Vocational Education

Fiona Mactaggart Excerpts

Thursday 12th May 2011 Commons Chamber

[Michael Gove]

My hon. Friend makes a very good point. There is cross-party commitment to apprenticeships. Unfortunately, however, while they are well intentioned and justifiable in themselves, some of the bureaucracy surrounding the way in which the Skills Funding Agency has supported apprenticeships, some of the requirements that have been placed on apprenticeship frameworks, and some recording responsibilities of employers in respect of the individual learning record, have together added up to a significant burden that means that many small and medium-sized enterprises in particular find it expensive or burdensome to take on an apprentice. My hon. Friend the Minister for Further Education, Skills and Lifelong Learning and my right hon. Friend the Secretary of State for Business, Innovation and Skills are taking forward a programme to reduce that bureaucracy, and I hope it will be welcomed on both sides of the House.

[Fiona Mactaggart (Slough) (Lab)]

As the Secretary of State is well aware, modern business needs people who can make, do, create and invent things, as well as people who can analyse things, and even if Professor Wolf is right that her recommendations are compatible with the English bac if 20% of the curriculum is made available for those kinds of skills to be developed, the Secretary of State knows—as we all do—that, in practice, this is not happening in some schools. Will he therefore consider the following request, which I have made before: that he add to the English bac at least one qualification that is about making, creating or doing, such as in electrical engineering or making music?

[Michael Gove]

I take on board the hon. Lady’s point. I think the intention behind her request is admirable, and it is reflected in what Professor Wolf says. However, it would be wrong for me to prescribe what additional qualification or course might be appropriate to encourage people to acquire those practical skills. One of the points Professor Wolf makes is that there are many courses of study, or pursuits at school or beyond, that might not necessarily lead specifically to a qualification but can provide people with the skills required. It is crucial that we support qualifications that are robust and, where possible, invest in developing them to reflect what employers need, but we must also ensure flexibility and autonomy so that schools can do the right thing for their students.