Education: Initial Teacher Training

Debate between Lord Nash and Baroness Wall of New Barnet

Wednesday 14th October 2015 Lords Chamber

[Lord Nash]

I agree entirely. Subject knowledge is one of the most important things that teachers must have. The Carter review, while saying that the overall effectiveness of ITT was pretty good, pointed out that this was one of the weak areas. Our reforms to the curriculum, by attracting more highly qualified teachers into the system, will result in our next generation of teachers having greater subject knowledge. We are already seeing this in A-levels, where over the last five years the number of students has increased by 13% in maths, 16% in physics and 17% in chemistry.

[Baroness Wall of New Barnet (Lab)]

My Lords, I am sure that the noble Lord is aware of the concern that many employers have about many teachers’ lack of knowledge—not lack of interest—about how they can support industry and local employers to talk about apprenticeships and encourage their youngsters to apply for them. Will he assure the House that regardless of which scheme or method of training goes forward, there will be an element that requires teachers to relate to local employers, making sure apprenticeships become part of young people’s options?

Schools: Careers Advice

Debate between Lord Nash and Baroness Wall of New Barnet

Monday 20th October 2014 Lords Chamber

[Lord Nash]

Our guidance is quite clear that particularly for children with SEN, whether they have autism or are in other situations, one-to-one careers advice may well be appropriate.

[Baroness Wall of New Barnet (Lab)]

My Lords, having accepted the proposal and explanation by my noble friend Lady Prosser about the challenges faced by secondary schools, further education institutions and universities, how are the Government going to achieve their goal of having more apprenticeships—a major problem for employers—when most young people going into apprenticeships find out from family rather than from any other available careers advice?

Education: Vocational Education

Debate between Lord Nash and Baroness Wall of New Barnet

Monday 3rd March 2014 Lords Chamber

[Lord Nash]

I am delighted to hear of the noble Lord’s involvement in studio schools. It is fantastic for someone with his experience to be giving back in this way. There are 46 studio schools, 28 of which are open with a further 18 in pre-opening phase. More than 400 employers are involved in studio schools. We welcome all high-quality applications for studio schools.

[Baroness Wall of New Barnet (Lab)]

My Lords, I congratulate the noble Baroness on the points that she made, with which I agree totally. Could we not emulate Germany in another way by recognising vocational qualifications such as apprenticeships? Apprenticeships are celebrated in Germany very much like graduate degrees are celebrated in this country. For instance, engineers who have come up through an apprenticeship route are held in much esteem, much more than they are in this country. What can we do to make sure that we emulate that?

[Lord Nash]

The noble Baroness is quite right. The first thing we can do is to reform the standard of our previously existing vocational qualifications, which were nowhere near good enough, with far too many that were not doing our pupils any favours. However, for the first time we now have a high and equal status pathway for pupils through the tech bacc.

Schools Careers Service: Apprenticeships

Debate between Lord Nash and Baroness Wall of New Barnet

Wednesday 11th December 2013 Lords Chamber

[Lord Nash]

My noble friend speaks with great passion and personal experience on this subject; I have heard him do so many times, and we have already met on this subject. The Government are aware of the technical issues with assisted technology in the English and maths assessments. We are meeting the British Dyslexia Association, Ofqual and the Dyslexia Trust to try to ensure that we send a very clear message to all involved, providers and examiners, that there is the ability to use screen readers, in the case of dyslexia, as well as other assistive technology. I think that my noble friend knows that he has my personal commitment —if he does not know, I give it to him now—that we will do as much as we can to sort this out.

[Baroness Wall of New Barnet (Lab)]

My Lords, in response to my noble friend’s earlier question, the Minister said that it was really down to employers to do more work. Is he aware that employers try very hard to be in touch with schools, but that there is an issue around head teachers, in particular, encouraging that? As my noble friend Lord Young said, rather than aiming primarily for academic qualifications, this country needs very good apprentices; we need women apprentices, as the noble Baroness, Lady Howe, said, but we also need people to get engaged with apprenticeships and be encouraged to do so. That is not evident.

[Lord Nash]

I am sorry to hear the noble Baroness make that comment. I think that it is a two-way street. We need schools willingly to engage with all walks of business for all apprenticeships, but I still hear shocking stories about schools being reluctant to send their pupils on them and heads being too focused inwardly. They cannot give their children a good education unless they give them a direct line of sight. I have been so impressed talking to young people about how the experience of going to the workplace and meeting people in work has raised their aspirations. From this they have managed to reverse-engineer backwards what they need to do to achieve this themselves.

Education: Reform of GCSEs

Debate between Lord Nash and Baroness Wall of New Barnet

Tuesday 11th June 2013 Lords Chamber

[Lord Nash]

I am very interested in my noble friend’s comments. I know that he has vast experience as a teacher. On his last point, I recently read a very interesting report from America, which said that lesson observation was not the best way of working out whether teachers were teaching well; the best way to do that was through exam results and pupil feedback. My noble friend makes a very good point. In relation to pupils who maybe experience particular difficulties with resits, I will take this away for consideration.

[Baroness Wall of New Barnet]

My Lords, I welcome the Minister’s Statement. I am involved in skills and in working with employers, and as late as yesterday I hosted an event here for employers who deal with STEM subjects. The information the Minister shared with us is very much in tune with what is being experienced out there.

My first point follows on from the comments about how we engage parents. A key thing that came out from the meeting yesterday was how we persuade parents that the vocational route is as good, as well qualified and as valuable as the academic route, which my Government and previous Governments have endeavoured to take more people through. That is hugely important. When young people look at apprenticeships, very often their parents will suggest that they are the least best option, let alone the message that comes from schools, where career advice is now non-existent, and Connexions has gone—not that I was a great admirer of it; it had lots of faults. However, if we are to get UK plc working in the way it should do, and being as productive and profitable as it needs to be, employers need to know that they have support from parents as well as government and themselves, ensuring that the skills and vocational techniques that apprentices require are just as important.

Secondly, although the Minister has been very sceptical about equating GCSEs with vocational NVQ qualifications, that has made a difference, because it has allowed parents to measure in some way, however accurate the measurement, the value of what their children are learning. I hope that they will also be brought to a productive employment future.

[Lord Nash]

The noble Baroness makes some very good points. It is essential that we now make sure that our vocational qualifications are seen by all— employers, parents and students—as being as rigorous as academic qualifications and equally valuable. The Alison Wolf review, which suggests that we focus down on a core—although still substantial—number of vocational qualifications, is helpful here. However, we started from a very low base. You could get a diploma in a subject—I will not mention the name—which required no examinations at all because it was assessed entirely by continuous assessment. That counted as four GCSE equivalents. We clearly had got to a point where the system of equivalents was out of control. However, we need to see more rigorous vocational qualifications—and the UTC programme is very focused on this. We are seeing pupils, aged 14 and 16, going to UTCs which offer extremely rigorous vocational qualifications, and we need to spread this practice into schools as well.