Universities: Freedom of Speech

Gavin Williamson Excerpts

Thursday 10th October 2024 Commons Chamber

[Catherine McKinnell]

My hon. Friend raises an important point, and it goes back to what I said previously: this debate is very important. It is important that we have the right framework for freedom of expression and speech within our education system, and particularly that academic rigour that benefits from having the freedom to be challenged and to challenge views that should be heard and debated. She is also right that universities are the powerhouse to opportunity across the country, and we need to ensure that is unleashed in every part. I am a fellow north-east MP and we know how important our universities are in our region to unleashing that opportunity and we want to see that unleashed across the country.

[Sir Gavin Williamson (Stone, Great Wyrley and Penkridge) (Con)]

Mr Speaker, I apologise for my hoarse voice—I have been silenced. The reason that this legislation was brought forward in the first place was that so many academics were fearful of being able to speak in those institutions. They did not believe they had the freedom to express ideas and views, and they were being silenced by other academics. That is why the legislation was brought forward. It is shocking that an Act of Parliament, passed by this House and given Royal Assent, is just to be cast aside without Members of Parliament first having an opportunity to vote on whether they agree with that. Will the hon. Lady therefore commit to giving this House a say on whether that will be allowed to happen?

[Catherine McKinnell]

I commend the right hon. Gentleman for his valiant efforts today to uphold his right to speak on this issue. I recognise the challenge of ensuring that we have taken the time to get this right, because we want to protect freedom of speech and we need to ensure that this legislation, and any legislation, assists in that and does not impede it. We also recognise and support the existing duty on higher education providers to support and secure lawful freedom of speech, as currently set out in the Education Act 1986. It remains in force for Office for Students registration conditions. He is right that we need to get this right; that needs to be upheld, and having this discussion today supports that push to ensure that freedom of speech is upheld. As the Act to which he referred passed through this House and was considered, and as it is now further considered, that sheds more light on the importance of upholding freedom of speech, and he has contributed to that again today.

Ofsted

Gavin Williamson Excerpts

Tuesday 3rd September 2024 Commons Chamber

[Catherine McKinnell]

I concur with my hon. Friend that this is about ensuring we have an inspection system that drives high and rising standards for every child, which includes supporting our aim to see an inclusive school system that delivers the outcomes that we want to see for children with special educational needs. It is about providing greater transparency in our school system and an inspection regime that focuses on a whole variety of areas where schools should be striving for improvement. We know that schools work incredibly hard and are doing an incredible job for our children, but every school can always do better, and an inspection system that supports and drives improvement will be welcome across the board.

[Sir Gavin Williamson (Stone, Great Wyrley and Penkridge) (Con)]

Across Stone, Great Wyrley and Penkridge, we have some amazing “outstanding” and “good” schools. Across the country, however, we see schools that are failing and in need of intervention. Could the Minister set out what she envisages as the trigger mechanism for intervention?

[Catherine McKinnell]

The right hon. Gentleman raises an important point, and we will work with Ofsted on developing the new report card system over the next year. We will engage and consult as part of that process, because we want to get it right. He is right to suggest that where there are serious failings in schools, we will continue to intervene in the best interests of children, and we will continue to intervene where the Government currently have a legal duty to do so. We will continue to intervene but, through our regional improvement teams, we will also look to put improvement support in place for schools that are struggling, because no child should be left in a school that is letting them down.

Children's Access to Books

Gavin Williamson Excerpts

Tuesday 6th June 2023 Westminster Hall

[Sir Gavin Williamson (South Staffordshire) (Con)]

It is a pleasure to serve under your chairmanship, Sir Christopher. I congratulate my hon. Friend the Member for Rother Valley (Alexander Stafford) on securing the debate. As has been touched on, it is great that there is so much consensus and understanding among Members about the importance of promoting reading and the availability of books.

I echo the comments that have been made about my right hon. Friend the Minister, whose work promoting and ensuring the highest quality of teaching of reading, and the establishment and embedding of phonics within teaching in our schools, has been so vital. I cannot remember how many years he has been a Minister, but he is knocking up more than 10. During that time, he will have had an impact on children’s lives and their ability to read to the highest level. He has made a real difference to the lives of hundreds of thousands of children.

I will make a few short points, conscious as I am that the Minister and the shadow Minister want to speak. Twenty per cent of parents are buying fewer books today than they did just a few years ago. We are seeing real challenges. As other Members have touched on, it is vital that children have books in their home. Having books available in the home encourages the innate curiosity that every child has to pick up a book and explore it. A new world is opened up to them as they go through its pages.

[Dean Russell]

May I thank hon. Members for the kind mentions of my books during this debate? On the point about opening up new worlds, we have not yet spoken today about the role of comic books. I am a big sci-fi, comic book and graphic novel fan. At the weekend, I popped into Lewis B Comics & Collectables in Watford—not for a visit, but to see what it had on offer. Does my right hon. Friend agree that we must not be snobby about the types of books that will get kids—and adults—to read? Graphic novels and comic books have a really important role to play.

[Sir Gavin Williamson]

I certainly agree. Getting a child reading anything is an incredibly important start. It fires their imagination, whether it is a comic book or one of the books of my hon. Friend, who is going to pass me a list of all the titles to read out later so we can give them a plug—they are available at all great local bookstores, and probably on Amazon as well. It is about inspiring children. Opening a book opens different worlds. Getting children to lose themselves in the imagination and excitement of a book is one of the most precious gifts we can give.

The sad reality is that children in some of the poorest homes have the least access to books. That is of great concern to all Members in this House. What more can we do to make sure that those homes do not lack books? I pay tribute to BookTrust and its amazing Bookstart scheme.

One area of concern is families where mum and dad cannot read. How do we help those children, at the very earliest stages of life, to discover the joy of books? It has been said to me many times that even if mum and dad cannot read, if they just go through the books, explain the pictures, point things out and tell the story, even if they are making it up with the aid of the pictures, that is an important part of the child’s learning. Perhaps we should look at how health visitors can encourage parents who cannot read to understand the importance and value of doing that with their children. It is critical to get books into the home and have that early intervention, because we all know that if children are able to read and to discover the joy of books, it gives them the best opportunities later in life.

Children face real challenges. Of parents surveyed by the National Literacy Trust, 41% said that there was no quiet space for their children to read at home, and 92% thought that it was important for children to have access to a good library. In South Staffordshire, we are very lucky to have a broad spread of libraries. Whether they are in Great Wyrley, Cheslyn Hay, Brewood, Kinver, Perton, Codsall or Wombourne, people can easily access a local community library. I would like to take the opportunity to thank the many volunteers who go into libraries to ensure that service is available, along with the professional services provided by librarians. Many community libraries, such as those at Brewood, Kinver, Great Wyrley and Cheslyn Hay, are manned entirely by volunteers. Visitors get not only a book, but a cup of coffee, which is a welcome added service. Such libraries rely on volunteers to keep them open and provide that vital service to so many.

Some 73% of pupils who have access to a library attain higher literacy scores than those who do not, which shows the importance of libraries in our communities. Comments have already been made about the importance of having library facilities in schools, but we also want to ensure that there is somewhere warm, comforting and enjoyable for young people, and people of all ages, to go in their community in the evening and at the weekend. For example, Perton Library has done an amazing job of bringing the written word to life, as well as encouraging people through science fairs and a spring watch project. It has brought in partners, including archaeological societies and environmental groups, providing broader-based learning alongside learning from books.

Before I conclude, I will touch on a few brief additional matters. The importance of having a library in every single school needs heavier emphasis. The Minister and I probably agree that there is a certain nervousness about ringfencing budgets because of the problems that that can cause. However, with his longevity of service he well knows that there are many ways in which schools can be gently persuaded, either through guidance or through working with Ofsted, of the importance of having a library. We need to place a heavy emphasis on the importance of having a library in all schools, not just secondary schools: we want the passion and enjoyment of reading books to come at primary school age.

There must be a real emphasis on local authorities, although I appreciate that is not within the Minister’s remit. Closing a library may seem an easy choice, but it is always the wrong choice. I ask the Minister to ensure, in the robust, vigorous and authoritative way he does so well, that his fellow Ministers in the Department for Culture, Media and Sport, which I believe leads on libraries, and in the Department for Levelling Up, Housing and Communities make it clear to local authorities that libraries must be protected. Libraries deliver so much to every single child, as well as to people of all ages. For people in later life who may not have the reading skills that we would wish them to have got at an earlier stage, community libraries are so vital in enabling access to great and brilliant literature.

Home Education

Gavin Williamson Excerpts

Monday 27th March 2023 Westminster Hall

[Nick Fletcher]

I could not agree more with my hon. Friend and will address that issue later in my speech.

I am sure that many of us believe that the situation is simply not acceptable. There will be some children who have never attended school at all. A child’s last engagement with anyone in authority could quite possibly be the midwife when the child is two, but many fail to attend that appointment. Are these the real lost children? I am told that 1.1% of children are home schooled, but in the Traveller community it is 6%; for children of young offenders it is 6%; and for children with a social worker it is 3%. We can agree that complex backgrounds have a bearing on the numbers, and that is what many professionals would like to tackle.

There is another cohort of home-schooled children. They have dedicated parents who make huge sacrifices to educate their child at home and do an excellent job. I spoke to the petitioners Kilby and Laura last week, and both appear to be very dedicated. I have also spoken to other parents who home school, and they speak of the joy it brings to them and their children. These days, there are huge resources available on the internet, and many home-schooling communities have joined together for some lessons, such as sport, music and art, so the children have opportunity to mix but also have the benefit of one-to-one tuition at home.

Done properly, home schooling has many benefits, and it saves the taxpayer money, too. It gives parent the opportunity to educate their child as they wish. It also enables a parent to teach the subjects that they feel are most beneficial to their child. More importantly to many, it enables them not to teach the subjects that they do not think are beneficial. We have all heard recently of some of the totally unacceptable topics being taught to our children. Although the Minister is meeting me to discuss the issue and the Prime Minister has ordered a review, unacceptable material and politically contentious issues are being taught as we speak. I would seriously consider home schooling my children if they were of that age.

Why are Kilby and Laura so against a register? Kilby feels it would fundamentally change the opt-in process for schooling. The law puts responsibility to educate children on the parents, and they can choose to opt into schooling if they wish. She believes that a register would be more like an opt-out system and could end up making school attendance mandatory. Laura believes that the implementation of a register would be the first step to more oversight of parents who home educate. I can see their point: it would be a fundamental change in the relationship between the state, parents and children.

One reason why many home schoolers do not want to register is the overreach of some local authorities with the powers that they already have. Some are far too overbearing when, quite simply, an experienced officer could see that a home-schooled child is happy in a good home and is being educated well. Some home-educating parents have children with special educational needs and disabilities, and they have removed their children from state education because their needs were not being met. Some of the parents have had particular difficulty with local authority officers not being equipped to assess the complex situation. That begs the question: is a register necessary? Or should local authorities just do a better job with the resources and powers that they have?

Section 437 of the Education Act 1996 states that “if it appears” to the authority that a child is not receiving a suitable education, it can apply for a school attendance order to send the child to school. Section 47 of the Children Act 1989 states that local authorities

“have reasonable cause to suspect that a child who lives, or is found, in their area is suffering, or is likely to suffer, significant harm”,

they can make inquiries and, if need be, make an emergency protection order for the safety of the child. Therefore, if a child who is persistently or severely absent is off-rolled, the local authority already has the power to deal with the situation.

When we investigate further than a headline, we see yet again that good people who are doing a good job are threatened with more state overreach because of the poor behaviour of the few.

[Sir Gavin Williamson (South Staffordshire) (Con)]

I congratulate my hon. Friend on securing the debate. In Staffordshire, we saw a large pre-pandemic increase in the number of children being home schooled, and the trend is continuing post pandemic. Of course, many brilliant parents are doing great work in home schooling, but the underlying issue is that we should be concerned about a number of children who are being labelled as home schooled but not actually getting any schooling at all. Is a register not just a proportionate measure that could help to make sure that all children get the type of education we really want, while still protecting the rights of parents to home school their children?

[Nick Fletcher]

I completely understand where my right hon. Friend is coming from. As I continue, Members will hear some thoughts on that. I thank him for his contribution.

What is the answer? As I have just said, we will discuss that today. I want to protect our children as much as anyone else does. I see the damage done by kids not being in school. I see the antisocial behaviour. I see the organised crime gangs stepping in where parents, schools and the state have let children down. This is happening in my city of Doncaster and we need to do something, but I also understand the desire and the right of responsible parents to educate their children at home.

With the Government seemingly wanting to push forward with a register and the Education Committee, the Children’s Commissioner, Members of Parliament and my local authority, at least, agreeing that it is a good idea, I can see that the petitioners will not be pleased. The Government need to be careful with any legislation. There have been issues in Scotland and the Isle of Man when registers have been introduced, let alone any issues with the general data protection regulation. I therefore suggest that if we go ahead with a register, we need to put in place new safeguards and protections for parents and families who are doing a good job and, as is their right, home educating their children.

As I have mentioned, I have spoken to home-educating parents who have concerns about the state being handed more power over how they educate their children. Let us be clear: it is a parent’s right to home educate their child. However, there is no doubt that there exists in our society a presumption that children will be in school, and there is therefore suspicion around home education. Parents have told me about their rough treatment at the hands of local authority inspectors who have assumed rights of inspection over the nature of families’ home-education decisions that they do not have. A new registration requirement could, then, be accompanied by a much clearer statement of the limits of the local authority’s role when a child is home educated, and a clear complaints process for home-educating parents. After all, I suspect the sector is likely to continue to grow. I look forward to hearing the contributions from other Members on this complex issue.

Skills and Post-16 Education Bill [Lords]

Gavin Williamson Excerpts

2nd reading
Monday 15th November 2021 Commons Chamber

[Gill Furniss (Sheffield, Brightside and Hillsborough) (Lab)]

Having spent most of my working life in further education, I am delighted to speak in this extremely important debate. My constituency of Sheffield, Brightside and Hillsborough is home to two excellent colleges that are well attended by local people of all ages who undertake qualifications of all types. It gives me no pleasure, however, to report that my constituency also has one of the highest instances of child poverty in the country. It is my firm belief that good education provision is one of the most powerful tools to eradicate poverty, so it is essential that people who live in my constituency can access high-quality education.

I am pleased to hear that, according to the Secretary of State, there is still a promise to keep BTECs, because the previous Ministers and Secretary of State were completely unable to commit to that, but I do have some sense of cynicism about the matter. The roll-back of BTECs would reduce student choice, degrade the variety of qualifications that employers can look for in potential employees and deny existing employees the opportunity to upskill. The education system helps to close the skills gap and also needs to play its part in the levelling-up agenda. I have always been unconvinced that the way to do that is to remove a successful qualification that is being taken by almost a third of 16 to 18-year-old level 3 students.

The success of BTECs as a driving force of social mobility cannot be ignored. The Social Market Foundation found that almost half of white working-class students had at least one BTEC on entering university and that almost two fifths of students from diverse backgrounds enter university with only BTEC qualifications. That clearly means that students from disadvantaged backgrounds could be adversely affected were the proposal on BTECs to go through. Surely pathways should be extended and not closed off.

There are many concerns about what the T-level curriculum will look like and who will be able to access T-levels. If the changes took place tomorrow morning, only 40% of Sheffield College’s 16 to 19-year-old level 3 students would move to a T-level. The rest, who are studying other advanced generals, would be displaced without a full-time level 3 programme.

[Gavin Williamson (South Staffordshire) (Con)]

The hon. Lady might be aware that T-levels are already up and running, so she has the opportunity to see the depth and breadth of the T-level curriculum. Perhaps she could take the opportunity to see at first hand the benefits it will bring to her constituents.

[Gill Furniss]

I have spoken to the principals of Sheffield College and Longley Park sixth-form college in my constituency and they are extremely concerned about the proposals.

Four of the five most popular courses at Longley Park sixth-form college are applied generals. Such qualifications can help young people to gain entry to university or, indeed, enable them to access employment or further training. Longley Park is a sixth-form college at the heart of a council-housing estate in a deprived area that ensures that 1,200 young people a year enter adulthood with a level 3 qualification.

It seems that the Bill attempts to solve a problem that many local colleges have already addressed. For example, Sheffield College has 2,500 employer partners. Having successfully built these relationships over many years, the college offers a varied choice of qualifications and employment opportunities to students and prospective students of all ages across the city. That is why it is of great concern that under the Bill the Secretary of State will choose the employer representative bodies. There is very little detail on how the Secretary of State will make such decisions. If the Government are serious about levelling up, the Bill must ensure that local leaders get a say in how local ERBs are formed and who serves on them.

Over the past 15 or so years, the number of adults in further education has fallen by half. Over that same period, funding has been cut by two thirds. Boosting the number of adult learners is key to driving down poverty and fulfilling the levelling-up agenda. The lifetime learning guarantee is welcome, but I agree with the Association of Colleges, which wants to see the scheme broadened to include a wider range of courses and the ability to undertake a second level 3 qualification, so that people can retrain and reskill. There are also concerns that the guarantee has no statutory footing. I urge the Government to demonstrate their commitment to the guarantee and to give it a wider scope on a statutory footing in the Bill.

Ultimately, the post-16 education sector is ready to deliver a boost in skills and to play its part in levelling up. However, the sector cannot do that without the significant investment it has been calling for over the past decade. I hope that the Bill progresses through this House in a collaborative way and that the Government will listen sincerely to Opposition Members who want to help to improve it and to make sure that our education system works for the needs of learners, the economy and local communities.

--- Later in debate ---

[Gavin Williamson (South Staffordshire) (Con)]

We talk about levelling up, and there is surely no better way to level up throughout the country than through investment in our human infrastructure—in the people across communities in the north, south, east and west—and that is what this Bill is all about doing and delivering on. At the heart of that has to be an understanding that employers play a critical role. This is not an issue that we have been debating for just the past five or 10 years; indeed, the Labour party, the Conservative party and the Liberal party have discussed it for the past 100 years. We have recognised that there are skill gaps in our country that we have needed to address and that other countries have had a competitive advantage in the way they have dealt with skills and made sure that their workforce have been better able to respond than ours have.

One key thing is the need to ensure that all the qualifications that are undertaken, whether at colleges or universities, are based on employer-led standards. There should be no shame in saying that what not only our young people but people of all ages learn will equip them with the skills needed for them to walk into work. That is our duty, it is what we want to give to everyone in our country and it is why the Bill is so incredibly important.

If we look at Canada, Germany, the Netherlands and so many other countries around the globe, we see that one area in which they are so much stronger than we are in this country is qualifications above A-level and below degree level—the higher technical qualifications at levels 4 and 5. If we do not plug that gap, we will continually be out-competed by other nations. Some 10% of our workforce between the ages of 18 and 65 have a level 4 or 5 qualification, compared with 20% in Germany and 34% in Canada. We need to address that, which is why the lifelong loan entitlement is so critical. But as well as bringing that forward, we need to get it right.

[Ian Paisley (North Antrim) (DUP)]

I commend the right hon. Gentleman’s point about employer-led qualifications and an employer-led direction. I am sure he will take this opportunity to commend the Northern Regional College, which has just today started a pioneering new project that will bring employers on board with students and lead directly to proper employment with the manufacturing taskforce in Northern Ireland.

[Gavin Williamson]

I very much join the hon. Gentleman in commending the Northern Regional College for its work. We see such work right throughout the United Kingdom, but the Bill will give us the opportunity to really power that work forward in colleges and, hopefully, universities right across England. That is going to be key. We have to look at how we start to close the competitive gap with other countries. We need to make sure not only that all our qualifications have employer-led standards but that we drive people up the skills ladder as we go. We have the opportunity to do that.

I hope that when my hon. Friend the Minister sums up, he will touch a little on the LLE, which is really important, and that he can reassure me from the Dispatch Box this evening on this point about those who make use of it. One key element of the LLE is the ability to take qualifications, whether a full degree or a level 5 or 4 qualification, in a much more modular way. In the interests of students, it would be useful if the Minister could spell out from the Dispatch Box that students who take a full level 6 qualification, which is done in a modular way, would not be paying any more than £9,250, which is what someone who is taking a classic and standard degree qualification pays. That would greatly reassure many people, and I hope that the Minister is able to do that from the Dispatch Box this evening.

This is not about pitching colleges and universities against one another. An interesting point was made on this by a number of Lords in the other place: for us to be able to deliver on the Government’s aspirations for more level 4 and level 5 qualifications, universities need to play their part. Indeed, they have an incredibly important role to play in that delivery. Putting this skills Bill into statute, making sure that we actually put employers at the heart of decision-making and that they have a clear say would be truly transformative.

[Siobhan Baillie (Stroud) (Con)]

I would like to put on record my thanks to my right hon. Friend for his time as Secretary of State and for listening to me pecking his head for years about further education. Was he truly inspired by the colleges and students that he met around the country, since his work was a lot of what got us to where we are today?

[Gavin Williamson]

My hon. Friend and I went to the same college, and we were both very much inspired by that.

Across the country, so many colleges are doing an amazing job, but what we have been seeing over the past year and more is investment flowing in that direction. None the less, let us not underestimate how important it is that employers are involved in this. They need to have a say and an influence, and they need to be able to design the qualifications. If we look at T-levels, we can see that they have been designed hand in glove with employers to make sure that when those youngsters leave college or school, they can step into the world of work and succeed. That is the hallmark of a great qualification, and that is what we should be proud of.

Adoption Provision

Gavin Williamson Excerpts

Tuesday 7th September 2021 Written Statements

[The Secretary of State for Education (Gavin Williamson)]

Every child should have the opportunity to fulfil their potential. Children thrive in loving, stable families. However, some face challenges which most of us can only imagine. They will often have experienced abuse and neglect. Where a child cannot live with their birth parents, the best alternative home will often be with other family members or within loving foster families. For some children, adoption is the best alternative.



We cannot overestimate how important a new family is to an adopted child. Their security comes from knowing that they are safe and cared for, that they will get the love and support they need and will be supported to make the most of life’s opportunities. That is why we published our new adoption strategy “Achieving Excellence Everywhere”. A copy of the strategy can be found at: www.gov.uk.



In 2015 the adoption system was highly fragmented, with around 180 agencies recruiting and matching adopters; most of these were operating at a very small scale. This caused delays in the recruitment of adopters and in the matching of children with approved adopters. Since then, we have moved successfully to a regionalised approach with 31 regional adoption agencies covering 145 local authorities across the country. Regional adoption agencies are delivering adoption services more effectively at a greater scale with the regional leaders collaborating to improve services and address challenges.



In 2015 we introduced the Adoption Support Fund to help children who have experienced abuse and neglect to get the therapeutic support they need. Since then, over 36,000 individual children have been supported and had their lives transformed.



We have reduced the number of children waiting from 5,000 in 2010 to 2,600 now, and children are moving in with adoptive families faster, with more families now getting the adoption support they need. This is good progress, but we need to do more. Two thousand six hundred children waiting is still too many. One thousand children are still waiting over 18 months to be matched; this is too long. This typically includes older children, children from ethnic minorities, sibling groups and children with additional needs. This is unacceptable.



Our strategy sets out a bold and ambitious vision which will see regional adoption agencies building on their collaborative approach to deliver a framework of national standards and working with other agencies across health, education, and justice so that high-quality provision is available everywhere across the country. This will help to ensure that adopted children and their families can access the services and support they need to flourish wherever they live.



A new framework of national standards will mean services delivered to the same high quality across the country. It means that best practice will drive services as part of a culture of continuous improvement.



The strategy will see us recruiting adopters from all communities and from all walks of life so that we recruit all those who are able to provide loving homes to the children who are waiting to be adopted—a service where children are matched seamlessly across organisational boundaries with families that can provide a loving home without unnecessary delay.

Our strategy sets out how we will radically improve adoption support from the moment a match with a family has been approved. This includes not only direct support in the home, but also by schools and local health services, and support which continues throughout their childhood whenever it is required.



Sector leaders will build on their collaborative approach to ensure that all services are delivered to the same high standards across the country, developing the new national standards. Where it is most effective, we will look to deliver services on a national scale, for example on adopter recruitment or some elements of support.



To ensure that the needs of adoptive families become a high priority for all, sector leaders will develop strong partnerships with local authority children’s services, voluntary adoption agencies, education, health, the Children and Family Court Advisory and Support Service, the judiciary and voluntary and community groups.

We are making significant investment in 2021-22 as part of the strategy:

£1 million for regional adoption agency leaders to collectively improve recruitment and the adopter approval process;

£500,000 to increase early permanence arrangements, whereby a child is placed with prospective adopters when first removed from their birth family;

£46 million to continue post adoption support for families through the Adoption Support Fund;

£500,000 to employ a national regional adoption agency strategic leader and a support team of two project workers to progress collaborative working on agreed priority areas;

£100,000 funding to commission research on outcomes of children who left care on an adoption or special guardianship order.

Our ambition is to deliver adoption swiftly and effectively when adoption is the right path for the child. They and their families deserve the very best services we can offer to help them thrive and to achieve the best possible outcomes. Our strategy will help them to do so.



A copy of the strategy will be placed in the Libraries of both Houses.

[HCWS274]

Oral Answers to Questions

Gavin Williamson Excerpts

Monday 6th September 2021 Commons Chamber

[Marion Fellows (Motherwell and Wishaw) (SNP)]

2. What recent assessment his Department has made of the potential effect of (a) covid-19 quarantine requirements for international students and (b) outbreaks of covid-19 in universities on the safe return to physical teaching in the 2021-22 academic year.

[The Secretary of State for Education (Gavin Williamson)]

We have worked closely with the sector to ensure that international students will be supported and welcomed. Universities UK International has published bespoke self-isolation guidance for universities. The Government’s approach to the lifting of restrictions has been guided by data analysis and advice from public health and the scientific community.

[Marion Fellows]

The University of Stirling has offered international students who arrive from red-list countries free on-campus isolation accommodation that includes meals, polymerase chain reaction tests and airport transfers, saving the students more than £2,000. Given the huge economic benefits that international students bring to this country, will the Government consider financially supporting universities to replicate the good practice at Stirling?

[Gavin Williamson]

We work with the university sector throughout the United Kingdom to attract the highest-quality talent from around the globe to study at our universities. The hon. Lady is absolutely right to point out the important economic benefits that international students bring to the whole United Kingdom. We will continue to work closely with the sector to attract students, and with the Home Office and the Department of Health and Social Care to make sure that their access to the UK is easy and properly supported.

[Jake Berry (Rossendale and Darwen) (Con)]

I draw the House’s attention to my role as a governor of the Valley Leadership Academy. That school, among others in Rossendale and Darwen, sends lots of pupils to university to take vocational courses and to study for vocational qualifications. With that in mind, I thank the Secretary of State for the funding to rebuild two schools in Rossendale—Whitworth Community High School and All Saints’ Roman Catholic High School; will he also fund a new building at the Valley Leadership Academy for all the pupils who want to go on to vocational courses?

[Gavin Williamson]

I thought that if I gave my right hon. Friend two schools, it might shut him up, but he continues to ask for a third. I would love to make such a large promise for him at the Dispatch Box. I would be more than happy to sit down with him to discuss it and see what can be done. He is absolutely right about the value of technical education and how it delivers so much not only for youngsters themselves but for the economy.

[Matt Western (Warwick and Leamington) (Lab)]

Here we are in September and there is a certain sense of groundhog day, with campus chaos caused by the actions, or inaction, of the Government set to return. In November last year, the Scientific Advisory Group for Emergencies published a report that showed that covid outbreaks on campus could be reduced through the provision of air-ventilation filters. The Welsh Labour Government have committed funding for such machines but the UK Government have not. According to a poll by Manor Interiors, the greatest concern among students returning to their accommodation is air ventilation, so why have the UK Government not provided funding to make campuses safe?

[Gavin Williamson]

The hon. Gentleman seems to have missed quite a significant difference between this year and last year: we have rolled out one of the most successful vaccine programmes anywhere in Europe. We were one of the first countries to offer people not just one vaccine but two and to make sure that the adult population had that available. That is the big difference between this year and last year.

[Carol Monaghan (Glasgow North West) (SNP)]

I hope that all our standards of dress meet your expectations, Mr Speaker.

It is good to be back, but in the previous academic year many of us were shocked to see the scenes of international students having to queue at a food bank in London because economic opportunities for them had dried up due to lockdown. What provision has the Secretary of State put in place to support international students should there be similar lockdowns during this academic year?

[Gavin Williamson]

May I say that you are brilliantly attired today, Mr Speaker, as you always are?

The hon. Lady asks an important question about international students. Such students have always had access to hardship funding, which is available to them as it is to domestic students.

[Marco Longhi (Dudley North) (Con)]

3. What steps his Department is taking to protect freedom of speech on university campuses.

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[Suzanne Webb (Stourbridge) (Con)]

17. What steps his Department is taking to support young people into high- quality jobs.

[The Secretary of State for Education (Gavin Williamson)]

We are supporting young people to ensure that they have the skills and the high-quality, secure and fulfilling employment through the plan for jobs package with £500 million of Department for Education funding. This includes the largest ever expansion of traineeships and an increased incentive payment of £3,000 for employers hiring apprentices.

[Simon Jupp]

Future skills and technical education are at the forefront of skills investment in East Devon following the Prime Minister’s visit to launch the lifetime skills guarantee. Exeter College has opened a groundbreaking future skills centre and has also launched a new Institute of Technology Digital and Data Centre. Does the Secretary of State agree that Devon must continue to diversify in education to improve skills and career opportunities to help provide a future for more young people in Devon?

[Gavin Williamson]

Having had the privilege of visiting Exeter College, I can say that, with its Institute of Technology, it is a brilliant example of how a college can expand its range of careers and opportunities for so many young people and ensure that they do not think that there is only one route, which is to go to university. My hon. Friend is right to highlight how important it is to have a broad range of opportunities, especially in the new and emerging technologies, which will be so vital in driving the economy forward in East Devon and the south-west.

[Gary Sambrook]

I recently spoke to staff and students on a visit to Construction College Midlands based at King’s Norton Business Park, which offers courses on scaffolding, roofing and road maintenance. Does the Minister agree that those skills are vital to our economy and that what he and his Department are doing will help people to gain these new skills and to change jobs mid-career if they want to do so?

[Gavin Williamson]

My hon. Friend raises a key point about making sure that people can skill up throughout their career and have the opportunity to take different routes. So much of British industry has been crying out for certain types of skills, which they have sometimes had to look abroad for. What is so key is ensuring that we have those skills available not just for young people, but for all people so that we can meet those skills needs in this country.

[Suzanne Webb]

I am a great believer in the idea that a university education is not always the route to a high-quality job and that T-levels are a fantastic opportunity to provide not only the technical qualifications, but the industry placements, which are so important. Will my right hon. Friend support me in my drive and mission to encourage businesses in my constituency to come on board and provide those industry placements? It is a win-win situation not just for young adults, but for businesses because they can circumnavigate the recruitment process as they will have those candidates on board and can experience what they can deliver.

[Gavin Williamson]

My hon. Friend has identified the real opportunities that exist for businesses in working with young people and colleges and bringing them into their company. T-levels have been designed hand in glove with employers, making sure that they are not only fit for employers, but work for students as well. I join her in encouraging employers to take on placements for T-levels. We are seeing a big expansion this year and expect an even bigger expansion next year.

[Chris Law (Dundee West) (SNP)]

Scotland has the highest proportion of school leavers going into positive destinations anywhere in the UK. Free tuition in schools, colleges and universities saves Scottish students up to £27,000. Given that fees will be imposed on English students seeking vocational courses, can the Minister detail what assessment has been carried out on the impact of fees for vocational courses in England?

[Gavin Williamson]

We are working across the sector to ensure that there is an ever-expanded offer of higher technical qualifications. The lifetime skills guarantee has been introduced and has already had excellent take-up, which means that if people have missed a level 3 qualification, they have the opportunity later in life to take one completely free of charge in order to boost their future employment and earnings potential.

[Robert Halfon (Harlow) (Con)]

I thank my right hon. Friend for what he is doing on skills and for the Government’s excellent holiday activities programme over the summer. The attainment gap between boys and girls is widening, with 62.3% of boys receiving A to C grades at GCSE, but 74% of girls receiving the same results. What is he going to do to ensure that boys are not left behind, including in the jobs market?

[Gavin Williamson]

My right hon. Friend and I are very much united in the same mission: to ensure that youngsters from some of the most disadvantaged backgrounds are given every possible advantage to be able to do the very best in their life. There is a concern about the widening gap between boys and girls, which is why all the interventions regarding standards and small group tutoring are about driving up attainment and achievement. Some of the initiatives that we have introduced—such as the summer schools in which half a million students have taken part over the last few weeks and the tutoring programme—have started to have an impact, but I recognise that there is so much more to do. That is why we are absolutely committed to deliver on this.

[Sam Tarry (Ilford South) (Lab)]

5. What steps he is taking to help ensure that the structure of GCSE and A-level examinations in summer 2022 is equitable for all students, including those with limited access to online learning.

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[Dr Kieran Mullan (Crewe and Nantwich) (Con)]

10. What steps his Department is taking to promote lifelong learning and skills development.

[The Secretary of State for Education (Gavin Williamson)]

As set out in the skills for jobs White Paper, we are implementing an ambitious reform programme. We are already offering free level 3 qualifications, skills boot camps and, from 2025, a lifelong loan entitlement that will ensure everyone can upskill to get great jobs in sectors that the economy needs.

[Dr Mullan]

South Cheshire College in my constituency has put forward ambitious employer-led plans to become an institute of technology, which will help address the employer skills gaps we have locally. That will deliver levelling up for not just Crewe and Nantwich, but the whole region. Can I encourage the Secretary of State to give his full support to its ambitious plans to become an institute of technology?

[Gavin Williamson]

South Cheshire College, along with many colleges up and down the country, has demonstrated the real value and worth that further education can deliver, working in conjunction with the higher education sector. I am afraid I cannot be drawn into an early awarding announcement, but we recognise the real importance of such colleges and the obvious success that the early, first-wave institutes of technology are already having in the communities they serve.

[Cherilyn Mackrory (Truro and Falmouth) (Con)]

11. What steps his Department is taking to support the development of T-levels.

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[Andrew Gwynne (Denton and Reddish) (Lab)]

T1. If he will make a statement on his departmental responsibilities.

[The Secretary of State for Education (Gavin Williamson)]

I would like to update the House on what my Department is doing to support the successful return to education. We remain committed to reducing disruption to children and young people’s education, allowing schools and colleges to deliver face-to-face learning. Schools are maintaining proportionate protective measures such as testing, ventilation and extra hygiene to keep pupils and staff safe. On-site testing will be offered as students return, followed by regular at-home testing. Students aged 16 and 17, as well as younger children aged 12 to 15 in eligible groups, are encouraged to take up the offer of the vaccine.

[Andrew Gwynne]

Russell Scott Primary School in Denton had an extensive £2.7 million refurbishment a few years back. Unfortunately, the work was done by Carillion just before it went bump. Some £670,000 has been spent patching the structural problems caused by its works, but another £5 million is needed, and even then, Tameside Council is not convinced that the building will be fixed. This is serious, so may I ask the Secretary of State for an urgent meeting to look at how we can help Russell Scott give the children there the very best education in the very best buildings?

[Gavin Williamson]

I thank the hon. Gentleman for raising the issue of Russell Scott Primary School. I know that my noble Friend Baroness Berridge would be very happy to meet him and other representatives to discuss in detail some of the challenges that the school is facing.

[Jason McCartney (Colne Valley) (Con)]

T3. Sixth-form education will play a pivotal role in building back better after covid. Will the Secretary of State join me, please, in supporting an increase in base rate funding for sixth-form students to at least £4,760 in the forthcoming spending review? Will he also please agree to meet members of the all-party parliamentary group on sixth-form education, which I co-chair?

[Gavin Williamson]

I would be absolutely delighted to meet my hon. Friend and colleagues on the all-party parliamentary group on sixth-form education. He will no doubt be aware that we have already been putting extra resources into 16-to-19 education. An additional £400 million was awarded in 2019. We recognise that it is important to invest in the quality of estate, which is why we are putting £1.5 billion into upgrading that estate.

[Tulip Siddiq (Hampstead and Kilburn) (Lab)]

Earlier this year, in June, I stood at this Dispatch Box and confronted the Minister about the number of nurseries and childcare providers that were closing because of the Government’s inability to fund the early years sector properly. The Minister accused me of scaremongering. Since June, there has been a further loss of 500 childcare providers in the sector, which brings the net loss for this year alone to nearly 3,000. Will the Minister make up for dismissing the concerns of parents, children and carers by providing targeted funding for the early years sector from this Government?

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[Carol Monaghan (Glasgow North West) (SNP)]

The Council for At-Risk Academics has called on the UK Government to set up a fellowship scheme for scholars at risk in Afghanistan similar to the PAUSE scheme in France. Will the Secretary of State consider implementing such a scheme?

[Gavin Williamson]

I think we all recognise the amazing work that academics and teachers did in Afghanistan, doing so much to support education there. We would certainly look very closely at all options to support people who are most vulnerable as a result of the Taliban regime.

[James Cartlidge (South Suffolk) (Con)]

T7. We now know from the Joint Committee on Vaccination and Immunisation that the chance of 12 to 15-year-olds ending up in intensive care with covid is two in a million. Given that statistic, is it still proportionate that millions of children are losing school days this week to be tested for covid?

[Gavin Williamson]

My hon. Friend will be delighted to know that we will be reviewing the need for children to be doing home testing at the end of September. If there is not a requirement to do that, we will be looking at removing it. It is important that we continue to keep these matters under review. That is why we will be doing so at the end of this month.

[Bambos Charalambous (Enfield, Southgate) (Lab)]

T2. Disabled children and those with high needs have suffered disproportionately as a result of missed education and a lack of assessment. There is a huge shortage of educational psychologists, which is delaying the drawing up of education, health and care plans. Can the Minister tell me what steps she is taking to help those children to get the services they need and to catch up?

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

T9. As my right hon. Friend knows, maths makes an invaluable contribution to our economy and our way of being, whether that is in computing, encryption, artificial intelligence or even the development of the covid vaccine. The London Mathematical Society has been raising awareness of maths through its “Protect Pure Maths” campaign. Will he tell the House what he is doing to encourage more people to study maths at university and to support the Government’s science, technology, engineering and maths agenda?

[Gavin Williamson]

We have seen a real revolution in maths over the last 10 years, with maths being the most popular subject to take at A-level. This has been supported not just by changes in the curriculum, in terms of how people are learning maths, but by the introduction of new specialist maths schools that are making sure that young people have the opportunity to excel in mathematics, which is so vital.

[Wendy Chamberlain (North East Fife) (LD)]

T4. At the University of St Andrews in my constituency, a number of students are unable to start their studies due to difficulties getting visas and visa decisions. Is the Minister for Universities aware of these delays with international students and what conversations are being had with the Home Office accordingly?

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[Bob Blackman (Harrow East) (Con)]

T10.   Thank you, Mr Speaker—I was going to wear my headset especially for you, but I could not find anywhere to plug it in. My right hon. Friend recently had a meeting to discuss defibrillators in schools, but will he give us an update on where that will happen and how we can make sure that schools are safe for everyone?

[Gavin Williamson]

It was incredibly moving to speak to Mark King and listen to his tragic experience of losing his son, Oliver—he was joined by Jamie Carragher as well. It really does focus us on the need to do as much as possible to encourage schools to have defibrillators. That is why we will look at changing the regulations, which are underpinned by secondary legislation, to ensure that all schools have defibrillators in the future and hopefully prevent such a tragedy visiting more families.

[Rachael Maskell (York Central) (Lab/Co-op)]

T5. Safeguarding young people in statutory settings such as schools must always be a priority, yet the same children in community settings are being exposed to huge risks, including consuming large volumes of alcohol, and being exposed to drug dealing and sexual exploitation. Will the Minister meet me to discuss the lack of youth provision for our young people and the importance of putting these services in place, like on the Little Knavesmire in York?

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[Dr Julian Lewis (New Forest East) (Con)]

Will the Secretary of State kindly speak to the Secretary of State for the Home Department about getting visas for the 12 at-risk Afghan scholars—some still in hiding, some in Pakistan—who have been awarded sponsored places by high-quality British universities and who need the visas to take them up?

[Gavin Williamson]

I will most certainly undertake to do that. We have seen the education community in the United Kingdom coming together to support those who want to resettle from Afghanistan to this country; we also want to look at the opportunities for those brilliant, amazing people from Afghanistan and the part that they can play in our education system in the UK.

Teachers

Gavin Williamson Excerpts

Wednesday 21st July 2021 Written Statements

[The Secretary of State for Education (Gavin Williamson)]

The 31st report of the School Teachers’ Review Body (STRB) is being published today. Its recommendations cover the remit issued in December 2020, regarding the pay award for teachers that is due to be implemented from September 2021. The report will be presented to Parliament and published on gov.uk.

The Government recognise that public sector workers play a vital role in the running of our public services, including in their remarkable commitment to keeping the public safe in the continuing fight against covid-19.1 am extremely grateful to all teachers and leaders for the dedication they have shown in enabling schools to remain open and supporting pupils with remote education throughout the pandemic, to ensure pupils get the best possible education.

The Government values the independent expertise and insight of the STRB and takes on board the useful advice and principles set out in response to the Government recommendations outlined in the report.

As set out at the spending review (2020), there will be a pause to headline pay rises for the majority of public sector workforces in 2021-22. This is in order to ensure fairness between public and private sector wage growth, as the private sector was significantly impacted by the covid-19 pandemic in the form of reduced hours, supressed earnings growth and increased redundancies, whilst the public sector was largely shielded from these effects. This approach will protect public sector jobs and investment in public services, prioritising the lowest paid, with those earning less than £24,000 (full time equivalent) receiving a minimum £250 increase. The pause ensures we can get the public finances back onto a sustainable path after unprecedented Government spending on the response to covid-19.

My remit letter to the STRB welcomed views on uplifts for those unqualified teachers, earning below £24,000 (full time equivalent).

The STRB has recommended a pay award of £250 for all teachers earning less than £24,000, or the recommended equivalent value for teachers in the London pay areas. Their report outlines recommendations for how to implement this, including adjustments for London.

The STRB has also recommended that advisory pay points are reintroduced on the unqualified teacher pay range, as was the case for classroom teachers on the main pay range and upper pay range last year.

I am today confirming my proposed response is to accept these recommendations in full.

A full list of the recommendations and my proposed approach for implementation can be found online at: Written statements - Written questions, answers and statements - UK Parliament

I would like to reiterate that the £250 award should be paid to all eligible teachers, whether located on a published pay point or not, and that the pause on pay will apply to headline pay uplifts only. Teachers earning below the maximum of their pay range may be eligible for performance- related pay progression and teachers can also continue to apply for promotion. Academies, as usual, have the freedom to set their own pay policies.

Finally, this pay award will be affordable within school budgets due to this Government's three-year investment package announced at the 2019 spending round. We are increasing core schools funding by £2.2 billion in the 2021-22 financial year, compared to 2020-21—the second year of the three year school funding settlement from the 2019 spending round—and will increase it by a further £2.4 billion, to £52.2 billion in 2022-23 overall. As previously set out, the funding schools have previously received through the teachers’ pay and pension grants will be part of schools’ core funding allocations as determined by the schools national funding formula from 2021-22, and there will be no increase to these grants in respect of this year’s pay award.

My officials will write to all of the statutory consultees of the STRB to invite them to contribute to a consultation on the Government’s response to these recommendations and on a revised school teachers’ pay and conditions document and pay order. The consultation will last for eight weeks.

[HCWS232]

School Rebuilding Programme

Gavin Williamson Excerpts

Monday 19th July 2021 Written Statements

[The Secretary of State for Education (Gavin Williamson)]

I am confirming details of the next 50 schools to benefit from the 10-year school rebuilding programme announced by the Prime Minister in June 2020. I am also confirming the launch of a public consultation on the approach to prioritising schools for future places on the programme.

The school rebuilding programme forms part of the Government’s plans to build back better, supporting teachers in England to deliver a high-quality education, so that pupils gain the knowledge, skills and qualifications they need to succeed.

It is also an important commitment to investing in construction sector jobs and skills, including apprenticeships and T-Level placements, helping drive growth as we recover from the covid-19 pandemic. The programme will have a continued focus on modern methods of construction and provide opportunities across the industry, including for small and medium-sized enterprises.

As with the first schools announced in February, this second group of schools have been prioritised based on the condition of their buildings. The projects include primary and secondary schools, as well as special and alternative provision schools. This also represents a substantial investment in schools in the midlands and north of England, with 32 out of 50 projects located in these regions.

The new school buildings will be energy efficient designs with high sustainability standards that will be net zero carbon in operation and mitigate the risks of climate change.

The 10-year programme will continue to target school buildings in the worst condition across England, and today we have published a consultation on the approach to prioritising schools for the long-term programme. Responses from this consultation will help to shape the way we identify the buildings most in need of replacement or significant refurbishment. The consultation will be open until 8 October 2021.

Alongside the rebuilding programme, the Government have committed £1.8 billion in financial year 2021-22 for maintaining and improving the condition of the school estate.

Further details, including lists of the school rebuilding projects have been published on www.gov.uk. Copies will be placed in the House Library.

[HCWS199]

Skills for Jobs

Gavin Williamson Excerpts

Thursday 15th July 2021 Written Statements

[The Secretary of State for Education (Gavin Williamson)]

Today, as the Government continue to build back better from the pandemic and begin the critical work of levelling up our country, the Department for Education is announcing the next steps towards delivering the ambitious reforms set out in the skills for jobs White Paper.

This includes announcing the skills accelerator trailblazer areas, a further expansion of skills bootcamps, publishing the national skills fund consultation, and launching a consultation seeking views on simplifying funding for adult skills and strengthening the accountability of colleges.

These reforms will help to put employers at the heart of the system, making sure people have the skills they need to get good jobs in the areas our economy needs. They will also ensure people have the opportunity to train, retrain and upskill at any stage, while empowering and enabling providers to deliver these reforms.

Skills accelerator

The skills accelerator programme will give employers a central role working with colleges, other providers, and local stakeholders to shape technical skills provision so that it meets labour market needs. It establishes partnerships led by employer representative bodies, developing local skills improvement plans that will drive investment in the skills sector.

We are now taking the next step towards delivering the skills accelerator, by announcing 18 development fund pilot areas, of which eight will also be local skills improvement plan trailblazer areas. Details can be accessed here at Skills Accelerator, trailblazers and pilots - GOV.UK (www.gov.uk)'>www.gov.uk)'>www.gov.uk)'>www.gov.uk).

The new employer-led plans will ensure that technical education and training is well-aligned to what employers need. Ultimately, this will support learners to develop the skills that will enable them to get a well-paid and secure job, no matter where they live, and in the sectors that are critical to our future economic success.

Members of the pilot development fund collaborations will deliver their proposals, which will enable and enhance strategic partnerships between employers and post-16 providers, and test how these alliances will help shape future technical skills provision.

Skills bootcamps expansion

Since the Prime Minister set out his vision for the lifetime skills guarantee last year, the free courses for jobs and skills bootcamps have been helping adults to gain valuable skills that employers need. Both these adult skills offers are funded through the national skills fund, a long term, substantial investment of £2.5 billion to drive adult retraining at the advanced and higher technical skills levels the nation needs.

The national skills fund has successfully delivered the first wave of skills bootcamps and we are pleased to announce the next wave of this exciting, transformational programme, this expansion will roll out more in-demand skills to approximately 16,000 adults by the end of March 2022.

These innovative, flexible courses of up to 16 weeks will continue to give adults aged 19 and over the opportunity to build up sector-specific skills and fast-track to an interview with a local employer. These skills bootcamps cover a wide range of digital, technical and construction skills, including software development, data analytics, construction site management and retrofitting.

We are expanding the skills bootcamps so they are available to adults across the country and registration for the first of these is open now, with more becoming available over the coming weeks. Details are available here at Free courses for jobs - GOV.UK (www.gov.uk)'>www.gov.uk)'>www.gov.uk)'>www.gov.uk).

National skills fund consultation

Through the national skills fund, we are already delivering the free courses for jobs offer which provides adults across England with the opportunity to achieve their first full level 3 qualification by giving access to around 400 fully funded courses. While free courses for jobs and skills bootcamps are already enabling thousands of adults to gain valuable skills, we know there is much more to do and the potential for what we could do through the fund is great.

That is why today we are launching a national consultation to help us ensure that we use national skills fund investment effectively to meet the skills needs of adults and employers to the end of this Parliament.

We are keen to hear from a wide range of stakeholders in response to the consultation, as it presents stakeholders with an excellent opportunity to feed back on the free courses for jobs and skills bootcamps which are already being funded through national skills fund investment. The consultation also requests views on meeting critical skills needs to help us ensure we deliver valued skills that will help us build back better.

The consultation closes on the 17 September and can be accessed via National Skills Fund - GOV.UK (www.gov.uk)'>www.gov.uk)'>www.gov.uk)'>www.gov.uk).

Funding and accountability consultation



Today we are also launching a consultation seeking views on simplifying funding for adult skills and strengthening the accountability of colleges. This consultation delivers a key commitment of the skills for jobs White Paper. The proposed changes aim to:

make sure colleges and other providers are better supported to focus on helping their students into good jobs employers are recruiting for, now and in the future;

reduce the complexity of adult funding through the skills fund;

define clearer roles and responsibilities for Ofsted and the Further Education Commissioner. The consultation closes on 7 October and can be accessed via Reforms to further education (FE) funding and accountability - GOV.UK (www.gov.uk)

Conclusion

Today's announcements are key milestones in the delivery of our ambitious skills for jobs reform programme which will transform the whole skills system so that we can train the dynamic and flexible workforce needed to rebuild our economy, build back greener, and compete globally.

[HCWS186]