Higher Education Policy

Debate between Alan Campbell and John Hayes

Wednesday 27th April 2011 Commons Chamber

[Mr Hayes]

The hon. Gentleman’s predecessor, the noble Lord Mandelson, was first to the table when it came to volunteering to cut in his Departments. He took more hits when he was in BIS than any other Secretary of State. It is not credible for the right hon. Gentleman to claim that, had Labour been elected, it would not have faced exactly the same challenges or, indeed, not have employed exactly the same approach to deal with them.

The second big issue is whether this system is progressive. The right hon. Member for Bermondsey and Old Southwark (Simon Hughes) made the point very clearly: there are no up-front fees; no repayments until someone is earning £21,000; and debts are written off after 30 years. This is a more progressive, fairer system than the one we inherited. Frankly, no one can honestly deny that. Indeed, it has not been denied, even by Labour Members. A graduate on a starting salary of £25,000 will repay around £30 a month under the new system and we know that graduates typically earn about £100,000 more than non-graduates over an earning lifetime.

The third key point is access. No one is a greater champion of widening access to higher education than I am—with the possible exceptions of my right hon. Friends the Minister for Universities and Science and the Secretary of State for Business, Innovation and Skills. Widening access, however, is not just about fees. It is about the patterns and rhythms of higher education study matching the patterns and rhythms of more kinds of lives. That is why the changes to part-time provision are so important and why the White Paper—for the record, it was published in June—explains how we will look to provide more higher education in further education colleges, look at more modular courses, more distance learning and more part-time provision. That is exactly the way to get more under-represented groups into higher education.

Today, we have heard from the Opposition a critique of a policy that is very close to what they might well have had to adopt in similar circumstances had they been in government. What we have not heard, however, is their alternative. I believe it ill befits an Opposition to table a motion when they have no real alternatives—

[Mr Alan Campbell]

claimed to move the closure (Standing Order No. 36).

Question put forthwith, That the Question be now put.

Question agreed to.

Main Question accordingly put.

Funding and Schools Reform

Debate between Alan Campbell and John Hayes

Wednesday 17th November 2010 Commons Chamber

[Mr Hayes]

That is exactly what we are doing. The three things mentioned by the hon. Gentleman are all part of the pupil premium: it is additional, it is targeted at the pupil and it allows the local discretion that he cites. The hon. Gentleman’s amendment was not supported by those on his Front Bench—it was not supported by those who were in government and who had power over these things when they were prepared to let the dead-weight cost of the EMA disadvantage learners across the country.

I welcome the opportunity to debate these matters, because the Government understand that it is time for fresh thinking. As my right hon. Friend the Secretary of State said, young people’s education today will have a profound social, economic and cultural impact on what Britain becomes tomorrow. A person’s learning, however, does not—indeed, must not—end with their compulsory schooling. Much of what has been said by my right hon. Friend the Secretary of State and other hon. Members resonates with the Government’s agenda for further education.

I have just returned from the Association of Colleges conference where yesterday we launched a new strategy for skills that sets out a profoundly optimistic vision for the future of further education and practical learning. I know that the hon. Member for Scunthorpe (Nic Dakin) will welcome that positive approach to practical learning: from the burning fire of ambition to the warm glow of achievement, a future nurtured by professional guidance from an all-age careers service with clear routes for progression; a future for colleges in which their primary responsibility and accountability will be to their learners; and a future in which colleges are free to meet the needs of learners, building confidently on what has been achieved by a better, fairer schools system driven by learners’ needs and teachers’ skills with standards raised ever higher through diversity and choice.

That is why we are pushing ahead with opening more academies, including, for the first time, primary academies. A record 144 academies have opened so far during this academic year and there are many more to come. That is indeed record progress—it took four years for the first 27 academies to open. We know that academies are working, as results continue to rise faster than the national average. As my hon. Friend the Member for East Hampshire (Damian Hinds) told the House, academies, specialist schools and other reforms across the world have shown that giving schools autonomy and allowing teachers and head teachers, rather than politicians and bureaucrats, to control schools is what drives up performance.

The early focus has been on outstanding schools, as we want the best schools to lead by example, sharing best practice and working with other schools to bring about sustained improvements to all schools in their area. We will do much more in our determination to tackle the problem of endemic disadvantage that we inherited from Labour. Our pupil premium will rise progressively to £2.5 billion by 2014-15, supporting the attainment of disadvantaged pupils and incentivising good schools to take on pupils from more disadvantaged backgrounds. The pupil premium will target extra funding specifically at the most deprived pupils to enable them to receive the support they need to reach their potential and to help schools to reduce inequalities, as the hon. Member for Liverpool, West Derby (Stephen Twigg) urged us to do.

We trust schools to make good decisions about how to spend the money to support deprived children and to narrow attainment gaps, and we need to, because the gaps that we inherited from the previous Government—the widening gap between rich and poor and the failure to address social mobility—were shocking. They were a damning indictment of that Administration and of the people sitting on the shadow Treasury Bench.

I respect all Members who contributed to this debate. I respect the experience of the hon. Member for Huddersfield (Mr Sheerman), the knowledge of my hon. Friend the Member for Redditch (Karen Lumley) and the concern of my hon. Friend the Member for Reading East (Mr Wilson). I know that people across the House want the best for our future and for our children. However, although some Opposition Members have woken up to the truth that the way to get the best is to put power in the hands of the teachers and to drive the system through the needs of learners, some are wedded to a failed past orthodoxy and we heard it again tonight. I hope that, as my right hon. Friend the Secretary of State said, the right hon. Member for Leigh (Andy Burnham) is not one of those who will defend the failures of the past. I hope that he will embrace reform and that he will come on the journey with us to a better schools system and a better future for our young people. I do not say that all those on the Opposition Benches are without heart. No party has a monopoly on concern or compassion, so I do not say that Labour Members are heartless—I say that their Front Benchers are witless.

[Mr Alan Campbell (Tynemouth) (Lab)]

claimed to move the closure (Standing Order No. 36).

Question put forthwith, That the Question be now put.

Question agreed to.

Main Question accordingly put.