Technical and Further Education Bill

Debate between Lord Nash and Lord Aberdare

Committee: 1st sitting (Hansard): House of Lords
Wednesday 22nd February 2017 Grand Committee

[Lord Aberdare]

My Lords, I add only one very small point: it seems to me that part of the problem with the esteem in which some of these technical and professional qualifications are held is that they are seen in a rather narrow light. The word “technical” rather reinforces the problem. A lot of people who might be interested in creative or public sector qualifications or some others might be put off by the word “technical”, which makes it seem more narrow than it needs to be.

[Lord Nash]

My Lords, I am grateful to the noble Baroness, Lady Garden of Frognal, and the noble Lord, Lord Storey, for tabling this amendment. I understand that they wish to ensure that all technical or work-based qualifications are included within these reforms and can benefit from them. I assure them that all relevant and appropriate occupations in the economy will be covered within the technical education routes and the qualifications offered to students following these routes. However, having thought carefully about how to achieve this, we hope to address it in the following way.

Each route, of which there are currently 15, provides a framework for grouping together occupations where there are shared training requirements. Each route will have an occupational map. Each map will identify all the occupations in the scope of that route, such as the digital route or the engineering and manufacturing route. These maps are currently being developed through a robust, evidence-based process, with input from employers, employer representatives, industry professionals and professional bodies.

It is important to be clear, however, that it will not be appropriate to include some occupations within the routes. The independent panel of the noble Lord, Lord Sainsbury, established the principle, which we have adopted, that technical education must require the acquisition of both a substantial body of technical knowledge and a set of practical skills valued by industry. As the panel made clear, there are some unskilled or low-skilled occupations which do not meet this requirement, as they can be learned quickly and on the job; such as that of a retail assistant. Therefore, it is not necessary or appropriate to offer technical education qualifications to people wishing to work in one of these occupations. It would not be the best use of their time or of taxpayers’ money.

With this exception, I can assure the noble Baroness and the noble Lord that within the technical education routes there will be comprehensive coverage of the skilled occupations that are vital to the success of our economy. I can also assure them that the occupational maps will be reviewed regularly to ensure that they continue to reflect the needs of industry. We will listen to any evidence-based case from an employer who identifies a gap, if it meets the above criteria and they can demonstrate employer need and a genuine skills gap. I hope that the noble Baroness and the noble Lord will feel reassured enough to withdraw this amendment.

Education: Henley Review

Debate between Lord Nash and Lord Aberdare

Tuesday 15th March 2016 Lords Chamber

[Lord Nash]

I think that noble Lords sometimes forget the appallingly low base we started from in 2010 where fewer than one in five pupils in comprehensive schools were doing any kind of cultural course. The EBacc has within it two very well-known cultural subjects: history and English literature. Moreover, many pupils study drama, music, art and dance without taking exams in them. That is all part of a broad and balanced education.

[Lord Aberdare (CB)]

My Lords, in July 2013 the Government defined six ambitions for world-class cultural education. Can the Minister tell us something more about how they are monitoring progress towards achieving those ambitions and what has actually been achieved, particularly, for example, in targeting young people from disadvantaged backgrounds?

[Lord Nash]

I think that in order to answer all six points, I will have to write to the noble Lord, which I will happily do. Our pupil premium awards have been particularly focused on the arts. They have involved the Royal Shakespeare Company, the royal schools of music, the Royal Society of Arts and the Arts Council.

Creative Sector: Educational Provision

Debate between Lord Nash and Lord Aberdare

Wednesday 22nd July 2015 Lords Chamber

[Lord Aberdare]

To ask Her Majesty’s Government how they plan to ensure that the United Kingdom retains its global position in the creative sector in the light of plans announced in June to require all state secondary school pupils to study five English Baccalaureate core subject areas, which exclude any music, arts or culture element.

[The Parliamentary Under-Secretary of State, Department for Education (Lord Nash) (Con)]

My Lords, all pupils should study a foundation of core subjects, including opportunities to study the arts and creative subjects. The best schools know how to deliver this combination. The creative industries continue to play a major role in our global economy, with the value of services exported totalling £18 billion in 2013 and 1.8 million people employed, which is up by 16% since 2011. EBacc qualifications support the growing creative sector, helping schools to develop well-rounded young people.

[Lord Aberdare (CB)]

My Lords, the creative sector is indeed a UK strength and a key driver for improving productivity, as evidenced by the growing business demand for creative skills. But the Government’s focus on EBacc subjects is already causing some schools to reduce their provision of creative and cultural subjects, and making the EBacc compulsory is likely to lead to more doing so. Moreover, the take-up of these subjects is often significantly lower among the most deprived students. Why do the Government appear to have moved away from the broader and more balanced Progress 8 approach, which measures schools in eight subject areas, including up to three outside the EBacc subjects? Further, what steps will the Minister take to ensure that students, especially disadvantaged students, do not miss out on studying creative and cultural subjects which are so vital for social mobility and UK productivity?

[Lord Nash]

We will continue to use Progress 8 as the main accountability measure. GCSE entries in arts subjects in 2014 are actually up 5% on 2012, while the performing arts have nearly doubled. Of course we want all pupils to study a broad curriculum, and in particular the focus should be on enabling disadvantaged children to have access to a wide range of studies. Ofsted will inspect on this.

School Curriculum: PSHE

Debate between Lord Nash and Lord Aberdare

Thursday 19th March 2015 Lords Chamber

[Lord Nash]

My noble friend makes a very important point about deaf and disabled pupils. I am sure that the PSHE Association is focused on this, but I undertake to her to discuss it with the association personally.

[Lord Aberdare (CB)]

My Lords, the Government argue that schools should have the flexibility to determine their own curriculum outside core subjects, but the result is that most schools are not teaching essential skills such as first aid, which not only gives students valuable life skills and confidence but would save many lives, as shown by countries where such training is mandatory. Does the Minister not agree that making PSHE statutory, including subjects such as first aid, and indeed citizenship, would result in students emerging much better prepared for their lives as citizens?

[Lord Nash]

The national curriculum creates a minimum expectation for the content of a curriculum in maintained schools. Quite deliberately, it does not represent everything that a school should teach. It would not be possible to cover all that when there are so many groups wishing things to be included in the curriculum, but many schools already choose to include CPR and defibrillator awareness as part of their PSHE teaching. We will work with the British Heart Foundation to promote its call push rescue kit to schools, including through our social media channels and the summer term email.