Oral Answers to Questions

Tracy Brabin Excerpts

Monday 6th February 2017 Commons Chamber

[Mr Speaker]

Order. By his earlier reference to the situation “across the country”, the Minister extended the question beyond Devon, allowing other would-be contributors to ask a question.

[Tracy Brabin (Batley and Spen) (Lab)]

The head of one of my local academy trusts tells me that his school will lose more than 2.5% of its overall budget as a result of the national funding formula alone. That figure is higher than the 1.5% cap promised by the Government. Does the Minister share the trust’s view that the cuts will have the biggest impact on deprived and vulnerable children? If so, what are the Government doing?

[Mr Gibb]

No, I am afraid that the hon. Lady is wrong. We aggregated all the local funding formulae across the 150 local authorities and looked at the level of deprivation. We are allocating 9.5% of the national funding formula to deprivation, which is broadly in line with the existing position. We have also increased the amount in the funding formula that goes to children who start school behind. The scheme is deliberately designed to help children from disadvantaged backgrounds who are falling behind. I would have thought that the hon. Lady, representing the constituency that she does, would support a fairer funding system that helps those particular children.

Sex and Relationship Education

Tracy Brabin Excerpts

Monday 23rd January 2017 Commons Chamber

[Tracy Brabin (Batley and Spen) (Lab)]

On that point, a Terrence Higgins Trust report found that 75% of young people had not learned about consent and that 95% had not been taught anything about LGBT relationships. Even the UN is calling for SRE in UK schools to be statutory. Does the Minister agree that it is time that the Government respond to that request and make SRE statutory?

[Caroline Dinenage]

Yes, the Government are looking at it as we speak. We will set out our next plans for inclusion in the Children and Social Work Bill, but we have to get this absolutely right. It needs to be done sensitively, carefully and with cross-party support. This has not been updated for the last 16 years, and my personal opinion is that respect for oneself, respect for others, healthy relationships, consent and all the other things that we really value as part of SRE and PSHE are things that we must also ensure we embody in a whole-school ethos, not just something we teach for half an hour on a Tuesday.

Technical and Further Education Bill

Tracy Brabin Excerpts

3rd reading: House of Commons & Legislative Grand Committee: House of Commons & Report stage: House of Commons
Monday 9th January 2017 Commons Chamber

I will tell hon. Members what I think, and the Minister and those on my own Front Bench might want to reflect on it. I genuinely believe that our country needs a national crusade on technical and vocational education. It needs something that will really shake the system up. We have a Minister and a shadow ministerial education team who are saying exactly the same things. Let us challenge our country to turn all this talk about the importance of skills and of technical education into a reality. If we could do that, we could improve our economy. Just as importantly, in addition to valuing our doctors and lawyers, who are really important, we would for the first time be giving the work and vocational education of many families the esteem that they deserve. Our country would be better for that. We would improve educationally, and many of our poorest communities—where equality of opportunity in education is a rhetorical myth rather than a reality—would actually be able to do something. What an achievement that would be for a Parliament, let alone for a Government. I wish the Minister well, and I thank my hon. Friend the Member for Blackpool South for his contribution. I also thank everyone on the Bill Committee for the contributions they have made towards tackling one of the most fundamental problems that our country faces. Good luck with it all.

[Tracy Brabin (Batley and Spen) (Lab)]

New clause 4 deals with careers education provision in technical and further education, and I want to build on the words of my hon. Friend the Member for Wolverhampton South West (Rob Marris). As the Minister knows from our time spent together on the Bill Committee, this issue is of particular interest to me, and I would like to thank him for the courtesy that he has extended in explaining what the Department is doing in this area, and for introducing me to the Careers & Enterprise Company. I also thank him for his keen interest in improving careers education. After due consideration, however, I feel that the new clause is necessary and that it will complement the work that is already under way. There have been a lot of warm words and verbal support, but not including careers education provision in this legislation is an enormous missed opportunity.

The Bill will shake up the technical and further education sector considerably, and accepting the new clause would show how important career planning is to the House and to the Government. During private meetings before the Bill went into Committee, real concerns were raised with me about the lack of careers education provision in our colleges. It has been stressed that the lack of advice available is such that, without explicit legislation on careers guidance, the matter will be nudged even further towards the back of the priorities queue. Resources in our colleges are overstretched, and I was disappointed to hear that in one institution a receptionist with no specialist qualifications or training had been asked to give careers guidance. The problem of a lack of careers guidance is stark. It has been brought to the attention of the Department by the co-Chairs of the Sub-Committee on Education, Skills and the Economy. In its report, the Sub-Committee states:

“Ministers appear to be burying their heads in the sand while careers guidance fails young people, especially those from disadvantaged backgrounds, and exacerbates the country’s skills gap.”

It is clear that we cannot rely on warm words and reassurances alone. We must have provisions in writing and in legislation, because we have an obligation to our learners. As we know, the world of work that our young people are entering is changing really fast. The sector in which an apprentice starts their learning will have transformed enormously by the time they reach their last year. Access to guidance and advice should not be left behind when they step into a career. It should be more agile and responsive to the skills and experience they are picking up. It is those opportunities that new clause 4 would seize, including an opportunity for a strategy to be laid before the House that was specialised for further and technical education, that was ongoing, and that provided parity of esteem between technical, further and higher education, using the expertise of the new Institute for Apprenticeships and Technical Education. This is a huge opportunity that is too good to miss.

[Gordon Marsden]

I thank all those who have spoken. I particularly thank the Minister for confirming that the implications of what we asked for in new clause 2 will be satisfied by the Government, which is an important concession or confirmation, depending on how he wishes to look at it. Whatever it is, we thank him for it.

I will withdraw new clause 1 but, as shown not least by the powerful speeches by my hon. Friends the Members for Gedling (Vernon Coaker) and for Batley and Spen (Tracy Brabin) and others, it is a huge missed opportunity that the Government are not including the strategy in the Bill. I mean no disrespect to the Minister and his personal qualities, but we believe that the strategy needs to be embodied for the foreseeable future in the Bill. On that basis, we will be pressing new clause 4 to a vote.

I beg to ask leave to withdraw the clause.

Clause, by leave, withdrawn.

New Clause 4

Careers education: duty to publish strategy

“‘(1) The Secretary of State shall publish a strategy for the purposes of improving careers education for persons receiving education or training—

(a) in the course of an approved English apprenticeship;

(b) for the purposes of an approved technical education qualification; or

(c) for the purposes of approved steps towards occupational competence.

(2) The strategy shall be laid before Parliament.

(3) The strategy shall specify provisions under which the Secretary of State will seek to—

(a) ensure that persons receiving education or training under subsection (1) receive information, advice and guidance relating to their future careers, and that such information, advice and guidance is delivered in a way which meets each person’s needs and is impartial;

(b) ensure that such information, advice and guidance may be taken into account by relevant authorities and partners to meet the needs of local or combined authority areas;

(c) ensure parity of esteem between technical, further and higher education; and

(d) monitor the outcomes of such information, advice and guidance for recipients.

(4) The provisions specified in subsection (3) shall have specific regard to particular needs of different groups of persons receiving education or training under subsection (1), including—

(a) persons with special educational needs;

(b) care leavers;

(c) persons of different ethnicities;

(d) carers, carers of children, or young carers, as defined by the Care Act 2014; and

(e) persons who have other particular needs that may be determined by the Secretary of State.

(5) The strategy shall include guidance for the purposes of improving careers education, to which the following bodies shall have regard—

(a) the Office for Standards in Education, Children‘s Services and Skills;

(b) the Institute for Apprenticeships and Technical Education; and

(c) the Office for Students.

(6) The Secretary of State shall by regulations designate relevant authorities and partners for the purposes of subsection (3)(b).

(7) The Secretary of State may by regulations designate—

(a) further groups of persons under subsection (4)(e); and

(b) further national authorities or bodies under subsection (5).

(8) Regulations made under this section—

(a) shall be made by statutory instrument; and

(b) may not be made unless a draft has been laid before and approved by a resolution of each House of Parliament.

(9) For the purposes of this section, “careers education” means education about different careers and occupations and potential courses or qualifications to attain those careers and occupations.’” —(Gordon Marsden.)

This new clause would establish a statutory requirement for the Government to produce a strategy on careers education, which shall be taken to be the “Careers Strategy”.

Brought up, and read the First time.

Question put, That the clause be read a Second time.

Technical and Further Education Bill (Seventh sitting)

Tracy Brabin Excerpts

Committee Debate: 7th sitting: House of Commons
Thursday 1st December 2016 Public Bill Committees

[Tracy Brabin (Batley and Spen) (Lab)]

Before I make my comment, I thank the Minister for his letter this morning on the Careers & Enterprise Company. I was grateful to receive it and I thank him for sending it in such a timely fashion. I have been monitoring the situation locally, and if things work, I will be encouraging other sixth-form departments in schools to get involved, because some schools are not doing so.

The Minister says that the measure will speed things up, but there is one thing on which I could do with some clarification. Clause 23 relates to transfer schemes. The explanatory notes say that:

“Such schemes can be used to override some third party rights, e.g. transferring a lease without the landlord’s consent”.

I want to double-check something. If that were to happen with Kirklees Council and someone wanted to take back a building, that could lead to some sort of legal dispute. Would that not hold up the transfer of the students to another college and the process of their learning?

[Robert Halfon]

Will the hon. Lady allow me to think about that example? We will consider transfer schemes in detail later, but I do not think the issue she highlights would arise. The transfer schemes are particularly about looking after the students and establishing who the provider is if the existing college management are no longer looking after the students. There might be a different provider, but we will come on to that point later in our consideration.

Technical and Further Education Bill (Eighth sitting)

Tracy Brabin Excerpts

Committee Debate: 8th sitting: House of Commons
Thursday 1st December 2016 Public Bill Committees

[Gordon Marsden]

My hon. Friend is right. He has read not only my mind, but my postbag. Only half an hour before coming here I received an email from Unison, which raised some of those issues with respect to its members who fit into one or two of the categories in question. It made precisely that point about distance, which I was anxious to make in my exchange with the Minister about the education maintenance allowance. It was not simply about cost; it was also about time.

[Tracy Brabin (Batley and Spen) (Lab)]

I have spent time with care leavers and foster families in Kirklees, and they are an incredibly vulnerable group of people with a lot of chaos in their lives. They are five times less likely to get five good GCSEs and eight times more likely to be excluded from school, and obviously they are less likely to go to university or, we assume, start an apprenticeship. They need extra support, and so do their families. Certainly, when they are moved around, which sometimes happens, they need extra support with transport and so on.

[Gordon Marsden]

I am grateful to my hon. Friend for underlining that point and giving that practical example of a personal issue. Perhaps I can be forgiven for mentioning that the shadow Secretary of State, my hon. Friend the Member for Ashton-under-Lyne (Angela Rayner), has herself strongly expressed how crucial further education was to her during her teens. She said on Second Reading that she would not have been there to present our view on the Bill had she not had that experience, when she was in that vulnerable situation as a teenager.

There are groups of people who must particularly be thought about in this context. We discussed care leavers on another occasion, and the difficulties that many of them face, but it seems particularly appropriate to discuss them again in the context of the amendment. In their apprenticeship funding proposals last month, the Government recognised that apprentices aged 19 to 24 who had previously been in care, or who had had a local authority education, health and care plan, might need extra support. The majority of respondents to their survey supported that—more than twice as many providers agreed with the proposal than disagreed. The Government have pledged in the proposals to give extra funding to employers who take on someone who was previously in care or had a local authority education, health and care plan. We applaud that as a good start, but it is important to think about legislating further and to guarantee that other necessary steps are taken to ensure that access and opportunity are available to care leavers.

Looked-after children often achieve less highly at GCSE, as my hon. Friends have noted, partly because they may have a chaotic family background or a history of abuse. The Special Educational Consortium stated in written evidence that young people who have a care plan at age 15 are more than twice as likely not to be in education, employment or training at 18. Barnardo’s said:

“These young people often leave school with few or no qualifications and need alternative options outside of the school environment if they are to achieve their potential. Some need provision that allows them to catch up on what they have missed. These young people also often want the option of practical-based learning that clearly links to a real job.”

While we are on the subject of care leavers, how does the Minister envisage the proposals to support apprentices, and the proposals that we would like to see taken on board more generally in respect of care leavers, linking up with the work done in the children’s services section of the Department for Education? In particular, what discussions has he had about the Bill with his hon. Friend the Minister for Vulnerable Children and Families, the hon. Member for Crewe and Nantwich (Edward Timpson), or his officials? I have credited him before for the assiduousness with which that part of the Department introduced the responsibility up to the age of 25.

The amendment also includes parents and carers, who for numerous reasons might be particularly affected by changes to their study arrangements. They may have particular arrangements for their children or dependants that might not be addressed by simply transferring them to another college. What happens if the college to which they are transferred is not as near to their children’s school? What if the new institution’s timetabling disrupts routines for those they care for, or their ability to be there for their children? What if potential increases in travel costs negatively affect the carefully planned budgets of those with caring responsibilities, affecting both their access to education and the care that they can provide to their own children and loved ones?

There will be others with particular needs, which is why the amendment has flexibility built into it to accommodate them. For all those reasons, the education administrator’s decisions must be carefully thought through, so we feel that it is important to require the administrator to do so. I know that there is a school of thought that says any decent education administrator, given the background, qualifications, empathy and pastoral issues to which the Minister referred, would do so, but I do not think that it reflects doubt about the good intentions of particular people in particular circumstances to say that they might be beset by a series of difficult decisions and priorities, probably within a relatively constrained period of time. It does not indicate that people would not think about the groups concerned. It is important in that pressurised situation that they are reminded of the importance of those particular groups. That is the basis on which we have brought forward the amendment.

As my hon. Friends have said, those groups already face challenges and barriers to education that it can be difficult for others even to imagine. I can imagine some of it. That is not from the perspective of being a teacher or tutor in further education, but from my perspective of having been a part-time course tutor with the Open University for nearly 20 years. I do not think I had many care leavers, but I certainly had people who were carers and who came into other distinct categories. I marvelled at the determination with which they took forward their studies under some trying and difficult circumstances. I believe that our proposal is the right thing to do, and I would welcome the Minister’s thoughts on whether the Bill needs to say rather more about the particular needs of these groups of students.

Technical and Further Education Bill (Sixth sitting)

Tracy Brabin Excerpts

Committee Debate: 6th sitting: House of Commons
Tuesday 29th November 2016 Public Bill Committees

[The Chair]

With this it will be convenient to discuss the following:

New clause 3—Report on quality outcomes of completed apprenticeships—

“(1) The Institute for Apprenticeships and Technical Education shall report on an annual basis to the Secretary of State on quality outcomes of completed apprenticeships.

(2) The report under subsection (1) shall include information on—

(a) job outcomes of individuals who have completed an apprenticeship,

(b) average annualised earnings of individuals one year after completing an apprenticeship,

(c) numbers of individuals who have completed an apprenticeship who progress to higher stages of education,

(d) satisfaction rates of individuals who complete an apprenticeship on the quality of that apprenticeship, and

(e) satisfaction rates of employers who hire individuals who complete an apprenticeship with the outcome of that apprenticeship.

(3) The Secretary of State shall lay a copy of the report before Parliament.”.

This new clause would require the Secretary of State to report to Parliament annually on specified quality outcomes of completed apprenticeships.

New clause 4—Institute for Apprenticeships and Technical Education: duty to promote awareness—

“(1) It shall be a duty of the Institute to promote awareness of—

(a) occupations, and

(b) steps by which people may become competent to work in occupations.

(2) In promoting awareness under subsection (1)(b), the Institute shall give due weight to—

(a) apprenticeships, and

(b) technical education qualifications.”.

New clause 5—The Institute: duty to consult—

“(1) The Institute shall consult on a regular basis on—

(a) the development and progress of standards and assessment plans, and

(b) the delivery of apprentice end point assessments.

(2) Consultation under subsection (1) shall be carried out with—

(a) further education bodies and provider organisations

(b) awarding bodies

(c) organisations representing employers, and

(d) organisations representing students and apprentices.”.

Ms Brabin, as you tabled a new clause in this group, it would be nice if you were to lead the debate.

[Tracy Brabin (Batley and Spen) (Lab)]

Thank you, Ms Dorries. I will speak to new clause 4 on careers advice and the duty to promote awareness of occupations.

We all remember the careers advice we received at school. I remember the suggested career given to me very clearly: as a young women with 11 GCSEs and four A-levels, I was advised to become an air hostess, because of my bubbly personality. I did not follow the careers advice that I was given because I had a dream that I was determined to follow: to become an actor. It is not lost on me how enormously lucky I am to have enjoyed the career that I have and therein lies an important point—careers advice has not improved in the way that we wish it had.

Even with the enormous amount of data and emerging opportunities open to us, some young people leave education, ready and able to start on their career paths, with hardly any guidance, never mind a plan to follow. That is why new clause 4 is so important. I was genuinely surprised to learn that its provisions were not already in the Bill. Surely any education Bill should at its very inception promote careers and give guidance on how people can work in occupations? I hope the whole Committee can agree that our young people deserve to be given the time and resources to plan their careers and to have all the information in front of them as they set out gaining qualifications and making educational decisions based on the goals they wish to achieve.

In private meetings, real concerns have been raised with me about the lack of careers provision in our colleges right now. It has been stressed that there is such a lack of advice available at the moment that without explicit legislation on careers guidance, it will be nudged even further towards the back of the priorities queue. With overstretched resources in colleges an ever-growing theme, I was not surprised to hear that at least one institution a receptionist at had been asked to carry out careers guidance, despite having no specialist qualifications or training in how to do that well. Although I was not surprised, I was ashamed that we had allowed our young people to be treated in such a way. I hope Members will join me in seeing the opportunities for the Institute for Apprenticeships and Technical Education to use its national role and unique connection between educators, institutions, learners and businesses to create a leading occupation awareness service.

Just this week, I had the pleasure of presenting an award to a company for its excellent apprenticeship programme. I heard testimony from the apprentices that showed that the employer was a great example of how employers can take the lead in careers advice, but we all know that, sadly, not every apprenticeship provider is the same. The company in question gives its new recruits a few weeks at a time on each aspect of its business, working out where the recruits’ skills lie before setting them on a course to earn qualifications and begin a career in a place where they will flourish.

The time and investment an employer puts into an apprentice differs enormously. Not every employer is as good as the next, so the advice learners get from college is essential, hence the importance of new clause 4. I suggest that, as part of its duty, the Institute for Apprenticeships and Technical Education seeks examples of good practice from employers and promotes them among their connections and levy payers. Careers advice should not be confined to the classroom or to one-on-one meetings, but should be practical and hands-on in the workplace as well.

It is important to mention that I was encouraged during the Committee’s first sitting last week by the warm words from the Minister on careers advice. I appreciate his genuine intentions to improve careers advice, but at a time when the co-Chairs of the Sub-Committee on Education, Skills and the Economy accuse the Government of appearing

“to be burying their heads in the sand while careers guidance fails young people, especially those from disadvantaged backgrounds, and exacerbates the country’s skills gap”,

I do not feel we can rely on warm words alone. We must have provisions in writing—in legislation—because we have an obligation to learners.

If anyone has yet to be convinced that there is a problem, a simple google of the words “careers advice apprenticeships” is illuminating. The first two links are aimed at parents; then there is a link to the Government website that no longer works, a link to a newspaper article lamenting the woeful careers advice for apprenticeships, and a link to careers advice in Nottinghamshire. I am glad that Nottinghamshire seems well cared for, but it is worrying that no obvious official advice is immediately available. While I am sure there is official advice somewhere, should it not be obviously available to the young people who seek it? I hope that the institute becomes the known home for information where anyone who is interested in careers or a new career can access information easily. From where we are now, that would be an obvious and basic improvement.

The Bill is designed to harness the talents of our young people and unlock the potential of the country. Those are worthy aims—we can all agree on that—but I cannot see how we can do that without an explicit commitment to promote awareness of occupations and advise young people on how to get a job in the area they wish. The opportunities that the institute provides are enormous. I hope we seize the opportunity presented in the clause to build a top-quality advice service for apprenticeships and technical educational qualifications.

[The Chair]

Mr Marsden, would you like to speak?

[The Chair]

It would now, yes. I called Ms Brabin first because I thought it would be nice, for a change.

[Tracy Brabin]

Thank you, Ms Dorries—a female voice in the room.

[Gordon Marsden]

Yes, I thought so, too. May I congratulate my hon. Friend—I think it is the first time she has spoken in Committee—on a lively and inspiring presentation? The issue of careers guidance is not new, but I will not go through its whole history. She was right to make those points, and the examples she gave of what appears to be there in principle but is not in practice were all too symptomatic of the difficulties the Government have had until relatively recently—I will be fair—in addressing the problem.

We had a lengthy period under the coalition Government and even at the start of this one where they were running rapidly to catch up with what had become a disastrous position in careers advice and guidance in schools, with work experience no longer required in the curriculum at key stage 4. An array of organisations—everyone from the CBI to the Federation of Small Businesses—complained and continue to complain. When the Government attempted to respond to some of the many cuts that virtually dismantled much careers advice in local authorities and schools—the Connexions programme was maimed beyond repair—to be fair, for post-24s they did do quite a lot in terms of online guidance and so on, but for under-24s they had done precious little, and my hon. Friend’s investigations suggest that even that is not in the best of nick at the moment, if I can put it that way.

We still await a formal strategy from the Government on careers advice and further reports on how the money allocated to the Careers & Enterprise Company will be spent and distributed. To be fair, as I have said previously, the Careers & Enterprise Company is beginning to do some useful work, but it is hampered by the sheer volume of stuff that needs to be done. The Industry Apprentice Council report to which I have referred previously makes that point as well. My hon. Friend the Member for Batley and Spen is right to raise the issue with the Minister in this way and at this time. As I said, I accept the Minister’s bona fides in this area and his wish to do something about it, but we need to see it taken forward.

--- Later in debate ---

[Robert Halfon]

I will reflect on that but the whole purpose is to ensure quality and simplification. Once it is agreed to have another one, then there is another and another and so on. I think we are right to follow the recommendations of Lord Sainsbury and Baroness Wolf.

[Tracy Brabin]

I appreciate the amount of money given to careers advice; it sounds substantial. I have just googled the Careers & Enterprise Company and discovered that in my region of Leeds city only 5.6% of young people are in apprenticeships; 33% of 16-year-olds and 30% of 17 to 18-year-olds are poorly prepared for work. That is on the Government website. That suggests to me that they have not had brilliant careers advice, even given the extra money that is available, so maybe that message is not coming through.

[Robert Halfon]

I will find out what the Careers & Enterprise Company is doing in Leeds and in the hon. Lady’s constituency. It will be involved with the LEP, but it has not been there for a long time; it is a recent creation. It has been working to identify the spots where we need help the most. I will look into what is happening and write to the hon. Lady.

On the copyright issue, the content of qualifications will be determined by employers, with the support of the institute. That is very different from the current system, where awarding organisations develop qualifications in subjects or sectors of their choosing. In some cases that is with the involvement of employers, but not always. The new technical qualification will be based on the skills, knowledge and behaviours that employers have identified as requirements for particular occupations. As the content of the qualifications will be determined with the institute’s oversight, it is perfectly reasonable and appropriate that copyright for relevant course documents should rest with the institute.

On the relationship between the framework and the new standards, the same organisations can deliver assessments for frameworks and new standards as long as they meet the criteria for assessment organisations for standards and are admitted on to the register of assessment organisations. The same position exists for training. Providers can offer training for both but need to meet the criteria and get on to the provider register.

When I was talking about careers, I forgot to talk about the investment we are putting into training, which the hon. Member for Blackpool South mentioned. The hon. Member for Batley and Spen gave examples of constituents who are not getting apprenticeships and described the low take-up. For those people, we potentially offer traineeships. We have spent £50 million on that. Many of those people—over 19%—are people with learning difficulties and disabilities.

In terms of Ofqual and Ofsted, I see it not as a problem but as a bonus that there are all these qualification organisations out there, maintaining the quality of apprenticeships and technical education. As the hon. Member for Blackpool South knows, Ofqual and Ofsted are responsible for different elements of the system; Ofqual regulates qualifications and Ofsted regulates the trainers and providers. The institute will regulate the quality of standards and assessment plans. I do not think that is a problem. It is a good thing that all those bodies are there, to ensure we get the quality technical education and apprenticeships we need.

Technical and Further Education Bill (Third sitting)

Tracy Brabin Excerpts

Committee Debate: 3rd sitting: House of Commons
Thursday 24th November 2016 Public Bill Committees

[Robert Halfon]

I want to get to the amendments, and no doubt the hon. Gentleman will bring some of these things up again at some point, so will he allow me to answer the questions?

The hon. Gentleman asks us to sign a blank cheque on IFA capacity. We are consulting on the Secretary of State’s strategic guidance letter to the IFA. The IFA’s shadow board will publish a draft operational plan. The hon. Gentleman is right that Peter Lauener, the shadow chief executive, is excellent. He has been working with Antony Jenkins, who is the shadow chair. The shadow IFA is working hard to get the institute’s operational plan up and running by April 2017, and that plan will be published soon. Progress is being made, and the institute will be set up in April 2017.

As the hon. Gentleman knows, the institute’s board and chair are being appointed. There are 60 core staff. The IFA will draw on many more people through engagement with employer panels, experts and more than 1,000 employees, so the IFA does have the necessary capacity. We are doing this carefully. The technical education bit will start a year later; the first course on the new route will start in 2019. We are doing everything that he wants. The institute has the necessary capacity, and we have the right people and board to run it.

On occupations not included in the 15 routes, if the hon. Gentleman remembers, the principal of his college said in the evidence session that it was possible to do different things, such as sports, through the academic route and applied general qualifications. We are not closing the door on those things, but 15 is regarded as the right number. We have analysed the labour market, and I think that it is right to have those 15 routes, which are, in essence, what our economy needs. On that basis, I believe that the expanded institute is the right body to be at the heart of the reforms—we are implementing the Sainsbury reforms—and the Government are committed to ensuring that the institute plays that role. Clause 1 should therefore stand part of the Bill.

[Tracy Brabin (Batley and Spen) (Lab)]

It has been interesting to listen to the Minister. I have one quick question. How will the nearly 900,000 apprentices currently on courses be channelled into those routes? If they are in retail, for which a route does not currently exist, what will happen to their course?

[Robert Halfon]

Current apprentices in the existing frameworks will not be affected. This will only be for new apprentices. Standards are being brought through, but people in the existing frameworks will not be affected by the changes.

Technical and Further Education Bill (Fourth sitting)

Tracy Brabin Excerpts

Committee Debate: 4th sitting: House of Commons
Thursday 24th November 2016 Public Bill Committees

[Gordon Marsden]

It is a great pleasure to serve under your chairmanship again, Ms Dorries, and to begin discussing the series of amendments that we have so far tabled to the Bill. As I might have said this morning, having just come off the Committee that considered the Higher Education and Research Bill, I am struck by the fact that the same sorts of issue that we raised in relation to that Bill for students at higher education level are now appropriate to be raised for students at this level—apprenticeships and further and technical education.

Of course the difference, which we might want to contemplate, is that over recent years in higher education not only have issues relating to access and participation been high on the agenda, but, to their credit, both Governments—pre-2010 and subsequently—have taken some steps in that direction. Notably we had the creation under the Labour Government of the Office for Fair Access, but we never had a similar organisation for further education students and apprentices, so it seems appropriate to discuss this amendment today.

I am not necessarily expecting the immediate creation of an FE or technical education equivalent of OFFA, but I am certainly suggesting to the Government that at a time when we are trying to expand the number of apprenticeships and get parity of esteem for technical education, we should perhaps consider what priority that will have in the new Institute for Apprenticeships and Technical Education. Again, the words “Capacity, capacity, capacity” go around in my brain, but I will suspend that for this afternoon and focus simply on the principle and why the principle is very important.

By way of comparison, let me take us back to what the Higher Education and Research Bill said in establishing the office for students—an organisation that is not that dissimilar to the institute, although of course it is in terms of size and reach. Clause 2, entitled “General duties”, states:

“In performing its functions, the OfS must have regard to…the need to promote equality of opportunity in connection with access to and participation in higher education provided by English higher education providers”.

That duty to “have regard to” will of course cut across, in some areas, to technical education, because there will be higher skills in that area and there will be providers—FE colleges, for example—that are providing HE. However, when it comes to the broader picture—concentrating as a matter of public policy on what the Government might need to do to promote equality of opportunity and access to and participation in further and technical education—we have a significant way to go.

Shane Chowen, head of policy and public affairs at the Learning and Work Institute, gave evidence to us on Tuesday. He said that people with disabilities and learning difficulties and people from black and minority ethnic backgrounds have been famously under-represented in apprenticeships for a number of years, so why not use the introduction of this new institute to make a commitment in the Bill to improving access to apprenticeships for traditionally under-represented groups?

FE colleges and providers have already expressed concern to me about the Government’s focus when it comes to the 2 million apprenticeship target, but mandating the institute to widen access and participation would be beneficial for all parties. On top of that, the Government have set out their own laudable agenda to halve the disability employment gap. Only five in 10 disabled people have a job, compared with eight in 10 non-disabled people. Surely the Government should be using apprenticeships as a critical step towards eradicating that gap.

How, in practical terms, do we go about improving access and participation? They are fine words, but how do we actually put some sharp edges on them? One thing that I and many others would like the new institute to do is look at what might be done for groups who have traditionally been under-represented in pre-apprenticeship support and training. The Minister has already spoken about that issue, particularly with regard to traineeships. Again, I will not rehearse the history of traineeships, except to say that they were—I strongly believe that they still are—a good idea.

If we want not only to meet the targets that the Government have set for quality apprenticeships, but to ensure that those quality apprenticeships are evenly and fairly distributed among all groups, we must recognise that some groups will find it much more difficult to get to the frontline of competing for them without some prior training, support, guidance and so on. In my understanding, that was the original role of traineeships. I will not go into the swerves and views of different Ministers and different comments in the period of time since. For a variety of reasons—some to do with the restrictions that the Government placed on promoting anything other than apprenticeships at that time—traineeships did not really get the head start that, in my view, they deserved.

I welcome the Minister’s comments about traineeships, particularly about seeing them as an introductory route into apprenticeships. In that respect, traineeships would be particularly appropriate for the groups of people we might be thinking of when it comes to promoting equality of opportunity for access and participation. Traineeships are also appropriate for retraining because, after all, the institute has now been broadened out to take in technical education, not just apprenticeships. Traineeships could be used for retraining and non-apprenticeship skill access for the groups we are looking at.

One helpful option that the Government should utilise in the Bill—I am genuinely quite surprised that they have not, but maybe the commendable speed with which the Maynard review was completed has been a factor—would be to enshrine the Maynard review in law. I think that was mentioned on Second Reading, but I am not sure that I entirely followed where we were up to with the legal procedure. That would send an important signal. Therefore, although I do not want to create otiose legislation, I suggest to the Minister that there might be a mechanism to ensure that that admirable work is enshrined in law. I pay tribute to the hon. Member for North Swindon for his participation in that process, and indeed to the previous Skills Minister, both of whom worked very hard indeed to ensure that the review got its nod before the referendum—and, my goodness, considering what happened, it is just as well that they did. That would be a good thing to do.

We welcomed the opportunity to submit evidence to the taskforce that the Minister commissioned, and we welcome the Government’s intention to explore access to apprenticeships for those with learning disabilities and other, not always visible, impairments and to find recommendations for resolving that access. Will the Minister update the Committee on where the Government are on implementing the review’s recommendations? It is still early days, but that would be useful.

Schedule 1 is essentially about making sure that access and participation strategies are high up the list of things for the new institute to do, and of course that cannot be divorced from careers advice. I will not stray outwith the amendment, except to say that careers advice, and what has or has not been done for it in the past four or five years, has occupied some lively debates and been a cause of concern both across the sector and across the House. Everyone who has commented on careers advice, particularly careers advice in the school setting, has said that without adequate access to information, advice and guidance that encourages young people to take up apprenticeships, traineeships or, indeed, technical education, we will be hampered in reaching the access and participation strategies that we need.

The Minister has previously commented on the work of the Careers & Enterprise Company, which I have met. The Careers & Enterprise Company has positive goals, although I still have concerns about capacity. If we want to know where people who have become apprentices have found difficulties in access and participation, we need to hear their voice and their commentary.

The excellent 2016 survey by the Industry Apprentice Council, supported by EAL and Semta, produced statistics that strongly underline the importance of careers advice in this area. The Education Secretary has observed that there is no reason to doubt Ofsted’s finding that 80% of careers information, advice and guidance is below the necessary standard, even though schools have a statutory duty to provide impartial and detailed careers IAG. I am afraid that that was reflected in this year’s survey. The proportion of respondents from members of the Industry Apprentice Council who said that their information about apprenticeships had been poor or very poor remained high—it was 37% in 2014, 40% in 2015 and 35% in 2016. There was some improvement, but there is a considerable way still to go.

[Tracy Brabin (Batley and Spen) (Lab)]

To add to my hon. Friend’s statistics, in the evidence sessions we heard that the answer to careers advice was that it should happen in school at key stage 4. Statistically, only one in three teachers think that their school is fulfilling its statutory duty to provide decent careers advice, and 68% of students think that 16 is too early to make career choices. Working-class kids take longer to develop academically, and 42% of students said that they did not receive enough information, advice and guidance before A-levels. I add that to the plea for careers advice to be included in the Bill.

Oral Answers to Questions

Tracy Brabin Excerpts

Monday 14th November 2016 Commons Chamber

[Justine Greening]

No, it is not, and indeed we have not set out the second stage of the consultation, so there are no figures to base that analysis on.

[Tracy Brabin (Batley and Spen) (Lab)]

I have just spoken to a headteacher in my constituency who has already had to let four teachers go and not replace them, whose budget is already in the red and who has told me that further cuts will impact on their ability to deliver top quality education. Can the Minister assure me and that headteacher that fair funding will not come at the expense of schools in Batley and Spen?

[Justine Greening]

As I have said, we have protected the core schools budget and, in addition, we are bringing forward a new national funding formula that will ensure that the funding is spread fairly across schools in England.