Technical and Vocational Education

Baroness Chapman of Darlington Excerpts

Wednesday 9th July 2014 Commons Chamber

[Jenny Chapman (Darlington) (Lab)]

It is a great pleasure to follow the hon. Member for Mid Derbyshire (Pauline Latham). I find myself wishing that you had put us on the clock, Mr Speaker, because I care so much about this matter that I feel I may rattle on. My hon. Friend the Member for Scunthorpe (Nic Dakin) promises me that he will cough vigorously at about the six-minute mark. I commend the Opposition Front Benchers on securing the debate. We do not spend enough time thinking about what happens to young people who do not choose to follow an academic route post-16.

I associate myself with the remarks of my hon. Friend the Member for Liverpool, West Derby (Stephen Twigg), because in Darlington students do exceptionally well up to GCSE—as well as those just about anywhere else in the country. Yet given those GCSE results, far fewer than we would expect go on to do A-levels and attend university. Very few attend what we have loosely come to term the “top universities”. I will not stop encouraging people from my constituency to go to those universities until we achieve parity with other parts of the country.

In my constituency, there is a sixth-form college and an FE college. I attended one of them, and I visit the other often. When I look at the curriculum on offer and the number of students taking each course, I find that we train more hairdressers per head of population in Darlington than just about anywhere else in Britain. I am not against hairdressers at all—I am a big fan, and in fact I wish I could use them more often. However, it strikes me that there is no incentive in the system for colleges to offer more STEM subjects—science, technology, engineering and maths—and train more technicians. If we want them to do that, they will have to stop doing something else. Some of our colleges have invested heavily in training people in subjects such as hairdressing, beauty therapy, travel and tourism, but they are not leading people into the types of jobs that they hoped for.

I find that it is easy to persuade 15-year-old girls to study hair and beauty, particularly when they are not getting any information, advice and guidance at school that is worth having. Instead, we need to find a way of incentivising FE colleges to restrict the number of students that they recruit to some courses, and expand the number that they recruit on to others that are much more in demand from local employers. We have not cracked that yet. One way of doing so that we might want to consider is payment by results—I hesitate to use the term, because my expertise is more in the field of justice, in which payment by results has been a mixed bag. In education, however, there may be a way that would help colleges to divest themselves from some forms of activity and to invest in others, and until we crack that we will not change the investment behaviour of some of our colleges, which is what we need to do.

Pathways into further education are confused. We know there is no information, advice and guidance worth having—the CBI has stated that advice and careers guidance are on “life support”—but there is no standardised application process or single source of information, and it is difficult for a young person to choose in any sensible way between different providers and courses. So many different funding options, routes and types of qualification are available that it is confusing. Young people are not making decisions in their long-term best interests; they are sometimes enticed to make decisions that may be in the best interests of their local college.

I would like some thought to be given to having a single pathway into FE, just as we do for university. There is a well organised, well established application process for university, but nothing like that for FE. Once we have such a process, we will get some kind of support, and understanding and appreciation of what is on offer, from parents. Parents are key to this issue, and the real test of how successful apprenticeships or vocational qualifications are will be the confidence that parents have in them.

One or two colleagues have mentioned that they went to an FE college. That is great; where we went does matter. Where we send our children, however, will really demonstrate the success or otherwise of these measures. Do we have the confidence to advise our children not to do A-levels or go to university, but to take a risk on some of these other qualifications? I hope we do, and that they are good enough and of a high enough standard for us to have the confidence to advise our young people to make that choice.

Some Government Members have been very pleased with themselves and their Government, but I encourage them not to count their chickens before they are hatched, because the proof of whether these measures work will be seen a long way into the future. This is about parents, confidence, people from working-class backgrounds doing A-levels, and those from middle-class backgrounds studying for vocational qualifications.