Education: Vocational Education

Debate between Lord Hill of Oareford and Baroness Brinton

Monday 26th November 2012 Lords Chamber

[Lord Hill of Oareford]

I strongly agree with the noble Baroness about the importance of making sure that vocational and academic qualifications have equal esteem, are held in equal regard and have equal funding. That is one of the reasons why the reforms to post-16 funding, which we brought forward in the summer, will make sure that young people at colleges and schools after the age of 16 will be funded on the same basis for both vocational and academic qualifications. That will also leave more money for work experience, which is important too. We can always learn from other countries but the underlying point is that there is broad agreement that we need to treat vocational and academic qualifications with equal weight. The Government are trying to do that.

[Baroness Brinton]

My Lords, given that employers, parents and students find the proliferating and bemusing qualifications a complete maze, does the Minister agree that the status of vocational education would be helped by a simplification of the qualifications framework, such as in Holland?

[Lord Hill of Oareford]

It is not just parents and employers who find them a maze, it is Ministers as well. They are extremely bewildering. My noble friend is right that simplification is called for. She will know that the Wolf review called for a great deal of simplification and a thinning out of qualifications. In terms of the value of those qualifications, it is important that we have effective and clear destination measures so that people can make judgments fairly and openly about the quality of the education being offered in different institutions.

Young People: Staying Put Scheme

Debate between Lord Hill of Oareford and Baroness Brinton

Wednesday 21st November 2012 Lords Chamber

[Baroness Brinton]

Is the Minister aware of the bizarre anomaly that care leavers who are not in education, employment and training are eligible for a personal adviser only until they are 21 years old, while those who are in education, employment and training are eligible for support from a personal adviser until the age of 25? In light of this, will the Government consider extending the offer of personal advisers for NEET care leavers until they are 25?

[Lord Hill of Oareford]

My Lords, I think that I am right in saying that the extension to the age of 25 for those who are in education was a fairly recent extension from the age of 21. I will take up the noble Baroness’s second point with my honourable friend Mr Timpson.

Education: 16-19 Bursary Fund

Debate between Lord Hill of Oareford and Baroness Brinton

Monday 11th June 2012 Lords Chamber

[Lord Hill of Oareford]

As we have previously debated, the Government decided that we had to change the EMA because it was going to 45% of all 16 to 19 year-olds and we did not feel that was a targeted measure of support. I recognise the purpose that lay behind it, but we felt that in a difficult time we had to make some savings. We have managed to reduce the costs by £380 million. There is the element that goes to the neediest children; that £1,200 a year is a fraction more than they would have received under the old system. However, we have taken the view, which I know is different from that of the previous Government, that local institutions such as schools and colleges should decide how to allocate the funds. We have put enough in there—£180 million—to pay the equivalent of the old EMA to 15% of that age group, which is about the proportion who were in receipt of free school meals.

[Baroness Brinton]

My Lords, given that three times the number of students who study in further education colleges come from backgrounds which would entitle them to free dinners, can the Minister explain why these young people are denied access to free lunches unlike their counterparts who remain in school and academy sixth forms? When will the Government end this unfair and discriminatory practice, which affects over 100,000 students?

[Lord Hill of Oareford]

I understand the point and the anomaly to which my noble friend refers. It is true that, unfortunately, there are a number of anomalies in education where decisions on different cut-offs, age ranges and so on have been taken over the years. As regards when we will be able to put it right, I am afraid that, in the circumstances and with the current limited budgets, the honest answer is that I am not able to give her any date. It is the case that the bursary fund can be used to help defray some of those costs and I know that colleges are using it for that purpose.

Education Bill

Debate between Lord Hill of Oareford and Baroness Brinton

Wednesday 9th November 2011 Lords Chamber

[Baroness Brinton]

My Lords, I, too, thank the Minister for this amendment. I am somewhat relieved, as is the noble Baroness, Lady Sharp, who cannot be here tonight, because it was our amendment about the ONS issue that really sparked the whole debate about student and staff representation in further education colleges. I am grateful for that. In conjunction with the other thanks, I also thank the noble Baroness, Lady Verma, and the noble Lord, Lord Henley, for their contribution to the Bill on the higher education elements that we had earlier. I am extremely grateful to all the Ministers for the concessions that we had in guidance and in other helpful ways, which have happened during the passage of the Bill. As the noble Baroness, Lady Jones, has said, that has helped to improve the Bill from its original state.

[Lord Hill of Oareford]

My Lords, I am grateful for the support for this amendment, which strikes the right balance between raising the issues raised with respect to college classification while safeguarding staff, student and parent voices on the governing body of a college. I am grateful to the noble Baroness, Lady Jones of Whitchurch, for the spirit in which she approached the issue, which summed up how noble Lords on all sides of the House have approached the Bill overall. As the noble Baroness, Lady Jones, said, it is over five months since the passage of the Bill started. At that point, we were moving towards the longest day and we are shortly approaching the shortest day. During that nearly half a year I have been extremely grateful for the advice that I have received from all sides of the House.

As a result of the detailed scrutiny to which the Bill and I personally have been subjected, however painful at times, it is a better Bill. We have brought forward a number of amendments in response to concerns that have been raised—on Ofqual enforcement powers, the duty to co-operate, admissions and inspections, teacher anonymity, colleges, apprenticeships and direct payments. As my noble friend Lady Walmsley said, we have also committed to use statutory guidance or regulations to address concerns raised about behaviour and discipline, careers and part-time students in HE. So I would like to thank in particular my noble friends Lady Walmsley, Lady Brinton and Lady Sharp for their advice, which has helped us. I thank, too, the noble Baroness, Lady Jones of Whitchurch, who I hope will pass on my thanks to the noble Baroness, Lady Hughes of Stretford, for the constructive challenge that they have provided throughout. There have been very important contributions on this Bill from all sides, and from the Cross Benches—particularly on SEN issues and the duty to co-operate—and from the Bishops’ Benches, which have underlined the important role that faith schools play across our education system.

I am particularly grateful for one piece of advice that I received from my noble friend Lord Lucas, which I thought summed up our deliberations on this Bill. It is a quote from John Stuart Mill, who must have been sitting in Committee when he said:

“Education, in its largest sense, is one of the most inexhaustible of all topics … and notwithstanding the great mass of excellent things which have been said respecting it, no thoughtful person finds any lack of things both great and small still waiting to be said”.

I thought that was a pretty good summation of our debate.

Like the noble Baroness, Lady Jones of Whitchurch, I put publicly on the record what I hope the members of the Bill team know privately—that is, my gratitude to them, as they have been exemplary in every way. I have been very glad to receive lots of praise from many noble Lords about how they have behaved, and I am glad to have the chance to say to them, although they always want to be anonymous and nameless, how much I appreciate the work that they have done and how much it has helped all of us arrive at a better place with the Bill.

Education Bill

Debate between Lord Hill of Oareford and Baroness Brinton

Monday 24th October 2011 Lords Chamber

[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.

Education Bill

Debate between Lord Hill of Oareford and Baroness Brinton

Wednesday 20th July 2011 Grand Committee

[Baroness Brinton]

My Lords, the noble Lord, Lord Knight, and the noble Baroness, Lady Jones, referred to how the word “representative” has crept into the discussion. As far as I can see—I would be grateful if the Minister could confirm this—there is no intention that anyone elected, appointed or nominated to a governing body should be a representative of a particular group. They are nominated by a group but their main function is as a member of the governing body, and that should remain the priority.

[Lord Hill of Oareford]

My Lords, like other noble Lords, I shall start by thanking the 300,000 governors who work so hard for schools. Without them, schools could not operate properly. The quality of school governors is vital to the success of our schools, which is why the principle at the heart of the changes we are proposing, which are permissive by nature, is to give governing bodies more freedom to recruit governors based on their skills, as the noble Lord, Lord Knight of Weymouth, said. Having heard that the noble Lord looked into this area a couple of years ago, if he has the time I would be keen to look at his scars to see whether there is anything I can learn, because we have grappled with some of the same issues.

In fact, the issues around governance are a subset of some of the broader debates that we have had on a range of issues in Committee. We all start with the instinct to try not to be too prescriptive and to trust people, and then find ourselves drawn by stages into saying that we want to be completely permissive apart from this area, this area and this area—areas about which we feel strongly individually. The same thing has happened in our approach to governance and, as the noble Lord, Lord Knight, said, we have ended up with a complex system.

A number of noble Lords have raised fundamental questions about the purpose of a governing body such as what we look to it to do and the kind of people who could best provide the challenge we are keen to see provided. These are very good first principle questions that ought to be asked. However, as even the noble Lord, Lord Knight, was defeated in his attempt to grapple with this issue, I shall be more modest and bring the Committee back to the Bill and the amendments.

The current complex regulations can sometimes get in the way of some governing bodies, and the main purpose of Clause 37 is to free up the constitution of maintained school governing bodies. We also want to amend the relevant regulations to minimise prescription around the proportions of governors required from each category. We believe that the governing body is best placed to determine what will work best for them locally and that—this is an important point—the current governing body should decide on any change to its constitution. As I said, the changes that we are proposing are permissive. The noble Baroness, Lady Jones, asked me about that, and that is the answer—no governing body will be required to change if it does not think it is in the best interests of the school.

As I have said, our wish is to minimise prescription, but having listened to the concerns expressed in another place—which I know my noble friend Lady Walmsley shares—we are bringing forward two government amendments. I accept that there are strong views that maintained school governing bodies should be required to include an elected staff governor, other than the head teacher, and one local authority governor whose skills will assist the governing body. We propose that when a local authority governor post becomes vacant, the governing body should liaise with the local authority to identify a suitable candidate for appointment. The governing body should be able to ask a local authority to make a different nomination if its original one does not have the skills required by the governing body.

I agree with my noble friend Lord Lucas that it is important for a primary school to have close links to its local community. It is, of course, already possible for the local authority or the governing body to appoint governors who represent the local community, and it is right that we should leave the decision to do so to be made locally—it may well appoint a representative from the parish—rather than to prescribe a completely new category.

We had a long debate about student governors. As has been pointed out, many schools already have well established and highly effective school councils. Pupils can already be invited to attend and speak at governing body meetings and can serve as associate members of governing bodies. Like the previous Government, we think that these arrangements allow for governing bodies to take proper account of pupils’ views.

I would be cautious about prescribing a new category of pupil governor and forcing governing bodies to appoint them, because we are keen to try to move away from that. There are some practical issues relating to student governors of the sort that the noble Baroness, Lady Howarth, referred to which one would need to think through. Another set of issues was then flushed out by my noble friend Lady Sharp. We would need to think very carefully, for instance, about giving pupils responsibility for decisions relating to pupil or staff disciplinary matters, or issues around pay. However, I would be interested to discuss some of these points further with my noble friend.

Education: English Baccalaureate

Debate between Lord Hill of Oareford and Baroness Brinton

Tuesday 24th May 2011 Lords Chamber

[Lord Hill of Oareford]

Yes, my Lords. As the noble Baroness will be aware, the point of the EBacc is to provide information. It is not a performance or accountability measure. We use the same measure as we inherited from the previous Government—that is, five A to C GCSEs. The point of the EBacc, alongside other measures, is to try to provide more information. One would want to see more information being made available about schools offering RE, alongside the other, vocational subjects. The more that parents can see what a school is offering, the better it will be.

[Baroness Brinton]

My Lords, does the Minister agree that it is essential that all pupils have access to a broad syllabus in the bacc, including religious education that teaches all faiths and none, which is about what people believe rather than teaching them what to believe? Does the Minister further agree that, in addition to RE being an academically rigorous subject, effective all-faith teaching promotes understanding, social cohesion and tolerance?