Education, Skills and Training

Debate between Andrew Gwynne and Baroness Chapman of Darlington

Wednesday 25th May 2016 Commons Chamber

[Jenny Chapman (Darlington) (Lab)]

It is a pleasure to follow the hon. Member for Cannock Chase (Amanda Milling), and I enjoyed picturing her as a blonde on a wire. I am sure she will not get stuck, and I admire the gusto with which she undertakes her role as a constituency MP. However, she did make me reflect on the introduction of the National Citizen Service, alongside the demise of our youth service. I wish the NCS well, but I regret that my local community no longer has a targeted, effective resource to deal with real and immediate problems, not just for young people, but for the wider community.

It is also a great pleasure to follow my hon. Friend the Member for Walthamstow (Stella Creasy), although I wish we had conferred a little earlier because I found myself scratching out large segments of my speech. She did a great job of explaining why the credibility of the life chances strategy will be questionable when it emerges, given the Government’s record.

I find myself pondering the term “life chances”. It is a much better term than “social mobility”, which is not particularly widely understood. I looked it up, and found that “life chances” was initially coined by Max Weber, the famous sociologist, and it is a positive thing that the Tories are taking reference from his work. My concern, however, is that the term “life chances” will become rubbished because the Government will mess things up, and will not deliver any meaningful improvement in life chances to most people in the country. The term could well go the way of “localism”, “the big society” and—increasingly in my part of the country—“the northern powerhouse”. That term is treated with utter derision and contempt, and I would hate that to happen to “life chances”. I am no one’s class warrior, but I am Labour, and we are about life chances and widening equality of opportunity. That is what we are here for—all Labour Members are in the Labour party because they are interested in life chances. [Interruption.] I am happy to take an intervention if someone wishes to make one.

It is difficult to see how the Government intend to proceed with improving life chances. They are still paying for a social mobility and child poverty commission, which writes excellent, first-class reports and commissions superb research, yet there is precious little sight of that in any Government policies. The commission makes specific recommendations that relate directly to the issues under consideration, but the Government ignore them.

We have heard from many Members who are worried about the quality of apprenticeships—I know I am, and I have seen extremely questionable examples of short, poor-quality apprenticeships that do not lead anywhere. According to the commission, we should have a target of around 30,000 higher level, level 3 apprenticeships. Life chances differ depending on what someone does when they are 16. The decisions they make then determine their life chances for the rest of their life. If they take a non-academic route, their chances of doing well later in life are greatly diminished.

[Andrew Gwynne]

My hon. Friend reminds me of the Aimhigher scheme that operated in my constituency in 2010. It was all about encouraging young people from deprived backgrounds to think that higher education was something for them—basically, it did the things that my mum and dad did to encourage me to go into higher education. Is it not a travesty for those young people that one of this Government’s first actions was to scrap Aimhigher?

[Jenny Chapman]

It is. Our universities do not do nearly enough to encourage a broader range of people to attend their institutions. There are little schemes—I am sure there are some lovely pockets of good practice around the country; I have seen some gorgeous things with primary school children wearing hats around local universities—but their long-term impact is very weak.

We find that the life chances of non-graduates, the people who do not go on to university, are limited. Some 42% do okay: they find themselves in the top half of occupations, are relatively well paid, and receive further training and progression throughout their careers. However, men in lower-half occupations are low paid, with no progression. They make up 16% of non-graduates. They are mostly younger men and they work in lower-paying occupations. There are then the skilled but stuck. Generally, they are women in part-time work. They, too, make up 16% of non-graduates. They are mostly mothers working in low-paying occupations, such as sales and customer service, because they are unable to retrain, get childcare or part-time work in occupations for which they may well be qualified.

About 26% of non-graduates are young, tend to have children and have low qualifications. Again, they are mainly women. They are at real risk of getting stuck. They may have messed up and not done so well in their GCSEs. Perhaps they did not get any advice on what was best for them and made a poor choice. They may have ended up doing hairdressing, beauty therapy or going into another low-paid profession because their friends were doing it and the alternatives were not explained to them. It is now almost impossible for them to get out of that profession and into something with a real chance of progression. If we are talking about life chances, it is this stage in education—if I could fix one thing—that really needs to be addressed. It is underfunded and ignored. There is no decent advice for young people before they make these decisions.

One recommendation from the Social Mobility and Child Poverty Commission is for a common access point. For young people going to university there is the UCAS system. They make their application and are supported through the process. There are deadlines and they understand the process. There is a whole host of information about the outcomes, routes and destinations available on the internet. There is nothing like that for those trying to get on a further education course and that needs to be addressed.