Skills and Post-16 Education Bill [HL]

Debate between Lord Duncan of Springbank and Baroness Berridge

Committee stage
Wednesday 21st July 2021 Lords Chamber

[The Deputy Chairman of Committees (Lord Duncan of Springbank)]

Does the Minister wish to respond?

[Baroness Berridge (Con)]

Just to say that I would be delighted to meet my noble friend at a convenient point.

Commission on Race and Ethnic Disparities

Debate between Lord Duncan of Springbank and Baroness Berridge

Wednesday 21st April 2021 Lords Chamber

[The Deputy Speaker (Lord Duncan of Springbank) (Con)]

I am afraid the next speaker, the noble Baroness, Lady Hussein-Ece, is not present in the Chamber or in the ether, so we will not be able to hear from her and we will go straight to the Minister.

[The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)]

My Lords, the Government will not be rejecting this report outright. When I began to read this report, it did not match, in my view, what had been reported in some parts of the media about it. I commend it to noble Lords to read. It is 258 pages long, so it will take a bit of diary time to do that. It is an evidence-based report; it is our first official attempt to look at ethnic disadvantages and advantages. First, dealing with the theme of the noble Baroness’s speech regarding structural racism, the report commends and stands by the Macpherson definition of institutional racism. As we stand here, the day before Stephen Lawrence Day, I think it is important to recognise that. It has stood the test of time.

In the areas the commission was reporting on, the evidence base did not support structural racism findings. However, the report is incredibly clear that racist incidents, racist prejudice and racism exist today in this country and should be dealt with and condemned wherever they are found. It is not an offensive report. It does not glorify racism but stands against it. The noble Baroness recognised that we are not the Britain of the 1950s and 1960s. That is not to say we are a perfect country. As the report outlines, the commission hopes that it is

“a road map for racial fairness.”

We are still on a journey in relation to this.

The 10 commissioners did this report as volunteers. They were not paid to do it and are all present, as commissioners, standing by the report. They did not seek to blame ethnic-minority individuals for their lot in life. I regret to say that that is a misrepresentation of the report.

In relation to the criticism that the United Nations has made of the report, unusually, the UK Government have responded to say that, again, that is a misrepresentation of the report. I do not mean to do a disservice to the report but, compared with the media reporting, it is a tad dull in the way its narrative is written. It is not the stuff of the headlines. The UN response has misrepresented it. It is not a matter of disagreement here, which we all welcome around reports put into the public domain, but when that strays into the line of misrepresenting the evidence and the findings, we have to speak out. The Minister for Equalities in the other place will write to the United Nations group to outline what we believe is a misrepresentation of this report.

I can quite categorically say to the noble Baroness that no, No. 10 Downing Street did not write the report. The communication strategy was by an independent person not connected to No. 10. There is no false binary here in the report. It is evidence based. It commissioned research from the University of Oxford. It included the white-majority population for the first time in a report such as this. Within our population, it attempted to separate out different groups with different experiences.

The noble Baroness is, though, right to draw attention to the fact that, unfortunately, Covid has led to a recent increase in young, black unemployment. We are looking at the response to that. There are various initiatives, funded particularly with some London boroughs, trying to redress that. With Brent and Newham, we are looking at the Black Training and Enterprise Group and the Moving Up programme. There are also, of course, some geographical disparities in where job losses have been, so we have to look at the granular data as to why that has been an outcome at the moment, and at the causes of that, to redress it. Obviously, across the whole population of this country, we are trying to drive up the skills base and increase the profile of apprenticeships in order for people to get the skills that they need.

It is important to outline the commission’s response to the criticism of its remarks about slavery. It says this:

“There has … been a wilful misrepresentation by some people of the Commission’s view on the history of slavery. The idea that the Commission would downplay the atrocities of slavery is as absurd as it is offensive to every one of us. The report merely says that in the face of the inhumanity of slavery, African people preserved their humanity and culture. The Commission’s recommendation for Government to create inclusive curriculum resources is about teaching these histories which often do not get the attention they deserve.”


It is important to put accurate comments on the record in relation to the commission’s remarks on slavery.

We are looking seriously at the 24 recommendations. A group has been formed within the Cabinet Office, chaired by the Chancellor of the Duchy of Lancaster, to look at the recommendations put forward.

In relation to the role of the family, the commission is very clear:

“We reject both the stigmatisation of single mothers and the turning of a blind eye to the impact of family breakdown on the life chances of children.”


That is a balanced statement. This is the first commission to look at the effect of family structure. Like me, many noble Lords will know of families who have lost the other parent due to death. To suggest that we would say to them that there is not a huge impact on their children puts the matter in a less political context.

I have to disagree with the noble Baroness. As noble Lords will be aware, I often stand at this Dispatch Box on behalf of the Department for Education. There have been incredible achievements across education among certain ethnic groups. We have seen an incredible rise in particular in the number of black African boys going on to higher education at the moment. I do not recognise the noble Baroness’s characterisation of structural racism across our system. That is not to say that there are not incidents within our schools that need to be dealt with as and when they happen, and we would of course expect any member of teaching staff treating any pupil in that way to be subject to disciplinary measures.

The report is a careful, evidence-based piece of work that we will look at. It is very illustrative of the different achievements in different sectors of ethnic-minority groups—for instance, the incredible educational performance of some second-generation British south-east Asian communities—but that is not to say that we do not have issues to deal with around educational participation in, for instance, the Gypsy, Roma and Traveller communities. It is a complex and nuanced picture that is Britain and England today, and we will look at the recommendations carefully.

[The Deputy Speaker (Lord Duncan of Springbank) (Con)]

My Lords, we come to the 20 minutes for Back-Bench questions. There are 16 Back-Bench speakers, so noble Lords can do the arithmetic; if they can keep questions focused, we would be very much obliged.

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[Baroness Berridge (Con)]

My Lords, it is deeply regrettable, as I have outlined, that reading many of the media reports and the commission’s report is like moving from one planet to another. The commission had its own independent communications advice and no one wants to see an issue go from robust disagreement —which is what we have always had a strong history of in this country—to personal abuse directed at various individuals who have given their time for nothing. As I have outlined, we agree that there should not be an ethnicity pay gap, but we disagree about the mechanism to change that. The history of our politics is that we agree on the ends, but disagree on the means to get there.

[The Deputy Speaker (Lord Duncan of Springbank) (Con)]

My Lords, the time allowed for this Statement has now elapsed. My apologies to the three noble Lords who were not called.

Educational Settings: Reopening

Debate between Lord Duncan of Springbank and Baroness Berridge

Wednesday 27th January 2021 Lords Chamber

[Baroness Berridge (Con)]

My Lords, a catch-up figure of £650 million has been talked about in relation to school funding. Schools are obviously free to spend that on additional mental health support, and we have drawn attention to that in the guidance we have outlined. Unfortunately, I cannot give any further details, as to do so would be to steal the thunder of the Prime Minister in a few minutes’ time.

[The Deputy Speaker (Lord Duncan of Springbank) (Con)]

My Lords, all the speakers on this Question have spoken.

Skills for Jobs White Paper

Debate between Lord Duncan of Springbank and Baroness Berridge

Tuesday 26th January 2021 Lords Chamber

[Lord Storey (LD) [V]]

I very much welcome the Statement and the Skills for Jobs White Paper. As the noble Lord, Lord Bassam, said, we have seen further education become almost the Cinderella of the education service, and it is really welcome that at long last we are now realising its importance in terms of capital investment in plant and sites and revenue investment. However, on the latter, I ask the Minister to consider the point made by Sir Ian Diamond’s commission: that colleges need three-year grant settlements to give them room to develop and that one year is not sufficient.

As a country, we face a whole host of challenges to do with training and skills—not least the climate emergency, the effects of Brexit and changes in the world of work—and of course a demographic time bomb is ticking away, with demand outstripping the supply of young people entering the labour market. We have already seen this in sections of our economy—the construction industry, for example. It is a sobering thought that by 2030 the number of people aged 65 and above is projected to increase by 42%, while the number of those aged 14 to 64 is forecast to grow by only 3%. It is clear that we need to be nimble in how we respond to skills shortages and skills development, and not get caught up in structures.

The ambition to open funding and finance to everyone throughout their lives is welcome. Many earners face additional barriers to accessing education, so we need to ensure that finance is available to meet those demands. Why are these loans are not being introduced until 2025—and why loans, not grants? We know that adults are more averse to taking on debt. We should review the limits on accessing education and training while in receipt of universal credit, with the principle that individuals should not be penalised for engaging in education and training.

The careers service, careers advice, careers education and careers guidance should be of high quality and given face to face, not micromanaged from the top. The proposed careers hubs have to have the support and expertise that is much needed. Can the Government ensure that we look also at building the skills that are needed for the green economy? They have focused a lot of support on people who do not have level 3 qualifications, but what about those who have not completed level 2? Do the Government not accept that they, too, will need support and help?

Finally, I am attracted to the suggestion by the Association of Colleges that the Government should form a cross-departmental ministerial task force to oversee a new government 10-year strategy for education and skills to drive industrial strategy and other priorities, working with employers and other key stakeholders.

[The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)]

My Lords, I thank the noble Lord, Lord Bassam, for welcoming this report. It is good at this time of crisis to have good news and to know that in the past year, £600 million has been invested in the FE sector and £1.5 billion of capital is committed over the next few years.

The noble Lord correctly highlights the fact that at the moment people need to retrain, and quickly. That is why we have acted very quickly on the national skills fund so that the level 3 entitlement, which enables every adult to get their first full level 3 qualification, is in place. We have also had the first round of boot camps, which enable people to do eight-week to 12-week training courses and give them a fast-track route to an interview. We need to be nimble, which is why those initiatives have been introduced as part of the national skills fund before consultation on the rest of it is complete.

That is also why the Government will introduce local skills improvement plans and, because of the need for nimbleness in retraining, why the lifelong loan entitlement will be for four years. People who already have an undergraduate degree may then want to do a level 4 or a level 5 higher technical qualification. That will be introduced in 2025.

On conservation, I can tell the noble Lord that 400 courses have been made available under the level 3 entitlement, and they are focused on skills that we believe will lead quickly to jobs. Conservation is included in the level 3 entitlement.

The noble Lord referred to various aspects of the Augar review. Many of its recommendations have already been delivered: the level 3 entitlement; the investment in the FE estate, as I have outlined; the capital investment in new places for 16 to 19 year-olds to meet demographic changes; and the lifelong loan entitlement. There will be a consultation on other aspects of the Augar review in the spring, including the minimum entry requirements for higher education, and a full and comprehensive response to coincide with the next comprehensive spending review. Augar is a dynamic piece of work that will help us respond to the current crisis.

With regard to colleges, there will also be consultation around the need, identified in the Augar review, to consider multiyear settlements for FE colleges. We recognise that one of the issues facing them is the year-on-year funding so we are looking to address that.

On higher education funding, we are ready to implement restructuring should any of the HE sector need it, and we are closely monitoring the finances of those autonomous institutions. On the noble Lord’s point about the teaching grant, or T-grant, the other main source of income for universities, that is being redirected to strategic subjects. Obviously, these currently include subjects in the area of healthcare, but also certain arts subjects that we believe are not getting adequate funding. Those subjects are crucial to the labour market but we do not believe that the additional weighting given to London is the best way to fund that, and it is not consistent with the Government’s wider aim of levelling up different areas of the country. However, universities are dynamic partners in many of the institutes of technology which focus on STEM subjects, 11 of which are now open. It is good to see them working with the FE colleges and local employers on that initiative. There were perhaps a couple of final points from the noble Lord, but unfortunately the connection was interrupted. I apologise for missing those.

The noble Lord, Lord Storey, raised the issue of the accountability and funding of the FE sector. As I have said, we are looking into Augar’s recommendations on that, and it is also part of the remit of the FE commissioner —that role will be looking at the sustainability of the FE estate across the country, which is a vital part of reskilling people.

On the matters around the construction industry that the noble Lord raised, we have introduced a T-level in that sector, one of the first for 16 to 19 year- olds. With regard to the noble Lord’s point about demographics, he divides the population into, I think, people under and over 64, but we now know that people are working longer and their careers may involve more than one sector. Hence our concern with flexibility: levels 4 and 5 are more modular, and access to those qualifications will help people to train, and retrain, as will the four-year loan entitlement.

The noble Lord specifically raised the issue of entitlement to benefits while learning. We are alert to this issue in relation to people claiming universal credit. People can take part in eight weeks of full-time learning and maintain their entitlement to benefit, and there is no restriction on part-time learning. For people who have particular vulnerabilities and are at risk of long-term unemployment, that period of training can be longer.

On funding support, particularly for 16 to 19 year-olds, there are residential bursary funds to enable students to access specialist provision that is not available within their normal travelling range. Such funds are distributed by the FE sector. We are therefore aware of the need of those on benefits to have flexibility with regard to training. Careers advice is of course also a vital part of this package: £100 million is being invested in the careers service, much of which is targeted at face-to-face provision. Enterprise advisers are being rolled out by the Careers and Enterprise Company, which helps schools.

The noble Lord mentioned the need for net zero carbon. The Skills and Productivity Board provides a national picture of our economy. Its advice is given to the Secretary of State in accordance with the industrial strategy, so we are linking them up. At the local level, however, it is important that the local skills improvement plans will be employer-led, respond to local economic need and involve the devolved authorities. We then have a strategic development fund to enable the colleges to design the content of the courses that local employers are asking for. The overall ambition is that by 2030, almost all technical qualifications will be based on the employer-led standards that have informed the apprenticeships and the T-levels, so that the level of qualifications is high.

Finally, the noble Lord mentioned level 2 qualifications. As noble Lords will probably be aware, there is a second -stage consultation on level 3 about what qualifications we need to continue funding that are not T-levels or A-levels. There is also a call for evidence on level 2. We are particularly aware of young people who are further away and may not have got qualifications during their 11 to 16 years education and how we can enable them to get level 2 or level 3 qualifications and get on the qualifications ladder. The country needs a higher level of technical skills and enhanced respect for that sector, because men and women who have level 4 or 5 qualifications earn, on average, more than those with a level 6 undergraduate degree. This change has been overdue for decades in this country: to give as much respect to technical qualifications as we do to academic ones.

[The Deputy Speaker (Lord Duncan of Springbank) (Con)]

My Lords, we now come to the 20 minutes allocated to Back-Bench questions. I ask that questions and answers be as short and sweet as possible so that we can call as many speakers as possible. I apologise to the noble Lord, Lord Baker of Dorking, for the kerfuffle that led him to appear early during the discussion, and I call him now.

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[Baroness Berridge (Con)]

My Lords, it is inspiring to hear the noble Baroness. When one thinks about being in those parts of east London, I believe, that she makes reference to, it is interesting to look from where people live and see Canary Wharf and those buildings at the end of Whitechapel Road. From a local skills improvement plan point of view, obviously it will involve the London Mayor, but actually having those career opportunities and the local skills that are needed for those young people to access those jobs, which they can see in those institutions visible to them, is part of this strategy. We are pleased that, with the full maintenance loans that are also available, we have seen record numbers of disadvantaged students going into higher education. The largest increase has been within the British black African cohort who have been accessing universities, so we are seeing improvements there.

[The Deputy Speaker (Lord Duncan of Springbank) (Con)]

My Lords, the time allowed for this question is now up. Before we move on to the next business, we will pause for a moment or two to allow people to get in and out.

Covid-19: Disparate Impact

Debate between Lord Duncan of Springbank and Baroness Berridge

Tuesday 27th October 2020 Lords Chamber

[Baroness Berridge (Con)]

My Lords, yes. As I have mentioned, one of the other factors in the disparity is that working-age men are more likely to die of Covid than working-age women. In relation to obesity, the Government published in July, I believe, the obesity strategy, and we are aware that dealing with that issue is important in terms of co-morbidities. We are working closely with PHE, the Office for National Statistics and the BMA, which gave the advice in relation to taxis and private hire vehicles which led to masks being made mandatory in those vehicles. Yes, we now know more about exposure: black and minority-ethnic people are in certain densely populated areas and multigenerational households, so we have been taking action to try to reduce the risk. We will continue to act going forward.

[The Deputy Speaker (Lord Duncan of Springbank) (Con)]

My Lords, all speakers have now spoken.

Higher Education

Debate between Lord Duncan of Springbank and Baroness Berridge

Wednesday 6th May 2020 Lords Chamber

[Baroness Berridge]

My Lords, in relation to international students, the department is working with the Department for International Trade to amend the international education strategy. The clear message is that the UK is open for business and for international students to come at the start of the academic year, but we recognise that different arrangements may need to be made. Those arrangements are in train—for instance, with different visa situations—so that students can begin their courses remotely overseas. We are keenly aware and are doing all we can to support the sector at this difficult time.

[Lord Duncan of Springbank (Con)]

My Lords, I am concerned about the potential disparity in support across the United Kingdom. Can my noble friend the Minister outline the measures to be taken by Her Majesty’s Government to ensure equity of support across Scotland, Wales and Northern Ireland, as well as England? Can she confirm that the £100 million of public funding for research activities announced by my honourable friend the Science Minister will be available to each of the home nations?

[Baroness Berridge]

My Lords, as I have outlined, the Government’s resource task force is specifically including the devolved Administrations. The changes to student finance affect students in Northern Ireland and Wales as well. We are in close touch with colleagues in Scotland, particularly in relation to English students who will study there and Scottish students who will come to the UK.