Skills: Importance for the UK Economy and Quality of Life

Baroness Bennett of Manor Castle Excerpts

Thursday 9th May 2024 Lords Chamber

[Baroness Bennett of Manor Castle (GP)]

My Lords, I thank the noble Lord, Lord Aberdare, for securing this debate and particularly thank him for his formulation of the Motion, which acknowledges that skills are not just for “the economy” but for life, and indeed are the foundation of quality of life. That reflects the Green approach to education and skills training—that it indeed has to be for life, not just for exams or for vocational training.

I associate myself with the remarks of the noble Lord, Lord Baker of Dorking. We have an education system that wastes term after term preparing for exams, which is not education or learning but is a very narrow skill that most people will never repeat once they leave the education system.

I want to particularly focus in one area of my remarks on the great tragedy of the collapse of lifelong learning provision. The number of publicly funded qualifications started by adults has declined by 70% since the early 2000s, dropping from nearly 5.5 million qualifications to 1.5 million qualifications by 2020—those are Institute for Fiscal Studies figures. Essentially, what is left is an extremely narrow range of courses focused particularly on education for jobs that might exist at this particular moment.

The total spend on adult education and apprenticeships combined will be 25% lower in 2024-25 than in 2010-11, and markers have already been made on the plan for adults over the age of 24 studying level 3 and 4 qualifications being forced to take on debt. We are loading our young people down with debt that they will never be able to repay, and now we are seeking to do the same thing right through our age ranges. We have seen the damage it has done to our young people. What damage will it do to people seeking to get ahead, to have that weight of debt on their shoulders?

What is happening here? I will quote one figure: in the last decade, there have been 4 million “lost learners”. That means people who have not been able to advance their productivity—to focus on something this House often looks at—but also have not been able to improve their health through education and skills training, which is very much underrated.

One of the ways in which we utterly fail to value skills is by failing to value the people who teach the skills. In a UCU survey that came out last year, among further education college staff 77% said that the quantity of work had “increased significantly” in the past three years. More than four in 10 say their workload was “unmanageable”. Those who provide education and skills training need to be valued as essential workers and paid and treated accordingly—and that is not what is happening now. If the noble Lord, Lord Patten, wants to look at why productivity might be low, exhaustion, overwork and lack of being valued and treated well may well be factors in that figure.

I want to pick up points made by the noble Baroness, Lady Hayman, on green skills, and particularly, as she said, that they are too often thought of as relating just to the energy and technology sectors. I will focus briefly on land-based skills in particular. We have seen a cascade of closures of agricultural colleges around the nation, among them recently the 125 year-old Newton Rigg College in Penrith, which is much mourned and much valued. It was deemed no longer financially viable. That is the product of government policy decisions and government funding decisions—a system that has failed to acknowledge that we need food security in this country and that that requires skills.

We have seen some movement from the Government in acknowledging that food security is not just, as I think the Prime Minister three PMs back said, a matter for the supermarkets. There is now some acknowledgement that it is a matter for the Government. Surely land-based skills, the ability to grow food and—I stress this—the ability to engage in environmental horticulture and care for our natural spaces are skills in one of the greatest areas of shortage for our country.

I ask the Minister a question. I know that we are about to start a GCSE in natural history. Can she update me, now or later, on how that is progressing, what student numbers are looking like and how many of those courses are likely to be introduced?

I have two brief final points. Even when a Green Government have introduced a wonderful education system and lifelong learning system, there will never be enough skills. We need to think about where the skills are going. We have an oversized financial sector, which employs 9 million people and swallows up many of our physics and maths graduates and many other people with key levels of skills. We need to think about where those people could be better used for the state of our society—for the future resilience and well-being of all of us.

I also briefly note that we need to acknowledge skills that have been acquired through experience. We need to stop talking about “unskilled jobs”. Many of the jobs that people do on the minimum wage are really difficult, and they have to learn to do them, and we need to acknowledge them in the levels of pay and respect.

I will finish by reflecting on a young woman I met in the north-east recently. In her mid-20s, she had spent a decade caring for her father, who had a horrible degenerative disease. She is a NEET—not in education, employment or training. She has learned so much and has so many skills, but she does not have a lot of confidence, because society has not valued what she has done. We need to value skills that people, particularly women, have acquired through care, and acknowledge them when they seek to enter the labour market.