Lord Hill of Oareford
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Lord Hill of Oareford
“Enforcement powers
(1) Part 7 of ASCLA 2009 (the Office of Qualifications and Examinations Regulation) is amended as set out in subsections (2) to (6).
(2) In section 151 (power to give directions), for subsection (1) substitute—
“(1) Subsection (2) applies if it appears to Ofqual that a recognised body has failed or is likely to fail to comply with a condition to which the recognition is subject.”
(3) After section 151 insert—
“151A Power to impose monetary penalties
(1) Subsection (2) applies if it appears to Ofqual that a recognised body has failed to comply with a condition to which the recognition is subject.
(2) Ofqual may impose a monetary penalty on the recognised body.
(3) A “monetary penalty” is a requirement to pay to Ofqual a penalty of an amount determined by Ofqual in accordance with section 151B.
(4) Before imposing a monetary penalty on a recognised body, Ofqual must give notice to the body of its intention to do so.
(5) The notice must—
(a) set out Ofqual’s reasons for proposing to impose the penalty, and(b) specify the period during which, and the way in which, the recognised body may make representations about the proposal.(6) The period specified under subsection (5)(b) must not be less than 28 days beginning with the date on which the notice is received.
(7) Ofqual must have regard to any representations made by the recognised body during the period specified in the notice in deciding whether to impose a monetary penalty on the body.
(8) If Ofqual decides to impose a monetary penalty on the body, it must give the body a notice containing information as to—
(a) the grounds for imposing the penalty,(b) how payment may be made,(c) the period within which payment is required to be made (which must not be less than 28 days),(d) rights of appeal,(e) the period within which an appeal may be made, and(f) the consequences of non-payment.151B Monetary penalties: amount
(1) The amount of a monetary penalty imposed on a recognised body under section 151A must not exceed 10% of the body’s turnover.
(2) The turnover of a body for the purposes of subsection (1) is to be determined in accordance with an order made by the Secretary of State.
(3) Subject to subsection (1), the amount may be whatever Ofqual decides is appropriate in all the circumstances of the case.
151C Monetary penalties: appeals
(1) A recognised body may appeal to the First-tier Tribunal against—
(a) a decision to impose a monetary penalty on the body under section 151A;(b) a decision as to the amount of the penalty. (2) An appeal under this section may be made on the grounds—
(a) that the decision was based on an error of fact;(b) that the decision was wrong in law;(c) that the decision was unreasonable.(3) The requirement to pay the penalty is suspended pending the determination of an appeal under this section.
(4) On an appeal under this section the Tribunal may—
(a) withdraw the requirement to pay the penalty;(b) confirm that requirement;(c) vary that requirement;(d) take such steps as Ofqual could take in relation to the failure to comply giving rise to the decision to impose the requirement;(e) remit the decision whether to confirm the requirement to pay the penalty, or any matter relating to that decision, to Ofqual.151D Monetary penalties: interest and recovery
(1) This section applies if all or part of a monetary penalty imposed on a recognised body is unpaid at the end of the period ending on the applicable date.
(2) The applicable date is—
(a) the last date on which the recognised body may make an appeal under section 151C in respect of the penalty, if no such appeal is made;(b) if an appeal under section 151C in respect of the penalty is made—(i) the date on which the appeal is determined, or(ii) if the appeal is withdrawn before being determined, the date on which the appeal is withdrawn.(3) The unpaid amount of the penalty for the time being carries interest at the rate for the time being specified in section 17 of the Judgments Act 1838 (and does not also carry interest as a judgment debt under that section).
(4) The total amount of interest imposed under subsection (3) must not exceed the amount of the penalty.
(5) Ofqual may recover from the body, as a civil debt due to it, the unpaid amount of the penalty and any unpaid interest.”
(4) In section 152 (power to withdraw recognition), for subsection (2) substitute—
“(2) Ofqual may withdraw recognition from the recognised body in respect of the award or authentication of—
(a) a specified qualification or description of qualification in respect of which the body is recognised, or(b) every qualification or description of qualification in respect of which the body is recognised.”(5) After section 152 insert—
“152A Costs recovery
(1) Ofqual may, by notice, require a recognised body on which a sanction has been imposed to pay the costs incurred by Ofqual in relation to imposing the sanction, up to the time it is imposed.
(2) The references in subsection (1) to imposing a sanction are to—
(a) giving a direction under section 151;(b) imposing a monetary penalty under section 151A;(c) withdrawing recognition under section 152.(3) “Costs” includes in particular—
(a) investigation costs;(b) administration costs;(c) costs of obtaining expert advice (including legal advice).(4) A notice given to a recognised body under subsection (1) must contain information as to—
(a) the amount required to be paid,(b) how payment may be made,(c) the period within which payment is required to be made (which must not be less than 28 days),(d) rights of appeal, (e) the period within which an appeal may be made, and(f) the consequences of non-payment.(5) The body may require Ofqual to provide a detailed breakdown of the amount specified in the notice.
152B Costs recovery: appeals
(1) A recognised body may appeal to the First-tier Tribunal against—
(a) a decision under section 152A(1) to require the body to pay costs;(b) a decision as to the amount of those costs.(2) An appeal under this section may be made on the grounds—
(a) that the decision was based on an error of fact;(b) that the decision was wrong in law;(c) that the decision was unreasonable.(3) The requirement to pay the costs is suspended pending the determination of an appeal under this section.
(4) On an appeal under this section the Tribunal may—
(a) withdraw the requirement to pay the costs;(b) confirm that requirement;(c) vary that requirement;(d) take such steps as Ofqual could take in relation to the failure to comply giving rise to the decision to impose the requirement;(e) remit the decision whether to confirm the requirement to pay the costs, or any matter relating to that decision, to Ofqual.152C Costs: interest and recovery
(1) This section applies if all or part of an amount of costs that a recognised body is required to pay under section 152A(1) is unpaid at the end of the period ending on the applicable date.
(2) The applicable date is—
(a) the last date on which the recognised body may make an appeal under section 152B in respect of the costs, if no such appeal is made;(b) if an appeal under section 152B in respect of the costs is made—(i) the date on which the appeal is determined, or(ii) if the appeal is withdrawn before being determined, the date on which the appeal is withdrawn.(3) The unpaid amount of the costs for the time being carries interest at the rate for the time being specified in section 17 of the Judgments Act 1838 (and does not also carry interest as a judgment debt under that section).
(4) The total amount of interest imposed under subsection (3) must not exceed the amount of the costs.
(5) Ofqual may recover from the body, as a civil debt due to it, the unpaid amount of the costs and any unpaid interest.”
(6) In section 153 (qualifications regulatory framework), in subsection (8)(e), for “152” substitute “152C”.
(7) In section 262(6) of ASCLA 2009 (orders and regulations subject to affirmative resolution procedure), after paragraph (e) insert—
“(ea) an order under section 151B(2);”.”
The Parliamentary Under-Secretary of State for Schools (Lord Hill of Oareford)
My Lords, government Amendments 56 and 57 are a response to concerns first raised by my noble friend Lord Lingfield and echoed by others of my noble friends, the noble Lord, Lord Sutherland of Houndwood, and the noble Baroness, Lady Wall, about whether Ofqual has a full range of effective and proportionate powers that it can use to carry out its duties and responsibilities.
The context of the concerns expressed was the events of this summer, where we saw numerous errors in awarding bodies’ exam papers; many of those appeared even after Ofqual had required awarding bodies to go back and check all their papers. We all know how hard most children work for their GCSEs, A-levels and vocational qualifications. After all that work, they should not be let down by exam boards’ mistakes; nor can we be sanguine about the credibility of our qualifications being brought into doubt.
The key point made by my noble friend Lord Lingfield and others in the Grand Committee debate on 13 July was that Ofqual currently has only two types of sanctions available to it: first, the power to direct an awarding body to comply with a condition; and, secondly, the ultimate—and rather nuclear—sanction of partial or full withdrawal of recognition, which in effect would prevent an awarding body from offering a qualification to maintained schools.
Obviously, those are strong powers. First, Ofqual can require awarding bodies to put things right by giving those bodies a direction; but that will often be only after they have gone wrong, so that is after the candidate has endured the two hours of stress that resulted from unsolvable problems in the paper they were sitting. Secondly, Ofqual can, in practice, strip an awarding body of the ability to offer its qualifications to the market. That certainly sounds like a strong incentive on awarding bodies not to make mistakes and to comply with Ofqual’s conditions, but taking such a step could have a very disruptive impact on the whole system, as schools and colleges would have to switch providers and the courses they are teaching. Ofqual is under a duty to act appropriately and proportionately, so, given this impact, it would be able to do that in practice only if faced with an extremely serious or extremely persistent breach of a condition.
Baroness Hughes of Stretford
My Lords, I do not object in principle to the proposals. They were consulted on in 2009 by my Government. We decided at that stage against moving in this direction. I agree that the impact on students when these errors occur is very bad. I agree, too, with measures in general to drive up performance, although it is interesting to contrast them with the approach of this Government to driving up performance in schools, which is to absolve them of every possible requirement, whereas in this instance further financial sanctions are being sought. It is a moot point whether Ofqual needs these powers or whether the existing powers that the Minister has referred to of withdrawing accreditation or giving a direction are both more appropriate and more effective. The Minister agreed that these are strong powers.
I will make three points and will be grateful if the Minister will respond to them. First, I echo some of the points made by the noble Baroness, Lady Sharp, about the rushed nature of this publication. It begs the question of whether the detail has been properly thought through, with only eight days for providers to have any kind of discussion with Ofqual about how it might work. Consequently, no information is available on a number of important questions. For example, in what circumstances will the financial penalties be imposed? What level of apparent errors will be the threshold for financial penalties to kick in? What will be the levels of penalties and how will they be determined? What will the maximum penalty be? What will be the mechanism for an independent appeals process for providers, and what safeguards will there be that it will be a fair and transparent process? Will the Government issue guidance to Ofqual on how it should conduct itself? The Minister may say that Ofqual will have a full consultation for 12 weeks on some of these questions, but as noble Lords are being asked to consider the measures now, it would have been helpful to have had some indication of the Government's view about how this will work.
My second question is: are financial penalties appropriate? We have heard that Pearson has replied with some comments, but I am more concerned with the majority of exam boards, which are charitable, not-for-profit organisations. Seventy-five per cent of all GCSEs and A-levels are delivered by not-for-profit organisations. There is already in the system a degree of potential financial instability for the exam boards, because government policy decisions, for instance on changing the structures of GCSEs, have an immediate financial impact on them. Therefore, there is a danger to the not-for-profit organisations that this may further jeopardise their financial stability. As we have heard, schools, too, are concerned that if the not-for-profit organisations take any financial penalty, ultimately they will have to pass it on to schools; they will not necessarily be able to absorb it.
Finally, I am concerned that there are clear parameters and guidance on how Ofqual must use the powers in ways that will protect it from having to respond to what will inevitably be media pressure and perhaps the appearance of political pressure concerning the way it implements these decisions and applies financial penalties. What safeguards does the Minister envisage to ensure that protection? One not-for-profit exam board has suggested that Ofqual should deal with these matters through a more distant complaints procedure, so that it will be clearly separate from government and shielded to some extent from the barrage of perhaps understandable media pressure that will accompany these issues.
Lord Hill of Oareford
My Lords, I am grateful to my noble friends Lord Lingfield and Lady Sharp of Guildford, and the noble Lord, Lord Sutherland of Houndwood, for their broad welcome for the measures, and the recognition that this responds to a need.
On the speed of the consultation, referred to by my noble friend Lady Sharp and the noble Baroness, Lady Hughes of Stretford, we responded to the points that were raised in Grand Committee. A legislative opportunity presented itself with this Education Bill and we had before us the failures of this summer. I know that the previous Government consulted. Our case would be that, with the legislative opportunity there and the evidence of the failures that we had this summer, which the previous Government had not had, it was sensible to act while the opportunity presented itself, but I take my noble friend’s point about the importance of consultation. Ofqual will consult on the detailed implementation of its powers, which will be a full 12-week consultation.
In response to the question asked by the noble Baroness, Lady Hughes, Ofqual will publish a statement as part of its qualifications regulatory framework, which will set out how and in what circumstances its powers will be used. That will make clear Ofqual’s expectations that only serious or persistent breaches could lead to a fine.
On the question of appeals, there will be an appeal to the independent First-tier Tribunal, in line with other regulators. I know that concerns were raised about fines being passed on to schools, effectively. Ofqual will have powers to cap those fees if it thinks that it is necessary to do so. I understand the point that obviously some of the big awarding bodies are charities, but some of them are charities with very large tens of millions or hundreds of millions of pounds of turnover. Our basic point is that a pupil or student on the wrong end of a duff examination paper is not too bothered whether that paper has been set by a charity or a commercial organisation. That is why we think that it is appropriate to give this extra power. The noble Baroness, Lady Hughes, is right that there are two powers but we feel that in essence they are not sufficiently nuanced. Giving this additional power we hope will lead not to large amounts of fining but to better and more accurate examination papers.
Baroness Sharp of Guildford
I thank the Minister for that explanation. I am reassured that there will be extensive consultation with the boards concerned on the implementation of these things. I just want to reiterate my general feeling that it is important for consultation to take place before rather than after legislation as a general principle. With that, I beg leave to withdraw the amendment.
Lord Hill of Oareford
“Enforcement powers of Welsh Ministers
(1) Chapter 2 of Part 5 of EA 1997 (functions of Welsh Ministers: qualifications and the school curriculum) is amended as set out in subsections (2) to (6).
(2) In section 32A (power to give directions), for subsections (1) and (2) substitute—
“(1) Subsection (1A) applies if it appears to the Welsh Ministers that a recognised person has failed or is likely to fail to comply with a condition subject to which the recognition has effect.
(1A) The Welsh Ministers may direct the recognised person to take or refrain from taking specified steps with a view to securing compliance with the conditions subject to which the recognition has effect.
(2) Subsection (2A) applies if it appears to the Welsh Ministers that a recognised person who awards or authenticates a qualification accredited by them has failed or is likely to fail to comply with a condition subject to which the accreditation has effect.
(2A) The Welsh Ministers may direct the recognised person to take or refrain from taking specified steps with a view to securing compliance with the conditions subject to which the accreditation has effect.”
(3) In section 32A(5), for “32B and” substitute “32AA to”.
(4) After section 32A insert—
“32AA Power of Welsh Ministers to impose monetary penalties
(1) Subsection (2) applies if it appears to the Welsh Ministers that a recognised person has failed to comply with a condition subject to which the recognition has effect.
(2) The Welsh Ministers may impose a monetary penalty on the recognised person.
(3) Subsection (4) applies if it appears to the Welsh Ministers that a recognised person who awards or authenticates a qualification accredited by them has failed to comply with a condition subject to which the accreditation has effect.
(4) The Welsh Ministers may impose a monetary penalty on the recognised person.
(5) A “monetary penalty” is a requirement to pay to the Welsh Ministers a penalty of an amount determined by them in accordance with section 32AB.
(6) Before imposing a monetary penalty on a recognised person, the Welsh Ministers must give notice to the person of their intention to do so.
(7) The notice must—
(a) set out their reasons for proposing to impose the penalty, and (b) specify the period during which, and the way in which, the recognised person may make representations about the proposal.(8) The period specified under subsection (7)(b) must not be less than 28 days beginning with the date on which the notice is received.
(9) The Welsh Ministers must have regard to any representations made by the recognised person during the period specified in the notice in deciding whether to impose a monetary penalty on the person.
(10) If the Welsh Ministers decide to impose a monetary penalty on the person, they must give the person a notice containing information as to—
(a) the grounds for imposing the penalty,(b) how payment may be made,(c) the period within which payment is required to be made (which must not be less than 28 days),(d) rights of appeal,(e) the period within which an appeal may be made, and(f) the consequences of non-payment.32AB Monetary penalties: amount
(1) The amount of a monetary penalty imposed on a recognised person under section 32AA must not exceed 10% of the person’s turnover.
(2) The turnover of a person for the purposes of subsection (1) is to be determined in accordance with an order made by the Welsh Ministers.
(3) Subject to subsection (1), the amount may be whatever the Welsh Ministers decide is appropriate in all the circumstances of the case.
32AC Monetary penalties: appeals
(1) A recognised person may appeal to the First-tier Tribunal against—
(a) a decision to impose a monetary penalty on the person under section 32AA;(b) a decision as to the amount of the penalty.(2) An appeal under this section may be made on the grounds—
(a) that the decision was based on an error of fact;(b) that the decision was wrong in law;(c) that the decision was unreasonable.(3) The requirement to pay the penalty is suspended pending the determination of an appeal under this section.
(4) On an appeal under this section the Tribunal may—
(a) withdraw the requirement to pay the penalty;(b) confirm that requirement;(c) vary that requirement;(d) take such steps as the Welsh Ministers could take in relation to the failure to comply giving rise to the decision to impose the requirement;(e) remit the decision whether to confirm the requirement to pay the penalty, or any matter relating to that decision, to the Welsh Ministers.32AD Monetary penalties: interest and recovery
(1) This section applies if all or part of a monetary penalty imposed on a recognised person is unpaid at the end of the period ending on the applicable date.
(2) The applicable date is—
(a) the last date on which the recognised person may make an appeal under section 32AC in respect of the penalty, if no such appeal is made;(b) if an appeal under section 32AC in respect of the penalty is made—(i) the date on which the appeal is determined, or(ii) if the appeal is withdrawn before being determined, the date on which the appeal is withdrawn. (3) The unpaid amount of the penalty for the time being carries interest at the rate for the time being specified in section 17 of the Judgments Act 1838 (and does not also carry interest as a judgment debt under that section).
(4) The total amount of interest imposed under subsection (3) must not exceed the amount of the penalty.
(5) The Welsh Ministers may recover from the person, as a civil debt due to them, the unpaid amount of the penalty and any unpaid interest.”
(5) In section 32B (power to withdraw recognition)—
(a) for subsection (2) substitute—“(2) The Welsh Ministers may withdraw recognition from the recognised person in respect of the award or authentication of—
(a) a specified qualification or description of qualification in respect of which the person is recognised, or(b) every qualification or description of qualification in respect of which the person is recognised.”;(b) for subsection (4) substitute—“(4) The Welsh Ministers may withdraw recognition from the recognised person in respect of the award or authentication of—
(a) the qualification or a specified description of qualification in respect of which the person is recognised, or(b) every qualification or description of qualification in respect of which the person is recognised.”(6) After section 32B insert—
“32BA Costs recovery
(1) The Welsh Ministers may, by notice, require a recognised person on whom a sanction has been imposed to pay the costs incurred by the Welsh Ministers in relation to imposing the sanction, up to the time it is imposed.
(2) The references in subsection (1) to imposing a sanction are to—
(a) giving a direction under section 32A;(b) imposing a monetary penalty under section 32AA;(c) withdrawing recognition under section 32B.(3) “Costs” includes in particular—
(a) investigation costs;(b) administration costs;(c) costs of obtaining expert advice (including legal advice).(4) A notice given to a recognised person under subsection (1) must contain information as to—
(a) the amount required to be paid,(b) how payment may be made,(c) the period within which payment is required to be made (which must not be less than 28 days),(d) rights of appeal,(e) the period within which an appeal may be made, and(f) the consequences of non-payment.(5) The person may require the Welsh Ministers to provide a detailed breakdown of the amount specified in the notice.
32BB Costs recovery: appeals
(1) A recognised person may appeal to the First-tier Tribunal against—
(a) a decision under section 32BA(1) to require the person to pay costs;(b) a decision as to the amount of those costs.(2) An appeal under this section may be made on the grounds—
(a) that the decision was based on an error of fact;(b) that the decision was wrong in law;(c) that the decision was unreasonable.(3) The requirement to pay the costs is suspended pending the determination of an appeal under this section.
(4) On an appeal under this section the Tribunal may—
(a) withdraw the requirement to pay the costs;(b) confirm that requirement;(c) vary that requirement;(d) take such steps as the Welsh Ministers could take in relation to the failure to comply giving rise to the decision to impose the requirement;(e) remit the decision whether to confirm the requirement to pay the costs, or any matter relating to that decision, to the Welsh Ministers.32BC Costs: interest and recovery
(1) This section applies if all or part of an amount of costs that a recognised person is required to pay under section 32BA(1) is unpaid at the end of the period ending on the applicable date.
(2) The applicable date is—
(a) the last date on which the recognised person may make an appeal under section 32BB in respect of the costs, if no such appeal is made;(b) if an appeal under section 32BB in respect of the costs is made—(i) the date on which the appeal is determined, or(ii) if the appeal is withdrawn before being determined, the date on which the appeal is withdrawn.(3) The unpaid amount of the costs for the time being carries interest at the rate for the time being specified in section 17 of the Judgments Act 1838 (and does not also carry interest as a judgment debt under that section).
(4) The total amount of interest imposed under subsection (3) must not exceed the amount of the costs.
(5) The Welsh Ministers may recover from the person, as a civil debt due to them, the unpaid amount of the costs and any unpaid interest.”
(7) In section 54 of EA 1997 (orders and regulations)—
(a) in subsection (2), after “section” insert “32AB(2) or”;(b) after subsection (2) insert—“(2A) A statutory instrument which contains (whether alone or with other provision) an order under section 32AB(2) may not be made unless a draft of the instrument has been laid before, and approved by a resolution of, the National Assembly for Wales.””
Lord Morris of Handsworth
My Lords, I add my name to those supporting the group of amendments spoken to by my noble friend Lady Jones of Whitchurch. I do so because the current provision for face-to-face careers advice preceded one of the dates mentioned in this debate. If I am right, it goes back to the Education Act 1973. It was more than just a passing of an intent; it placed a duty on the local authority to provide support designed to match the needs of the individual student. One of the problems with the Bill in respect of the provision of careers advice is that this statutory right has been downgraded significantly to access, basically, in respect of needs. There is no real provision for quality or indeed quantity assurances. It is a one-size-fits-all provision, based in some instances on an online system.
I see some difficulties in future years. As I understand it, the Department for Business, Innovation and Skills is also promoting an all-age service of advice and career guidance. Again, though, it is faceless and has no interaction because it is online. It is predicated on a one-size-fits-all culture. The current system is tried, tested and respected. It enthuses and inspires confidence and provides a two-way interaction; it is a critical friend that challenges and motivates. That is as it should be. It is a system that extends parental support to the student who needs that sort of guidance, particularly in circumstances of a one-parent family. That is crucial.
I want to raise a point about the transition. As I understand it, the arrangements currently provided by Connexions end in March 2012 and the new provisions being canvassed in the Bill would not come into force until September 2012. So my question is an obvious one: how will the gap be filled?
We have heard much about social mobility. The only way to ensure that all young people have opportunities to raise their aspirations is for them to receive a first-rate education that enables them to achieve academically and to have access to independent, impartial careers advice and guidance that supports them to make the best decisions and helps them to apply for appropriate post-16 learning opportunities. It is for those reasons that I add my name to the group of amendments so ably spoken to by my noble friend.
Lord Hill of Oareford
My Lords, I am grateful for this chance to return to the issue of careers guidance and the Government’s proposal to give schools greater responsibility for securing appropriate support, based on the needs and circumstances of pupils. As the noble Baroness, Lady Jones of Whitchurch, said, we had a good and extensive debate on this in Committee, and I am grateful to noble Lords, particularly to my noble friends Lady Brinton and Lady Sharp of Guildford, for meeting me and my honourable friend John Hayes recently to discuss some of the areas of their concern.
Perhaps I may briefly set out the context in which we are implementing changes to the delivery of careers guidance. We know that the single most important factor in making sure that young people carry on and prosper in post-16 education—which is what we all want to encourage—is that they do well before they are 16. Only one in 40 students who get five good GCSEs is NEET at any point after the age of 16, compared to one in six of those who do not get five good GCSEs. Without that bedrock of achievement, the potential of adding to that, even with the best advice and guidance in the world, is quite limited. That is why our focus is on what goes on in schools.
I say that to demonstrate why we have chosen to focus on improving the quality of teaching and learning in our schools, and on introducing the pupil premium to help improve the attainment of children from disadvantaged backgrounds, about whom we have already spoken. At a time of economic difficulty, we are moving away from centrally-directed services and have protected school budgets as much as we can. We have given schools greater autonomy and the flexibility to determine the best use of resources for every pupil.
We disagree with the party opposite in seeking to move the focus away from—in the jargon—inputs to outcomes, because we think that it is more important to know how a school or college does by its students than to know precisely what it does. That is the thinking behind the development of new destinations measures. We think that these will show parents and pupils how well a school or college does in helping its students on to positive destinations, whether it is in further education, higher education, apprenticeships or work. We think that those will act as a powerful tool to help those institutions to make sure they look at everything that leads to positive outcomes, from education through to, and including, careers guidance.
A number of amendments in this group touch upon the important issue of the quality of careers guidance and how we can help to ensure that what is available to schools is good quality. I agree with the noble Baroness, Lady Morris of Yardley, about the importance of that. There is no disagreement between us. Careers guidance should be of the highest standard and offered free from the influence of any particular organisation. That is a point that was raised by a number of noble Lords who, I know, have been concerned that sometimes schools have steered children in a particular direction and not towards apprenticeships or other rival institutions.
The national careers service will be required to meet a robust high-quality standard and all providers involved in the service will be expected to be accredited to the standard by April 2013. It was recently announced that this quality standard would be the revised matrix standard, and that will assist schools in making well informed decisions about which providers they want to work with.
Alongside this, the Careers Profession Alliance is taking forward work to increase the professionalism of the careers workforce in response to the recommendations of the Careers Profession Task Force. An online register for members who have reached a level 6 qualification, have agreed to uphold a code of ethics and have demonstrated a strong commitment to continuing professional development, is expected to be introduced in April 2012.
We spoke in Committee of the need to reduce generally the burden of guidance from the centre. There were previously 169 pages of guidance on careers for schools, and we want to reduce that. However, having listened to contributions in Committee, I recognise that it is sensible to allow scope for focused guidance to be issued to schools to support them in fulfilling their new duty. After considering the concerns raised by my noble friends Lady Sharp of Guildford and Lady Brinton at a recent meeting, I want to go further and ensure that the statutory guidance highlights to schools how they can be confident that the external support they are buying in is of the desired quality. The guidance will contain a clear description of the quality standard for careers guidance for schools in commissioning independent advice and support for their pupils. I will certainly commit to consulting on that guidance.
Baroness Brinton
Is the Minister talking about statutory guidance here? He did not use the phrase “statutory guidance” at the beginning of the debate on this clause.
Lord Hill of Oareford
Yes, it is statutory guidance. I thought I had used the phrase; forgive me. I welcome the views of my noble friends and other noble Lords, who I know feel strongly about this issue. We have also confirmed that a thematic review of careers guidance will take place following the commencement of these provisions. That will look carefully at the quality of provision and the extent to which this has an effect on pupils’ understanding of the options available to them as they progress through school.
The second main area of debate has been the question of how careers guidance is delivered. While recognising that young people receive advice from many different sources, and the fact that many young people say that they prefer to get information online, I accept the case made this afternoon by my noble friends and noble Lords opposite, including the noble Baroness, Lady Jones of Whitchurch. Pupils can benefit enormously from support offered in person that raises their aspirations and guides them on to a successful path. This is particularly true of those young people who are disadvantaged and may not have access to a social network of people in a range of jobs, who come from a background of intergenerational unemployment, as has been mentioned, or who have special needs or are learners with learning difficulties or disabilities.
Given that, I am also happy to commit to highlighting this issue in statutory guidance and making it clear to schools that young people have much to gain from a face-to-face exploration of their skills, abilities and interests, which can help them think through the learning and career options available to them. I understand the point that was made about apprenticeships in particular, and the lack of knowledge about them. We are all keen, on all sides of this House, to encourage take-up of apprenticeships. We will place a clear expectation on schools that they should secure face-to-face careers guidance where it is the most suitable support, in particular for disadvantaged children and those who have special needs or are learners with learning difficulties and disabilities. These messages in the guidance will be further strengthened by the sharing of effective practice and evidence about what works. Underpinning both the quality assurance of careers guidance and our statutory guidance to schools will be a clear, outcome-based measure of the effectiveness of schools in meeting their new duty. Those are the destinations measures that I talked about earlier, which will provide a powerful incentive to provide high-quality advice.
We have also talked about the age range, which is important. Clause 27 requires schools to secure access to independent careers guidance for their pupils from the start of the academic year in which they turn 14— year 9—to the end of the year in which they turn 16, year 11. The case has been made by a number of noble Lords on all sides of the House that we should extend this age range upwards to include young people studying in school sixth forms and colleges. It has also been suggested that we should extend the age range down to year 8. There is a clear case for independent careers guidance for 16 to 18 year-olds in schools and the further education sector, particularly as we move towards the raising of the participation age. We have committed to consulting on extending the age range upwards. We can make that change through secondary legislation once the consultation is complete.
Similarly, I accept that an argument can be made for commencing the duty from year 8, when the first major decisions relating to post-14 options are taken. Again, I make it clear that we will consult fully on this issue and we will be able to make changes through secondary legislation once that consultation is complete. Just to be clear, that consultation will be complete in time to extend the age range of the duty by regulations from September 2012.
As regards the important point raised by the noble Lord, Lord Morris, we are working with local authorities and others on the transitional arrangements. It is clear that we want them to carry on with those until the new duty is put in place in September 2012.
I know that I will not be able to convince all noble Lords about the course of action that the Government are taking, but I hope that I have reassured them about some of the steps we have taken to respond to those concerns. With that, I hope that the noble Baroness, Lady Jones of Whitchurch, may feel able to withdraw the amendment.
Baroness Howe of Idlicote
Before the noble Lord sits down, will he address the point I made that careers advice for girls should be as wide-ranging as possible?
Lord Hill of Oareford
My Lords, I hope that the noble Baroness will forgive me for not responding to that point. We clearly want to see high-quality careers guidance for girls as well as for boys. We expect schools to want to do that. The noble Baroness’s particular concern may be to make sure that some of the career options that schools have not traditionally thought of as being suitable for girls get full consideration. I agree with her that one would very much want to see that.
Baroness Jones of Whitchurch
My Lords, once again we have had a very good debate on careers. I think that noble Lords from around the House have recognised the need for us to provide an improved careers service for young people, particularly in the current economic climate. However, we have some disagreements that the Minister has not fully addressed. The case was very well made about the great advantages of face-to-face counselling for young people. As my noble friend Lady Morris so ably said, that is very different from providing information, which you can, of course, do online. Guidance and counselling need to be done on a face-to-face basis. Regrettably, the Minister did not sufficiently address that issue. We argue that it is a fundamental right for all young people. It is very hard to differentiate and start picking out categories of those who are disadvantaged or at risk as being the only categories who are entitled to that face-to-face counselling, which is such a big issue in terms of young people’s future prospects. The noble Baroness, Lady Brinton, said that in a perfect world we would all have face-to-face provision. I do not think that we need to talk about a perfect world here; it is too big a fundamental right for young people. It seems to us that it is reasonable and necessary rather than something to which we are foolishly aspiring.
As regards qualifications, the case has been that the provision of careers advice should be regarded as a skilled job. I accept what the Minister has said about organisations being accredited in the future. However, he did not address the point that I made about the people employed by those organisations. If we do not require everyone who is providing the face-to-face careers advice to have a qualification, I very much fear that, as I said, this task will be tagged on to the duties of teachers or will be carried out by people employed at short notice or who are on temporary contracts, although the organisations which employ them are accredited. Again, I argue that the Minister has not addressed the fundamental issue of qualifications.
As regards the guidance to schools, the Minister has, as we have said, written to us about the advice that he is going to send out. He has said that he will consult on that. However, the letter asks schools to consider providing face-to-face guidance for pupils who are disadvantaged and talks about,
“working with local authorities to identify young people who are at risk”.
To my mind, that does not provide any guarantees for any of those categories. We are being asked to jump blindly into a careers guidance provision on which we do not have sufficient guarantees and which is not sufficiently robust.
There is too much at stake here. We feel that we have had too few guarantees. There is too much reliance on research and on data about how the new careers advice service will be monitored in the future, but young people need a provision and guarantees now. They need guarantees that they will have access to someone on a personalised basis and that they will be given advice by a qualified practitioner. We do not accept that the Minister has given sufficient guarantees. I wish to test the opinion of the House on Amendment 57C.
The Lord Bishop of Chester
My Lords, I will clarify one point if I may. I have not spoken before. We on the Bishops’ Benches sometimes look alike; I promise that it goes no further. There is a very clear distinction between collective and corporate worship. The noble Lord, Lord Elton, referred to corporate worship. That is not what is provided in schools. The act of collective worship is appropriate to the collection of people who are there. It needs to be wholly or mainly of a broadly Christian character. In practice, schools with significant numbers of members of other faith communities have managed to work within the degree of flexibility that the law allows, as the right reverend Prelate the Bishop of Ripon and Leeds suggested. It is very important to realise that this is not ramming worship down people’s throats. That is not what school worship is like. It is part of an educational experience and preparation for life. You never know when you will go to a Remembrance Day service, a wedding or to many other places. When the regiment based in Chester came back from Afghanistan for the presentation of medals, the soldiers wanted an act of worship. It was collective worship in the context of the Armed Forces. There are many contexts in life where some experience of collective worship earlier in life is an important preparation.
My second point is that the amendments are too tarred with secularist intent. Probably there is a case at some point for a cool, considered look at the provisions of collective worship. However, it must be done in a way that enhances the spiritual experience of education. This goes much further than religious experience, but religious experience is part of it. The amendments push too quickly in a particular direction. There is a case for a proper review and full consultation in due course. However, let us not be misled. Collective worship is exactly that: worship appropriate to the collection of people who are present.
Lord Hill of Oareford
My Lords, I start by thanking my noble friend Lord Avebury and the noble Baroness, Lady Turner of Camden, for coming to see me and talk about this and other issues that we will come to later on Report. I thank my noble friend also for setting out the issues and his position with his customary clarity and from a position that we all recognise is one of high principle. He knows from the conversation that we had where the Government stand on these issues, which is pretty much where the previous Government stood. As has been said by a number of noble Lords, our starting point is that the requirement is long-standing. It is difficult to dissociate that from the history of the country and the role that the church has played over a long period in individual schools and also collectively in society.
The Government believe that the experience of collective worship makes a contribution to the spiritual and moral development of young people, not just for those who attend religious schools. Collective worship in schools is different from the worship people choose to attend in a church, synagogue, mosque or other place of worship. The purpose of this requirement is not to force pupils or school staff to worship a deity but rather to understand and experience the benefits that joining together, inspired by the positive values found in Christianity and other religions, can bring to the individual and to the community. The guiding principle is that these arrangements should be flexible and fair to pupils and parents, as well as manageable for schools.
It is a matter of historical fact, as argued by the noble Lords, Lord Touhig and Lord Anderson of Swansea, and by my noble friend Lord Cormack, that the Christian traditions of our country have influenced and underpin our systems of law, justice and democracy. It is true, as has been said, that they have inspired and supported a tolerant and inclusive culture that welcomes and celebrates diversity. In the British Household Survey of 2010, more than 70 per cent of people said that their religion was Christian, and we think it right, therefore, that these values should underpin the ethos of our schools.
The law requires schools to provide collective worship that is relevant to all pupils, no matter what their background or beliefs, which should ensure that collective worship is presented in a way that benefits the spiritual, moral and cultural development of all children and young people. The requirement is for “broadly Christian” provision. It does not preclude the inclusion of other religions or consideration of the values that inform the practice of worship, which are common to many religions, as the right reverend Prelate the Bishop of Chester, rightly pointed out. Schools have the freedom, under the Education Act 1996, to apply for a determination from the local authority if they judge that it is not appropriate for the requirement for collective worship to be of a broadly Christian nature to apply to their school. That safeguard is in place. The Government respect the right of parents—
Lord Avebury
I am sorry to interrupt my noble friend but can he confirm that there cannot be a determination to have no act of collective worship at all where the majority of parents would wish to have that?
Lord Hill of Oareford
It is the case. I probably will not get the precise words right but my noble friend Lord Avebury accurately sums up the clause; they could make arrangements for provision to encompass a different religious belief. Parents can withdraw their children—
Lord Anderson of Swansea
Are there precedents for a majority of parents asking that there be no collective act of worship?
Lord Hill of Oareford
I am afraid that I do not know specific figures. I understand that overall there appear to be few cases of parents triggering such a thing. If we have better particulars I will send them to the noble Lord.
Parents can withdraw their children from collective worship if they wish to do so. Sixth-form pupils, as we have discussed, have this right. We think that the balance in allowing sixth-formers to decide for themselves whether to attend in line with their increasing maturity and independence is about right. We think that parents should be able to exercise those rights on behalf of children of compulsory school age. We would expect that, in exercising this right, parents would take their child’s views into account.
It is a sensitive area in which schools have to balance the rights of parents to have their children educated according to their religious or philosophical belief and those of children who have the right to manifest their own religious belief. They also have the right to express their views on matters that affect them. In practice, we think that schools are able to balance those competing rights and we would expect both parents and schools to take account of the views of children in making such decisions. We believe that schools can and do use the current system for collective worship to make provision for a variety of different perspectives. The situation we have arrived at, which I recognise is unsatisfactory to my noble friend Lord Avebury, is one that successive Governments have considered fair and flexible, and this Government continue to take that view. With that, I hope that my noble friend Lord Avebury will feel able to withdraw his amendment.
Lord Avebury
My Lords, it would be quite impossible to do justice to the extensive discussion that we have just been having, but it would be remiss of me not to thank all noble Lords who have taken part, particularly the noble Baroness, Lady Turner, with whom we had a similar discussion in Committee. Noble Lords have raised many different questions related to the collective worship issue, which has enabled us to make it clear that we are not talking about teaching about religions and the knowledge that children should have of the history of this country and the Christian background that we all share. That is part of religious education and we are not arguing that that should not be continued in the same way as it always has been and that it should not be underlined as part of the heritage of this country.
We are talking about a specific issue: whether people should be asked to pray to or worship a particular god at the time of the assembly that takes place at the beginning of the school day. In answer to the noble Lord, Lord Northbourne, I would say that most schools—probably a majority—already have discussions on moral and ethical issues at assembly that do not involve prayer or worship. They are breaking the law and do so in a way that conforms to the spirit of the legislation in that children can imbibe knowledge of the background of moral and ethical issues that underline our civilisation. I shall not give a sermon on what those moral and ethical issues are but it is fairly obvious that they include tolerance, kindness, compassion, respect for others and inclusiveness. By imposing the act of worship on children who do not believe in God or who do not wish to take part, we are not being inclusive but are deliberately excluding all those pupils who have a conscientious objection to acts of subjection to a supreme being.
I know that we have not reached the end of this discussion but we are at an intermediate stage when it would be proper for me to ask to test the opinion of the House on this subject. I beg to move.