Future Skills Programmes: Universities

Gideon Amos Excerpts

Wednesday 26th February 2025 Westminster Hall

[Ed Davey]

I am very happy to have that sign of support from the Government Benches already; we are making progress.

After the navigate and explore phases, the final stage of the future skills programme for third-year undergraduates is called apply. Students take stock of what they have learned with the nine skills, and refine and tailor their learning of future skills towards their careers. The apply stage of future skills is being piloted, tested and finalised with some students as we speak, with a full-year roll-out for all third-year Kingston students from September 2025.

I hope that that quite long description of Kingston University’s future skills helps the Minister and others to see that it is a well-thought through, properly researched and piloted programme, and it is happening. There is lot that Ministers and their officials can come and see for themselves, so I repeat my invite. If what I have said so far has not convinced the Minister—I find that hard to believe—here is another major argument. Big UK and international businesses, brands and organisations are coming to Kingston University because they love future skills.

[Gideon Amos (Taunton and Wellington) (LD)]

Does my right hon. Friend agree that if the UK is to get the growth it needs from the new Tata Agratas gigafactory in Somerset, the University Centre Somerset in my constituency needs support from the Government to prepare the 4,000 new workers with the skills they need before they arrive?

[Ed Davey]

My hon. Friend is absolutely right. He is a real champion for his university and the students there.

My hon. Friend backs up my point that major businesses are loving the future skills programme at Kingston. The home-grown talent and skills are what employers actually need. I am talking about the likes of IBM, Adobe, Deloitte Digital, John Lewis, Formula 1, and Salutem Care and Education, to name but a few. Public sector managers are also coming to Kingston for the programme, from the NHS to the Met police and the Civil Aviation Authority. They are helping to shape the future skills curriculum, to innovate and to identify talent. I am sure that the Minister will be unsurprised at the excited interest in the AI element of future skills, where Kingston is linking digital competency with an understanding of the human aspects of exploiting AI—the added value of being a human, if you like.

Another reason why I would like the Minister to visit soon is that the idea from Kingston University is already exciting interest from around the world. I fear that if someone in the Department for Education does not run with it now—frankly, this year—it will be yet another example of a great British innovation that is developed here but exploited elsewhere, because there has been interest from Korea and Singapore already. Education and political leaders in Korea and Singapore are engaging. Nanyang Technological University in Singapore, ranked 15th globally, is conducting research through its prestigious Centre for Cross Economy. It is speaking to thousands of businesses in the same way that Kingston University did in the UK, but Nanyang has far more resources and it is working at speed. But Kingston University is smart: it is partnering with Nanyang to explore international and business skills from perspectives in the east. With Korea and Singapore at the cutting edge of digital and AI innovation, the partnerships that Kingston is building have huge potential. That is just another aspect of the present I am bringing to the Government today.

I should perhaps declare another constituency interest. Along with my hon. Friend the Member for Wimbledon (Mr Kohler), who is in his place, I represent more British Koreans than any other Member. As trade Minister between 2010 and 2012, I helped to push the EU-Korea free trade agreement, which had a major impact on international trade discussions at the time. If only we could resurrect such trade moments now.

I would like to quote some students who have been living the future skills programme, and then I have a few more asks of the Minister. First, Abdurrahman, a computer science student, said:

“Taking part in the Future Skills programme has helped me understand just how important and necessary these skills are for everyone to progress in their chosen career pathways. From simulating how to talk to employers in industry to prototyping a start-up company, it’s brought to life how to use these skills in an employment or business setting.”

Paulina, a forensic psychology student, said:

“Future Skills has been integrated so well into my different modules and all my different modules really highlight the importance of these skills. It has reignited the passion I came to university with, by enabling me to reflect on why I started my forensic psychology course and giving me a deeper insight into the career I want in the future.”

Two Kingston University students, Amber and Rahman, are in the Public Gallery listening to the debate. They would be pleased and excited to talk to the Minister, or indeed other hon. Members, about their experience of the future skills programme after the debate. This is a full-on lobbying exercise.

I will turn to my final asks of the Minister and Department. The main ask remains: please visit. Please engage soon. I invite the Minister to ask herself, “Is this a present? Is this an idea we can accept and get behind?” If she wants to get properly behind it, just a bit of cash would really help Kingston University to take it forward. So far, it has been funded by a combination of philanthropic support from the fabulous Mohn Westlake Foundation and the university itself. The Mohn Westlake Foundation has a commitment to making education accessible to the most disadvantaged students, and I put on record my thanks. I hope that is another reason why the Minister and the team at DFE will want to look at future skills at Kingston University: the role that it can play in social mobility, social justice and equal opportunity.

I have some final suggestions for things that the Minister might consider when the team visits Kingston University—I hope she noticed the “when”. First, is there a way for the Government to help even more businesses to engage with Kingston University on future skills, perhaps by using the apprenticeship levy or the existing UK Research and Innovation budget? Secondly, will the Government help Kingston University as it continues to evaluate this approach and secure a long-term evidence base that can be shared with other higher education institutions? I am talking about something like a small research and development grant, which might cost as little as £500,000 over the next five years. Thirdly, will the Minister consider making a small innovation grant to enable a pilot expansion of the future skills programme into a secondary school or, indeed, another university? This approach could be taken down into secondary education, and it must surely be tried in other universities. Kingston has already identified potential partners in secondary and tertiary education, so deploying this idea elsewhere really will not cost much. It would be great to trial it with others.

Fourthly, will the Minister request that the Office for Students fund some competitions to support others in higher education that might wish to consider developing and rolling out their own version of Kingston’s future skills?

Finally, perhaps after a visit to Kingston University, which I know is going to happen, will the Minister and her team join me in the House of Commons on 18 June, when Kingston University will be launching its research with Nanyang to leading UK and international businesses, policymakers, academics and students? [Interruption.] That is 18 June—I see that the Minister is writing that down. I am sure that the Minister will see this idea as a very special present, and I want her to enjoy it with some amazing students and businesses. I thank you, Sir Desmond, and the Minister; I hope that she is as excited by the future skills programme as I am.

--- Later in debate ---

[Janet Daby]

I thank my hon. Friend for making that excellent point. No one is too young to learn a skill. Skills should be learned throughout a child’s educational journey, and they should begin at home.

Higher technical qualifications and universities go hand in hand in developing essential skills for the future for learners from all backgrounds. HTQs have been introduced to champion the quality available at levels 4 and 5, with qualifications that have been independently approved as providing the skills that employers need in specific occupations. They are helping to open up new opportunities for young people and are enabling adults to get the benefit of a university education.

For example, Tarza undertook a level 5 HTQ in healthcare practice at Newcastle College university centre, and is now at the University of Sunderland completing her adult nursing bachelor’s. The HTQ at the university centre gave her the clinical skills she needed and allowed her to learn as a mature student, despite being out of education for so long beforehand. That is one example of many. The Government’s support for the future skills programmes at universities is a comprehensive and forward-thinking strategy designed to meet the evolving needs of the economy and society.

[Gideon Amos]

Where a major international investor is coming into the country—such as Tata, where 4,000 new employees will be needed—does the DFE support colleges and universities to set up the new apprenticeship and training programmes that they need in preparation for that massive international investment?