English for Speakers of Other Languages

John Hayes Excerpts

Tuesday 3rd May 2011 Westminster Hall

[The Minister for Further Education, Skills and Lifelong Learning (Mr John Hayes)]

I am delighted to speak in this debate secured by the hon. Member for Lewisham East (Heidi Alexander), who represents her constituency, which I know extremely well, with a passion and commitment. I thank other hon. Members for contributing to this debate. Both the tone and the spirit of their contributions have been helpful. I put it on record that in opposition and, more especially, in government, I have always informed what I have said and done by listening to the views of others, and I am happy to do so again today. In the short time available to me, I hope to be able to give some illustration of that willingness to listen.

Let us be clear about the context in which the decisions are being made. I have two points to make about that. One was made by my hon. Friend the Member for Cities of London and Westminster (Mr Field). We are debating in difficult times for Government finances and public spending. The strategy that we published last November, which has been mentioned, set out changes that, although positive in my view, occur in the context of spending reductions, not just in the area of English for speakers of other languages but in many other areas. We have had to consider closely how to get maximum cost-effectiveness. I do not think that anyone in this Chamber expects ESOL to be exempt from such scrutiny. It was absolutely right to consider it alongside other spending commitments to decide how we could ensure value for money.

The second contextual point is that the changes are part of a strategy. I will not plead guilty to the charge that they were not thought through. We planned our skills strategy during five years in opposition, and the document that I published was the result of a careful rethink of how we fund and manage skills in this country. At the heart of that rethink is the question of who pays for what. What contribution should individuals make, what contribution should the state make and what contribution should business make? That question has been ducked for too long. It has informed the debate on skills for as long as I have been involved in it, but it has been posed and never previously answered. We are moving towards giving some clear answer.

The context is one of difficulty and the need for a fresh range of ideas and fresh thinking. However, it is also absolutely right that changes should be made on the basis of fairness. I am strongly committed to some of the principles articulated in this debate, such as social justice, social cohesion and social mobility. They are the cornerstone of my political views and should inform what we do in respect of policy. [Interruption.] I will not give way. I am terribly sorry. There have been a lot of contributions, and I want to make as much progress as I can. I apologise because I normally would.

I have five points to make in the time available to me, and in making them I will try to reflect the comments made during this debate and our consideration of these matters in correspondence and meetings. The first, which is a point of disagreement with some of the comments made, is that I take Trevor Phillips’s view of multiculturalism, to be blunt. I think that there is a choice to be made in framing a society with people who started in many different places. Either we build a society around integration or we allow the co-existence of subcultures, with the potential risk, as Phillips said, of ghettoisation. In that spirit, it is important that we develop strong bonds that unite us so that the things that unite us are more important than those that divide us. Language seems central to that. Indeed, I agree that language is an absolutely crucial element in creating such social cohesion. The issue is how to fund the acquisition of those necessary language skills.

That brings me to the second point. If English language skills are critical to the kind of integration that I seek and that the Prime Minister has advocated so powerfully, how do we go about funding the acquisition of those skills? When I first considered ESOL, it was clear to me that, for example, many people who came here temporarily as migrant workers were being trained in English free of charge. As Alan Tuckett mentioned in his Guardian article on the subject last week, some firms have advertised abroad, saying, “Come to England to work and you will be taught English free by the Government.” That seemed entirely unsustainable to me. It is absolutely wrong for the Government to subsidise highly profitable companies that recruit abroad to train their staff in English. It is not acceptable, and it must end.

Other people who came here used ESOL as a way to acquire language skills that helped them socially or culturally, or because they wanted to travel further. I remember going to a college and meeting someone from another European country, whom I asked, “Why are you learning ESOL here?” He said, “So I can travel around the world. You can’t travel around the world if you don’t have English.” That also seemed to me fundamentally unacceptable.

My third point is a point of absolute agreement with the arguments made by the hon. Members for Slough (Fiona Mactaggart) and for Lewisham East. It is important, where women and families are fundamentally affected by the absence of good English skills, that we consider how to help and support them. The fourth point is that it is also vital, where the absence of English is an impediment to employment and the economic activity that is central to people’s social and civic engagement, that we should also help. That is why I have decided to support people on active benefits.

The fifth point is that it was I who decided that a further impact assessment should be done. An impact assessment done at the time of the skills strategy determined that there would be no disproportionate effect on particular groups, but I felt that we should go further and consider the particular effect of this policy. That assessment will inform how the policy develops.

[Heidi Alexander]

When will the assessment be published?

[Mr Hayes]

I will ensure that it is published in good time—certainly before the summer recess—so that we have a chance to consider it in detail, informed by debates such as this one. The assessment will, of course, consider issues such as family learning and the effect of the changes on children, mothers and women. In addition, we will consider closely how our support for adult community learning can assist the wider cultural agenda. I have defended adult community learning clearly and strongly—people will know that the £210 million budget remains intact, even following the comprehensive spending review. We will also consider how colleges can use their flexibility to address the kinds of particular concern in their neighbourhood that have been raised today.

In summary, yes, we needed to re-consider ESOL, as we have needed to consider all spending priorities; yes, we needed to eliminate some of the waste; yes, I will ensure that the review is completed properly and informs policy. We will then determine how we move forward, inspired by some of the comments made today.

[Mr Roger Gale (in the Chair)]

I congratulate all hon. Members who have participated in this debate on their exemplary conduct. It has been most helpful.