Agriculture GCSE
Debate between Bill Wiggin and Julian Sturdy(6 years, 10 months ago)
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Julian Sturdy
I entirely agree with the hon. Gentleman. I have not quite reached the farmer’s average age yet, which is around 59 at the moment. I was going on to mention that Northern Ireland already has a GCSE in agriculture, which started in 2013.
Bill Wiggin (North Herefordshire) (Con)
I really hope the Minister will answer this when she responds later: why is it good enough for GCSEs to be provided to young people in Northern Ireland, but not in North Herefordshire?
Julian Sturdy
It is up to the Minister to respond to that, and I hope she does, but I do not want to see a GCSE in agriculture only in North Herefordshire. I want to see it in England and Wales and perhaps Scotland as well.
Julian Sturdy
I entirely agree with my hon. Friend, who makes a valuable point.
My support for the agriculture GCSE is based on two central arguments: first, the course would offer great benefits to GCSE pupils in helping to equip them for a skilled and fulfilling career that agriculture can offer; and secondly, it would support the farming sector by providing a better and larger pool of young, educated and skilled workers. I have already mentioned Northern Ireland. It is important to re-emphasise that Northern Ireland has had a GCSE in agriculture since 2013. I could not get the figures, but I would be interested to know what the take-up has been in Northern Ireland.
Bill Wiggin
My hon. Friend will find that 17 schools already offer the GCSE in Northern Ireland, with an average of 10 students per class. Agriculture, horticulture and animal care is the fastest growing degree subject, with an increase in applications of 117%, so clearly the demand is there.
Julian Sturdy
I am glad my hon. Friend has brought those figures to this debate. I can always rely on him to bring facts to the table. It is also worth mentioning that there is an opportunity for those who are privileged enough to have the advantage of taking an IGCSE qualification in agriculture offered by Cambridge Assessment, but it is clear that opportunities are limited to a small cohort of students in the UK, so I do not think that that really qualifies. We have to make sure that it is offered right across the board.
Julian Sturdy
I could not agree more with the hon. Gentleman; he makes the point very well. As we move forward with Brexit, now is the time to push the boundaries and take agriculture to new levels. To do that, however, we will need the skills base for the future, and we have to enthuse young people. A GCSE in agriculture gives us a real opportunity to do that.
Sadly, there is plenty of evidence that young people do not consider agriculture as a potential career path at the moment, which is unfortunate considering its vital role in the UK economy, and in addressing the huge global challenges of world hunger, food security and environmental conservation. Only 4% of UK workers would ever consider farm work or going into agriculture. Statistics show that about 20,000 students opt to study agriculture at university each year. As my hon. Friend the Member for North Herefordshire (Bill Wiggin) said, that is a growing number, which is very encouraging. However, some 280,000 school leavers sign up for business-related degrees. Introducing agriculture as an option early on, at GCSE level, would give young people a chance to understand the huge opportunities that the sector offers them, and would do something to correct the imbalance.
The comparison with business studies in those statistics, along with Adam Henson’s comments that I quoted earlier, are important because it is essential that we remember that farming is a business, and therefore offers exactly the same opportunity for entrepreneurship and innovation as urban enterprises, as well as addressing huge environmental and humanitarian concerns. Moreover, it is a business sector that will be at the forefront of unfolding technological developments and exciting scientific advancements. A GCSE option would be a useful way of alerting school pupils and school leavers to those opportunities.
Agriculture is being, and will be, transformed by the fourth industrial revolution, and it is important to alert pupils and parents to the option of pursuing a career in a high-tech, high-skill industry, utilising the latest scientific innovations. School leavers entering the farming sector in the next few years could expect to use GPS technology to harvest wheat, to use driverless tractors, to use drones to deliver herbicides to weeds on a precision basis, to grow wheat with nitrogen-fixing bacteria, and to use other new technologies that will drive up animal welfare, such as robotic milking parlours. The industry needs entrants with sound scientific understanding and applied skills.
In the next few decades, robotics, biotechnology, gene editing and data science will become increasingly established in the farming sector. Our country is home to some of the best agri-science research in the world, such as at Rothamstead Research in Herefordshire—
Julian Sturdy
Sorry, Hertfordshire—once again, I thank my hon. Friend for giving the correct details. Other examples include Fera Science, just outside my constituency in North Yorkshire, and Stockbridge Technology Centre in North Yorkshire. We should be trying to fire the imaginations of our young people by engaging them in the classroom with such examples as soon as possible, just as we try to inspire pupils with the achievements of British scientists and astronauts and the richness of British cultural and literary achievements in their science and English GCSE courses. The development of indoor vertical farming using hydroponics will also expand the opportunities for growing food in urban areas, which could make agricultural knowledge just as relevant to pupils in urban areas as in rural ones.
An agriculture GCSE would also encourage school- children to grapple in a practical manner with the huge practical, humanitarian and environmental challenge of global food security. The growth of the global population means that, as a world, we have to produce 70% more food over the next 30 years to keep pace with demand, and to ensure that people do not go hungry. Moreover, we have to do so in an environmentally sustainable way that makes the best use of our finite resources.
The challenge is as significant in its own way as that of climate change, and I argue that, like climate change, it should be included in school curricula. Putting an agriculture GCSE on the curriculum would also widen opportunities for students, by giving them the option to learn about a sector that relatively few of them will have knowledge of, or have considered as a career choice. The majority of farms are family businesses, mine being no exception, and the routes to getting involved if someone is not directly from a farming background can, sadly, be quite limited. That is to the detriment of both the sector and school leavers, who are restricted in their ability to get a taste of a sector in which they could well thrive.
As chair of the all-party parliamentary group on science and technology in agriculture, I was pleased to host the UK and Ireland delegates to the global agricultural summit here in Parliament last November. All the current entrants were university students. I was hugely impressed by their knowledge, their enthusiasm for the latest advances in agriculture and their desire to contribute solutions. However, what was most telling was that not a single one of them had a family background in farming. They had all been drawn to the sector by developing their own independent interest and research into agricultural questions. That certainly emphasised to me the capacity of agriculture to challenge and inspire young people, but I would also highlight that it is relatively rare for children to become independently interested in it, which reinforces the value of having the option at school so that they can make informed choices on the basis of a comprehensive array of available options.
As well as being of benefit to younger people, having an expanded pool of educated and enthusiastic young people would also be very useful for the sector and the wider UK food and drink industry. As has already been mentioned, the age of the farming workforce is ever increasing. Farming is challenging and changing. In the race to keep up with the pace, we need a high-skilled workforce entering the industry with applied capabilities and an awareness of the breadth of available opportunities. I commend the Government for pushing ahead with a substantial reform to post-16 education, but its effectiveness could be limited if measures are not introduced to expand the opportunities in secondary education to include a GCSE in agriculture.
I ask the Minister to look closely at this issue going forward. There is a great opportunity for our economy, as well as an opportunity to give young people the skills in what is, to me, an incredibly vibrant and exciting sector.
Petitions
Debate between Bill Wiggin and Julian Sturdy
Bill Wiggin (North Herefordshire) (Con)
I rise to present a petition on behalf of the residents of North Herefordshire, which is written in the same terms as that of my hon. Friend the Member for Beverley and Holderness.
The Petition of the residents of North Herefordshire.
[P001648]
Julian Sturdy (York Outer) (Con)
I rise, as a fellow Yorkshire Member, to present a petition on behalf of many York Outer residents, which is written in the same terms as that of my hon. Friend the Member for Beverley and Holderness, to deliver fairer school funding for all.
The Petition of the residents of York Outer.
[P001649]
School Funding Model
Debate between Bill Wiggin and Julian Sturdy
Bill Wiggin (North Herefordshire) (Con)
I rise to present a petition on behalf of the residents of North Herefordshire, which is written in the same terms as that of my hon. Friend the Member for Beverley and Holderness.
The Petition of the residents of North Herefordshire.
[P001648]
Julian Sturdy (York Outer) (Con)
I rise, as a fellow Yorkshire Member, to present a petition on behalf of many York Outer residents, which is written in the same terms as that of my hon. Friend the Member for Beverley and Holderness, to deliver fairer school funding for all.
The Petition of the residents of York Outer.
[P001649]