NHS Pensions: Taxation

Debate between Elizabeth Truss and Nic Dakin

Monday 8th July 2019 Commons Chamber

[Nic Dakin (Scunthorpe) (Lab)]

The workforce are the No. 1 priority in the NHS, along with delivering the NHS plan, but we seem to be dealing here with a case of the right hand not knowing what the left hand is doing. When the right hand of the NHS is rightly commissioning Baroness Dido Harding to do a workforce plan, the left hand of Treasury policy is undermining that. Will the Chief Secretary make sure that Baroness Dido Harding’s work is fully integrated into the work she is doing on this.

[Elizabeth Truss]

Yes.

Oral Answers to Questions

Debate between Elizabeth Truss and Nic Dakin

Tuesday 11th December 2018 Commons Chamber

[Elizabeth Truss]

My hon. Friend is exactly right. We also need to make sure that we are sharing the best practice of those authorities that are successfully helping to keep children out of care. We are also using the initiative of the children’s Minister to ensure that we are using independent school facilities better and helping with mental health problems. We need to do all those things.

[Nic Dakin (Scunthorpe) (Lab)]

4. What recent discussions he has had with the Secretary of State for Education on the adequacy of funding for further education.

[Elizabeth Truss]

I regularly meet the Secretary of State for Education to discuss school and FE funding issues. We have protected the base rate of funding for 16 to 17-year-olds between 2015 and 2020.

[Nic Dakin]

The national funding rate for 16 to 18-year-olds has been frozen for five years. That is beginning to cause significant problems in delivering for this age group. Will the Government do something about it before it is too late?

[Elizabeth Truss]

What is important is that we are achieving better results for 16 to 18-year-olds. We are seeing more young people from disadvantaged backgrounds going to university and improvements in the quality of apprenticeships that are being taken up by young people. We are also putting extra money into the new T-levels, which are due to improve technical education.

Oral Answers to Questions

Debate between Elizabeth Truss and Nic Dakin

Tuesday 22nd May 2018 Commons Chamber

[Nic Dakin (Scunthorpe) (Lab)]

13. What assessment he has made of trends in the level of wage growth for young people over the last 15 years.

[The Chief Secretary to the Treasury (Elizabeth Truss)]

From 2002 until the crisis, young people saw their real wages grow more slowly than the UK average. In fact, their wages fell more during the recession. Since 2014, young people’s wages have been rising faster than the UK average.

[Nic Dakin]

Young people are struggling to get a good start in the job market. They are earning less, working longer hours and commuting further than their parents’ generation. What are the Government going to do to transform their outcomes?

[Elizabeth Truss]

The most important thing is that those young people are in jobs, and under Labour we saw unemployment rise to 20%. Youth unemployment has reduced by 40% since 2010. I recognise that we need to see those young people get better skills. That is why we are investing in IT training, that is why we are developing the maths premium so that more students study science, technology, engineering and maths, and that is why we have developed the apprenticeship levy to get more people into apprenticeships.

Oral Answers to Questions

Debate between Elizabeth Truss and Nic Dakin

Thursday 5th May 2016 Commons Chamber

[The Secretary of State for Environment, Food and Rural Affairs (Elizabeth Truss)]

I can tell the hon. Gentleman that 60% of our food and drink exports go to the EU—that is worth £11 billion to our economy. That is vital income for our farmers and fishermen. If we were to leave, exporters would face crippling tariffs when selling their goods to Europe, such as up to 70% for beef products, which would cost £240 million per year.

[Nic Dakin]

I agree with the Secretary of State, the National Farmers Union and the Food and Drink Federation about how vital the EU is to our farming industry. The Secretary of State has given quite a full answer, but would she like to put a figure on what the lost trade would cost our farmers each year if we were to leave the single market?

[Elizabeth Truss]

What we know is that no country that is not a full member of the EU has full access to the agricultural market. Whether it is Norway, Canada or any other of the countries whose models the out campaign have talked about, none of them has full access without quotas or tariffs. I have given the example of beef, with a cost of £240 million a year. The sheep industry would be even harder hit because 40% of all the sheep that we produce here in the UK are exported to the EU.

Technical and Vocational Education

Debate between Elizabeth Truss and Nic Dakin

Wednesday 9th July 2014 Commons Chamber

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

The hon. Gentleman has just praised Germany, but in Germany all students study EBacc subjects to 16.

[Nic Dakin]

I taught in Sweden, which has a similar baccalaureate system up to 16, but it has far greater breadth than the narrowness of the EBacc. The problem is that the EBacc could have been a good vehicle for taking things forward if it had been a proper curriculum developed with careful thought, instead of focusing on certain things that will have consequences. School timetablers only have so much curriculum time, and if we narrow that down by producing more geography and history students, it will have consequences for other things.

[Elizabeth Truss]

That is precisely what the Progress 8 measure is all about. It is about ensuring that students are studying EBacc subjects, as well as important technical, arts and creative subjects. That is precisely what they do in Germany, of which the hon. Gentleman is a big champion.

[Nic Dakin]

I have another quick point. We need to have greater “earn while you learn.” In countries such as Netherlands, Switzerland and Denmark, 52%, 48% and 49% of young people respectively earn while they learn, whereas in our country the proportion is down at 22%. Why do we not set a target of being in the top three of that table? There is a lot of evidence that work experience, which the Government have taken out of the key stage 4 curriculum, is beneficial for job readiness and furtherance into jobs. I will leave it there, because I am aware that other Members want to contribute.

Oral Answers to Questions

Debate between Elizabeth Truss and Nic Dakin

Monday 24th March 2014 Commons Chamber

[Elizabeth Truss]

I agree with my hon. Friend. I am not proposing an entry requirement for Parliament, but perhaps that is something he might put forward. We have new maths and English skills tests for primary school teachers. We are also giving bursaries to maths teachers for primary school. One of the things we have been looking at in Shanghai is having specialist maths teachers in primary schools, which is an interesting model.

[Nic Dakin (Scunthorpe) (Lab)]

Are the Government meeting their targets for recruiting teachers into maths?

[Elizabeth Truss]

I thank the hon. Gentleman for his question. I think that we are at about 90% of our target for this year. It is vital that we get more people into maths teaching, so we have removed the cap on maths teacher recruitment and we are awarding the highest level of scholarships and bursaries to maths. Importantly, we also need more people doing maths at A-level, and we now have record numbers under this Government. We also have record numbers doing further maths at A-level and doing maths degrees. That will increase the supply of maths teachers in future.

Child-care Ratios

Debate between Elizabeth Truss and Nic Dakin

Thursday 9th May 2013 Commons Chamber

[Elizabeth Truss]

I thank my hon. Friend for his question, and he is absolutely right. What the Opposition are effectively saying is that a lot of parents should be priced out of the market and should not have the opportunities of parents in other countries to access high-quality and affordable child care. The previous Labour Minister, Beverley Hughes, admitted that Labour had got it wrong on child care, so perhaps the Opposition need to think again.

[Nic Dakin (Scunthorpe) (Lab)]

The Minister explicitly mentioned Sir Michael Wilshaw. Can she say whether he supports her ratios or not?

[Elizabeth Truss]

I can; Sir Michael Wilshaw wrote an article in Nursery World where he said that he supported the idea of higher qualifications for—[Interruption.] Let me finish my point. He supported higher qualifications for higher ratios for three and four-year-olds and he agreed that that should be extended down the age range.

A-level Reform

Debate between Elizabeth Truss and Nic Dakin

Wednesday 23rd January 2013 Commons Chamber

[Elizabeth Truss]

I thank my hon. Friend for his question. I have spoken to a number of universities, both in the Russell Group and outside, as well as the 1994 group and Universities UK, and I am absolutely clear that we need subject experts from across all the universities to be involved in the process, so that we get A-levels that reflect the broad consensus across universities. He is absolutely right that in subjects where it may be appropriate to have different methods of examination—for example, art—we should look at that, too. We will be flexible according to the subject and we are certainly very interested in getting all universities on board.

[Nic Dakin (Scunthorpe) (Lab)]

I was interested to hear the Minister say that she wanted questions that encouraged students to think. I am afraid that that is what is already going on in our schools and colleges: students are thinking. Comments such as hers denigrate the excellent work that young people and the people working with them are doing now. Does she accept that A-levels are about more than preparation for Russell Group universities? She is in real danger if she models her curriculum change only on the direction of Russell Group universities, not on the panoply of need of all our young people.

[Elizabeth Truss]

I am afraid that, according to academics in universities, too many of the questions set in today’s A-levels do not allow long responses. In mathematics and physics they do not have multi-step problems that encourage students to think through answers and are very much more laid out than they were in the past. I encourage the hon. Gentleman to look at past papers and also leading countries—

[Nic Dakin]

I’ve looked at rather more past papers than you have!

GCSE English (Marking)

Debate between Elizabeth Truss and Nic Dakin

Tuesday 18th September 2012 Westminster Hall

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

I thank the hon. Member for Scunthorpe (Nic Dakin) for securing today’s debate. I recognise that he has a lot of expertise in the sector. He taught English at Greatfield high school, and is a former principal of a further education college, so I respect the knowledge that he has brought to today’s debate.

I want to restate what the Secretary of State has already made clear. I have great sympathy for all those students who did not receive the grades they were expecting in this summer’s GCSE English results. There is a process whereby hon. Members can register their concerns with Ofqual, which is rightly dealing with queries. If schools or students are concerned, I suggest that they raise those concerns with Ofqual as soon as possible.

The hon. Gentleman asks me to set out what action the Government are taking, and what action I believe they should take. It will come as no surprise to him that, as the Secretary of State made clear at the Select Committee earlier this week, it would be totally wrong for the Government to intervene in marking or grading decisions. That is Ofqual’s responsibility, and as other hon. Members have said, Ofqual was set up by the previous Secretary of State to oversee and maintain standards and qualifications. Grade boundaries and maintaining standards is a matter for Ofqual, which is directly accountable to Parliament. It is important that where there are independent regulators, they should conduct investigations and answer queries—in this case, that process is still ongoing—without undue political interference.

Ofqual published its initial report into the concerns about GCSE English, finding that the June grade boundaries were properly set and that candidates’ work was properly graded. It has also said that the January grade boundaries were set generously. The hon. Gentleman has referred to Glenys Stacey’s comments on that matter.

[Nic Dakin]

First, does the Secretary of State have a role in ensuring the competence of the regulator? Secondly, Ofqual has not looked at any work; it is a mere statistical sample of 75%. It is not even a technical analysis of 100%, according to the report, which is signally flawed. Does the Minister accept that point?

[Elizabeth Truss]

On the hon. Gentleman’s first point, our exam system is undergoing reform. I shall comment later on the modular system and the impact that that had on grading decisions.

Ofqual is looking at the details of individual students and why they got the expected results, while others did not. That is why I am encouraging hon. Members to send concerns to Ofqual, which will produce its final report in October. It is the right body to investigate the matter, rather than the Department for Education, because otherwise we end up in a system where politicians interfere with the grading review. The hon. Gentleman alluded to Wales, and that is a problem with the approach being taken there.

The hon. Gentleman also mentioned problems with the current system, presenting a rosy description of GCSEs in the years since their introduction. Although he spoke about O-levels, I am not able to remember sitting such exams, because I took GCSEs. Therefore, I sadly do not have his wealth of knowledge about different qualifications going back through history. The specific problem with English GCSE was the modular examination system, which we are changing. A lot of convoluted technical processes were created that made it more difficult to moderate and mark the exams. The Government and the Secretary of State have been clear about wanting to move away from a modular system to one in which students study subjects in depth, and where what students have learnt can be assessed at the end of the course. We think that modular exams and re-sitting exams get in the way of sound subject knowledge and sound subject teaching.

We believe that modular examinations were a factor in what happened with the English GCSE exams, but that is a matter for Ofqual to investigate. As I have said, the report is expected at the end of October. It will be up to Parliament to examine the findings, as Ofqual is ultimately accountable to Parliament, which returns to the question that the hon. Gentleman asked about what the Secretary of State’s role should be.

We are restoring the end-of-course exams for students starting GCSE courses this September. Yesterday, the Secretary of State announced the new English baccalaureate certificates that will be introduced in the core subjects. They will be linear and results will be given at the end of the course. I understand that that does not answer the specific question of what happened with students this summer, but again, that is being investigated by Ofqual. The proper role of politicians is to consider how the system can be reformed to work properly, rather than intervening in specific decisions that it is right for the regulator to make.

On the hon. Gentleman’s rosy perception of the past few years, there is widespread, bipartisan agreement that the level of grade inflation cannot be justified. He also had warm words for the examining bodies, even though they have been criticised for the role that they played in that inflation. I do not think, therefore, that they can be entirely part of the solution—in other words, we need to consider different approaches to GCSE exams.

Since 2000, England’s performance in international reading, mathematics and science tests have flatlined. Andreas Schleicher from the OECD has described the UK as stagnating over that period. The specific comments about the English results cannot hide the fact that under the previous Government we did not see the increase in standards that was seen in comparable countries. In 2000, the UK was ranked 12 places ahead of Germany in mathematics, but by 2009, it was 12 places behind. In 2000, the UK was 16 places above Germany in science, but it is now three places below. In reading, it was 14 places above Germany, but it is now five below. We cannot ignore international evidence showing that what was being reported as happening as a result of our exam system was not accurate, compared with fast-improving jurisdictions across the world.

[Nic Dakin]

I say gently to the Minister that those points are for another debate. We should focus on the hundreds of thousands of young people who have been negatively affected by something that, as the general secretary of ASCL said, has gone seriously and significantly wrong. Such people do not say things like that glibly. Something is wrong here and it is in an area that the Government, if they had intestinal fortitude, would do something about.

[Elizabeth Truss]

The reason it has gone wrong is because of the system we inherited, which was based on modular examinations. While we saw grade inflation in the UK, we were being overtaken by other countries.