Employment: Young People

Baroness Jones of Whitchurch Excerpts

Thursday 4th July 2013 Lords Chamber

[Baroness Jones of Whitchurch]

My Lords, I am very grateful to the noble Baroness, Lady Shephard, for tabling this debate today and for eloquently raising a number of important questions. I appreciated her contribution. This debate has given us the opportunity to explore in detail some very real challenges. In the course of this high-level debate, we have come up with a range of practical and interesting solutions to some of these challenges.

A number of noble Lords made the point that we had a very similar debate last week when we debated citizenship. The debates have some common themes, because we were looking for the need to create more rounded individuals, not just academic achievers but active and considerate citizens with all the skills to have successful and fulfilling lives in the broadest sense. That is an echo that we have heard again today. We all want young people to be ambitious—to stretch themselves and to achieve their dreams—but at the current time it seems that the very opposite is happening. We have youth unemployment remaining stubbornly high at 20%, and over a million young people between the age of 16 and 24 not in education, employment or training. We have a generation that is lost in depression and despondency. We are losing their energy and their skills to the economy. Something is clearly going very wrong, and we need to address this urgently.

Some of these challenges are wider than the UK. We are obviously impacted by the global downturn. The noble Lord, Lord Roberts, spoke very eloquently on that matter and reminded us that we have a combined interest in having a proper international perspective. I was shocked at the quotes he gave in that letter about how government Ministers were not addressing and raising the issue of youth unemployment at an EU level. I will be interested to hear, as that discussion goes on, whether the Minister can give us a more positive update on that.

We know, for example, that there are an estimated 75 million unemployed young people worldwide. Obviously, that figure masks countries that are winners and losers. We want to be the best and to learn from the best here in the UK. This is not rocket science. There are ways of creating meaningful jobs for young people, and there are examples globally that we can learn from. We need to make sure that we take those lessons back so that we can maximise the opportunities for the next generation.

However, a number of noble Lords have said that we in the UK continue to have concerns about school leavers not having the right experience. This has been confirmed in the CBI report that was recently published, and the point has been made by several noble Lords around the Chamber. The CBI criticised the lack of key skills such as self-management, problem solving and aptitude for work. These concerns were recently echoed by the Federation of Small Businesses, which identified poor literacy, numeracy and communication skills as a barrier to employment.

Interestingly, the CBI also identified a critical lack of skills in key sectors such as manufacturing, construction and engineering, which might be the driver for future long-term growth in the economy, where vacancies already exist. So even where those vacancies exist we are not producing the young people with the skills to seize those opportunities. We need to start realigning young people’s aspirations with the types of jobs that we know will be generated over the next two decades, many of which will not even exist today.

First, I agree with my noble friend Lady Massey and the noble Baroness, Lady Shephard, that we have to start at an early-years level. That early-years provision is absolutely vital. Interestingly, the Government have cut the early intervention grant by some 40% since 2010, so they speak with mixed messages on that.

Secondly, education should be less about cramming facts and more about rounded skills that make young people employable. Rather than learning vast amounts of technical data, which may well be out of date by the time employment starts, students need to demonstrate analytical and collaborative skills. They need to learn how to speak confidently and articulate an argument, how to listen to others, how to scrutinise established views, and how to take an idea and work it up into a substantial, well argued piece of coursework.

I agree with the noble Baroness, Lady Tyler, that developing character and resilience are also an important part of those key skills. Last week I spent an inspiring morning at a school in Waltham Forest where young people were writing and performing poetry about their lives. They were able to demonstrate that they were articulate, confident and literate. All the evidence shows that these are the types of skills that employers welcome. We know, however, that the Government’s education reforms are having the opposite impact with their singular focus on cramming and passing an end-of-course exam and the removal of speaking skills from the English GCSE. I have to ask the Minister what evidence there is that employers approve of these education reforms and whether they think that young people will be more employable as a result of these changes.

Thirdly, I echo the wide range of criticisms of the careers service that have been made by a number of noble Lords around the Chamber. We clearly need to address the dire straits of the school careers service. Regrettably, all our warnings about the dangers of moving careers advice into schools, without any resources or expertise, have been shown to be true.

The report of the Commons Education Committee is devastating on this issue. It identifies a worrying deterioration in the level of provision for young people and highlighted concerns about the quality, independence, impartiality and availability of careers advice. For example, the evidence from Careers England has shown that only 16% of schools have maintained the previous level of careers advice. Teachers report that they are pressurised to encourage children to stay on in the sixth form regardless of their aptitude, rather than considering wider options, as it has a positive impact on the school budget. Surely this cannot be right.

Teachers also admit to having very little current experience of the world of work. Indeed, some were quoted as saying that in the absence of that they relied on giving the careers advice that they were given in school to young people. They also overly relied on websites for advice in the absence of that knowledge. As a result, young people are denied the regular one to one, face to face engagement with a professional that would help them make better career choices at an early stage of their schooling.

We know how heartbreaking it can be when a young person finally decides on a career choice only to discover that they have studied the wrong subjects to make that a reality. The Select Committee chairman described the Government’s response that careers have been delegated to schools and that they would not interfere as an abdication of their responsibility on this matter. I absolutely agree with this judgment.

I am aware that Ofsted is carrying out a review of careers teaching, but I hope the Minister can reassure us that the collapse of this service is being given urgent attention and that a provision that is fit for purpose will be urgently introduced. I was very interested to hear the noble Lord, Lord Cormack, say how this should be not just about improving the professionalism of careers staff but about bringing more careers panels into schools and having wider opportunities for young people to make careers visits outside of school. Again, I hope the Minister will be able to respond positively on that.

A recent report from Pearson has discovered that, in the absence of proper advice, over a third of young people used television programmes to help them decide on careers and that one in 10 girls look to celebrities for inspiration about their future careers. It is no wonder that young people are failing to achieve their aspirations.

Finally, we need to move away from the long-held belief that a degree is the only route into well paid work. This includes challenging parents, who often see a degree as a rite of passage for their child and something that they can boast to their friends about. Parents need to be educated too. In Austria, for example, careers education is given to both parents and pupils. I commend that as an idea for consideration.

There is thankfully in this country now a growing realisation of the value of vocational education. My party is doing a great deal of work to develop a vocational offer on a par with the best of academic training. I therefore welcome the Government’s belated announcement today of a new tech qualification, although we will want to see and scrutinise the details.

Several noble Lords commented on the German model of combined apprenticeships and study. It is often held up quite rightly as an exemplar, and we can clearly learn a great deal from it, but we have to create a vocational alternative that is right for us—for the UK’s economy—that focuses on our specific and unique opportunities for growth.

We need to incentivise more employers to offer quality apprenticeships, not just in traditional subjects, although I very much enjoyed hearing from the noble Viscount, Lord Eccles, about his experience in the foundries. We also need to develop apprenticeships in the developing sectors of IT, design and the creative sector, where much of our further growth will be. I also agreed with the noble Baroness, Lady Shephard, that the Government could do a great deal more to offer apprenticeships in our own governmental organisations.

While we welcome the development of studio schools, we need to ensure that the opportunity to study academically in parallel with work experience is not just a feature of specialist schools but becomes an established feature of mainstream schooling as well. Again, I very much take the point made by the noble Lord, Lord Norton, that this model can apply equally in higher education. I was very interested to hear of his experiences at the University of Hull.

In conclusion, we have shared many common themes in this debate today. We all share the desire to give every child a chance to succeed, but there is a great deal more that the Government can do to give young people the skills which employers say are essential, and the careers advice to make their way successfully through to the future jobs market. I very much hope that the Minister can reassure us that the Government have a plan to address these crucial issues, and I look forward to hearing from him.