Oral Answers to Questions

Debate between Elizabeth Truss and Stephen Metcalfe

Tuesday 26th April 2022 Commons Chamber

[Stephen Metcalfe (South Basildon and East Thurrock) (Con)]

15. What recent diplomatic steps she has taken to strengthen the UK’s economic and security relationship with India.

[The Secretary of State for Foreign, Commonwealth and Development Affairs (Elizabeth Truss)]

India is the world’s largest democracy and a key partner of the United Kingdom. We are deepening our defence and security ties, as well as securing a trade deal by the end of the year.

--- Later in debate ---

[Elizabeth Truss]

My hon. Friend is a huge champion for the Indian community in Harrow East, and he is right: India is a democracy. We want to work more closely with India and other democracies to reduce dependence on authoritarian regimes such as Russia. We can do that by working more closely with India on defence, which is what the Prime Minister was doing on his visit to India last week, and more closely on trade and investment, so that democracies are working with each other and we are less dependent on regimes such as Russia that have ill intent.

[Stephen Metcalfe]

Following on from that, will my right hon. Friend join me in welcoming the progress made by the Prime Minister last week to boost security in the Indo-Pacific? Will she confirm that following his trip, the UK will continue to work closely with our friends in India to deliver a more secure and prosperous future for both our peoples in the UK and in India?

[Elizabeth Truss]

That is right. First, we are working more closely with India on defence, to benefit industries in both our countries and make our countries more secure and less dependent on authoritarian regimes. At the same time, we will be delivering more commercial benefits. When the Prime Minister was in India he confirmed deals of more than £1 billion, creating almost 11,000 new jobs in the United Kingdom. There are huge opportunities for more jobs in India and the United Kingdom, and more security for both our countries.

Oral Answers to Questions

Debate between Elizabeth Truss and Stephen Metcalfe

Wednesday 12th January 2022 Commons Chamber

[Stephen Metcalfe (South Basildon and East Thurrock) (Con)]

Does my right hon. Friend agree that increasing diversity in the STEM sector is not only good for the individuals who will benefit from well paid, creative and rewarding jobs, but brings a wealth of talent and creativity to an ever more important sector?

[Elizabeth Truss]

My hon. Friend is absolutely right. We need all the talent in Britain on the pitch, which is why it is so important we get more people into STEM, particularly girls and women.

Oral Answers to Questions

Debate between Elizabeth Truss and Stephen Metcalfe

Tuesday 29th January 2019 Commons Chamber

[Elizabeth Truss]

My hon. Friend makes a good point. The borderlands deal is an important way of stimulating growth across the border area, although it would also help if the Scottish National party Government followed through in Scotland on things such as the tax cuts we have introduced elsewhere in the UK.

[Stephen Metcalfe (South Basildon and East Thurrock) (Con)]

7. What progress his Department has made on reducing the deficit since 2010.

Oral Answers to Questions

Debate between Elizabeth Truss and Stephen Metcalfe

Tuesday 18th July 2017 Commons Chamber

[Stephen Metcalfe (South Basildon and East Thurrock) (Con)]

T5. Will my right hon. Friend, for the benefit of the House, confirm the cost to the economy of cancelling student debt, say whether that is affordable and explain what effect it would have on the work we have done to reduce the deficit?

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

As the Labour party admits, cancelling student debt would cost £100 billion. The Opposition made that reckless promise, which would see the debt soar, during the election campaign, but now they say it is just an “ambition”. Are they going to say sorry to the people they made their promise to, and are they going to say sorry to the British public for threatening to bankrupt the economy?

Oral Answers to Questions

Debate between Elizabeth Truss and Stephen Metcalfe

Tuesday 6th December 2016 Commons Chamber

[Elizabeth Truss]

We have already announced a review of the Legal Aid, Sentencing and Punishment of Offenders Act 2012—we will shortly be announcing the timetable—but we need a system that is both open and affordable, which is exactly what the Government are delivering.

[Stephen Metcalfe (South Basildon and East Thurrock) (Con)]

T2. I am sure that my right hon. Friend will agree that an independent judiciary and a free press are two pillars of a free society, and that, while we might not always like how each acts, we should be proud of, and protect, those freedoms.

[Elizabeth Truss]

I absolutely agree with my hon. Friend. We can be incredibly proud of our independent judiciary, which is the cornerstone of the rule of law and supports our commerce and trade, and we also have a robust free press, which is vital to ensuring a free society.

Oral Answers to Questions

Debate between Elizabeth Truss and Stephen Metcalfe

Thursday 5th November 2015 Commons Chamber

[Elizabeth Truss]

I would have thought that the hon. Gentleman would welcome the extra protection that the Department of Energy and Climate Change has put in place. Let us be clear that under the Environment Agency we have the best possible protection for the environment, to ensure that any fracking is done in a safe and environmentally friendly way.

[Stephen Metcalfe (South Basildon and East Thurrock) (Con)]

T7. South Essex is home to many small and medium-sized food businesses. What progress has been made since the launch of the 2013 food and drink international action plan to help those businesses export more?

Oral Answers to Questions

Debate between Elizabeth Truss and Stephen Metcalfe

Thursday 29th January 2015 Commons Chamber

[Stephen Metcalfe (South Basildon and East Thurrock) (Con)]

11. What steps she has taken to improve the cleanliness of Britain's rivers and waterways.

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

We have made good progress and cleaned up more than 10,000 miles of our rivers. Pollution from sewage has gone down significantly. During this Parliament, phosphate pollution will fall by a fifth and ammonia by a sixth. This shows that a healthy environment goes hand in hand with a healthy economy.

[Elizabeth Truss]

My right hon. Friend mentions two fine rivers, and I have been on the River Cherwell, a very fine river. He is absolutely right. We have cleaned more than 10,000 miles of river and we will shortly put in place our new countryside stewardship scheme, which will enable farmers to get grants to improve water quality even further.

[Stephen Metcalfe]

The Thames is not only England’s longest river, but east of here and down to my constituency it is also the most populated. What steps are the Government taking to clean up the river, while balancing the needs of the users and flora and fauna?

[Elizabeth Truss]

My hon. Friend is absolutely right about the River Thames. It is vital not only for London but for our whole country, and it is unacceptable that at present raw sewage is regularly pumped into the Thames. That is why we are taking action, through projects such as the Thames tideway tunnel, to reduce that vastly.

Educating Engineers

Debate between Elizabeth Truss and Stephen Metcalfe

Thursday 16th May 2013 Westminster Hall

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

It is a delight to serve under your chairmanship, Mr Walker. I thank the members of the Select Committee for their comprehensive report. We have had very interesting speeches from the hon. Member for Ellesmere Port and Neston (Andrew Miller), and my hon. Friends the Members for City of Chester (Stephen Mosley), for South Basildon and East Thurrock (Stephen Metcalfe) and for Mid Worcestershire (Peter Luff), and I also thank the shadow Minister, the hon. Member for Stoke-on-Trent Central (Tristram Hunt), for some elements of his speech.

I am pleased that we all agree that scientific, engineering and technological innovation has a critical role to play in the future of the UK economy. We all know that we are in a global race. We need a population that is at least as mathematically skilled and technologically literate as those of China, Singapore, Brazil and all the other emerging countries, and we have a considerable way to go to achieve that. At the moment, we have the smallest proportion of 16 to 18 year-olds studying mathematics in the OECD.

In my constituency, I know the vital role that engineering plays from the apprentices at RAF Marham, who will shortly be working on the new Lightning II joint strike fighter, the most advanced fighter jet in the world, and from G’s Growers in the food and farming industry, who do laser levelling of the land. That shows that high-tech engineering applications apply across many different industries. One thing we are doing in the new design and technology curriculum is widening the industrial focus, to ensure that schools are able to work with local industries that offer those types of skills. The Government are committed to increasing the number of young people studying STEM subjects.

I agree with the comments made today about getting the message across on a broad level. I have held a number of round tables recently with people from the engineering sector, about how we need to get the message across broadly to parents, as well as to teachers and the wider community, about the fulfilment and the economic value of engineering. We know that people with degrees in subjects such as maths and engineering are some of the most highly paid and sought after, and we need to get that message through from a very early age. As the world develops, there is an increasing return to skills. The correlation between our PISA—programme for international student assessment—results and economic growth has doubled over the past 30 years. There has been a 30% growth in managerial, technical and professional jobs, and we need a skilled populace able to take up those roles.

The remit of the report is 14-19 education, but the building blocks at primary school are so critical that we cannot not mention them. Importantly, we are reviewing our primary mathematics curriculum, so that it focuses much more on core arithmetic skills. It will ensure that children have their times tables, which are the basis of things such as ratio and proportion that are so important in solving multi-step problems in subjects such as engineering. We are also developing a new computing curriculum that will start in primary school. Children will learn not just to use IT programmes, but to programme things such as Scratch and Raspberry Pi from an early age. That will open their eyes, at an early age, to the opportunities that engineering brings.

I mentioned the broadening of the design and technology curriculum. We want primary schools to open children’s eyes to industries and things available for them to do in the local area, which is important for getting girls involved. There has been a lot of media commentary recently about the segregation of girls’ and boys’ toys, such as chemistry sets. As parents, we have to stand up and be counted on such issues. I have two daughters. If we allow the mindset to develop at that age that particular things, such as chemistry and physics, are boys’ things, it has a damaging effect later.

There is a strong role for design and technology, coupled with good mathematics and good computing teaching in primary school, in that it is a universal skill that is useful not only for engineering, which is of course important, but for the quantitative skills that we will need much more in subjects such as history than we did in the past. It is something that everybody has to know and should focus on.

On the design and technology curriculum, we have been working with engineering and other sectors to ensure that it is broad and high level, and that it encourages students to apply the learning they receive in mathematics and sciences. In the maths and science curriculum, we are reforming GCSEs with questions that are more open ended and have a focus that is more on problem solving, modelling and practical application, so that there is not a divide between theory and practice, but more of a continuum between subjects.

People will then understand when they study trigonometry that it is very useful for an engineering apprenticeship. Some young engineering apprentices in my constituency told me, “We had no idea that the trigonometry we used at school would actually be useful in this job, and now we’re really excited about it.” Would it not be great if, when trigonometry is first taught, the teacher brings up such applications, so that students know that they will be useful for their future careers?

[Stephen Metcalfe]

The Minister is making an excellent point. Too often in education, and not just in science and technology subjects, the application for later in life is lost. Perhaps we might broaden that idea to ensure that there is always some practical example why children, from a very early age, are learning something. When I go into schools, children often have no idea why they are there: it is just somewhere they go during the day. Let us explain why education is important to them and how it will help them in later life.

[Elizabeth Truss]

I completely agree. One organisation I have talked to is PFEG—the Personal Finance Education Group—which is very supportive of the financial education programme in schools that we have added to the national curriculum. It is keen to help communicate with primary school children about which careers are likely to be available in the future, and which will have the financial rewards to support them and their families when they grow up.

There would thus be an early understanding of the value of continuing to study some of the subjects in which it may take a while for the penny to drop—we have all had moments of struggling through sums and finally getting it—and children could be encouraged by being told, “This is what you can do. This is the kind of thing you could be.” The Under-Secretary of State for Skills, my hon. Friend the Member for West Suffolk (Matthew Hancock) said that he wanted to be an astronaut, which is an aspirational career—I do not think you were in the Chamber, Mr Walker—but he settled for being an Under-Secretary, which I am sure we agree is an equivalent profession. Perhaps not.

We are making good progress on A-levels. The number of pupils taking A-level maths rose by 51% between 2005 and 2010. As the Committee commented, however, that is simply not enough, given that we are 200,000 mathematicians short at university and when many of those shortages are in engineering courses. We therefore need to do more to get students to do A-level maths and physics. Our stimulating physics network is particularly focused on getting girls to do physics at GCSE and A-level, which is part of our programme.

One reason why we have had such a low uptake in maths from 16 to 18, which is a key basis for engineering, is that we have not had the mid-level qualification that many other countries have. It has been all or nothing: children do the full A-level or nothing. We are creating a number of core maths qualifications, such as maths in education and industry, and we are working with Professor Tim Gowers of Cambridge university on a problem-solving qualification. We are also considering a probability and statistics qualification similar to the one offered in New Zealand, which succeeded in increasing take-up.

The core maths qualification will be part of the technical baccalaureate, and we hope that it will be part of academic programmes of study. I hope that addresses the Select Committee Chair’s aspiration to create more of a common core that all students take from 16 to 18. Clearly, students will also be able to take A-level maths or further maths, but let us make sure that they continue with the core study that is so important to whatever kind of career they go into later.

I was asked whether the technical baccalaureate is equivalent to the EBacc. No, it is not, because it is a 16-to-18 qualification, while the EBacc is a 14-to-16 qualification. The technical baccalaureate is a high-level vocational qualification that is aspirational—it includes level 3 maths—and it is also an applied qualification. It will be recorded in league tables alongside A-level, rather than at the 14-to-16 level. That is in line with Alison Wolf’s report on vocational education, which recommended that young people follow a general education curriculum until the end of key stage 4, with vocational specialist options postponed until after that stage, and explains why we have the EBacc, which is a core qualification and represents only 60% or 70% of the curriculum, so there is still space for students to study additional subjects. That is the expectation to 16, and the technical baccalaureate, the academic alternative or an apprenticeship follows from age 16 to 18.

Oral Answers to Questions

Debate between Elizabeth Truss and Stephen Metcalfe

Monday 4th March 2013 Commons Chamber

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

My right hon. Friend the Secretary of State for Education recently announced our proposals to reform the new national curriculum. In addition to being more rigorous in the core subjects, the new national curriculum will also be much slimmer, meaning that schools will have greater freedom to design lessons that inspire and motivate all their pupils.

[Stephen Metcalfe]

Will the Minister join me in encouraging schools to deliver a curriculum that not only meets the aspirations and priorities of pupils but reflects the needs of local employers—core skills such as maths and English as well as vigorous vocational qualifications in engineering, computer science and technology?

[Elizabeth Truss]

There is much more scope in the new national curriculum for schools to develop programmes involving design, technology and computing to prepare students for high-tech roles, as well as improving their maths and English core skills. The computing curriculum now focuses on programming and understanding how computers work, and has been developed with the British Computer Society. We are also introducing a new technical baccalaureate that will provide a high level of technical training, including maths for students up to the age of 18.