Higher Education update
Robert Halfon Excerpts(1 year ago)
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The Minister for Skills, Apprenticeships and Higher Education (Robert Halfon)
My noble Friend the Parliamentary Under-Secretary of State for Education, Baroness Barran, has made the following written ministerial statement.
Today I am announcing the introduction of regulations to allow plan 2 (undergraduate), plan 3 (postgraduate) and plan 5 (undergraduate) student loan interest rates to be capped automatically each month, where they would otherwise exceed comparable prevailing market rates. This ensures ongoing compliance with requirements in primary legislation and removes the need to lay time limited regulations, as has previously been the case, whenever student loan interest rates would otherwise have exceeded comparable prevailing market rates.
I am also announcing a change to the calculation of the overseas fixed instalment repayments for plan 1 student loans—available to new borrowers from 1998 to 2012. Fixed instalments are due by student loan borrowers residing overseas who fail to submit their income details to the Student Loans Company (SLC) with the result that income-contingent repayments cannot be made. The amended fixed instalment rate will increase, and will now be equivalent to the monthly repayments of a plan 1 student loan borrower earning twice the median working age graduate salary in England. This removes a perverse incentive whereby higher earning borrowers residing overseas may have chosen not to submit their earnings information to the SLC in order to reduce their monthly payments.
[HCWS25]
Breaking Down Barriers to Opportunity
Robert Halfon Excerpts(1 year ago)
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Emma Hardy (Kingston upon Hull West and Hessle) (Lab)
I think the best word to describe what was in the King’s Speech is “inadequate”. It is clear that the Government have neither the energy nor the vision to deal with some of the difficulties facing so many people in our country. The disappointment of the speech adds to the general feeling of decline over the past 13 years. What the country really needs is change. That is the sense I get from each and every person I go out and speak to: it is time for a change. What they really need is a mission-led Labour Government focused on putting right the mistakes of the past 13 years.
We heard a perfect illustration of the Government’s governing by slogans from the Education Secretary at the Dispatch Box earlier when she talked about the idea of low-value degrees. She and other members of the Government often use that phrase, but they have utterly failed to define it. Every time they try, they realise that it is impossible to work out.
I am going to quote that well-known socialist Lord Willetts, who I believe still holds the Conservative Whip over in the House of Lords. We talked at the Treasury Committee about the impact of somebody’s degree on their life chances. I questioned him about evidence from the Resolution Foundation, which said that
“it is clear that much of what happens post-university is still determined by certain socio-economic characteristics chosen for us by chance at birth”.
It added that
“the IFS have utilised anonymised tax records and student loan data to show that”—
this is the bit that I hope the Education Secretary is listening to—
“even accounting for institution attended and subject studied, graduates from wealthier families earned more.”
That is the evidence that we have been given. It was collected from anonymised tax data, and it shows that even among people who do the same course at the same university, if someone comes from a wealthier background, they go on to earn more.
I put that to Lord Willetts—I am sure Members understand that he is not a well-known socialist—and he said, “That is absolutely fair.” He absolutely acknowledged that that is the case. He said:
“It is indeed the case that your background, even if you partly overcome it in your time at university, for any given degree, then has an impact in the labour market. The presumption”—
this is how he explained why some people do better at university than others, and why background is important—
“is that this is to do with all the networks and the social capital and the wider opportunities you bring to your hunting for jobs after you have finished your time or in your last year at university.”
So the background, the networks and the social capital of the parents had the greatest impact on how well someone did at university.
That is exemplified by the way in which this Government seem to operate, and their apparent view of teachers. Teachers do an amazing job, as do many of the people in universities, but they are not divorced from the environment in which they exist. Someone may go to university and have to work without that social capital or network. Another example given by Lord Willetts related to the unpaid internships that many employers continue to offer. If people are not able to take those up, they will not have the same opportunities as others.
Lord Willetts also gave some interesting evidence about degrees. He said that people from lower socioeconomic backgrounds tended to go for degree courses in which they were trained specifically for one occupation, because, he said, they were unable to take the risk. Those people do not want to study a subject such as history—which, I should point out, is the degree held by most top CEOs in the FTSE 100—because they sense the risk of not being employable. We already have a two-tier system in our university jobs market and in our degrees market. This attack that suggests that somehow universities are responsible for the inequalities in our country that so many people face is ludicrous. Once again, the Government are pushing the blame on to someone else rather than accepting the fact that inequality has grown on their watch. If they really want to address the need for aspiration and social mobility, they need to consider addressing the background that so many people come from.
Robert Halfon
I am grateful to the hon. Lady. We used to serve on the Education Committee together, but I think that her argument is fundamentally wrong. If it is not wrong, why are there some incredible universities—I am thinking of Nottingham Trent University, the University of East London, which I visited last week, and Staffordshire University—with an extraordinary number of disadvantaged students, who do not have the networks and so on to which the hon. Lady referred, but many of whom get good jobs and good skills? If that is the case, it is not to do with networks; it is to do with good teaching at good universities.
Emma Hardy
I have the utmost respect for the right hon. Gentleman, and I remember his love of Nottingham Trent University from when we served together on the Education Committee. There are some examples of universities doing great things to generate the correct networks for pupils, but the anonymised data, including the anonymised tax records, show that even when all that is taken into account—and of course there are excellent universities doing excellent work—what determines the jobs that people get when they leave university is their parents’ background. Those are the facts. The right hon. Gentleman can have alternative views, but he cannot have alternative facts.
In the context of schools and teachers and the difficulties that people may experience when they go to work, I now want to say a little about women with endometriosis. I have spoken about this many times in the Chamber. One in 10 women have the condition—it is as common as diabetes or asthma—but if I asked everyone in the Chamber about it today, I would probably find that many had never heard of it. It is a debilitating condition that affects a woman’s entire body, and is often linked to the menstrual cycle.
Many of the women I have spoken to who have the condition want to work and to do well. Indeed, many work as teaching assistants in schools or as teachers, because it is a female-dominated profession. Our survey established that half of them took time off work often or very often because of their condition, two fifths worried about losing their jobs because of their endometriosis and a third believed that they had missed out on promotion opportunities because of it, while 90% said that it had had an impact on their long-term financial situation, and one in six—remember, this condition is as common as diabetes or asthma—had had to give up work all together.
All that is required to keep these women in work are the usual reasonable adjustments and a consideration of the way in which work is structured. Some great cross-party work has been done on the menopause, and policies in the workplace seem to be changing, but I would have really liked to see in the King’s Speech a measure to address endometriosis and some of the other conditions affecting women.
Locally in my constituency, the Hull and East Yorkshire endometriosis group, which is full of amazing, formidable women, is working with the trade unions to create a rights charter and to encourage workplaces to look at how women with endometriosis are treated. But again, we did not see anything on rights at work in the King’s Speech. There was no employment Bill. There was no new deal for working people. There was nothing. Fundamentally, if we want to get the changes that people need—the genuine opportunities for all people from all backgrounds and the opportunities for women to continue in work—what we need is a Labour Government.
Education
Robert Halfon Excerpts(1 year, 1 month ago)
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Lilian Greenwood (Nottingham South) (Lab)
What steps she is taking to help support students with the cost of living. [906632]
The Minister for Skills, Apprenticeships and Higher Education (Robert Halfon)
This year and last year, the Government have provided £94 billion of cost of living support in England. In education, more than a third of children get free school meals. University tuition fees have been frozen and we have provided £276 million of student premium to help the most disadvantaged students.
[Official Report, 23 October 2023, Vol. 738, c. 571.]
Letter of correction from the Minister for Skills, Apprenticeships and Higher Education, the right hon. Member for Harlow (Robert Halfon):
Errors have been identified in my response to the hon. Members for Canterbury (Rosie Duffield) and for Nottingham South (Lilian Greenwood). The correct response should have been:
The Minister for Skills, Apprenticeships and Higher Education (Robert Halfon)
This year and last year, the Government have provided £94 billion of cost of living support. In schools, more than a third of children get free school meals. University tuition fees have been frozen and we have provided £276 million of student premium to help the most disadvantaged students.
Lilian Greenwood
While the cost of food, heating and rent has rocketed, the value of the student maintenance loan has fallen by £1,500 in real terms since 2020-21. Recent research by the University of Nottingham Students’ Union revealed that the cost of living crisis is affecting students’ education, and their physical and mental health. It found that almost one in 10 students had a weekly budget of £20 or less after rent, and one in five had a weekly budget of £20 or less after rent and bills. Thirty-seven per cent had considered leaving university because of the difficulties they faced paying for essentials. Does the Minister think that these are acceptable conditions for students to be struggling under?
Robert Halfon
It is precisely because of the figures the hon. Lady sets out that we are helping students, with £276 million to try to ensure we help the most disadvantaged students. Her own university—she mentioned Nottingham University—gives a £1,000 bursary to disadvantaged students. We are also giving up to £90 billion of extra help to disadvantaged families, we have frozen tuition fees and we look at loan repayments if family incomes fall below 15%, so we are doing everything possible to support the most disadvantaged to get higher education.
[Official Report, 23 October 2023, Vol. 738, c. 572.]
Letter of correction from the Minister for Skills, Apprenticeships and Higher Education, the right hon. Member for Harlow (Robert Halfon):
Errors have been identified in my response to the hon. Member for Nottingham South (Lilian Greenwood). The correct response should have been:
Robert Halfon
It is precisely because of the figures the hon. Lady sets out that we are helping students, with £276 million to try to ensure we help the most disadvantaged students. Her own university—she mentioned Nottingham University—gives a £1,000 bursary to disadvantaged students. We are also giving up to £90 billion of extra help to disadvantaged families, we have frozen tuition fees and we look at maintenance loan repayments if family incomes fall by at least 15%, so we are doing everything possible to support the most disadvantaged to get higher education.
SEND Provision
Richard Foord (Tiverton and Honiton) (LD)
The SEND crisis extends to Devon, and my postbag is full of correspondence from parents trying to get their children the educational provision they need. It has got so bad that in some cases children are being taught in school cupboards, and Devon has appointed a SEND champion to its cabinet. What steps is the Department taking to help boost SEND services in rural areas such as mine?
Oral Answers to Questions
Robert Halfon Excerpts(1 year, 1 month ago)
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Lilian Greenwood (Nottingham South) (Lab)
The Minister for Skills, Apprenticeships and Higher Education (Robert Halfon)
This year and last year, the Government have provided £94 billion of cost of living support in England. In education, more than a third of children get free school meals. University tuition fees have been frozen and we have provided £276 million of student premium to help the most disadvantaged students.
Rosie Duffield
During my latest meeting with student leaders in Canterbury, they told me that, often, new students will visit the food bank, the Campus Pantry, before they have even unpacked their bags or settled in. In the 2021-22 academic year, 45 students visited; by 2022-23, that number had risen to 301—a 650% rise in regular food bank users. They expect a similar rise this academic year. What will the Government do to help all those, including students and staff on campus, who are forced to turn to food banks?
Robert Halfon
I know the hon. Lady cares deeply about the welfare of her students. We are doing everything we can to help students with the cost of living. I mentioned the £276 million. One of her universities, Canterbury Christ Church University, provides a £600 bursary to students. Every family has received from the Government on average £3,300 for energy bills and other support. We are trying to be fair to the taxpayer, but fair to students and ensure the most disadvantaged are helped.
Lilian Greenwood
While the cost of food, heating and rent has rocketed, the value of the student maintenance loan has fallen by £1,500 in real terms since 2020-21. Recent research by the University of Nottingham Students’ Union revealed that the cost of living crisis is affecting students’ education, and their physical and mental health. It found that almost one in 10 students had a weekly budget of £20 or less after rent, and one in five had a weekly budget of £20 or less after rent and bills. Thirty-seven per cent had considered leaving university because of the difficulties they faced paying for essentials. Does the Minister think that these are acceptable conditions for students to be struggling under?
Robert Halfon
It is precisely because of the figures the hon. Lady sets out that we are helping students, with £276 million to try to ensure we help the most disadvantaged students. Her own university—she mentioned Nottingham University—gives a £1,000 bursary to disadvantaged students. We are also giving up to £90 billion of extra help to disadvantaged families, we have frozen tuition fees and we look at loan repayments if family incomes fall below 15%, so we are doing everything possible to support the most disadvantaged to get higher education.
Matt Western (Warwick and Leamington) (Lab)
As we have heard, this is a very serious issue. Recent research from the National Union of Students shows that almost one in five full-time students work more than 20 hours per week alongside their studies—they are working even more than in previous years—and 40% of students say that work is having a negative impact on their studies. Students are clearly struggling with the Conservatives’ cost of living crisis. How does the Minister expect students to balance their studies and employment to pay their bills? Does he acknowledge that this is now forcing many students out of higher education?
Robert Halfon
Actually, the opposite is true. We have a record number of students going to university. Disadvantaged students are 71% more likely to go to university now than they were in 2010. We have a huge package of support. I have mentioned the £276 million for disadvantaged students. We are doing everything we can to help disadvantaged students. The hon. Gentleman criticises the money we are giving, but does not come up with a figure of his own. Warm words butter no parsnips.
Carol Monaghan (Glasgow North West) (SNP)
The Minister mentions some things that are maybe trying to help these students, but recent Higher Education Policy Institute analysis shows that students who previously received free school meals are less likely to complete their degree and those who do are less likely to get a first or a 2:1. Support cannot stop once they get to university. Will he detail what support he is giving those students at every stage of their journey to make sure they really do have the same opportunities as those from more privileged backgrounds?
Robert Halfon
Many universities offer bursaries to students—I highlighted two examples to previous questioners—and we are doing everything possible to ensure that students who do courses get good skills and good jobs at the end. That is the purpose of our higher education reforms, which, as I understand it, the SNP opposed.
Mr Virendra Sharma (Ealing, Southall) (Lab)
David Duguid (Banff and Buchan) (Con)
The Minister for Skills, Apprenticeships and Higher Education (Robert Halfon)
We are revolutionising our skills offering by introducing 172 higher technical qualifications at more than 140 providers at levels 4 and 5. This includes £150 million for providers and £300 million for 21 institutes of technology. I note that the Opposition want to rebadge institutes of technology as technical colleges of excellence. In our view, all our colleges are places of technical excellence.
David Duguid
I welcome the Government’s plan to introduce a new advanced British standard to help to remove the artificial divide between technical and academic qualifications. Given that the need for technical skills exists right across the United Kingdom, can my right hon. Friend confirm that this new qualification will live up to its name and be truly British, like the T-level before it, and therefore be available to education settings in Scotland that choose it?
Robert Halfon
My hon. Friend is a champion of science, technology, engineering, maths and skills, and he will know that education is devolved. The devolved Administrations are responsible for their education systems, but the Department for Education is working with the Governments of the UK. We engaged at both official and ministerial level when the advanced British standard was announced. We look forward to continued engagement as it is hopefully adopted across the United Kingdom.
Jim Shannon (Strangford) (DUP)
I thank the Minister for his response and his positivity. I echo the request of the hon. Member for Banff and Buchan (David Duguid) to ensure that all the benefits of higher education are present not only here on the mainland but across the whole United Kingdom. I know that is the Minister’s wish, but can he confirm that, when it comes to higher technical qualifications, girls and ladies will have the same opportunities as young fellas and young men?
Robert Halfon
I thank my hon. Friend—he is my hon. Friend—for his question. We are absolutely committed to making sure that women take up higher technical qualifications, and we are doing everything we can to support them with careers advice to ensure that more take up STEM subjects in particular.
Seema Malhotra (Feltham and Heston) (Lab/Co-op)
Increasing the take-up of higher technical qualifications is desperately needed, with low take-up leading to persistent skills gaps and holding back economic growth. Colleges, which we were proud to celebrate during Love Our Colleges Week, tell us of issues affecting take-up, including a lack of quality careers advice, challenges with stable staffing and late course approvals. With the UK seeing only 10% of adults whose highest qualification is between level 3 and level 6—the sixth lowest rate in the G7—should not the Government address their cuts to careers advice, as Labour will, so that young people do not miss out because they hear about opportunities far too late?
Robert Halfon
I congratulate the hon. Lady on her new position, but I genuinely do not know what planet she has been living on these past few years. We introduced higher technical qualifications and are transforming qualifications across the country. We introduced T-levels and spent £90 million to transform careers advice. Ninety per cent of schools are in a careers hub, and we have the National Careers Service. We are doing a lot of work to support careers, and we are spending something like £3 million to ensure that apprenticeships and skills are taught in schools up and down the country—more than 2,000 schools and 680,000 pupils. We are doing huge amounts on careers, and we are the people who transformed skills in our country.
Damien Moore (Southport) (Con)
The Minister for Skills, Apprenticeships and Higher Education (Robert Halfon)
We are hugely strengthening technical and provider access in schools. We have legislated for pupils to have six encounters with apprentice organisations and technical colleges. Ofsted is looking closely at careers guidance, and the apprentice support and knowledge network is going into over 2,000 schools, supporting 680,000 pupils and encouraging them to take up apprenticeships or other skills offerings.
Damien Moore
Colleges in Southport have raised concerns about careers advice opportunities for students with SEND—specifically, about the suitability of the oversight and the supposed added value of these sessions. Will my right hon. Friend detail what steps the Government are taking to ensure that these sessions are personalised better to support SEND students in their transition into employment?
Robert Halfon
My hon. Friend is a champion for special needs pupils, and he is absolutely right. We need to ensure that special needs pupils have employment opportunities, along with everybody else. We are investing over £18 million over the next three years in supported internship schemes for high special needs 16-to-19 pupils. We have a mentor scheme for disabled apprentices, the Careers & Enterprise Company has put in SEND support to ensure high-quality careers guidance and training, and 82% of SEND schools are now part of careers hubs.
Andrew Gwynne (Denton and Reddish) (Lab)
As supportive as I am of this scheme, I do not think that up to six sessions really cuts it. Will the Minister consider a scheme similar to Aimhigher, which was introduced by the previous Labour Government to encourage young people into higher education and down the vocational route? This would give young people mentors who have been through apprenticeship schemes and really get them hooked on the opportunities that vocational education can bring.
Robert Halfon
I welcome the hon. Gentleman’s question. My first speech in the House of Commons was about that very subject. The six encounters that I mentioned are the minimum. Obviously, many schools do more. Only last week, I attended Oasis school in Bristol, and watched students being encouraged to take up apprenticeships and to hold an apprenticeship careers fair. We are doing huge amounts. I mentioned the apprenticeship skills and knowledge network, which is going around schools and encouraging pupils to take up apprenticeships. That involves more than 2,000 schools and 680,000 pupils. We need to do as much as possible to educate students about apprenticeships and to ensure that they have the encounters that he rightly talks about.
Mrs Heather Wheeler (South Derbyshire) (Con)
The Minister for Skills, Apprenticeships and Higher Education (Robert Halfon)
We are investing an additional £3.8 billion over the course of the Parliament to strengthen post-16 education and training, and we will boost 16-to-19 funding by £1.6 billion compared with 2021-22. We have launched our T-level programme, and 52% of apprenticeship starts in 2022-23 provisionally were by young people under 25.
Mrs Wheeler
I thank my right hon. Friend for that answer. Does the Department have any jurisdiction over an academy refusing to offer a sixth-form place to a high-performing pupil with special educational needs who has more than met the academic requirements for one?
Robert Halfon
I was really sorry to hear about the difficult experiences of my hon. Friend’s constituent; I was disturbed to hear what has gone on. I know that my hon. Friend has raised the matter in correspondence with the Department, which the Under-Secretary of State, my hon. Friend the Member for Wantage (David Johnston), recently addressed. I hope that her constituent is now safely settling in at her new college, but the Schools Minister and I will absolutely look at this again.
The Minister for Skills, Apprenticeships and Higher Education (Robert Halfon)
There were more than 335,000 starts in the 2022-23 academic year and more people undertaking high-level apprenticeships, with starts at level 4 and above increasing by 7%. Those are provisional figures; further figures will be set out in November. We are increasing investment in apprenticeships to £2.7 billion by 2024-25.
Steve McCabe
I thank the Minister for that answer, but given the decline in level 2 and 3 apprenticeship starts, might it be an idea to consider the views of leading industry experts who are calling for the ringfencing of apprenticeships for 16 to 18-year-olds?
Robert Halfon
I say to the hon. Gentleman, whom I respect enormously, that 70% of apprentices are at level 2 or 3. I hoped that he would be getting up to celebrate the 10,130 apprenticeship starts in Birmingham, Selly Oak since May 2010.
Stella Creasy (Walthamstow) (Lab/Co-op)
The Minister for Skills, Apprenticeships and Higher Education (Robert Halfon)
Sadly, there are a number of Hamas’s useful idiots—a fifth column—across some of our universities. The Secretary of State has said that she will not stand for it; the Home Secretary will not stand for it. We have written to universities. This is absolutely unacceptable; we expect our universities to be safe places for all Jewish students.
Aaron Bell (Newcastle-under-Lyme) (Con)
Robert Halfon
I have made it clear that we will not tolerate antisemitism on campus. We are working closely with the Union of Jewish Students and the higher education Jewish chaplaincy service, as well as the Community Security Trust. I welcome the taskforce’s report and its recommendations, and we absolutely urge universities to prioritise the implementation of that report.
Stephanie Peacock (Barnsley East) (Lab)
Having recently visited a local nursery in Birdwell, I know that its staff are very concerned about their ability to plan for provision for children in the year 2024-25. When will the Government give them certainty on hourly rates?
Antony Higginbotham (Burnley) (Con)
Robert Halfon
I mentioned previously that unfortunately, we have some of Hamas’s useful idiots across our campuses, and we will not stand for it—they represent a fifth column supporting terrorism. We are doing everything possible. The Prevent duty requires higher education providers to have due regard to the need to prevent people from being drawn into terrorism, and we will work with the universities to ensure that they take any extremist activity very seriously.
Mike Amesbury (Weaver Vale) (Lab)
James, a 14-year-old lad from my constituency, has been passed from pillar to post by schools that simply cannot deal with his attention deficit hyperactivity disorder and autism. Will the Minister meet me on that specific case?
Level 3 Post-16 Qualifications Review
Robert Halfon Excerpts(1 year, 1 month ago)
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The Minister for Skills, Apprenticeships and Higher Education (Robert Halfon)
Today I am announcing an update to phase 2 of the Government’s reforms to post-16 qualifications at level 3 in England—removing funding from technical qualifications that overlap with T-levels. Today we are publishing the final list of technical qualifications that have been assessed to overlap with wave 3 T-levels at: https://www.gov.uk/government/publications/wave-3-t-levels-overlapping-qualifications.
This is part of our continued work to achieve our aim of a simplified, high-quality qualification offer, which will ultimately see us transition to the new advanced British standard. Following the Prime Minister’s announcement of the advanced British standard, we are continuing with our qualification reforms, preparing the landscape for the advanced British standard by removing duplicative, low-quality courses that do not deliver the skills employers need.
T-levels will form the backbone of the occupational route within the advanced British standard and our qualifications reforms are removing qualifications that overlap with T-levels. In May we published a provisional list of qualifications that overlapped with wave 3 T-levels. Following the publication of the provisional list, awarding organisations were given the opportunity to appeal their qualifications’ inclusion on the list.
I can now confirm the final list of 85 qualifications, which will have funding approval removed at 16 to 19 because they overlap with the T-levels in business and administration; engineering and manufacturing; and finance and accounting. We will withdraw public funding from these qualifications, for new starts, from August 2025. During the appeals process there were no successful appeals. We have removed seven qualifications from the final list that were included in the provisional list published in May, as they have already had public funding removed through our initial phase of the qualification reforms, which removed qualifications with low or no publicly funded enrolments in England.
We are continuing to reform technical qualifications at level 3 to ensure that all qualifications are of good quality as the current qualifications do not consistently progress young people to related employment. On the final list of 85 qualifications, 30 of the qualifications had no enrolments and a further 23 had fewer than 100 enrolments in the 2020/21 academic year, highlighting the need to streamline the qualifications system.
In the future, all technical qualifications will be based on the Institute for Apprenticeships and Technical Education’s (IfATE) occupational standards which have been designed by employers and which set out the knowledge, skills, and behaviours that employers need. The advanced British standard will build on this change taking the best of both A-levels and T-levels. Technical subjects within the advanced British standard will be based on the same occupational standards that employers and IfATE have carefully designed and which underpin the T-levels now.
Removing funding from technical qualifications which overlap with T-levels will ensure young people can feel confident that they are studying technical qualifications which will prepare them for jobs in their chosen occupation. The breadth and depth of T-levels gives students a thorough understanding of the sector and the skills needed to work in specific occupations, as well as an industry placement which gives them valuable experience. This summer’s T-level results show students are succeeding in these new, high-quality qualifications, with more than 90% of students achieving a pass and the majority achieving a merit or above. Students have gone on from T-levels to outstanding destinations, including moving direct into employment, undertaking higher apprenticeships or progressing into higher education.
T-levels are being scaled up in a managed rollout, with 18 subjects currently available at over 200 providers across England. We are continuing to build on the success of T-levels and have put in place extra measures to support providers, employers and students. We are providing a 10% uplift in funding to providers delivering T-levels for the 2023-24 academic year, a new £12 million employer support fund and extra funding for providers to provide careers guidance on T-levels.
We are supporting more learners to access T-levels through the T-level foundation year. This is a high quality, holistic study programme for learners who would benefit from the additional study time and preparation that it will give them before they start their T-level. Learners on the programme develop a broad range of knowledge, skills and behaviours to prepare them for T-levels. This includes the national technical content developed for the programme, through which learners gain industry-relevant technical knowledge and practical skills aligned to T-levels, as well as gaining valuable work experience and preparation for the workplace, English, maths and digital skills, developing their study skills and wider personal development. In total, close to 9,800 students have enrolled on the programme in the first three years, since 2020, and provisional estimates show that c.49% of the first cohort subsequently progressed onto level 3 or higher outcomes.
As I have said, ahead of the implementation of the advanced British standard, our qualification reforms will continue, removing duplicative, low-quality courses, that do not deliver the skills employers need. As of August 2022, we had removed 5,500 qualifications with low or no enrolments. Despite this, we still have confusing and duplicative landscape of at least 7,000 available qualifications. We are actively working to address that through our current reform programme. The removal of public funding from qualifications that overlap with T-levels at 16 to 19 forms a small part of our wider technical qualification reform programme. We have started our new integrated funding approval process, awarding organisations can develop and submit new technical qualifications for funding, which are based on occupational standards approved by IfATE, as long as the new technical qualifications do not overlap with T-levels. The first of these approved qualifications will be available for first teach from 2025, we will then remove funding from all other qualifications that have not been submitted through our new integrated funding approval process. Linking all technical qualifications to employer-led standards will ensure students develop the skills needed by employers and will have a clear pathway into skilled work leading to good outcomes.
As we work towards introducing the advanced British standard, this update helps take us one step closer to having a simple suite of subjects—all of which are high-quality and clear in their purpose. Ultimately, this will ensure that all remaining qualifications for 16 to 19 year-olds work for those students that take them and are easy to understand for students, parents and employers.
Awarding organisations with qualifications on the final wave 3 T-level overlap list have been notified, as have the Federation of Awarding Bodies and Joint Council for Qualifications.
[HCWS1075]
Further and Higher Education Students: Cost of Living
Robert Halfon Excerpts(1 year, 2 months ago)
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The Minister for Skills, Apprenticeships and Higher Education (Robert Halfon)
It is a pleasure to serve under you, Sir George. I congratulate the hon. Member for Sheffield Central (Paul Blomfield) on securing the debate. He is an expert on higher education in this House and is widely respected. This is my first debate with the new shadow Minister, and she, too, is widely respected across the House. I know that we will have fierce debates, but I wish her well. I thank everybody who has spoken in the debate. I completely accept the pressures that students in further and higher education are facing, just as I accept that most people across the country are facing enormous cost of living challenges. I see that in my own constituency of Harlow. I am committed to social justice and I am keen that we do everything we can to support disadvantaged groups to progress up the ladder.
We need to set the context: £400 billion was spent on covid, alongside the war in Ukraine and our significant debt. However, even with that very difficult economic context, we are still doing everything we can to help disadvantaged students. Because of the number of Members who spoke and the short time left, I will write to individuals if I do not answer their points in the debate.
I will start with FE and apprenticeships. Students in vulnerable groups—young people in care, care leavers and those on disability-related benefits—may be entitled to yearly bursaries of up to £1,200. We have allocated £160 million to FE for discretionary bursaries. That is almost a 12% increase. That helps students with travel costs and the cost of books and equipment. That is an issue that has been raised by the APPG.
On apprenticeships, the hon. Member for Sheffield Central talked about the apprentice minimum wage. That increased by 9.7% to £5.28 an hour. I appreciate that that is not a huge amount of money, but the latest data shows that the median gross hourly pay for apprentices in 2021 was £9.98 an hour. A 2021 survey showed that pay increased with level of apprenticeship, from £8.23 an hour among level 2 apprentices to £13.84 among degree apprenticeships and £15.11 an hour among level 6 non- degree apprentices. We are investing £40 million to support degree apprenticeships to encourage more people to take them up. We have had more than 180,000 since we introduced degree apprenticeships in 2014. Those students have no debt; they earn while they learn. I gave the hon. Member for Sheffield Central the figures for what they are likely to earn. We know that they are going to get good, skilled jobs.
We have increased something I was very keen on: the bursary for care leavers. That was something I asked for and pushed for the moment I got this post. The bursary for care leavers who undertake an apprenticeship will increase from £1,000 to £3,000, so I am trying to do everything I can in these difficult economic times to help the most disadvantaged.
Let us move on to higher education. A lot has been said about the problems that students face. We have frozen the maximum level of tuition fees, against significant pressure. We have done everything we can on that. We are trying to minimise the debt burdens for graduates wherever we can. The hon. Member for Sheffield Central mentioned transport. He will know that, for students in South Yorkshire, there is a zoom 16-18 pass. It is 80p a journey on bus and tram.
I want to make a wider point to all hon. Members who spoke. They talk about disadvantaged students being denied the chance to go to university. A lot of that came up today, including from the hon. Member for Liverpool, West Derby (Ian Byrne). Actually, the figures show that disadvantaged students are going to university in record numbers. Not only that, but they are about 73% more likely to go to university than they were in 2010. That is something that I am very proud of. The hon. Member for Cambridge (Daniel Zeichner) asked what I am proud of: I am very proud that we are helping more disadvantaged students to attend university, and that we created 5 million apprentices, increased the number of degree apprenticeships and introduced the apprenticeship bursary.
We previously helped students living in private accommodation with energy bills. The hon. Member for Leeds North West (Alex Sobel) mentioned mental health. We have given £15 million to the OfS to help universities with mental health provision. We are doing a lot of work on that, and I refer him to previous debates in the House on this subject.
Robert Halfon
I will carry on a little bit. I have very little time because the hon. Member for Sheffield Central needs a couple of minutes to sum up, but I will try to bring in the hon. Member for Ceredigion (Ben Lake).
There is more support for students who have disabilities, who get maintenance grants on top of that, of course. None of that was mentioned. We give £276 million—an increase of £16 million over the past year—to the OfS to help disadvantaged students across our HE system.
Robert Halfon
If I can, I will. I genuinely would love more time to bring people in.
That is a lot of money. I have examples: the university in the hon. Member’s own constituency has a £500 cash bursary, and in Liverpool, vulnerable students get bursaries of close to, I think, £2,000. We are trying to target significant help at disadvantaged students with that £276 million. The hon. Member for Sheffield Central will know that postgraduate master’s students can apply for loans of £12,000 per annum, and doctoral students can apply for loans of £28,000.
My hon. Friend the Member for Waveney (Peter Aldous) talked about core funding. He will know that skills funding is increasing by £3.8 billion over the Parliament, with £1.6 billion extra for 16 to 19-year-olds. We have just increased core funding by £185 million this year and £285 million the next year, on top of £125 million, as he knows. Wherever possible, we are trying to put more money into further education. My hon. Friend’s college has had a significant amount of capital funding and core funding, so I think he will be pleased with that. I hope that also answers some of the questions that the distinguished Chair of the Education Committee, my hon. Friend the Member for Worcester (Mr Walker), asked.
If the hon. Member for Ceredigion (Ben Lake) would like to come in very quickly, I will take his intervention—I think I have two minutes.
Robert Halfon
Of course, accommodation is up to the universities and private tenants—although we also work closely with the Department for Levelling Up, Housing and Communities—but I will look at that important point, because we want students to live in quality accommodation.
Caroline Lucas
On the £276 million figure for the hardship fund, calculations from the House of Commons Library suggest that, while the cash value per student has increased in the last two years, in real terms it has actually fallen each year, with the 2023-24 level expected to be around 21% less in real terms than 2019-20. Will he look again at the amount of resource going into those budgets? Against inflation, it really is not enough.
Robert Halfon
If I can answer with a final, quick point about the £276 million, there were lots of universities —I can give figures from up and down the country—with bursaries of between £500 and £2,000 going to the most vulnerable students. We are trying to target help.
To conclude, there is one thing that has not been mentioned at all. Everyone here has looked at this in isolation from all the other help the Government are giving to hard-pressed families up and down the country. It is important to remember that the Government are spending around £94 billion—£3,300 per household on average—helping families, which includes students in FE and elsewhere, along with apprentices, to try and help them in every way we can. As in Sheffield and throughout the country, many of our universities and colleges are doing a great job in difficult circumstances, and the Government are targeting help at those who need it most while being fair to both students and the taxpayer.
Turing Scheme
Robert Halfon Excerpts(1 year, 2 months ago)
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The Minister for Skills, Apprenticeships and Higher Education (Robert Halfon)
It is a pleasure to serve under your chairmanship, Mr Betts. I congratulate the hon. Member for North East Fife (Wendy Chamberlain) on securing this important debate. I share her passion for international placements. I do not accept completely the picture that she set out. I am not saying the Turing scheme is perfect, but I am proud of it and am working hard in the Department to ensure that it is a success, and I want to set out the good things that it is doing. I will try to answer some of the points she raised, and I will be happy to write to her after the debate about those that I do not answer.
The Turing scheme is a global programme for students to study and work abroad. It provides students, learners and pupils across the UK with the chance to gain vital international experience and to boost their employability. It is worth remembering that the scheme is named after Alan Turing, who taught and studied internationally. Participants can develop a wide range of soft skills, language skills and a better understanding of other cultures.
The hon. Lady may recall that my predecessor announced the second opening of applications for the Turing scheme at the University of St Andrews in her constituency. It is a beautiful university; I went there many years ago on a visit. I am sure that she will be as pleased as I am that St Andrews has been successful in its application to the scheme for the third year running, and that organisations right across Scotland have been awarded funding for almost 4,000 participants, nearly 600 more than last year.
Carol Monaghan
The Minister talks about the funding that has been allocated, but a recent Financial Times report stated that universities that applied to the scheme received only 35% to 45% of the money they felt they required to support their students.
Robert Halfon
I will set this out further, but the hon. Lady, for whom I have huge respect, will know that the Turing scheme is not just for university students; we have expanded it significantly for students in future education and in schools. If we look at it in the round, as I said, organisations across Scotland have had funding for almost 4,000 participants, nearly 600 more than the previous year.
My three objectives for the Turing scheme are, in essence, social justice, enhancing skills and securing value for money. I am sure that the hon. Members for North East Fife and for Glasgow North West (Carol Monaghan) will know that the Turing scheme is extending the ladder of opportunity for over 40,000 students and learners across the UK to spend time studying or working abroad, 60% of whom will be from an under-represented or less advantaged background. The hon. Member for Strangford (Jim Shannon) is no longer in his place, but there is more money for living costs and additional costs, such as for passports. I have met people in my own constituency from disadvantaged backgrounds who have benefited from the Turing scheme, and they are not from universities; they are from FE.
There is good evidence, as we know, that time spent studying or working abroad can be transformational for students, improving graduate outcomes and employability and building skills and confidence. Universities UK says—the hon. Member for North East Fife will agree with this—that graduates who participated in an international placement are less likely to be unemployed, more likely to have achieved a first or 2:1, and more likely to be in further study. Those in work are more likely to be in a graduate-level job, and on average they earn 5% more than their peers.
I see the Turing scheme as a remarkable vehicle for helping to improve the skills pipeline and helping people into high-quality jobs. Universities, colleges and schools will share almost £105 million of funding to offer placements to their students. No matter what kind of course students are on, whether they are studying for a degree in foreign languages, doing a T-level or an apprenticeship—the scheme was not open to apprentices before—or a school pupil, opportunities made possible through the Turing scheme can have a hugely positive impact on their studies and their skills development.
Mr Alistair Carmichael (Orkney and Shetland) (LD)
Will the Minister give way?
Robert Halfon
I will in a moment; because of the time, I want to get on a bit and try to answer some of the questions from the hon. Member for North East Fife.
This year saw significantly higher interest in the scheme from colleges and schools, including a nearly 50% increase in the number of successful applications in the further education sector. I think that technical education and training routes should have parity of prestige with academic routes, and I want to see even more FE learners and apprentices offered Turing scheme opportunities.
Layla Moran
I do not disagree with anything the Minister says—40,000 students is wonderful—but we cannot help but make a comparison with Erasmus+, from which 55,000 students were able to benefit. We have heard about the impact on the wider economy and, as he says, students’ ability to access better degrees and a better life outcome. Has the Department looked at how much money we have potentially lost as a result of the lower number of students engaging in such activity?
Robert Halfon
Actually, the number of students is comparable, and it is a new scheme. It is also worth remembering that the Erasmus scheme is not value for money. The UK was putting way more taxpayer money into the scheme than we got out of it. The Erasmus+ scheme was also available for teachers to go overseas. We have decided to focus on students, which I think is a very good thing.
Mr Carmichael
On the subject of those who can access study here, I invite the Minister to address the point raised by my hon. Friend the Member for North East Fife (Wendy Chamberlain) in relation to those studying medicine and veterinary medicine. Such is the nature of teaching in modern courses that those are almost entirely clinically based. Does the Minister not understand that—I suspect the problem lies with the Home Office rather than his Department—exclusions around the facility to teach in fact exclude those students from any international exchange of this sort?
Robert Halfon
Obviously, visas are a matter for the Home Office, as the right hon. Gentleman recognises. We are expanding medical places and we have international students in our medical schools. We have expanded hugely, as per recent announcements, the number of nurses, doctors and doctor apprenticeships. That is different from the Turing scheme, which is about ensuring that students from this country—from FE and apprenticeship backgrounds as well as universities—can go abroad and take part in that important scheme. Previously, 50% of students from disadvantaged backgrounds had access to these schemes; I have increased that to 60%, because I want more disadvantaged people to benefit. The scheme provides enhanced funding for students who need it, as I have mentioned.
It is also my aim to ensure that the Turing scheme is value for money. It was introduced because a fair and proportionate deal could not be found for our continued participation in Erasmus+. It was designed from the start to deliver an improved benefit to the UK taxpayer. As I have said, it was right to prioritise funding for students, learners and pupils at UK organisations rather than non-educational placements for staff or inbound placements in the UK for students in other countries. I do not think taxpayers’ money should be taken for granted because of the competitive annual application process of the Turing scheme. High-quality, deliverable and impactful international placements that improve skills and employability are essential to both the learners and the taxpayer.
I know that the Turing scheme draws comparisons with its predecessor, Erasmus. Direct comparison between the Erasmus+ programme and the Turing scheme is not possible, given that European Commission data for Erasmus+ does not specify the number of student participants for education sectors other than higher education. Although Erasmus+ included some staff mobility, the Turing scheme, as I have said, is focused on student placements. We can be confident that the Turing scheme is expanding opportunities for UK students. This goes back to the point made by the hon. Member for Oxford West and Abingdon (Layla Moran). Erasmus+ participant numbers for higher education ranged from just under 16,000 to just over 17,000 each year from 2015 to 2020. The Turing scheme is funding over 22,000 students this year, and it funded more than 23,000 HE placements last year and around 28,000 in 2021-22. The schemes operate very differently.
On the funding delays, I am working hard to ensure that students do not have the difficulties that the hon. Member for North East Fife highlighted. I am happy to look at the individual case that she mentioned. Education providers have had to make some complex changes to their projects within the allocated funding, because we had to reduce their requested allocation in order to manage the high demand in the ’23-24 Turing scheme. There have been issues in navigating the new processes for payment requests. Capita has offered webinars and one-to-one support where needed to help education providers understand the process, and I am working closely with Capita to collect and act on feedback from the sector to ensure the scheme works as it should for all students. Applicants were informed of their application outcomes on 3 July. We are working to bring that date forward in future years, so that there are not the difficulties that the hon. Lady highlighted.
In conclusion, we will of course carry on evolving the scheme and making improvements, including by expanding opportunities for apprentices, which I care about deeply. I cannot confirm funding well in advance—as the hon. Lady will know, funding is always confirmed ahead of the next fiscal event—but the sector should embrace the Turing scheme, as it has done by submitting competitive bids, adapting its approach to delivering international mobility, and maximising opportunities for less advantaged and unrepresented students.
Wendy Chamberlain
I am grateful to the Minister for outlining some of the strategic challenges, but it is very difficult for institutions to think about embracing a scheme when they have no certainty of its long-term future.
Robert Halfon
I guarantee that the Turing scheme has a long-term future. I am not the guy from the Treasury and I cannot say how much it will be funded each year, but it will be funded properly and well, and we are determined that it will be a great success and that we will iron out some of the problems that she rightly highlighted. I am not saying that there have not been difficulties. I want to try to make it work.
The Turing scheme is a relatively new, demand-led scheme that was introduced at considerable pace. It has been shown to be a success and a remarkable skills development and career opportunity for people across the UK. I believe it will increase skills, enhance social justice and ensure good jobs for participants. I am pleased to be here today to champion the scheme and I look forward to working with higher education, further education, apprenticeship bodies and apprentices to realise its potential and enable students around the country to benefit from it regardless of their background. As I said, I have increased from 50% to 60% the proportion of students from disadvantaged backgrounds who will benefit from the Turing scheme. That is right, because we should ensure that the most disadvantaged can benefit from this brilliant opportunity. I sincerely hope that Turing scheme alumni are proud to have participated and recognise that having done so will stand them in good stead for their current studies and their future careers.
Question put and agreed to.
Education, Employment and Training: Young People
Robert Halfon Excerpts(1 year, 2 months ago)
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The Minister for Skills, Apprenticeships and Higher Education (Robert Halfon)
I heartily congratulate my hon. Friend the Member for Kettering (Mr Hollobone), a real friend whom I have known for many years, on securing the debate. Not only is he passionate about his constituency, but as he has shown in his speech, he is passionate and knowledgeable about youth employment, skills, apprenticeships and much more besides. It is an honour for me to be able to respond to him in this debate. He is also a member of the all-party group on youth employment, and he wants young people to acquire the education and skills they need in Kettering. He is absolutely right about that, and he wrote to me about it before the summer. I welcome the debate, because I share that passion.
Let me answer the first of his points by saying that I will be delighted to visit my hon. Friend’s local college and meet Youth Employment UK, perhaps at the college. His second request was about careers advice and support. Everything we are trying to do is to ensure that careers advice is central to our young people, and I will go into detail about what we are doing.
My hon. Friend’s third point was about having a strategy for young people who are not employed or in training—I dislike the terrible word “NEET”, as there is nothing neat at all about being unemployed and not in education or training. Not only are we working collaboratively with the Under-Secretary of State for Work and Pensions, my hon. Friend the Member for Mid Sussex (Mims Davies), and the Under-Secretary of State for Culture, Media and Sport, my right hon. Friend the Member for Pudsey (Stuart Andrew), in a cross-government youth forum, but we have a strategy in the Department.
I was over the moon when my hon. Friend the Member for Kettering mentioned the “ladder of opportunity”. Everybody who knows me knows that I talk about that all the time, and that ladder has a real strategy to it; it is not just a slogan. One pillar supporting that ladder is about strengthening higher education and further education, and the other is about opportunities and social justice. The first rung of that ladder is careers; the second is quality qualifications; the third is championing apprenticeships and skills; the fourth is lifelong learning; and the fifth is job security and prosperity. That last one is the goal for everyone to get to at the top of that ladder. Our Government bring people to the ladder and help them climb up every step of the way. That is the strategy, and there is a lot of detail to each part of the ladder.
My hon. Friend’s fourth request was about the good employer standards. I have worked previously with the Investors in People, which looks at employers who encourage apprentices and skills. I have been looking at the brilliant website of Youth Employment UK; as he rightly mentions, it is a Wikipedia of everything there is to know about youth employment. I will look at what it says and at the work of IIP to see whether there can be any collaboration there and with the Institute for Apprenticeships and Technical Education.
It is important to note that nationally the NEET figures for young people—16 to 24-year-olds—in England have been lower for several years. At the end of 2022, the rate was 12.3%; it is down by nearly a quarter since 2010. My hon. Friend has shared concerns about the slightly higher than average youth unemployment rate in his area among 18 to 24-year-olds, but there is some good news: just 2.6% of 16 and 17-year-olds in the wider north Northamptonshire area, covering his constituency, are not in employment or training, and that is well below the national average of 5.2%. Nationally, age 16 and 17 not in employment or training rates are consistently lower. In 2011 the figure was 6.6%, but by the end of 2022 it was just 4.5%. However, there is still a lot more to do, as my hon. Friend rightly highlighted.
The key thing that my hon. Friend wants to know is what we are doing for young people in his area, and I am happy to provide that information. As he pointed out, the main FE provider in his constituency is Tresham College, part of the Beford College Group, which has 7,700 learners on 16 to 19 studies. It boasts a huge range of full-time, part-time, higher education and apprenticeship provision, from science to business administration, from computing to care and childcare, and it is home to the prestigious training restaurant.
There are a number of apprenticeship providers in Kettering. As an aside to the hon. Member for North Antrim (Ian Paisley), who asked about the apprenticeship levy, he will know that that is devolved to Northern Ireland. We devolve a portion of the national apprenticeship levy raised to all the devolved authorities, and it is up to the devolved authorities how they spend it. In fact, the devolved authority has more flexibility than exists in England; in England the money has to be spent on apprentices, but the devolved authorities have much wider discretion on how they spend it. I am happy to look at that and work with him on it. I hope to go to Northern Ireland soon to look at the Turing scheme operating there, so I am happy to discuss with him and his colleagues how we can make the apprenticeship system work better in Northern Ireland.
My hon. Friend the Member for Kettering will be pleased to know that there have been 11,220 apprenticeship starts in Kettering since May 2010, and there were 770 last year. There are great apprentice employers for young people in his area, such as Travis Perkins, Northampton Healthcare, Mercedes and AMG High Performance Powertrains, which produces Formula 1 engines. There is the Creating Tomorrow College, a specialist post-16 institution that looks after 16 to 25-year-olds with cognition and learning difficulties. I am sure my hon. Friend is proud of that.
We are making a huge investment in post-16 education, benefiting constituents in Kettering, in my constituency of Harlow and across the country with an additional £3.8 billion over this Parliament. We are improving the FE estate to the tune of £2.8 billion. We announced a £125 million boost to further education back in January, including £12 million for the Bedford College Group. We announced even more funding for young people’s education: an extra £185 million in 2023-24, and £285 million to come in 2024-25. We invested over £7 billion during 2022, to ensure that there is a place in education or training for every 16 to 18-year-old who wants one. By 2024-25 we will be spending £2.7 billion on apprenticeships.
As I mentioned to my hon. Friend, one of the pillars supporting the ladder of opportunity is social justice. Skills education and training is fundamental to get those young people who are not in employment or training into work. I will briefly mention the three strands of social justice—place, privilege and prestige. Social justice is rooted in the places people come from—where they grow up, gain their education and find a job. We want to deliver for places that need a sustainable jobs and skills ecosystem.
There are 31 primary and six secondary schools in Kettering giving a good education to young people. There are 38 employer-led skills improvement plans across the country, working out what skills are needed in the local area. My hon. Friend’s constituency falls within the south-east midlands local skills improvement plan, bringing together employers to make sure they fill the skills deficit as we need them to. Previously, the strategic development fund awarded £1.25 million in revenue and £1.49 million in capital funding to south-east midlands colleges.
My hon. Friend talked about careers. We have the local careers hubs and we have done a lot of work on careers, ensuring that apprentice organisations go into schools. We have now legislated—I pushed this through when I was Chair of the Education Committee—to ensure that schools have to have at least six encounters with technical organisations, such as technical schools, apprentice organisations and further education colleges. The apprenticeship support and knowledge programme is going around the country encouraging young people to do apprenticeships and learn skills. My hon. Friend will be pleased to learn that in the past year, in north Northamptonshire, 8.5% of starts were taken up by those from minority backgrounds.
My hon. Friend talked about social justice quite a bit in his speech. We are investing £18 million in the supported internships programme. I worked hard to ensure that we could increase the care leaver’s bursary, which used to be £1,000. It is now £3,000. A young person who has been in care can get a bursary to encourage them to do an apprenticeship.
Prestige is incredibly important. My hon. Friend mentioned the German system. When it comes to technical and vocational education, I would love for us to have the German, Scandinavian, Austrian or Swiss education system in our country. That is what we are doing with our T-levels and our higher technical qualifications. Some 390,000 technical awards or technical certificates have been issued to students, which is an incredible achievement. Then we have T-levels at post-16. My hon. Friend talked about expanded work placements, and we have 18 T-levels coming on board from this year. We have more and more students doing our world-class T-level programme, which is designed by employers. That means that students who do them will be likely to get good jobs. It is exciting that Tresham College is delivering T-levels.
We are strengthening further education, ensuring that we are recruiting excellent FE staff. We have brilliant further education colleges up and down our country, which do not get enough mention. We have introduced teaching bursary schemes of up to £29,000. We are getting bespoke industry experts to get into FE teaching to share their skills with the next generation. We will have 21 institute of technology colleges, 12 of which have opened so far, that will transform tertiary education in our country. They are teaching T-levels, higher technical qualifications and degree apprenticeships. They are all over the country and, with this collaboration of further education and higher education, they will be the transformative institutes of the future.
My hon. Friend mentioned the Careers & Enterprise Company, which now partners with 70% of schools and colleges. In his own area, the south-east midlands careers hub engages with 26 education institutions across north Northamptonshire, including nine schools and colleges in Kettering. We know that where there is interaction with the careers hubs and the Careers & Enterprise Company we have fewer young people not in employment or training and more people learning skills, doing apprenticeships or getting good jobs, which my hon. Friend and I both want to see. I should mention that on T-levels, this year we had a pass rate of 90.5%, with 69.2% of students receiving a merit or above. From this month, 18 T-levels will be available at nearly 300 providers. We have the apprenticeship offering and the T-level offering, as well as the traditional academic offer. I mentioned that he has T-levels being delivered in his local college and more in the pipeline. Higher technical qualifications—level 4 and 5—are being introduced as well. There will be 106 higher technical qualifications available from September 2023, offering yet more choice.
I have talked quite a bit about apprentices. We have now lifted the cap for small businesses so that they can employ as many apprentices as they want. We pay employers and providers £1,000 each when they take on a 16 to 18-year-old apprentice, and cover 100% of smaller employers’ training costs for this cohort. It is our job right now to give young people the opportunities that they need so that they can climb the ladder of opportunity—
Education
Robert Halfon Excerpts(1 year, 4 months ago)
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Robert Halfon
He talked about the budget, but he will know that 99.6% of the apprenticeship budget, which includes the levy that is set by the Treasury, was used over the past year.
[Official Report, Fifth Delegated Legislation Committee, 12 July 2023, Vol. 736, c. 7.]
Letter of correction from the Minister for Skills, Apprenticeships and Higher Education, the right hon. Member for Harlow (Robert Halfon).
An error has been identified in my contribution. The correct information should have been:
Robert Halfon
He talked about the budget, but he will know that 99.6% of the apprenticeship budget, which is set by the Treasury, was spent in the 2021-22 financial year.
Skills and Apprenticeships: Funding
The following are extracts from Education questions on 17 July 2023.
Mr Toby Perkins (Chesterfield) (Lab)
New research from the House of Commons Library has shown that the amount of the apprenticeship levy paid by employers that has been allocated to the apprenticeship budget has fallen from 89% in 2017 to just 77% in the most recent year. The truthful answer to the question from the hon. Member for Stroud (Siobhan Baillie) is that the Secretary of State is doing nothing to reform the apprenticeship levy, as she believes it is working perfectly. Can the Minister confirm that any employer that, like the hon. Member for Stroud, wants greater flexibility in the levy should vote Labour in the next general election?
Oral Answers to Questions
Robert Halfon Excerpts(1 year, 4 months ago)
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Joanna Cherry (Edinburgh South West) (SNP)
The Minister for Skills, Apprenticeships and Higher Education (Robert Halfon)
As part of our commitment to have at least 600,000 students study in the UK every year, we have worked closely with the Home Office to strike the right balance between acting decisively on migration, being fair to the taxpayer and protecting our position as a world leader in higher education. We fully expect Britain to remain an attractive destination for students across the world.
Joanna Cherry
I thank the Minister for his answer. My constituency of Edinburgh South West is home to two leading universities: Heriot-Watt and Edinburgh Napier. Research by Universities UK shows that the constituency’s net economic benefit from international students is £170.8 million. The Government plan to massage the net migration figures by making the UK less attractive to international students. That is going to harm the economy in my constituency, Scotland’s economy and our educational institutions. Can the Minister tell me: is that an example of the Union delivering for Scotland?
Robert Halfon
I am not quite sure what problem the hon. and learned Lady is trying to solve. I mentioned to her that our target was 600,000 international students; we have surpassed that—679,000 international students are coming to our country, which is something we are proud of. But as I said, we have to be fair to not only international students and universities but the taxpayer, who bears the cost of the infrastructure. But I agree with the hon. and learned Lady that international students have a huge impact on the economy, of up to £37 billion-plus.
Sir Geoffrey Clifton-Brown (The Cotswolds) (Con)
Time after time, we find that every Government Department is short of young graduates with digital skills. Will my right hon. Friend think about making an application to the Home Office to encourage more visas to be granted to students who want to take digital degrees in this country?
Robert Halfon
My hon. Friend is learned in these matters, but they are for the Home Office. We are developing our digital skills at home with amazing digital apprenticeships. Half of our 670 apprenticeship standards are in STEM subjects, and there are T-levels and higher technical qualifications in digital. We are spending on the digital skills that our local people need. We have to give them the skills they need as well.
Alex Sobel (Leeds North West) (Lab/Co-op)
The Minister for Skills, Apprenticeships and Higher Education (Robert Halfon)
We are transforming tertiary education by building state of the art prestigious institute of technology colleges, backed by £300 million and led by further education and higher education businesses. We have also introduced the lifelong loan entitlement—it is in the House of Lords at the moment. That will allow higher and further education to collaborate, offering short courses and the transfer of courses between FE and HE institutions.
Alex Sobel
Last week, I met representatives of the National Farmers Union at the Great Yorkshire Show. We discussed the great need for new skills and a skilled workforce in areas such as agro-ecology. What work is his Department doing to link specialist agricultural colleges with the non-specialist FE and HE sector?
Robert Halfon
The hon. Gentleman makes an important point. We have good land colleges and we are doing everything we can to support them. There are two institute of technology colleges in Yorkshire, although not in his area. I am sure that he will be pleased with the investment of £88 million in his area into FE, sixth form and the university technical college, as well as a grammar school. We are doing a lot of work on agricultural T-levels as well.
Sir David Evennett (Bexleyheath and Crayford) (Con)
What steps is my right hon. Friend taking to work with employers, local authorities and jobcentres to ensure that as many adults as possible are aware of the opportunities available to them to learn and upskill?
Robert Halfon
My right hon. Friend speaks with huge wisdom. We are transforming careers advice through the National Careers Service, which is advising people on adult skills. We are spending hundreds of millions of pounds on boot camps and on more than 400 free level 3 courses. Our apprenticeship scheme offers hundreds of different apprenticeships. Through careers advice and our skills offer, we are ensuring that adults get the skills they need.
Martin Docherty-Hughes (West Dunbartonshire) (SNP)
As a working-class kid from the constituency I now represent, I am not sure where I would be today if not for the opportunity I had to study for a so-called “Mickey Mouse degree” at university. After today’s media push and the Government’s apparent crackdown on students, how does the Minister expect us to believe that this is not just a ruse to protect the privileges of the Timothies and Tabithas of the home counties, as opposed to working-class kids?
Robert Halfon
The hon. Gentleman could not be more wrong. Why is it right to send somebody to a higher education institution, taking out a significant loan of £9,250 each year, to take a course that leads either to poor completion, poor continuation or poor progression? This Government are stopping that by imposing recruitment caps on such courses. I am proud that record numbers of disadvantaged students are going to university. More disadvantaged students are going to university than ever before.
Jonathan Gullis (Stoke-on-Trent North) (Con)
Parents and pupils across Stoke-on-Trent North, Kidsgrove and Talke wait anxiously to find out the result of the fantastic bid made by the further education City of Stoke-on-Trent Sixth Form College and the higher education Staffordshire University for a free school to unleash the digital skills, in particular, that we want to see in Stoke-on-Trent. Will my right hon. Friend lobby the Schools Minister and the Secretary of State not only to make sure this is announced soon, but to make sure it is delivered quickly so that we get the school places we so desperately need?
Robert Halfon
I was very pleased to visit Staffordshire University, which is a model university that offers a brilliant policing degree apprenticeship scheme, among others. The Secretary of State is listening carefully to the bid, and I am sure she will make the announcement shortly.
Matt Western (Warwick and Leamington) (Lab)
The introduction of the lifelong loan entitlement, which we all support, will inevitably require greater collaboration between higher education and further education providers, but under the current regulatory system, as the lines between HE and FE blur, we are seeing significant regulatory duplication and increased burden. This acts as a brake on partnership. Does the Minister not recognise the need to streamline the regulatory system to foster collaboration ahead of, rather than after, the introduction of the LLE?
Robert Halfon
The hon. Gentleman is absolutely right that the lifelong loan entitlement of up to £37,000 will be transformative for millions of people across the country, enabling them to take short or modular courses at a time of their choosing. We are looking at regulation across the higher education and further education sector, and we are doing all we can to reduce it, but I recognise some of the issues he raises.
John Mc Nally (Falkirk) (SNP)
The Minister for Skills, Apprenticeships and Higher Education (Robert Halfon)
The introduction of tuition fees has not led to fewer disadvantaged young people going into higher education. As I have already highlighted, the 18-year-old entry rate for disadvantaged students in England increased from 14.4% in 2011 to 25.1% in 2022. We saw record numbers of disadvantaged students going into higher education in 2022, with the rate for students on free school meals going up from 20% to 30%.
John Mc Nally
I thank the Minister for that answer but, in the last academic year, English students graduated with £30,000 more debt, on average, than their Scottish counterparts. Despite this, both the Government and the Labour party refuse to follow the Scottish Government’s lead by abolishing tuition fees in England. With more than 16,000 undergraduates dropping out of higher education this year, will this Government admit that their policies are pushing students into debt, and often out of university?
Robert Halfon
Actually, we are being fair both to students and to all those taxpayers who do not go to university. I might point out that low-income students living away from home will qualify for more living cost support over the coming year than low-income students in Scotland.
Miriam Cates (Penistone and Stocksbridge) (Con)
The new Labour dream of 50% of young people going to university has left many saddled with debt, a third of graduates unable to find graduate jobs and more than half of graduates never earning enough to repay their student loans, so I warmly welcome the Prime Minister’s announcement today of a reduction in the number of low-value degrees, which benefit neither students nor taxpayers. Will the Department look to go further by identifying whole universities that could be transformed into higher technical and vocational institutions, which would give far more young people the opportunities and training they really need for the productive jobs of the future?
Robert Halfon
My hon. Friend is absolutely right, in the sense that the Labour party was all about quantity over quality, and we are about quality, high standards and a good education. We are already doing a lot of what she wants, because we are introducing institutes of technology, which are collaborations between higher education and further education that provide flagship skills and teach higher technical qualifications, with 21 across the country. They are doing exactly what she wants us to do.
Jamie Stone (Caithness, Sutherland and Easter Ross) (LD)
The Minister for Skills, Apprenticeships and Higher Education (Robert Halfon)
My hon. Friend is a true fisherman’s friend, although a lot sweeter tasting than the lozenges, I might add. She will be pleased to know that high-quality apprenticeship standards in agriculture and a level 2 fisher apprenticeship are available. We are promoting apprenticeships, including in agriculture, in our schools, and through the apprenticeship support and knowledge programme, and the Careers & Enterprise Company.
John Penrose (Weston-super-Mare) (Con)
Robert Halfon
I know that my hon. Friend is a champion of his brilliant Weston College, which is an example of the greatness of our FE colleges. He will be pleased to know that the DFE publishes outcomes data on further education, which shows statistics on the employment, earnings and learning outcomes of further education learners. We are introducing a data dashboard, which is in the direction of travel in which he wants to go.
Mike Amesbury (Weaver Vale) (Lab)
Despite statutory guidance to reduce the costs of school uniforms, far too many schools are requiring four and up to five branded items. What more will the Minister do to intervene to ensure that schools abide by the law?
Christine Jardine (Edinburgh West) (LD)
In my constituency of Edinburgh West this week, students are graduating, some of them with unclassified results, because of a dispute involving marking. This is making it difficult for those wishing to do masters or PhDs, particularly foreign students who have been told that they will have to reapply for visas. Are the Department for Education and the Home Office looking at ways of facilitating those students taking up the places that they have been offered without the classification and avoiding that problem with the visas?
Robert Halfon
UK Visas and Immigration will consider exercising discretion, and will hold graduate route applications made before the applicant results have been received, provided that the results are received within eight weeks of the application being made. Students who do not know when they will receive their results due to the boycott will be able to extend their permission while they wait for their results. They will be exceptionally exempt from meeting academic progression requirements. I will write to the hon. Lady with fuller details.
Tom Hunt (Ipswich) (Con)
Recently I visited Rushmere Hall Primary School in Ipswich, which is doing a fantastic job to support all neurodiverse pupils, particularly dyslexic pupils; however, its head spoke of a need for all regular teachers to have a better base understanding of neurodiversity, not just new specialists. In the special educational needs and disabilities improvement plan, the Government committed to that. I would like an update on how far we are getting with delivering that in practice.