Vocational Education

David Simpson Excerpts

Tuesday 4th June 2013 Westminster Hall

[Nic Dakin (Scunthorpe) (Lab)]

On this sunny morning, it is a real joy to see you in the Chair, Mr Gray, and I hope that our expectation of great chairmanship will be delivered by the end of the sitting.

Tomorrow is vocational qualifications day, so this debate is particularly timely. That annual celebration of vocational qualifications is organised by the Edge Foundation and quite properly supported by all political parties and, most importantly, by colleges, training providers and awarding bodies. Celebrations and events will be held around the country, with outstanding achievements being recognised through VQ learner and employer awards. By celebrating learners and employers, VQ day recognises that the relationship between them, supported by providers, is crucial if we are to deliver effective vocational learning that meets the needs of both employers and the economy.

I have been struck by the number of individuals and organisations that have contacted me to say that they are extremely interested in today’s debate, including Cambridge Assessment, Clive Wilson—Franklin College’s excellent associate principal—the Association of Colleges, the National Grid, the Society of Motor Manufacturers and Traders, Pearson, the National Institute of Adult Continuing Education, the Prince’s Trust, the Federation of Small Businesses, the National Union of Students, McDonald’s and the Science Council.

That avalanche of interest is all the more amazing for the consistency with which those different organisations have raised the key issues for setting the landscape fair for vocational education in future. I can identify four broad concerns: first, the need for vocational education in key stages 4 and 5 to be placed in a broad and balanced curriculum offer; secondly, the importance of careers information, advice and guidance being impartial and linked to the economy’s needs; thirdly, the role of apprenticeships; and finally, the challenge of reskilling adults, particularly those who have become workless. Let me take each in turn.

The first issue is about all students having access to a vocational offer within a broad and balanced curriculum. Edge states a bold vision that I hope we can embrace. It has stated that it wants

“an education system where people discover all their talents achieve excellent results and are better prepared for apprenticeships, higher education and work”.

In my opinion, having worked hard to lead a college in delivering improving progression outcomes for students year on year, secondary education in 2010 had arrived at a positive place. That was largely down to the practical good sense of school and college leaders, exam boards and employers, working together within a largely stable framework set by the Government.

[David Simpson (Upper Bann) (DUP)]

I apologise for being late, Mr Gray. I congratulate the hon. Gentleman on obtaining this debate. For many years in Northern Ireland, it was them and us—it was the industry and educationists—but over the past couple of years, the two sides have come together, which encourages young people and helps them to get the skill base that is essential. Does he agree that that is certainly one way to achieve what he wants?

[Nic Dakin]

Absolutely. The hon. Gentleman makes an excellent point about employers and educationists coming together to set an agenda, which can be very powerful in liberating young people and delivering on their potential.

Through a focus on personalised learning, student achievement was being raised and student progression to work and higher education improved. Such personalisation of learning is important. Through the flexible use of BTEC firsts and BTEC nationals, as well as similar qualifications, general vocational qualifications were finding a place alongside GCSEs and A-levels, which led to students achieving more at both 16 and 18. Most importantly, progression into employment and higher education, though not perfect, was strong and improving.

Interestingly, a new study by London Economics shows that a higher proportion of students who do a BTEC and a degree end up in work than those who do straight A-levels and a degree. The research also shows the highly vocationalised HE choices of ex-BTEC students, particularly in STEM subjects—science, technology, engineering and maths—and business finance. Across all regions, BTEC graduates in skilled occupations earn more than their contemporaries. The curriculum we had in 2010 is therefore delivering results for us today. Even the ill-fated diploma spawned the engineering diploma, which has been fêted by engineering employers and HE providers for placing industry in the curriculum driving seat, thereby delivering for young people and the economy, as the hon. Member for Upper Bann (David Simpson) has pointed out.

--- Later in debate ---

[Mr McKenzie]

Thank you, Mr Gray. I will take that direction.

Of course, the curriculum had to change to reflect what business was advising us about problems with employing school leavers. I have spoken to my local businesses and the chambers of commerce about what they required when hiring young people leaving school. The reply was always the same, and perhaps it is the same across the country. They said that they receive young people into the employment world, unready and lacking in the skills to contribute immediately to their business from day one.

Businesses need employees who can apply initiative and solve problems and innovate with limited supervision. There was, more than often, no prepared equation that could be applied to projects. Young people were looking for an equation to populate to get an answer for business. We had to change that and apply a process that would stimulate innovation and initiative when learning.

Business leaders and the entrepreneurs of the future have to be identified. In my constituency, we have pioneered an association with business employers and school leavers based on “The Apprentice”. With numerous employers, we have put in place a six-month programme called “The Recruit”, which provides vocational qualifications and involves tasks set by employers, who evaluate participants for potential hires at the end of the course; it is the longest interview a young person will have. The programme continues to be supported by many local employers, and it has been replicated by many local authorities. It has been a great success, and it regularly secures many jobs for school leavers who want to earn while they continue to learn. The course identifies and develops leaders and those with entrepreneurial abilities.

Our schools also link up with those in the third year of secondary school, offering basic skills in traditional trades that go towards an apprenticeship. The need for apprenticeships has never been greater. Too many young lives are being wasted on the dole queues. Long-term unemployed young people are the most vulnerable, with many trapped in a vicious cycle of joblessness, anxiety and depression. We desperately need to get our young people into training and apprenticeships. The 50% of our young people who do not go to university need every chance to improve their skills and to get good jobs.

[David Simpson]

I agree with the vast majority of the hon. Gentleman’s comments, and we certainly need to encourage our young people. However, the research papers we received for the debate state that some schools now charge parents to send their children on work experience. Surely, that is wrong, and it will not help us target areas of deprivation or encourage young people whose parents cannot afford to pay for them to go on work experience.

[Mr McKenzie]

I share the hon. Gentleman’s concern about charging for work experience. I represent an area whose population is not over-wealthy, and people would find it extremely difficult to pay for work experience. We are therefore fortunate that many employers offer work experience free of charge.

We need a highly skilled, highly educated work force to meet the challenges of tomorrow and to compete with other advanced nations. The economy needs value-added skills to compete with the economies of Brazil, India, China and other emerging nations. Apprenticeships are a valuable way to give young people skills, training and jobs. They also offer on-the-job learning opportunities and, of course, further education. They enable young people not only to learn about their chosen trade or profession, but to do so on the spot. They also enable them to talk to colleagues who are already skilled and experienced. Apprenticeships and vocational education can offer so much, and there is no reason why they should not be expanded to cover a wide variety of jobs and professions. If that is to happen, however, we need to engage more of Britain’s companies and to bring them on board.

We can plan for apprenticeships. Any company wanting to provide goods or services to the public should be required to have an apprenticeship scheme before it can win a contract. Labour’s jobs-for-contracts scheme would increase the number of apprenticeships by thousands and give immediate help to many of the 1 million unemployed under-25s. That simple idea—creating apprenticeship places through public procurement—would provide immediate help with alleviating youth unemployment and would strengthen the vocational sector. It works: the Labour council in Inverclyde has been using it for many years, and the number of those in the NEET category in Inverclyde stood at seven last year—not 7%, but seven pupils.

Today, Britain risks losing the global skills race. We need to be as strong as Germany and Switzerland on vocational education, and as competitive as Singapore and Japan on maths. Britain’s future national competitiveness is at stake and so is our young people’s future. We need to engage employers in designing high-quality apprenticeships, giving them a greater say in spending the £1 billion of funding available to target apprenticeships at our young people.