Housing: Brownfield Land
Debate between Lord Ahmad of Wimbledon and Baroness McIntosh of Hudnall
Lord Ahmad of Wimbledon
My noble friend again raises the issue of the green belt, which has remained a constant at 13% of land across England. I assure him that the Government are greatly committed to protecting our green and pleasant land.
Baroness McIntosh of Hudnall (Lab)
My Lords, the Minister will no doubt be aware of the aggressive behaviour of some developers—I choose Gladman as an example—in pursuing their wish to develop on greenfield sites in desirable locations. Often, their applications are initially turned down by local authorities, but they then pursue local authorities to appeal, where the developers are able to spend a great deal of money and the local authorities are not. Therefore, the appeals are often successful. What are the Government doing to restrict the activities of developers who behave in this way?
Lord Ahmad of Wimbledon
I think no one welcomes developers acting on that basis. The only elements within the green belt that are looked at in planning for housing are those that are designated as brownfield sites. If there are instances such as those that the noble Baroness has raised, such applications can be called in by the Secretary of State. Where such malpractice is seen, I would encourage that to be done.
Housing: Private Rented Sector
Debate between Lord Ahmad of Wimbledon and Baroness McIntosh of Hudnall
Lord Ahmad of Wimbledon
The right reverend Prelate again raises an important point at the other end of the age spectrum, and the Government are very much cognisant of ensuring stability for residents and that their needs are met. One thing on which we are clear is our approach to the private rented sector, through landlords, through providing greater protection and a greater sense of professionalism for both landlords and agents. We are also helping provide an increased level of guidance to tackle any perceived rogue landlords and making more help available to tenants in this particular sector.
Baroness McIntosh of Hudnall (Lab)
My Lords, I think some Members of your Lordships’ House were a little surprised by the figures that the Minister produced in relation to average rent increases, particularly in London. Will he tell the House where those statistics have come from and who produced them?
Lord Ahmad of Wimbledon
Our statistics come from a variety of sources, but I will write to the noble Baroness on that—
Universities: Part-time Students
Debate between Lord Ahmad of Wimbledon and Baroness McIntosh of Hudnall
Lord Ahmad of Wimbledon
My noble friend has touched on an important issue, but I disagree with her on another. Higher education is important not only for mature students but for young people. Our current information shows that a record number of 18 year-olds are taking up higher education—indeed, at 34.8% the figure is unparalleled, especially in light of the fact that there are fewer 18 year-olds. Of course the issue of mature students in higher education is important, and the Government are working with the universities to ensure that every opportunity is made available to them. The Government have facilitated such opportunities through the steps we have taken to ensure that they are able to take out loans. However, the important thing to note about higher education is that it has to be demand led and something that employers want. I am sure my noble friend knows that 81% of part-time students are in employment.
Baroness McIntosh of Hudnall (Lab)
My Lords, the noble Lord may be aware, although possibly he is not, that recently I chaired a seminar for the Westminster Higher Education Forum on this very subject. The decline in the registration of part-time students that my noble friend Lady Blackstone described was dramatically illustrated by the testimony of vice-chancellors and other university teachers. There is clearly a serious problem there. Can the noble Lord expand a little on the answer that he gave to his Liberal Democrat colleague on the subject of mature students, particularly those who are in full-time employment but wish to upgrade their qualifications? I am thinking particularly of teachers who are asked to work extremely long hours. Many of them would like to address their continuing professional development through part-time university courses but find it quite hard to do so.
Lord Ahmad of Wimbledon
I was not aware of the seminar that the noble Baroness mentioned but if she would like to enlighten me on it I would be happy to talk to her outside the Chamber. I fully acknowledge that the number of part-time students in higher education institutions has declined, but as I said, this is a matter that employers have to work with as well. Many employers who were facing challenging economic circumstances were not releasing people to go and study part time. The other point I would make is that the higher education offering has changed as well, and I give the example of Birkbeck College. When I talked to people there, I was interested to note that there is now a higher take-up of evening degree courses which are run on the equivalent of a full-time basis. The actual offering of institutions is changing, and that is having an impact on the figures.
Economy: Creative Sector
Debate between Lord Ahmad of Wimbledon and Baroness McIntosh of Hudnall(10 years, 6 months ago)
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Baroness McIntosh of Hudnall (Lab)
My Lords, along with everyone else, I am grateful to my noble friend for initiating this debate. I was struck by the contribution made by the noble Baroness, Lady Bonham-Carter, on the subject of diversity. It slightly made me consider whether to tear up what I was going to say and talk more about that subject, but perhaps it would be unwise given that we do not have much time.
I want to concentrate on the contribution made by arts organisations to the development of skills, both within the education system and outside it—that is, outside the formal education system—and not only in the creative skills sector and the creative economy but, as others have already touched on, in other sectors of the economy. I shall do that by shamelessly bigging up an organisation with which I am connected and of which I am extremely proud: the Roundhouse. In a way it is a microcosm of everything that the noble Baroness, Lady Andrews, and others have been talking about. It is in north London and is a famously beautiful building within which wonderful professional arts events take place. There is music, theatre, circus and all sorts of other stuff.
Underneath the main performance space at the Roundhouse is a suite of studios that are fully equipped with video and sound, giving opportunities for people to make music in a variety of ways and to make other things as well. A wide diversity of young people between the ages of 11 and 25 come through the door to use the studios. They undertake practical skills-based courses in all the things I have just mentioned. They can develop their interest in being performers, managers, technicians, DJs or whatever they want to be into a marketable skill under the supervision of experienced tutors who are also, critically, working professionals.
People learn skills in a variety of ways. Some are not particularly well served by or at home with a formal educational setting. They do better with other ways of learning. The Roundhouse provides many opportunities for people who perhaps have not done so well in the formal education system to re-engage with their own enthusiasms, sometimes to re-engage with formal education, and to acquire skills that they can go on to use. It is probably not surprising that many Roundhouse alumni are now themselves established professionals in the creative sector, working at every scale from the BBC down to small start-ups. I should say that every year two young people sit as full members of the Roundhouse Trust, and my goodness are they ever good; they certainly put us on our mettle.
The New Economics Foundation recently published some research on the impact of the open access programmes being run at the Roundhouse, into which young people come from a very wide range of backgrounds. Some of them are privileged while others come from deprived backgrounds, although they are committed to their education. Some have failed or been failed by the education system. These young people come together and work together. The foundation discovered in its research that the act of working together in a group—one that is ethnically and educationally diverse—in itself helps to create and embed a lot of what those young people are learning. I would just say to the noble Baroness, Lady Bonham-Carter, that that is where hope for the future lies. It is in programmes like those being run at the Roundhouse where people are given an opportunity, no matter what their background, to learn about themselves and to learn new skills—and then put them into practice with no sense of social, ethnic or any other kind of barrier. They are simply focused on what it is that they want to do.
I ask the Government to acknowledge that this kind of work is going on all over the place. The Roundhouse is a particularly fine example but other arts organisations are doing it too. They are doing it in the face of considerable difficulty. It would be very nice if the Government would acknowledge, at least, that this is not just nice-to-have stuff: it is really important stuff. It impacts not only on the creative economy but on the whole of our economy. If we could build it into our education system, how much better off we would be.
Lord Ahmad of Wimbledon (Con)
My Lords, before the next noble Lord speaks, please could noble Lords keep to time? This is a very time-limited debate.
Education: Foreign Languages
Debate between Lord Ahmad of Wimbledon and Baroness McIntosh of Hudnall(10 years, 11 months ago)
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Lord Ahmad of Wimbledon
My noble friend makes a very important point. We need to understand the issue of languages at universities. Many universities offer languages as an addition to other disciplines, and people benefit from that. I come from the business community, and when I was on the board of a company we recognised that such degree courses provide a particular technical training alongside a language. Language training has changed—languages such as Chinese are much in demand by employers, and are being encouraged across the board.
Baroness McIntosh of Hudnall (Lab)
I return to the noble Lord’s point about the requirement for primary school students to now be taught modern languages. Where will the teachers who will deliver languages in primary schools come from, and what qualifications will they be expected to have?
Lord Ahmad of Wimbledon
Again, the issue of teachers arises—you need teachers to teach languages in the first place. I am pleased to say that the Government are encouraging teacher supply on this level. We are making available an increasing level of bursaries for those students wishing to undertake teacher training in languages. Bursaries have been increased for up to 20,000 available candidates with first-class honours degrees who wish to pursue language training.