Skills and Post-16 Education Bill [Lords]

Debate between Andy Carter and Margaret Greenwood

Report stage
Monday 21st February 2022 Commons Chamber

[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.