Skills and Post-16 Education Bill [HL]
Lord Rogan ExcerptsThursday 15th July 2021
(2 years, 9 months ago)
Lords ChamberRead Full debate Skills and Post-16 Education Act 2022 View all Skills and Post-16 Education Act 2022 Debates Read Hansard Text Read Debate Ministerial Extracts Amendment Paper: HL Bill 5-III(Rev) Revised Third marshalled list for Committee - (15 Jul 2021)
The Deputy Chairman of Committees (Lord Rogan) (UUP)
I cannot call Amendment 10, as it is an amendment to Amendment 9.
The Deputy Chairman of Committees (Lord Rogan) (UUP)
We now come to the group beginning with Amendment 12. Anyone wishing to press this or anything else in this group to a Division must make that clear in debate.
Amendment 12
The Deputy Chairman of Committees (Lord Rogan) (UUP)
The noble Lord, Lord Adonis, is not in the Chamber so I call the noble Lord, Lord Liddle.
Lord Liddle (Lab)
My Lords, I support this amendment. However, I would just like to say, with great respect to the noble Baroness, that she did not answer the question I asked her on the first amendment. Nor was it a great reassurance to me to be told that Cumbria has been chosen as one of the pilot areas and responsibility placed in the hands of the chamber of commerce. I will explain that in a moment because it is relevant to this amendment.
If you are to have an effective local body that represents private sector and public sector employer interests, first, it has to have a clarity of focus on a particular labour market and, secondly, it has to be broadly representative of the businesses in the area. The chamber of commerce in Cumbria, taking this as an example, does a lot of good work with SMEs. It does a lot of training. It basically finances itself through doing local training courses for junior and middle managers, I would say. However, it has absolutely no connection with our major employers in the county: Vickers in Barrow, or the nuclear industry in west Cumbria—that is 20,000 workers to start with. In the area that I represent in Cumbria, there is a firm called Innovia, although its ownership has changed, that makes plastic films and employs about 1,000 people in a small town, but again it has very little connection with the chamber of commerce. The same would be true of the big firms in Carlisle such as Pirelli, which manufactures tyres, and Carr’s, which is now part of a wider biscuit group. I do this little bit of local storytelling because I do not think that putting skills planning in the hands of a chamber of commerce will prove to be a satisfactory solution. I want to see an employer-led approach—I agree with that—but we need to think about how we make this work more deeply than it seems to me the Government have. The areas do have to be relevant.
That is all I have to say, although I could add one point. In 2010, the coalition Government abolished the regional development agencies on the basis that they were not sufficiently employer led and that they were too bureaucratic and covered too big an area. They replaced them with something called local enterprise partnerships. These were intended to be employer led. Initially, in Cumbria everybody said, “Good idea: let’s have the chamber of commerce being the main private sector representative.” Eventually—and this is not a party-political thing at all—it was recognised all round that this body did not actually represent the proper mix of big and small employers. We have a reasonably effective local enterprise partnership running, chaired by the noble Lord, Lord Inglewood—one of the great figures of Cumbria who was a Member of the European Parliament on two separate occasions for the north-west area. He has tremendous local credibility and does a very good job. The LEP has looked at skills and done a lot of work on skills. I hear no mention of what the Government intend to do with local enterprise partnerships. They seem to be too scared to say, or too unwilling to say. I do not know quite what is going on there. I have no confidence that the Government have a grip on this. On the principle that there should be a strong, employer-led presence in determining skills policy, I totally accept that. But I just do not think the Government have thought it through.
The Deputy Chairman of Committees (Lord Rogan) (UUP)
I call the noble Lord, Lord Young of Norwood Green. The noble Lord is not online, so I call the noble Baroness, Lady Morris of Yardley.
Baroness Morris of Yardley (Lab)
May I say to whoever’s job it is, it would be useful to have list of people who have withdrawn from speaking; it is really difficult to know when we are about to be called, but that is a different matter. I rise to support the amendments, particularly Amendment 24, and to agree with my noble friends Lord Watson and Lord Liddle.
I understand completely why the Minister and the Government want local voices to have a say in what the nature of the partnership should be. That absolutely makes sense. Our country is very rich in diversity, with urban areas, rural areas, clusters of villages and small towns. I can see that see that the same model for everyone might not work. If the starting point is trying to let local people feel that they have ownership of this, I can see that and I share that starting point. What I think is a recipe for disaster is not to offer any guidance and to explore with everybody exactly what the criteria might be to determine what the local partnerships are.
I am not sure whose job it is to propose what “local” means. Does it have to be negotiated locally? That could take some time. Anybody who has been to a constituency Boundary Commission review will know how tempers can rise when talking about anything that has a boundary. I am not sure who it is who comes up with the idea in the first place of what the local area is. I am not sure what the criteria are that they have been advised they should make their decision against. I am not quite sure of the process by which somebody somewhere says, “Yes, that local partnership is local and covering the right areas.” I am not sure what happens to any geographical area that no one wants and has not managed to get a place in any partnership. There are, very often, left-out areas. There will be some areas that are really popular, and everyone will want them in their area; there will be some that are really tough and challenging, and no one will want them. I am not sure how all that is to be sorted out.
What I would be looking for is to keep that idea of not forcing the same on everybody, but within a much stronger framework of guidance than we have at the moment and a clear idea of process. It puts me in mind of when, some years ago, the Government—I think it was the coalition Government actually—set out regional schools commissioners. They decided to have no regard to any existing boundaries. So, instead of following the local authority boundary or a government office boundary, they made it up as they went along. It was an utter disaster, and there were some poor people having to negotiate with more than one regional commissioner at any one time. All that happened was that bureaucracy flourished. With the number of hours that were spent by one local authority that had schools within two regional schools commissioner boundaries, it just was not a model to follow. The Government, very sensibly, got rid of it and, I think, made sure—I may be wrong about this—that it followed the government office regional boundaries. I may be wrong about that, but it certainly makes sense now, and I know we are not spending as much time trying to chase appropriate regional school commissioners.
Therefore, I cannot see any example of where this decide-it-yourself, let-us-see-what-happens, get-on-with-it model actually works. It might not be something people like but—to be honest—let us get on with the job. Let us not set up a system where we will spend hours fighting about the nature of the structure that delivers it, rather than using our resources, energy and effort on what should be delivered.
The Deputy Chairman of Committees (Lord Rogan) (UUP)
We now come to the group beginning with Amendment 15. Anyone wishing to press this or anything else in this group to a Division must make that clear in the debate. I must announce that we will move in this group from the noble Baroness, Lady Morris of Yardley, to the noble Lord, Lord Liddle.
Amendment 15
The Deputy Chairman of Committees (Lord Rogan) (UUP)
We now come to the group beginning with Amendment 63. Anyone wishing to press this or anything else in this group to a Division must make that clear in debate. I inform the Committee that the noble Lord, Lord Liddle, has withdrawn.
Clause 17: Office for Students: power to assess the quality of higher education by reference to student outcomes
Amendment 63
Schools: Disadvantaged Pupils
Lord Rogan Excerpts(3 years, 10 months ago)
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Baroness Berridge [V]
My Lords, I can confirm that, from the £100 million, more than 150,000 laptops and tablets have been delivered; we are on track to deliver the remainder by the end of the month. Tens of thousands of 4G wireless devices have also been delivered, which should enable children to access education where there is no wi-fi. More than 2,500 schools have applied to the department’s fund to enable them to access Microsoft Education and Google Classroom. That will result in over a million students having an account and being able to access education in that way.
Lord Rogan (UUP) [V]
My Lords, there is widespread acceptance that coping with the adverse impacts of the lockdown on children’s mental health will be a particular challenge when all pupils across United Kingdom return to school later this year. This will include a need to ensure that each child’s resilience levels are sufficiently strong to enable them to learn effectively. Can the Minister outline what discussions are taking place on a four-nation basis to ensure that teachers can use their professional judgment in delivering the curriculum without pushing these vulnerable pupils too hard and too fast?
Baroness Berridge [V]
My Lords, I can assure noble Lords that there are regular meetings across the four nations, both at ministerial and official level. We are concerned to ensure that the mental health of students is taken into account; the guidance on safeguarding has been updated specifically in relation to that. I make it clear to noble Lords that the £650 million will be given to schools because we know that schools know their students best. They will be able to use that funding for increased mental health support if they are not among the 59 schools that currently have a mental health support team. They can prioritise what their students need most to enable them to catch up educationally; that, of course, will involve recognising that students need good levels of well-being to access the curriculum.
Covid-19: Schools
Lord Rogan Excerpts(3 years, 10 months ago)
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Baroness Berridge
My Lords, the attainment gap between disadvantaged students and their comparator group has narrowed at every level since 2011, and we are keen to ensure that that is maintained. Of course, the role of teachers is vital to that. We are aware that initial teacher training has been interrupted and that there will be certain challenges for newly qualified teachers teaching for the first time in classrooms in the autumn. We are developing the early career framework and are looking to that to support these newly qualified teachers and deal with the challenges that they face.
Lord Rogan (UUP)
My Lords, the Prime Minister often mentions that he is indeed the Minister for the Union and his Government talks about their desire to adopt a four-nation approach to tackling Covid-19. What discussions has Mr Johnson or his Ministers—perhaps even the noble Baroness herself—held with their Stormont counterparts about how children in Northern Ireland can safely return to schools in August?
Baroness Berridge
My Lords, education is a devolved matter and it is therefore up to each jurisdiction. There are also certain differences in term dates and, in Scotland for instance, different examinations are taken. It is therefore appropriate, looking at the disease in each of the four nations, for those jurisdictions to make detailed decisions based on the information on the ground. However, at both ministerial level, including the Secretary of State, and official level, there are regular meetings between the four nations on education.