Student Visas

Debate between Damian Hinds and Baroness Blackwood of North Oxford

Thursday 6th June 2013 Commons Chamber

[Damian Hinds]

I absolutely agree with my hon. Friend. It must indeed be a clear priority.

I welcome the action that the Government have taken. I do not think that everyone would agree, but I welcome the removal of the blanket two-year right to work for all graduates, because it looked a bit too much like a bribe to sweeten the degree. There is a role for it, however, in certain circumstances and categories, such as in subjects where there is a shortage—we talked about STEM subjects earlier—and for MBA students, who, by definition, will already have worked for several years and have done their first degree and who are valuable and mobile students.

I welcome the removal of the right to work for private college students, the requirement to show real academic progress and, of course, the closure of bogus colleges. I also acknowledge that the Government have put in place a sensible and proportionate regime for student visitors. A lot of people have thrown statistics around, but overall it appears that the falls in the numbers have been concentrated primarily in those sectors and parts of the market where abuse was most prevalent. I also welcome the fact that there is no cap on the numbers of people coming to university. It is right that the Prime Minister goes out and gives that message, as we saw him doing recently at the KPMG offices—I think—in India, but it is a constant battle against possible perceptions. For example, the message on MBA student blogs in India is that Britain is not as welcoming a place—or not welcoming at all—as it once was.

[Nicola Blackwood]

Does my hon. Friend agree that one reason for that ongoing perception might be the efficiency, or lack thereof, of in-country UK Border Agency officials? With the expansion of credibility interviews, that will only increase. Some of the reports that I have heard about the reasons for people being turned down at interview—those where the decision was later overturned at appeal—are concerning. Does he agree that if we are to increase the caution with which we agree to visa applications, we should also increase the efficiency of UKBA in-country?

[Damian Hinds]

As always, my hon. Friend makes her point clearly and well. I do not have enough knowledge about the interview to comment, but overall, with or without a cap, and whatever happened last year or this year—we know that there is no cap, and we know that the figures look broadly okay—it nevertheless remains the case that, given the intense scrutiny to which immigration numbers will rightly be subjected, how students are treated in those statistics must inevitably affect the extent to which we as a country seize this market opportunity in the years ahead.

In one way it is blindingly obvious, but it is worth saying that not every student adds to immigration. In the steady state, so long as we are reasonably good at counting people leaving as well as those coming—

Examination Reform

Debate between Damian Hinds and Baroness Blackwood of North Oxford

Wednesday 16th January 2013 Commons Chamber

[Damian Hinds]

I cannot tell the hon. Gentleman—and friend—exactly what proportion is accounted for by what. I celebrate the achievements of the children in his constituency and that area, and of those schools. We should never be reluctant to do that: their achievement is fantastic. Some element of that has been a real improvement; what I am saying is that there is also another element. Indeed, I think that everybody across the political spectrum and throughout almost the entire educational establishment—we are still working on the National Union of Teachers—now acknowledges what is a blindingly obvious fact.

The three areas where the gaming and the inflation take place are in the mechanics of the system, the subject mix and competition between boards—I want to return to the point that the hon. Member for North West Durham (Pat Glass) raised.

[Nicola Blackwood]

Will my hon. Friend give way?

[Damian Hinds]

I think I ought to plough on, if I may.

On the mechanics, so many things can be done with the syllabus content and breadth, through modularisation, resits, early takes and, potentially, the questions set and the stringency of marking, although certainly—we extracted this over some weeks in our Select Committee inquiry—an upwards-only tolerance in the expected outcomes across a cohort of students around the country. In other words, every year there is a certain level that we would expect to reach. We could be either side of it; in reality, things only ever went one way, leading to in-built inflation in the system. The second area is the subject mix. It is beyond doubt—some of the statistics that my hon. Friend the Member for Kingswood (Chris Skidmore) and others mentioned bear this out—that some children have been steered towards subjects that were not the most appropriate for them to study, but which suited their schools in terms of how they would appear in the league tables. Then there was the debacle over so-called equivalences.

The third point—a few hon. Members have mentioned this today—is competition between exam boards. It has been suggested that there is not really a problem with competition between exam boards so long as we separate the organisation setting the exam and the organisation doing the syllabus or specification. I can absolutely see the arguments for having competition at the operational level—delivering exam papers and that sort of thing—but I just do not see the argument for competition in either the specification or the setting of exams. So much of this debate—including when we had it in the Select Committee with some of the exam boards and others—is all about accessibility. I worry about the word “accessibility”. It is a good word—we want more people to be able to access things—but it ends up being used to mask all sorts of other things, all of which ends up meaning: “Well, if we just make it that tiny bit easier, more people will want to do it.”

The bad effects of the competition between different exam boards can be seen in little unexplained spikes in market share for individual boards in individual subjects and in more and more schools using multiple boards for different subjects. The average number of exam boards per school is now about three, which is pretty remarkable when we consider that there are only four boards altogether. That means that almost all schools are using almost all boards. As reported relatively recently in The Times Educational Supplement, there are also relatively new trends, such as schools entering children for GCSE and IGCSE at the same time, to see which one comes out better, or entering with different, multiple boards for early modules and examinations, to see which is likely to give them the best chances of progressing.

Through all this, we without doubt came to a point where we had too much teaching to the test, with children in some schools—not all schools—having a much narrower experience than they should have had. Schools have been paying £100,000 a year on examination entries—a number that doubled in just a few years. It is worth reflecting that had that not happened, we could have had a lot more teachers in this country. Some children were pushed into inappropriate subject choices, with too much focus on the C/D borderline and an overall failure to equip as well as we should our young people to make the most of their talents and our nation to make the most of what we have got in the world.

We have reached the point at which the Government must reset the clock, so that we can have exams that are consistent and understood and that are pinned to the highest world standards. We must remove the race to the bottom between the different exam boards and inspire confidence in employers, in educational institutions and, above all, in young people themselves.