Adult Learning

Debate between Gregory Campbell and Kelvin Hopkins

Wednesday 3rd September 2014 Westminster Hall

[Kelvin Hopkins (Luton North) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Robertson, as it was to hear the excellent speech of my hon. Friend the Member for Hackney South and Shoreditch (Meg Hillier), and all the speeches that have been made. All the hon. Members who have spoken made positive and useful comments and I hope that the Minister will pay attention to them.

The focus so far has been on employment-related learning, but the title of the debate is adult learning, which I think goes beyond that. I had experience of teaching in further education in the 1970s and I know the sheer joy of adults coming back to study—particularly at evening classes—subjects that perhaps they did not have a chance to do at school. They might not have had any academic qualifications, but their eyes would be opened and they would see life with more possibilities because of what they studied at evening class.

In those days, certainly in Luton, we had better provision than now. The colleges and schools in Luton are excellent, but in those days we had a technical college with a language laboratory where people could learn a variety of languages, including even Swedish. We had a further education college with all sorts of engineering courses that people could do for fun, as well as those related to work. There was a range of subjects.

I saw friends transformed by the experience of going to an evening class for a modest fee. They would sign up, having had no real academic experience, and would come out with an A-level. A friend of mine did A-level government and politics and got a grade B, and her life was transformed. She was a single parent and could not afford expensive education, but she did an evening class. Subsequently—it was not directly related—she became, and eventually retired as, a lecturer in further education. That resulted from the leap forward she made by doing an A-level.

[Mr Gregory Campbell (East Londonderry) (DUP)]

As to the transformational effect that adult learning can have, does the hon. Gentleman agree that for many people, particularly in deprived communities on large working-class estates, such opportunities open doors? If they do not get that opportunity, the door is closed for a generation, because in many cases the fathers and grandparents of those people were also unemployed.

[Kelvin Hopkins]

That is a valid point. During my time teaching in further education in the 1970s I not only took evening classes but taught day-release students for what was called liberal studies. That is nothing to do with Liberalism with a capital L, of course. I saw young people whose view of the world might be very narrow suddenly opening up to the possibilities. They started to understand politics, believe it or not, and a range of other subjects that I used to talk about in those classes. The experience was enhancing and enriching for them. It made their lives different. They went away thinking, “I have had my eyes opened to new possibilities in life that I never thought I would have.”

Initially, sometimes, there was a bit of hostility, because of resentment at “these clever people coming and talking about subjects I know nothing about”; it took time. I had one experience of a class that insisted at the end of term on dragging me to the pub to buy me a pint, because they enjoyed their time with me so much. I think that was the biggest compliment I was paid. Working-class young men, who were particularly alienated from education, were changed by having a bit of a good experience, and I am glad I made a contribution.

I was for 10 years co-chair of the all-party group on further education, skills and lifelong learning. I emphasise the term “lifelong learning”, which is not just about getting on a course to get a job; it is about one’s whole life. One can go on studying all one’s life—most of us do, in one way or another—but some people need the opportunity to have people who know things talking to them in a friendly way at an evening or day-release class, to open their eyes to the possibilities of the world.

I had those experiences, but something really disappoints me now. Luton has a wonderful sixth-form college, of which I have been a governor for 21 years. I am now the vice-chair of governors, and the college has a brand-new building and superb teachers, but it is unable to put on evening classes because funding for adult education in sixth-form colleges has been cut and it receives statutory funding for 18-year-olds and below only.

The teachers want to teach adults, and adults want to be taught by them. The fabulous building is unused and empty in the evenings, but it should and could be used for education in this conurbation of perhaps a third of a million people. If someone wants to study a European language, for example, they cannot do that in-class in Luton anymore. The possibilities exist, but such areas need specific funding. We cannot just say to sixth-form colleges, “Get on with it. Put on an evening class if you want, but you’ll get no more money.” It would not happen, because teachers need to be paid and perhaps more teachers would be required.

From my experience, teachers enjoy the variety of teaching adults as well as youngsters. Adults often have a positive effect on classes, because—I am trying to be polite about young people—they are more likely to behave themselves and to be positive about education. They can also actually have a maturing effect on younger students, so mixed classes can be a good thing. We are preventing potentially millions of people from studying things that they would like to learn simply because we will not fund non-statutory adult learning.

I hope that when the Labour party forms a Government in a few months’ time, they will hear this message and start to rebuild the kind of evening classes that we used to have when I taught in the 1970s. I hope that millions more people will be able to study not only for work, but also to enrich their lives and to enjoy the simple pleasure of knowing things.