Vocational Qualifications Day

Barry Sheerman Excerpts

Tuesday 9th June 2015 Westminster Hall

[Neil Carmichael]

It is great to have such a free and frank Chairman for this occasion. Thank you, Sir Roger. It is a great pleasure to serve under your chairmanship.

Vocational Qualifications Day is critical, because it celebrates the success of young people. However, we need to do that not just annually but throughout the year, because it is that success that young people, our society and our economy need. It is worth emphasising that vocational qualifications are something that we should celebrate for everyone, at every level. That is one essential underpinning of the speech that I shall make and, I hope, the debate that we will have.

The second point, of course, is that we want to see equal value between vocational qualifications and academic qualifications. That is an essential part of the whole debate about our education system and the way in which our young people and everyone else, including those who go into new careers at the tail end of their working lives, want to experience it. This is the eighth year for Vocational Qualifications Day. That demonstrates continuity and success, and underlines our very strong feeling about the subject.

We have to promote several key messages. First, we need to raise the status of technical, practical and vocational learning. We have to ensure that people see that as a direction of travel for their careers, aspirations and hopes. Secondly, we need to demonstrate and celebrate the fact that everyone, of all ages, both genders and wherever they come from, can be part of the vocational qualifications world. Of course, we also want to ensure that there is a sense of parity between vocational studies and academic studies. Parity is important because that leads to esteem that is equal and benefits everyone.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

The hon. Gentleman is right to say that parity is of the essence, but is not there a dark cloud over all of us in the vocational qualifications sphere, because there is no red line around further education spending? As well as the ambition and the high priority, we need the resources to invest in further education.

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[Neil Carmichael]

I thank my right hon. Friend for that intervention. She makes a very good point. We have already created 2.2 million apprenticeships in the last five years and we plan to create a further 3 million in the next five years, so that is 5.2 million. That is a fabulous contribution to the success of our economy, but above all are the achievements of the people who have those apprenticeships. That is absolutely right.

[Mr Sheerman]

Before the hon. Gentleman moves off apprenticeships, may I make this point? I will not intervene again, but it would be wrong if I did not say this. He and I and the rest of the usual suspects in this excellent debate all know one another and know the background, but may I just say this? Will the hon. Gentleman not let himself be sucked into what was the coalition Government’s mantra? It was a fig leaf: “Look at what we’re doing with apprenticeships.” A lot of those apprenticeships were short term—for one year or less—and did not lead to a qualification. In contrast, FE delivers real skills and costs more money, but that is the real choice.

[Neil Carmichael]

I thank the hon. Gentleman for that intervention. I am a firm proponent and supporter of the FE sector. I have been a governor of two or three colleges and have worked hard for the success of them all, so hon. Members can be sure that for anything that happens about the FE sector, I will be there, fighting its corner.

In short, what we are hoping to do and should be doing is celebrate achievement and promote aspiration through vocational qualifications. That is a good strapline for this debate. Our purpose is essentially to enable people to fulfil their lives. That is a very important thing in the structure of my political beliefs. I want people from all walks of life and all places to be able to fulfil their lives, and they will do that through satisfying and rewarding work, which in many ways comes from good vocational training and qualifications.

Our purpose is also to ensure that we can create an economy that is full of opportunity, responsive and modern, and I think that that is completely in line with vocational qualifications and the whole framework around them.

Thirdly, we must ensure that our economy has the skills that it needs—the appropriate pools of skills in all the big sectors. For instance, in engineering, we will still need 83,000 new engineers each year to keep the show on the road, and many of them will be individuals with vocational qualifications. However, this is not just about engineering; the world of construction is just as thirsty for these kinds of qualification. That is an essential part of this debate.

We need an education system that is adaptive, responsive and aware of the changing framework in the world of work and in society. Our working patterns have changed, our aspirations are greater and our attitude to work is different, because we expect to find more opportunities, to advance in our careers and to change careers from time to time. That difference is reflected in our society as well, because we want our families to be able to develop their careers.

[Neil Carmichael]

I will go on to address that issue, but I am glad that the hon. Gentleman has touched on it. As I will say in a few moments, we need to make it clear that it is not just A-levels that people need for future employment; there are a whole range of other possibilities.

We need to reinvigorate practical learning. We all know that that happened in the past and still happens now, but it must happen more. We need more specialist schools in the 14 to 18 sector to address the skills shortages—I have already alluded to some—that various sectors have identified. University technical colleges are part of that, but there are other ways of providing such schools, which have a relationship with the business world and the community, and which can run appropriate activities. We should be encouraging that.

I support a baccalaureate to recognise young people’s achievements up to the age of 18. That is in line with what the hon. Member for Scunthorpe (Nic Dakin) has said. A baccalaureate is the right way to demonstrate that huge achievement has been notched up through vocational qualifications, and I want to put that firmly on the agenda.

We have to work hard at bringing together the world of education and the world of business, the professions and employment in general. That is important not only for education, but for employers and organisations that might extend some form of training. Unless the interface between those sectors and organisations is improved, opportunities will constantly be missed because schools produce one kind of output and businesses require another.

I have come across that problem in my constituency, and I tackled it by setting up the Festival of Manufacturing and Engineering. One in every four jobs in my constituency is connected to manufacturing and engineering, but when I first went around the schools, I did not get the sense that they understood that at all. I felt that they were quite unaware of the appetite for skills in electronics, in certain aspects of the automotive sector and in aviation, so I got schools and businesses to work together and we came up with the Festival of Manufacturing and Engineering. It is held every year, and it really brings young people into the world of work. It ensures that schools understand what kind of job opportunities are coming along, and it underlines the need for vocational qualifications. We should recognise the importance of bringing those sectors together.

We have talked a bit about further education, and I want to underline its importance. Right now, 3 million students are being equipped with valuable employment skills. That is a huge chunk of our young people, and it demonstrates the large footprint that the further education sector has in the matter. We need to recognise that the FE sector has a role to play. In my patch, as I have mentioned, a really good college has seen the strategic advantage of merging with another, and it is now able to produce a whole range of useful courses and training opportunities for young people and for adults who seek to change their direction of travel.

In fact, the arrangement is now so successful that we are going to have a new training centre at a disused—but properly maintained—nuclear power station. It will be known as Berkeley Green, and it will provide training opportunities for people who are interested in renewable energy, nuclear energy, manufacturing and other activities. That huge investment has been made because the college understands that there is a huge requirement for such skills in my constituency. That has led to another investment in a university technical college to ensure that advanced manufacturing opportunities are being offered and places are being filled by people who are properly trained, as we would expect them to be, at a UTC.

[Mr Sheerman]

Which university?

[Neil Carmichael]

Gloucestershire. [Interruption.]

[Neil Carmichael]

The hon. Gentleman has made a lot of interventions, so I recognise—

[Mr Sheerman]

It was helpful, was it not?

[Neil Carmichael]

I think I will go on with my speech. The point that I am advancing is that we can really make sure that the FE sector plays its part. If it has strong leadership, which I hope is the case in all areas, that is exactly what will happen. We need to seek more of that.

One of the Government’s key themes is increasing productivity, and we need to do so in this country because the productivity gap is too large. For example, the OECD suggests that the gap between us and Germany is 29%. That is huge, and we need to address it. There are two good reasons for doing so. First, it will alter the terms of trade and export. Secondly, it will enable our young people to get jobs that lead to higher salaries and more opportunity. That is the antidote to any cost of living crises that we might be concerned about. It seems to me fairly obvious that vocational qualifications can play a part in improving productivity, which is one reason why we must make sure that the opportunities are laid before us.

One other aspect of the productivity question is the role of local enterprise partnerships. It will be increasingly important for LEPs to have a clear understanding of their local labour market, where skills are needed and how they will be provided. LEPs should have an interface with FE colleges and providers of vocational qualifications to ensure that there is a better fit between requirement and provision. That would be of great benefit.

The hon. Member for Scunthorpe mentioned the difficulties caused by simply assuming that A-levels are the only things that matter, when there are lots of other options. I have already advanced the idea of a baccalaureate. Interestingly, nearly 46,000 students who have gone to universities in the past year have had a BTEC as part of their application. That further reinforces the point that vocational qualifications matter. Importantly, a large number of those students have managed to persuade employers to pay a large part, if not all, of their student fees, either because they are doing a course that includes vocational training or qualifications, or because they have already done a course that was underpinned by vocational qualifications. The value to that student and to the potential employer is, therefore, all the greater. That underlines the importance of vocational qualifications.

Another organisation that wrote to me after I secured this debate was Sports Leaders UK, which highlighted the value of soft skills, especially in developing leadership capacity. In our modern economy, which is developing very nicely, leadership will be paramount for entrepreneurial activities and large numbers of growing small and medium-sized businesses. Leaders are needed within structures and organisations to implement changes or direct new operations. Such a vocational qualification route, supported by the sorts of soft skills that develop leadership capacity and other useful characteristics, adds to the value of the individual and their appreciation of the opportunities ahead and to that of the economy as a whole. That is yet another reason for celebrating vocational qualifications.

Vocational Qualifications Day is a good thing to celebrate. It is about empowering people to do the things that they want to do and making sure that they have aspirations that they can achieve. It is about ensuring that we have a mix across the spectrum of education and training that meets everyone’s needs and all the opportunities that are available, and that reinforces the direction of travel, which must surely be towards the creation of a real economy that is modern, vibrant and able to support families, young people and older people who, ultimately, want work that is rewarding, satisfying and capable of giving them the capacity to fulfil their lives. Vocational study, training and qualifications can play a paramount role in delivering such an economy and society.

[Nic Dakin (Scunthorpe) (Lab)]

It is a pleasure to speak briefly in support of this debate. We should all seize the opportunity to celebrate vocational qualifications, and it is good that we are doing so today. Vocational qualifications play a huge part in the mix of qualifications that young people and older people gain throughout their lifelong learning and development. I was a co-ordinator for the Technical and Vocational Education Initiative back in the 1980s, and I know well that vocational education is a holy grail that politicians, academics, practitioners, the general public, parents, businesses and industry have been working towards for many years.

This is not a quick fix, but we must ensure that we take full advantage of this day that celebrates vocational qualifications. Further education colleges, along with other institutions, are the fulcrum of ensuring that things happen in that space. My local FE college, North Lindsey College, does an excellent job of bringing together the worlds of work and study, because it has a pivotal role in the local community. The college has lots of links with local companies and businesses, and students of all ages come to work and study at its various premises. Further education is a key partner, and it needs to be backed and supported. I illustrate that with a local example: the work that North Lindsey College is doing with Bradbury Security on Youth Engineering Scunthorpe, a scheme that gives people who have been out of work for some time an opportunity to come back into it, doing work that would otherwise not exist. That work is not displacing jobs that would otherwise be taken by other people; these are new jobs. The scheme is onshoring jobs that Bradbury Security previously delivered from China. We need such work in order to reskill, develop capacity and secure and grow new business.

[Mr Sheerman]

My hon. Friend knows more about this sector than almost anyone else in the House of Commons, and I defer to his great knowledge and professional experience. This is not party political, but does he agree that, across successive Governments, further education has been the neglected area of UK education? Does he agree that FE has been neglected in terms of budget, focus and interest for many years?

[Nic Dakin]

My hon. Friend is right that further education has been a Cinderella area of education and training. One reason why I applaud Vocational Qualifications Day is that it represents a real effort to rebalance what we are saying out there, and what is being said back to us. It is important that we seize that with both hands.

Careers advice is an area in which the Government need to up their game. We have a new careers and enterprise company in place, but it is not clear—the Minister might tell us that it is crystal clear—exactly what that company is doing, or how it will address the current deficit that means that whereas 63% of young people can name A-levels as a post-GCSE qualification, only 7% can name apprenticeships and only 26% are able to name national vocational qualifications as post-GCSE qualifications. Despite the plug that the hon. Member for Stroud (Neil Carmichael) gave for BTECs, only 19% of pupils were able to name them. When I was a college principal, I expanded the BTEC curriculum within my college because it acts as a very good bridge between the academic and the vocational. That applied learning is the sort of bridge we need in order for people to develop and move on to both vocational and academic pathways, as he described.

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[Mrs Maria Miller (Basingstoke) (Con)]

It is a great pleasure to serve under your chairmanship, Sir Roger, in this interesting debate. It is also a great pleasure to follow the hon. Member for Scunthorpe (Nic Dakin). He is absolutely right that awareness of further education qualifications is one of our key challenges, and I will discuss that in my contribution. However, the issue is not just about awareness; it is also about attitudes. They are part of the key to finding the solution.

I congratulate my hon. Friend the Member for Stroud (Neil Carmichael) on securing this debate and for giving us all the opportunity to recognise the eighth annual national Vocational Qualifications Day, as well as the organisers of the day; it always takes a great deal of organisation to ensure that such days have longevity. My hon. Friend put his finger on it when he spoke about productivity. It is one of this Government’s greatest challenges to ensure that Britain is fighting fit for an increasingly competitive global marketplace.

Today, in the main Chamber, right hon. and hon. Members might be discussing the future of the EU, but I am sure that many Members would agree with me that we should be looking beyond the EU to consider what trade deals we can do with other countries to secure the future of the United Kingdom. Productivity—ensuring that we are as competitive as any other country in the world—will certainly be one of our biggest challenges. Although the Government’s investment in infrastructure such as high-street broadband, railways and roads are all important, the key to productivity is skills: ensuring that our workforce is as skilled as it can be and that every single citizen can contribute to the best of their ability, making us a successful nation. I congratulate my hon. Friend on securing this debate and I look forward to hearing other Members’ contributions.

[Mr Sheerman]

The right hon. Lady is making a brilliant speech, but does she accept that this conundrum of the lack of productivity in our country, which we face across parties, is often related to management—a skill that we do not talk about enough? A recent report shows that there are a lot of highly skilled people in our nation, but they are poorly managed. Does she agree?

[Mrs Miller]

The hon. Gentleman makes his own point. I am not sure. If we look at the analysis of productivity, we see that among the most important factors are transport systems. As a result of woeful investment in recent decades, this Government are running to catch up with some of the problems that we have inherited. I am sure that the hon. Gentleman makes an important point, but we should not forget that productivity is not just about skills; it is about the ability to export and to move goods around a country. I congratulate the Government on how much support they are giving transport systems, some of which are woefully unable to relieve congestion. We should not forget that productivity is not simply a UK problem but a problem of all mature markets, so we should not beat ourselves up too much.

Before moving to my own comments, I want to respond to what my hon. Friend the Member for Stroud said about the festival of manufacturing and engineering in his constituency—an idea that I think all of us will want to emulate. What a great way to highlight to young people the job opportunities available in their community and the importance of vocational qualifications to securing such jobs! It is a fascinating idea that I am sure we will all want to consider in more detail.

My constituency understands further education, primarily as a result of incredibly strong leadership in FE at Basingstoke College of Technology. I have had the privilege of introducing Anthony Bravo, the principal of that college, to my hon. Friend the Minister, who was extremely generous with his time, in order to discuss some of our ideas for FE, particularly apprenticeships in Basingstoke. Business responds well to such strong leadership. We have engaged businesses in Basingstoke in further education and in valuing its role, particularly apprenticeships, in a way that has impressed me. I also echo the point about the role of local enterprise partnerships in providing such leadership. We in my constituency are fortunate to have one of the best LEPs in the country: the M3 LEP, which has implemented a special management position to consider apprenticeships and how we can maximise them in our area, as they are critical to business growth.

I will make three short observations on the future of vocational education and how we can make it even more vibrant, and I will be interested to hear the Minister’s response. The first was mentioned by the hon. Member for Stretford and Urmston (Kate Green) in her intervention earlier. It is important to support a positive attitude to vocational qualifications and ensure that schools and parents, as has been mentioned, understand what role such qualifications can play in their children’s educational careers.

Both my grandfathers were tool room workers. There was no way to work one’s way up the ladder 60 or 70 years ago without embracing the idea of apprenticeships. For my family, it was a huge way to move forward. We talk about social mobility; apprenticeships were critical to families such as mine in the black country all those years ago.

In the drive to increase university participation—I was incredibly fortunate to be part of it, as one of the first people in my family to go to university; the London School of Economics, a fabulous university, set me up for life—we have, in many ways, marginalised the further education that my grandfathers’ generation so valued. I urge the Minister to share with us, perhaps today, how he anticipates the Government working with not only schools, but parents, to encourage them to understand how vocational qualifications can fit their children with the right skills for life and help in retraining us all, as we work for much longer and have one, two or three different careers.

My second point relates to the importance of building business into a vocational educational approach. The reason why we in Basingstoke have been so successful in driving forward apprenticeships is our links with local businesses. My local college has taken that to such a degree that it is developing a work-based university centre to deliver degree-level apprenticeships in digital engineering and the construction industries. It has an employer advisory board, which includes the likes of Sony and the Atomic Weapons Establishment—I am fortunate to represent one of the top 10 centres for employment in the south-east, and many such household names are local employers. I applaud the work that Anthony Bravo is doing on the degree-level apprenticeship, because such developments can help to build further education’s credentials.

My third point picks up on some of the funding concerns that other Members have raised. If we want to encourage people to see further education as a viable option, they need the confidence that the funding is there. On a slightly different note, the Minister will remember the conversation he had with me and Anthony Bravo about the funding issues around apprenticeships, and I hope he has been able to make progress in removing some of the uncertainty, which, as we discussed, was creating delays in expanding the number of apprenticeships.

In conclusion, education is all about fulfilling the potential of every citizen in the country. It is the reason why I became a Member of Parliament, and why I am fascinated by the issues we are discussing today. Vocational qualifications have a huge part to play in getting young people on to a career ladder and in helping us all to stay in a lifelong programme of employment. The country faces a productivity gap, which we need to address head on, and although infrastructure investment and better ways of trading with other nations are important, skills are central. The Minister knows that and in him we have an effective champion in the Government. I look forward to hearing his thoughts.

[Chris White (Warwick and Leamington) (Con)]

It is a pleasure to serve under your chairmanship, Sir Roger, and to follow the excellent speech by my right hon. Friend the Member for Basingstoke (Mrs Miller).

I congratulate my hon. Friend the Member for Stroud (Neil Carmichael) on securing this important debate and on raising vocational education’s profile in Parliament. I cannot claim to have been a college principal, but I can claim to have studied a BTEC ordinary national certificate in engineering, which is probably as rare as hen’s teeth in this place.

[Mr Sheerman]

It may not be as rare as my vocational qualification. I failed my ONC at the City College in London, but I passed intermediate paint technology.

[Chris White]

I do not think there is any possible response to that.

As a result of my background, I am a passionate supporter of further education. Warwickshire College, whose headquarters are in my constituency, is one of the best such colleges in the country. It has six centres across Warwickshire and Worcestershire, with more than 15,500 students attending each year. It offers more than 1,000 courses across 20 different subject areas, including management. It has the highest enrolment among 16 to 18-year-old students and one of the highest success rates among larger FE colleges in the country.

To its credit, the college has developed strong links with employers. As result, it trains more than 1,750 apprentices every year in a variety of sectors, from agriculture and farriery to construction and digital media—an area that colleges are beginning to embrace with open arms. The college offers a broad range of courses and subject areas, and it is, importantly, addressing two national skill shortage areas.

Capital investments of more than £10 million mean that two important projects—in horticulture and engineering—will be completed by September, ready for students attending from the start of the academic year. As part of the college’s expansion and development, a new engineering building is being constructed at Warwick’s Trident College. The new complex will comprise specialist engineering workshops, 12 teaching labs, three computer labs and three specialist, tailored engineering technology labs. The aim is to create the capacity to meet demand for an additional 285 advanced and 253 higher apprenticeships in the manufacturing, mechanical, electrical, electronic, automotive and product-creation sectors, providing skills the country desperately needs.

There have been fantastic achievements in terms of the number of students who progress directly into higher education, although that is not the essential goal. To mention just a few examples, the number in agriculture is 95%; in construction, it is 94%; and in computing and IT, it is an astonishing 99%.

As parliamentarians, we must discourage the perception that further education is a second-tier choice—to be taken up only if one’s first preference has not been achieved. In fact, FE is quite the reverse. Many students now see the benefits of a practical and vocational education that provides them with the skills and real-life work experience they need to get on.

Links with business are key for the FE sector. Businesses can recruit from colleges, but they can also help them financially and practically as they tailor courses to the needs of business and the wider workforce. For the last 18 months, for example, the college has been involved in the trailblazer apprenticeship scheme, which allows employers—in this case, Jaguar Land Rover—to partner with the college to reform apprenticeship frameworks and ensure that they are the best training for future employees. In engineering, the college also has links with more than 40 small and medium-sized enterprises, with the aim of increasing that to 65.

Nationally, support from the Government is essential. The Government have done a great deal over the last five years to invest in vocational education. Two million apprenticeships were started during the last Parliament, and I fully support the aim of delivering 3 million by 2020. Businesses can also support vocational education. As I mentioned, encouraging them to partner with colleges and other FE providers benefits all concerned.

We must work hard to ensure that vocational education’s contribution to the economy is more widely acknowledged and that there is appropriate recognition for vocational education. We must commit to working towards parity of esteem between vocational and academic qualifications by continuing to raise the standards and promote the benefits of vocational education.