Careers Service (Young People)

Elizabeth Truss Excerpts

Tuesday 13th September 2011 Commons Chamber

[Andy Burnham]

I have some sympathy with that argument, but it is an argument for more and better careers advice, not less. We have some sympathy with the view that we need to ensure that all qualifications should be of a decent standard and should lead somewhere. We accept that view and we will support the Government in that regard, but that is not an alternative; we still need good quality careers advice alongside those routes. I feel passionately that, collectively, the whole lot of us here have failed the 50% or more of young people who are not going to go down the university route. We have not done enough to provide them with a proper structure or a proper route through to good qualifications and a good job, and it is about time that we addressed that balance. It is about time that this House, rather than focusing on the top 20% and the English baccalaureate, thought about a pathway for all children, so that they can all fulfil their potential.

[Elizabeth Truss (South West Norfolk) (Con)]

If the right hon. Gentleman thinks it important that all students have a pathway, why did the Labour Government remove the modern foreign language requirement in 2004?

[Andy Burnham]

The hon. Lady was not here at the start, and I am not sure whether she has heard the whole debate. Her point does not quite fit. We want young people to make the right choices for them. We should strongly encourage the teaching of foreign languages, particularly in primary schools, but they will not be right for all young people. The question I would ask her is this: why are young people who want to do engineering, information and communications technology, business studies, economics, music, art or other creative subjects being told that they are somehow second best because those subjects are not in the English baccalaureate? What is it that justifies the Government ranking some subjects above others—and, by definition, ranking some children above others?

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[Elizabeth Truss (South West Norfolk) (Con)]

I fear that the Opposition are on the wrong track with the subject they have selected for today’s debate. I fear that much more damage has been done by the dilution of maths, sciences and languages in our schools than by poor careers advice, and yet we have yet another Opposition day debate on education that does not address the core issue. We are not talking about what students actually learn in school.

During their period in government, Labour presided over a hollowing core that failed to prepare people properly for the world of work. Britain has been left with a skills shortage in crucial areas, and I fear that we are losing the race against international competitors. An OECD report published today indicates that there has been a rebalancing of skills between west and east. The leagues tables for the OECD’s programme for international student assessment speak for themselves, with the UK falling to 28th place in maths.

The previous Government, instead of addressing the fundamental weaknesses in our education system, further skewed education towards those subjects that employers did not want and spent money on careers advice that only a few people appreciated. Only 20% of students said that they thought the careers advice provided was useful. Alan Milburn, a former Labour Minister, said that the careers advice simply was not good enough.

[Simon Hughes]

I recognise my hon. Friend’s interest in this wider subject. The really important thing is that both should work. The reason we need good, personalised careers advice is that it enables young people to make the right choices, for example on what subjects to study, so that they do not end up excluded from university courses—medicine, for instance—because they made the wrong choices when they were 14 or 15.

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[Elizabeth Truss]

I thank my right hon. Friend for his intervention. I advocate making the E-bac subjects that the Government are encouraging compulsory until age 16, as they are in Canada, Germany and France. It is good for all students to get a core basic education. We currently have one of the lowest proportions in the OECD of students doing maths aged 16 to 18. We have a very poor record on foreign languages, history and sciences.

To address the point that the shadow Secretary of State made in his speech, we need to get everyone up to a good level in a core general education. It is no longer appropriate to say that it is okay for students to cut off their options at age 14 and regret it later in their careers. I do not think that we need a lot of expensive careers advisers telling students that; it should be a broad part of a general education that everyone in this country studies, as is the case in most of our major competitors. I would like the Government to take up that point.

Employers say that they are most concerned about foreign languages—75% said that it was their major concern. Yet in 2004 the previous Government dropped the requirement of a foreign language at key stage 4, and since then the proportion of students studying foreign languages at GCSE has plunged from 79% to 44%. In mathematics, the UK is an outlier, with only 50% of sixth forms offering further mathematics A-level, and yet students who wish to study mathematics or physics at one of the top universities need a further mathematics A-level. That means that 50% of our young people are unable to study those important subjects at university. That is absolutely disgraceful. Why are they not able to do so? There are perverse incentives in the league tables, as the Minister said earlier, and we all know that some subjects are more equal than others, but there is also a fundamental dishonesty in how they are presented and reported.

One thing that no one has mentioned in the debate so far, however, is the role that teachers should play. We have seen their role diminished since 2003, and in particular since their terms and conditions restricted the activities in which they may become involved. Teachers have a crucial role in inspiring students to think about their future and what they could make of themselves, but sometimes we focus too much on the student’s immediate career, rather than on building up their long-term capabilities.

It is better to have somebody who is close to a student giving them regular advice and being honest about their subject options. I have been into local schools and talked to teachers, and often they are afraid of denigrating a subject for fear of seeming elitist, but unfortunately that is undermining our meritocracy and meaning that students from well-off backgrounds who attend independent schools are twice as likely to study maths and science at A-level, three times as likely to study modern languages and seven times less likely to study media studies. That, I am afraid, is the legacy of our system.

[Steve McCabe (Birmingham, Selly Oak) (Lab)]

What is the basis for assuming that unqualified teachers who flourish in the free-school experiment will be better equipped to provide the support and direction that the hon. Lady hopes pupils will receive?

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[Elizabeth Truss]

I thank the hon. Gentleman for his intervention. I support the idea that a good head teacher will select those teachers who are the most inspirational to the students entering that school and encourage them in their future lives and careers. In this country, however, we often look to the short term and the next job, instead of building up the capability for a lifetime of jobs—which could amount to 10 jobs. We are all going to work longer, because we are all living longer.

I know from the previous comments of Labour Front Benchers that they do not always approve of traditional subjects such as physics, chemistry and modern languages—[Interruption.] Well, I have heard expressed in this Chamber objections to the English baccalaureate. However, even if the Opposition think that those subjects are old hat, which people in China and India certainly do not think, as they are rushing to institutes of technology to study them, I am afraid that we are not that great either at teaching new subjects in the way that employers want.

The shadow Secretary of State mentioned ICT, and Dr Eric Schmidt of Google said:

“Your IT curriculum focuses on teaching how to use software, but gives no insight into how it’s made. That is just throwing away your great computing heritage.”

I fear not only that we are not teaching enough rigorous and traditional subjects, but that we are not teaching the new subjects deeply enough, or in a way that imparts how things work, in order to give us the capability to build more effective programming and IT industries. The problem therefore is not just with the subjects, but with the way ICT is being taught.

The Government are taking absolutely the right approach by encouraging more students to study such core subjects, which will give them broad career options, rather than cut off their options early, as many people have unfortunately been doing.

[Julie Hilling]

I thank the hon. Lady for giving way, because I have been sitting here getting increasingly frustrated at the notion that history, geography, modern foreign languages, maths and science are the only subjects that will give a student the breadth of knowledge with which to go forward in their lives. Is the issue not about academic rigour and young people learning to learn and learning to evaluate what they learn? That is the important thing, not the subject that they are doing.

[Mr Deputy Speaker (Mr Lindsay Hoyle)]

Order. Interventions are getting a little bit too long.

[Elizabeth Truss]

I thank the hon. Lady for her intervention. Perhaps in due course she could tell me why Canada, France and Germany insist on those subjects being taken to age 16, and why all those countries are doing better than us in the OECD PISA—programme for international student assessment—tables.

The Government are taking absolutely the right approach of strengthening the core, getting rid of modules from exams, making rigorous assessments, and encouraging students to take the E-bac. It is so encouraging that this year the numbers of new entries to these subjects have gone up. We are also offering proper apprenticeships to get people the proper work experience that they need to build a successful career. We will not create careers with more hot air; we will create careers through real learning in real subjects and real jobs.