Breaking Down Barriers to Opportunity

Debate between Emma Hardy and Robert Halfon

Wednesday 8th November 2023 Commons Chamber

[Emma Hardy (Kingston upon Hull West and Hessle) (Lab)]

I think the best word to describe what was in the King’s Speech is “inadequate”. It is clear that the Government have neither the energy nor the vision to deal with some of the difficulties facing so many people in our country. The disappointment of the speech adds to the general feeling of decline over the past 13 years. What the country really needs is change. That is the sense I get from each and every person I go out and speak to: it is time for a change. What they really need is a mission-led Labour Government focused on putting right the mistakes of the past 13 years.

We heard a perfect illustration of the Government’s governing by slogans from the Education Secretary at the Dispatch Box earlier when she talked about the idea of low-value degrees. She and other members of the Government often use that phrase, but they have utterly failed to define it. Every time they try, they realise that it is impossible to work out.

I am going to quote that well-known socialist Lord Willetts, who I believe still holds the Conservative Whip over in the House of Lords. We talked at the Treasury Committee about the impact of somebody’s degree on their life chances. I questioned him about evidence from the Resolution Foundation, which said that

“it is clear that much of what happens post-university is still determined by certain socio-economic characteristics chosen for us by chance at birth”.

It added that

“the IFS have utilised anonymised tax records and student loan data to show that”—

this is the bit that I hope the Education Secretary is listening to—

“even accounting for institution attended and subject studied, graduates from wealthier families earned more.”

That is the evidence that we have been given. It was collected from anonymised tax data, and it shows that even among people who do the same course at the same university, if someone comes from a wealthier background, they go on to earn more.

I put that to Lord Willetts—I am sure Members understand that he is not a well-known socialist—and he said, “That is absolutely fair.” He absolutely acknowledged that that is the case. He said:

“It is indeed the case that your background, even if you partly overcome it in your time at university, for any given degree, then has an impact in the labour market. The presumption”—

this is how he explained why some people do better at university than others, and why background is important—

“is that this is to do with all the networks and the social capital and the wider opportunities you bring to your hunting for jobs after you have finished your time or in your last year at university.”

So the background, the networks and the social capital of the parents had the greatest impact on how well someone did at university.

That is exemplified by the way in which this Government seem to operate, and their apparent view of teachers. Teachers do an amazing job, as do many of the people in universities, but they are not divorced from the environment in which they exist. Someone may go to university and have to work without that social capital or network. Another example given by Lord Willetts related to the unpaid internships that many employers continue to offer. If people are not able to take those up, they will not have the same opportunities as others.

Lord Willetts also gave some interesting evidence about degrees. He said that people from lower socioeconomic backgrounds tended to go for degree courses in which they were trained specifically for one occupation, because, he said, they were unable to take the risk. Those people do not want to study a subject such as history—which, I should point out, is the degree held by most top CEOs in the FTSE 100—because they sense the risk of not being employable. We already have a two-tier system in our university jobs market and in our degrees market. This attack that suggests that somehow universities are responsible for the inequalities in our country that so many people face is ludicrous. Once again, the Government are pushing the blame on to someone else rather than accepting the fact that inequality has grown on their watch. If they really want to address the need for aspiration and social mobility, they need to consider addressing the background that so many people come from.

[The Minister for Skills, Apprenticeships and Higher Education (Robert Halfon)]

rose—

[Emma Hardy]

Of course I will always give way to the right hon. Gentleman.

[Robert Halfon]

I am grateful to the hon. Lady. We used to serve on the Education Committee together, but I think that her argument is fundamentally wrong. If it is not wrong, why are there some incredible universities—I am thinking of Nottingham Trent University, the University of East London, which I visited last week, and Staffordshire University—with an extraordinary number of disadvantaged students, who do not have the networks and so on to which the hon. Lady referred, but many of whom get good jobs and good skills? If that is the case, it is not to do with networks; it is to do with good teaching at good universities.

[Emma Hardy]

I have the utmost respect for the right hon. Gentleman, and I remember his love of Nottingham Trent University from when we served together on the Education Committee. There are some examples of universities doing great things to generate the correct networks for pupils, but the anonymised data, including the anonymised tax records, show that even when all that is taken into account—and of course there are excellent universities doing excellent work—what determines the jobs that people get when they leave university is their parents’ background. Those are the facts. The right hon. Gentleman can have alternative views, but he cannot have alternative facts.

In the context of schools and teachers and the difficulties that people may experience when they go to work, I now want to say a little about women with endometriosis. I have spoken about this many times in the Chamber. One in 10 women have the condition—it is as common as diabetes or asthma—but if I asked everyone in the Chamber about it today, I would probably find that many had never heard of it. It is a debilitating condition that affects a woman’s entire body, and is often linked to the menstrual cycle.

Many of the women I have spoken to who have the condition want to work and to do well. Indeed, many work as teaching assistants in schools or as teachers, because it is a female-dominated profession. Our survey established that half of them took time off work often or very often because of their condition, two fifths worried about losing their jobs because of their endometriosis and a third believed that they had missed out on promotion opportunities because of it, while 90% said that it had had an impact on their long-term financial situation, and one in six—remember, this condition is as common as diabetes or asthma—had had to give up work all together.

All that is required to keep these women in work are the usual reasonable adjustments and a consideration of the way in which work is structured. Some great cross-party work has been done on the menopause, and policies in the workplace seem to be changing, but I would have really liked to see in the King’s Speech a measure to address endometriosis and some of the other conditions affecting women.

Locally in my constituency, the Hull and East Yorkshire endometriosis group, which is full of amazing, formidable women, is working with the trade unions to create a rights charter and to encourage workplaces to look at how women with endometriosis are treated. But again, we did not see anything on rights at work in the King’s Speech. There was no employment Bill. There was no new deal for working people. There was nothing. Fundamentally, if we want to get the changes that people need—the genuine opportunities for all people from all backgrounds and the opportunities for women to continue in work—what we need is a Labour Government.

Office for Students

Debate between Emma Hardy and Robert Halfon

Wednesday 26th April 2023 Westminster Hall

[Robert Halfon]

That is an important question, and the hon. Gentleman is one of the key higher education spokesmen in the House of Commons. I am absolutely supportive of student representation. The student panel is incredibly important. I made a decision as a Minister to interview one of the members of the student panel. I did not have to do that—I could have just ticked the submission and said that Mr X or Ms X is fine—but I took proactive interest, because it is incredibly important to do so.

I met the student panel, and I want it to have a voice. I went to an OfS event in the House of Commons a couple of weeks ago. I spent time chatting to the student panel, which is essential in this. As long as it is used properly and listened to, it is the best conduit for ensuring that student voices are heard. The student panel has teeth. I will keep a watch over it, even though the OfS is independent and I do not have operational control. It is a bit like the police: the Mayor of London might have a say over the chief constable, but he does not necessarily tell them what to do day by day. Nevertheless, the student panel is incredibly important, so I accept what the hon. Member for Sheffield Central (Paul Blomfield) says.

The hon. Member for Stretford and Urmston asked me about the taskforce. It last met in full in June 2022, and there has been a subsequent meeting of arms-length bodies, separately, to discuss progress and to identify areas of work to take forward.

There is plenty of evidence to suggest that higher education is preparing students for high-quality employment: three quarters of graduates from full-time first degree courses progressed into high-skilled employment or further study 15 months after graduating in 2020. But more must be done to tackle the pockets of poor quality that persist, and the OfS is committed to doing that. The OfS has revised its registration conditions in relation to quality and standards to ensure that they are robust, and it is rightly now taking action to investigate and enforce those conditions.

We want to ensure that students see returns on their investment in higher education. The Institute for Fiscal Studies estimates that the net lifetime return from an undergraduate degree is £100,000 for women and £130,000 for men, but it should be noted that the IFS has also found that 25% of male graduates and 15% of female ones will take home less money over their careers than peers who do not get an undergraduate degree. I think that graduates should be achieving outcomes that are consistent with the qualifications that they have completed and paid for.

To give an opposing example, it is a testament to the genuinely excellent teaching and leadership at the University of Hull that nursing and midwifery students experience the highest progression rate—98%—compared to all other OfS-registered HE providers with available progression data, and that the university has performed above the OfS threshold for continuation, completion and progression. I say those things to highlight not just the brilliant work of the University of Hull but the important work that the OfS is doing. Without the work of the OfS, we would not have that kind of information.

I talked about social justice, which is very important to the hon. Member for Kingston upon Hull West and Hessle and to me. I want to ensure that no student is excluded from higher education because of their background. A wider point has been made about us putting extra burdens on the OfS, but it has recently launched the equality of opportunity risk register to highlight key risks that can impact negatively on disadvantaged and under-represented student groups across the whole of the student lifecycle. That is an extra thing for the OfS to do, but I want it to happen. I am delighted with that. I do not like the name “risk register”, but nevertheless the principle is really important. It will empower higher education providers to develop effective interventions and support at-risk students, helping them not only get in but get on. I have a lot more to day about Hull University. It really is doing some remarkable things, and I hope to be able to go there one day and see it.

The hon. Member for Kingston upon Hull West and Hessle cares deeply about mental health. We have allocated £15 million from the strategic priorities grant to the OfS for mental health support. That is another OfS duty and its purpose is to support students’ wellbeing when they transition to university, and to create opportunities for partnerships between providers and the national health service. The OfS has a role to play in funding Student Space, an online platform for mental health and wellbeing resources. The OfS also runs a mental health challenge competition with Northumbria University. It has supported projects to ensure that mental health needs are identified by providers. That is another important role for the OFS. Yes, the OfS has increased its role, but it is doing really important things that will make a difference to many students’ lives.

I knew that the hon. Member for Kingston upon Hull West and Hessle would bring up degree apprenticeships. I have some sympathy with what she says; there is too much regulation, and all I can say to her is to please watch this space. I am looking at it very carefully to see what can be done. Of course, we also have to maintain quality, because if we do not have quality, I will have the shadow spokesman, the hon. Member for Warwick and Leamington, get up in Education questions and ask why apprenticeship provision is so poor. The hon. Lady will be pleased that over the next two years we will increase from £8 million to £40 million—£16 million in the first year, and £24 million in the second—the funding to promote degree apprenticeships among providers. I know she will support that extra funding.

A House of Lords inquiry has criticised the OfS registration fees for being too high. As I have mentioned, however, in the light of the Government’s commitment to funding skills over the Parliament, the OfS registration fees offer value for money. It is currently around £26 million a year, which is less than £13 per student. I do not think that feels like a high price to pay to ensure that we have a high-quality system working in the interests of students.

In conclusion, the work of the Government, which I have outlined, and of the OfS regulator will continue to deliver on skills, jobs and social justice. I accept that there is over-regulation—the hon. Member for Kingston upon Hull West and Hessle highlighted some unnecessary regulation that I will look at with officials at the Department for Education. However, we have a world-class higher education sector. I am not complacent about it. I acknowledge that there is not enough in some areas, and that some graduates are not getting good, skilled jobs, but many—in fact, most—higher education providers deliver a top-class education and equip students with the skills they need to get excellent jobs. I am clear that a robust and fair regulator—a good regulator—is vital to ensuring that our higher education sector remains world leading and protects students and the taxpayer.

I think that the OfS has achieved a fair bit in the first five years of its existence. It has registered 400 providers. It has also registered the new Dyson Institute, which is—

[Emma Hardy]

Hoovering up students!

[Robert Halfon]

Very good. I have been to that university. I met James Dyson some years ago when I was the Chair of the Education Committee. It was extraordinary. I hope that there will be many more examples of universities like that one. The Department will work closely with the OfS to ensure that we continue supporting a world-class higher education system. As I said, I remain committed to delivering on skills, jobs and social justice. The OfS will be an absolutely crucial part of that.

Oral Answers to Questions

Debate between Emma Hardy and Robert Halfon

Monday 27th February 2023 Commons Chamber

[Robert Halfon]

My hon. Friend is a champion of skills as well. It is very good news that that school is promoting careers and working with BAE, which does so much for apprenticeships. Some 90% of schools and colleges are now part of our careers hub. I am very pleased that Lancashire has had 10,000 apprenticeship starts since last year and was an early adopter of T-levels.

[Emma Hardy (Kingston upon Hull West and Hessle) (Lab)]

Some 740 people from Hull West and Hessle have had their university applications accepted, and 35 of them will attend higher education in the constituency, which will help us meet our local skills needs. The Department for Education’s own equality impact assessment, published in February, stated that the rise in student loans and grants

“will overall have a negative impact for students”.

I believe in equality of opportunity, as does the Labour party, but it is impossible when students face insurmountable financial barriers to learning. When will the Government ensure that all students have the financial resources that they need to succeed?

[Robert Halfon]

We have to be fair to students and fair to the taxpayer. Many people do not go to university but pay their taxes. We have increased to £276 million—a £15 million increase—the money given to the Office for Students from which universities can draw down to help students who face financial difficulties. We have frozen the loan—in 2025, it will not have had an increase for seven years. Students who face difficulties can also get bursaries from universities.

Skills and Post-16 Education Bill [Lords]

Debate between Emma Hardy and Robert Halfon

Report stage
Monday 21st February 2022 Commons Chamber

[Robert Halfon (Harlow) (Con)]

In rising to speak to my new clauses 1, 2 and 3, I give notice that I do not intend to press them to a Division.

The Government have already made it clear that they will make changes to prisoner apprenticeships. I am conscious of the financial considerations that need to be given to new clause 2. I have faith that the Secretary of State for Education believes deeply in skills and vocational education, and I hope to be able to continue to work with him to make improvements with regard to careers guidance and the Baker clause. I thank the hon. Member for Chesterfield (Mr Perkins) for his support for my new clauses.

I welcome this Bill, which will revitalise an incredibly important part of the education sector that has seen its per-student funding reduced since 2010, although it is now going up again. The lifetime skills guarantee, the kickstart programme and the increase in support for FE colleges offer a revolutionary approach to building an apprenticeship and skills nation like never before. I commend the Secretary of State, Ministers and the former skills Minister, my hon. Friend the Member for Chichester (Gillian Keegan), on bringing forward this legislation.

[Emma Hardy]

rose—

[Robert Halfon]

I am delighted to give way to a former member of the Education Committee.

[Emma Hardy]

Like my hon. Friend the Member for Chesterfield (Mr Perkins), I support the right hon. Gentleman’s new clauses. Does he agree that we urgently need the lifelong loan entitlement consultation before we try to bring forward primary legislation—this Bill—to ensure that when that legislation comes, it actually deals with the problem that we are all trying to address?

[Robert Halfon]

I am all for consultations, but I want this Bill to happen as soon as possible. I have wanted something like this for many years. I do have issues with it that I am going to talk about, but I am very excited about it and just want it to happen without any further delay.

As I mentioned, I support the Bill as a whole, but I have always lived and worked by the mantra, “Good, better, best.” When I was growing up and learning to walk, my old physio used to say, “Good, better, best, may you never rest, until your good is better and your better is your best”—it is the sort of thing you see on a toilet wall sometimes, but it has been my mantra, and it is what I want for this Bill. That is why I proposed these three new clauses to make sure that the ladder of opportunity can be extended to those most in need.

Budget Resolutions

Debate between Emma Hardy and Robert Halfon

Tuesday 2nd November 2021 Commons Chamber

[Robert Halfon (Harlow) (Con)]

I strongly welcome this Budget. We should acknowledge that over the past 18 months, this country has faced a national emergency comparable only to the outbreak of the second world war. We have already spent £407 billion supporting schools, businesses and industries in my constituency and across the country to tackle the impacts of the covid-19 pandemic, without which we would have had destitution on the streets. I recognise the economic and financial challenges that the Government are facing. We have a national debt of over £2.2 trillion, equivalent to around 100% of our gross domestic product. That is why the Government are doing everything possible to square the circle in terms of spending on public services and dealing with the deficit and debt. It is not an easy task.

My two passions in politics have always been championing education and skills, and cutting the cost of living. I support this Budget because despite the circumstances I have just set out, the Chancellor has tried to address both. This is a true worker’s Budget in many ways, because there is a strong desire across the country to improve the cost of living and for low taxation. I previously supported the temporary £20 uplift to universal credit payments, but I genuinely think that the Chancellor’s decision to decrease the universal credit taper rate and uplift the work allowance is a better solution in the long run, because it gets people out of the poverty trap and incentivises more people into work. That will both boost people’s income and earnings and help reduce unemployment as we move into a high-productivity and skilled economy.

In addition, we have the £500 million invested in families and early years intervention, helping those who are struggling the most. We have the record 6.6% rise in the national living wage, which I campaigned hard for the Cameron Government to introduce, to £9.50. We have the fuel duty freeze—something I have campaigned for, probably to the annoyance of the Treasury—continuing for the twelfth year in a row, saving motorists £15 every time they fill up. That is what makes a difference to those who are just about managing. I hope that the Government will do much more to cut the cost of living. We should cut taxes for lower earners as soon as economic conditions allow and we should look at ways to further reduce energy bills. Cutting the cost of living must be the Government’s central mission.

On education, the Budget’s focus on skills, schools and families, as described by the Secretary of State for Education in his opening remarks, should be welcomed. Education and skills are the most important rung on the ladder of opportunity. They are the golden thread that tie together all our investments and our futures.

The outbreak of coronavirus was nothing short of a national disaster for our children. The four horsemen of the education apocalypse came galloping towards young people to create a widening attainment gap, worsening mental health issues, an ever-increasing number of safeguarding hazards, and a challenge to their skills development and life chances. We should never again fully close the schools in the way that we did.

The Budget showed a real recognition from the Chancellor and the Education Secretary that those challenges can be overcome through family hubs, the catch-up and education recovery funding, and the rocket-boosting of skills. Not much has been said today about the extra £2.6 billion of funding to strengthen the provision for children with special educational needs, but it is important and will be welcomed by parents across the country.

The lifetime skills guarantee announced last year created the blueprint for the skills funding package, which provides an extra £3 billion for T-levels and adult skills, among other things. That is a 42% increase in skills funding in cash terms, which will put vocational and technical education on a par with traditional academic learning and give financial teeth to the skills agenda.

[Emma Hardy]

Will the right hon. Gentleman give way?

[Robert Halfon]

I am always honoured to give way to—not to ruin her career—one of my favourite Labour Members.

[Emma Hardy]

Does the right hon. Gentleman, who I call my friend, agree that although the investment in T-levels is great, a transition pathway is needed if we are going to phase out BTECs and introduce T-levels?

[Robert Halfon]

I absolutely believe that BTECs should not go until T-levels have fully come on board. As a hard-working former member of the Education Committee, the hon. Lady will be pleased to know that I hope to question the Secretary of State about that subject tomorrow morning when he appears before the Committee.

As I have mentioned, the £2.6 billion of funding for children with special educational needs is extraordinary, but we need the urgent publication of the special educational needs review to move forward at light speed. Although lots has been done to provide the key components of a long-term plan for education, we are not there yet. The cogs have started to turn, but the machine is not yet as well oiled as it might be. We need a long-term plan for education and a secure funding settlement, just as the NHS and the Ministry of Defence have long-term plans and a secure funding settlement and a strategic review respectively.

As Members on both sides of the House know, I have long advocated the extension of the school day. The Education Endowment Foundation says that pupils can make two months’ additional progress per year by extending the school day, or three months for disadvantaged pupils. Some 39% of academies founded pre-2010 have lengthened their school day, as I have seen done successfully by the NET Academies Trust in my constituency. The Department for Education and the Treasury should fund pilot projects, perhaps in some of the most disadvantaged areas of the country, to evaluate what the impact could be alongside the catch-up programme.

To conclude, I heartily welcome the Budget targeted towards skills, schools and families. I have been campaigning for more skills funding for a long time so I welcome what the Chancellor has done. It has been a difficult year and a half for all Members and for the constituencies we serve, but the steps outlined in the Budget will go a long way to support our nation’s recovery as we try to level up and build back better.