Oral Answers to Questions
Danny Kinahan Excerpts(7 years, 9 months ago)
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Mr Gibb
We made it clear that we would maintain the funding of schools, in real terms, and that is precisely what we are doing. At a time of fiscal constraint, when we have to tackle a £150 billion public sector budget deficit inherited from the Labour party, we have still protected school funding in real terms. At the same time, we are introducing a fairer funding system—something that the Labour party failed to do in all the years that it was in office.
Danny Kinahan (South Antrim) (UUP)
The Secretary of State for Education (Justine Greening)
I put social mobility at the heart of everything my Department does. Through our plans to create more good school places and transform teaching, combined with new legislation to support greater access to university and investment in technical education, we aim to ensure that where a student comes from does not determine where they get to in life.
Danny Kinahan
At the all-party group on universities the other day, we had an excellent presentation from Sunderland University on all aspects of helping to improve social mobility. Can we ensure that that stretches down to all types of schools—academies, grammars and secondary—and that we learn from each other, particularly in the devolved institutions?
Justine Greening
Indeed; I fully agree. The Higher Education and Research Bill will enable us to do more to widen access and increase the participation of these sorts of students. Of course, the “Schools that work for everyone” consultation document is all about making sure that universities, alongside grammars, faith schools and independent schools, can play a stronger role in lifting attainment for all.
Oral Answers to Questions
Danny Kinahan Excerpts(8 years ago)
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Mr Gibb
We are prioritising teacher recruitment. We met 94% of our target last year and 93% this year, and we are recruiting more teachers in sciences than before. I think that the hon. Lady should take account of the number of teachers who are entering teacher training. She should also acknowledge that there are 456,000 teachers in our schools today, which is an all-time high, and that there are 15,000 more teachers today than there were in 2010.
Danny Kinahan (South Antrim) (UUP)
The Minister for Apprenticeships and Skills (Robert Halfon)
May I take this opportunity to thank the hon. Gentleman for the work he does in the all-party group on education?
Helping all young people to get the careers education and guidance they need to climb the ladder of opportunity is crucial to delivering real social mobility, and that is why we are investing £90 million over the Parliament to ensure that every young person has access to advice and inspiration to fulfil their potential. This includes further funding for the Careers & Enterprise Company to continue the excellent work it has started, including £1 million for the first six opportunity areas.
Danny Kinahan
I thank the Minister for that answer. The all-party group on education is conducting an inquiry into how we prepare young children for the careers of the future, and specifically that seems to require not just the academic skills, but the also the soft skills. Do the Government feel they are doing that ably enough, or are there to be changes? Also, will the Minister attend the launch of our document when it is produced on 7 February?
Robert Halfon
The hon. Gentleman makes an incredibly important point: not enough schools are encouraging their children to do not just soft skills, but all skills, and technical education and apprenticeships. We are working hard to change that. We have made sure that schools have to talk about apprenticeships and skills when giving careers advice. As I have said, we are investing many millions of pounds into the Careers & Enterprise Company, which is going to look after 250,000 students in some of the areas of the country that have the least careers provision. We are doing everything we can. In terms of the important event the hon. Gentleman mentions, I will do my best to attend, but will have to check the diary.
Schools that work for Everyone
Danny Kinahan Excerpts(8 years, 3 months ago)
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Danny Kinahan (South Antrim) (UUP)
I am sure that the Secretary of State knows this because it has been touched on before, but in Northern Ireland 67 of our schools are grammar schools. We often lead in the results in the United Kingdom. One third, though, are failing. I would welcome the right hon. Lady coming to Northern Ireland to talk to all parties as well as to look at the three side effects of having grammar schools. It is important to ensure that vocations are still looked at, that we have standardised tests that everyone can get at and that we have the sharing of resources with other schools so that they are not left behind.
Justine Greening
The hon. Gentleman sets it out very well. It is about having a balanced package of reforms that mean not only that parents have choice, but that, fundamentally, grammars are engines of social mobility.
Education, Skills and Training
Danny Kinahan Excerpts(8 years, 6 months ago)
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Danny Kinahan (South Antrim) (UUP)
It is an honour to follow the hon. Member for Bury St Edmunds (Jo Churchill) and the many other hon. Members who have spoken about their concerns and problems relating to education. The same problems exist in Northern Ireland and I can learn a great deal by listening. I thank all hon. Members who have spoken.
It is a pleasure to be able to respond to the Gracious Speech. Earlier, one Member, when trying to choose what to speak about, described it as a cornucopia. Another, rather closer to my heart, described it as a box of chocolates—that might explain why I have to wear a double-breasted jacket. There are so many things I want to talk about and welcome, but I will start by saying that if we are looking to increase fees for universities, it is vital that we ensure—this was raised earlier—that students receive a quality education. I have four children. One is through university, two are at university and one is about to go. The same issue comes up again and again: how do we ensure value for money while keeping the costings right so that everyone has the chance to go to university?
In Northern Ireland, we have had a major battle on STEM subjects—science, technology, engineering and maths. We want to get these subjects into the education system, so that science is a part of pupils’ lives right from the early days. It is not working well in Northern Ireland at the moment. This leads me to another point. Hon. Members know that I passionately believe in holding the Union together, and in working together and learning from each other. There is very good education on STEM here for teachers; indeed, we send one or two from Northern Ireland to that college. We need more. We need to all start working together.
When we look at the difference in cost of different universities, what worries me is that in Northern Ireland something like 46% of students do not want to leave Northern Ireland. That is lovely from the point of view of not having a brain drain, but it means that no one moves away from home. I want the Union to work so that we all share and all thrive and people can move to different parts, whether to England, Wales or Scotland. It is essential that people get used to moving and having independence while at the same time being at home.
The same sort of thing happens with the exam system. Scotland, Northern Ireland and Ireland all have different exam systems, so people are judged in different ways. Can we put something in place to make our education systems all talk to each other and all learn from each other? Fantastic things are happening in education in Scotland. I know that because I went there with the Northern Ireland Committee for Education. There is so much we can share. Let us put something in place that means we do all learn from each other.
I watched the plans on academies to see how they work and many of the things going through here. That is what we should all be doing: we should be learning from each other. Academies seem like terrific ideas, but we have to be careful how we put them together to make sure they allow everyone to achieve.
Hon. Members discussed a fairer funding formula. We have exactly this problem in Northern Ireland and we have debated it twice in the past five years. I want to share with the House a huge problem we have at the moment, so Members realise that in Northern Ireland, although we have a great education system, things are not working particularly well. In my patch, 19 of the top principals came to see me the other day. All were complaining that they have to deal with an 8% cut or increase in costs. They are being told they must come up with new budget plans for one year and for three years. They cannot do it. They are refusing. They are looking at stopping special needs teaching, removing classroom assistants, moving office staff and having bigger classes—all the things that are just wrong. We need something to change. What I found most frightening is that the principals are not taking their pay rises so that the school can afford other things. Even worse, funds raised by parent-teacher associations are being used to pay for the normal things in schools. I go back to my main point: let us start sharing and learning from everyone. There is a change today in Northern Ireland: there is no longer a Sinn Féin Education Minister. As from today, the Education Minister is a Unionist. I hope things will change.
I turn now to a passion of my heart. Last year, I led a debate on how Stormont was not working. I was proud of my party leader for then moving into opposition at a time when opposition did not really exist. Opposition now does exist, as part of the Stormont House agreement, and I am proud to say that the Ulster Unionists, under my party leader, have moved into opposition, as has the SDLP, which I am pleased to have with us. Our devolved system of government does not work well, and I need support from the UK Government and everyone in the House to get the opposition system working and resourced. To give one simple example, in this place, on which we model our Assembly, the Chamber is laid out so that we oppose each other, but Sinn Féin and the DUP, although working together, refuse to sit on the same side, for obvious reasons. We have to learn and improve. I hope we can get somewhere but we need the House’s help.
I was always annoyed to hear the Secretary of State say that all parties agreed to the Stormont House agreement. That was not the case. They talked to us at the beginning but only the two major parties were really involved. We must all start working together and helping each other. We can push and coax to make things work, but I need the UK Government to listen, not to bury their head in the sand. We still have problems—we have the troubles—but we want a level playing field. Certain things came through in the Belfast agreement, and we thought we were moving forward with consensus, but I am concerned that the legacy issues are sitting there ready to bubble up.
We hear that the DUP and Sinn Féin might already have done a deal on the legacy issues. We must talk to servicemen and ex-servicemen and make sure that whatever we put in place works and is fair and justified. I do not ask that people who have done something wrong in the military not be prosecuted; I ask that we choose the right cases and not hound every serviceman. We must find a just way forward that is about reconciliation, understanding and putting the past to bed. For that, I need the House’s help.
In the remaining 30 seconds, I want to touch briefly on Europe. Please, let us get as many of the facts as we can on the table and avoid the hype, so that people can sit down and learn. The message I got on the doorstep was: “We want to learn, we want the facts, but please don’t overhype it, or we’ll all switch off.” People just want the yes and no campaigns to lead quietly, put the facts on the table and let people decide for themselves.
Engineering Skills: Design and Technology Education
Danny Kinahan Excerpts(8 years, 9 months ago)
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Danny Kinahan (South Antrim) (UUP)
I am glad to be speaking here today, Mr Bailey, and I congratulate the hon. Member for Chippenham (Michelle Donelan) on bringing forward the debate.
I wanted to speak in this debate because I had three years in Northern Ireland as vice-chair of the education committee—so a little bit of experience there—and I now chair the all-party parliamentary group on education here. I also worked for three years in the 1980s at Short Brothers, later Bombardier Aerospace, where I was definitely a square peg in a round hole. At university, I remember computer science coming at me for the first time as part of my business studies degree, and in those days—I am a little older than most here—it was about punching cards, stacking them into a machine and pressing the button that said “Run”. I think it worked only once. So the message I would really like to hear is that we need to teach and train everyone in these skills—they certainly passed me by.
I feel that, particularly in Northern Ireland, we have lost our way in education by concentrating too much on certain skills. Because we are devolved and in danger of devolving further into northern powerhouses, midlands machines and all sorts of other things, we must ensure that we all work together, helping each other throughout education, and do not end up concentrating on our little areas.
There are schemes for sharing the skills that are there, such as Catapult, and that is the sort of thing I would like to see as we all work together. I want education to prepare pupils for jobs, life and employment. The all-party group will be doing a survey and an inquiry into future skills, and I hope that all hon. Members here and their colleagues will get involved in helping us to explore what those skills are and how we work at the issue so that people leave school ready for a job.
When I was at Stormont working on education, various statistics came at me. One was that the Chinese produce 76,000 engineers a year. We have to stay better than them, and keep our entrepreneurship better than theirs too. I was also told that 80% of jobs now include IT, and when we went down to our excellent science park in Belfast, we discovered that there is a shortfall of some 30,000 people in Northern Ireland being trained in those skills. That fits with all the other figures. We need to get more people involved, and I think that our approach is wrong.
I will be a little local. In Northern Ireland, we have had Sinn Féin running our education system for more than a decade. It is trying to get rid of the grammar schools, squeezing them from every angle. Grammars are our one chance of getting people to perfect certain skills and certain angles, so we have had to work hard to get changes in so that they all work together. Sinn Féin has tried to get rid of that concentration on high-level skills, to bring everything down to the lowest common denominator. That is where we have lost our way.
We need to get science teaching into primary schools—Sinn Féin cut that and moved it away. It also cut the funding to Sentinus, one of the major bodies involved in making STEM interesting to pupils, and then it cut a lot of the funding to STEM. We are going in the opposite direction, but we have some fantastic teachers—in fact, most of our teachers are good. A teacher at one of my local schools, Creavery, won the award for the best primary school science teacher of the year. We must keep working so that everyone gets interested.
We also have to work on careers and make them interesting. A few years ago, I met someone from Northern Ireland who had gone to China and produced a business skills course, which he sold to the Chinese but not to us. The course teaches everything from sourcing raw materials all the way through to working on them and producing the end product. No one ever taught me that sort of skill at school—how to understand the whole business of trade and creation—and that is the sort of thing we have to get into the teaching. We have to make the area interesting.
I sometimes wonder whether we could not have one big web portal, into which someone would stick the skill they were interested in. Say they put in “Art”: it would lead them down to design and technology, to whether they were going to design pottery, paint paintings or do the interiors of houses or ships. Everything would open up. I have been to various air shows and seen the great big banks of screens about what industry is doing. That could all be on a web portal. Every single angle could be gone down and children and pupils could go, “Wow! That’s what I want to do”. That is what we should be doing. We should be lifting everyone’s education so that they really want to move into the fields of science and technology. It did not work for me.
Danny Kinahan
Thank you. But it could work for everyone. Some of us are art and some of us are history, but we can make things work for everyone. It all interlinks. If I have a message today, it is this: “Please promote and educate in STEM—all the sciences and technology—so that it really grips the students and pupils and makes them interested, so that they want to go out and work in those fields”.
Mr Adrian Bailey (in the Chair)
The Minister has been asked to respond to an enormous number of points, so I ask the Front-Bench spokespeople to ensure that he is given adequate time to do so. I would also, of course, like to bring in the mover of the motion, Michelle Donelan, for a couple of minutes at the end to sum up.
Oral Answers to Questions
Danny Kinahan Excerpts(8 years, 10 months ago)
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Nicky Morgan
I have already mentioned the Careers & Enterprise Company, which will be working with schools and local enterprise partnerships all over the country to create a network of enterprise advisers and co-ordinators with the aim of ensuring that young people can engage in a range of activities. This is not just about calling a telephone helpline; it is about a mixture of work experience, inviting speakers to schools, understanding why young people are studying certain subjects, and enabling them to get out and experience mini-apprenticeships.
Danny Kinahan (South Antrim) (UUP)
I lost my voice at the weekend, and I am afraid that that makes it a bit harder for me to speak.
The all-party parliamentary group for education will shortly launch an inquiry into how well our education system is preparing children for the world of work. Will the Secretary of State ensure that schools have enough resources to teach “soft” skills, such as IT skills, so that young people are well prepared for their careers?
Mr Speaker
The hon. Gentleman’s mellifluous tones can still be heard. I am pleased to inform both him and the House of that.
Oral Answers to Questions
Danny Kinahan Excerpts(9 years, 5 months ago)
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Nicky Morgan
I absolutely agree with my hon. Friend that the skills that those who have served in our armed forces can bring to working with young people in schools up and down the country are enormous. I was delighted some months ago to visit the latest recruits to the Troops to Teachers training scheme in Bristol, all of whom were brilliantly engaged and will be a huge asset to the classroom. Of course, we believe in the military ethos programme, and I have also set aside £50 million to grow the cadet forces in our schools.
Danny Kinahan (South Antrim) (UUP)
Will the Secretary of State recognise that in Northern Ireland we are training more teachers than we need or can use, but to a very high standard? Is she working with the devolved Governments to make sure we maximise the opportunities for everyone in all four countries?
Nicky Morgan
I have not had that conversation with the devolved Government, but I am happy to do so. I think that the hon. Gentleman, like me and all Members, recognises that the quality of teaching is the single most important factor in helping our young people to reach their potential, and I am delighted to hear that things are going so well in Northern Ireland.