Skills and Post-16 Education Bill [Lords]

Andy Carter Excerpts

2nd reading
Monday 15th November 2021 Commons Chamber

[Andy Carter (Warrington South) (Con)]

On Friday, I had the great pleasure of speaking to and listening to about 200 businesses at the Warrington Business Exchange. It was the first time they had come together for about two years. The No. 1 issue they raised with me was skills, and I was delighted to say to them that we have an oven-ready Bill to satisfy all of their needs.

Having worked as an employer for many years, I can say that one of the greatest issues that businesses face is finding individuals who have the skills to take their businesses forward. Most of us who have watched the news over the past six months or listened to the radio know that we have a skills issue in this country. That is not new. The challenges of preparing young people for that giant leap from education into the world of work have been there for many years, so the Bill is very welcome. It really does address some of the key issues that employers and young people face, which is why I welcome many of the reforms it introduces.

In particular, we need to make sure that the 50% of young people who do not go to university are not deprived of the chance of a great education, a vocational education, that will help them to be the best that they can be in their life. This Bill and policy sit at the heart of levelling up; this is part of the outcome that will drive opportunity for young people around the country.

Let me spend a moment talking about some of the things that Warrington is doing with its towns fund deal. The Government have allocated £22 million to Warrington. A proportion of that is going to help with skills for specific sectors, with £1 million going to tackle the skills shortage in the health and social care sector, with an academy being set up at the Warrington & Vale Royal College; and £3.3 million going to set up an advanced construction and engineering academy in Warrington, specifically business-led, to broaden the offer and help to ensure that we get young people trained up for our local economy.

Finally, I wish to touch on T-levels. So much has been said about phasing out BTECs, but I want to talk about phasing in T-levels. Warrington’s Priestley College has led the introduction of T-levels in the north-west of England, and I talked to the senior team there who have worked on T-levels. They have introduced courses on science, healthcare, education and childcare, and digital production, and they are absolutely committed to ensuring that they go further and faster with T-levels, because they have seen the difference that this makes to young people. So when I hear Opposition Members talking down the opportunity that T-levels bring, I say to them, “Go and look at some of these colleges and see the opportunities that they bring forward.”

Skills and Post-16 Education Bill (Second sitting)

Andy Carter Excerpts

Committee Debates: 2nd Sitting & Committee stage
Tuesday 30th November 2021 Public Bill Committees

[Lia Nici]

Not at all!

[Andy Carter (Warrington South) (Con)]

Will the hon. Gentleman give way?

[Andrew Gwynne]

I will give way in a second.

[Andy Carter]

It is not about Humberside.

[Andrew Gwynne]

I am not sure whether the hon. Gentleman’s bit of Warrington is in Cheshire or Lancashire based on the old boundaries.

[Andy Carter]

I want to address that.

[Andrew Gwynne]

Boundaries matter. I say that as a patron of the Friends of Real Lancashire.

Coming back to amendment 40, the cleaner these boundaries can be, the better. I get that local economies can spread across artificial local government boundaries. I know that because just down the road from where I live is Glossop, in the High Peak in Derbyshire. To all intents and purposes, Glossop is a Greater Manchester town. It looks to Greater Manchester, all its transport links are into Manchester and its healthcare is currently part of Greater Manchester. I get that there is always going to be a degree of “This boundary does not work,” but if we are looking at a particular strategy and then having to engage with a whole range of public bodies in developing and signing off that strategy, it gets overly complicated if we end up having a mismatch of different boundaries, in the way that my hon. Friend the Member for Kingston upon Hull West and Hessle has already described.

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[Andrew Gwynne]

I absolutely agree with my hon. Friend, but it is more than that; we also need to ensure that the strategy works for the entire area. However we define the geographical area, there will be a strategy for it. If there is a mismatch of different public bodies and local authorities in that area, we may well find that one local authority thinks the strategy is working brilliantly in its area—it may well be—but the neighbouring local authority, whose area might be only partly covered by the strategy, might feel like the poor relation without a voice. I am worried about that. I want clarity and for things to be tidy, which is why I support amendment 40. Before I sit down, I promised to give way to, I hope, a fellow Lancastrian.

[Andy Carter]

I think the hon. Gentleman will find that I am in Cheshire—[Laughter.] I understand the point that he is making, but it is not a clear situation. Warrington is a really interesting area because, although many people who live in Warrington work in Manchester or Liverpool, the skills strategy is set by Cheshire and Warrington local enterprise partnership. We are a mid-way commuter town, and although we might want to set a skills strategy for Warrington, the employers that people look towards are in the two major cities that sit either side. His OCD situation may well find that challenging, but it is not as simple or as clear for many areas around the country.

[Andrew Gwynne]

The hon. Gentleman has made a great case for north-west regional devolution in that case. I get what he says, but if Greater Manchester is to have a strategy, the Greater Manchester chamber, which will lead on the strategy, and the combined authority and Mayor, who have to be consulted on the strategy, cover the whole of Greater Manchester—that is nice and tidy. If he wants to make the case for Warrington to become an 11th borough of Greater Manchester so that we can placate my OCD-ness, I am more than happy to welcome Warrington into the club.

Skills and Post-16 Education Bill (First sitting)

Andy Carter Excerpts

Committee stage
Tuesday 30th November 2021 Public Bill Committees

[Matt Western]

That is a good illustration of just how complicated these matters can be. I hope that there will be greater clarity on how the measures will work in future.

We have heard from colleagues how well things can work, including my hon. Friend the Member for Denton and Reddish, who told us about how Manchester is just getting on with it. Having been up there recently, I have seen the extraordinary work of that cluster of universities and colleges, and how they are co-operating and collaborating in their brilliant work to bring skills to their known geography—I want to place on the record how mighty impressive that was. I agree with the hon. Member for Mansfield on counties and how they work in their regions; that must be clarified as well.

[Andy Carter (Warrington South) (Con)]

I ran a business in Greater Manchester’s Media City for many years. I saw the work of universities; in fact, I saw the universities arrive in MediaCity while I was working there. It was employers who actually drove that forward. I have listened to Opposition Members talking about local government and universities driving things forward, but businesses have been driving forward the skills agenda in Greater Manchester for many years. We have to put on the record the important role that business plays in that. The skills agenda is not being driven by local government alone; businesses are really at the heart of it.

[Matt Western]

I thank the hon. Member for Warrington—

[Andy Carter]

South.

[Matt Western]

I knew it was Warrington. I thank the hon. Gentleman for his comments—I worked in the industry for many years myself. Businesses have an important part to play as consultees, but my concern is about the balance struck between what business wants and wider needs—we have to get an absolute balance between that.

To give the hon. Gentleman a small example, Warwick University, which is close to my constituency, was founded back in the 1960s, but it was founded off the back of the automotive industry. That did not mean that it should be an automotive industry establishment, and it is not. It happens to be one of the best universities in the UK and globally, but it was part founded by industry. That is where collaboration can work, and the last Labour Government certainly looked very closely at that when developing regional plans to promote industries. I take on board his point that industries and businesses have an important role to play as consultees, but plans should not be explicitly or purely at their direction.

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[Andy Carter]

In Warrington, we have used the town deal to put a focus on skills, with the employer at the heart of it. A digital skills academy has been created in Warrington, driven by employers but facilitated by the local authority, allowing the focus for colleges and for future growth in those areas. Businesses have really been at the heart of that work, which for me is so important.-

[Alex Burghart]

That point is well made, and I very much hope to visit Warrington in the near future and see that good work.

Skills and Post-16 Education Bill [ Lords ] (Third sitting)

Andy Carter Excerpts

Committee stage
Thursday 2nd December 2021 Public Bill Committees

[Mr Perkins]

I absolutely agree. There are a huge number of causes, but my hon. Friend is right that one is the abandonment of careers guidance that happened in 2010, when this Government came to power and scrapped Connexions—got rid of many of those—and the statutory responsibility for careers guidance.

To give a scintilla of credit to the Government, they have at least realised to an extent that the decision made back in 2010 was catastrophic and made an attempt to rebuild some kind of careers service. We have many criticisms of their approach, but at least there is a recognition that simply getting rid of face-to-face careers guidance and going towards a purely online service was disastrous. My hon. Friend the Member for Liverpool, Riverside is absolutely right about the number of people not doing apprenticeships. We will have an opportunity later in proceedings to discuss careers guidance in more detail—it is a priority for the Labour party.

Without in any way undermining what my hon. Friend said, it is also important to make the point that there is a real shortage of opportunities out there; it is not purely that people do not want apprenticeships. I went to a training academy for construction on the south coast and I was told, interestingly, that there were about 100 applicants for every one of its apprenticeship opportunities. In an area with relatively low levels of unemployment, kids are still fighting to get hold of those opportunities. They recognise the value of apprenticeships. The importance of promoting apprenticeships is a strong point to make, but there is also a huge amount more to be done on supply.

To return to what I was saying a moment ago, it is important to understand the scale of the collapse in the number of apprenticeships. The number of apprenticeships going to 19 to 24-year-olds declined from 142,200 in 2016-17 right down to 95,500 in 2019-20, so there was a fall of almost 33% over that period. The levy was supposed to boost employer investment in training—my hon. Friend the Member for Denton and Reddish was in this place when the apprenticeship levy was announced, and he will remember that we were all told it would boost the amount that employers would invest in training—but that has declined, with £2.3 billion less spent in 2019 than in 2017.

The current funding arrangement particularly fails small businesses, which are a real priority for the Labour party. Especially in communities such as Chesterfield, small businesses are the prevalent providers of employment, and the fact that they have been shut out of the apprenticeship regime so dramatically with the introduction of the levy has had a massive impact. In 2016, 11% of businesses with less than 50 employees had apprentices in their organisation. I think 11% was probably not enough, but it was something. By 2019, there had been a 20% reduction in the number of small businesses with apprenticeships.

It is no wonder that the Chartered Institute of Personnel and Development described the apprenticeship levy as having “failed on every measure”. It says that the levy will continue to

“undermine investment in skills and economic recovery without significant reform”.

Where is the opportunity to provide significant reform to apprenticeships and the apprenticeship levy, if not through a skills Bill? Yet the Government have chosen to leave apprenticeships out of it. Where is the reform? What are the Government doing about this failure, and do they even acknowledge that it exists? The starting point for addressing a problem is to accept that there is one. We have been forced to shoehorn an amendment into this skills Bill in order to even talk about apprenticeships.

Let us take construction as an example. The Construction Industry Training Board estimates that we need 217,000 new entrants to construction by 2025 to prevent growth from being slowed. The Government have for 11 years presided over a low-growth, high-taxation economy. Without an increase in the construction workforce, that growth will continue to be stilted.

[Andy Carter (Warrington South) (Con)]

The hon. Gentleman seems to have forgotten that up to 2019, this country had the highest level of employment in history. He is being very selective with the information he is providing.

[Mr Perkins]

The hon. Member talks about high levels of employment, but I have people in my constituency who are doing three jobs at once and still cannot pay their bills. The truth is that under this Government, we have a low-wage, low-growth economy. People are paying the highest level of taxes since the 1950s. He might not think it makes much sense, but to people in my constituency it absolutely does.

Skills and Post-16 Education Bill [ Lords ] (Fourth sitting)

Andy Carter Excerpts

Committee stage
Thursday 2nd December 2021 Public Bill Committees

[Andrew Gwynne]

My hon. Friend is absolutely right. I believe that just one university in the whole of the United Kingdom does not accept BTEC qualifications, and it is not Oxford or Cambridge—they do. If these qualifications are good enough for Oxbridge, they obviously set the standard that academia wants to see.

It is more than that. BTEC is about more than reaching the same standards in theory as A-levels or years 1 and 2 of an undergraduate degree. There is also the experience and opportunities that BTECs bring to the people studying them, which academic qualifications—and possibly even T-levels—cannot.

I want the Minister think about the fact that some colleges are requiring GCSEs in English and maths to be considered for a T-level qualification That is fine, but what about those who do not have those qualifications but do have a whole string of other GCSEs at the equivalent of grade C and above, in old money? Do we really want to hold back our young people and keep them doing resits until they can get on to a T-level qualification, or do we want them to progress through T-levels and possibly study for English or maths resits at the same time? That really concerns me. I see colleges in Greater Manchester suggesting those entry requirements for T-levels, even though that is not necessarily the Government’s intention. We must look at that.

With BTEC, students who did not have GCSEs had the opportunity of going through a BTEC first before progressing to BTEC national and BTEC higher national. It is really important that we do not take opportunities away from young people. We should be increasing opportunities.

[Andy Carter (Warrington South) (Con)]

I just want to be clear that, on Second Reading, the Secretary of State indicated that the requirements for maths and English were being removed. I just want to make sure that the hon. Gentleman has not misunderstood that or is trying to suggest otherwise.

[Andrew Gwynne]

No, and I said clearly that that is not the intention of Ministers, but it is already happening de facto on the ground. Although colleges do not need to consider whether someone has English or maths qualifications, some are saying that they want people to have them. We have to ensure that that does not happen. At this early stage, the Minister can use his influence to ensure that colleges stick not only to the spirit of what was said on Second Reading but to the letter of what we want, which is no young person missing out on the opportunity to follow the BTEC further education route, as is currently the case.

Lastly, I will talk about depriving people of the right to take two BTECs, AGQs, diplomas or extended diplomas. In the good old days, when someone left school and went to work in what was likely to be their job for the entirety of their working life before they retired, these things did not matter. Today, the workplace and employment market are incredibly fluid. We cannot guarantee a job for life in 2021, and we certainly cannot guarantee that there will be a job for life in a decade’s time, or even two decades’ time. People going through college now cannot be guaranteed that they will remain in one job for the whole of their career. The reality is that they will have lots of jobs. The world of work will change, the challenges for people in the workplace in the future will change, and the way we work will change, so the way we learn about advances in technology and new job opportunities has to change as well. It may well be that somebody is currently employed in an area that will not exist in 10 years’ time. Are we seriously going to deny them an opportunity to reskill in a whole new area of work that is currently unforeseen but might develop? Are we really going to be so rigid as to say that somebody cannot go back to college to do a qualification at the same level as the one they got 20 years ago but is no longer relevant to modern-day work?

I support the Lords amendment. It is absolutely sensible for the future, because we do not know what the future holds. Are we really going to hold back a proportion of the workforce who might have to retrain or start literally from scratch and do another level 3 qualification in a whole different area because the level 3 qualification they did 20 or 30 years ago is no longer relevant to the modern world of work? That is absolutely crazy.

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[Lia Nici]

I thank the hon. Member for his intervention. Great Grimsby has a history of fishing. Actually, it was the Icelandic cod wars and joining the EU that ended our fishing industry. We still have a very important fish processing industry that employs around 5,000 to 6,000 people in the town directly. I am working with the fishmongers’ association, Seafish, and my local colleges and industry to look at new apprenticeships and T-levels, so he is right: I am working on that. It is extremely important, because we have lots of people in our communities who are working at extremely high levels and have no qualifications. We need to consider not only people who are new into the workplace but those who are working and are specialists in their field. I see them every week when I am out and about. They talk passionately and are very knowledgeable—to level 5, 6, 7 and beyond—and they worked their way through. We need to ensure that qualifications can do that as well.

[Andy Carter]

My hon. Friend mentioned the importance of engaging with colleges and employers. Does she agree that it is also critical that we engage with young people and hear their experiences of T-levels? Priestley College in my constituency was one of the first in the UK to undertake T-levels, and one of the best visits I have had in my almost two years of being the Member for Warrington South involved sitting with T-level students and hearing their experiences of going out into the workplace and learning in a very different way from what they expected. We have been able to gather a tremendous amount of insight, and we can build on that. My hon. Friend made the point earlier that Opposition Members’ suggestion that vocational qualifications are moving in a direction that is perhaps not advantageous for young people is simply unfounded.

[Lia Nici]

I thank my hon. Friend for making that extremely important point. I speak to T-level students who are absolutely and utterly convinced that this is the way to go forward. I spoke earlier about my career in education and did a quick tot up of how many young people I have put through diplomas at level 3. I think about 45,000 students have been through my classrooms, studios and workshops, and they now work all over the world in a whole range of different roles within their specialism. It is really important to say that we do not want to put people in an absolute state of panic, because there are really good qualifications and jobs out there.

I will make a couple of points before I finish. The hon. Member for Denton and Reddish said that the Conservative party does not like competition, but I think there is a misunderstanding here. T-levels are not a brand; they are qualifications. All those different organisations, such as Cambridge, Pearson and the City and Guilds, will all be able to feed in and offer T-levels.

I want to pick up the point about the Wolf report, which said that BTECs are high quality. The Wolf report came out in 2011, so I would be cautious about looking at something that was published 10 years ago.

Skills and Post-16 Education Bill [ Lords ] (Sixth sitting)

Andy Carter Excerpts

Committee stage
Tuesday 7th December 2021 Public Bill Committees

[Alex Burghart]

We are in agreement that essay mills need to be driven out of business, and that is why the clauses are in the Bill. In response to the hon. Gentleman’s points, these are serious criminal offences.

[Andy Carter (Warrington South) (Con)]

I suspect that the Minister is about to say that the Sentencing Council will have a view on the issue, and actually it is for the Sentencing Council to determine the length and type of sentences that might be involved in criminal activities.

Skills and Post-16 Education Bill [Lords]

Andy Carter Excerpts

Report stage
Monday 21st February 2022 Commons Chamber

The proportion of offenders in employment one year after release is just 17%. The absence of apprenticeships in prisons is a huge obstacle to improving employment outcomes. That is why I was delighted to welcome the work the Secretary of State has done in collaboration with the Justice Secretary to begin to introduce apprenticeships and other provisions to create a skills and training bridge to employment. That will help ex-offenders to find skilled work and will potentially save the taxpayer £18 billion in terms of the cost of reoffending. It is a win-win situation, and I thank the Secretary of State and the Justice Secretary for really tackling the issue. For that reason, I am content not to press new clause 1, but I ask the Minister in his response to provide a timeframe for when the new regulations to introduce prisoner apprenticeships will be laid.

[Andy Carter (Warrington South) (Con)]

My right hon. Friend came to my constituency to visit Thorn Cross prison and to look at the education taking place in that open prison. Does he agree that it is because of businesses such as Timpson, which spends a lot of time working with prisoners and former prisoners, that we can ensure that many prisoners leaving the confines of prison find meaningful employment? However, it is important that we help those prisoners with that transition, so starting things such as apprenticeships in prison is really important.

[Robert Halfon]

My hon. Friend is right. By the way, the prison that the Select Committee visited is an extraordinary place—it was like going to a further education college for prisoners in category D. It had a jobcentre to get the prisoners into work and into skilled jobs. It is the kind of prison that should be replicated around the country.

As for Timpson, no one could say anything bad about that wonderful company—I say that as someone who gets his shoes, his belt and his watch fixed there. I have met employees who are former convicts, and they are extraordinary people. Timpson is a remarkable company and I hope that many other companies follow its example—just so that you are clear, Mr Deputy Speaker, I do not get any money for this, and I have no interest to declare.

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Finally, I echo the regrets that Members around the Chamber have expressed that the lifetime skills guarantee will not be available for people to take a different level 3 qualification, when one may be currently qualified to work in an industry where jobs are disappearing and becoming obsolete. I also regret that there is no pipeline to enable the guarantee to be used first to enable people to obtain a level 2 qualification, which would lead to them being able to undertake a level 3 course and progress further in due course if they wish. That is really important for us and for economies such as that of Greater Manchester, where we have seen a very significant shift in the kinds of industries and opportunities that exist not only for young people today, but for workers who have been in the workforce for the past 20, 30 and 40 years and who, in their 40s and 50s, face a real fear that they may not be able to work again. I hope that the Minister will take on board the deep concerns that have been expressed around the House about limiting the lifetime skills guarantee in the way that it currently is.

[Andy Carter]

It is a pleasure to follow the hon. Member for Stretford and Urmston (Kate Green) and to speak in this debate, because I spoke in the last such debate, and I was part of the Bill Committee, too. I will refer to new clause 1 and touch on new clauses 14 and 15, but I will start by echoing many of the comments of my right hon. Friend the Member for Harlow (Robert Halfon). This really is important legislation. Not only does it build on the commitment made in the Government’s 2019 manifesto to overhaul the training system in this country—a system that helps to support public services, existing businesses and the businesses of the future—but, most importantly, it prepares our future workforce with the skills that they will need to propel their careers, helping them to secure rewarding, valuable and well- paid jobs.

My recess week very much felt like preparation for this debate. I spent time at University Technical College Warrington meeting the students and their teachers. It is a fantastic skills-based school for young people aged 13 and above, including up to sixth form. I urge the Minister, wherever possible, to promote UTCs, because they provide something very special in many communities across the country.

After that, I joined the Minister for Higher and Further Education, the right hon. Member for Chippenham (Michelle Donelan), on a visit to my sixth-form college, Priestley College, to meet some of the first students in the country who are taking T-levels and, just as importantly, to hear from some of the employers that are offering them placements. It was a fascinating insight that I will talk more about in a second.

On Friday, I then met some of the new work coaches at the jobcentre in Warrington. They are helping people who are looking for work to match their skills to the current vacancies and to help them to navigate, where appropriate, the opportunities that allow them to return to college or to update their qualifications so that they can engage with employers. One of the Bill’s fundamental aims is to ensure that people can access training and learn flexibly through their lives with information about what employers really want to see. I pay tribute to the team at the Jobcentre Plus office on Tanners Lane who are very focused on helping young people, in particular, to find a way into employment through apprenticeships—on the dual effort of people not only getting into work but earning while they are learning.

I mentioned that, on my visit to Priestley College, we heard from some of the young people studying T-levels for the first time. They are the first cohort to do so, with Warrington having been chosen as one of the pioneering locations for the new approach. The message that came back from students was that T-levels were a really positive decision for them. As well as hearing from students who were studying digital production, design and development, and education, we also heard from the managing director of a digital marketing company based in Stockton Heath called Alcimi. It was one of the first companies to offer a placement to the students. What came across clearly was that the business had genuinely benefited from having young students as part of its team for a short period. On top of that, the community benefited because the company had set the students a community-orientated project, and the students had really benefited, because they had been into the workplace and had seen how a digital business worked today and the sort of things that they could expect in future. There is a huge benefit to come from T-levels.

I would like to touch on new clauses 14 and 15, which the hon. Member for Norwich South (Clive Lewis) spoke to. I understand some of the points that he is making with the new clauses. I am very pleased to see the north-west getting support from Government to press ahead with the game-changing HyNet project—dealing with hydrogen carbon capture and storage—creating probably about 5,000 jobs. We will need to improve skills in that area and develop a future workforce. Filling those roles is a huge challenge, but the Government’s approach through local skills improvement plans is the route to solving that problem, rather than necessarily forcing this to relate to previous areas of employment, as new clauses 14 and 15 would.

I say to the Minister, and I raised this in Committee, that areas such as Warrington, which sit mid-way between two very large mayoralties—Greater Manchester and Merseyside—have people who grow up and study in one area and will then want to work in the other. It is important to make sure that employers in the wider skills area—perhaps in the mayoralties—that are looking to recruit from somewhere such as Warrington take account of the needs of those areas, too.

Finally, I will briefly mention new clause 1. The Chair of the Education Committee has come to visit Thorn Cross Prison, where a tremendous amount of work is going into retraining prisoners as they come to the end of their time inside. Many of the prisoners there are very keen to engage in their future development with apprenticeships, so I am keen for the Minister to continue to look at that.

I very much welcome the Government’s approach. They are tailoring skills and the workforce to the local area, and it is being led by business. I look forward to supporting them this evening.

[Margaret Greenwood (Wirral West) (Lab)]

According to the National Literacy Trust, more than 7 million adults in England have very poor literacy skills. That is 16.4% of the adult population. Someone who struggles to read and write, or who cannot read or write at all, experiences disadvantage daily. It is a form of deprivation that can lead to isolation and poverty and cause deep personal frustration, as was clear in Jay Blades’s programme “Learning to Read at 51”, which I highly recommend to hon. Members and Ministers.

My new clause 16

“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.”

We cannot afford to leave people to fend for themselves, barely able to read and write. Of course, it makes no economic sense either.

I also believe that it is important that there is a rich and varied educational offer in all parts of the country, as well as strong skills provision. Education is not just about finding a job, hugely important though that is, but about personal development, engaging with the world, pursuing interests and developing critical thinking. I am concerned that the Bill may lead to a reduced educational offer and a narrowing of educational opportunity because of its focus on employer representative bodies leading the development of local skills improvement plans.

A person living in an area where most available work is in agriculture may want to pursue a completely different career path. How can their local employer representative body cater for them? The Minister will be aware that Billy Elliot lived in a mining community but did not want to go down the mine. His local employer representative body would doubtless have said, “There’s no call for ballet dancers round here,” so his talent and passion would have gone to waste. Surely it cannot be right that people’s ambitions should be constrained by the needs of local employers.

We ignore the value of our cultural sector at our peril. My new clause 17 would require 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.”

From my own experience as an adult education tutor, working in an area of deprivation, I know the importance of offering courses that people can enjoy. I know, too, how transformational adult education can be, and that one of the best ways to support people to access the labour market is to build confidence, expand horizons and offer educational opportunity.

My amendment 18

“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.”

There is immense expertise and insight in every community, so it makes sense to draw on them. Such a consultation would be open to local providers, educationists and trade unions, as well as the general public. It could prove to be an important local conversation about the potential that is there to be developed.

If adult education is to expand and flourish, it is important that barriers to learning are removed. If someone is in receipt of universal credit, they should not be disincentivised from engaging in training or education, so I support new clause 5, which stands in the name of the hon. Member for Waveney (Peter Aldous). I also support amendment 12, in the name of my hon. Friend the Member for Chesterfield (Mr Perkins), which

“would require…a review of the operation of the apprenticeship levy, and…to pay particular regard to ensuring that sufficient apprenticeships at level 3 and below are available”,

and new clause 1, in the name of the right hon. Member for Harlow (Robert Halfon), which would enable prisoners to participate in apprenticeships.

I urge the Government to take action to address the very high levels of poor literacy among adults, to ensure the provision of a broad curriculum in adult education that includes the arts, social sciences and humanities as well as vocational training, and to give local people, providers and trade unions the opportunity to have a say in the post-16 education and training made available in their communities.