Skills: Importance for the UK Economy and Quality of Life

Baroness Garden of Frognal Excerpts

Thursday 9th May 2024 Lords Chamber

[Baroness Garden of Frognal (LD)]

My Lords, I thank the noble Lord, Lord Aberdare, for introducing this debate so comprehensively on a subject where he and I regularly end up at the same meetings and with the same enthusiasms for the world of skills. I sympathise with the noble Lord, Lord Griffiths: my home wifi has been down since Wednesday, and they tell me that they will bring somebody on Monday to sort it out. It is so infuriating; but that is enough of that. I warmly welcome the two maiden speakers, who have chosen a very good subject on which to cut their teeth in this House.

I, too, was on the recent Education for 11-16 Year Olds Committee, where members strongly recommended that the Government’s obsession with knowledge needed to be tempered with the acquisition of skills. Few students would need algebra and geometry later in life, but they would all need financial literacy and computer skills. Few would need Shakespeare and the finer points of grammar—that is not to say that Shakespeare is not vitally important, of course—but all would need to be able to read, write and speak. We noted that oracy, as the noble Lord, Lord Aberdare, has said, featured very little in state schools, whereas independent schools were keen on public speaking and expressing oneself.

It is of concern that many heritage craft skills are endangered. They require patience and attention to detail, both of which are often missing in young people who are used to the instant responses of computers. Yet pottery, silversmithing and weaving give immense satisfaction, as indeed do stonemasonry, decorating, fashion, catering and floristry—a whole range. These are skills which require dedication; they contribute to the happiness and well-being of others, but they are seldom taught in schools. We hear from the University of the Arts that the creative industries generated a £108 billion in economic value in 2021 and grew more than one and a half times faster than the wider economy between 2010 and 2019, employing more than 2.3 million people—one in 14 jobs.

Colleges, which do the lion’s share of teaching skills, are too often sidelined by a Government who are obsessed with academia and with learning facts, not skills. Like the noble Lord, Lord Aberdare, I graduated from Oxford with a passion for medieval French, which has never been of any use to me whatsoever later in life. Colleges and their hard-working tutors deserve a much better deal, given the key part that they play in generating the skills which we all need. Universities should never be seen as the only respectable route for young people to take. Even ivory towers need plumbers and bricklayers, and academics need hairdressers and caterers.

I have already referred to the creative industries as major players but, as the noble Lord, Lord Baker, bemoaned, music, art, dance and drama have disappeared from many state schools, as they have to conform to the demands of the baccalaureate, which squeezes such skills out of the timetable. Can the Minister tell us what consideration the Government have given to tempering their obsession with knowledge and making a place for practical skills in the school curriculum? What consideration is given to the happiness of students as they master skills and produce things other than exam results?

I worked for 20 years for City & Guilds. Founded in 1878 by the City of London and 16 of the livery companies to promote training in trade and skills, the organisation continues to award millions of certificates every year in work-based subjects, all, of course, designed by employers. I say to the Government that T-levels are not unique in this respect. Every work-based qualification since time began has been designed by employers.

The City of London still puts great resource into encouraging financial, professional, sustainability and digital sectors and, like the livery companies, promoting apprenticeships. I declare an interest as a past master of the world traders livery company, which is a modern company. I am very proud that this year’s Lord Mayor is one of our past masters. Livery companies are major contributors to education and charity. I am delighted to see that we have another past Lord Mayor here—in the noble Lord, Lord Mountevans—taking part today, because the City and the livery companies are major players in these areas. Like many others, they would love to see the apprenticeship levy reformed, so can the Minister say what steps are being taken to make the levy more conducive to take-up and more relevant to actual apprenticeships?

I mentioned colleges being essential to improving skills, yet their funding is always less generous than that of schools. The Open University and the WEA also provide invaluable support to those wishing to acquire skills later in life, for jobs but also for life and for contributions to the community. However, they always have to do battle for any government funding.

May I add my voice to the support for BTECs? The Government are obsessed by their new-found T-levels; they are untried, untested and currently with only some 26,000 students enrolled, as compared to 280,000 students studying at least one applied general qualification. BTECs provide a more effective, tried-and-tested route to higher education or skilled employment than A-levels or T-levels. It would be an act of vandalism to stop funding them and would exacerbate the shortage of qualified, skilled people in the workplace. Will the Minister do all she can to stop the Government from ruining life chances for the next generation and weigh in behind BTEC, City & Guilds and traditional apprenticeships to ensure that we can find qualified people from among our own workforce, both doing rewarding jobs and gaining satisfaction from their skills?

I will end with some stats from Open University, which reported that

“58% … of organisation leaders … report a mismatch between young people’s skill levels and employer expectations in the past three years. A decline in soft skills (54%) such as communication, teamwork, time management and technical skills … suggests there is a need for more investment in preparing this generation, that account for 20% of the current workforce, for the workplace”.

So, can the Government please rethink their response to our committee report and give us some hope for the future and the quality of life of young people?

Educational Trips and Exchanges

Baroness Garden of Frognal Excerpts

Thursday 25th April 2024 Grand Committee

[Baroness Garden of Frognal (LD)]

My Lords, I start by paying tribute to the noble Baroness, Lady Coussins, for her indefatigable support for modern languages and the international relations which are so enhanced by being able to talk to people in their own language instead of just speaking English loudly.

We are very concerned that modern languages have declined in state schools such that some universities, as the noble Baroness indicated, have closed their modern language departments. The independent sector understands the importance of being able to speak to others in their own language. Overseas trips and exchanges play a vital role in encouraging young people to continue their language studies.

This is where young people discover that foreigners can be really interesting people and the different habits of those in other countries can be life-enhancing. That includes the food, alluded to by the noble Earl, Lord Effingham, and indeed the music, alluded to by the noble Viscount, Lord Stansgate. If we can foster international friendships among the young, we shall go a long way to improving international relations in later life.

We very much miss being part of Erasmus, the programme which gave our young people the opportunity to travel and work with people of other nations and those from other nations the opportunity to experience life here in the UK. The Conservative Government assured us that Brexit would not mean leaving Erasmus—one of the very many broken promises of the disaster that is Brexit. The Turing scheme is better than nothing—it is global rather than having the Erasmus focus on the EU—but with fewer opportunities than Erasmus and without the reciprocal arrangements which were such a powerful tool in increasing friendship between countries. Turing funding is secure only until the end of the spending review 2024-25. What efforts are being made for us to rejoin Erasmus+ and what are the future prospects for the Turing scheme? If we are left with no prospect of educational trips, the future for our international relations looks bleak indeed.

There has been a distressing decline in overseas school trips in recent years, as the noble Baroness, Lady Coussins, indicated. The biggest decline has been among the most disadvantaged—those who could benefit most from the experiences. Previously, as has been indicated, if the pupils on a trip were all from the UK or the EU, no forms were needed, but now the complexity of visas and passports has increased markedly. Of course, many UK and foreign students do not have passports, nor do they want the expense of getting one. Surely the Government could agree some other form of identification or that a list of travellers on coaches could be adequate. Our young people need visas for 16 European countries at £70 for over-12s and £35 for six to 11 year-olds. For many disadvantaged young people who would benefit most from these visits, these costs will be more than their parents can afford. The processing time for passports has also increased greatly.

Visiting other countries can be a transformational experience, particularly for young people who have not had the chance of overseas holidays, nor of meeting foreign people. In these days of international uncertainties, the Government should do all in their power to encourage educational trips. Can the Minister say how the Government envisage improvements in international relations, and hopes for peace, without ensuring that the young meet and befriend those in other countries?

School Inspections: Funding

Baroness Garden of Frognal Excerpts

Wednesday 17th April 2024 Lords Chamber

[Baroness Barran (Con)]

The fact that Ofsted is identifying more issues of this type reflects a few different things. Clearly, as in society more broadly, sadly, we do not know whether some of these issues are increasing in volume or whether we are just getting better at identifying them. For the safety of children, it is crucial that Ofsted identifies them, but it is even more important that the schools identify them, and do so early, because Ofsted inspections are periodic and children need to be safe every day.

[Baroness Garden of Frognal (LD)]

My Lords, the old HMIs used to be viewed by schools as critical friends and were welcomed. Teachers facing an Ofsted inspection now do so with dread, because they fear that they will be criticised above all else. Is there any chance that Ofsted could go back to being friendly in its inspections?

[Baroness Barran (Con)]

I think we have to be a little careful with that kind of generalisation. Like with any inspection, one may well be apprehensive or nervous ahead of it, but 90% of our schools are now good or outstanding, so the outcome for the vast majority of schools is a very good result. I remind the noble Baroness that Ofsted inspectors are almost all either former or serving teachers, head teachers and senior leaders.

Independent Schools

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Monday 18th March 2024 Lords Chamber

[Baroness Barran (Con)]

I absolutely agree with the right reverend Prelate. I know of a number of independent schools and their local state schools that are considering just the sort of arrangement that he described.

[Baroness Garden of Frognal (LD)]

My Lords, many independent schools host the Combined Cadet Force, and 70 independent schools share cadet forces with local state schools. I declare an interest as a former chair of the cadet health check team. The cadets is an excellent way of teaching self-confidence, leadership, resilience and life skills. If the proposed VAT policy sees schools close and lose resources, we may lose those vital collaborations. What can be done to ensure that independent schools can continue to support these excellent cadet programmes?

[Baroness Barran (Con)]

As my noble friend behind me said, vote for a Conservative Government—but the noble Baroness might not entirely agree with that, and she is obviously entitled to her views. I absolutely agree with her on the importance of schemes such as the cadets. I was in a school on Friday, where I met a number of cadets, and was very struck by the value of a programme such as that.

Higher Education

Baroness Garden of Frognal Excerpts

Thursday 7th March 2024 Lords Chamber

[Baroness Garden of Frognal (LD)]

My Lords, I thank the noble Lord, Lord Blunkett, for initiating this debate and for his wise and challenging words. I cannot think of a time or an issue on education where I disagreed with him. I am delighted to highlight the contribution of higher education to our national well-being and our national pride.

Higher education plays a critical part in the economy as well as in education. The media sadly seems to prefer tales of dissent—impoverished and bullied students, and overworked and underpaid staff—to tales of success and new thinking. We must never allow negative messages to shout down the immense success of the sector in which we all have confidence. Of course, we regret the issues highlighted by the noble Lord, Lord Patten.

Our universities continue to feature among the best in the world. For a small island, that is no mean achievement. It is in part because we have had very many centuries of encouraging and supporting education. We have historically valued higher education and need to continue to do so. In many towns and cities, universities and further and higher education colleges—as the noble Baroness, Lady Blackstone, said, we must never forget the colleges—are major employers. They generate millions of pounds in research and knowledge exchange and their community engagement involves staff and students volunteering in support of local projects. At Edinburgh University, for instance, its community grants scheme gives £618,000 worth of support to more than 220 community projects and its 9,200 academics generated a massive £3.2 billion impact from research and knowledge exchange activities. Many other universities can boast of similar activities and benefits to their local communities.

The Civic University Commission, led by the wonderful Lord Kerslake, claimed that when the first civic universities were set up at the end of the 19th century it was clear that, as well as aiming to rival the two ancient universities in the depth and quality of their learning, they also had specifically local concerns. They had a sense of the places in which they were located, as well as limitless intellectual ambition. That must not be lost in red tape and administrative bureaucracy.

Universities and colleges up and down the country offer opportunities for learning and working. Those in disadvantaged parts of the UK are prime sources of levelling up. Universities such as Lincoln and Lancaster have vastly increased the status of parts of the country not well served by wealth.

We know that the creative industries make a major contribution to our finances. Creativity is vital to society. The University of the Arts London, with its six component colleges, for instance, has over 22,000 students from 130 countries. It is not only a source of world-beating research, but a place where true international relations flourish. Another such place is Goodenough College in London, an educational charity that provides residential accommodation for talented British and international postgraduates and their families studying in London. It runs a programme of intellectual, cultural and social activities that aims to provide students with an international network and a global outlook—a true example of global Britain.

Adult learning in wonderful institutions such as Birkbeck and the Open University support lifelong learning, which is particularly vital for those who have never found inspiration at school but have the intellect and motivation to study for their own benefit and the benefit of society. We know that adult education is beset by lack of funding. Part-time learning misses out on grants and even loans. The lifelong learning entitlement may go some way to remedying this, but it is by no means certain that adults will wish to take on debt in order to study. Can the Minister say whether there is any evidence that adults are being enticed back into study by the entitlement?

There has been a sharp decline in part-time higher education in recent years. This is exacerbated by regional disparities. Numbers have fallen much faster in the north-east than in London, for instance. There should be much better incentives for those in low-participation areas. The Universities UK report Jobs of the Future found that more than 11 million extra graduates will be needed in the future to fill jobs in computing, engineering, teaching and health. Universities are evolving to meet such a challenging demand, but it is a challenge.

However, we must not assume that university is right for everyone. Students whose talents and interests lie in practical achievements should not be pressured by schools and parents into university when apprenticeships and vocational and professional qualifications may suit them better. Schools still do not brief their pupils on non-university routes. This is partly because they are still measured on GCSEs, A-levels and university entrance. But talented young people can feel adrift at university if that is not where their motivation lies.

As the noble Lord, Lord Blunkett, said, we must never suggest that universities are only for certain people. It takes courage to be the first in your family to go to university and we should be proud of the young people from disadvantaged backgrounds who choose university as a route out of underachievement and into opportunities for studying, socialising and learning, which will lead them to good jobs. Universities do so much to raise the status of their towns and cities, and to bring investment, enterprise and employment. We must take note of all they do and support their endeavours.

Education: 11 to 16 Year-olds

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Thursday 8th February 2024 Lords Chamber

[Baroness Garden of Frognal (LD)]

My Lords, our committee proved that the curriculum is vastly overloaded with knowledge-based things, does not include enough digital or computing, and in a lot of schools the arts are completely neglected. Nor does it include life skills, so our young people are coming out without the skills they need for the future. So what urgent action will the Government take so that our children have a more enjoyable and much more useful school experience than they are currently having?

[Baroness Barran (Con)]

I appreciate how alluring it is to talk about some of the wider subjects the noble Baroness mentioned. As she knows, we are developing a cultural education plan that will be launched later this year, and I accept that things such as the IT curriculum maybe do not age as well as some other elements of the curriculum. But, in terms of the way in which we all learn, and children learn, the importance of putting down in our long-term memory a really rich knowledge base from which to apply those skills is critical, and we lose that at our peril.

Religious Education in Schools

Baroness Garden of Frognal Excerpts

Thursday 18th January 2024 Grand Committee

[Baroness Garden of Frognal (LD)]

My Lords, it is a great pleasure to speak in this debate secured by the noble and right reverend Lord, Lord Harries. His contributions to “Thought for the Day” are always enlightening—as are those of the noble Lord, Lord Griffiths—and start the day in a really good way. I hold him in great admiration and affection, particularly so after he gave a moving tribute to my husband at his funeral 16 years ago. He has written any number of books on religion and ethics but also on defence, literature and the arts—a veritable polymath, but also a very senior member of the Church of England. He was a founder member of the Oxford Abrahamic Group, bringing together Christian, Muslim and Jewish scholars, so his wish to improve religious education in schools is not confined to Christianity.

As we have heard, RE is a compulsory subject in schools, but you would not always know that. It can be taught by teachers who have no religious education themselves. It can be passed from pillar to post, with no one teacher taking responsibility. This is not exactly a new issue. Many years ago, I taught French A-level at a convent where one of the set texts was Flaubert’s story of Salome and the beheading of John the Baptist. My convent-educated and bright sixth-formers had never heard of John the Baptist. When I asked what they studied in their RE lessons, they said social issues, such as drug-taking, poverty and war, but not, it appeared, the Bible. My class therefore ended up doing more RE in French A-level than they did in RE. Luckily, they had heard about Jesus and knew about Christmas and Easter and that Catholics went regularly to Mass but, even in a convent, the Bible was a mystery.

As the noble and right reverend Lord, Lord Harries, has mentioned, when Damian Hinds was heading the DfE—how transitory Education Ministers have been—he initiated the £10,000 tax-free bursaries to attract teachers into RE, but the standing committee on RE reports that little progress has been made. If there are so few specialist teachers, it is scarcely surprising that the subject is woefully taught.

RE lessons should be a place for exploring the great world faiths, ensuring that students have a moral compass. I agree with the comments that they should also encompass the other aspects of humanism. Bible stories should be part of general knowledge, quite apart from the value of learning about goodness and sacrifice and understanding religious diversity, toleration and peace. There should be open, in-depth discussions of faith, so that all students, whether from faith families or not, can learn what religion means to practitioners and how important it is to be tolerant of those whose beliefs are different from one’s own.

In our own communities, we see great division through religion, so it has to be good when Christian, Jewish and Muslim places of worship open their doors and welcome all to experience their forms of worship. To know is to understand and not to fear. But this will not be helped if children start life with no knowledge of religion. Can the Minister therefore say what consideration has been given to encouraging schools to work with local churches and faith groups to find people of religion for these lessons, and what plans do the Government have to ensure—as we are all calling for—that we have qualified teachers for this compulsory subject?

Educational Technology

Baroness Garden of Frognal Excerpts

Thursday 23rd November 2023 Grand Committee

[Baroness Garden of Frognal (LD)]

My Lords, I, too, thank the noble Baroness, Lady Kidron, for initiating this relevant and highly pertinent debate. I confess that tech is not my area of expertise, but I have received so many briefings and emails and so much helpful advice that I am now well aware of the importance of edtech in schools.

I was a teacher before technology. If we needed to duplicate, we had a jelly tray on which you put one sheet at a time. I seem to remember the print came out purple, for some reason. The advent of photocopiers was a revolution to teachers—the heady days of yesteryear—but, as we have heard, educational technology is on the rise and, as the noble Baroness, Lady Harding, said, we cannot halt it. However, we need to learn how to manage it so that it is our servant and not our master. Much of what I was going to say has been said, but of course I have not said it. I shall try not to be repetitive.

There is always the danger that students are likely to be one step ahead of teachers, as the young have grown up with technology whereas many teachers have had to learn it. As others have pointed out, there are dangers for the social development of pupils if they rely too much on technology and not enough on their own learning. There is also a danger of taking the personal interaction between teacher and pupil out of the picture.

My daughter was a primary teacher during Covid, working excessive hours to ensure that her four year-old pupils continued their education, albeit in a strange and unusual way. Her first task was always to ensure that they had access to a computer and to an adult who could use it, and then to construct relevant and interesting lessons to ensure that they did not lose out. We share concerns about the Oak National Academy, which was set up during Covid to support remote learning, which was new to pupils and teachers. Can the Minister say what the status of the Oak National Academy is now? AI was supposed to help teachers with lesson planning and other materials that would reduce their workload, but it is not at all certain that that was achieved.

We have heard from Jen Persson, the director of Defend Digital Me, who writes:

“To reduce the debate on edTech to questions of data processing or particular pros and cons of a single product is to misunderstand the socio-political and economic underpinning and goals of the edTech market”.


Jen raises concerns that

“the introduction of many common technology tools, apps and platforms into the school setting means the introduction of hundreds, often thousands, of strangers who influence a child’s life through interactions with companies and their affiliates in the digital world”.

Others have pointed this out. They say these platforms are by no means secure and can

“bypass the gatekeepers within the school system to deliver EdTech directly to young people, their families and lifelong learners”.

In other words, the privacy and safety of children may be compromised by these exciting new tools. The issue of the privacy and safety of children must surely be addressed, as we heard from the noble Baroness, Lady Kidron, and others.

For teachers who are overworked and underpaid, there could be help in their workload if they are provided with a personalised AI lesson-planning assistant, but, once again, we need to know how secure these assistants will be. Schools may decide to use tools and platforms to help with management and administration, monitor the progress of students and communicate with other staff members and even with parents. There are copious uses of AI. However, we raise concerns about the cost of the equipment, such as interactive whiteboards, laptops or tablets. They do not come cheap and, as we know only too well, school budgets are stretched to the limit. So what priority will these have in the decisions of head teachers? If payment for those things means that schools go without other things, we have to address that carefully.

We are certainly well aware of the use of edtech for special educational needs. My colleague, the noble Lord, Lord Addington, who is dyslexic, has always relied heavily on devices to assist him. Many other students with different needs will find invaluable the use of adaptive technologies, such as braille machines and other pieces of equipment for blind students. Edtech can be transformational for students who otherwise would miss out on education.

Could technology also be used to ease teacher workload of lesson planning, marking and assessment? Our teachers provide an amazing service to pupils, parents and the country, and anything that helps to reduce workload has to be welcomed. However, once again, we need to be assured of confidentiality in relation to young people. AI might tackle some of the administrative tasks that might keep teachers from investing more time with their peers or students.

There are arguments that edtech could contribute to pastoral support, mental health and pupils’ well-being, but surely only up to a point. The personal touch of teachers and parents can never be sidelined. According to the Government, the UK’s edtech sector is the largest in Europe. They also report that UK schools already spend an estimated £900 million a year on educational technology. If that means that it improves learner engagement and progress, this has to be money well spent. We know that during Covid edtech was invaluable, but surely machines, however sophisticated, can never replace face-to-face teaching.

I will digress slightly by saying, particularly in response to the comment by the noble Baroness, Lady Morgan, that the noble Lords, Lord Knight and Lord Aberdare, and I are on a committee looking at 11-16 education, and we have concluded that GCSEs have completely failed our young people. Our report will come out in December, and I urge noble Lords to look at it because the whole process of 11-16 education is deeply flawed at the moment.

I look forward to the Minister’s reply and hope that the country’s students will be able to benefit from dedicated teachers and world-class technology.

Access to Musical Education in School

Baroness Garden of Frognal Excerpts

Wednesday 18th October 2023 Lords Chamber

[Baroness Garden of Frognal (LD)]

My Lords, it is a great pleasure to join enthusiasts in this debate. When I asked a Question this week on music and other arts subjects, the Minister gave me to understand that all was well: generous bursaries would lure music teachers out of the woodwork and there would be money for music hubs. But there are still schools where there is no singing, no recorder playing and no banging of drums. As the noble Lord, Lord Boateng, has said, the EBacc has marginalised music.

I had two grandsons at a state primary school in Henley which has a very impressive musical tradition. The adult musicians had funded musical instruments for every state primary pupil to play. One grandson chose the double bass—which even as a child-size was quite an encumbrance—and played happily for two or three years. His brother chose the cornet, continued to grade 8 and has just graduated in music from Southampton. Each year there would be a grand concert, in the company of professional musicians, where all these little people played their hearts out. Many came from very disadvantaged backgrounds where music would have played no part, but the glee on their faces as they blew, scraped and banged was a joy to behold. It has to be said that the enjoyment probably exceeded the musicality, but no one worried because the experience was so beneficial. It was an amazing gift from Henley musicians, which few areas would be able to emulate. It set all those youngsters on a path of love of music and gave them confidence—obviously sometimes misplaced, of course—that they could play an instrument. I think violins are particularly prone to excruciating amateurism.

Not so long ago, all schools sang, particularly hymns in morning worship, but this has long disappeared. Singing requires only a piano, and not even that if there is a voice to start a tune. Children love to sing; how sad it is if they do not have the opportunity. What are the Government doing to encourage all schools to sing?

How valuable music is for disabled or disadvantaged pupils. There was a girl at my school who was never going to pass any exams, but when she sat down at the piano we could only marvel and enjoy. She was a true prodigy, who earned her place in our friendship because of her extraordinary talent.

What about music for blind and partially sighted students? Can the Minister say what support there is for braille or large-print music? I gather there are problems with this. For those who are missing sight, their hearing is often enhanced, and music can play a seminal part in their education. We think of amazing singers such as Andrea Bocelli, who became completely blind at 12 after a football accident, but whose wonderful tenor voice has enchanted audiences around the world. He played the piano and multiple instruments before abandoning a career in the law to pursue his talent. What a very wise decision.

Music has the capacity to evoke memories and give confidence to learners who struggle with class lessons. It should play a key role in all schools. Penny whistles, drums and recorders are not so expensive and, once acquired, can be passed down to succeeding generations, so some sorts of instruments could be within budget and encouraged. Many schools will still have pianos, or, if not, a friendly local church will have an organ, which a teacher with some keyboard skills could play. Surely most schools will have a teacher who has had piano lessons at some stage—or is that too a thing of the past? I speak as someone who was lured into being a reluctant organist at RAF chapels when my daughters announced that, “Mum plays hymns”.

I thank the noble Lord, Lord Boateng, for initiating this debate. I hope against hope that all children, particularly those who have no music at home, will be able to benefit from music at school and, who knows, go on to delight us all with their talents.

Education: Advanced British Standard

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Tuesday 17th October 2023 Lords Chamber

[Baroness Barran (Con)]

As I said in my Answer, there will need to be extensive consultation, but we hope to work closely with the Scottish Parliament on this.

[Baroness Garden of Frognal (LD)]

My Lords, A-levels and T-levels should never be the only options for 16 year-olds. There are many highly talented, creative and practical students with work-based skills which are essential for the economy. Can the Minister reassure us that BTEC vocational qualifications will continue to be available to ensure that these students get their work accredited?

[Baroness Barran (Con)]

I am afraid that I cannot reassure the noble Baroness of that. She will be aware that we have carried out extensive reform of our qualifications and will know that, as of August 2022, we had removed 5,500 qualifications with low or no enrolments. However, we still have the most complicated and duplicative landscape of qualifications in this area —at least 7,000 available qualifications—which we will address through our reform programme.