Children and Families Bill

Steve McCabe Excerpts

Monday 25th February 2013 Commons Chamber

[Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)]

I congratulate the Minister both on his opening remarks and on his wider handling of the Bill. In the tone and substance of what he has said today, he has risen to the occasion on these important subjects.

Reforming the systems for children in care, for children with special educational needs and for family justice is surely right. The Opposition welcome the opportunity to debate those important issues. The case for reform is clear. The system to support children with SEN all too often leaves families struggling to get the support their children need and deserve. More than a quarter of parents of children with autism say they have had to wait more than two years to get the support their child needs at school.

The time it takes for children in care to find suitable permanency is often far too long. As the Minister has said, on average, it takes more than two and half years for an adoption to be completed. For children who are black and minority ethnic, it takes an average of a year longer. Although we must ensure that the best interests of the child are upheld, delays to finding the right match are at the expense of a child’s development.

The family justice system needs to work in the interests of resolution and mediation, retaining the primacy of the interests of the child. I place on record my thanks to David Norgrove for his work for both the Government and the Welsh Assembly Government on reforming family justice. I also thank the all-party parliamentary group on child protection for its recent report, “Making Care Proceedings Better for Children”. We have an opportunity to build a cross-party consensus on lasting reforms. For example, strengthening the role and remit of the Office of the Children’s Commissioner could ensure that the primacy of children’s rights is protected in future. I thank John Dunford for his work for the Government on that.

The Children Act 2004 created the Every Child Matters framework, which I believe is as relevant and important today as it was in 2004. A decade ago, children and young people told us that five outcomes are crucial to their well-being, both as children and in later life: being healthy; staying safe; enjoying and achieving; making a positive contribution; and achieving economic well-being. Our ambition was then, as it is now, to raise the educational outcomes for children from all backgrounds, but particularly for those from the poorest families, for children with SEN and disabilities, and for children in the care system.

Hard-working families, who are currently being hit by the rising cost of child care and cuts to maternity pay, will welcome changes that enable flexibility for parental leave following the birth of a child. The previous Government introduced statutory paternity leave, which was an important turning point for many families. Although the current Government’s failed economic plan is hitting families hard, parents will benefit from greater flexibility for parental leave.

On special educational needs, the Select Committee on Education was right in its report to say that the 2011 Green Paper set high expectations and high hopes for parents and for children with SEN. All hon. Members will have been contacted by parents of children with SEN in our constituencies. The story is a familiar one.

[Steve McCabe (Birmingham, Selly Oak) (Lab)]

I appreciate that the Minister tried to cover a lot of ground quickly, but his response to the hon. Member for Blackpool North and Cleveleys (Paul Maynard) was extremely disappointing, and there is a broad concern. Does my hon. Friend agree that too many children will be left out by the proposals? That is particularly true of children with dyslexia, who are excluded from the Minister’s current plans.

[Stephen Twigg]

I share my hon. Friend’s concern and I will come to a number of ways in which the Bill needs to be improved in Committee.

All hon. Members will have experienced a familiar story in their constituencies. Parents have a lack of information about the support available. They then have a long, drawn-out battle to secure the additional support their children need. Even when that support is offered, they have to jump endlessly through hoops to get the services their family needs. There is no doubt that we need a radical transformation of the SEN system.

Going back to 1981, the Warnock inquiry introduced the process of statementing, as well as provisions for inclusion of children and young people with SEN in mainstream education. Since then, we have seen several reforms—for example, the requirement on the Secretary of State to publish annually the numbers of children and young people with SEN and their outcomes, following a campaign led by the shadow children and families Minister, my hon. Friend the Member for Washington and Sunderland West (Mrs Hodgson).

Oral Answers to Questions

Steve McCabe Excerpts

Monday 16th January 2012 Commons Chamber

[Mr Hayes]

What we seek is a system driven by demand, pupils who are helped to make informed judgments by the information that they are given, businesses driving the skills system, and head teachers and college principals being free to respond to local needs. That is our mantra and it is entirely in line with my hon. Friend’s intentions and ambitions.

[Steve McCabe (Birmingham, Selly Oak) (Lab)]

16. What assessment he has made of the effect of the closure of the General Teaching Council on the ability of teachers subject to disciplinary proceedings or sanctions to seek redress.

[The Minister of State, Department for Education (Mr Nick Gibb)]

The closure of the General Teaching Council for England will have no effect on the ability of teachers to seek redress. The new Teaching Agency will uphold GTCE sanctions and consider whether they continue to be appropriate in individual cases. The right of appeal to the High Court remains the same. Teachers who believe that they have been unfairly dismissed continue to have a right to take their case to an industrial tribunal.

[Steve McCabe]

I understand that 300 cases that have been referred to the General Teaching Council, including that of my constituent, Sally Craig, will not be heard before the Minister succeeds in winding it up and will not be referred to the new Teaching Agency. What will he do to ensure that those people are not denied natural justice?

[Mr Gibb]

The purpose of the GTCE and the Teaching Agency is not to provide a right of appeal for action taken locally. That is a local decision. The GTCE’s functions were additional to the sanctions available locally. We are removing incompetence from the matters that are referred to the Teaching Agency. It will look only at cases of serious misconduct. Cases that do not reach that bar will not be transferred to the Teaching Agency and will not be investigated by it. The GTCE and the Teaching Agency have never been a second road of appeal for action taken locally.

Careers Service (Young People)

Steve McCabe Excerpts

Tuesday 13th September 2011 Commons Chamber

[Elizabeth Truss]

I thank my right hon. Friend for his intervention. I advocate making the E-bac subjects that the Government are encouraging compulsory until age 16, as they are in Canada, Germany and France. It is good for all students to get a core basic education. We currently have one of the lowest proportions in the OECD of students doing maths aged 16 to 18. We have a very poor record on foreign languages, history and sciences.

To address the point that the shadow Secretary of State made in his speech, we need to get everyone up to a good level in a core general education. It is no longer appropriate to say that it is okay for students to cut off their options at age 14 and regret it later in their careers. I do not think that we need a lot of expensive careers advisers telling students that; it should be a broad part of a general education that everyone in this country studies, as is the case in most of our major competitors. I would like the Government to take up that point.

Employers say that they are most concerned about foreign languages—75% said that it was their major concern. Yet in 2004 the previous Government dropped the requirement of a foreign language at key stage 4, and since then the proportion of students studying foreign languages at GCSE has plunged from 79% to 44%. In mathematics, the UK is an outlier, with only 50% of sixth forms offering further mathematics A-level, and yet students who wish to study mathematics or physics at one of the top universities need a further mathematics A-level. That means that 50% of our young people are unable to study those important subjects at university. That is absolutely disgraceful. Why are they not able to do so? There are perverse incentives in the league tables, as the Minister said earlier, and we all know that some subjects are more equal than others, but there is also a fundamental dishonesty in how they are presented and reported.

One thing that no one has mentioned in the debate so far, however, is the role that teachers should play. We have seen their role diminished since 2003, and in particular since their terms and conditions restricted the activities in which they may become involved. Teachers have a crucial role in inspiring students to think about their future and what they could make of themselves, but sometimes we focus too much on the student’s immediate career, rather than on building up their long-term capabilities.

It is better to have somebody who is close to a student giving them regular advice and being honest about their subject options. I have been into local schools and talked to teachers, and often they are afraid of denigrating a subject for fear of seeming elitist, but unfortunately that is undermining our meritocracy and meaning that students from well-off backgrounds who attend independent schools are twice as likely to study maths and science at A-level, three times as likely to study modern languages and seven times less likely to study media studies. That, I am afraid, is the legacy of our system.

[Steve McCabe (Birmingham, Selly Oak) (Lab)]

What is the basis for assuming that unqualified teachers who flourish in the free-school experiment will be better equipped to provide the support and direction that the hon. Lady hopes pupils will receive?

Public Disorder

Steve McCabe Excerpts

Thursday 11th August 2011 Commons Chamber

[Steve McCabe (Birmingham, Selly Oak) (Lab)]

I think the public will approve of the measured tone of many of today’s contributions.

Many constituents contacted me to say that they did not want to see point scoring. Let me mention just two. A woman called Jenny Ellis said that the public want a resolution of this crisis. She went on to say that I should feel free to give the Prime Minister a hard time on police budgets in the future, but for now we should concentrate on reclaiming the streets and dealing with these criminals. A vicar’s wife who helps lots of less fortunate people in my constituency was clear that this is not about disadvantage but wanton vandalism and theft. She is also a magistrate who will be sitting on Friday and she wants our support for the courts to take a robust line with these offenders.

I will not argue that everyone should get a custodial sentence, tempting though that is, but we will let the public down if those with previous convictions are bailed or if those granted bail commit further offences. I was shocked to read in the Birmingham Mail that one of the first rioters to be sentenced, for assault on a prison officer, got 10 weeks, of which he will probably serve five.

As we move on from these disgusting scenes, we must be conscious of the risk if there is a perception that the police are being criticised or undermined. Police officers marching and protesting and a perception of conflict with the Government do not raise the status of the police in the public mind. I do not agree with the Government’s plans for the police, but I urge them to try to seek agreement and avoid a stand-off. The last thing we need is a demoralised police force. A justice system that is perceived as soft will only embolden and reinforce the mindset of those who think the police are fair game and that nothing much will happen to them if they are caught.

I have just been contacted by some constituents who had their cars wrecked in a pre-riot orgy of vandalism. The sentences imposed on the perpetrators do not cover the damage, and the court made no compensation order. It is simply not good enough.

I join Members in all parts of this House in calling for support for the police. We must stand up for the victims of crime and support tough, deterrent sentencing. Vicious criminal activity and lack of respect for other people and their property simply cannot be tolerated. We must make clear that our No. 1 priority is the rigorous enforcement of law and order.

Funding and Schools Reform

Steve McCabe Excerpts

Wednesday 17th November 2010 Commons Chamber

[Andy Burnham]

It most certainly is not, although the Conservatives do not seem to mind, as far as I can tell. Such a facility is too good for our children, as far as I can make out.

Schools all over the country are in chaos because the Department promised a capital review to clear up the problems and give clarity to schools. Instead, schools all over the country are in limbo, waiting to hear. I hope they will hear some clarity from the right hon. Gentleman today. It is clear that he has made a mess of the capital budget, but I hope he will acknowledge today the anxiety in schools right now about revenue budgets for next year.

“Schools protected” was the headline that schools wanted on spending review day, but here is the second charge that I lay at the door of the Secretary of State: has he not raised expectations that he now cannot fulfil? As the Institute for Fiscal Studies said, when rising pupil numbers are taken into account, the “Schools protected” headline turns into a 2.25% real-terms per pupil cut. Further changes to funding may mean it is far worse for some schools. Specialist schools fear losing the extra money that comes with their status. I hope that today the Secretary of State may provide them with some clarity on that.

[Steve McCabe (Birmingham, Selly Oak) (Lab)]

Can there be any worse con perpetrated on parents than the cast-iron guarantee that the Lib Dems and the Secretary of State gave on the pupil premium? Is not that a classic example of a promise that did not last until the ink had dried?

[Andy Burnham]

My hon. Friend anticipates me, because that is precisely the issue that I was about to come on to.

The big issue facing all schools is the effect that the pupil premium will have on their budgets. The rush to bring in this new system could cause real volatility in budgets. I hope that the Secretary of State will tell us how he is planning to avoid that. It happened to us when we made changes to school budgets; these things need to be done carefully. We acknowledge that problems can arise, but I hope that he will give me, and schools, some reassurance that the Department will have measures in hand to protect schools from very marked swings in their budgets.

As I told the House on Monday, experts are predicting that schools in the most deprived parts of the country stand to be the biggest losers from the much vaunted pupil premium—amazing, given all the claims made for it by the Liberal Democrats, but, it would seem, true. Today I visited a secondary school in Walthamstow which, by any measure, faces some of the biggest challenges of any school. It has double the national average of pupils on free school meals and with special educational needs. It is very important that the House hears what the pupil premium might mean for them—might mean, because we do not know yet. The school estimates—[Interruption.] I do not know what the Minister of State, Department for Education, the hon. Member for Brent Central (Sarah Teather), is chuntering about. This is coming directly from schools. If she listens to this, she might be able to change things and do something about it. The school estimates that it is set to lose hundreds of thousands of pounds under the pupil premium. That is supported by the IFS, which has calculated that the pupil premium could be 2.5 times higher in Wokingham than in Tower Hamlets. It says that schools in more deprived areas would receive noticeably less in percentage terms than similarly deprived schools in less deprived areas.

May I ask Liberal Democrats to examine their consciences before final decisions are made on this issue? Is this really the effect that they wanted for their pupil premium—to take money off kids for whom life is already hardest?

--- Later in debate ---

[Andy Burnham]

That is the inference that people will draw. There is an obsession with structures, not with standards or with helping young people to be the best they can be. I would like to hear the Secretary of State talk a little more about that and a little less about free schools and whatever structural ideas he is dreaming up. Let us focus on standards and on the aspiration of kids from a working-class background. Let us give them some hope rather than introducing organisational reforms that may or may not offer them anything. That is the problem the Secretary of State is facing.

[Steve McCabe]

I would like to help the hon. Member for St Albans (Mrs Main), who asked about the EMA. Did not the Institute for Fiscal Studies publish a report showing a rise of six percentage points in the number of EMA recipients getting level 2 qualifications? That is hardly a Labour party assertion, is it?

[Andy Burnham]

Not at all, and the report also showed specific improvement among groups who have traditionally under-achieved in post-16 education. The Government seem to be saying that this evidence is simply to be disregarded because a political decision has been made. At times, I get the feeling from this Government that if a reform was introduced by Labour, they just want to wipe it away, even if it was successful. They want to do something different. [Interruption.] Well, we shall talk about school sport in a minute, and I think they are also guilty of the charge on that issue.

Oral Answers to Questions

Steve McCabe Excerpts

Monday 15th November 2010 Commons Chamber

The Secretary of State was asked—

[Steve McCabe (Birmingham, Selly Oak) (Lab)]

1. What qualifications teachers employed by free schools will be required to have.

[The Secretary of State for Education (Michael Gove)]

Innovation, diversity and flexibility are at the heart of the free schools policy. We want the dynamism that characterises the best independent schools to help drive up standards in the state sector. [Hon. Members: “Hear, hear.”] Oh, thank you. In that spirit, we will not be setting requirements in relation to qualifications. Instead, we will expect business cases to demonstrate how governing bodies intend to guarantee the highest quality of teaching and leadership in their schools. No school will be allowed to proceed unless its proposals for quality teaching are soundly based. Ensuring that each free school’s unique educational vision is translated into the classroom will require brilliant people with a diverse range of experience.

[Steve McCabe]

I am grateful for that answer. [Interruption.] I am, indeed. My only question is, if we recruit too many untrained and unqualified teachers, does the Secretary of State fear he will end up presiding over the Department for dumbing down?

[Michael Gove]

That was a brilliantly couched question, which reflects the many years that the hon. Gentleman spent, with profit, in the Government Whips Office. I think that the Department for dumbing down was presided over by my predecessor, the right hon. Member for Morley and Outwood (Ed Balls), during his three years as Secretary of State. As our new schools White Paper will point out when it is published, we will do everything possible to increase the prestige and esteem of the teaching profession. Throughout the House, we all recognise how important it is to get the best people into the classroom.

Building a High-Skilled Economy

Steve McCabe Excerpts

Thursday 17th June 2010 Commons Chamber

[Mr Hayes]

The fact that I anticipated my hon. Friend’s intervention merely gives it more force. He is right to say that the Open university plays a critical role in that regard. I will happily visit that place once again to cement the relationships that I have already formed there.

The economic case for skills will continue to be important because of the link between skills and competitiveness. It is well established, and it was made clear five years ago in the Leitch and Sainsbury reviews. Already their analysis has become orthodox in the debate about skills and the economy. The essence of their case was, and it remains salient, that driven by new technologies, the pace of economic and industrial change is growing, not just here in the west but in Asia and increasingly in Africa and South America. Once, those countries either did not compete in the same markets as this country or could offer only technologically inferior products. That is no longer the case. The unequal competition between high quality and low cost has been replaced by what Lord Sainsbury called a “race to the top”.

[Steve McCabe (Birmingham, Selly Oak) (Lab)]

In the context of international competition, how worried is the Minister by the letter in today’s The Daily Telegraph from senior executives of leading British companies, who warn against the dangers of cuts to university funding and the risk that we will be left behind in the international competitive league as a result?

[Mr Hayes]

There is no doubt that the relationship between research and development and the kind of dynamism that I have described is a profound one. I know that my right hon. Friend the Minister for Universities and Science will take that very seriously indeed in the process of framing our policy in respect of higher education.

I know that the hon. Member for Birmingham, Selly Oak (Steve McCabe) is sympathetic to the argument, so I may be pushing at at least a half-open door when I say that further education matters too. Building skills from the bottom up, re-engaging young people who are not in employment, education or training, up a ladder of skills to the levels that he is describing—levels 3, 4 and 5—is critical. The hon. Gentleman will understand why today I want to speak particularly about further education, as that is my responsibility.

We need to provide workers with the skills they want and businesses with the skills they need to compete in this increasingly challenging world. The Leitch analysis pointed towards an intensive effort to raise skills in this country, and indeed the House more than once debated these matters when the Labour party was in government. It is easier perhaps to say on the Opposition Benches, but I will repeat it from the Government Bench, that I do not accuse the hon. Member for Cardiff West of anything worse than a mistake. I do not think that Labour Members are malevolent; I think their intentions are broadly the same as ours. I just think they are misjudged. This is not about malice; it is about error. I know that they will want to acknowledge that when they speak in the debate. They are big men, and I want to give them this chance, because I am a generous Minister, to rush to the Dispatch Box to say that they got it wrong. Wouldn’t we welcome that? Wouldn’t the whole country welcome it, too?

--- Later in debate ---

[Mr Hayes]

No; I am saying that some of the existing apprenticeships may not be classified so, and that the new money and the new emphasis will be on level 3. I want to return to the main text of my speech.

[Steve McCabe]

Will the hon. Gentleman give way?

[Mr Hayes]

I want to make progress; I will give way later. The hon. Gentleman has had one turn, and although I am generous, my generosity is not without limit.

I want now to focus on the highly centralised and bureaucratic system that developed under the previous Government, whereby funds that could have been used for teaching and training were actually used detailing plans, complying with targets and formulating schemes. Instead of enabling colleges and other providers to respond to the needs of businesses and learners, Ministers thought they knew what was best. Excessive bureaucracy sapped precious energy from our education system. If I might, as a primer, offer advice again, particularly to newer Members, that if proof were needed of that assertion, it is to be found in the report commissioned as early as 2005 by the last Government under the auspices of Sir Andrew Foster. That report concluded that there was a “galaxy” of oversight, inspection and administration in the FE sector, and called for precisely the kind of streamlined and more responsive structure that we in this Government will now put in place.

Even worse, though, that centralised, target-driven micro-management led to a systemic failure in the form of an FE capital funding crisis from which the sector is still reeling. Members will know that the Learning and Skills Council encouraged bids that would have cost 10 times more than the available funds. Across the country, 144 capital bids were frozen. Members across the Chamber came to the House to complain about the circumstances in their localities and the effects on their local colleges, and rightly so. Seventy-nine of those projects had already received agreement in principle. Many colleges incurred considerable cost.

Andrew Foster was once again brought out of mothballs by the Government to produce another report, and he made it very clear that a top-heavy, bureaucratic system had failed. He concluded that the LSC was too slow to respond—

“there were straws in the wind, early storm warnings, but the problem was not crystallised fast enough.”

So we will look closely at FE capital. Next week, I shall make it clear how we will spend on a bid basis with colleges the extra £50 million that the Chancellor has agreed to devote to FE capital projects.

--- Later in debate ---

[Steve McCabe (Birmingham, Selly Oak) (Lab)]

Let me begin by congratulating the hon. Member for Romsey and Southampton North (Caroline Nokes) on an entertaining and well-informed maiden speech. I am sure that she will make a great addition to the House and will serve her constituents well. I also congratulate the hon. Member for Milton Keynes South (Iain Stewart) and my hon. Friend the Member for Liverpool, Walton (Steve Rotheram). I must tell my hon. Friend that I am another Scot who hopes that the England side does well—but I look forward to hours of arguments about football in the years ahead.

I welcome the Minister of State, Department for Business, Innovation and Skills, the hon. Member for South Holland and The Deepings (Mr Hayes), to his post and wish him well, although I see that he has just left the Chamber. I thought that his speech was a wonderful performance. I have concluded that if the pressures of government grow too great for him, as they inevitably will at some point, he will have a great future in amateur dramatics.

I was pleased to hear the Minister’s plans, some of which I think deserve consideration. For instance, I was glad to learn that he plans to look at the careers service with a view to possibly revamping it. I was surprised and worried to read in a briefing that I received from Edge—the independent foundation that promotes vocational qualifications—that in response to a survey conducted last year, more than 50% of secondary schoolteachers admitted that their knowledge of apprenticeships was remarkably poor.

[Mr Hayes]

I am grateful to the hon. Gentleman for his tribute and for the information that he has just provided. The same survey revealed that teachers knew less about apprenticeships than about any other qualification apart from the Welsh baccalaureate. I have nothing against the Welsh baccalaureate, but the hon. Gentleman will understand the point.

[Steve McCabe]

I am glad to learn that the Minister has taken that information on board. As I have said, it worried me to read it, and also to read that many apprentices who were surveyed said that very little information had been given to them about apprenticeships either by secondary schoolteachers or, more importantly, by careers specialists. It seems pretty obvious to me that, if we are interested in promoting apprenticeships, we shall have to convey some basic good information to young people. Both the careers service and the information available to secondary schoolteachers must therefore improve.

I am not quite sure what the Minister was attacking in his comments on level 2—I am not sure whether that was code for a cut in numbers down the line. It seems to me that £50 million could buy an awful lot of opportunities for young people, and if that sum is taken out of the budget in the years ahead, perhaps the Minister has to prepare the way by telling us that he will downgrade certain qualifications and opportunities.

I welcome, however, the Minister’s acknowledgement that level 2 can provide a very useful foundation. I was struck by the statistic in the CBI report, “Ready to grow” that 32% of employers found it remarkably difficult to recruit people with the necessary intermediate skills. It seems to me that those people will never be available unless we can provide them with a basic foundation to start with, and the general definition of level 2 is that it provides people with a solid grounding and a basic set of skills from which they can begin to build and develop their chosen careers.

I do not particularly want to quibble with the Minister about the definition of apprenticeships, but level 2 is very important in getting some young people on the path. Whatever the Minister’s comments today about level 3 were intended to mean, I hope he will bear in mind that it is essential that youngsters have a route in, and that the only way that we will be able to provide employers with people with the requisite skills is by giving young people that starting point.

I also welcome the Minister’s plans to set further education colleges free, although I am not sure how free they will be if they are starved of funding, as it strikes me that that can be a fairly empty form of freedom, and I noticed that there was very little detail about exactly what this freedom will amount to. I would like FE colleges to be encouraged to develop programme apprenticeships—they already have a great deal of skill in that respect—and those apprenticeships are a way of enabling young people in particular to begin their apprenticeship at a time when it may be quite difficult for them to find an employer to take them on. Employers, particularly small businesses, are struggling to develop apprenticeships at present because of their fears about the economic future.

[Mr Hayes]

rose—

[Steve McCabe]

I will happily give way to the Minister again.

[Mr Hayes]

I am grateful to the hon. Gentleman for giving way for a second time.

For the sake of clarity, let me repeat something that I have already said: I am writing to every Member to describe these freedoms to which the hon. Gentleman refers, and they are all things that have been specifically requested by further education representatives in numerous conversations that we have had with them over a period of years.

[Steve McCabe]

Well, the detail is obviously in the letter then, and I look forward to reading it.

I was slightly disappointed that the Minister did not make any specific reference to small businesses. If we want to grow meaningful apprenticeships, small businesses are the obvious sector that we need to target, but we all know that they have difficulties in dealing with apprenticeships. I was glad to hear that the Minister is enthusiastic to cut through the red tape, but when I talk to small employers, they tell me that they need help in developing apprenticeships; they need help with the basic training and assessment. That is the other side of what needs to be done. One side is to encourage youngsters by ensuring they have the necessary information and by promoting apprenticeships, and the other side is to make it possible for small employers in particular to take on young people.

I wonder whether the Minister has considered the idea of group apprenticeship schemes, which I understand have been particularly successful in Australia. I believe that there are some pilot schemes in this country. The essential idea is that the apprentice is employed by a group and is sent out on placement to various employers. It then becomes possible for a group of small employers to get together and to save on the administrative costs and overheads. A number of youngsters can therefore be placed on an apprenticeship scheme and get real practical experience with employers.

Has the Minister any plans to consider university technical colleges? There is one in the Birmingham area, at Aston, and I think there are about four around the country. That model seems to bring universities together with employers. In the engineering and manufacturing sectors in particular, it encourages the development of a steady skill development path. It builds on vocational levels through to level 5, and the previous Government sought to encourage it. I would like to know whether the Minister has plans to pursue it.

[Mrs Madeleine Moon (Bridgend) (Lab)]

Is my hon. Friend aware of other initiatives coming out of universities that also help to build the high-skill economy? I cite, for example, Wendy Sadler’s scheme out of Cardiff university, of which my Front-Bench colleague, my hon. Friend the Member for Cardiff West (Kevin Brennan), will be aware. They have used “Science made simple” to reach out to 250,000 youngsters, getting them to understand science and how they can have a career in science and find employment through science in high-tech and high-quality jobs. Universities have a unique role in reaching out to young people before they make their career choices, perhaps involving universities or apprenticeships.

[Steve McCabe]

If we are going to create jobs for the future and to have a generation in work rather than unemployed, all such initiatives should be encouraged and explored. I agree with the Minister—I do not think that any of us has ownership of these issues—but it is pretty important that we get it right, because we have one chance.

[Stephen Pound (Ealing North) (Lab)]

Does my hon. Friend agree that one of the difficulties with apprenticeships is finding an employer to take the apprentice on for the third year, or even in some cases for the second year? In the benign balmy days of a sophisticated Labour Government who had the economy moving forward, that was quite easy, but now, as the chill winter of Conservatism starts to freeze the economy from all corners, might it not be an idea for us to revert to what the Conservatives did the last time that they were in power and introduce schemes such as the Manpower Services Commission scheme, the youth opportunities programme and so on to provide some support and encouragement to employers? It is easy to take on an apprentice in the good times, but very hard in the bad times.

[Steve McCabe]

I agree absolutely with my hon. Friend. Employers need help and encouragement, and the only people who can provide that are the Government. If we are going to get this to work, that is what has to happen.

The Minister struck a note of optimism today. As I said to him in an earlier intervention, I do not think that that is the view of the senior executives who wrote to The Daily Telegraph today; they struck a note of anxiety and pessimism about cuts in university funding and about being left behind in international competition. It was difficult to see the Minister’s optimism when it came just after the speech from the Chief Secretary to the Treasury, in which he told us that he was axing the young person’s guarantee.

I wish the Minister well, but I warn him that this is going to take more than warm words. The last thing we need to see is a lost generation that does not even get the chance of work. That is the legacy that the Tory Government of the ’80s left us, so I hope that he will learn from the mistakes of the past.

[Several hon. Members]

rose—

Oral Answers to Questions

Steve McCabe Excerpts

Thursday 3rd June 2010 Commons Chamber

[Alison McGovern (Wirral South) (Lab)]

9. What plans he has for future support for businesses in Merseyside and the north-west; and if he will make a statement.

[Steve McCabe (Birmingham, Selly Oak) (Lab)]

12. For what reasons his Department plans to replace regional development agencies with local economic partnerships.

[Sir Alan Beith (Berwick-upon-Tweed) (LD)]

15. What plans he has for the future of the regional development agency in the north-east; and if he will make a statement.

--- Later in debate ---

[Vince Cable]

Within days of taking up this job I went to the north-west of England. I visited the RDA and talked to the chairman and chief executive and to businesses in the region. I reassured them that we are well aware of the problems faced by Merseyside and the north-west, and that it is an area of priority in terms of resources.

[Steve McCabe]

I too congratulate the Secretary of State, and I heard what he said about not tinkering too much in the west midlands. How many jobs would have to be lost in the west midlands before he considers this policy to be a failure?

[Vince Cable]

I congratulate the hon. Gentleman on being returned to the House. I remember that he was a formidable force in the Government Whips Office in his day. He has already noted the acceptance that the west midlands has particular structural problems, and they will be taken into account in the reordering of the RDAs. In my first answer, I stressed that the changes depend very much on the reaction of local business and local authorities. I am sure that he will make representations to Birmingham city council and local businesses, and I hope that they will reflect the priority that he wishes to give.