Technical and Vocational Education

Gareth Johnson Excerpts

Wednesday 9th July 2014 Commons Chamber

[Tristram Hunt]

I pay tribute to the hon. Lady for the work she has done to promote skills in Redditch. I have seen some great schools there that are combining vocational and academic work, such as the RSA academy, and I know how important that is.

Sadly, this Government have undermined careers advice. Thanks to their reforms, prisoners now have more access to careers advice than school pupils. In 2013 the Education Committee raised its concerns about

“the consistency, quality, independence and impartiality of careers guidance now being offered to young people.”

Similarly, Ofsted has found that only one in six schools offer individual careers guidance from a qualified external adviser. For the Labour party, this is a matter of both social justice and economic efficiency. For those young people without the networks and internships, decent careers guidance is essential. Similarly, the complexity of navigating a vocational technical course, mixing an apprenticeship with further education provision, demands decent advice and information. All the colleges I have visited, from Dudley to Chichester, Manchester to Tamworth and Lambeth to Stoke-on-Trent, complain that they are not being properly promoted to potential students.

[Gareth Johnson (Dartford) (Con)]

Does the hon. Gentleman welcome the creation of university technical colleges across the country, including the one that is due to be built in my constituency? At the same time, apprenticeship places have more than doubled since the general election and youth unemployment has fallen by more than a third. Does he welcome those three things?

[Tristram Hunt]

The hon. Gentleman has clearly been reading the Adonis review, as we look forward to more university technical colleges opening under the forthcoming Labour Government, but we must keep a watch on the quality of provision in UTCs and ensure that they are rolled out appropriately.

The coalition Government’s third mistake was an overly restrictive approach to syllabus reform. I agreed with much of what the Wolf report said about cutting the number of semi-vocational qualifications with over-inflated GCSE equivalents. I also think that it is absolutely right that pupils from working-class backgrounds in Stoke-on-Trent and elsewhere have full access to academic courses, but the current balance within the Progress 8 attainment measures can often seem out of kilter if we want young people to pursue engineering, design and technology, and art.

Similarly, the destruction of practical learning in the curriculum is very worrying. From geography to physics, the move to a more knowledge-focused curriculum, although important in some respects, has seen a withering away of skills, whether field trips, speaking skills or project work. This Government are undermining a powerful component of English education.