Skills and Post-16 Education Bill [Lords]

Chris Skidmore Excerpts

2nd reading
Monday 15th November 2021 Commons Chamber

[Chris Skidmore (Kingswood) (Con)]

Let me start by thanking the Secretary of State for what I thought was a rather conciliatory speech. Hopefully, it will set the tone for this evening’s debate on a Bill that has already gone through the other place. We have seen a number of amendments tabled, not least the one on essay mills—I am very grateful to the Government for adding it to the Bill. That was the result of a cross-party effort, involving not just myself, but Lord Storey who has led the charge in the other place, I think, for the past five years. I hope that, in this place, we can try to build some cross-party consensus in order to improve the Bill, as the Lords have done.

In that spirit of cross-party consensus, I would like to reflect on the words of the Opposition Front Bench spokesperson, the hon. Member for Stretford and Urmston (Kate Green), who set out very clearly the challenge with the lifetime skills guarantee. At present, it is not a guarantee for all those who need lifetime skills. As the Secretary of State clearly set out in his speech, 80% of the adult population in 2030 are already in work. If we wish to grip the challenges that climate change presents and grip the challenges of the systems-based approach that will lead to net zero across all parts of this country, we will need new forms of skills, reskilling and upskilling in green technologies, in retrofitting boilers and in all those things that, at the moment, we struggle to be able to do. We will need those reskilling and retraining opportunities. Those will come only if we take this moment to expand the lifetime skills guarantee and, importantly, as the Secretary of State said, the lifetime loan entitlement, because nothing flows without the finance. We need to ensure that that is available to those who have a level 3 qualification or above. We must look to abolish the so-called equivalent, or lower, qualification rule.

I want to declare my interest as having established a new Lifelong Education Commission with ResPublica. I am not paid for doing it, but I want to make sure that it is on the record that I have this interest in running the commission. The commission has published its first report, which looks in particular at what is needed when it comes to the frameworks. It is very easy to announce the lifetime skills guarantee—it sounds great. It is very easy to talk about a lifelong loan entitlement—it sounds marvellous—but unless we get the partnerships right in order to be able to deliver and implement this locally, they are just words. They are just a framework. I desperately want this to succeed.

I have been in this place for 11 years and, if I am honest, one of the greatest failures of my Government has been the decline in adult and part-time learning due to a lack of funding. We now have an opportunity to learn a lot of lessons from what went wrong there.

[Dr Dan Poulter (Central Suffolk and North Ipswich) (Con)]

My right hon. Friend is making a very good speech. Would he consider and welcome the improved approach to collaboration that the Treasury Bench has taken this evening, with the involvement of metro Mayors and combined authorities? Does he also agree that if we want to have a truly locally driven skills agenda, we need to involve local enterprise partnerships? They are often a much better voice for local employers than the chambers of commerce, which can be quite variable— not in the case of Suffolk, I hasten to add, but more generally.

[Chris Skidmore]

My hon. Friend’s intervention brings me to my second point, which is about the need to take a truly place-based approach to these reforms, if they are to succeed. We cannot necessarily legislate, top-down, and expect the reforms somehow to be successful. We have to involve local communities, because they know what will work in their local ecosystems. Many points have been made today about the role of employers. I would also say that universities are missing from the local skills improvement plans. The former Secretary of State, my right hon. Friend the Member for South Staffordshire (Gavin Williamson), made a point about the involvement of universities; they should be written into the Bill as part of the local skills improvement partnerships.

I know that we have had a review of the form and function of local enterprise partnerships. It may be that the levelling up White Paper brings further light on their role. There is enormous variability in the actual skills base of local enterprise partnerships to understand what is needed when it comes to delivering local skills. If we are going to level up, we want to ensure that we level up the capacity and capability of local actors to deliver on the ground, so ensuring that we get the correct place-based approach is important. I do not mind which actors locally are involved in the partnerships. I just think that it should be up to local communities to help forge the approach.

Let us look at what is happening in the Health and Care Bill, for which I have sat on the Bill Committee. We have seen that local approach with integrated care boards and integrated care partnerships. The Government are trusting them to come up with their own membership; it is not prescriptive. We have to try to demonstrate the same level of trust in education at a local level as we are doing with health through that Bill.

[Margaret Greenwood]

The right hon. Member is talking about the Health and Care Bill and trusting that this will all be okay; it is as if fingers have to be crossed and things are devolved down to a local level. Given the very high number of Members of Parliament with financial interests in private health, this is a dangerous road to go down. Will he revisit the view that he has just expressed? That Bill is a privatising Bill that is going to make it harder for people to get healthcare. It will open up the whole thing to the private sector in a way that we really need to object to.

[Mr Deputy Speaker (Mr Nigel Evans)]

Before you respond to that, Mr Skidmore, the time limit will be four minutes after you have finished your contribution.

[Chris Skidmore]

It is not an amendment for this Bill so I am simply not going to respond to that point.

I will finish by reflecting on the wider tone in which we take this debate forward. The former Secretary of State, my right hon. Friend the Member for South Staffordshire, talked about the need for partnerships between universities and further education colleges, and about ensuring that we do not pitch one against the other. That is absolutely right. This is a tertiary education Bill that is meant to be uniting, not divisive.

The Education Secretary, in his opening remarks, talked about President Harry Truman’s comment that it does not matter who takes the credit, as long as something is delivered successfully. I would like to quote another US President, Abraham Lincoln, who said:

“You cannot strengthen the weak by weakening the strong.”

I think that that applies when we look at the role of universities and further education colleges. We need them to work together in a sustainable ecosystem. We cannot allow the Bill to divide and rule, or somehow to allow for FE colleges to be compared unfavourably or favourably against universities.

We need higher technical education to succeed. To do that, we need flexible pathways that will allow the individual learner to move between FE and higher education—and sometimes back again—across the country. We will only ensure that those flexibilities exist if we support every part of the education sector and every institution. It is the institutions and their strengths that will deliver success in this vital Bill.

[Mr Deputy Speaker (Mr Nigel Evans)]

There is now a four-minute limit.

Skills and Post-16 Education Bill [Lords]

Chris Skidmore Excerpts

Report stage
Monday 21st February 2022 Commons Chamber

[Madam Deputy Speaker (Dame Rosie Winterton)]

Order. We need to start the wind-ups at a quarter to nine, so if everybody could take about six minutes— interestingly, the last speaker’s contribution was exactly six minutes—we should all be able to get in, and I will not have to introduce a time limit.

[Chris Skidmore (Kingswood) (Con)]

I will do my best, Madam Deputy Speaker, to squeeze my remarks on the 12 amendments in my name into six minutes, but I apologise in advance if I run slightly over.

To echo the words of my right hon. Friend the Member for Harlow (Robert Halfon), we are all here to make a good Bill better—to make it the best possible Bill—and I hope that the Minister will reflect on my amendments, which I do not intend to press to a Division, so that we can continue the dialogue and make sure that the Bill truly shines by the end of this democratic process.

My new clause 4 would require the Secretary of State to publish a green skills strategy. This has been recommended by the Institute for Government and the Confederation of British Industry, and has been backed by several Members from across the House. The Department for Business, Energy and Industrial Strategy and the Department for Education have already commissioned a report from the new green jobs taskforce, which laid out several recommendations on how to deliver on the Government’s green jobs target in the “Ten Point Plan for a Green Industrial Revolution”. That included publishing a net-zero strategy to promote good green jobs, yet we know that the UK will need 170,000 more workers to qualify each year in home insulation, renewable energy and electric vehicle manufacturing, and infrastructure upgrades if we are to meet our net-zero targets. The think-tank Onward has predicted that approximately 1.7 million jobs will need to be created in the net-zero industries by 2030, of which 1.3 million are in occupations that require strong, low and medium-level technical qualifications, which are in critically short supply. It is a no-brainer: the Government should make the concession at the Dispatch Box, either in this House or the other place, that we should, although perhaps not in this Bill, look at publishing a green skills strategy. That is vital for the joined-up thinking and whole-of-Government approach that is needed for net zero.

I will seek to bundle up the next series of amendments, appropriately enough, into mini amendment modules, but I first declare an interest: I tabled these amendments as chair of the Lifelong Education Commission, which I established in lockdown; having been reshuffled out of Government, I decided, with time on my hands, that I would set up this commission. I have received administrative support from the think-tank ResPublica, which has helped me prepare the amendments and a number of reports.

New clause 6 would require the Secretary of State to publish an annual report on overall skills levels and economic output across England and Wales. It can be taken with amendments 7 and 8, which would require careers advisers to hold a level 4 qualification, and which would give local authorities oversight of the provision of careers guidance for the purposes of ensuring consistency and quality. If the Bill is to succeed, there needs to be a better joined-up effort to monitor changes in the UK’s skills provision and how that is reflected in the economy. An annual report would allow data sets to be created that would provide information at national and local levels, so that areas of success and concern could be identified for targeted support. That should cover all qualifications from entry level to level 8, and details should be given on the size and composition of each cohort.

To help local authorities better craft their local skills improvement plans, such a review should include relevant information about local labour markets, and data on job retention, labour market turnover, and different measures of labour productivity. That is important for transparency, but we should be mindful of the need to balance that against data burdens on institutions, including education providers. An annual report should therefore build on existing work carried out in market intelligence on post-16 skills and education data.

On careers advice, the level 4 qualification requirement that I set out in amendment 7 should apply to all school, college and university career advisors. The Government should also take steps to ensure that mandatory registration with the Career Development Institute is not needlessly burdensome or expensive. That means crafting a national careers strategy at the same time, and working closely with further education colleges, who are best placed to design and deliver dedicated careers advisory courses.

I turn to new clause 7, which I will consider with amendment 3. The new clause would place the Government’s lifetime skills guarantee on a statutory footing, ensuring that those without an A-level or equivalent qualification, or those who hold such a qualification but would benefit from reskilling, can study a fully funded approved course. Retraining or reskilling sometimes means gaining a qualification a lower level than others that we have already reached in our learning trajectory, and anyone who wants to gain an equivalent or lower qualification should be able to access Government funding for that.

The ELQ rules should be explicitly removed as a condition for claiming a lifelong loan entitlement. Neither the lifetime skills guarantee nor the lifelong loan entitlement are truly lifelong if people who already have a level 3 to level 6 qualification are excluded from obtaining any more funding. The programme needs to be as broad and simple as possible to encourage—not discourage—participation, and should cover all provision up to level 3, irrespective of whether learners are taking a full qualification or taking one for the first time. That means removing all barriers, including any limits on repeating level 3 qualifications.

Amendment 3 would expand financial support for higher and further education courses to include means-tested grants for the purposes of ensuring that financial hardship is not a barrier to reskilling. The Bill still has limited detail about the exact structure of the LLE and how it will operate, such as the minimum credit level required to access it. In the light of that, I welcome the launch of a panel under the Minister for Higher and Further Education to review the structure and purpose of the LLE. As long as the LLE relies on a system of loans rather than grants, it will be difficult to encourage uptake in adult skills improvement among young people without assets, savings or other reserves to serve as a financial cushion. The LLE therefore risks becoming a clear clause of inequity between age groups in the education system. An 18-year-old choosing which education path to go down will have a different perspective on loan debt from someone in their 30s, 40s or 50s. As we advance through our careers, we accumulate more financial commitments, such as rent or mortgage payments and the costs of family care and support, and that makes career jumps much harder to undertake than career starts. A proper commitment to lifelong learning needs an explicit national decision about what we are prepared to fully fund. We need a national system of means-tested grants, targeted at the most disadvantaged.

I turn to new clause 8, which I will consider with new clause 9. New clause 8 would require the Secretary of State to publish a national strategy for integrated education. It would set out a plan for developing courses that had a mixture of academic and vocational content at levels 4 to 8, and would support the creation and expansion of institutions offering such courses. New clause 9 would require the Secretary of State to set out a framework of national guidelines for the unbundling, stacking and transfer of modular course credits between institutions. It would also set out a role for Ofqual, the Quality Assurance Agency for Higher Education and the Institute for Apprenticeships and Technical Education to ensure that such a framework operates effectively. I will not go into further details on that; needless to say, such flexibilities need to be worked out at a far more granular level, and any credit system will need to be more sophisticated than just letting learners accrue a certain number of points.