Skills and Post-16 Education Bill [HL]

Baroness Morgan of Cotes Excerpts

Committee stage
Monday 19th July 2021 Lords Chamber

[Baroness Whitaker (Lab)]

My Lords, I support all the amendments in this group, particularly the detail of Amendment 82 in the name of the noble Lord, Lord Baker of Dorking, because of its focus on the years before further education comes into play. These are the years when choices are determined and motivation aroused. If we want to make a success of further education and produce the skills our economy would so much thrive on, we need to extend the reach of these opportunities to all our children and attract those who might not otherwise have the confidence or aspiration.

This is particularly important in light of the Covid pandemic. The Bill could have been brought before the pandemic, so little account does it take of the effects on education. Indeed, it probably was worked out before the pandemic—but Covid mattered to education. Its damaging effects on achievement, participation and morale mean that many young people have quite lost sight of what careers they might strive for, so these amendments are all the more important, quite apart from their general value to access to higher technical education.

[Baroness Morgan of Cotes (Con) [V]]

My Lords, I draw attention to my entry in the register of interests as a non-executive director of the Careers & Enterprise Company. It is a pleasure to follow noble Lords in speaking to these four amendments. As others have said, their overall purpose is to ensure that all pupils get the best possible advice about future careers that may be open and attractive to them—that they get information about all types of education establishment, including those offering technical education, and the steps needed to get there, and are inspired about their futures.

As I said in the last Committee session, although the Bill looks particularly at post-16 education, careers education is vital right the way through, even from the earliest stages, including the upper levels of primary school. Indeed, that inspiration about the future is why I wanted the Careers & Enterprise Company to be set up: to bridge the gap that had emerged between the world of work and employers and that of education. It was based on a model I had seen operating in Loughborough called Bridge to Work.

I thank the noble Lord, Lord Patel, and other noble Lords for their remarks about the Careers & Enterprise Company. In November 2020 the company published a report, Careers Education in England’s Schools and Colleges. It said:

“England now has the foundations of a coherent and well-established careers education system, driven nationally by the internationally recognised Gatsby Benchmarks, and delivered locally through The Careers & Enterprise Company’s strategic partnerships with Local Enterprise Partnerships, Mayoral combined authorities and Local Authorities.”


Previously in Committee we have discussed the importance of involving mayoral combined authorities, local authorities and others in the local skills improvement plans.

In relation to the amendments before us, I urge noble Lords to look at the research reports on the Careers & Enterprise Company website, in particular one dated 23 June this year, Careers Leadership in Colleges. I also encourage noble Lords to find out more, perhaps locally, about the work done by the magnificent careers leaders in our schools and colleges across the country—particularly, as the noble Baroness, Lady Whitaker, just reminded us, in the face of the Covid pandemic.

I welcome the mention of careers hubs in Amendment 84. The noble Lord, Lord Patel, has already set out the significant improvements, and the success that careers hubs are having. His amendment calls for the Secretary of State to ensure that all further education providers give enough access to the support offered by careers hubs. That should already be happening—careers hubs provide a central plank of the skills for jobs White Paper and are designed to bring together employers, schools and colleges, apprenticeship and training providers and others aligned with national skills and local jobs—but clearly there is some way to go, so the sentiment of Amendment 84 is absolutely right.

Noble Lords have mentioned the importance of the eight Gatsby benchmarks. The measurement that schools and colleges are doing against those Gatsby benchmarks is the reason why we are able to say that over the last five years, we have had the strong foundations and coherent careers strategy that we have not had before.

I listened with great interest to the speech by my noble friend Lord Baker. Although he has not met the current Education Minister, he met me several times when I was Education Secretary and I enjoyed our conversations very much. I absolutely understand the rationale behind his amendment. I would just draw attention to what he is proposing with Gatsby benchmark 7, which is about ensuring that schools and colleges make sure that there are encounters with further and higher education providers, including independent training providers. Schools and colleges are not able to show that they have achieved that Gatsby benchmark if they have not ensured that their students understand the full range of learning opportunities available to them, both academic and vocational routes to learning. Schools have to satisfy six criteria, including providing information on the full range of apprenticeships, encounters with further and higher education, including independent training providers, and university visits. My noble friend might say that if colleges and schools are aiming for that Gatsby benchmark, Ministers should accept his amendment, which would enable them to fulfil it. I will listen to with great interest to the Minister’s response.

My noble friend Lord Baker also rightly drew attention to the Department for Education’s very recently updated statutory careers guidance that it has just issued, drawing attention to schools’ and colleges’ legal requirement to provide an access duty, commonly known as the Baker clause, and to make sure that they have put arrangements in place to comply fully with the law, but also with the Ofsted school inspection handbook. Ofsted has made it a legal requirement to comment on the careers guidance at the further education colleges that are at the heart of the Bill.

Lastly, although we are talking about careers advice and guidance in education settings, we should never forget that some of the most influential people in helping young people to find their future inspiration are the adults around them—parents, families, carers and others. Who knows? For some, it may even be a visit to Westminster that leads them to decide that a career in politics is for them.

There are undoubtedly valid points in all these amendments and I hope the Minister will reflect on them. However, I also hope that noble Lords will appreciate that much is now working in careers provision in England, thanks to the consistent approach over recent years. The need now is to keep up the momentum and to ensure that any extra asks of the careers system are rooted in evidence.

[Baroness Neville-Rolfe (Con)]

My Lords, it is a particular pleasure to follow my noble friend Lady Morgan of Cotes and to hear of her practical support for career hubs.

I support those who have emphasised the importance of careers guidance in schools and colleges, particularly technical options and employer engagement. These are one of the issues that I always mention when I do Speakers for Schools. I make a point of visiting the arts, crafts, music, photography and other non-academic facilities because the creative sector is hugely important to individuals and to UK success.

The issue is particularly difficult for those who do not have parents who know much about career options. You can find yourself on the wrong path unless you talk early on to a knowledgeable adviser. Funnily enough, I know this from my own experience. Having been to Oxford University, I wanted to set up a landscape gardening business but discovered that I would have to go back to an educational institution to fill the science gaps in my convent education before I could do the necessary training. Eventually I joined the Civil Service instead.

Many people less fortunate than me fall through gaps in the education system. So I should add that I very much endorse the thrust of what my noble and learned friend Lord Clarke of Nottingham said earlier, in a brilliant speech, about the need to find a way of helping those who missed out, particularly at levels 2 and 3—some of them no doubt because they did not receive careers advice at the right stage of life.

I am not sure that the answer to the problem is yet another strategy, as proposed in Amendment 83. We just need Ministers to require all pupils to be given careers advice—for example, a minimum of twice in schools, once before they start GCSEs and once before A-levels or, in either case, the equivalent. Technical colleges and universities should also be required to have career hubs of some kind, as the noble Lord, Lord Patel, has argued. Visits from businesspeople and other role models should be positively encouraged as part of a rich curriculum. Such a system might also require some extra funding.

I look forward to hearing the Minister’s plans. I will listen carefully to her responses to the various options, including the mechanisms that would be needed for enforcement, particularly the idea of a statutory duty that was put forward by my noble friend Lord Baker of Dorking, who has given us a lifetime of educational innovation and achievement, for which are most thankful.