Government Skills Strategy

Debate between Andrew Smith and John Hayes

Wednesday 19th January 2011 Westminster Hall

[The Minister for Further Education, Skills and Lifelong Learning (Mr John Hayes)]

It is a pleasure, Mr Hood, to serve under your chairmanship, even more so as it is the first time, and it is always a pleasure to follow the hon. Member for Blackpool South (Mr Marsden). While the right hon. Member for Oxford East (Mr Smith) was making his erudite interventions, I was thinking about what Chesterton said about Oxford:

“a place for humanising those who might otherwise be tyrants or even experts.”

It would be altogether more convenient if the person shadowing me were a tyrant or a fool, but unfortunately the hon. Gentleman is neither, which actually, on balance is a cause more of joy than sorrow.

It is also a pleasure to congratulate my hon. Friend the Member for Harlow (Robert Halfon) on securing the debate. I know how enthusiastic he is about the subject, and he rightly championed the work of Harlow college, kindly mentioning that I visited the college with him. He has illustrated his commitment to apprenticeships by taking on an apprentice himself, and I invite many other colleagues, including Ministers and shadow Ministers, to follow his example.

An even greater pleasure than serving under you, Mr Hood—and that pleasure is almost inestimable—is to be able to discuss the Government’s skills strategy, albeit in a short debate. I will endeavour both to talk about that, and to pick up the points that have been made by a variety of speakers today.

The skills strategy had its inception shortly after we came to government. As soon as I became Minister, we ran a considerable consultation—over the summer—and we engaged providers, employers and learners, with colleges obviously central to the process. We have now published the strategy, and I have copies here for anyone who would like one—shorter summaries for those with less patience and longer versions for those with more.

The genesis of the strategy dates to when, in opposition, I was able to study these matters over many years, and I had many discussions with the hon. Member for Blackpool South when he was running the all-party group on skills. I do not think that there is much of a gap between our views on the issues. It would be wrong to exaggerate the consensus, but I do go with Wilde in that arguments

“are always vulgar, and often convincing.”

So we do not want to have more of an argument than we need to, and there is certainly some unity of view as to the aim. I suppose that that is because we both broadly buy the analysis of the Leitch report, that an advanced economy needs ever-advancing skills, and that we are falling short in that regard. I shall say more about that in a moment or so.

The report mentions many other things, including, as has been mentioned, the need to upskill and reskill the existing work force as well as to train young people who enter the labour market. It makes particular recommendations on intermediate and higher-level skills, an area in which we are failing to do as well as we must if we are to maintain competitiveness. I am pleased to say—confirm, perhaps—that what is at the heart of that analysis is also very much the Government’s view, which is that skills have a direct relationship with productivity and therefore competitiveness. That is, I suppose, a matter of opinion, but I take it almost as an a priori assumption. I say that as though the case must be made only because some people would still argue a counter-view that labour-market flexibility and a much more fluid system for skills can work in a modern economy, but I take the contrary view that as we invest in skills the economy shapes around that investment. My perspective is, I think, reflected in the previous Government’s assumptions, and largely by Leitch.

It would be remiss of me not to say, as the hon. Member for Blackpool South was kind enough to point out, that we debate all of this in very difficult circumstances, but what is interesting about the strategy is that it would have been necessary irrespective of the changed and challenging financial situation. It had its genesis long before we came to government, long before we knew quite what size of deficit we would face and, indeed, long before we had devised a method for dealing with that deficit. The strategic change—the rethink about the skills we need and about how we will deliver them—preceded the advent of the economic strategy, which the hon. Gentleman mentioned, and the consultation that I described earlier preceded the comprehensive spending review negotiations which, of course, shaped the amount of money that the two Departments in which I am a Minister have to spend.

Without wanting to be unnecessarily partisan, I must say just a little about the previous Government’s record. I know that the hon. Gentleman will not mind a short partisan section in a speech that will otherwise be wonderfully and refreshingly non-partisan. The previous Government did get some of this badly wrong, not in ambition—as I have described—and not even in their analysis of the problem, but in the solution. There were two fundamental problems with their approach. Although they spoke the language of a demand-driven system, it was just that—mere words. The system that was constructed was centrally driven, built around targets and extraordinarily byzantine in structure. It was hard to navigate and inaccessible, bamboozling learners and demoralising employers. The result—a centrally driven, target-orientated, micro-managed system for the funding and management of skills—could never be sufficiently dynamic, or sufficiently responsive to the changing needs of a changing economy. Lord Leitch drew our attention to that, and Members on both sides have reflected an understanding of it in what they have said today.

I could say things that were altogether more colourful—in fact, I have such things in front of me—but why would I do that? I have said enough about the previous Government’s strategy, except for this suffix: the best thing that they did was to appoint the hon. Member for Blackpool South as the shadow spokesman on this matter when they came into opposition. There the flattery stops. Actually, it was meant as a compliment, not as flattery.

Perhaps partly as a result of the previous Government’s strategy, we remain mediocre on skills compared with other OECD countries, ranking 17th out of the 30 member countries on the proportion of our population qualified to level 2 or above. To any impartial observer, and by any independent analysis, it is absolutely clear that our further education and skills system requires not merely reform but rebirth, the effects of which would need to be felt by employers, individuals and training providers. The change that is most needed is one of perspective, as identified by my hon. Friend the Member for Harlow, when he spoke in elegiac terms about the need to elevate practical learning, a point supported by my hon. Friend the Member for Newton Abbot (Anne Marie Morris), the hon. Member for Upper Bann (David Simpson) and other Members. We have to understand that practical accomplishment can afford the same kind of status as academic achievement, because it confers both worth and purpose, which has economic value, and also because it changes lives by changing life chances.

The pride that people take in the practical skills that they acquire makes them stand tall. As they do so, they gain a different kind of recognition among their fellows. That was once widely understood. The case was richly argued by Ruskin—who was referred to in a different context; I will return to that—and William Morris, but it had scarcely been made with elegance and conviction until I started to make it a few years ago, when it gained some elegance and a lot of conviction. Changing the perception of practical learning is critical to encouraging people to acquire the skills that we need to drive our economy forward. It is a social and cultural matter as well as an economic one, being about aesthetics as well as utility. Rather apologetically, we usually debate skills as a matter of utility. I suppose that that is understandable—they are partly about utility, after all—but let us debate them differently, making the change in perception that I described.

I will now deal with the essence of the skills strategy and its many aims, which we published on 16 November last year. Its main premise is that skills are essential if we are to return to sustainable growth, build more inclusive communities and achieve greater social mobility. To do so, the Government must be prepared to devolve real power, along with the objective information that will allow people to use the system, to those who can benefit most from it, and especially to employers and individuals. We want to give them authority and power to drive the system. We want a more learner-driven, employer-focused, demand-driven skills system.

I will discuss the three critical elements of that and deal with some of the points that hon. Members have raised. First, we must ensure that colleges and training providers have the freedom and flexibility to respond to learner demand and employer need. The coherence that must accompany that requires a proper settlement in respect of relationships with other agencies, including local enterprise partnerships. I will take away the points that have been made about that and consider them. It certainly requires consistency and coherence in respect of school provision. As hon. Members will know, Professor Alison Wolf is carrying out a review of vocational education, which must marry with the strategy if it is to make a useful contribution to Government thinking.

The hon. Member for Blackpool South was right that there must be some consistency in the narrative about studio schools and university technical colleges. I am an enthusiast of UTCs. I think that Kenneth Baker has hit on an idea for which time has come; it is the completion of the unfinished work of Rab Butler. I see it in those ambitious terms. UTCs can play a valuable role in providing a vocational pathway that matches in clarity and progressive quality the academic route that many of us took.

I acknowledge the questions and points raised by hon. Members, and I accept the need for consistency and coherence, but central to what we will do is freeing providers and colleges from much of the bureaucracy that has hampered them and prevented them from being as good as they can be. There is immense human capital in the further education sector; it is the unheralded triumph of our education system. Both learners and teachers in FE deserve more praise than they have ever received. I am proud to put that on record. In the education Bill that we will be introducing shortly as a continuation of what I have announced in Government, we will strip away some of what the previous Government did—I am trying to use gentle words—to confuse the system and burden FE providers.

Secondly, there must be a changed role for individuals. Individual learners need more information, which is why we will introduce an all-ages careers service to provide them with good, empirical and independent information about the results of the courses that they choose and the subsequent careers to which they are likely to lead. As well, it was right that we began to ask who pays for what. Such questions are challenging, but I was determined that there should be no question of abridging people’s entitlement to basic skills in any way.

However, in higher skills, beyond the age of 24, individuals should make some contribution, on a par with what we expect of higher education students. They will be able to take out income-contingent loans on the same no up-front cost basis as HE students, at highly competitive rates. The hon. Member for Blackpool South asked about numbers and mentioned the figure of £9,000. He will know that it is difficult to come to a definitive answer, as apprenticeship frameworks cost different amounts. However, I do not think that it is unreasonable to mention an average of about £7,500. Compared with a degree, given what my hon. Friend the Member for Newton Abbot said about the income premium likely to result from an apprenticeship—it is roughly equivalent to a degree—an apprenticeship represents pretty good value for money.

Thirdly, on apprenticeships, we have allocated £250 million for 75,000 more apprenticeships during the spending review period. The hon. Member for Blackpool South asked about apprenticeships for 16 to 18-year-olds. I confirm that the Department for Education will provide extra investment to grow their numbers substantially too. It is my ambition while I am Minister to top 350,000 apprenticeships in this country, and the longer I am the Minister, the more apprenticeships we will have. Records are hard to compare because historically, the way that we have counted apprenticeships has been somewhat different, but it is probably true to say that the most that we have ever had in Britain was 400,000.

[Mr Andrew Smith]

Is the Minister not showing symptoms of the target-driven culture that he was decrying a few minutes ago?

[Mr Hayes]

That is the trouble with people associated with Oxford; they are just clever. That was the expression not of a target but of an ambition. How could my ambitions ever be described as anything so crude as a target?

The final element of the strategy is a link to employers. As well as being learner-driven, the system must be sensitive to the role of employers in ensuring that what is taught and tested matches employer need, therefore making people more employable and feeding the growth that we all want. To do so, we must move away from what I described as the slightly confused spatial arrangements made by the previous Government with regional development agencies and others—some of them did perfectly good work, of course, but they were heading in basically the wrong direction—towards a more sectorally driven system. I have asked the UK Commission for Employment and Skills, under the chairmanship of Charlie Mayfield, to consider becoming employer-facing, so that we can engage employers in ensuring that the system delivers what we want.

I believe that we can build a skills system that makes Britain prosperous, delivers individual opportunity on an unprecedented scale and contributes to social mobility, social cohesion and justice. As the Minister, I will do all that I can to make that so, for it is what is right for our people, our nation and our future.