Education and Local Services
Amanda Milling Excerpts(6 years, 10 months ago)
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Justine Greening
The hon. Gentleman will be delighted to know that he is entirely misinformed, because we do not have a cap on the number of international students. That will save him from having to ask that question again. We are determined to ensure that our universities sector remains open to the best and brightest talent around the world. He can scaremonger and raise fake issues all he likes, but it will not change the position. The much bigger threat to universities lies in decimating the funding going into them. That is the biggest challenge they would face if they ended up with the kind of higher education funding black hole that the Labour party would present them with.
We are shaping the curriculum for young people going into technical education into 15 technical routes, each culminating in a so-called T-level, which will become the gold standard qualification for technical excellence. That reform is matched by investment, as the Chancellor announced in the March Budget—a Budget that the CBI called
“a breakthrough Budget for skills.”
That investment would be at risk under a Labour Government because of the black hole in post-16 funding for higher education. Our new institutes of technology will also provide a path to develop excellence in higher technical skills. One problem we have had with technical education is that there has not been a ladder of steadily more challenging qualifications so that young people can better themselves.
Amanda Milling (Cannock Chase) (Con)
Will my right hon. Friend outline how the technical qualifications will meet the needs of employers? After all, we need to ensure that the skills that are being developed meet business requirements.
Justine Greening
Part of the plan we set out in the manifesto was to establish what we called skills advisory panels. In other words, local employers within regions will look at what the needs are in their skills pipeline, consider them in relation to the 15 skills routes that we have set out and understand how that maps on to the provision in the education system locally. Across the country, that is exactly what we will need, to make sure we have the right number of people coming through with the right skills in the right places; to have an understanding of what is needed in the years ahead; and to know the risks in provision so that we can tackle them early. This is common sense and I think it will bring a significant step change in our ability to have a successful industrial strategy that benefits young people.
Amanda Milling (Cannock Chase) (Con)
I am very grateful for the opportunity to speak today. It is a pleasure to follow the hon. Member for Rhondda (Chris Bryant)—I think. I congratulate the Members who have made such passionate maiden speeches today, in particular my hon. Friend the Member for Aberdeen South (Ross Thomson) on his excellent maiden speech.
As a strong advocate for vocational and technical education, including apprenticeships, I welcome the major reforms of technical education included in the Queen’s Speech. With that in mind, I am disappointed by the decision of South Staffordshire College to shut the Cannock campus. Once the Cannock Chase Mining and Technical College, the college has been at the heart of Cannock town centre and served many generations. Despite the millions of pounds spent on a revamp in 2013, which meant that it was one of the best sites in the country, with state-of-the-art technology, year-on-year falls in student numbers have meant that the decision has been made to shut it.
However, I welcome the college’s commitment to proceed with a retail training facility at the new Mill Green designer outlet village, which will help to train a new generation of retailers. In the meantime, I hope that the college will look at ways of maintaining a presence in the town centre as plans for the campus are developed. Given the level of investment in the campus, it is essential that any future plans make the very most of the excellent facilities there, and, given its position, the plans for the site need to be part of a wider regeneration plan for the town centre.
Similarly, we need to look at the opportunities that the redevelopment of the Rugeley B power station present for the regeneration of Rugeley town centre. As I have said many times before in the House, I want to ensure that we have ambitious, bold and visionary plans for the future of Rugeley and that it can have a really prosperous future.
I turn my attention briefly to the electric vehicles Bill. I welcome moves to increase the number of charging points, and I hope that we will see an increase in Cannock Chase. Although Staffordshire County Council has installed charging points in Stafford in partnership with the local sustainable transport fund and the plugged-in places programme for the west midlands, I am afraid that my constituency is lagging behind. If we want a step change in the adoption of electric vehicles, we must make public charging points more readily available.
Finally, with 69% of voters in Cannock Chase having voted to leave the EU, I very much welcome the legislation that will be brought forward to deliver on the referendum result as the Government set out to get the best possible Brexit deal and build a new relationship with our partners in the EU.
Oral Answers to Questions
Amanda Milling Excerpts(7 years, 1 month ago)
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Amanda Milling (Cannock Chase) (Con)
The Minister for Apprenticeships and Skills (Robert Halfon)
We have a wealth of advice and guidance for employers and small businesses through the “Employing an apprentice” and “Recruit an apprentice” pages of gov.uk. There is information for employers on all aspects of apprenticeship recruitment. This requires training organisations to post vacancies to be viewed by and applied for by candidates using the find an apprenticeship service.
Amanda Milling
Although they are keen to take on apprentices, I have small businesses in Cannock Chase that are finding it difficult to identify candidates. What are the Government doing to make it easier for small businesses to connect with local colleges and potential apprentices?
Robert Halfon
I thank my hon. Friend for her question and for her championship of apprenticeships in her constituency. We are doing a lot: we are spending millions to incentivise small businesses and providers to take on apprentices; we have a huge communication programme —43,000 small businesses have recently been contacted by the Skills Funding Agency’s “Get In. Go Far” programme—and we have a network of 500 apprenticeship ambassadors. We are doing all we can. It is worth noting that roughly 200,000 small businesses have apprentices.
Higher Education and Research Bill
Amanda Milling ExcerptsTuesday 19th July 2016
(7 years, 9 months ago)
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Mr Marsden
I welcome what the hon. Gentleman says and the fact that he spoke so staunchly on the part of the remain campaign. The fact remains, as it were, that the Government have not put forward a pathway. I will talk about that later.
Everything one needs to know about that obsession can be found in one small section towards the start of the White Paper, which states that
“we need to confront the possibility of some institutions choosing – or needing – to exit the market. This is a crucial part of a healthy, competitive and well-functioning market, and such exits happen already – although not frequently – in the higher education sector. The Government should not prevent exit as a matter of policy...and it will remain the provider’s decision whether to exit and their responsibility to implement and action any exit plans.”
Such breezy complacency and laissez-faire attitudes would be comical were it not for the dire consequences that they threaten for thousands of students and dozens of research and higher education institutions.
The Government have made great play of their new teaching excellence framework as a way of strengthening HE’s offer to students. The Opposition of course approve of moves to value excellence in teaching—who could not?—and we approve of the concept of measuring teaching quality, but the lack of detail on how it will work is added to by concerns that the Government are using the TEF as a potential Trojan horse for removing the fee cap. If that happens, it could bring in its wake a two-tier system and a very damaging separation between teaching and research institutions.
We are strongly opposed to linking the TEF with fees, as are the majority of higher education institutions’ respondents to the Green Paper, which is why the Secretary of State was so coy in saying that only the best people believe in it. We are strongly opposed because, in the first year, it would allow almost all universities or HE providers to charge an automatic index-linked inflation increase to students. That is particularly problematic post-Brexit, with the fragility of our economy. There are no guarantees on the level of inflation for the next few years. Therefore, students could face significant increases in fees—the Government cannot guarantee otherwise.
In any case, as the White Paper makes clear, all bets are off, because we do not know what further increases will be permitted by the second and third stages of the TEF. The University and College Union and others are deeply concerned by the lack of parliamentary scrutiny built into the TEF. By putting key aspects of the TEF proposals out for consultation separately from the Bill, the Government are denying Parliament the chance to debate the vital aspects of the plan in full. The equality impact assessments the Government have published alongside the Bill raise further questions about the devil in the details of the TEF.
Amanda Milling (Cannock Chase) (Con)
Does the hon. Gentleman recognise that the link between the TEF and fees means that universities will be made more accountable for any increase in fees?
Mr Marsden
There is no evidence for that. The point is that, if universities have a fees case to make, they should make it. A number of universities have already said—I will say more about this shortly—that they do not wish to pursue that link. It is telling that the House of Commons Library briefing says of the impact assessment:
“The material in the assessment is nearly all qualitative. The impact of few, if any, of the policies are explicitly quantified.”
The TEF in its current format will not provide assessment by course. The equality analysis states that the
“TEF will recognise both part-time and full-time teaching quality”
but there are no details on how that will happen. Institutions such as Birkbeck and the Open University, which teach a wide range of students from more varied educational backgrounds, have concerns that they may not be dealt with in the same way as students from more traditional backgrounds.
Mr Marsden
From a right hon. Gentleman who has demonstrated his ability to turn on not one but several sixpences in the past few weeks, I think that that is a little rich. I will, however, deal with his particular point. It is not a question of saying that we do not support the teaching excellence framework. What we are saying is, “This is the Government and these are your Ministers. Bring forward the material to demonstrate it is going to work.” So far, they have not done so.
Mr Marsden
No, I will make some more progress.
The higher education White Paper emphasises repeatedly that the driver for the changes is that half of job vacancies from now until 2022 are expected to be in occupations requiring high-level graduate skills, but there is little clarity on what that means. As my right hon. Friend the Member for Birmingham, Hodge Hill (Liam Byrne) asked earlier, does that include levels of technical professional competence? If so, why is there no strong linkage with the skills plan released by the Department for Business, Innovation and Skills just two weeks ago? There is an obvious need for crossover between the skills plan and the higher education Bill, but the disconnect between them makes even less sense now that the Department for Education will be taking on skills and further education policy. If the opportunity for students at 16 and beyond to switch between higher education and vocational routes is to be real, why is the skills plan not linked directly with the HE White Paper?
A recent University and College Union survey showed that less than 10% of respondents recalled learning anything in school about higher education before year 9, or having any contact with a university. The Education Committee I served on and Peter Lampl at Sutton Trust have said for a number of years that it is imperative we give young people the aspirations they need at a much earlier age, so that they can make more informed choices about their future educational plans. I would like to see much more about that in the Bill, as I am sure would the rest of the House.
There are also huge question marks, following the changes to the mechanisms of government, about where the money is coming from. Will it all transfer over from the new Department for Business, Energy and Industrial Strategy? With the existing cuts across that Department, where will the resources to implement these wonderful changes come from, especially since the Department has huge school funding issues to fix?
The Government strategy for expanding HE and skills rests on their “loans will cure all” philosophy. As we have already seen, however, that is no guarantee. Less than 50% of the money allocated to the 24-plus advanced learner loans was taken up because of resistance from older learners. BIS had to return £150 million unused to the Treasury. On top of that, students have already been hit in the past 12 months by the triple whammy of scrapping maintenance grants for loans, freezing the student loan threshold and removing NHS bursaries. That has damaged social mobility for the most disadvantaged students.
The Bill places immense faith in the magic of the market. Central to its proposals are a concentration on creating a brave new world of what the Government are calling HE challenger institutions, which are likely to be private and for-profit. Before any Government Member jumps up, let me say that we are not in any way, shape or form opposed to new institutions. [Interruption.] The Secretary of State has had her say. I speak as someone who taught for nearly 20 years in what was a new institution, the Open University, which is one of the proudest boasts of the Labour Government under Harold Wilson. We will take no lessons from Conservative Members on that. The Government propose that new providers could be given degree-awarding powers straight away. Students would in effect be taking a gamble on probationary degrees from probationary providers. Who is going to pick up the pieces if it all goes wrong? It is still unclear what resources the proposed office for students will have to police this progress. What if the problems are not picked up until students have been working for their degrees for, say, 18 months? As I have said previously, the White Paper chirrups about the
“possibility of exit being a natural part of a healthy market”,
but students are not market traders and they do not easily slip a second time into the womb of higher education when they have been let down by that new shiny market.
Cutting corners in the process of becoming a higher education provider also poses a serious risk to staff and students, and increases the risk of public money being misused. We know that in 2011 concerns around BPP and the Apollo group caused the previous Secretary of State, David Willetts, to pause a major extension. Previous expansion of private providers in other jurisdictions has already affected the reputation of their higher education systems, with reports of phantom students, fraud and low quality of education. As Research Fortnight argued in May:
“The government’s proposed reforms are being billed as bold and innovative but in fact they are no such thing.”
It says the wording
“proportionate for the Bill’s regulatory aspects”
is “code for light touch” and that
“instead…the UK government has instead decided to emulate a model from which many in the rest of the world want to escape.”
Encouraging universities or new providers is important, but
“the title of university needs to be seen as a privilege…not an automatic entitlement”
and,
“in the long term it is quality that is at risk if the proposed legislation becomes law.”
One example of a potential threat to quality, which concerns a number of universities, might be the proliferation of private medical schools. Three new medical schools will be opened in England by 2017 and possibly as many as 20 may seek to enter the market in the next few years. These schools will be able to operate free of some of the restrictions facing publicly funded medical schools, in particular around the recruitment of home, EU and international students. That will create a distorted playing field, where existing institutions are unable to expand home or international intakes without penalty. It is also feared that they will have limited engagement with research, lowering the standard of medical education in the UK.
Baroness Alison Wolf was a part of the excellent Sainsbury report to which the Secretary of State referred earlier. In June, fresh from a stay in Australia, which has had its own provider controversies, she urged caution on the back of the experiences in higher education she had found there. She said:
“The Australian experience confirms the madness of the removal of caps on enrolments. I think it is morally outrageous that we encourage young people to take out these big loans and give up years of their lives when it is increasingly becoming obvious that in some universities the average earnings of graduates is lower than the average salary of non-graduates.”
UCU added its concerns, not least about the removal of minimum student numbers from the criteria for university title. So why are we scrapping the right to confer title by the Privy Council? In the rest of the world that might be seen as a symbol of excellence and scrutiny. The problematic unfolding and development of the office for students, certainly in its early years, means it will not be able to have the same sort of international clout, and it removes the role of Parliament from either approving or disapproving the university title as a backstop.
The alternative White Paper, produced by a broad group of researchers and academics—it is a good read—has also done us a service by reminding us of the history and chequered process over alternative providers under this Government and their predecessor. In December 2014, the Public Accounts Committee robustly criticised officials from BIS for repeatedly ignoring warnings from the Higher Education Funding Council for England about the for-profit sector. In the report published in February 2015, the Chair reported that
“Between 2010-11 and 2013-14, there was a rise in the number of students claiming support for courses at alternative providers, from 7,000 to 53,000. The total amount of public money paid to these students…increased from £50 million to around £675 million. The Department pressed ahead with the expansion of the alternative provider sector without sufficient regulation in place to protect public money.”
My hon. Friend the Member for Ilford North (Wes Streeting) has already referred to the famous photographed private memo casting doubt on BIS’s ability to solve this problem.
The Secretary of State talked about past objections. I think it was a recycling of something the Minister said recently to the Higher Education Policy Institute conference, although she did not go quite so far back as the Minister, who took us back to the 1820s and the “cockney universities”. When the Minister was asked what these new institutions would look like, having already had a lukewarm response from Google and Facebook, he could only say that a lot of them were interested.
The concern is for students whose institutions are forced to close. It is still unclear what resources the proposed office for students would have to police this or how affected students could be financially compensated and given a clear plan for completing their education. The White Paper says that all institutions will have an exit plan for their students, but how will it work? The Government’s own equality assessment admits:
“Ethnic minority students are more likely to come from a disadvantaged background which may mean that they cannot access the same financial or social resources as white British students in the event of a course or campus closure. We therefore expect”—
not “demand” or “will organise”—
“protection plans to have a greater impact on this group.”
Amanda Milling (Cannock Chase) (Con)
I am very grateful for the opportunity to speak in this debate. I welcome the Secretary of State to her role. I am also very pleased that the Minister is taking the Bill through the House, as he spent many months working on the Green Paper and, more recently, the White Paper.
I welcome the news that further and higher education will be pulled in to the Department for Education. I note the comments of my hon. Friend the Member for Stroud (Neil Carmichael) about the Education Committee’s workload increasing significantly, but perhaps my workload will reduce somewhat because the Sub-Committee on Education, Skills and the Economy might be somewhat short-lived.
We have an outstanding higher education system. We have world-leading universities—we are home to four of the world’s top 10 universities—and are second only to the US. However, we must not be complacent, which is why I welcome the Bill. The research excellence framework is a well established and recognised way of assessing and incentivising high quality research. However, the higher education sector has been too heavily geared to prioritising academic research. The Bill looks to achieve a much better balance, emphasising those things that matter to students, their parents and employers.
We need to ensure that students get value for money. We need to ensure that, at the end of their degree, they feel that they have gained from their university experience and, critically, that they can progress on to graduate jobs or further study. We need to ensure that we do not hear students saying, “Was university really worth it?”
To take a few facts, worryingly, the HEIFESS—higher education in further education students survey—showed that more than a third of students said that they would have made a different decision if they had known then what they know now. Similarly a Higher Education Statistics Agency survey showed that around 20% of employed graduates are in non-professional roles three and a half years after graduating.
Students need better information about universities and the courses they are looking at, and support to get into graduate roles. I therefore welcome the creation of the office for students, as set out in part 1 of the Bill, which will be the main regulatory body for higher education in England. The duties of the office for students will be to promote quality, greater choice and opportunities for students. Specifically, it will operate the teaching excellence framework, which we have heard a lot about this afternoon. There should be no surprise about the TEF because it was a key Conservative manifesto commitment.
The TEF will put in place incentives designed to drive up the standard of teaching in all universities and provide students with greater clarity about where teaching is best and about the benefits they can expect to gain from their course. In turn, that will create more competition within the sector and continue to drive up the standard of teaching. It will focus on helping students progress into employment or further study.
The Business, Innovation and Skills Committee, of which I am a member, along with the hon. Member for Sheffield Central (Paul Blomfield), who is in his place, conducted an inquiry into the new TEF. As a Committee, we welcomed and endorsed the Government’s focus on teaching quality, agreeing that a stronger incentive to focus on teaching quality via the TEF will help to ensure that higher education institutions meet student expectations and improve on their leading international position.
Although the rationale for the TEF was generally accepted by the sector, questions and concerns were raised about the potential metrics, how it will affect institutions and how it will apply. Specifically, concerns were raised about the link between the proposed metrics—employability, retention and satisfaction—and teaching quality, and the potential unintended consequences of institutions seeking to optimise their scores on each metric.
Learning gain was suggested as an alternative—other countries are exploring it— but work needs to be done to establish an effective way to measure it. I understand that the Higher Education Funding Council for England is undertaking pilot studies on learning gain or added value metrics that might work, but they could take two or three years to develop. The Committee therefore called on all parties to prioritise the speedy establishment of viable metrics relating to learn and gain.
The technical consultation was therefore welcome and an opportunity for the sector to engage further with the development of the TEF, including ways in which it believed graduate employment could be measured. The development of additional metrics is key to ensuring that it can be incorporated in the TEF by year three, 2018-19, as set out in the White Paper published in May. As I understand it, the technical consultation closed in July. Will the Minister, when he comes to wind up, update the House on progress in developing additional metrics: those being considered and pilots currently being undertaken? The need to pilot the TEF, the metrics and the development of additional measures means it was welcome news in the White Paper that the speed at which the TEF would be implemented, specifically the link with fees, would be slowed down.
Turning to the link between the TEF and fees, we need to ensure that the higher education sector is on a financially sustainable footing. With record numbers of students securing a place at university, we have seen that tuition fees did not stop young people accessing university. With the student loan system, we have a mechanism by which students do not need to meet the costs of university up front. Labour created a provision in law to maintain tuition fees in line with inflation in the Higher Education Act 2004. Between 2007 and 2010, Labour raised tuition fees in line with inflation every year. The tuition cap of £9,000, set in 2012, is now worth only £8,500 in real terms and is expected to erode further, potentially to £8,000 by the end of the Parliament.
To date, there has been no accountability when it comes to institutions increasing their fees in line with inflation. With the real value of tuition fees declining and concerns in the sector about maintaining levels of investment, we need to find ways to provide universities with the scope to increase their fees in a way that is fair and accountable. The TEF has a role to play, although all parties need to work together on design and the metrics to make it work in practice. As I have said, I am pleased that the White Paper confirmed that 2017-18 will be used as a trial year. I am sure the higher education sector will have welcomed the opportunity to input further into the technical consultation.
I was pleased to read an article by Steve Smith, vice-chancellor of the University of Exeter, in the Times Higher Education. Despite concerns about some of the detail, he stated:
“But in my view, it is essential that we proceed with the teaching excellence framework (TEF) linked to tuition fee increases, a policy that offers significant benefits for the quality of higher education that are important to both students and universities. This is why Universities UK board unanimously supported the link between an effective TEF and fee rises.”
He went on to say:
“The government rightly wants ‘something for something’, for the economy and for students. For the economy, the TEF offers a way to support the continued improvement in the contribution of higher education to the knowledge economy through the creation of graduates with the skills needed by industry and business. For students, the ‘something’ is a funding mechanism that allows institutions to invest in teaching and the student experience and thereby to preserve and enhance the quality of education in our universities.”
Finally, I want to turn to the idea of new universities entering the market. Our economy needs more graduates. Over half of the job vacancies between now and 2022 are expected to be in occupations that employ graduates. As my right hon. Friend the Secretary of State mentioned in her speech, lifting the cap on student numbers means more university places being made available.
Mr Hugo Swire (East Devon) (Con)
Has my hon. Friend made any study of the outrageous discrimination suffered by English students studying at Scottish universities after we come out of the European Union?
Amanda Milling
My right hon. Friend makes an interesting point, on which I am sure there will be further discussions.
It is excellent news that record numbers of students are securing a university place. What is more, the proportion of young people from disadvantaged backgrounds going into higher education is up too. UCAS data show that young people from the most disadvantaged backgrounds are applying at a record rate in the 2016-17 academic year. This is excellent progress. But with more demand for graduates and more skills required in the workplace, the sector cannot stand still, which is why I welcome the provisions in part 1 of the Bill making it easier for new high-quality universities to enter the market. This will mean that more places can be created and that students will have more choice, as well as encouraging greater diversity and innovation in the sector.
Jeremy Lefroy (Stafford) (Con)
Does my hon. Friend therefore welcome the news that Chinese investors propose to take over the Staffordshire University campus in Stafford, vacated by Staffordshire University, to provide precisely that additional choice and—I am sure—excellence?
Amanda Milling
I thank my hon. Friend and constituency neighbour for his point. He is absolutely right. In fact, he must have been reading over my shoulder, because I was just about to talk about Staffordshire University. I currently do not have a university in Cannock Chase, but we have businesses and organisations with close links to Staffordshire University, and I have a lot of constituents who go there. As a consequence of the Bill and opening up the market to new entrants, perhaps one day I will have a new university in my constituency.
In conclusion, we have a world-class higher education sector, but we cannot be complacent. Our economy needs high-quality graduates and our graduates need the skills to contribute to our economy. I welcome the Bill. It demonstrates that the Government have a clear plan for higher education and builds on the progress already made.
Education, Skills and Training
Amanda Milling Excerpts(7 years, 11 months ago)
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Ms Eagle
There is, if I may call it this, a “brand issue” with particular suggestions in the White Paper and the Bill. Again, the Opposition will want to study in great detail, and ask a lot of serious questions about, the potential consequences of what the Minister has suggested in the White Paper and the Bill.
There is absolutely no evidence that such competition will lead to higher standards or a better solution for students; indeed, it is likely to entrench privilege and elitism even more in the system. The proposal before us in the Queen’s Speech deregulates entry to what the Government clearly now see as a market in higher education. As my hon. Friend said, that is taking a gamble with the UK’s international reputation for providing the highest standards of degree education. It also means that any student studying at one of these probationary degree-awarding institutions—whatever they are going to be—will be taking a very personal gamble too. It is unclear what will happen if it all goes wrong or who will pick up the pieces.
After trebling tuition fees to £9,000 a year, the Government now wish to raise them again. They have chosen to remove the cap on tuition fees and to tie the capacity to raise fees to very dubious proxies for what they have called “teaching excellence”. Nobody objects to teaching excellence; it is like motherhood and apple pie, except that motherhood and apple pie are a lot easier to define. We can see motherhood, fairly obviously, and we can see apple pie—usually we have cut it open to check there are no blackberries in it—but it is a lot harder to know what teaching excellence is.
The Government have chosen various proxies, such as graduates’ subsequent employment records, student retention and satisfaction surveys. There are many reasons why people have good or bad subsequent employment records, and many of those have absolutely nothing to do with the teaching excellence of the schools or universities those people attended. For example, some people with disabilities are routinely discriminated against in our labour market, and is difficult for them to have a successful subsequent employment record. That may have absolutely nothing to do with the way they were taught or with the excellence of that teaching.
Likewise, many women have very different subsequent employment records from what they might have had if they had not left work early to have a family. It is also well documented that those from the black and ethnic minority communities are discriminated against in our labour market. When one looks at the figures, it is clear that many people from those communities who have exactly the same qualifications as others are discriminated against and have less successful subsequent employment records. So using subsequent employment as a proxy for teaching excellence already begins to break down.
Amanda Milling (Cannock Chase) (Con)
Has the hon. Lady seen the clear statement from Universities UK saying that it welcomes the plan to maintain the value of fees and that it looks forward to working with the Government to develop the teaching excellence framework?
Ms Eagle
I have talked to Universities UK, and it has grave concerns and reservations about the route the Government are taking—for some of the reasons I am outlining now. Of course Universities UK will work with the Government—it has a White Paper in front of it, and there will be a Bill on the Table of the House, which it will want to make the best it can be—but I would not take that kind of endorsement for blanket agreement.
Amanda Milling (Cannock Chase) (Con)
Addressing issues with the skills base will be key to tackling the productivity gap to ensure we have a long-term successful and sustainable economy. Ensuring our young people are equipped with the skills to succeed in life needs to underpin the entire education system—schools, colleges and universities. Our young people need this, and so do our businesses. We need to ensure that our young people have the skills to contribute to our economy.
It is not our education system alone that can help to improve our young people’s life chances. The National Citizen Service is a fantastic programme that, to date, has enabled 200,000 15 to 17-year-olds to benefit from new and different life experiences. During the past couple of years, I have been fortunate to have had the opportunity to see at first hand the benefits gained by young people in Cannock Chase from the NCS programme delivered by Coachright. I have joined them in planning their community projects, and we have packed bags for customers in Sainsbury’s and filled boxes for the Cannock and District food bank.
The outward bound part of the programme is a great start and a real favourite with the participants. One can see how many of them have overcome a lot of fears. I have not attended that part of the programme yet, but I know the Coachright team are quite keen for me to take part to overcome one of my own fears—a fear of heights. Another blonde Member of this House is well known for experiences on a zip-wire; I only hope that if I find myself on one, I do not get stuck.
At graduation ceremonies I have seen how participants have grown in confidence, learned new leadership and team-building skills, and been truly inspired. I welcome plans to extend the scheme so that more young people from a variety of backgrounds can benefit from that life-changing experience. I also welcome the duty on schools, colleges and local authorities to make young people and their parents aware of the scheme.
Jo Churchill
Does my hon. Friend agree that there is huge benefit to our young people from the last part of the programme—the social action part—under which some 6 million hours of volunteering have been invested not only in the young people themselves but in the broader economy? That is of huge benefit in teaching them several valuable life lessons.
Amanda Milling
My hon. Friend is absolutely right. It is not just about young people—the local communities really gain. As I said, we were packing bags in the local Sainsbury’s to raise money for a local charity. A wide range of community groups and charities benefit from the scheme.
Making sure that young people are aware of the different options and opportunities available, whether qualifications or career paths, is absolutely essential. I am therefore pleased that there is a new requirement on schools to inform students about apprenticeships and other vocational qualifications—after all, university is not the right option for everyone.
We must ensure that those who want to go to university get the best value from their experience, and do not graduate into non-graduate jobs. The lifting of the artificial cap on student numbers means that many more university places are being made available and record numbers of students are going to university. That is excellent news. However, the number of graduates going into non-graduate jobs is concerning. All too often, we hear students, parents and businesses ask a very worrying question: is a degree really worth it? The Higher Education and Research Bill gives us a blueprint for making what is already a great university sector even better. To date, the higher education sector has been too heavily geared towards academic research. The Bill will sharpen the focus in universities on quality teaching and on getting students into good graduate opportunities.
Alongside the Higher Education and Research Bill, the new teaching excellence framework will put in place incentives designed to drive up the standard of teaching in all universities and provide students with more clarity on where teaching is best and on the benefits that they can expect to gain from their course. That will create more competition, ensuring that all universities raise their game. The link between the TEF and tuition fees is crucial, as it provides a mechanism for ensuring that universities can remain financially sustainable, but only if they continue to drive up the quality of their teaching.
The Business, Innovation and Skills Committee looked carefully at the plans for the TEF earlier this year in our inquiry into teaching quality in higher education. Our report recognised the role that the TEF could play in ensuring that universities meet student expectations and improve on their leading international position. However, we urged the Government not to rush the TEF’s introduction, so I am pleased that the White Paper confirmed that 2017-18 will be a trial year. I am sure that the sector will welcome the opportunity to have further input into the TEF technical consultation that the Department has launched.
Our report also called on the sector to work with the Government to help develop the TEF. I hope it does so, because it is important for the sector’s future, its financial sustainability and the employment and career opportunities of our graduates, as well as for our economy. We will scrutinise the details of the Higher Education and Research Bill in the coming weeks, but it is increasingly clear—not least from their amendment—that the Opposition do not have a credible plan for higher education other than to threaten the financial sustainability of our world-class higher education sector.
Addressing the skills of our young people will be key to helping us solve the productivity puzzle. That is why I welcome the many measures set out in the Queen’s Speech that are designed to ensure our young people have the skills to get on in life.
Oral Answers to Questions
Amanda Milling Excerpts(8 years ago)
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Sajid Javid
I like the sound of Blue Leicester—I like it very much—but let me congratulate the right hon. Gentleman and, most of all, his constituents on their stunning victory last night, which I think the whole nation is celebrating. I suggest he make the most of it while he can.
Amanda Milling (Cannock Chase) (Con)
Regional growth and the midlands engine are reliant on businesses such as those in Cannock Chase that are investing and exporting. I visited a business in Cannock on Friday that is looking to grow, but faces difficulty in getting access to finance from the bank it has banked with for years, and this has resulted in its switching banks. Will my right hon. Friend outline what measures the Government have taken to improve access to finance for small and medium-sized businesses?
Sajid Javid
My hon. Friend raises a very important issue. I will highlight two things. First, there is the local growth fund: almost £8 billion has already been allocated, and the Chancellor talked in the last Budget of a further £4 billion by the end of this Parliament. There is also the launch of the midlands engine investment fund: hundreds of millions of pounds will be allocated to small businesses, including those in Cannock Chase.
Oral Answers to Questions
Amanda Milling Excerpts(8 years, 1 month ago)
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Sajid Javid
I am sorry to hear that that firm in the hon. Gentleman’s constituency may close. We should do everything we can to try to protect jobs like that, and certainly research has an important role to play. We are looking very carefully at that proposal and he will hear more shortly.
Amanda Milling (Cannock Chase) (Con)
Spartan Global Services in Cannock exports refurbished computers to businesses across the globe. Can my right hon. Friend outline what is being done to reduce barriers to exporting, and to encourage more businesses like Spartan to take up the opportunities that exports offer?
Sajid Javid
My hon. Friend has raised this issue before, and I know that many companies in her constituency could do a lot more if we had fewer barriers. One suggestion is that we should get on with the Transatlantic Trade and Investment Partnership deal between the EU and the US. That would be the world’s largest free trade agreement. It would be worth some £400 to each household, and it would certainly help companies like the one in her constituency export more to one of the world’s largest markets.
Apprenticeships
Amanda Milling Excerpts(8 years, 1 month ago)
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Nick Boles
The hon. Gentleman is right to point out that there is a problem with people starting courses and not completing them, fundamentally because those courses were inappropriate for them. It is something that we need to tackle, but it is more a subject that we are tackling through the panel that Lord Sainsbury is chairing, which is looking at establishing much clearer and more directive routes through technical education so that a person at 16 starts a course that is right for them, that they will complete and that will lead them—I hope—on to a great apprenticeship.
Amanda Milling (Cannock Chase) (Con)
A total of 370 new apprenticeships were started between August and October last year in Cannock Chase, which put us at the top of the tables in Staffordshire and shows that local businesses are really embracing apprenticeships. Does my hon. Friend agree that involving employers in the design and standards of apprenticeships will mean that apprentices get the skills that businesses are looking for? Will he confirm that the employers involved are from a broad range of sectors so that everyone’s requirements are met?
Nick Boles
My hon. Friend is absolutely right about this. It is extremely important not only that employers are in charge of developing standards to ensure that those standards are directly relevant to current occupations, but that we do not involve just the large employers that have human resources departments and senior managers who can go to meetings to help to develop those standards. Before every standard is approved, we insist that small and medium-sized employers in the industry support it.
Enterprise Bill [Lords]
Amanda Milling Excerpts(8 years, 3 months ago)
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Amanda Milling (Cannock Chase) (Con)
I am incredibly grateful for the opportunity to speak, and to speak after fellow members of the Business, Innovation and Skills Committee. I shall focus on clauses 20 and 21 in part 4, both of which relate to apprenticeships.
Addressing the skills gap is a key component in improving our productivity, and it is an issue that is regularly raised by businesses in my constituency. The Government's target of 3 million apprenticeships in England by 2020 is a key policy, demonstrating their commitment to addressing that gap. It is right for our young people, our workforce, our businesses and the economy. While university is the right choice for some young people, apprenticeships will suit others better, and it is time we recognised that.
If we are to achieve the overall 3 million target, all employers in both the public and the private sector must play their part. While there are examples where public sector organisations are already employing apprentices, such as in my local fire service in Cannock Chase, the measures set out in clause 20 will set targets on the public sector to ensure that they all fulfil their duty.
For too long there has been inequality between degrees and apprenticeships. This is why I welcome the measures set out in clause 21 to protect the term “apprenticeship” and ensure only those courses that meet the statutory requirements can be described as an apprenticeship. The term “degree” is protected in legislation so it is absolutely right that the term “apprenticeship” is put on an equal footing and protected too.
To achieve our 3 million target we must engage young people, parents, schools and employers. To reach this figure, we must increase awareness and understanding of apprenticeships, and also, critically, ensure that they are valued. The measures in clause 21 will strengthen and protect the apprenticeship brand and provide the foundations for increasing awareness and understanding, and enhance their value.
I was particularly pleased to hear the Secretary of State for Education’s announcement last week that will require schools to give access to apprenticeship providers and colleges to create a level playing field in terms of academic and vocational career options. To date, there has been an imbalance, and little incentive for schools to direct young people towards apprenticeships. In my experience, the best advocates are more often than not the apprentices themselves.
I ask the Minister, however, what other measures are being taken to promote apprenticeships. Exports are another Government priority and they are being promoted through the “Exporting is GREAT” campaign. May I suggest that we enter into a similar high-profile campaign to promote apprenticeships? I ask the Minister to update the House on whether such plans are being considered.
Simon Hoare (North Dorset) (Con)
My hon. Friend mentioned schools, and does she agree that it might be helpful for Ofsted, when it inspects schools, to ascertain how many pupils have been put on to apprenticeship schemes as part of how it measures a school’s success or failure? That could be a driver to encourage schools to engage more proactively with the apprenticeship scheme.
Amanda Milling
I agree that we need to do more, and there is a role for Ofsted in that, by promoting apprenticeships in schools.
I would like to draw the House’s attention to a number of facts which I believe go to show the value of an apprenticeship. Some 96% of businesses which have taken on an apprentice believe their company has benefited, and 86% of those who did an apprenticeship stayed in work afterwards, 67% with the same employer. We should contrast that with data that show that 47% of recent graduates who were in employment in 2014 were in “non-graduate roles.” A report published by the Sutton Trust in October 2015 suggested that the earning potential of the best apprenticeships rivals that of degrees. For example, level 5 apprenticeships result in greater lifetime earnings than undergraduate degrees from non-Russell Group universities.
I realise that in reality the majority of apprenticeships are currently level 2, but I am concerned that some of the commentary regarding level 2 can be quite negative, which, in my view, is rather dangerous. Level 2 apprenticeships give young people the opportunity to develop their skills and are a gateway to advancing on to higher levels. If we are not careful, we may create a two-tier apprenticeship system, replicating the very problem we have faced and are trying to address in terms of the inequality of qualifications. I therefore ask the Minister what measures we are taking to encourage level 2 apprentices to go on to level 3 and beyond.
To conclude, I welcome clauses 20 and 21 and believe they will provide the foundations to build awareness and understanding of apprenticeships and also to build their perceived value.
Oral Answers to Questions
Amanda Milling Excerpts(8 years, 3 months ago)
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Nick Boles
I agree entirely with my hon. Friend, the Chairman of the Select Committee on Education. It is particularly welcome to see that the number of apprenticeship starts have, yet again, gone up in the latest quarter. That is true not just for apprenticeships generally but for higher and degree apprenticeships, which give young people the reassurance that an apprenticeship can take them to whatever level they aspire to reach.
Amanda Milling (Cannock Chase) (Con)
The National Design Academy, Stafford University and GMP Design are jointly seeking to locate a 737 aeroplane in Rugely, which would be converted into a design studio to house their new experiential design course. Does my hon. Friend agree that such innovative thinking could inject new energy into post-16 education and training?
Nick Boles
I was not aware of that example, but it sounds fantastic. It is exactly what the most innovative colleges are doing, and we want, through the area review process, to enable more colleges to become as innovative as that.
Oral Answers to Questions
Amanda Milling Excerpts(8 years, 4 months ago)
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Sajid Javid
The hon. Gentleman makes an important point. The more we can export of higher-value steel products, the more we can help. We have been discussing this with UKTI and steel producers. We are coming up with a plan, and this will certainly feature in the trade meetings we have in due course.
Amanda Milling (Cannock Chase) (Con)
Next month, I will be jointly hosting an event with UKTI to encourage more local Cannock Chase businesses to consider exporting. Will my right hon. Friend outline what the Government are doing to encourage new businesses to export?
Sajid Javid
I can talk about a number of initiatives, including the Exporting is GREAT website and the roadshow that will visit constituencies up and down the country. There is obviously also the work that UKTI is doing. Most recently, I helped to launch the midlands engine scheme, which I know my hon. Friend will welcome. We released more money to help that region with exports, including a midlands engine roadshow.