Queen’s Speech

Debate between Lord Baker of Dorking and Lord Wallace of Saltaire

Thursday 3rd June 2010 Lords Chamber

[Lord Baker of Dorking]

My Lords, it is a great pleasure for me to congratulate the noble Lord, Lord Hall, on his maiden speech. We go back a long way together. He had the unenviable task in the Thatcher years for being responsible for the news services in the BBC when Denis Thatcher felt that the BBC was a bunch of pinkos. When I became Home Secretary, he was the director of news, and I was able to see the scrupulous way in which he ensured a fair balance in the presentation of news. After that, he became the director of Covent Garden. If you think that the BBC is a nest of prima donnas and vipers, the opera world is a swamp. It is due to his calm governance of the opera house over the past few years that it has been very successful not only artistically but financially. He reminded us that having been involved with the BBC and the opera house, he is a master of subsidy. Now that subsidies are to be slashed by this Government—I trust and expect—he will have ample opportunity to speak in our House on these matters in the coming months.

I also congratulate my noble friend Lord Hill. We, too, go back a long way—back before he became the head of John Major’s think tank at No. 10. I am glad to tell your Lordships that he has always been passionately interested in education. Not only was his mother a teacher, he has a daughter at university—this Government are full of Ministers who look much younger than they are—so he is engagé as a parent in education. I am particularly glad that he is attached to a department: he is a Parliamentary Under-Secretary in the Department for Education; he is not a floater. That means that we will have his full attention on education, which is to be welcomed.

I should declare two interests. I am the chairman of the Edge Foundation, which is the largest charity in the country devoted to practical and vocational education, and of the Baker Dearing Trust, which promotes university technical colleges. I receive, of course, no remuneration from either charity.

I refer the House to the statement made by David Cameron and Nick Clegg on 20 May, which set out the programme for this coalition. It included this sentence:

“We will improve the quality of vocational education, including increasing flexibility to 14-19 year olds and creating new Technical Academies as part of our plans to diversify schools provision”.

I welcome this enormous endorsement for the colleges that Ron Dearing, before he died, and I have been promoting for the past three years: university technical colleges. When we met three years ago, Ron was alive. We decided that the one thing missing from the education system in England was technical schools. We had them in the 1950s and 1960s, but they were closed and became comprehensives. They were closed because people thought they involved dirty jobs and greasy rags and everybody wanted to be the school on the hill, so they fell victim to English snobbery. Germany did not make that mistake; it kept its technical schools and that is one of the reasons why Germany is still a great industrial nation. The latest report states that German technical schools are now more popular than German grammar schools.

We wanted to reinvent them in different ways. Why did we want to reinvent them? The CBI has just produced a report stating that 42 per cent of employers want our education system to provide high quality vocational options. Why do they want that? Because 77 per cent of employers in manufacturing say that they cannot employ people with higher skills. It is our history. Over the weekend, I dipped into Correlli Barnett’s book The Audit of War to remind myself about the history of radar. Radar was invented in the mid-1930s by Watson-Watt and by Professor Cockcroft and Professor Lindermann at the Cavendish and Clarendon laboratories, but we could not put it on enough planes, boats or airfields in the 1940s. HMS “Coventry” was sunk in 1942 for lack of radar. Radar was invented in 1939 for introduction in 1941. There were eventually 200 handmade sets in 1943. We should learn from history—it is the same with Afghanistan. We have not learnt from history. It is the lack of a technical force backing up our engineering graduates and our inventiveness. If you talk to engineering bodies, they say that we are producing enough engineering graduates, but the trouble is that graduates have to deskill in order to do technicians’ jobs because the technicians are not there. If we are going to have nuclear power stations, high-speed rail links, broadband and a green economy producing jobs, we need technicians.

University technical colleges are different from technical schools in two important ways. They are for 14 to 19 year-olds. Fourteen is a much better age to select children for skilled education than 11, which is too early. Ironically, when the Board of Education met in 1941 to decide the pattern of education after the war, it said that 13 or 14 should be the age of selection, but we chose 11, and it was a mistake. At 14, children select themselves. They know what they want to do. That is the first important difference. The second is that universities back university technical colleges, which means that their status is elevated for students and their parents.

We have three off the ground already. Aston will open in 2012, Walsall, in the Black Country, will open next year because it is converting an old school, and Greenwich was approved just before the election. The private JCB Academy will also open this year. It wants to be a UTC with 500 pupils. At these schools, youngsters will start at 8.30 am with a hammer, a saw, a drill or some welding equipment in their hands and acquire skills. In the afternoon, they will do English, maths, Science and IT for GCSE. The important thing is that the mind and the hand are trained under the same roof. The previous Government tried to make diplomas work. They got off to a poor start. In a comprehensive school, youngsters doing diplomas have to do three days in school and then take a bus to the local college. On the fourth day, they go either to school or to college. It is no way to do it. The previous Government were right to identify the 14 to 19 curriculum, but it requires 14 to 19 institutions.

I am glad to say that these schools count as academies. The pattern is this: Balls said he wanted five; Michael Gove, before the election, said 12; the team that I put together is now handling 23 applications, and I hope that in the course of this Parliament at least 100 of them will be established. They will begin to transform education in our country because our comprehensives are full of youngsters who at the age of 14 want to follow not an academic course but a course that gives them high quality skills. These colleges will do that.

They have the support of all parties in the House including, I am glad to say, the members of our coalition—I see the noble Baroness, Lady Sharp, is smiling. I persuaded David Laws to support it, so I am sorry he has left the Government, but there we are. I hope that the Government will embrace these colleges. I am due to meet the Minister and the Secretary of State. We want a strong commitment to these colleges and for some of the money that is going to academies to go to these colleges. They will be an enormous contribution to the education system of our country.

[Lord Wallace of Saltaire]

My Lords, as indicated on today’s list, the noble Baroness, Lady Neville-Jones, will repeat a Statement at a convenient point after 12.30 pm. This may be a convenient point. The debate on the Address will resume after the Statement.