Skills and Post-16 Education Bill [HL]

Debate between Lord Adonis and Lord Watson of Invergowrie

Committee stage
Monday 19th July 2021 Lords Chamber

[Lord Adonis (Lab)]

My Lords, the points from the noble Lord, Lord Lucas, are very well made regarding the need to see adequate local provision of technical education, including, as his amendment would provide,

“academic qualifications, taking into account other provision accessible locally”.

I would like to raise one very specific matter. I do not expect the noble Baroness to be able to answer me immediately, but I would be very grateful if she could write to me about it. A very significant aspect of further education—by which I mean post-16 academic education—is the availability of the international baccalaureate. I would be grateful if the noble Baroness could write to let me know what the recent trends are in the availability and provision of the international baccalaureate—availability in terms of how many providers there are in the state system, and provision in terms of the take-up of places over recent years.

I see this as a very important part of academic further education provision. There is a bit of history here that I would like to draw to the attention of the House, because this may be an issue we wish to return to on Report. One issue being debated in respect of this Bill, and which is a live debate in the whole of the post-14 education arena, is what should happen to GCSEs and whether we should move to a more baccalaureate-type system. I am sympathetic to the argument in both respects: that we should conceive of the phase of education from 14 to 18 or 19 as a single phase and that we should move to a broader provision of subjects as part of the mainstream academic curriculum—and indeed the vocational post-16 curriculum—rather than the very traditionally narrow curriculum we have had, with the emphasis typically on three A-levels or technical subjects.

A generation ago, the introduction of the international baccalaureate sought to deal at the post-16 level with this very narrow academic subject focus by introducing a now well-established international course, which is taught in international schools and many schools within national jurisdictions. The international baccalaureate requires six subjects to be taught and studied between the ages of 16 and 18, leading to the diploma of the international baccalaureate, which must include mathematics, a science and a modern foreign language besides, obviously, the language which students study as a matter of course.

It is my view—and the view of a large number of educationalists—that the international baccalaureate is a superior course to A-levels. When I was the Minister responsible for these matters, the judgment we reached was that it was too difficult a reform to carry through, for all kinds of reasons, to replace A-levels entirely with a baccalaureate-type system. It was our policy to make the international baccalaureate much more widely available—and available in state schools as well as private school. As the Minister may know, the international baccalaureate is quite widely available in the private sector but, going back 15 years, it was hardly available at all in the state system.

At the time, we provided a significant incentive for the teaching of the international baccalaureate by requiring that each local education authority area should have at least one provider of the international baccalaureate in either a school, sixth form or further education college. This led to quite a big take-up of the IB, which was a positive development in the education sector and led to a raising of the skill level and an extension of choice.

However, after 2010, the requirement for there to be at least one IB provider in each local education authority area was dropped—not, I think, because the then Education Secretary, Michael Gove, was against the IB but because of funding cuts and insufficient funding in the system to provide for it. My understanding is that the number of providers offering the IB and the number of students studying it have plummeted. I see this as a retrograde step and a significant denial of choice in the education system, particularly for students in the state system because, as I said, there are providers in the private sector and parents can choose to pay for their children to study at schools or colleges that provide the IB.

Can the Minister provide—either to the Committee now or, if she unable to do so, in writing to me and other Members; I perfectly understand that she may not have the figures in her brief—an update on the actual position with the IB in terms of numbers of providers and students and how those numbers have changed in recent years?

[Lord Watson of Invergowrie (Lab)]

My Lords, on Thursday—day 2 of Committee—I asked the noble Baroness, Lady Penn, about the need for the new section to be introduced by Clause 5. It states:

“The governing body of an institution in England … must … from time to time review how well the education or training provided by the institution meets local needs, and … consider what action the institution might take … in order to meet those needs better.”


I said that I did not think this necessary because, to me, it is self-evident; that is what local further education colleges are about. I asked on what basis the Government felt it necessary to draft Clause 5 if there were many failing FE colleges. The noble Baroness made it clear to me that that was not case.

I feel the same about Clause 22 because, again, it seems to be based on the assumption that, for some reason, a number of colleges are operating on a day-to-day basis oblivious to what is happening in their own back yard. I just do not think that is the case. I repeat what I said on Thursday: not every further education college is perfect, does everything it has to do and does everything well, but there seems to be an impression by the Government that there is an attempt to undermine what the FE sector does—quite apart from the fact that, as we heard in the debate on the previous group of amendments, that sector has been seriously and serially underfunded, which can only inhibit what it is able to deliver for its local area.

I find myself a bit uncomfortable with this clause because, if a further education college does not ensure that there are no gaps in the local provision, as this amendment seeks to ensure, then what does it do? I cannot believe that such colleges just turn a blind eye. I cannot argue with Amendment 76A but I must say something to the noble Lord, Lord Lucas. He used the example of Eastbourne, which he mentions, along with its 130,000 inhabitants, often. I must visit it some time; it must be a very attractive place. However, even in that local example—and, by all means, use local examples in these debates—I do not think he made the case for there being widespread failure. I repeat the point I made on Thursday: the vast majority of FE colleges know what they need to do for their locality and do it well.

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[Lord Watson of Invergowrie (Lab)]

My Lords, credit transfer relates to the assessment and recognition of prior qualifications and credit by institutions and their transferability between institutions. Currently, they make their own assessments of a student’s previous study by comparing it with their own curriculum and awarding credit. Credit is common but not universal in the UK. Not all higher education institutions are modular or make extensive use of credit; the exceptions, perhaps unsurprisingly, include some high-profile universities. Even so, thanks to the credit framework, degrees from these institutions can be confirmed as similar in overall size and form—if not necessarily in content or learning approach—to the sector standard, with at least a quarter being at the highest level of learning for that degree. This is why a permissive approach was adopted in the credit framework for England, which describes rather than prescribes how credit can be used.

There are already national frameworks for credit in the UK. The national credit transfer system covers accredited qualification in England, Wales and Northern Ireland. It comprises all eight levels—nine, including entry level—from secondary education to vocational and higher education qualifications, with every level consisting of qualifications of similar difficulty. The regulated qualifications framework includes qualifications which have been accredited by: Ofqual in England; the Council for the Curriculum Examinations and Assessment in Northern Ireland; and the Department for Children, Education, Lifelong Learning and Skills in Wales. In these three countries, higher education qualifications validated by universities and other HE institutions are covered by the framework for higher education qualifications, which sits beside the RQF.

Scotland has its own credit transfer system, which is known as the Scottish credit and qualifications framework. It covers all qualification levels in Scotland; unlike other systems, the one used in Scotland has 12 levels. In terms of strengthening pathways between further education and higher education, Scotland has an effective system of articulation, where students who gain sub-degree qualifications in college progress to degree-level study at university, and go straight into the second or third year in recognition of their prior learning.

The UK Government consulted on this in 2016, seeking to gauge demand from students for more switching between universities and degree courses. One result of the consultation that noble Lords may recall was the legislation on accelerated degrees, introduced when the noble Lord, Lord Johnson of Marylebone, was the Universities Minister. Since 2019, the OfS has had a statutory duty to monitor and report on the prevalence of student transfers and to encourage the development of such arrangements. This was set out in the Higher Education and Research Act.

Our Amendment 79 would allow the Secretary of State to facilitate credit transfer arrangements to allow students to move between education providers to ensure consistency. As more flexibility is introduced into the education system, particularly modular funding, can the Minister say what frameworks and incentives the Government intend to introduce to ensure that lifelong learning has what might be termed a “common currency”? Given that England lacks an integrated credit and qualifications framework, how might developing one be balanced against institutional autonomy in curriculum design?

The lifelong loan entitlement implies that people will want to adopt a “hop on, hop off” approach to their learning throughout life, which makes it essential that all learning counts for something. I would like to probe what steps the Government are taking, or intend to take, to consult on this. I understand that the Cabinet Office was considering this last year. I am not clear why it was the Cabinet Office, rather than the DfE, but can the Minister also clarify the Government’s intentions there? Do they envisage a UK-wide approach in the shape of a universal credit transfer system? As well as supporting credit transfer within higher education, what are the implications of supporting it between further education and higher education?

A universal credit transfer system would have significant benefits to many students, especially from a widening participation perspective. It would help them to study flexibly by making it easier to break study into bite-size chunks, bank that credit and top it up elsewhere at some point in future. Such a system would certainly support lifelong learning, giving students confidence that they could pause their studies and/or change provider if they needed to, for whatever reason. It would also incentivise innovative models of provision that could be better tailored to students’ needs. An example of this would be the Open University’s OpenPlus programme, where students initially study at one institution before completing their studies at another.

The benefits of credit transfer are many, while other developments could follow the establishment of an effective and accessible scheme. For instance, there could be guarantees that students would be able to progress from a higher technical qualification to a degree course in a similar subject without having to start again from scratch. This is the articulation method, mentioned earlier with respect to Scotland. Students could also be assured of being able to exit easily from institutions that are not providing good value for money, without having to go back to square one, which would be a powerful disincentive.

Any future methods of allowing students to use credit flexibly need to enable transferability across the UK and internationally. The international context is important, because international perceptions of a coherent UK sector are influential in attracting international students, academics and researchers to the UK and in exporting services through transnational education. There are similar advantages in retaining alignment with European and other international frameworks. Were that to be lost through quality being diluted following the progress of this Bill, it would be damaging to the higher education sector. I will be interested to hear the Government’s intentions with regard to maintaining a UK-wide approach, not least because of the perception that the shape of the new system that emerges will project to those beyond our shores.

It is important to move beyond the impression that leaving a higher education institution without completing a full degree is an indicator of failure, either for the student or the institution. The form that this Bill eventually takes will decide the extent to which people can develop their skills with confidence, at a time and a place convenient to them and their family. I look forward to hearing the Minister articulate—in another meaning of that word—her Government’s ambitions in that regard and describing what credit and qualifications framework they intend to have in place, hopefully before 2025, to support the introduction of the lifelong loan entitlement. I beg to move.

[Lord Adonis (Lab)]

My Lords, my noble friend Lord Watson has made a compelling argument for enhanced, nationally recognised and organised credit transfer arrangements. I do not want to repeat the points he made except to note that, in the context of the move towards more degree-level apprenticeships, the issue of credit transfer becomes particularly important because many, indeed, probably the generality of students starting out on apprenticeship programmes leading to degree-level qualifications will start in further education colleges.

Many of these have not conventionally offered higher education but are good apprenticeship education providers and will start providing the level 3 and 4 education which can lead to degree-level apprenticeship programmes. If we want to encourage more students through the apprenticeship route and for them to regard this as something they can progress to degree level, the issue of credit transfer is going to become a still more significant one in the education system in future years. The points my noble friend made are especially compelling.

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[Lord Adonis (Lab)]

My Lords, all three noble Lords who have spoken, and the noble Baroness, Lady Fox, have made pertinent points. I will make a suggestion and ask a question. Unusually, the House has it within its powers to cause an inquiry into Kickstart, because a Select Committee is currently proceeding on youth unemployment. Indeed, my understanding is that it is being chaired by the noble Lord, Lord Shipley, who is a colleague of the noble Lord, Lord Addington. May I therefore suggest that he asks his noble friend to ensure that that Select Committee examines Kickstart and makes recommendations to the House on its future, which of course will carry weight with both the House and the Government? My question for the Minister is this. I assume that an independent evaluation of Kickstart is taking place. Can she confirm whether that is the case? If not, obviously it is desirable that one should.

[Lord Watson of Invergowrie (Lab)]

My Lords, I am pleased to signify our support for Amendment 87 in the names of the noble Lords, Lord Storey and Lord Shipley, because a review of the Kickstart scheme is certainly necessary. I regret to say that I cannot endorse the view of the noble Lord, Lord Addington, in introducing this group, that the scheme seems to have done well. More than nine months after its launch, it has so far failed to have any meaningful impact.

The Kickstart Scheme provides funding for employers to create new job placements for 16 to 24 year-olds on universal credit who are deemed to be at risk of long-term unemployment. Employers can apply for funding to cover 100% of the national minimum wage for 25 hours a week for a total of six months, as well as employer national insurance contributions and automatic enrolment contributions. However, in a Written Parliamentary Answer in June, the DWP Minister Mims Davies stated that the scheme had helped only 20,000 people into work since its introduction last September.

On 16 June I asked the noble Baroness, Lady Penn—I am sure she remembers it will—in an Oral Question what action the Government would take to overhaul the Kickstart Scheme, not just by widening access but by beginning the drive towards equalising its impact on black, Asian and minority ethnic communities and women. In response, she told me that the scheme had been adapted and improved in a number of ways to improve take-up, although all that she mentioned was that in February, the 30-vacancy threshold for a direct application to Kickstart had been removed. She went on to say:

“The figures I have show that there are more than 140,000 approved vacancies under the Kickstart scheme. We hope that take-up will improve as it goes on in delivery.”—[Official Report, 16/6/21; col. 1893.]


I fear that more than hope is needed.

Is the Minister aware of the report from the Economic Affairs Committee of your Lordships’ House published in December 2020? My noble friend Lord Adonis just suggested that the committee sitting at the moment might produce a report on Kickstart. Just seven months ago, a committee did just that, and recommended that access to Kickstart should not be limited to people who have been on universal credit for six months. My caution to my noble friend is that that committee’s recommendation was not given much weight. The effect of the six-month rule is that a young person who loses her or his job has to wait for as long as nine months before they have the chance of training. Surely that cannot make sense and it must be demoralising for young people. Local authorities and other civil society partners should be able to refer young people who are not on benefits to the scheme.

The charity Mencap told the Economic Affairs Committee hearing that making only young people on universal credit eligible had excluded many with a learning disability, who are still claiming legacy benefits and who are unlikely to move to universal credit in the near future. The Learning and Work Institute said that the scheme should be

“open to young people, including apprentices made redundant, not on benefits”

and that

“partners, such as local authorities, should be able to refer young people in this group to Kickstart”

also.

As I said earlier, it seems that the committee’s recommendations fell on deaf ears, but one step that the Government should certainly take is to build a link between Kickstart and apprenticeships. One means of doing so would be to encourage Kickstart employers, perhaps with incentives, to offer apprenticeships for those completing their Kickstart placement—this may have been what the noble Baroness, Lady Fox, was suggesting in describing a link between Kickstart and more permanent employment. That would have the extra benefit of increasing the number of apprenticeships, which, as we know, have reduced sharply since the introduction of the levy in 2017.

Perhaps the Minister can update noble Lords on the approved vacancies and say how many of the 140,000 that she quoted in answer to my Oral Question a month ago have since been filled. Whether or not she is able to do so, one thing she cannot rationally do today is to deny that the Kickstart scheme is in need of, well, a kick start—the noble Baroness, Lady Fox, rather stole my thunder with that line. The review must begin as a matter of urgency. I look forward to hearing that, despite this amendment being withdrawn, the Government intend to do as it suggests.

Higher Education (Transparency Condition and Financial Support) (England) Regulations 2018

Debate between Lord Adonis and Lord Watson of Invergowrie

Tuesday 24th July 2018 Lords Chamber

[Lord Adonis]

My Lords, I see that my noble friend Lord Watson has a Motion on the Order Paper. Does he intend to move it?

[Lord Watson of Invergowrie (Lab)]

It is being dealt with separately.