Social Mobility

Edward Leigh Excerpts

Tuesday 31st January 2012 Westminster Hall

[Esther McVey]

I totally agree with my hon. Friend. We must ensure that we give those children the support that they need. I am delighted with the new university technical colleges that Lord Baker, Lord Adonis and Peter Mitchell are fighting for because they could provide people with a startling difference in their life. The timetable starts at 8.30 in the morning and ends at 5 o’clock. It does not matter whether someone comes from a difficult background or has a difficult home life, because they do their homework in school.

I know so many bright children who need an application for their education. For so long, we have learned a subject in isolation without really knowing where it is going. The university technical colleges are addressing that issue. Yes, they are academic, which is excellent, but the fact that they have a longer day and a longer week means that the pupils will have 30% extra time to do projects for companies and to mix with people whom they had never mixed with before, which goes back to the issue of those vital real life role models.

I am glad that we are at last having a discussion about going to university and encouraging people to ask, “Is that really best for me or is an apprenticeship better? Do I really need to get a job?” The Office for National Statistics reports that we now have more than 1.3 million graduates who earn less than the average wage for someone who has been educated to A-level standard. Did university really benefit those people, or did they feel pushed into going to university by quotas for schools? Did a lack of knowledge lead them on to that journey to university? Did university support them in the way that it should?

According to the recruitment agency Adecco, one in five employers says that school leavers make better workers than university graduates. It is crucial to be able to stop for just a second and think, “What is it that I want out of life? What can I do and have the support there?” We should not limit our options at a young age because we did not take the subjects that we would need later on in life. When I was at school, if we did not know what to do, our teachers would say, “Study science for as long as you can because you can do anything with a science O-level”— I am giving my age away now. If youngsters study science at GCSE or A-level, they can always do something. By the way, the lynchpin is chemistry, which is something that we are not always told.

University technical colleges are brilliant. I have read the JCB college booklet and seen what the very first university technical college in Staffordshire is doing. For the children, the experience has been life changing. Some were not doing well in school and feel that they have been given a second opportunity. A life sciences university technical college is coming to north Liverpool, which is associated with the university of Liverpool. Therefore, it will be linked with the university and with business, including Unilever, Novartis, Redx Pharma, Bristol Myers Squibb and Provexis. Hot on the heels of the Liverpool university technical college will be the Wirral university technical college. [Interruption.] I notice that the Minister is smiling there. All that is key.

I want to mention, as an aside, the significant effect that Brian Cox has had on the uptake of physics and maths, so much so that the president of the Institute of Physics, Professor Sir Peter Knight, has talked about the Cox effect. He has inspired new physicists and new mathematicians, so much so that applications to Surrey university this year for physics have gone up by 40%. I mention that because how we communicate our message is key. Brian Cox had a platform: television and the media. People found him exciting, innovative and interesting, and they went and did it.

[Mr Edward Leigh (in the Chair)]

Order. It is entirely up to the hon. Lady for how long she speaks, but there is only 10 minutes left for this debate, and she may want to leave some time for the Minister.

[Esther McVey]

Thank you, Mr Leigh, for pointing that out. I am just about to come to my questions.

I want to know about our communication strategy. How are we going to reach out to the kids whom we want to help and support, not just to the people who are already going to get it? It is key that we talk about it not only in policy—it is not just about words, but about deeds and actions. I want to mention the Speaker, who will hold an event for me on social mobility tonight, for 150 different people who have all turned their lives around, from business, drama and the arts. He is also giving Back Benchers a voice—he has introduced the Speaker’s parliamentary placement scheme, in which 10 people from different backgrounds are having a new look on life. I have one, and I want him to be known here: Luke Shaw Harvey from Stoke. He is working with me, and I think it is important.

How will we co-ordinate what we are doing? How are we following it through? How are we looking at the impact? What is our media strategy? How are we going to promote science to children? I see science as a great enabler for everyone. What are our careers advice and opportunities? How will we know about and promote the success stories, so that they are part of the cycle of social mobility?