Future Skills Programmes: Universities

Janet Daby Excerpts

Wednesday 26th February 2025 Westminster Hall

[The Parliamentary Under-Secretary of State for Education (Janet Daby)]

It is an honour to serve under your chairship, Sir Desmond. I congratulate the right hon. Member for Kingston and Surbiton (Ed Davey) on securing a debate on the Government’s support for future skills programmes at universities. I also thank him for speaking positively and passionately about the excellent contribution of Kingston University and, in particular, its navigate, explore and apply programmes. I also want to acknowledge the interventions from the hon. Member for Strangford (Jim Shannon), my hon. Friend the Member for Birmingham Hall Green and Moseley (Tahir Ali) and the hon. Member for Taunton and Wellington (Gideon Amos).

I heard clearly the invite from the right hon. Member for Kingston and Surbiton, and although I will not commit my noble Friend Baroness Smith, the Minister for Skills, I will draw the invitation and the date of 18 June to her attention. It may surprise the right hon. Member that I undertook a post-qualifying course at Kingston University, so I can testify that it is one of the many outstanding universities in our country.

I will set out the Government’s position in response to the right hon. Member. This debate addresses the need for our educational institutions to evolve and adapt to the demands of the modern workforce. By focusing on future skills, we aim to ensure that our universities are not only centres of academic excellence, but hubs of innovation and practical training. Doing so will equip our students with the necessary skills to thrive in an ever-changing global economy and drive the nation’s growth and prosperity.

Skills are crucial to implementing the plan for change. This Government’s manifesto outlined our commitment to developing a comprehensive strategy for post-16 education and skills. Our aim is to dismantle barriers to opportunity, cultivate a skilled workforce and stimulate economic growth. This strategy will address how we can provide the skills our country requires, both now and in the future.

Our objective is to establish a robust skills system in which everyone is empowered to succeed in life and work, with appropriate support for reskilling to adapt to the evolving economic landscape. That involves fostering a culture of lifelong learning, creating clear and coherent pathways for learners of all ages, and enhancing collaboration among skills partners within a framework of well-defined roles and responsibilities. We will release a vision paper for this strategy soon, and engage with all stakeholders across the system.

A crucial element of the strategy is the reform of higher education, which will ensure that our universities play a pivotal role in supporting the development of future skills. By aligning higher education reforms with our broader skills strategy, we can create a cohesive and comprehensive approach to education and workforce development.

As hon. Members will know, in November the Secretary of State announced five priorities for reform of the higher education system. We will expect our higher education providers, first, to play a stronger role in expanding access and improving outcomes for disadvantaged students; secondly, to make a stronger contribution to economic growth; thirdly, to play a greater civic role in their communities; fourthly, to raise the bar further on training standards to maintain and improve our world-leading reputation and drive out poor practice; and, finally, to drive a sustained efficiency and reform programme.

The Government are committed to setting out a plan for reform of the higher education sector in the summer. Department for Education officials are currently working in partnership with the sector, the Department for Science, Innovation and Technology, UK Research and Innovation and the Office for Students to shape the changes to Government policy that will be needed to support that reform. Taken together, the changes will drive through reform in these areas, put our world-leading higher education sector on a more secure footing, and ensure that the sector is able to provide the skills required to deliver economic growth for the industrial strategy and support the wider change that the country needs in the years to come.

In addition to higher education reform, the establishment of Skills England is a key component of our strategy. It was disappointing that the right hon. Member for Kingston and Surbiton and his party chose to vote against our transformation of the skills system yesterday, especially given the purpose of this debate. Skills England will play a crucial role in transforming our skills system, and will ensure that our workforce is equipped with the necessary skills to meet the demands of the modern economy. It is currently set up in shadow form within the Department for Education, and there are plans for it to be fully established in 2025. The Education Secretary has appointed Phil Smith CBE as its chair and Sir David Bell as its vice chair.

Skills England will transform the skills system to make it truly world leading. It will help to build a high-skill, high-productivity workforce that is matched to employers’ needs to ensure that everyone, regardless of their background, can access the opportunities they need to thrive. Universities and colleges are already responding to the opportunities and challenges posed by artificial intelligence, and are considering those issues very seriously. Technology works best as a tool used by great teachers, and it is important to take a joined-up approach. Cheating of any kind is unacceptable. It threatens to undermine the reputation of our world-class higher education sector and devalues the hard work of those who succeed on their own merit.

Through Skills England, the Government will build the highly trained workforce that employers need. That will drive economic growth and deliver the national, regional and local skills needs of the next decade. We are doing that because skills will play a critical and crucial role in the industrial strategy, driving growth through increased productivity and creating well-paid jobs, which increase opportunities for everyone.

[Tahir Ali]

Does the Minister agree that the skills agenda should not be left simply with universities and colleges, but should start at secondary school and continue all the way through? There should be no barriers to opportunity for young individuals who want to access it.

[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?

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[Janet Daby]

The hon. Member has pre-empted my next line: I am delighted in the steps that Kingston University has taken and is taking nationally and internationally.

By implementing the post-16 education and skills strategy, reforming higher education, establishing Skills England and introducing the lifelong learning entitlement, we are laying the groundwork for a robust and dynamic skills system. Those initiatives will ensure that our educational institutions are not only centres of academic excellence, but hubs of innovation and practical training. They will provide individuals from all backgrounds with the opportunities they need to succeed, fostering a culture of lifelong learning and continuous development.

As we move forward, it is essential that we continue to engage with all stakeholders, including educational providers, employers and learners to ensure that our strategies are effective and inclusive. Together, we can build a high-skill, high-productivity workforce that drives economic growth and social mobility, ensuring a prosperous future for all.

[Ed Davey]

I have listened to the Minister’s speech. I was really impressed by all that she and her colleagues are doing, and I am delighted to know that she studied at Kingston University—she would be welcome back. I know that she is going to extend the invitation to her noble Friend, but could she also extend it to the Secretary of State? Part of the reason why Kingston University wants to partner, work and roll these programmes out with other universities is that it knows that there are a number of potential partners in the north and the north-east, which would be particularly pleasing to the Secretary of State.

[Sir Desmond Swayne (in the Chair)]

Order. Interventions should be brief.

[Janet Daby]

I thank the right hon. Member again for his tenacity, perseverance and pushiness—in the most polite way. Indeed, I will bring the invitation to the attention of the Secretary of State as well. Kingston University is doing some incredible and outstanding work, and that cannot be denied.

Question put and agreed to.