Apprenticeships

Lord Addington Excerpts

Thursday 14th March 2013 Lords Chamber

[Baroness Garden of Frognal]

My noble friend makes a valid point. I have been involved for a long time with the livery companies which were the very early providers of many of those old heritage crafts. As he says, many of them are extremely small businesses—microbusinesses. We hope that we will get feedback from the ongoing consultation that will help us to focus on those particular crafts and skills because many of them are extremely important to our heritage. As my noble friend says, with such very small numbers, it is difficult to have the critical mass for them to continue. I hope that he will contribute to the consultation and bring forward ideas on how we can help very small businesses.

[Lord Addington]

I thank my noble friend for the announcement on apprenticeships. I congratulate the Government on expanding the numbers, and on the good publicity for taking on something that is basically skilled manual work and showing it as a valid alternative to the idea of higher education. However, I am afraid that I have to return to my regular song on this. What are we doing to ensure that people who cannot pass the English and maths assessment get through? I mean those who have dyslexia and dyscalculia, which are the two biggest things—a rough estimate is that 13% of the population are in those two spectrums. An English and maths qualification can cause a problem for that group for whom working with their hands would be the natural way forward. As night follows day, if someone does not want to be qualified for a white-collar job, he should be doing something requiring manual skills.

At the moment, universities and the Government, through the disabled students allowance, allow a dyslexic student to take a degree. At the moment there are tremendous problems in getting that same person through the key stage 2 English equivalent test. We have moved in the past few years from, “It can’t be done; it’s very difficult; are you sure it can be done? It’s not my fault”. When will the Government grab this by the back of the neck and make sure that, according to the duties under the Equality Act, this group are through?

In the snappily titled, The Future of Apprenticeships in England: Next Steps from the Richard Review, there are two questions. Question 13 asks:

“What are the specific obstacles to all Apprentices achieving level 2 English and maths as part of their Apprenticeship, and how could these be overcome?”.

Question 14 asks:

“How would a requirement to have all Apprentices achieve level 2 in English and maths impact on employers, providers and potential learners? What are the risks and potential solutions?”.

If those two questions do not give us a chance to have that answered properly, I do not know what does.

[Baroness Garden of Frognal]

My noble friend is right to point to the difficulties for people with dyslexia and other forms of learning disadvantage in passing traditional tests and exams. It has been identified that certain levels of maths and English are important even in very practical areas, but we are looking to the consultation to give us further ideas so that young people, or indeed adults, are not disadvantaged when they have, as he says, very practical skills but cannot meet stringent requirements for maths and English. We will look at the different ways in which these areas can be assessed in order to ensure that young people are not disadvantaged in securing proper, high-quality apprenticeships. The assessment should not make it more difficult for them to demonstrate their skill areas.