very clear to the noble Lord that if what they outline for that qualification is to give the learner the knowledge, skills and behaviours to do that job and there is no additional English and maths requirement, that will be the framework. I hope that encourages the noble Lord that it will not be the case that “You must have passed x exam”. With the employer in the lead looking at those qualifications, if they say those are the functions and what you need for the job, there is to be no additional English and maths requirement.

[Lord Aberdare (CB)]

I was pleased that the White Paper recognises the importance of high-quality, impartial careers advice and guidance and seeks to create a clear careers system catering for all ages. Can the Minister tell us about how the Government will bring about the proposed alignment between the Careers & Enterprise Company and the National Careers Service to achieve this, including the four principles they say they plan to follow? What plans are there to provide the funding required, so that everyone who needs it has access to qualified personal careers guidance—something notably missing from the White Paper—perhaps as part of a new lifelong careers strategy?

[Baroness Berridge (Con)]

My Lords, as I have outlined, there is going to be £100 million invested in the enterprise advisers—which I believe are part of the Careers & Enterprise Company—and more into National Careers Service guidance and a new website in relation to that. One must not forget as well that nearly £1 billion has been invested in work coaches at the DWP, who are also a vital part of the careers strategy.

We are aware through the Careers & Enterprise Company that, particularly in relation to technical education, it is important that local employers are brought into our schools, so that all the opportunities available, particularly careers and apprenticeships that might not be part of the secondary school workforce experience, are brought in front of young people so that they know all the options that are open to them.

Lifetime Skills Guarantee and Post-16 Education

Debate between Lord Aberdare and Baroness Berridge

Tuesday 6th October 2020 Lords Chamber

[Baroness Berridge (Con)]

My Lords, I assure the noble Lord that there is no snobbery in the Department for Education; we want to promote parity of esteem for vocational and technical qualifications across our sector. The Prime Minister and the Secretary of State are behind this Everybody has a role to play in ensuring that these skills are seen and respected; television programming over the last 10 years has shown the importance of construction in many of the programmes that they have chosen to produce. We have also invested £900 million in work coaches, who are essential to getting alongside people on a one-to-one basis to help them into work. There is £17 million for the new workplace academy programmes, which are helping people with their CVs and job interviews.

The noble Lord is correct: one of the things we have to do for young people is this review, particularly of level 4 and level 5 qualifications, of which there are over 4,000. I remember sitting with the noble Baroness on a Select Committee and seeing the plethora of avenues and qualifications that were there, so that the pathway is clearer for young people and they get a qualification that an employer says is relevant and equips them for the job that they want. I can only draw attention, once again, to the £2 billion for the Kickstart scheme, which is about jobs for young people who find themselves on universal credit at the moment.

[Lord Aberdare (CB) [V]]

My Lords, the Statement sets out a range of laudable and important aspirations and I very much hope that, unlike so many previous attempts, these will actually be delivered. I have two questions for the Minister. First, the Statement includes funding for extra careers advisers. Can she assure us that this will form part of a comprehensive approach to investing in professional high-quality careers advice and guidance to all who need it, from primary school children to adults of all ages without the gaps that currently exist? Secondly, what will the Government do about the perverse incentives that currently lead schools to try to keep young people in formal education rather than encouraging them to consider apprenticeships?

[Baroness Berridge (Con)]

My Lords, yes, the funding that has been announced for the National Careers Service—that is the adult careers service. The Careers & Enterprise Company is available in schools and I know that additional funding has been given to that to ensure that young people are made aware of those opportunities. In relation to apprenticeships, as I have already outlined, through the Careers & Enterprise Company we are assisting schools to promote those. Fire It Up was our campaign to make sure that young people are aware of those apprenticeships. We are encouraging schools to know their destination data: it is important to know where those young people go on to, so that the best opportunity for the young person is put first by our schools and colleges.

Employment: Young People

Debate between Lord Aberdare and Baroness Berridge

Monday 20th July 2020 Lords Chamber

[Lord Aberdare]

To ask Her Majesty’s Government what steps they are taking to ensure that the young people due to leave school in the current academic year are prepared for work in a post-COVID-19 environment; and what changes they have made to careers support and guidance provision to achieve this.

[The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)]

My Lords, we are investing around £100 million this year in careers guidance for young people and adults. We are supporting schools during the Covid-19 pandemic to develop virtual careers activities for students, including the successful My Week of Work event. The National Careers Service offers impartial careers guidance and advice through a website, web chat and helpline, and it will operate an exam results helpline this summer. We will keep this support under review and assess its impact.

[Lord Aberdare (CB) [V]]

My Lords, 800,000 young people are currently leaving education and hoping to join an already overcrowded jobs market. Good careers advice, including personal guidance from qualified professionals, will be essential to ensure all that talent does not go to waste. How will the current careers strategy be renewed and expanded to meet this need, and will the Government introduce a careers guidance guarantee, complementary to the opportunity guarantee, to ensure that all young people can access professional, personal careers guidance to help them identify and pursue suitable careers pathways?

[Baroness Berridge]

My Lords, during the pandemic, the Careers & Enterprise Company, alongside teachers, has had to review its delivery strategy. Much of its training and support has therefore been delivered virtually, so we have seen virtual mock interviews and virtual CV preparation sessions. Of course, the expectation on schools is that they deliver a personal interview to students at 16 and 18, and we have advised that that should take place virtually rather than by telephone. More than 70% of schools are delivering that interview at age 16 to the majority of their students.

Apprenticeships: Gender Segregation

Debate between Lord Aberdare and Baroness Berridge

Wednesday 11th March 2020 Lords Chamber

[Baroness Berridge]

My Lords, historically there have been issues to do with the quality of apprenticeships, which is why we have moved from the framework to the standards. They should be 12 months long, there is a minimum of 20% training off the job, and there is an end-of-year assessment. The quality is improving, we are monitoring the standards, and Ofsted is in charge of monitoring the standards of training providers, so we can assure the noble Lord that the quality of apprenticeships is going up.

[Lord Aberdare (CB)]

My Lords, I hosted an event for an initiative called Maths4Girls, which seeks to increase the number of girls involved in maths, mainly by connecting them with role models from maths-based industries. Can the noble Baroness tell us whether the Government are doing anything to encourage people to offer themselves as role models or mentors as a way to address gender imbalances in apprenticeships?

[Baroness Berridge]

Yes, mentors are particularly important in schools, and we are ensuring through the careers guidance that there are STEM encounters within schools. There has been good news on the number of girls who are now studying A-level maths, which has gone up by 31%, and undergraduates for Maths4Girls has gone up to 34%. Those are encouraging signs, which will of course help with the recruitment of girls into engineering; we are encouraging those entry-level subjects.

Apprenticeship Levy

Debate between Lord Aberdare and Baroness Berridge

Tuesday 28th January 2020 Lords Chamber

[Baroness Berridge]

My Lords, the Government are aware of that specific problem in relation to the creative industries, which also arises partly because many of the people in that sector are sole traders. Because an apprenticeship now has to be for a minimum of one year, finding someone who can take on an apprentice for that period can be quite burdensome. We are aware of the skills gap and the Institute for Apprenticeships and Technical Education is developing 16 new standards specifically for the creative industries. There is also a project between DfE and DCMS to work with ScreenSkills, which has agreed to become the employer so that apprentices can be placed in a number of TV productions and other locations. It sounds like a fantastic opportunity.

[Lord Aberdare (CB)]

My Lords, many SMEs which might be interested in offering apprenticeships are deterred by the amount of management time and bureaucracy involved. There is a need for specific mechanisms to address those issues. What plans do the Government have to promote, for example, initiatives such as apprenticeship training agencies as a vehicle to enable small firms to take part, or initiatives specifically designed for sectors such as construction, hospitality and the creative industries, as the noble Lord, Lord Grade, mentioned?

[Baroness Berridge]

The noble Lord raises an important point. Bringing small and medium-sized enterprises into the apprenticeship service, which is part of GOV.UK, should enable the lessening of bureaucracy and allow small employers to get hold of the training they need. The specific change will be that they will not be governed by the contracts given; they can choose exactly which provider they want to use. Then there is a simple apprenticeship agreement between the training provider, the firm and the apprentice, setting out everyone’s obligations.