Oral Answers to Questions
Alex Burghart Excerpts(1 year, 9 months ago)
Commons ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Rushanara Ali (Bethnal Green and Bow) (Lab)
The Parliamentary Under-Secretary of State for Education (Alex Burghart)
We want all colleges in England to be able to provide a world-class education, which is why we are delivering our manifesto commitment to offer £1.5 billion to upgrade the further education college estate over the next six years. We have surveyed the condition of FE estates—all colleges received their own survey—and we intend to publish a national overview of the results in the next academic year.
Peter Aldous
Significant investment has taken place and is taking place at East Coast College, with the energy skills centre in Lowestoft and the civil engineering and construction campus at Lound. However, a long-term strategic approach is required to ensure that local people have the full opportunity to acquire the necessary skills for the many jobs emerging in low-carbon energy along the East Anglian coast. Will my hon. Friend meet East Coast College and myself to go through its strategy and agree a plan for its implementation?
Alex Burghart
I thank my hon. Friend for his interest in this agenda. I would be delighted to meet him and his college.
Rushanara Ali
The match funding required for major works is unaffordable for colleges such as New City College. We have two of its campuses in Tower Hamlets, and the college no longer has the facilities to provide the education required for the modern workplace because of redevelopment costs. The maximum grant available through the FE capital transformation fund for this one college is £20 million, but the redevelopment work on the college’s buildings is estimated at £85 million. Will the Minister meet me and the principal of New City College to discuss a way forward, and will the Secretary of State take a close interest in addressing this major outstanding issue for FE college funding?
Alex Burghart
I was delighted to visit New City College during Education World Forum week. I took a number of Education Ministers from across the world there to see its excellent facilities and the wonderful, world-class education it offers its students. I was pleased that it received, I think, £5 million in phase 1 of the FE capital transformation fund. We continue to be in dialogue with the college into the next rounds. I am obviously happy to talk to the hon. Lady and the principal at any time. We are committed to doing whatever we can to make the necessary upgrades and improvements to the FE college estate.
Carol Monaghan (Glasgow North West) (SNP)
Last week, Scottish schools broke up for the summer holidays, so I am sure that Members across the House will join me in thanking the staff for the work they have done and wish all the youngsters a very happy and safe summer holidays.
The Scottish Government have invested more than £800 million since 2007 on the further education estate in Scotland. An equivalent investment in FE in England would be £8 billion, not the £1.5 billion that the Government have committed. Can the Minister detail how the college estate in England will be brought up to the standard of the world class Scottish FE buildings without a far greater investment?
Alex Burghart
In our manifesto in 2019, we said that we would upgrade the FE college estate. We set £1.5 billion aside to do that. I am afraid that I am not in a position to comment on the condition of the Scottish FE estate. It may well be that the Scottish estate was in a considerably worse state of repair after several years of SNP rule.
Chris Loder (West Dorset) (Con)
Gareth Davies (Grantham and Stamford) (Con)
The Parliamentary Under-Secretary of State for Education (Alex Burghart)
We are reforming technical education to ensure that all post-16 students have access to technical options that support progression and meet employer needs. That means that we are creating a generation of technical qualifications designed with employers that will give students the skills that the economy needs.
Gareth Davies
Does my hon. Friend agree that robust technical qualifications, together with fantastic new facilities, such as the new institute of technology at Grantham College, mean that we can finally dispel the myth that a degree is the only path to success in our country?
Alex Burghart
That is absolutely right. I was delighted that Grantham College got £3 million to upgrade its facilities. My hon. Friend is right on the button to say that it is not just “degree or bust”, as it was once described by the Opposition. It is now not just about getting 50% into university and 50% into work; there is a third way called apprenticeships, which are the best of both worlds and lead young people into a new way of work.
Jerome Mayhew (Broadland) (Con)
The Parliamentary Under-Secretary of State for Education (Alex Burghart)
The roll-out of new local skills improvement plans will forge new relationships between employers and the providers of skills to ensure that we have not only the right qualifications but the right qualifications in the right places.
Jerome Mayhew
The Government envisage as many as 600,000 heat pumps being installed every year, yet heating companies in my constituency are struggling to train or recruit sufficient staff for that growth sector. Does my hon. Friend agree that that is a real opportunity for further education colleges to collaborate with local businesses and provide that training?
Alex Burghart
My hon. Friend is absolutely right. Local skills improvement plans, drawn up by employer representative bodies, will start to bring about that collaboration. There are already excellent training options for aspiring heat pump installers, such as the level 3 heat pump engineering technician apprenticeship or the T-level in building services engineering for construction—both of which are backed by Government funding.
Sarah Owen (Luton North) (Lab)
The fantastic Luton Sixth Form College in my constituency is successfully offering BTECs for biomedical science. What is the Department doing to promote that qualification with universities, medical colleges and employers, so that more BTEC students can become the much-needed doctors that we need them to be?
Alex Burghart
I thank the hon. Lady for her question. As she will know, we are currently reviewing level 3 qualifications. The overlap list was published a couple of months ago, and we will be responding to it in the new year. We are going through technical qualifications at the moment to make sure they provide students both with a route into work and with experience while they are studying for their qualification. That is what T-levels are all about.
Mark Pawsey (Rugby) (Con)
Entirely rightly, we are getting more youngsters and young people into training in technical subjects, but at a recent meeting with Warwickshire College CEO Angela Joyce, I learned that it is a real challenge to find lecturers to teach those subjects. What is my hon. Friend doing to persuade businesses that it is in their own interests to release some of their people into colleges to do some of that training?
Alex Burghart
My hon. Friend is absolutely right. These closer collaborations between employers and providers are going to make sure that we have both the workforce and the experience in colleges to give students the skills that the economy needs.
Mr Toby Perkins (Chesterfield) (Lab)
Nine out of 10 T-level providers have failed to meet even the Government’s own modest recruitment targets, and an FE Week investigation found that employers’ refusal to offer work placements was cited as a key reason for that failure. Labour wants T-levels to be a success, but courses in crucial areas such as digital, health and science have the lowest enrolment, and employers and students are being failed. We know that the Secretary of State wears the T-level badge with great style, but does he actually understand why the policy is failing? Can the Minister assure the House that, in 2022, the Government will meet the enrolment targets that have been set?
Alex Burghart
I thank the hon. Gentleman for his support for T-levels in principle. T-levels are going extremely well, and we have very good uptake. The first year of T-levels was conducted in perhaps the harshest circumstances imaginable during covid, but thanks to the hard work of my officials and the hard work of principals, we managed to get almost all students—well over 90% of students—their work placements. If we can do it in the conditions of covid, I think we can do it at other times.
Sarah Green (Chesham and Amersham) (LD)
Dr Neil Hudson (Penrith and The Border) (Con)
The Parliamentary Under-Secretary of State for Education (Alex Burghart)
I thank my hon. Friend for his question. He will know that it is local authorities, rather than the Department for Education, that have responsibility for transport to education. I understand that Cumbria County Council already provides some support for travel to college for students who are disadvantaged. It is also possible to top that money up with our 16 to 19 bursary, but I am happy to discuss the matter with him further.
Ms Lyn Brown (West Ham) (Lab)
Alex Burghart
The hon. Lady is absolutely right that FE colleges are engines of social mobility, and we are well aware of the pressures that they are under. We are engaging constantly with the Association of Colleges, principals and colleagues across Government to make sure that we can help them.
Sir David Evennett (Bexleyheath and Crayford) (Con)
Does my right hon. Friend agree that improving the quality and depth of technical qualifications is vital to our levelling-up agenda and also to helping everyone improve social mobility?
Unit for Future Skills
Alex Burghart Excerpts(1 year, 11 months ago)
Written StatementsRead Full debate Read Hansard Text Read Debate Ministerial Extracts
The Parliamentary Under-Secretary of State for Education (Alex Burghart)
In February, it was announced in the Levelling Up White Paper that the Department for Education would be setting up a new Unit for Future Skills. The White Paper recognises that good information is necessary for the skills system to respond effectively to emerging needs. The unit has therefore been set up to improve the quality of jobs and skills data, working across Government to make this publicly accessible.
Rich sources of information on skills and jobs already exist. However, this information is often held by various parts of Government and in different or incompatible formats. Furthermore, data in the public domain is typically not presented in a way that is most useful for its intended audience, whether learners, providers, local areas, businesses, or researchers.
Today, the unit has officially launched with its first data release. This covers the jobs, sectors and regions people work in after gaining a qualification. This is the first time we have brought together data on higher and further education to make it easier for people to see where their training can take them: for example, showing the routes young people take through high-quality technical education to get good jobs where they live. This data is an early example of what the unit can do, and we will work with others to improve this and release more useful information.
The unit will work extensively with a variety of stakeholders to enrich our employer-led skills system and make it more responsive to the economy’s needs. The unit covers England only, but will work with devolved Administrations to share learning and insights.
Alongside the data from the Unit for Future Skills, the Skills Productivity Board has also published its remaining reports, concluding its work. The board is an expert committee set up in 2020 to provide independent, evidence-based advice on skills and their contribution to productivity. Findings from the board emphasise the need for sustained focus on data improvements and formed the basis of the unit’s priorities.
You will be able to follow the unit’s work and access its products through a dedicated website, which has also gone live today at: https://www.gov.uk/government/groups/unit-for-future-skills.
The unit will continue to work with other Government Departments to bring together different datasets and make these widely available, including through APIs—application programming interfaces.
Specific priorities for the unit over the next six months include:
Improved dashboard on career pathways providing users with more detail on which post-16 qualifications support successful employment in specific sectors within a local area—improvements to be designed based on user feedback on dashboard released today.
A skills demand dashboard. Development of a product based on newly available data from the ONS, showing what types of jobs are being advertised in which local area
Research projects on future skills demand forecasting and a UK specific skills taxonomy. The latter will underpin better linking of data, enriching its potential
Roundtables and stakeholder workshops, to gather feedback on the unit’s launch products and define its longer-term priorities.
[HCWS54]
Oral Answers to Questions
Alex Burghart Excerpts(1 year, 11 months ago)
Commons ChamberRead Full debate Read Hansard Text Watch Debate Read Debate Ministerial Extracts
Tom Hunt (Ipswich) (Con)
The Parliamentary Under-Secretary of State for Education (Alex Burghart)
We are consulting on a wide range of proposals in our SEND and alternative provision Green Paper to benefit young people with special educational needs and disabilities in further education. They include new national SEND standards delivered through new local SEND partnerships and local inclusion plans. We will also set out clear guidance for timely, effective, high-quality transition into further education, higher education, employment or adult social care for young people with SEND.
Tom Hunt
The Minister visited Suffolk New College recently with me. I went back shortly afterwards to see the inclusion team there. I appreciate that work on the SEND Green Paper is ongoing and has a clear focus on primary and secondary schools, but will the Minister assure me that there will also be a big focus on 16 to 18 FE? The work that Suffolk New College does in preparing these individuals for the world of work is crucial. Sam, who I saw and who had very little confidence, is now leading a whole team at the Chefs’ Whites restaurant there, and will be manning restaurants all over Ipswich. Will the Minister ensure that, when it comes to funding and Ofsted inspections, inclusion should be a requirement for every FE college?
Alex Burghart
I thoroughly enjoyed my trip to Suffolk New College, and seeing some of the excellent work that it is doing in respect of a range of issues. I saw just how much the young people in that area are benefiting from their hard work. As my hon. Friend knows, we are engaging widely with a huge number of stakeholders to ensure that we get our consultation right, and I hope very much that Suffolk New College will bring its expertise to that process.
Marsha De Cordova (Battersea) (Lab)
Children with vision impairment require high-quality specialist support to access education and learn skills. I wrote to the Minister outlining concerns about the SEND review’s failure to include anything about the roles and responsibilities of local authority vision impairment specialist education services. According to research conducted by the Royal National Institute of Blind People, more than 60% of local authorities in England have reported a decrease or freeze in full-time specialist VI teaching support. We cannot have a two-tier system. Will the Minister agree to meet me to ensure that proposed local inclusion plans include protected high needs funding for local authorities to deliver specialist VI education services?
Alex Burghart
I know that the hon. Lady has a great deal of expertise in this regard. We are very keen to ensure, through the SEND review, that children and young people have the right support in the right place at the right time. I strongly encourage the hon. Lady to take part in that consultation, and the Minister responsible has agreed to meet her.
Mark Eastwood (Dewsbury) (Con)
The announcement in the levelling up White Paper that Kirklees has been allocated £100 million of extra funds as an education investment area is welcome news for Dewsbury. Will the Minister explain what that extra funding will mean for further education students and children with special educational needs and disabilities?
Alex Burghart
It is great to hear how our education investment areas are starting to change the game in areas of great need across the country, including my hon. Friend’s. This is aimed at building a stronger schools system that works to improve outcomes for all pupils, including those with SEND. Our investment will mean improved teacher retention, more pupils in stronger trusts that can offer SEND support effectively, and better connectivity so that schools can use new technology to support learning needs.
Chris Bryant (Rhondda) (Lab)
Will the Government expressly include acquired brain injury in the SEND review? A lot of youngsters who are affected by it, particularly those from poorer backgrounds, who are four times more likely to have a major brain injury in their teenage years. Everybody gathers round for a few days after the event, but a year later they can be suffering from neurocognitive stall, have terrible fatigue and find it really difficult to get back into the educational system because the support is not there.
Alex Burghart
The hon. Gentleman has been a powerful champion in this House for that cause, and I am pleased to say that the Under-Secretary of State for Education, my hon. Friend the Member for Colchester—the city of Colchester—(Will Quince) will meet him to discuss this.
Gareth Bacon (Orpington) (Con)
Kate Griffiths (Burton) (Con)
The Parliamentary Under-Secretary of State for Education (Alex Burghart)
I was delighted to visit that excellent college in my hon. Friend’s constituency and to see the fantastic work being done there. She will be pleased to know that we are investing £450 million of capital funding in higher education providers over the next three years, and that £400 million of that will be targeted on strategic priorities such as high-cost science, technology, engineering and maths and degree apprenticeships, for which providers can submit their bids until 27 June.
Tony Lloyd (Rochdale) (Lab)
Vicky Foxcroft (Lewisham, Deptford) (Lab)
Alex Burghart
We have a range of independent assessors going through the process. The consultation process will last the next few months, and we intend to publish the final list of qualifications to be defunded to make way for our world-class, gold-standard T-levels in September, thereby giving colleges two years to prepare.
David Simmonds (Ruislip, Northwood and Pinner) (Con)
I was reminded, on a recent visit to the excellent Warrender Primary School in my constituency, how important schools are to safeguarding. Can my right hon. Friend tell me what plans will be put in place, through the schools White Paper, to ensure that schools continue to play a central part in statutory safeguarding arrangements?
Mrs Sheryll Murray (South East Cornwall) (Con)
Farming has a very important role in my constituency, and I am amazed by the amount of technical knowledge that is needed these days. What more can the Department do to introduce an interest in farming in schools?
Alex Burghart
I am delighted to be able to tell my hon. Friend that from September next year, the T-level in agriculture will be available. I hope she will be promoting it in South East Cornwall.
Sarah Olney (Richmond Park) (LD)
Ian Levy (Blyth Valley) (Con)
Blyth Valley is at the forefront of the green industrial revolution, but we need to ensure that our young people are equipped to fill the skills gap in those industries. We need local jobs for local people, so will the Secretary of State visit to see how we can link schools and industry to deliver for young people?
Alex Burghart
I am looking forward to visiting my hon. Friend’s apprenticeship fair in a few weeks’ time.
Kirsten Oswald (East Renfrewshire) (SNP)
Last week, on Radio 4, a Leeds primary school headteacher said that, due to cost cutting by catering companies, they were having to challenge caterers about the size of school meals to ensure that children have
“more than one potato or more than four chips”.
Given that the Scottish Government deliver free school meals for children in primary 1 to 5, and will be expanding that to all primary pupils, what consideration has been given to increasing funding for free school meals to ensure that all primary pupils have at least one decent-sized meal a day?
Level 3 Qualifications Review
Alex Burghart Excerpts(1 year, 11 months ago)
Written StatementsRead Full debate Read Hansard Text Read Debate Ministerial Extracts
The Parliamentary Under-Secretary of State for Education (Alex Burghart)
Today I am announcing the next stage of the Government’s reforms to post-16 qualifications at level 3 in England—the publication of the provisional list of qualifications that overlap with waves 1 and 2 T-levels. We debated these reforms to level 3 as part of the Skills and Post-16 Education Act, and I am happy to provide an update on the next phase of implementation.
This is a vital component of our reforms to technical education. Transforming post-16 education and skills is at the heart of our plan to build back better and level up the country by ensuring that students everywhere have access to qualifications that will give them the skills to succeed. Now more than ever, it is vital that the qualifications on offer meet the needs of employers and support more people into higher-skilled, higher- wage jobs.
The keystone of the reforms is the introduction of quality technical qualifications such as T-levels. These are designed by employers to give young people the skills they need to progress into skilled employment, or to go on to further study including higher education. The breadth and depth of T-levels is unmatched giving students a thorough understanding of the sector and skills needed to work in specific occupations, all backed and designed by employers.
We are providing a variety of support to the sector to ensure that providers are able to deliver successfully, including over £400 million capital funding for new facilities and industry standard equipment, and free learning and development for all T Level teachers that has benefited over 8,500 individuals.
The rigour of T-levels, combined with the meaningful industry placement of at least 45 days in a genuine workplace, will equip more young people with the skills, knowledge, and experience necessary to access skilled employment or further technical study. T-levels are being scaled up at pace throughout the country, currently offered at over 100 providers, with over 6,000 learners across the country, and there are around 400 providers who are planning to deliver T-levels from 2023. We have invested £200 million over the past four years to help providers build their capacity and networks with employers to deliver high-quality placements.
But these essential reforms will only have their full benefit if we simultaneously address the complexities and variable quality of the broader qualifications system. We want every student to have confidence that every qualification on offer is high quality, and to be able to easily understand what skills and knowledge that qualification will provide and where it will take them. These changes are part of our long-term reforms to technical education, building on the recommendations in the Sainsbury report, published in 2016, itself building on the findings of the Wolf review of 2011.
In August 2021 the Government confirmed that they would remove funding approval for more than 5,000 qualifications at level 3 and below that had no or low enrolments. Funding approval for these qualifications will be removed later this year, streamlining the qualifications landscape.
The next phase of our reforms is to remove funding for qualifications that overlap with T-levels, which will give T-levels the space needed to flourish and reduce complexity for learners and employers. That is why today we are publishing a provisional list of 160 qualifications that overlap with waves 1 and 2 T-levels. Subject to the outcomes of the appeals process, we will withdraw funding approval at 16 to 19 from these qualifications from August 2024 as part of our reforms to improve the quality of post-16 qualifications. This provisional list is only a small proportion of the qualifications available at level 3, and as announced by the Secretary of State in November 2021, funding will be withdrawn one year later than originally planned, to allow additional time for the sector to prepare.
This review has been led by evidence. We commissioned independent assessors to conduct in depth reviews of the qualifications. All qualifications placed on the provisional overlap list were rigorously assessed and considered against three tests:
That they are technical qualifications
That they have demonstrable overlap of content and outcomes with wave 1 and wave 2 T-levels already on offer
That they are aimed at supporting entry to the same occupation(s) as those T-levels.
Only those qualifications which meet all three of these tests were included on the list, to ensure that we do not leave gaps in provision. We also excluded qualifications where they were aimed at supporting entry to occupations covered by wave 3 and 4 T-levels, since these are not yet on offer; or where they were primarily aimed at people already in work.
As the post-16 qualifications review continues, we will assess the quality of qualifications that we continue to fund alongside A-levels and T-levels. We are clear that other qualifications, including BTECs and similar qualifications, will continue to play an important role. We will continue to fund these qualifications where they are high quality and where there is a clear need for them.
Both Ofqual and the Institute for Apprenticeships and Technical Education will have a role in approving these qualifications. This phase will see the most significant changes to the level 3 landscape, when reformed qualifications are approved from 2025. Ofqual have recently consulted on their approach to regulating these qualifications, and both Ofqual and the institute will consult further ahead of the criteria being published later this year. We have published guidance today setting out the timeline for this. In autumn 2022, we will publish details of the process which awarding organisations will need to follow for every qualification to be approved for funding, including details of the quality and other criteria. In the future, all qualifications at level 3 and below will need to meet these criteria to ensure that they are high quality.
Awarding organisations with qualifications on the list have been notified, as have the Federation of Awarding Bodies and Joint Council for Qualifications, and all further education providers. We have also published appeals guidance, and awarding organisations have until Friday 8 July to appeal these overlap assessments. We will confirm the final list in September after the appeals process has been completed.
[HCWS15]
Draft Industrial Training Levy (Construction Industry Training Board) Order 2022
Alex Burghart Excerpts(1 year, 12 months ago)
General CommitteesRead Full debate Read Hansard Text Read Debate Ministerial Extracts
The Parliamentary Under-Secretary of State for Education (Alex Burghart)
I beg to move,
That the Committee has considered the draft Industrial Training Levy (Construction Industry Training Board) Order 2022.
The construction industry is extremely important to our country. To put it frankly—
Alex Burghart
Let’s try again. The construction industry is obviously vital to our country because its success is the UK economy’s success. The construction sector contributes about £155 billion to the economy, which represents 9% of our gross value added. The industry is made up of about 3.1 million workers, equating to 9% of the UK’s employment.
The Government are clear that construction is integral to achieving two of our main priority objectives in our plan for growth: levelling up and reaching net zero carbon emissions by 2050. Skills interventions will be critical to addressing current skills deficits and looking ahead to meet future construction labour market demands. However, the increased need for skills is not a challenge that the Government can address alone.
The Construction Industry Training Board was set up in 1964 and continues to play an important role by helping to shape interventions and communication to employers. I thank the CITB for working with my Department on this issue.
The draft order will enable the CITB to continue to raise and collect a levy on employers in the construction industry. The levy funds increased provision of skills for individual workers and employers in the sector. Over the coming three years, the CITB expects to raise around £505.2 million of levy funding to be invested in skills training.
Margaret Greenwood (Wirral West) (Lab)
As the Minister knows, the CITB has said that one of the things it will do to address the barriers to training the current workforce is develop a strategy to influence local provision to meet employers’ needs, linking to local skills improvement plans. It seems to me that if someone who wants to get into construction lives in an area where there are few construction companies, and none is involved in developing LSIPs, they may well struggle to find a relevant course. Will the Government ensure that people, particularly young people, who want to get into construction work can do so, even if opportunities in the area where they live are limited?
Alex Burghart
The hon. Lady makes an important point. Obviously, a lot of the skills work that we are putting forward is employer led. By that, we mean that we want students who are studying construction, or indeed another technical skill, at whatever level, to have the opportunity to do on-the-job training. That might be through T-levels or apprenticeships. At the moment, many colleges around the country are finding people who can offer that training, to give students the chance to step up through either a level 2 course or a T-level construction course. So although the availability of placements is to a certain extent limited by the nature of the industry in the area, it is essential that students have the chance to study on the job wherever possible. I hope that answers the hon. Lady’s question, but if she would like to come back, I am happy to respond again.
Members may recognise that small local construction firms in their constituencies say that the CITB pays out grants to cover the cost of certain construction training. Indeed, that is a significant percentage of its activity. It provides a grant system to employers to enable workers to access and operate safely on construction sites—for example, through health and safety training—to drive up skills and to incentivise training that would otherwise not take place.
Mark Eastwood (Dewsbury) (Con)
I appreciate the Minister’s comment about levelling up. One of the initiatives in the Dewsbury town board funding is a construction and skills centre. Does he agree that that could be rolled out in towns fund bids and that local councils and authorities could take that on board?
Alex Burghart
I know that my hon. Friend is championing exactly that sort of work in his area and giving us lessons that we can transpose to other areas. The new centres of excellence will be fundamental to how we build the next generation of skills in our country and create that pipeline for young people and those who are changing careers to enter the workforce with higher levels of skills. I congratulate my hon. Friend on what he is seeing in his area.
Mr Toby Perkins (Chesterfield) (Lab)
The Minister rightly referred a moment ago to the nation’s skills deficit. The order effectively doubles the amount that the construction industry pays, but undoes the reduction that the Government previously put in place. We are not hostile to that, but it returns us to where we were two years ago when the deficit existed. What can he point to in the order that makes anything better? It effectively represents a continuity strategy. We have got a skills deficit, which has built up over a number of years—we can debate why that is. Are the Government doing anything to make the situation better rather than just returning us to where we were?
Alex Burghart
The hon. Gentleman asks a fair question. He rightly points out that, during covid, we reduced the burden on construction companies to help them get through the pandemic, and the order is a return to normal. However, it is only one part of the interventions we are making to create the next generation of people working in construction. I am pleased to say that apprenticeship construction starts are doing well and are above their pre-pandemic level. We are introducing new T-levels in construction and we see a real appetite for the skills bootcamps that the Government have brought in. Those short, intensive courses, which help people skill up over 12 to 18 weeks, with a guaranteed job interview at the end, are popular with potential employees, employers and, I am pleased to say, the Treasury.
Kirsty Blackman (Aberdeen North) (SNP)
On the point the Minister just made, if this order is just bringing us back to pre-pandemic levels, it is not doing anything to fix the immigration situation we have because of Brexit. I know there is a major problem for bricklayers, for example. Will this just get us back to pre-pandemic levels, rather than making up for that shortfall that we see as a result of Brexit and this Government’s immigration policies?
Alex Burghart
As the hon. Lady will have heard me say to the hon. Member for Chesterfield, this is just one of the things we are doing. Our bootcamps are a new innovation that offer people of all ages a rapid route into employment. The construction route was very popular. It is important that the hon. Lady sees this in the round. She raises Brexit, but in my seven months in this job I have had the great pleasure of talking to further education colleges around England, and many principals have told me that there is new enthusiasm from employers to look at skills training in their areas, which did not exist before we left the EU. Lots of companies used to advertise internationally for skills as their first port of call, and people came in. They did not have to invest in training in their own areas. I am pleased to say that that is changing for the better for young people in England.
The work of the CITB will support strategic initiatives to help maintain vital skills in the industry and create a pipeline of skilled workers.
Margaret Greenwood
The Minister is being very generous. A point was raised in the other place about paragraph 10.1 of the explanatory memorandum and the small group of industry representatives that the CITB consulted to examine the current levy arrangements and how the levy should operate. The Minister there said:
“it is up to the CITB as to who it engages with.”—[Official Report, House of Lords, 25 April 2022; Vol. 821, c. GC9.]
I think it is important that the CITB engages with relevant unions on the levy. Can the Minister tell me whether he has any expectation, even though it might not be prescribed in law, that the CITB will consult with the unions?
Alex Burghart
I very much hope that the CITB will engage with all relevant stakeholders.
I will try to make some headway. The remit is broader still. The CITB develops and maintains occupational standards so that employees and employers are assured training is of sufficient quality. That also means that construction skills become more readily transferable, benefiting both employees and employers. The CITB has a critical role in horizon scanning, too. It uses research and labour market intelligence to understand the skills needs of the sector and to work with industry and Government to help ensure that construction has the right skills both now and in future.
Before turning to the details of the draft order, I want to highlight that the most recent levy order—the 2021 order—was for one year, not the usual three years. As we discussed a moment ago, a 50% reduction was prescribed in that year relative to the 2018 three-year order. That was to accommodate the CITB’s decision to allow levy payers a payment holiday in response to cash-flow pressures the industry was facing during the first covid lockdown. This three-year 2022 order returns to the levy rates prescribed by the three-year 2018 order: 0.35% of the earnings paid by employers to directly employed workers, and 1.25% of contract payments for indirectly employed workers such as contractors, for those businesses that are liable to pay the levy.
The industry, having been consulted on the CITB’s delivery strategy and levy rate, supported the retention of the higher exemption and reduction thresholds for smaller employers contained in the 2021 order. To run through those very quickly, construction employers with an annual wage bill of up to £119,999 will not pay any levy, while still having full access to CITB support. It is projected that approximately 62% of all employers in the scope of the levy will be exempt from paying. Larger companies will carry the burden. Employers with a wage bill between £120,000 and £399,999 will receive a 50% reduction on their levy liability, while also receiving full access to CITB services—that covers about 14% of employers.
Mr Perkins
I understand the reason for the tapering that the Minister refers to, but has any analysis been done of whether this creates a cliff edge that disincentivises employment? There will be companies that know that the next person they take on will move them either from being a non-payer to a half-payer, of from being a half-payer to a full payer. In an industry with huge amounts of subcontract work done anyway, it would not be amazing if this was a disincentive to employment. Has any analysis of that been done, and if not does the Minister think it would be a good idea for inquiries of that kind to be made?
Alex Burghart
The hon. Gentleman makes a good point; I will consult my notes while he is speaking, and perhaps return to it in my closing remarks.
The CITB has consulted the industry on these levy proposals via the consensus process, which is required under the Industrial Training Act 1982. Consensus is achieved by satisfying two requirements: both the majority of employers likely to pay the levy, and those employers who are, together, likely to pay more than half the aggregate levy raised, consider that the proposals are necessary to encourage adequate training. Both requirements were satisfied, with 66.5% of likely levy payers in the industry, who between them are likely to pay 63.2% of the aggregate levy, supportive of the CITB’s proposals.
The draft order will enable CITB to play its role in aiding employers to secure and retain a sufficient supply of highly skilled labour in the construction industry in these fast-moving times. I commend it to the Committee.
Alex Burghart
I thank the Opposition for their support for the statutory instrument. I make the general point that, although the hon. Gentleman suggests that we are outsourcing skills or offloading responsibility for the skills agenda to employers in its entirety, that is not the case. We are building a really exciting partnership between central Government, employers—who will, of course, be front and centre—colleges, the Institute for Apprenticeships and Technical Education and Ofqual, as well as mayoral combined authorities and upper-tier authorities.
I was privileged the other day to be present at the signing of a memorandum of understanding between a local Teesside FE college and BP on their hydrogen work. What we are seeing there is a fantastic synergy between local government, business and the people who will train the next generation of skilled employees. That is levelling up in action.
Tom Hunt (Ipswich) (Con)
I am glad the Minister enjoyed his trip to Teesside. However, the highlight of his visits last week would have been going to Ipswich, where he visited Suffolk New College. Does he agree that the most powerful thing is where we have brilliant further education colleges, such as Suffolk New College, working hand-in-glove with local businesses to pinpoint the skills needs in the local area?
Alex Burghart
Absolutely; how could I forget my visit to Suffolk New College in Ipswich last week? I saw a fantastic appetite for our skills agenda there. Suffolk New College is a great provider of T-levels. It works closely with employers to give students a work placement, so that they can gain skills on the job while learning the background in the classroom. I very much enjoyed my trip and hope to return to Suffolk before too long.
With reference to T-levels and BTECs, the construction T-level route that we have set up is very popular. I have been pleased to see colleges across the country taking advantage of that and giving students new opportunities, as well as employers providing work placements. With BTECs, we have been clear on our course from the start: we are shifting from BTECs to T-levels in those areas where T-levels exist, but in the areas where T-levels do not exist and there is no overlap, I would expect those BTEC courses to continue.
Mr Perkins
I am not sure if the Minister has just made an announcement, because we do not yet have the list of the courses that will not be carrying on. Is he saying that the BTEC in construction is one of those that the Government are intending to get rid of to be replaced by the T-level? That is what it sounded like. If that is not the case, can he provide an update on what he sees as the future for the BTEC in construction? He mentions that the T-level is very popular, but actually far more students are studying the BTEC at the moment. Can he clarify that matter?
Alex Burghart
We are only in our second year of T-level delivery and I am very much looking forward to seeing the first results in August. The hon. Gentleman sat through many days of debates on the Skills and Post-16 Education Bill, where he heard both myself and the Secretary of State say that where BTECs and other level 3 qualifications overlap with T-levels, we expect T-levels to be the successor course—I remember a long debate we had about that issue in a Committee Room down the corridor. Obviously, in those areas where there is no T-level, there will be no overlap. I fully expect the Government to say more on that in the coming months.
It has been wonderful to serve under your chairwomanship, Ms Rees, and to find that we have cross-party agreement on the CITB statutory instrument.
Question put and agreed to.
Resolved,
That the Committee has considered the draft Industrial Training Levy (Construction Industry Training Board) Order 2022.
Further Education Capital Transformation
Alex Burghart Excerpts(2 years ago)
Written StatementsRead Full debate Read Hansard Text Read Debate Ministerial Extracts
The Parliamentary Under-Secretary of State for Education (Alex Burghart)
My noble Friend the Under-Secretary of State for Education (Baroness Barran) made the following written statement on 4 April 2022.
I am pleased to announce the outcome of the bidding round for the further education capital transformation programme (FECTP). The bidding was open to all FE colleges and designated institutions, and 62 FE colleges across England have been successful.
The successful colleges have been offered grants, for 78 projects to upgrade buildings and transform campuses, helping to level up opportunities for more people. The total value of the funding from this round is up to £405 million, and colleges will also make a match funding contribution to their projects.
The FE capital transformation programme delivers the Government’s £1.5 billion commitment to upgrade the estate of FE colleges and designated institutions in England, promoting parity of esteem between FE and other routes. Improving the condition of FE colleges is important in ensuring students have the opportunity to develop skills in high-quality buildings and facilities, and in addressing skills gaps in local economies.
In September 2020, £200 million was allocated to FE colleges and designated institutions to undertake urgent remedial condition improvement works and to provide a boost to the economy and the education system.
In April 2021, we announced our plans to work in partnership with 16 colleges to upgrade some of the worst condition sites in England. We have worked with these colleges to develop their plans further and to manage procurement of their projects, with construction work now beginning.
This investment should be seen in the wider context of our reforms to further education, as set out in the White Paper “Skills for Jobs Lifelong Learning for Opportunity and Growth” https://www.gov.uk/government/publications/skills-for-jobs-lifelong-learning-for-opportunity-and-growth and our plans to spread opportunity more equally across the UK, as set out in the Levelling Up White Paper https://www.gov.uk/government/publications/levelling-up-the-united-kingdom.
The successful colleges are listed online via this link: www.gov.uk/government/publications/further-education-capital-transformation-fund-stage-2-successful-applicants
Attachments can be viewed online at:
http://www.parliament.uk/business/publications/written-questions-answers-statements/written-statement/Commons/2022-04-19/HCWS769/
[HCWS769]
Skills and Post-16 Education Bill [Lords]
Alex Burghart Excerpts(2 years ago)
Commons ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
The Parliamentary Under-Secretary of State for Education (Alex Burghart)
I beg to move,
That this House disagrees with the Lords in their amendment 15B proposed instead of the words left out of the Bill by its amendment 15.
Madam Deputy Speaker (Dame Rosie Winterton)
With this it will be convenient to discuss the Government motion that this House agrees with the Lords in their amendments 17B and 17C.
Alex Burghart
I am delighted to be back in the House to discuss our landmark Skills and Post-16 Education Bill. I am pleased the Bill has progressed to this point, as it is a real opportunity for us to create a chance for more people to develop the skills they need to move into a job and support our economy. We have made the case that this Bill and the work surrounding it will provide qualifications that have been designed with employers to give students the skills that the economy needs. That will help us to boost productivity and level up our country.
Lords amendment 17B is a Government amendment on provider encounters. I am delighted that we were able to make this amendment, thanks to the tireless work of my right hon. Friend the Member for Harlow (Robert Halfon), the Chair of the Select Committee on Education. His successful campaigning on this issue, and on further education and skills more broadly, is testament to his expertise, his persuasive powers and his dedication to his constituents, who will be well served by this Bill.
This amendment represents a compromise that will require schools to put on six provider encounters for pupils in years 8 to 13—two in each key stage. This should help to ensure that young people meet a greater breadth of providers and, crucially, it should prevent schools from simply arranging one provider meeting and turning down all other providers.
The underpinning statutory guidance will include details of the full range of providers that we expect all pupils to have the opportunity to meet during their time at secondary school. The Government intend to consult on this statutory guidance to ensure that the legislation works for schools, providers and, most importantly, young people.
Jim Shannon (Strangford) (DUP)
I look forward to hearing what the Minister has to say. Does he agree that defunding BTECs poses tangible risks to disadvantaged students and that Lords amendment 17, which ensures that the earliest qualifications can be defunded will now be 2025, gives the necessary time for a good evaluation of T-levels and how they work in this new landscape of qualifications? We should support our colleges to allow every child to achieve their potential.
Alex Burghart
I am always anxious to hear what the hon. Gentleman has to say. I believe his comment is a reference to amendment 15B, which I am coming to in a moment, but I hope he will forgive me if I finish talking about 17B first.
I hope this House will agree that we have reached a sensible compromise position, with the help of my right hon. Friend the Chair of the Education Committee. This middle ground of six provider encounters will help to give every pupil information about what further education colleges, independent training providers, university technical colleges and other alternative providers can offer.
Turning to Lords amendment 15B on the roll-out of our technical education qualification reforms, I begin by reiterating the announcement made in this House by my right hon. Friend the Secretary of State on Second Reading. We are allowing an extra year before public funding approval is withdrawn from qualifications that overlap with T-levels and before reformed qualifications are introduced that will sit alongside T-levels and A-levels.
Our reform programme is rightly ambitious, but we understand that it would be wrong to push too hard and risk compromising quality. The additional year strikes the right balance, giving providers, awarding organisations, students and other stakeholders enough time to prepare while moving forward with these important reforms. That is why we cannot accept the three-year delay that the amendment proposes.
These changes are part of reforms to our technical education system that have been over a decade in the making; they have their origins in the Wolf review of 2011 and were taken further by the Sainsbury review in 2016. Both those crucial pieces of work showed that we must close the gap between what people study and the skills employers need. As Lord Sainsbury said:
“Whatever their background, individuals need access to a national system of technical qualifications which is easy-to-understand, has credibility with employers and remains stable over time.”
T-levels will deliver on that pledge. They are a critical step change in the quality of the technical offer. They have been co-designed with more than 250 leading employers and are based on the best international examples of technical education. We have already put in place significant investment and support to help providers and employers to prepare for T-levels. By September 2023, all T-levels will be available to many thousands of young people across the country. The change to our reform timetable means that all schools and colleges will now be able to teach T-levels for at least a year before overlapping qualifications have their funding removed.
Last November, the Secretary of State also announced the removal of the English and maths exit requirement for T-levels. That is about making the landscape fairer so that talented students with more diverse strengths are not prevented from accessing this important offer. The change brings T-levels into line with other level 3 study—notably A-levels, which do not have such an English and maths exit requirement.
In addition, this amendment given to us by noble Lords would require consultation and consent from employer representative bodies before withdrawing funding approval from qualifications. As hon. Members will be aware, we have twice consulted on our intention to withdraw funding from qualifications that overlap with T-levels. T-levels were designed with employers to give young people the skills that they need to progress into skilled employment, the skills that employers need and the skills that our economy needs.
Mr Toby Perkins (Chesterfield) (Lab)
The Minister refers to the consultation that the Government did on the defunding of BTECs and the twin-track approach. Am I right in saying that 86% of respondents to the Government’s own consultation said that the Government should keep the twin-track approach? If so, why is the Minister highlighting that consultation, which has come back to him telling him that the approach he is taking is wrong, as a reason not to vote for the amendment the Lords have proposed here?
Alex Burghart
Our consultation showed that there was widespread support for having a system of technical qualifications that offered both co-design with employers and entrenched, embedded work experience. The choice before Parliament in debating this Bill is whether we wish to push ahead, following the best international examples, on technical qualifications that are designed with employers and give students the best work experience opportunities as part of that qualification. That is the choice. We on the Government side know where we stand. We wish to have gold-standard qualifications that rank among the best in the world. I am afraid the Opposition do not seem to wish to follow us on that journey.
The Institute for Apprenticeships and Technical Education will continue to involve employers actively when making decisions about qualification approval, including through its route panels. Those panels hold national sector expertise and expert knowledge of occupational standards that have portability across employers. Institute approval will be a mark of quality and currency with business and industry, and will ensure that both employers and employees have the knowledge, skills and behaviours they need. The requirement for a public consultation and consent from employer representative bodies would duplicate existing good practice and introduce an unnecessary burden.
Chris Skidmore (Kingswood) (Con)
I reiterate the general remarks of my right hon. Friend the Member for Harlow (Robert Halfon) about how the Bill is welcome overall. I will support the Government in their motions to disagree with the Lords amendments, and I agree that it is important that the Bill sees its final passage so that we can get on with the important journey towards an integrated education system. I refer to my entry in the Register of Members’ Financial Interests as chair of the Lifelong Education Commission, which I set up with ResPublica to look at the long-term structural issues underpinning why the United Kingdom, and England in particular, has had such a difficult, long tail of underachievement and the need, as we look at the Government’s mission to level up for the future, to place skills provision front and centre of the agenda.
About six million people—the figure hovers around that number—still have only qualifications at level 2, and there is a desperate need to give more people an opportunity to enhance their qualifications so that they can apply for the many jobs and vacancies out there. People are not refusing to do those jobs. It is partly that they do not have the skills and capabilities to engage with the process, but they are desperate to do so, and that it is why it is so vital to match their skills with their ambitions.
The Bill begins the long process of moving from a top-heavy system that focused unduly on universities and did not give the further education sector the opportunity and investment that it needed to progress. Hopefully, we will now focus on tertiary education overall instead of pitching HE against FE. However, the Bill must be just chapter one of that educational revolution. As the hon. Member for Chesterfield (Mr Perkins) mentioned, the Bill goes only so far, and a number of caveats have yet to be addressed, particularly on financing. I am particularly interested in financing for lifelong education, as such learners are not 18-year-olds who can access loan finance—and, even if they could, they have families, and they have mortgages and other debts to pay, so simply saying, “You can apply for an additional loan” will not work. We need to look at grant financing and understand the pressures placed on individuals and the barriers that they will need to overcome to access lifelong learning.
I tabled nine amendments the other month, none of which was accepted by the Government; nor, sadly, were they taken up by the Lords. I will continue to press the Government on skills provision, the lifelong loan entitlement and the lifetime skills guarantee, which applies only to a small proportion of the overall population. I wish it could be expanded, and I hope that the Government recognise that that ambition should be realised, particularly for individuals who have received qualifications at levels 3 to 5—or even levels 6 or 7— and need to retrain. They may have taken a degree 20 years ago, but they cannot access the opportunities to do that retraining.
The opportunities for lifelong learning and skills provision need to be more inclusive in the future. At the moment, the Bill addresses only a small segment of society—it is a segment that must be addressed and tackled—but let us look at chapters two, three and four and begin the journey of levelling up for everyone in this country, not just the immediate priority on which we are focused today.
Alex Burghart
It is a pleasure to follow my right hon. Friends the Members for Harlow (Robert Halfon) and for Kingswood (Chris Skidmore), who both have great expertise in the field. On what my hon. Friend the Member for Kingswood said, we are interested in building up the offer for people already in the workplace. We see a great many people taking apprenticeships to reboot their careers. The Prime Minister’s lifetime skills guarantee is offering people who did not get level 3 technical qualifications at school or college the chance to do so later in life. Of course, we also have the LLE, which is championed by the Minister for Higher and Further Education, my right hon. Friend the Member for Chippenham (Michelle Donelan).
We are about giving everyone, whatever stage they are at in life, the chance to step forward and build their careers with new opportunities. The Bill is central to that. I have heard the hon. Member for Chesterfield (Mr Perkins) criticise the Bill at various stages for not mentioning apprenticeships. They are obviously extraordinarily important to what we are doing, and I am delighted to report that, in the first quarter of the academic year, 164,000 people started apprenticeships, which is up 34% from last year and—crucially—up 6% from the pre-pandemic period. He often likes to quote figures of yesteryear, and I must remind him—not for the first time—that the change in the number of starts was not down to the creation of the apprenticeship levy but because, in 2017, when my right hon. Friend the Secretary of State was in a more junior job in the Department for Education, he started to reform apprenticeships to ensure that our 640 standards reflected the needs of employers. That golden thread has run through all our reforms over the past 10 years, building from the report written by Baroness Wolf in 2011 through to the Sainsbury review in 2016.
To hear those on the Opposition Benches say, “Slow down, you’re going too fast” is somewhat reminiscent of the Locomotive Act 1865, which recommended that the speed limit in town should be 2 mph and that somebody with a red flag should walk ahead of the vehicle as it made its progress. We have waited long enough and students have waited long enough for high-quality technical qualifications that are designed with employers to give the economy the skills that it needs and to give students the skills they need to prosper in that economy.
The hon. Member for Chesterfield also referred to the number of people on BTEC courses and the number of people expected to do T-levels. I remind him again that we are not in the process of defunding all BTECs: BTECs will survive where they do not overlap with T-levels. Just as now, there will be some people who do not study level 3 at age 16 to 19, and those people will have an enhanced offer at level 2, off the back of our level 2 reforms that are currently out to consultation.
I was delighted that at the beginning of last week 69 T-level providers from throughout the country—from north to south and east to west—came to the Department for Education and talked to us about their experiences in the first two years. A great many students came with them, and the level of enthusiasm for the qualifications and the level of excitement about the opportunities that the reforms are going to provide for the next generation was tangible. It therefore gives me great pleasure to commend the Bill to the House and sit down.
Question put.
Oral Answers to Questions
Alex Burghart Excerpts(2 years, 1 month ago)
Commons ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Peter Aldous (Waveney) (Con)
The Parliamentary Under-Secretary of State for Education (Alex Burghart)
The Government are investing £290 million to establish a network of 21 institutes of technology throughout the country, actively targeting the areas where they are needed the most. Wave 1 has already established 12 IOTs across 50 locations, and wave 2 will add a further nine IOTs. We are getting the best of the further education sector, alongside the best of the higher education sector and the best of British employers, to deliver world-class technical education.
Peter Aldous
It is concerning that, after two waves of IOTs, a vacuum has emerged in East Anglia that places local learners at an unfair disadvantage compared with those elsewhere. I am grateful to the Minister for Higher and Further Education, my right hon. Friend the Member for Chippenham (Michelle Donelan), for the briefing that she provided to Suffolk and Norfolk MPs following the decision to reject the east of England bid; will she or my hon. Friend convene a meeting of those who prepared the bid, the two county councils and MPs to agree a strategy to fill the vacuum as quickly as possible?
Alex Burghart
As my hon. Friend noted, he had a meeting with my right hon. Friend the Minister for Higher and Further Education on this issue. I know he is a passionate advocate for education in his area and wants to see the excellent success of our IOTs replicated in his region. At this time, there are no plans to extend IOTs, but we very much keep the policy under review and want to see them go from strength to strength.
Paula Barker (Liverpool, Wavertree) (Lab)
Alexander Stafford (Rother Valley) (Con)
The Parliamentary Under-Secretary of State for Education (Alex Burghart)
The Government absolutely recognise the importance of preparing prisoners for employment upon their release. That is why we are, for the very first time, changing the law to enable serving prisoners who are close to release to start apprenticeships, helping them to retrain and upskill, and providing them with direct routes into jobs with businesses in their communities.
Alexander Stafford
Retraining prisoners is vital for rehabilitation. Does my hon. Friend expect these welcome plans for prisoner retraining to reduce reoffending, leading to a safer society for all of us? Will these plans be under way as soon as possible so that we can all start to see the benefits immediately?
Alex Burghart
I can absolutely give my hon. Friend that reassurance. Officials in the Department for Education are working at pace with colleagues in the Ministry of Justice to make sure that we tear down the barriers so that people leaving prison can have had the best chance to rebuild their lives, earn money for themselves, and contribute to their communities. We expect to make progress on that this calendar year.
Margaret Ferrier (Rutherglen and Hamilton West) (Ind)
Sir David Evennett (Bexleyheath and Crayford) (Con)
The Parliamentary Under-Secretary of State for Education (Alex Burghart)
My right hon. Friend is absolutely right: essay mills denigrate the excellent work that the vast majority of students do by allowing a tiny minority to cheat. That is why, in our Skills and Post-16 Education Bill, which will soon receive Royal Assent, we are outlawing them, and we will punish everyone involved in them.
Kim Leadbeater (Batley and Spen) (Lab)
Level 2 and Below Qualifications Update
Alex Burghart Excerpts(2 years, 1 month ago)
Written StatementsRead Full debate Read Hansard Text Read Debate Ministerial Extracts
The Parliamentary Under-Secretary of State for Education (Alex Burghart)
Consultation on level 2 and below qualifications
I am pleased to announce the next stage of the review of post-16 qualifications in England. It is vital in a fast-moving and high-tech economy that education closes the gap between what people study and the needs of employers. Priorities change rapidly and we need an education system that is dynamic and forward looking. It must deliver the skills we will need in the future to strengthen the economy, not only as we emerge from the coronavirus pandemic but as we move forward in the 21st century.
We set out our plans for the reform of level 3 qualifications in July 2021, and we are now consulting on proposals to reform level 2, level 1 and entry level qualifications. The current landscape at level 2 and below is complex, with over 8,000 qualifications approved for funding for students aged 16 and above. While many of these qualifications are likely to be excellent, it is not a consistent picture. It is hard to tell which ones are high quality and will lead to good outcomes. Improving the quality of qualifications at these levels will contribute to levelling up our country and building back better.
We recognise the diversity of the cohort studying at level 2 and below. Individuals who take these qualifications will have very different backgrounds, achievements, needs, aspirations and motivations. They are also more likely to be taken post-16 by students from disadvantaged backgrounds or with special educational needs or disabilities. These students can have complex needs ranging from emotional, behavioural and mental health issues; physical disabilities; cognitive or developmental conditions; and others including hearing impairments and sensory issues. It is more vital than ever that these students can benefit from high-quality provision that provides the support they need to unlock their potential and benefit from great progression opportunities. Our proposed landscape will serve all students better.
Our proposals aim to streamline and improve the quality of qualifications at level 2 and below for both 16 to 19-year-olds and adults. At the end of 2020, 21% of 16-year-olds were in full-time education studying at level 2 and below1. These qualifications are also important for adults, who in 2018-19 accounted for around 57% of ESFA-funded enrolments at these levels2. We want to ensure that all qualifications that receive public funding in future are high quality, have a clear purpose and will lead to strong progression outcomes, with every student having a range of options leading into either employment or further study—or, for a small minority of students, independent living.
The proposals I am setting out today are open for consultation until 27 April. They have been developed following an extensive call for evidence which ran from November 2020 to February 2021. I am very grateful to those who engaged positively with, and responded to, this exercise.
As previously set out, GCSEs, functional skills qualifications (FSQs) and essential digital skills qualifications (EDSQs) are not in scope for this consultation.
Proposals—Level 2
We propose that qualifications at level 2 should prepare students for further study or training at level 3 where possible, including T-Levels (through the T-Level transition programme), other level 3 technical qualifications and apprenticeships. With employers at the heart of their design and by aligning to employer-led standards, some level 2 qualifications will also provide a great opportunity to move directly into skilled jobs in some sectors.
For 16 to 19-year-olds studying at level 2 who are aiming to get a job at level 2, we propose a two-year study programme to prepare them for the world of work.
Proposals—Level 1 and below
We propose the focus of study for most learners at level 1 and below should be progression to a qualification at level 2 or above that provides entry into a skilled occupation, or progression to a work-based pathway such as supported internships, traineeships and apprenticeships. Basic skills qualifications in English, maths and digital will continue to be vital for many of these students.
Proposals—Personal, social and employability qualifications
We recognise that some students will leave education with their highest achievement being level 1 or entry level, and for a small minority their main aim will be independent living. Personal, social and employability provision is an integral part of study for many of these students, and we propose to set national standards and core content for these qualifications to be designed against. Aligning these qualifications with national standards will ensure greater consistency and confidence in their quality. As part of the consultation, we are specifically seeking views from employers about the value and recognition of these qualifications.
Consultation response on basic digital skills
We consulted in the call for evidence on proposals to remove public funding approval from basic digital skills qualifications at level 2 (ICT user and ICT functional skills qualifications). We are publishing our response alongside the consultation, which confirms and sets out our decision to remove public funding approval from all level 2 ICT user qualifications and all level 2 ICT functional skills qualifications.
I look forward to further engagement with the sector on these reforms. In response to this consultation, I will set out the next steps for implementing reforms at level 2 and below.
Update on level 3 implementation
In July 2021 we set out our plans for the reform of level 3 qualifications. In November, recognising the need to allow sufficient time for awarding organisations and providers to prepare, we announced an extra year for the reforms to be implemented. To support this, we are also moving the pathfinder for approving qualifications in the digital route into the first full cycle of approvals for other technical qualifications. The pathfinder would have seen the introduction of reformed qualifications in the digital route for 2024, ahead of our other reforms. These approvals processes will now be merged and first delivery of reformed qualifications will be from 2025.
1 https://explore-education-statistics.service.gov.uk/data-tables/permalink/ac2c9345-145c-46d0-aabc-055e9f92936b
2 https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/933584/Ad-hoc_3_Level_3_and_below_-_contextual_information.pdf
[HCWS656]
Skills and Post-16 Education Bill [Lords]
Alex Burghart ExcerptsMonday 21st February 2022
(2 years, 2 months ago)
Commons ChamberRead Full debate Skills and Post-16 Education Act 2022 View all Skills and Post-16 Education Act 2022 Debates Read Hansard Text Read Debate Ministerial Extracts Amendment Paper: Consideration of Bill Amendments as at 21 February 2021 - large version - (21 Feb 2022)
The Parliamentary Under-Secretary of State for Education (Alex Burghart)
I beg to move, That the clause be read a Second time.
Madam Deputy Speaker (Dame Eleanor Laing)
With this it will be convenient to discuss the following:
New clause 1—Apprenticeships for prisoners—
“Notwithstanding any other statutory provision, prisoners in English prisons may participate in approved English apprenticeships, as defined by section A1 of the Apprenticeships, Skills, Children and Learning Act 2009.”
The aim of this new clause is to ensure that prisoners can start Apprenticeships while they are serving their sentence.
New clause 2—Provision of opportunities for education and skills development—
“(1) Any person of any age has the right to free education on an approved course up to Level 3 supplied by an approved provider of further or technical education, if he or she has not already studied at that level.
(2) Any approved provider must receive automatic in-year funding for any student covered by subsection (1), and supported by the Adult Education Budget, at a tariff rate set by the Secretary of State.
(3) Any employer receiving apprenticeship funding must spend at least two thirds of that funding on people who begin apprenticeships at Levels 2 and 3 before the age of 25.”
This new clause would provide for education and skills development up to a Level 3 qualification for any person of any age supplied by an approved provider if they have not already studied at that level.
New clause 3—Amendments to section 42B of the Education Act 1997—
“(1) Section 42B of the Education Act 1997 is amended as follows.
(2) After subsection (1) insert—
“(1A) In complying with subsection (1), the proprietor must give a representative range of education and training providers (including, where reasonably practicable, a university technical college) access to registered pupils on at least three occasions during each of the first, second and third key phase of their education.”
(3) After subsection (2) insert—
“(2A) The proprietor of a school in England within subsection (2) must—
(a) ensure that each registered pupil meets, during both the first and second key phase of their education, with a representative range of education and training providers to whom access is given, and
(b) ask providers to whom access is given to provide information that includes the following—
(i) information about the provider and the approved technical education qualifications or apprenticeships that the provider offers,
(ii) information about the careers to which those technical education qualifications or apprenticeships might lead,
(iii) a description of what learning or training with the provider is like, and
(iv) responses to questions from the pupils about the provider or technical education qualifications and apprenticeships.
(2B) Access given under subsection (1) must be for a reasonable period of time during the standard school day.”
(4) After subsection (5)(a), insert—
“(aa) a requirement to provide access to a representative range of education and training providers to include where practicable a university technical college;”
(5) In subsection (5)(c), after “access” insert “and the times at which the access is to be given;”
(6) After subsection (5)(c), insert—
“(d) an explanation of how the proprietor proposes to comply with the obligations imposed under subsection (2A).”
(7) After subsection (9), insert—
“(9A) For the purposes of this section—
(a) the first key phase of a pupil’s education is the period—
(i) beginning at the same time as the school year in which the majority of pupils in the pupil’s class attain the age of 13, and
(ii) ending with 28 February in the following school year;
(b) the second key phase of a pupil’s education is the period—
(i) beginning at the same time as the school year in which the majority of pupils in the pupil’s class attain the age of 15, and
(ii) ending with 28 February in the following school year;
(c) the third key phase of a pupil’s education is the period—
(i) beginning at the same time as the school year in which the majority of pupils in the pupil’s class attain the age of 17, and
(ii) ending with 28 February in the following school year.”
This new clause is intended to replace Clause 14. This clause will ensure that section 2 of the Technical and Further Education Act 2017, commonly known as the Baker Clause, is legally enforceable.
New clause 4—Green Skills Strategy—
“The Secretary of State must, before the end of the period of 12 months beginning with the day on which this Act is passed, publish a Green Skills Strategy, setting out a plan to support people to attain the skills, capabilities or expertise through higher education, further education or technical education that directly contribute to, or indirectly support, the following—
(a) compliance with the duty imposed by section 1 of the Climate Change Act 2008 (United Kingdom net zero emissions target),
(b) adaptation to climate change, or
(c) meeting other environmental goals (such as restoration or enhancement of the natural environment).”
This new clause would require the Secretary of State to publish a national green skills strategy which would set out a plan to support people to attain skills which will directly contribute to or indirectly support climate change and environmental goals.
New clause 5—Universal Credit conditionality review—
“The Secretary of State must review universal credit conditionality with a view to ensuring that adult learners who are—
(a) unemployed, and
(b) in receipt of universal credit
remain entitled to universal credit if they enrol on an approved course for a qualification which is deemed to support them to secure sustainable employment.”
This new clause is intended to ensure greater flexibility for potential students in receipt of universal credit to take up appropriate training that will better equip them for employment.
New clause 6—Skills levels in England and Wales: review—
“(1) Within one year of the passing of this Act, and each year thereafter, the Secretary of State must prepare and publish a report on overall levels of skills in England and Wales and their economic impact, including regional and demographic breakdowns.
(2) The report under subsection (1) must in particular examine—
(a) cohort sizes and compositions of all qualifications from entry level to level 8,
(b) cohort skill achievement rates, in terms of result breakdowns,
(c) cohort placement success rates, in terms of numbers in further qualifications or new employment within 12 months after achieving each qualification,
(d) job retention and labour market turnover,
(e) labour productivity, and
(f) job satisfaction and fulfilment.
(3) The report under subsection (1) must be laid before both Houses of Parliament.”
This new clause would require the Secretary of State to publish an annual report on overall skills levels and economic output across England and Wales.
New clause 7—Lifetime skills guarantee—
“(1) All persons have the right to study a fully-funded approved course for a qualification up to level 3 supplied by an approved provider of further, higher, or technical education if they—
(a) do not currently hold a level 3 qualification, or
(b) currently hold a level 3 qualification and would benefit from re-training.
(2) The Secretary of State must prepare and publish a list of approved courses for the purposes of subsection (1).
(3) The Secretary of State must consult on the list of approved courses to ensure that they are compatible with national levelling up and skills strategies.
(4) The Secretary of State must review the list of approved courses at least every six months with a view to ensuring that they reflect the skills needed as the economy changes.”
This new clause places the Government lifetime skills guarantee on a statutory footing, ensuring that those without an A-level or equivalent qualification, or who hold such qualification but would benefit from reskilling, are able to study a fully funded approved course.
New clause 8—National Strategy for Integrated Education —
“(1) The Secretary of State must, before the end of the period of 12 months beginning with the day on which this Act is passed, publish a National Strategy for Integrated Education.
(2) A strategy under this section must—
(a) support the creation or development of courses offering integrated academic and vocational content, or a range of academic and vocational modules which can be combined into hybrid qualifications, at levels 4 to 8;
(b) support the creation or development of institutions offering courses under paragraph (a);
(c) set out a role for training programme providers in designing courses under paragraph (a).
(3) The Secretary of State must consult the Institute for Apprenticeships and Technical Education, Ofqual, and Quality Assurance Agency on any strategy to be published under this section.
(4) The Secretary of State must make regulations within 24 months of the passing of this Act to provide for such elements of the strategy as require enactment through statutory provisions.”
New clause 9—Integrated compatibility of modules and accreditation—
“(1) The Secretary of State must publish a National Accreditation Framework for Modular Learning. A framework must include guidance on—
(a) the unbundling of modular components of courses and qualifications;
(b) the stacking of modular components of courses and qualifications; and
(c) the transfer of modular components between institutions,
for the purposes of ensuring—
(a) (i) transparency;
(ii) mutual recognition of qualifications across academic, vocational and integrated further and higher education institutions; and
(iii) clarity on the options available to learners for unbundling or stacking modules into an overall qualification which meets the needs of their own professional development, and skills gaps within the national labour-market.
(2) The Institute for Apprenticeships and Technical Education, Ofqual, and Quality Assurance Agency must assist in the preparation of any framework under this section.
(3) A framework under this section must set out a role for the Institute, Ofqual and the Quality Assurance Agency in ensuring the effective operation of the framework.”
New clause 10—Role of employers in employee reskilling—
“(1) The Secretary of State may make regulations for the purpose of ensuring that employers provide—
(a) a minimum number of hours per year for in-work training and skills development for employees; and
(b) a minimum number of hours of retraining support for courses chosen at the discretion of former employees who have been made redundant, as part of an employer’s redundancy package.
(2) The minimum numbers of hours under section (1)(a) and (b) are to be set by the Secretary of State.
(3) In this section, “employer” has the same meaning as in section 4.
(4) The Secretary of State may, by regulation, establish a skills tax credit, for the purpose of—
(a) making allowance for funding the provision of time and training under subsection (1); and
(b) incentivising and rewarding employers for investing the skills development of their employees.”
New clause 11—Transition to 16+ education—
“(1) The Secretary of State may make regulations requiring local authorities to fulfil the function of an admissions authority with regard to admissions to further education courses provided within their administrative jurisdiction, for the purposes of ensuring admission to further education is allocated in an open and fair manner.
(2) Regulations under this section may require local authorities to run admissions processes in relation to further education in a manner comparable with the processes set out in Part III of the School Standards and Framework Act 1998 in so far as they relate to the admissions processes for primary and secondary education.
(3) In this section, “further education” has the same meaning as in the Education Act 1996 (see section 2 of that Act).”
This new clause would allow the Secretary of State to require local authorities to run admission to further education in a manner comparable to admissions for primary and secondary education.
New clause 13—Access to Sharia-compliant lifelong learning loans—
“(1) The Secretary of State must make provision by regulations for Sharia-compliant student finance to be made available as part of the lifelong learning entitlement.
(2) Regulations under this section are to be made by statutory instrument, and a statutory instrument containing regulations under this section may not be made unless a draft of the instrument has been laid before, and approved by a resolution of, each House of Parliament.”
This new clause allows the Secretary of State to make provision for Sharia-compliant LLE loans.
New clause 14—Recognition of skills in the energy sector—
“(1) Within six months of the passing of this Act, the Secretary of State must publish an Energy Sector Skills Strategy, for the purposes of—
(a) achieving cross-sector recognition of core skills and training in the offshore energy sector, including the oil and gas sector, and the renewable energy sector; and
(b) ensuring training and training standards bodies within the offshore energy sector adopt a transferable skills and competency-based approach to training.
(2) The strategy must target all workers, whether directly or indirectly (sub-contracted or agency) employed, or engaged through day-rate or self-employed contract models.
(3) When producing the strategy, the Secretary of State must consult with—
(a) workers within the offshore energy sector;
(b) unions within the offshore energy sector;
(c) energy companies; and
(d) training standards bodies relevant to the offshore energy sector.
(4) The Secretary of State must implement the strategy within 12 months of the passing of this Act. The Secretary of State may make regulations to provide for such elements of the strategy as require enactment through statutory provision.”
This new clause would facilitate cross-sector recognition of skills and training between the oil and gas sector and the renewable energy sector.
New clause 15—Retraining guarantee for oil and gas workers—
“(1) The Secretary of State must guarantee access to training, grants, resources and other support facilities to workers in the oil and gas sector, including—
(a) assessment of existing skills and training;
(b) understanding of skills matrices for careers in the offshore energy sector, including renewable energy and oil and gas;
(c) advice on alternative green energy jobs; and
(d) funding to complete training relevant to the green energy sector;
for the purpose of proactively supporting oil and gas workers wishing to transition to careers in the green energy sector, regardless of their current contract status.
(2) Support under this section must be made available to—
(a) all workers, whether directly or indirectly (sub-contracted or agency) employed, or engaged through day-rate or self-employed contract models; and
(b) workers who have recently left the oil and gas sector.”
This new clause would establish a retraining guarantee for oil and gas workers seeking to leave the sector, supporting them in transitioning to green energy jobs.
New clause 16—National review and plan for improving levels of adult literacy—
“(1) Within two years of the passing of this Act, and every two years thereafter, the Secretary of State must review adult literacy levels in England, for the purpose of improving adult literacy levels.
(2) A review under this section must identify the number of adults with literacy levels—
(a) below Entry Level 1,
(b) below Entry Level 2,
(c) below Entry Level 3,
(d) below Level 1, and
(e) below Level 2.
(3) The findings of a review under this section must be published in a report, which must be laid before Parliament.
(4) A report under this section must include a breakdown of the levels of adult literacy by local authority area.
(5) When a report under this section is laid before Parliament, the Secretary of State must also publish a strategy setting out steps the Government intends to take to improve levels of adult literacy in England.”
This new clause would require the Secretary of State to, every two years, review levels of adult literacy in England, publish the findings of that review and set out a strategy to improve levels of adult literacy in England.
New clause 17—Availability of humanities, social sciences, arts and languages courses—
“(1) The Secretary of State must review the availability of humanities, social sciences, arts and languages courses at Entry Level through to Level 4 in a specified area to which a local skills improvement plan relates.
(2) The outcome of a review under this section must be—
(a) provided to the relevant employer representative body for a specified area; and
(b) laid before both Houses of Parliament.
(3) Where a review under this section identifies inadequate availability of courses in a specified area, the Secretary of State must take steps to remedy this inadequacy, to ensure courses are available in all specified areas.
(4) A review under this section in relation to a specified area must be conducted each time the Secretary of State approves and publishes a local skills improvement plan for that specified area.”
This new clause requires the Secretary of State to review the availability of humanities, social sciences, arts and languages courses at Entry level to Level 4 in areas to which an LSIP applies. It would also require the Secretary of State to take steps to remedy inadequate availability of the courses.
Amendment 2, page 2, line 36, after “authority” insert
“and further education providers in the specified area”.
This amendment would provide for employer representative boards to develop local skills improvement plans in partnership with local further education providers.
Amendment 18, page 3, line 6, at end insert—
“(ba) draws on responses to a public consultation conducted by the relevant local authority for the specified area on the education and training that should be made available in the relevant area, and”
This amendment would require the Secretary of State to draw on responses to a public consultation run by the relevant local authority, when publishing a local skills improvement plan for a given area.
Amendment 16, page 3, line 10, at end insert—
“(d) lists specific strategies to support learners who have or have previously had, a statement of Special Educational Need or an Education and Health Care Plan into employment, including but not limited to provision for supported internships.”
This amendment would require local skills improvement plans to list specific strategies to support learners who have or have previously had, a statement of Special Educational Need or an Education and Health Care Plan into employment, including but not limited to provision for supported internships.
Amendment 14, in clause 2, page 3, line 15, after “England” insert
“with the consent of the relevant local authority, Local Enterprise Partnership (LEP) and, where relevant, Mayoral Combined Authority”.
This amendment provides for local authorities to give consent in the designation of employer representative bodies, to ensure employer representative bodies are representative of the areas they cover.
Amendment 4, page 3, line 20, after “employers”, insert
“and any relevant community, education, arts, faith and third sector organisations”.
Amendment 5, page 3, line 41, at end insert—
‘(6) The functions of the Secretary of State under this section may also be exercised by a relevant mayoral combined authority in England, where the designation relates to an area within their administrative jurisdiction, provided that education and skills are within the relevant authority’s devolved competence.”
Amendment 17, page 3, line 41, at end insert—
‘(6) Representative bodies which are employers, and employer organisations which are members of employer representative bodies, must sign up to the Disability Confident employer scheme within six months of being designated, or becoming a member of, the employer representative body.”
Amendment 6, in clause 3, page 4, line 18, at end insert—
‘(5) The functions of the Secretary of State under this section may also be exercised by a relevant mayoral combined authority in England, where the designation relates to an area within their administrative jurisdiction, provided that education and skills are within the relevant authority’s devolved competence.”
Amendment 12, in clause 6, page 7, line 23, at end insert—
‘(2A) The Institute shall perform a review of the operation of the apprenticeship levy, paying particular regard to considering whether sufficient apprenticeships at level 3 and below are available.”
This amendment would require the Institute to perform a review of the operation of the apprenticeship levy, and would require the Institute to pay particular regard to ensuring that sufficient apprenticeships at level 3 and below are available.
Amendment 15, in clause 7, page 10, line 37, at end insert—
‘(2A) Subsection (2) does not apply to the withdrawal of level three courses for the period of four years beginning with the day on which this Act is passed.”
This amendment seeks to reintroduce the Lord’s amendment (amendment 29), preventing IfATE from withdrawing approval of established level 3 courses including BTECs for four years.
Amendment 1, page 17, line 28, leave out clause 14.
This amendment is consequential on NC3.
Amendment 8, in clause 14, page 17, line 28, at end insert—
‘(A1) Section 42A of the Education Act 1997 (Provision of careers guidance in schools in England) is amended as follows—
“(d) is provided by a person who is registered with the Career Development Institute, and who holds a level 4 qualification.”’
Amendment 13, page 18, line 5, at end insert—
“(aa) ensure that each registered pupil receives two weeks’ worth of compulsory work experience,
(ab) ensure that each registered pupil receives face to face careers guidance, and”.
This amendment would require every school to provide face to face careers guidance for every pupil and two weeks’ worth of compulsory work experience for every registered pupil.
Amendment 7, page 19, line 1, at end insert—
‘(9B) Local Authorities shall have oversight of the provisions in subsection (2A) and subsection (5), for the purposes of ensuring the provision of careers advice is consistent and high quality.”
Amendment 3, in clause 15, page 20, line 29, at end insert—
‘(3) After section 22(2)(c) of the Teaching and Higher Education Act 1998 insert—
“(ca) for the establishment of a system of means-tested financial grants, for the purpose of ensuring that financial hardship is not a dissuading factor in the take-up of higher education or further education modules or courses.”’
Amendment 11, in clause 34, page 40, line 20, at end insert—
“(e) Sections [Recognition of skills in the energy sector] and [Retraining guarantee for oil and gas workers].”
This amendment is consequential on NC14 and NC15.
Government amendments 9 and 10.
Alex Burghart
It is a pleasure to open the debate on Report of the Skills and Post-16 Education Bill. We had a very good debate in Committee, and I look forward to contributions from Members from across the House today.
I rise to speak to new clause 12 and amendments 9 and 10 in the name of my right hon. Friend the Secretary of State. The Government announced their intention to table new clause 12 in Committee last November. It inserts three new sections into the Higher Education and Research Act 2017, and will give the Office for Students, the higher education regulator in England, an explicit power to publish information about its compliance and enforcement activity in relation to higher education providers.
It is important that the OfS is able to publish such information in the form of notices, decisions and reports, and it is in the public interest that it should be transparent in its work, particularly when it is investigating providers for potential breaches of the registration conditions placed on them by the regulator. Publication by the OfS regarding its compliance and enforcement functions will demonstrate that appropriate actions are being taken by the regulator, and that will ensure that the reputation of higher education in England is maintained, and that we bear down on poor provision.
Members can be reassured that this power will be discretionary, as there may be reasons why the OfS may not consider it appropriate to publish certain information. The new clause provides, in proposed new section 67A(5) of the Higher Education and Research Act 2017, various factors that the OfS must take into account when deciding whether to publish, including the public interest, but also whether publication would or might seriously and prejudicially affect the interests of a body or individual. The OfS should be transparent about such work, showing the sector, students and the public that it is intervening when necessary, and consequently providing confidence in the regulatory system.
New clause 12 also includes provision in proposed new section 67C to protect the OfS from defamation claims when, for example, it announces the opening of an investigation or publishes regulatory decisions. This protection provides qualified privilege, meaning that there is protection unless publication is shown to have been made with malice.
Other regulators, such as the Competition and Markets Authority, Ofsted and the Children’s Commissioner, have similar powers and protections. We are seeking a power and protection in this new clause to ensure that the OfS has what it needs for the purpose of transparency, and note the need to be as consistent as possible across the statute book. We believe there will be little material impact on the sector as a result of this change, as it simply allows more transparency about what the OfS is already doing.
Publication of notices, decisions and reports will become increasingly important as the OfS scales up its work on driving up quality in higher education and on protecting freedom of speech and academic freedom under the Higher Education (Freedom of Speech) Bill.
Amendment 9 brings new clause 12 into force two months after Royal Assent, and amendment 10 amends the long title to cover new clause 12. I hope the House will support these amendments.
Mr Toby Perkins (Chesterfield) (Lab)
I rise to speak to amendments 12 to 16. I start by saying how much I welcome the interest among right hon. and hon. Members in improving this Bill. It is disappointing that the Bill was scheduled for debate on the first day back from recess, when the Government could have predicted that there would be a considerable number of other important statements, and so the House has less than two and a half hours to debate the 35 amendments before us. The further education sector has often been described as a Cinderella service and has often felt that its crucial role as the economic heartbeat of this country is undermined; there is nothing in the scheduling of this Bill or today’s debate to contradict that view.
Notwithstanding that, it is always a great pleasure to debate further education policy. Our country’s Government have presided over a productivity crisis, created a cost of living crisis because they are a high-tax, low-growth Government, and serially under-funded and undermined the institutions that are key to addressing those failings. Yet there is widespread recognition of the need for change, so there was considerable anticipation when the Government announced they were bringing forward a skills Bill to address a generation of failure.
We all remember that the White Paper that preceded the Bill was described as a “once-in-a-generation reform”, but Ministers seem determined to resist any substantive changes to the skills Bill. I wish those Conservative Members who have proposed amendments to the Bill well, but I am not hopeful that the Government are of a mind to allow their Bill to be improved.
We have a skills Bill here that is silent on apprenticeship reform. Our disappointment about the omission of apprenticeships from the Bill is compounded by the absence of any recognition that the apprenticeship levy has, according to the Chartered Institute of Personnel and Development, “failed by every measure”.
Wera Hobhouse (Bath) (LD)
Further education should be about creating a workforce that meets the needs of our national and local economies. It should be about lifelong learning that gives everyone the power to follow the path that best suits them. It should especially be at the front and centre of our covid recovery and, last but not least, it should help us with the transition to net zero.
There was plenty of room to improve this Bill when it was introduced, and there still is. I regret that, so far, the Government seem to be missing this opportunity, but it is never too late. I favour new clause 4, which would require the Secretary of State to introduce a green skills strategy for higher, further and technical education. There is a key opportunity for further education in our effort to reach net zero, but less than 1% of college students are on a course with broad coverage of climate education. I commend the work of the excellent Bath College, which is already making strides to embed climate education in its curriculum, but the Government should step up, too.
We all know how important it is to manage the transition to net zero, which brings me to new clauses 14 and 15 and amendment 11 tabled by the hon. Member for Brighton, Pavilion (Caroline Lucas). The offshore training regime is a barrier to offshore oil and gas workers transitioning their skills into the renewables sector. A new offshore training scheme is needed to facilitate cross-sector recognition of core skills and training in the offshore energy sector and to provide a retraining guarantee for oil and gas workers who wish to transition to careers in the green energy sector. What a missed opportunity it would be if we did not help people working in such industries, which will soon no longer be in place, to transition to a career in industries such as the renewables sector.
The Government say this Bill will transform opportunities for all, so why have they reversed changes that could significantly improve the accessibility and flexibility of qualifications—we have heard some powerful contributions on this—especially those aimed at learners with special educational needs and disabilities? Over a quarter of all 16 to 18-year-olds in further education have a learning difficulty or a disability, and I pay tribute to Project SEARCH, a partnership run by Bath and North East Somerset Council, Bath College and Virgin Care.
Nationally, too, many disabled people face huge difficulties in accessing employment after leaving school. Our disability employment gap stands at 30%.I therefore add my support to amendment 16, which would require local skills improvement plans to list specific strategies to help into employment those learners who have or have had an education, health and care plan. Again, this seems to be another missed opportunity to help those in society who face the biggest disadvantages to access employment, which is what they want. Whenever we talk to disability groups, what they want is employment; helping these groups into employment should be at the core of this Bill.
Although I will support the Bill on Third Reading, I am disappointed that the opportunity to transform further education has been so entirely missed.
Alex Burghart
With the leave of the House, I will speak to some of the amendments that have been discussed this evening. It has been a real pleasure to have been involved with this Bill on Second Reading, in Committee and on Report this evening. I feel the strength of feeling across the House for the skills agenda. This is an extraordinarily exciting time for skills, as my right hon. Friend the Member for Harlow (Robert Halfon) made clear. Never in my lifetime has there been such a hunger for skills in the economy, and that is a hunger that this Government will feed, because we are building a system in which qualifications, co-designed with employers, will give students the skills the economy needs. We will see good opportunities, allowing everyone to take a step forward in their life and career, and qualifications, backed by employers, that feed the needs of the economy.
In the time I have, I want to get through as many of the amendments as I can. First, I will address new clause 1, which stands in the name of my right hon. Friend the Member for Harlow, the Chair of the Education Committee. I pay tribute to his fight for the cause of apprenticeships for prisoners; I am delighted that my right hon. Friend the Deputy Prime Minister and Lord Chancellor made an announcement to this effect on 11 January, and I am happy to put on record that my right hon. Friend the Member for Harlow was instrumental in driving this forward. We do not need to accept this new clause because we have seen that this can be done in secondary legislation, and that changes to primary legislation are not needed.
I turn to new clause 2, also tabled my right hon. Friend, and to new clause 7, tabled by my right hon. Friend the Member for Kingswood (Chris Skidmore), who did sterling work when he was on the Front Bench. Those provisions both seek to place a level 3 entitlement on a statutory footing. The Government are delighted by the enthusiasm of Members on both sides of the House and in both Chambers for our free courses for jobs offer and the lifetime skills guarantee that the Prime Minister announced last April. As the House will know, it gives adults who do not have a level 3 qualification the opportunity to get a qualification in high-value subjects for free, regardless of age. That major step forward will transform life chances. We do not think it is right to put this offer into legislation; that would constrain the Government in how they allocate resources and make it more difficult to adapt the policy to changing circumstances, including for adults most in need. For example, only last November, the Secretary of State announced that from this April, the offer will expand to include any adult in England who is unemployed or earns below the national living wage annually, regardless of their prior qualification level.
New clause 2 also includes a provision requiring any employer who receives apprenticeship funding to spend at least two thirds of that funding on people who begin apprenticeships at level 2 and 3 before the age of 25. We fully respect what the new clause is trying to do, but we point to the great progress we are already making on this score. In the first quarter of last year—the most recent one for which we have figures—62% of apprenticeship starts were for people under the age of 25, and level 2 and 3 apprenticeships accounted for 71% of all starts. That is wonderful stuff. Also, during the recent National Apprenticeship Week, I met a huge number of young and not-so-young people studying level 6 apprenticeships, which are making an enormous difference to their life, giving them huge opportunities in a way that is a greatly respected by employers. I do not wish to see arbitrary levels fixed in legislation.
Amendment 12, tabled by the hon. Member for Chesterfield (Mr Perkins), seeks to require a review of the operation of the apprenticeship levy, particularly at level 3 and below. We discussed this issue at some length in Committee. I reiterate that the Government have already radically reformed apprenticeships to put employers at their heart, increasing investment and improving quality. As I just said, we are starting to see major improvements at levels 2 and 3.