Skills and Post-16 Education Bill [HL]

Debate between Lord Aberdare and Baroness Whitaker

Report stage
Tuesday 12th October 2021 Lords Chamber

[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.

Skills and Post-16 Education Bill [HL]

Debate between Lord Aberdare and Baroness Whitaker

Committee stage
Tuesday 6th July 2021 Lords Chamber

[Lord Aberdare (CB)]

My Lords, I shall speak briefly on this group to express my support in particular for Amendment 25, in the names of my noble friend Lady Hayman and others, about the requirement for approved LSIPs to take account of “any national skills strategy”. I think the clue is in the “any”. I fully support that idea, and I am wondering how it could actually be met. The noble Lord, Lord Baker, pointed out some of the challenges in the absence of such a plan. I wonder whether the Minister can tell us anything about what sort of national or central co-ordination there will be and how that might work in terms of alignment with LSIPs. What sort of processes or feedback mechanisms will there be to ensure that there is that alignment, and indeed that it is clear what the LSIPs are seeking to align with? My noble friend described it as “joining the dots” with national strategy. What is the flow of communication in reporting and monitoring between LSIPs and the centre?

My noble friend Lady Hayman also talked about a cross-cutting, long-term, aspirational skills strategy, which would be splendid. The word that struck me there was “aspirational”, because the main challenge when I used to work with young Londoners on employability skills was their lack of aspiration and lack of knowledge of what to aspire to—which is why I was so passionate about careers education. Yet it is aspiration that has driven most successful education strategies in the past and created forward movement. This Bill is essentially an aspirational Bill, and that is why I welcome it quite strongly. So I suppose the question—which I am not sure whether I am asking the Minister or myself—is: how will it actually raise aspirations? And how can it build on young people’s enthusiasm, which the noble Baroness, Lady Blackstone, mentioned, for issues relating to climate change and biodiversity to create momentum that will feed in, hopefully, and perhaps through the LSIPs, to drive the objectives of the Bill?

The only other point I wanted to make is that I am rather less enamoured of Amendments 73 and 75 in this group, in the names of the noble Baroness, Lady Sheehan, and others, which would require independent training providers to have a climate change and sustainability strategy and a delivery plan. Many of those independent training providers are SMEs: they can be very small; they tend to specialise in certain areas; they are often operating with limited resources on extremely narrow margins. I am already concerned about some of the other conditions being suggested for them to be on the list, and this seems potentially disproportionate. I would certainly encourage them to have such a plan as far as it is relevant to them, but putting it on the face of the Bill would seem to be overkill.

[Baroness Whitaker (Lab)]

My Lords, as a member of Peers for the Planet, I rise to support all the amendments in this group, for the reasons so eloquently given by the movers and to simply emphasise two points. First, as many other noble Lords have said, students themselves want to take part in reaching our zero-carbon targets. Arguably, they are more committed to this than the generations with power, like ours. These amendments would increase their motivation for further education and training, and their confidence in politics and democratic participation.

Secondly, and perhaps more fundamentally, following the noble Baroness, Lady Hayman, may I say that this potentially most useful Bill seems to have been drafted in ignorance of the most long-lasting world crisis of our time: the climate emergency? Surely, all government departments must play what part they can in avoiding climate-borne disaster and in adapting to climate change. There is scant evidence that the targets set out by the Government have been taken on board by all departments and integrated into all their policies. These amendments would go far to assist the education department in fulfilling this aim.