Careers Guidance in Schools

Jerome Mayhew Excerpts

Wednesday 13th July 2022 Westminster Hall

[Jerome Mayhew (Broadland) (Con)]

I welcome the Minister to her place. Until last week, she was my Whip, so there may be a degree of Stockholm syndrome in my coming here to support her today. Even if she was not the Minister, however, I would be keen to take part in this important debate, because change has been afoot in our economy over the last 10 to 15 years. When I was at school, I was not asked, “the Army or the pit?”, but the choice was similarly limited. It is noticeable that, even at my school, there was no mention of going into business. It was just not expected, which is pretty devastating, and may explain some of the issues in the economy.

There is now a bewildering array of opportunities for the transition from secondary education to the next stage of life. I have never been more optimistic for the future of children and young people coming up through secondary education. There is a wealth of opportunity that did not exist even five years ago.

Let us look at my constituency, which is made up of largely rural farming communities in Norfolk. In the last few weeks, I visited a rocket company that specialises in testing satellites in microgravity conditions. Fischer Farms is building the world’s—or certainly Europe’s—largest vertical farm, which is wholly reliant on robotics and artificial intelligence. Some 17 GW of offshore renewable wind will be located in the southern North sea between now and 2030, a large chunk of which will come to shore in Norfolk, with all the attendant jobs and careers. There is not just one film studio; a second, and arguably a third, is being proposed. They are all exciting new opportunities.

I have not even mentioned the research going on in Norwich at the John Innes Centre, which employs 250 scientists at the cutting edge of gene editing, gene therapy and biosciences. There is also specialist engineering at Lotus in Hethersett. I could go on—and that is before we get anywhere near Cambridge, which is a huge hotbed of exciting developments.

School leavers have the world at their feet, but because that is so exciting, because there are so many opportunities, and because it is so different and new, it is daunting, and there is a correspondingly enormous need for support. When I was starting out, I had no idea what I wanted to do in life. If any young person is unfortunate enough to be listening to this debate, I reassure them that that is absolutely normal. In fact, the number of people who know clearly what they want to do in life is vanishingly small. Finding out is a process. As we develop through our experiences, our aspirations and ambitions develop as well.

The Government are right to have moved away from Labour’s 1999 target of funnelling 50% of all school leavers into tertiary education—into universities. In my experience, that was damaging, because many people were shoehorned into an educational environment that simply did not suit their academic inclinations or the line of career development that they would later take. At the same time, there was a proliferation of unsuitable courses, as academic institutions tried to maximise their fees. It is not surprising that 6% of all those funnelled into tertiary education ended up dropping out in the first year, which was a huge loss of their time, energy and money.

A very large chunk—not a majority, I am pleased to say, but up to a third—of graduates did not get the benefit of their tertiary education within the next three, five or even 10 years. Fully a third of them were not in graduate employment five to 10 years after their graduation. That illustrates a philosophical difference between the approach of Labour and that of the Conservative party. Labour’s go-to approach is one of social engineering via targets, whereas we in the Conservatives want to give people choices. We want to open up the world, and we trust people to make up their mind. We see that this very week in the Conservative party leadership election. The Labour party talks about diversity—they want targets—but they are led by a middle-aged white male. I have nothing against them, but look at the Conservative party—the most diverse group of people. I think we are about to have the third female Conservative Prime Minister, and if we do not, we are highly likely to have our first ethnic minority Prime Minister. Is that not wonderful? And it is achieved not through targets, not through telling people, but by providing choice, opportunity and personal responsibility.

[Mike Amesbury]

Also in the Conservative leadership contest, there have been promises of tax cuts totalling over £300 billion so far. Those cuts would have consequences for public services providing the advice and guidance that schools and pupils need in communities up and down the country. Some of those promises are folly, to be frank.

--- Later in debate ---

[Jerome Mayhew]

I believe that the figure of £300 billion could come about if we had eight Prime Ministers all at once, rather than one at a time. If we take them sequentially, the offers range between £13 billion in tax cuts over the course of the Parliament, and £39 billion in tax cuts if my right hon. Friend the Member for South West Surrey (Jeremy Hunt) is elected.

I have talked about the opportunities in my constituency, but I also welcome the growth of apprenticeships as a viable alternative to tertiary education. It has already been mentioned in the debate, but it is worth mentioning again, that under Conservative-led Governments since 2010, more than 5 million apprenticeships have been undertaken—and the number is growing. Last year, there was an 8.1% growth in the adoption of apprenticeships, and that is an accelerating trend.

Earlier, someone mentioned—I cannot remember who—the problems with attitudes. It is parental attitudes primarily, not those of children, that need to be addressed. However, the data appears to suggest that that barrier is beginning to be broken down, which I heartily welcome. I also heartily welcome the universal technical colleges that have sprung up as a result of our innovative education programme, and the success through diversity in our educational provision. We have a UTC in Norwich; I am sorry to say that it is just outside my constituency, but we provide students to it. I visited it about six months ago and I was amazed by the links, and the dissolution of the barrier, between formal education and employment. Technical courses, on which there is a lot of work experience, are leading directly to employment.

Students are achieving T-levels, which are an excellent qualification that we need to build on. In some cases, the courses lead on to very well paid tertiary apprenticeships; but—there is quite a big “but” with universal technical colleges—pupils are drawn into the educational framework at the age of 14. I welcome the Government’s proposal to increase the age range during which careers advice is supplied, because some decisions have to be taken remarkably early. That applies particularly to those who are more capable of following the UTC route than other routes. We should think about that and build on it.

There are huge opportunities right now for people as they leave secondary education. Unemployment is at record lows—there is effectively full employment. In my constituency, the last time I checked, the unemployment rate was at just 2.1%; that is full functional employment. In fact, we have a need for more people. That creates opportunities.

Technical training through the UTCs and elsewhere is leading to the new industries that I have talked about. There is an increase in apprenticeships, whether they are tertiary apprenticeships or more technical ones. These are great; they are real opportunities. They are more diverse and complex, but I am really glad that the Government are getting behind them through careers advice.

Education does not stop when we leave school, and it does not stop at an apprenticeship. I particularly welcome the Government’s commitment to lifelong learning through the lifelong loan scheme and the lifelong learning entitlement. The modern economy requires that we develop and change our careers. I am on my third significant career, which may be one career too many for those on the Opposition Benches, but it is the modern way. It is exciting and a bit more nerve-wracking. We need to reskill, re-energise and go for additional careers. I am on the side of working people throughout their varied careers, and I am very pleased to be part of a party that supports that.

--- Later in debate ---

[Mims Davies]

Yes, I agree with my hon. Friend, but I am conscious of the need not to overburden schools. Let us find the bridge here—the career services and the links to the local labour market. There are good ways to assist schools with this work—Jobcentre Plus, LEPs, growth funds and Mayors—but schools also have to be absolutely determined to look at careers and long-term outcomes for young people and not solely at exam results. We have to make sure that we do not judge whether a school is good based solely on exam results; it is about where young people come from and where they get to—their progression—and some people’s progression is not simply about exam results.

That leads me to the work of the kickstart programme. Despite the pandemic, we got 163,000 young people under 25, who were those most at risk of long-term unemployment, into their first jobs. How did we do that? We got the employers into the jobcentres and we put people together. We threw out CVs, because no one has experience until they have experience—of course they do not, particularly in a pandemic. That work provided life-changing opportunities for young people, but above all it stopped people asking for the finished article. Who here has gone into a role—this role, any role—as the finished article? We have to help employers to stop looking for the finished article and to think about how they were mentored when they went into that sector. We should take them back to where they were before they came into their grand or great role.

[Jerome Mayhew]

Does my hon. Friend agree that the full functional employment we have now, with many companies facing a dearth of staff—I refer to my former entry in the Register of Members’ Financial Interests, in that I was an employer and often struggled to find staff—will help to change employers’ attitudes, so that they work with what they have, bring people on and help to develop people’s careers in situ?

[Mims Davies]

I say to my hon. Friend that there is nothing wrong with being an employer. We need people to take those risks, opportunities and leadership roles, but they have to have the experience and the start-up to get there.

I genuinely think we are seeing a sea change with careers and employers, and that lets me explain a little more about the kickstart roles that were created. We have heard anecdotally that around seven in 10 people have stayed with their existing employer, but we also found that many other people had undiagnosed health conditions, challenges at home or other issues that meant going into the wider labour market was simply never going to happen for them, and that was exacerbated by the pandemic.

When I was at the Department for Work and Pensions, we therefore opened over 150 youth hubs. Those were locally led, and included the careers service, local authorities, jobcentres and employers. People could go into a safer, more relaxed and more comfortable space to have a one-to-one conversation along the lines of, “What can you do, and what are you interested in?” If employers can spark that interest in our young people, or in anybody at any age or any career stage, rather than talking about what people cannot do, they can take a chance on people. With near full employment—employment is at almost 80% in some parts of the country—employers are having to do that. They are throwing out the usual way of doing things and putting time and training into people, and I do not think anybody really regrets that, do they?

On universities—my hon. Friend the Member for Worcester (Mr Walker) and others put this brilliantly—we really have to help those who perhaps feel that there is a stigma about not going to university. We are sending people to university who are potentially wasting their time there and who could be doing something much more productive and beneficial in the local labour market. However, that can be done only based on really strong, good reading skills and digital skills, and while many young people and many of us generally can hide behind our mobile phones and feel that we have digital skills, we simply do not.

We need to tackle the STEM challenge strongly, talking about the skills needed for different sectors and jobs and what is transferable, but we cannot do that without face-to-face support. We know that works in jobcentres and with training. Online courses do not equip people with enough to get into those sectors and areas, so they can do some of that training, but they also need practical, individual human support. It is vital that we give them that and tackle the STEM issue as a result.

In Mid Sussex, we recently had a STEM event, chaired by Phil Todd and linked to the Burgess Hill Business Park Association, where schools came to spend a wonderful day building bridges, weighing things, creating things, working on projects and working with local businesses that they simply would not have known were there. In fact, 70% of jobs in Mid Sussex are not on the high street; they are in small industrial areas, back bedrooms, villages and areas that are not seen, and they are exporting globally. People do not need to work in a big building to have big opportunities; it is important that young people see that.

On good careers advice, the main thing is to give people confidence that it is not about where they start but where they end up. I have enjoyed yoghurt making, selling kitchens, working in Little Chef and selling mobile phones and pagers—remember them? I want to return to the issue of job snobbery, because pubs, restaurants and hospitality are places that we love, and we miss them when they are not open and cannot serve us. When we go on holiday and go abroad, we see how those places are revered. People can progress quickly in that sector. So let us talk about careers as a whole. I will conclude, Ms Rees, as I am sure that time is against us.