John Hayes
Main Page: John Hayes (Conservative - South Holland and The Deepings)Department Debates - View all John Hayes's debates with the Department for Education
(13 years, 1 month ago)
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The Minister for Further Education, Skills and Lifelong Learning (Mr John Hayes)
I beg to move, That this House agrees with Lords amendment 28.
Madam Deputy Speaker (Dawn Primarolo)
If the Minister could just hold himself back for a second, with this it will be convenient to discuss the following:
Lords amendment 29, and amendment (a) thereto.
Lords amendment 36, and amendment (a) thereto.
Lords amendments 39, 43, 47 to 71, 99 and 100.
Mr Hayes
My enthusiasm to rise to speak to the amendments is indicative of the thorough scrutiny that the Bill has enjoyed here and in the other place, and of the spirit in which that scrutiny has taken place.
If I may, I shall speak first to Lords amendments 47 to 71, which make important changes to schedule 12 and further strengthen the provisions that strip away unnecessary central controls over the governance and dissolution arrangements of further education colleges and sixth-form colleges.
You, Madam Deputy Speaker, with your usual assiduity, will have seen those provisions in the context of the Education Act 1944. In bringing that legislation to the House, the then President of the Board of Education as he was known, Rab Butler, said that it is not possible
“to start colleges ‘out of the blue,’… It is essential that the House should realise that direction by the State from the top is not the right way to administer this vast matter. What is wanted is to encourage the desires, appetites and feelings of those who wish for different forms of adult education and then to try to meet them as far as possible. As long as we follow that line, I can tell the House that it is our desire to reform and bring up to date the adult education system and to make a great stride forward in this regard.”—[Official Report, 12 May 1944; Vol. 399, c. 2261.]
Just as a stride forward was made then, so a stride forward is being made now, although I would not claim to be as great as that very noble and distinguished gentleman, Mr Butler.
In speaking to these amendments, however, the important thing to make clear is the Government’s absolute unwavering and unabridged commitment to the creation of a freer, more responsive further education and skills system—one that is based upon the principles of fairness, shared responsibility and freedom from central Government controls.
I say that not for any doctrinaire reason, but simply because of this enduring truth: unless we make the system sufficiently nimble to respond to dynamic demand, it will not be fit for purpose. Through the Bill, and in that spirit, we propose to remove a raft of unnecessary and prescriptive duties and to reduce the control of the Government and their agencies over the affairs of colleges.
Steve Rotheram (Liverpool, Walton) (Lab)
I have written a letter to the Minister on what he has been saying about apprenticeships and supply and demand for apprenticeship places. I am not talking about funding because we have had the debate about the Government providing funding; I am talking about employment opportunities. Is he aware that a training provider called the Liverpool Construction Academy in my constituency is due to close its doors on 25 November, with the loss of hundreds of apprenticeship opportunities and the jobs that go with them?
Mr Hayes
The hon. Gentleman is a great champion of apprenticeships, having been an apprentice himself. He understands the value of apprenticeships in providing people with the skills not only to get a job, but to lead more fulfilled lives. I hear what he says about his particular constituency interest and he will expect me to respond in a similar spirit by saying that I am more than happy to meet him to discuss that matter in some detail. However, I am sure he understands that you will not allow me to go into great detail about that tonight, Madam Deputy Speaker.
Mr Greg Knight (East Yorkshire) (Con)
I applaud what my hon. Friend has said so far. Does he appreciate that there is an ongoing demand for apprenticeships, particularly in the historic vehicle restoration movement, where expertise is needed? Any burning of red tape in that industry that would lead people to take on more apprenticeships would be most welcome.
Mr Hayes
As ever, my right hon. Friend makes a valued, wise and richly-coloured contribution to our affairs. His expertise in that field is unparalleled in this House and, of course, I take his recommendation seriously; indeed, he has raised the issue with me already. As he knows, I can tell the House that I am taking up the matter with an assiduity that is a mere token compared with his diligence, which has brought him such prowess in this place and elsewhere.
Mr Hayes
My hon. Friend is right. We ought to declare that we share an interest in that topic and that we might have some personal interest in ensuring that there are sufficient craft skills to maintain our historic vehicles—although his demands in those terms are considerably more numerous than mine.
The sector has welcomed the proposals to offer colleges more freedom. Colleges have long called for such an approach. In the long years that I spent in the shadows before the electorate elevated me to the light, I remember hearing from colleges across the country that they hoped, wished and longed for a Government who would recognise that power is best vested in the hands of those closest to where it is exercised. Colleges should be able to respond to their learners and employers in the way the Bill facilitates. It is therefore unsurprising that, in the public evidence sessions of the Bill, the Association of Colleges said in written evidence that the legislative requirements removed by the Bill,
“will strengthen rather than diminish the historic community role of Colleges and strengthen the importance of strong governance”.
I wholeheartedly agree.
Lords amendments 47 to 71, changes which I recognise were made late in the Bill’s passage through the other place, have been made in the context of a changed further education landscape. In October 2010, the Office for National Statistics announced its decision to reclassify FE colleges to the public sector for the purposes of the national accounts. That decision exposes colleges to the full rigours of the Government expenditure regime and means that they will lose the flexibility to phase expenditure between different financial years and that they will need to work within a financial year that does not line up with their academic year. Such a decision also makes it likely that the very freedoms that were introduced to enable them to borrow without seeking permission will need to be taken away from them, and that even tighter constraints will need to be introduced.
I would like to thank Baroness Sharp for raising those issues in the context of the sterling work she is doing as chair of the inquiry into colleges in their communities. In debating these important amendments, it is vital for me to emphasise the significance of the ONS decision. We were already well on the way to freeing the sector from some of the diktats, bureaucracy and unnecessary regulation that had so hampered and inhibited people from exercising their long-cherished desire to respond proactively to the interests of learners in the way I have described. Nevertheless, the ONS’s reclassification has turned our desire into an imperative and we are working closely to try to persuade it to rethink that classification, because it will have profound effects on the FE sector. The late changes made in the other place, which we are debating for the first time in this House today, were made because of that ONS classification. Those and other controls would all act as significant barriers to college growth and would stifle innovation and creativity in our further education sector. As I said, it is our intention to make the necessary legislative and administrative changes to encourage the ONS to reclassify colleges back to the private sector which, as my noble friend Lord Hill said in the other place, is where successive Governments have wished them to be.
I want to mention the ability that Lords amendments 49, 58 and 69 will give colleges to modify or replace their instruments and articles of governance. In the world I have described—the picture I have painted—the additional freedoms that colleges will enjoy necessitate a new approach to governance. We need colleges to rise to the occasion. I am confident that they will, but it is partly a case of rethinking how colleges are governed. Colleges will continue to be required to comply with a statutory governance framework, but that has been significantly simplified to allow colleges the freedom to decide how best to shape their governance arrangements to meet the needs of their learners, employers and the local community.
May I say a word about the work that the Association of Colleges is doing in that regard? The association is working on a set of model instruments and articles that are framed in the new environment of greater discretion and freedom. There is immense human capital in colleges but, too often, it has been locked up because of the approach taken by previous Governments. There was a view that it was best to dictate, predict and provide from the centre. That is not this Government’s view. For example, as a result of the amendments, colleges will no longer have to seek the Government’s permission to add more members to their governing body or to determine whether a job vacancy should be advertised nationally.
Those are important aspects of a college’s governance, but they are not things in which the state should be involved. The use of that power will not be compulsory. If colleges are content that their existing arrangements support them to meet the needs of local learners and employers, they will not have to change them. The benefit of the changes is that the decision over when and how colleges exercise those powers sits firmly with them. I mentioned that such measures have been welcomed by colleges themselves. They were, for the most part, also warmly welcomed in the other place.
Andrew Percy (Brigg and Goole) (Con)
The Minister is making an excellent speech on the amendments. Will he tell us whether the Lords amendments will make it easier for colleges to work in partnership with schools or to offer and perhaps enrol pupils themselves at secondary level? He may know about a college in my area that wanted to enrol pupils but could not do so unless it went through the pupil referral unit route and they were classed as excluded. Will these changes make it easier for a college to work in partnership with schools in the local area?
Mr Hayes
I am grateful to my hon. Friend. I think that these changes will enable colleges to form new kinds of partnerships and collaborations with other institutions in the sector and beyond, with businesses, and with a whole range of community-based organisations. I see this as an opportunity for a more eclectic system that is as different as the needs of each locality. I do not want to see a vanilla-flavoured product dictated from the centre; I do not want that kind of ugly ubiquity to characterise our further education system.
Bob Stewart
In my constituency we have Bromley college, and I have been speaking to people there. Will these changes allow Bromley college to control more properly the fees that it has to charge? At the moment, it is affiliated to Greenwich university and is being forced to charge fees that it does not want to charge, which is very much against the spirit of what we are trying to do. Can it have the freedom to seek other partnerships in the way that we have been discussing—for ordinary degrees, for example? There must be some way in which colleges, which we all want to charge the minimum fees, can actually charge those minimum fees rather than be forced to raise them.
Mr Hayes
My hon. Friend is the very antithesis of both ugliness and ubiquity; indeed, he is known for his integrity and truthfulness. As Keats understood, and Shaftesbury in the other place later, truth and beauty are intrinsically linked, and so my hon. Friend’s truthfulness has an aesthetic all of its own. On the specific point that he raises, the way in which colleges have, over time, been dictated to and controlled from the centre has largely been about funding mechanisms. Colleges have danced to a tune set around funding. He is absolutely right to say that greater freedom means being more flexible about funding. It means allowing colleges to devise the kind of offer that is right for their locality in the kinds of partnerships that my hon. Friend the Member for Brigg and Goole (Andrew Percy) described, and funding needs to reflect that.
We are on a journey, and not all of it can be done overnight. When I came into the job, I was able to put in place a number of important changes that stripped away some of the central control. Since that time, we have done more, and these amendments go a step further. But this is not the end of the journey. The destination we seek is what I began to describe a moment ago—a more eclectic, more responsive and more dynamic system. I am not, as you know, Madam Deputy Speaker, one to overstate my virtues, but I would go so far as to say that what we are doing in further education is a model of public service reform: a deregulated system that is free to respond to local circumstances; dynamic and innovative; flexible and, in my judgment, imaginative—I make no apology for using that word—about exactly what it does and how it does it; and uses funding to feed that kind of new beginning. As I said, though, I do not want to overstate the case.
Mr Stuart
My hon. Friend could see one of the reasons for the need for flexibility if he came to visit Beverley, as I have frequently invited him to do, where our excitement grows with each delay until he does so. He would see the area where the new East Riding college was to have been built but, because of the mess that was made of FE capital funding under the previous Administration, it looks like a bomb site in the middle of Beverley. As we move forward with these freedoms and with the excellent leadership that we have at East Riding college, I hope that we will see the college on that site in the near future.
Mr Hayes
Every day a new invitation for me to visit a different part of the country arrives, each one more seductive than the last, but none more attractive than the overtures of my hon. Friend the Chairman of the Select Committee. Tonight I will do what I rarely do in the House: I commit, from the Dispatch Box, to visit his college, because he has made this case so frequently and persuasively that I feel that I have been less than generous in my response thus far. I will certainly come to look at the specific circumstances that he described in his—as usual—pithy and well-informed intervention.
Andrew Percy
Now that my hon. Friend the Member for Beverley and Holderness (Mr Stuart) has seduced the Minister into visiting East Riding, can he, while he is there, show us a bit of ankle and come to visit Goole as well?
Madam Deputy Speaker (Dawn Primarolo)
Order. Perhaps I may help the Minister by saying that if he returns to his notes, his diary might not get so full.
Mr Hayes
I have made it clear that I am not going to give way at this juncture, because I fear that my right hon. Friend is trying to encourage me to stray, but I will give way to him in a few moments when I have made a little more progress.
There was a debate in the other place on the importance of staff and student governors in colleges. Ensuring strong staff and student representation on a governing body is of importance to me. During the passage of the Bill, I have had positive discussions with the National Union of Students and the University and College Union on this subject, as has my noble Friend Lord Hill. We were anxious to ensure that staff and student involvement helped not only to inform good practice in colleges but to shape the offer in those colleges. As a result of those discussions, we continue to require colleges to have such governors on their boards. The House will want to be reminded that this requirement was warmly supported by Baroness Jones of Whitchurch, who was
“pleased…that this commitment”
was
“honoured in both spirit and practice in the amendment”
that was brought before the Lords and that we are discussing this evening. In fact, Baroness Jones went further and acknowledged that our amendment
“is indeed better than that tabled by those on our own Benches on this issue”.—[Official Report, House of Lords, 9 November 2011; Vol. 732, c. 332.]
How often does one receive a tribute as generous, but as deserved, as that?
I now happily give way to my right hon. Friend the Member for East Yorkshire (Mr Knight).
Mr Knight
I am most grateful to the Minister, who is being very generous in giving way. He spoke earlier about taking us on a journey, and even earlier he quoted Rab Butler. May I remind him of what Rab Butler said about journeys—that it is best to get off the train before it hits the buffers? With the light-touch approach that the Minister is suggesting, is there not a danger that some colleges may move assets overseas, to the detriment of the British taxpayer?
Mr Hayes
It is true, of course, that as we free up the system, some of the controls that have previously been in place—some of the levers that the Government could pull—will no longer be there. Frankly, however, I have to say to my right hon. Friend, to whose assiduity, eloquence and wisdom I have previously paid tribute, that if the price of freedom is that loss of control, it is a price worth paying for the benefit it brings in the kind of innovation, exercise of imagination, responsiveness and dynamism to which I drew the House’s attention earlier. That was certainly the view of the other place and, in general terms, the view of the Committee as we went through the Bill. There is growing cross-party acknowledgement that we can no longer predict and provide—that we do indeed need to create a more responsive system. I say that because the character of our economy is changing. Economic need is increasingly dynamic, and a system that is controlled from the centre would never be sufficiently nimble to respond to that commercial need. That is now widely acknowledged. The difference is that we are going about this with purpose, energy and enthusiasm.
Let me return to staff and student representation. It is important that we see the statutory requirement that I have described merely as a baseline. There are all kinds of other good things that we can do in terms of staff and student representation, but representation on governing bodies, it was argued persuasively, should be a baseline. Lords amendment 51 extends those changes to institutions that are not college corporations, but that have been designated by legislation to receive public money for the provision of further education. It would come into effect should they decide to change their existing instruments and articles.
Lords amendments 50 and 58 give colleges the power to close themselves, which is known as dissolution. Currently, only the Secretary of State can dissolve a college. The amendments remove that power from the Secretary of State and give colleges control over their own dissolution. Colleges will also have the ability to transfer their property, rights and liabilities to another person or body for the purposes of education. These amendments and the regulations that will be laid in support of them include a number of safeguards to ensure that any dissolution decision is taken only when all those affected—staff, students and the local community —have been properly consulted, and that the process will be transparent, recognising that colleges are providers of an important public service.
In Committee, the hon. Member for Hartlepool (Mr Wright), who is not in his place, but who was a diligent member of the Committee, raised questions about the likelihood that colleges would fail with these new freedoms. There is no evidence to suggest that the extra freedoms will increase the risk of failure. Notwithstanding what I said about the growing understanding of the need to allow colleges to be more locally responsive, it is worrying that there are those who believe that colleges will not rise to the challenge of the new freedoms and who believe that only through central Government control can we give the necessary protection to the common interest, which I have no doubt was in the heart of the hon. Gentleman. I do not think that he is right. Colleges have shown time and again that when they are given the opportunity to be their best, unrestricted, they can be so.
I am keen to address that point in more detail in relation to the amendments. Further education is a high-performing sector, with more than 95% of colleges judged satisfactory or better. Sometimes further education has been treated as what Sir Andrew Foster described as the “neglected middle child” of education, somewhere between schools and higher education. I see it more as the prodigal son, and not just that, but the prodigal son grown up. I want further education to be a favoured part of our education system because of the difference it makes to so many lives. The important thing is to ensure that where problems occur, there are robust monitoring and support systems so that colleges are given the opportunity and help to recover. It is right that we have in place the proper protections from failure because, as I have described, public interest is involved. A great deal of taxpayers’ money is involved too. However, we should not get to the point of creating an immense infrastructure to manage the college sector.
I think that it is correct to say, albeit with the benefit of hindsight, that after incorporation and the freedoms that colleges enjoyed as a result, we responded in a heavy handed way to the occasional, rare incidents of failure. It is reasonable to conclude that the advent and actuality of the Learning and Skills Council was an overreaction to the challenges associated with the new freedoms.
Andrew Percy
Will the Minister explain in more detail the process for consulting the local community, if a college fails or chooses to dissolve itself? I know he has said that that will be set out in regulations, but will he give us some idea of the robustness of the consultation that he has in mind?
Mr Hayes
In those exceptional circumstances, I would expect the consultation to be as full as possible. By that I mean that the views of all parties with a direct interest in the college’s affairs, including the local businesses engaged with the college, local learners and the wider community—the family associated with the college—should be sought fully over a proper timetable. Whatever means are necessary should be used to access those opinions.
Mr Graham Stuart
I would like to take the Minister back to the intervention from my right hon. Friend the Member for East Yorkshire (Mr Knight). In East Yorkshire, the Harrier was developed with a lot of taxpayers’ money and then shipped abroad to become an American aeroplane. We rather fear that the Hawk will follow. Will the Minister reassure us, in more specific terms than he used in response to my right hon. Friend, that a college will not be so free that it can leave the country with its assets, if it suits the organisation rather than the needs of the taxpayers?
Mr Hayes
As I have said, where public interest is in jeopardy, the Secretary of State will retain powers under the Bill to intervene as necessary. I paid tribute to my hon. Friend a few moments ago for his patient endurance in respect of my forthcoming visit to Beverley. It was Ruskin who said,
“Endurance is nobler than strength, and patience than beauty.”
We can therefore take it that my hon. Friend is a patient endurer, more noble than strength and beauty. It is likely that the circumstance he describes would happen only rarely, but it is important that when a college wishes to transfer its property, rights and liabilities to another provider, the Secretary of State retains the kind of powers that he requested.
Lords amendments 53, 56 and 62 reinstate statutory safeguards relating to the specific governance and constitutional arrangements of voluntary sixth-form colleges that were inadvertently removed by the Apprenticeships, Skills, Children and Learning Act. It was the previous Government’s view that legislation should reflect the distinct constitutional position of voluntary sixth-form colleges, and they confirmed that they would look to reinstate those protections through legislation. We agree with that view, and it is what the amendments do. The new provisions cover what was afforded by previous legislation or Secretary of State directions.
As Members know, I am a keen advocate of freeing colleges from central prescription, direction and control. Such things inhibit a college’s ability to become the master of its own destiny and stifle innovation and growth in our further education sector. The changes in the Bill will enable the Government to present the best case possible to encourage the Office for National Statistics to review its decision to reclassify colleges into the public sector. However, we are not merely responding to the ONS; we began this programme of reform long before we knew about the ONS reclassification. Indeed, it was one of the first things that I set out when I became a Minister. The changes that we have made in the Bill, including the ones that we have introduced at a later stage, are entirely in the spirit of the policy direction set out in the skills strategy which I published, following extensive consultation, last autumn. Indeed, they are in the spirit of the further consultation in which we were involved over the summer, which will lead to the publication of “New Challenges, New Chances”.
The truth is that the ONS reclassification has been a further spur to us, but has not caused us to change direction. If anything, it has cemented our determination to consider every aspect of college management and every means by which we could free colleges from bureaucracy and direction. That fresh thinking has inspired the changes that have been made to the Bill.
As I have said, the changes, and our efforts to secure the private sector reclassification of colleges, have been welcomed, not least by the Association of Colleges. It considers that they will provide colleges with additional flexibility, allowing them to respond effectively to their local community and economy. I should like to place on record my gratitude to the Association of Colleges for its guidance and support, and indeed for how it has challenged us, in helping the Government develop this impressive legislation.
Lords amendments 28, 29 and 39 concern the business of colleges and inspection. You will remember, Madam Deputy Speaker, the report that the previous Government commissioned from Sir Andrew Foster. I have a copy of the summary here. They asked him to examine the potential of further education, and he concluded that the landscape that it faced was
“crowded with organisations charged with inspection, improvement or regulatory functions. There is unnecessary complexity and duplication of effort and further rationalisation is required.”
He also recognised, I think, that we needed to rethink how colleges were gauged, inspected and monitored. Knowing that we had some outstanding further education colleges in this country, we decided that the time was right to look afresh at inspection and regulation.
In that context, some of the comments that the Minister of State, my hon. Friend the Member for Bognor Regis and Littlehampton (Mr Gibb), made about schools pertain to colleges too. He dealt with the issue of the inspection of schools earlier this evening, and some of the same principles apply to colleges. In my visits to colleges across the country, I have continually been impressed by the quality of teaching, the standard of learning and the innovative systems that colleges put in place to maximise learners’ potential.
Lords amendments 28 to 30 provide for greater parliamentary scrutiny of regulations exempting further education colleges from inspections, by requiring that all regulations except the first set be subject to the affirmative procedure, so that both Houses can be assured that a full debate will happen before further colleges are exempted. We decided very early on that we wanted to limit the inspection of further education colleges, as we did in the case of schools. However, it is important that that exemption is qualified in the way that I have described. The Prime Minister spoke today of coasting schools, and nor do we want to see any coasting colleges. Although there is little evidence of them, it is important that the House can debate the matter as further exemptions take root.
I turn to Lords amendments 36, 43 and 100, which put the legal framework for apprenticeships on a more sustainable and realistic footing. I need not regale the House at length with how passionately I support apprenticeships—at least, not for more than a few minutes. As you know, Madam Deputy Speaker, I have championed apprenticeships both in opposition and in government, and the Government have turned our rhetoric into action by delivering the biggest growth in apprenticeships in modern times. I have said before, and I am happy to say now, that there is more work to be done. As we make that growth sustainable, we will need to consider bureaucracy and the quality and age spread of apprenticeships. It is absolutely right that we should do that, but let us not understate the growth that we have seen—29% growth in under-19 apprenticeships and 64% growth in 19-to-24 apprenticeships over two years, and a big jump in post-25 apprenticeships.
It is important to say that the previous Government had the same aims. Many times, previous Ministers, including the previous Prime Minister, estimated the likely jump in the number of apprenticeships and the number that would be necessary to fill skills gaps. However, this Government are actually delivering. We are making more opportunities available to more people to add to their skills, which will increase their chances of getting, keeping and progressing in jobs. We know from independent research that someone who has a level 2 apprenticeship is likely to earn £70,000 more over their earning lifetime than somebody who has not, and that somebody with a level 3 apprenticeship is likely to earn more than £100,000 more. That is roughly equivalent to a degree.
Margot James (Stourbridge) (Con)
I congratulate my hon. Friend on the amazing increase in apprenticeships that he has outlined. I met my local college, Stourbridge college, and other colleges last week, and they reported a huge increase in apprenticeships over the past six months. Is he aware of another route into apprenticeships, which emerged during a meeting that I had the previous week with Stourbridge jobcentre? It reported that among 18 to 24-year-olds a route in was via two-week work experience placements. In many cases, they were being converted into apprenticeships.
Madam Deputy Speaker (Dawn Primarolo)
Order. It is very interesting to hear of the extensive commitment that the Minister has personally to apprenticeships, and indeed to hear the point that the hon. Member for Stourbridge (Margot James) has made, but we are discussing Lords amendments. Although Lords amendment 36 is about securing the provision of apprenticeships in certain regulations, the debate is going a little wide of that. Perhaps the Minister could relate his comments to the amendments.
Mr Hayes
I was not going to be encouraged to speak lyrically about work experience, although I could, but I hear and value what my hon. Friend the Member for Stourbridge (Margot James) says.
Amendments 36, 43 and 100 deal specifically with the so-called apprenticeship offer. As I said, apprenticeships play a key role in promoting growth and prosperity in British business and give renewed hope and purpose to our young people, who are so affected by the present climate. Through the Bill, we are redefining the apprenticeship offer. We are moving away from what I regard as an unrealistic guarantee that sought to require the Government to tell employers whom they should and should not employ. The previous Government took the view that the House could place a duty on the chief executive of skills funding to fund apprenticeships for anyone who wanted them. [Interruption.] The hon. Member for Cardiff West (Kevin Brennan) intervenes from a sedentary position, but he knows that in practice, the previous offer was undeliverable. There was much discussion of this matter in the other place. I pay tribute in particular to Lord Layard, who made this case forcefully and with whom I have enjoyed many discussions. He also writes persuasively about happiness —I read a recent essay from him on that subject. Happiness is all of our aims, is it not, individually and communally?
Mr Stuart
I am always focused on happiness. I thought I could increase the Minister’s sense of contentment if I attempted to correct him. Under the previous situation, there was an obligation not to fund an apprenticeship for anyone who wanted it but to provide one, outwith any ability necessarily to ensure that an employer came forward. That is why the Minister and the Government were right to make that alteration, not withstanding the complaints of Opposition Members.
Madam Deputy Speaker (Dawn Primarolo)
Order. I am very glad that the hon. Gentleman got his point on the record, but we are not debating the previous Government’s record or apprenticeships generally; we are debating amendments on quite narrow points in the Bill. I know the Minister is really eager to come back to that.
Mr Hayes
As you say, Madam Deputy Speaker, we are debating the character of the apprenticeship offer. This Government take the view that we need further to refine the legal framework for apprenticeships. The debate on this subject in the other place was on the character of that duty. Lords amendment 36 places a new duty on the chief executive of the Skills Funding Agency to make reasonable efforts to secure employer involvement in apprenticeships. That is so important because we have changed assumptions of the nature of apprenticeships. We take the view that apprenticeships should intrinsically involve employment—making an offer separate from employment seemed nonsensical.
I make that point because until relatively recently, some apprenticeships—programme-led apprenticeships, for example—were not tied to employment in quite the same way. Lords amendment 36 was the outcome of a great deal of hard work and good will, as I have described. The overtures made to me by Lords Layard, Wakeham, Willis and Sutherland persuaded the Government and my noble Friends to devise an amendment that satisfies the wishes of those who want to place a clear duty in the Bill, but not one that the Government think is undeliverable.
Although I know some feel that I have summarised the Lords amendments all too briefly, those amendments put apprenticeships, the freedoms about which I have spoken, the changed inspection regime, the different role for the Government, the new emphasis on skills, and the mantra—I decidedly and deliberately put it that clearly—of freedom, flexibility, innovation and dynamism, at the very heart of this legislation. I think they improve the Bill significantly and I look forward to hearing whether the Opposition think so too.
Stephen Twigg
It is always a great pleasure to speak opposite the Minister in such important debates. This is my first opportunity to do so from the Opposition Front Bench. The Minister reminded us that my noble Friend Lord Layard has written about happiness, about which he is an international expert, alongside my constituent Ken Dodd, who has been writing and singing about such matters for a very long time.
The Opposition have serious wider concerns about the Bill, some of which, including on schools, were addressed in the debate on the previous group of amendments. Other concerns, including those on information, advice, guidance and the careers service, are outside the scope of today’s debate. I should like to focus on inspection, governance and apprenticeships. I echo many of the things the Minister said, and in particular his positive comments on the role of the Association of Colleges, and I look forward to attending its conference in Birmingham later this week.
I also echo what the hon. Member for Brigg and Goole (Andrew Percy) said about the importance of partnerships between further education colleges and the wider education system, including schools. In the debate on the previous group, we discussed the importance of co-operation and collaboration alongside autonomy and competition. We often discuss school-to-school and college-to-college co-operation and collaboration, but there is great scope for further co-operation and collaboration between schools and the further education sector.
Let me address the inspection of further education institutions. All hon. Members are seeking to strike a balance between autonomy and inspection—this is a similar debate to the one on schools, as the Minister said. Lords amendments 28 and 29 have much the same effect as Lords amendments 26 and 27. The former relate to further education institutions and the latter to schools.
The Opposition have a number of concerns that echo those we raised about schools, although they are not exactly the same. I should like briefly to put some of them on the record; they have been raised in previous stages both in this House and in the other place. We are concerned that exempting certain further education colleges from inspection will undermine the campaign for high standards in those institutions, and in particular we fear that the Government’s approach is simply to rely on a market effect, which could let down, for example, students who are currently studying. Their institution could struggle and yet nothing will be done, and there is no trigger for them to make an inspection happen. It is possible—we debated this with respect to schools—for a further education institution that at one time was high performing to slip for some reason. The lack of an inspection regime in such a situation could be a major challenge.
The new Ofsted chief inspector, Sir Michael Wilshaw, was quoted in the previous debate by my hon. Friend the Member for Cardiff West (Kevin Brennan). The chief executive’s point was about schools, but it applies to further education colleges as well—the principle is much the same. The conditions that would render a further education institution exempt from inspection are not clear. If the Minister has the opportunity, with the leave of the House later, I should like him to clarify the Government’s thinking on when a further education college will be deemed exempt.
I understand that that thinking will be set out in regulations, but Lords amendments 28 and 29 mean that all regulations apart from the first set made under section (5) of the Education Act 2005 must be subject to the affirmative procedure. There is no requirement for an affirmative resolution the very first time the exemption criteria are outlined. I invite the Minister to explain his reasoning for that and to assure us that the measure is not simply being rushed through because of Ofsted’s budget situation. Given the seriousness of the step that is being taken, and the lack of public consultation on it, the Opposition believe that there should be an affirmative resolution the first time as well as on subsequent occasions, and have tabled an amendment to that effect.
The Minister referred to issues of governance. As Lord Hill acknowledged on Report in the Lords, Labour peers, led by my noble Friend from the Labour Front Bench, Baroness Jones, made important arguments on this issue. Labour Front Benchers in the other place tabled an amendment to reinstate the rights of students and staff to be represented on further education colleges’ governing bodies. As the Minister outlined, the Government brought forward an amendment on Third Reading in the other place to guarantee governing body places for staff and students. Lord Hill said:
“It may help if I inform noble Lords of discussions between the noble Baroness, Lady Jones of Whitchurch, and my honourable friend, the Minister for Further Education, Skills and Lifelong Learning”—
the Minister—on her amendment to
“retain requirements for staff and student governors…The Government have brought forward these changes to support our case for the private sector classification for colleges, in accordance with the policy of successive Governments. It was not our intention to encourage colleges to remove staff or student governors from college governance arrangements. I know that colleges greatly value the contribution that those governors make.
Having listened to the arguments that were put to him by the noble Baroness, Lady Jones…my honourable friend”—
the Minister—
“and I have spoken further. We have decided that the Government will return at Third Reading with their own amendment, which will give effect to what the noble Baroness's amendment seeks to achieve.”—[Official Report, House of Lords, 1 November 2011; Vol. 731, c. 1135.]
Let me thank the Minister for his generous tribute to my noble Friend and also echo her thanks and appreciation to him and his colleagues in the Department for this important change to the legislation. Participation in the governance of FE colleges is an important part of student citizenship, as well as contributing to good governance. I would like also to put on the record our appreciation to the National Union of Students for its excellent work on ensuring that the relevant amendments were agreed.
Nobody in this House could doubt the Minister’s personal commitment to apprenticeships. We welcome the amendments that impose a duty on the chief executive of the Skills Funding Agency to make reasonable efforts to secure employers’ participation in apprenticeship training for all young people in the specified groups covered by the redefined offer—that is, 16 to 18-year-olds and 19 to 24-year-olds with a disability or learning difficulty assessment, as well as young care leavers. Without those amendments, the Bill would have simply taken opportunities away from our young people. The Minister mentioned the assiduity of my hon. Friend the Member for Hartlepool (Mr Wright) in Committee, where he said that the clause in question represented a wholesale degrading in the value the Government place on apprenticeships; that it is a retrospective step, stopping the duty to create apprenticeships for suitably qualified people; and that instead of creating jobs, transferring skills to young people, and boosting the economy, this clause does the exact opposite.
Lords amendment 36 is a significant improvement, but we believe that there is scope to go further. As the Minister has set out, under the legislation introduced by the previous Labour Government, the chief executive of the Skills Funding Agency had a duty to secure an apprenticeship place for every suitably qualified person within certain specified categories. The previous Labour Government’s policy was that the agency was under a duty to find an apprenticeship for every qualified young person who wanted one. They had to be given two choices about the sector that they wished to enter. That was removed in the original draft of the Bill, but as the Minister has said, a cross-party group of peers, led my noble Friend Lord Layard, achieved an important Government concession that required the agency to make reasonable efforts to involve employers in apprenticeship training, which has led to Lords amendment 36, which we welcome.
The amendment was a cross-party amendment, tabled in the names of Lord Layard, Lord Wakeham, Lord Willis of Knaresborough and Lord Sutherland. Lord Layard said in the other place:
“If you look at the situation in our country, it is clear that academic young people are offered a clear route to a skill and a useful role in society. They can see where they are going. That is not the case for less academic young people. There is no clear route that they can see they are entitled to go down. The result is low levels of skills and a degree of alienation…If you look at this from a young person’s point of view, we are raising the education participation age. It is quite difficult to see how we are going to be able to do that in a way that is acceptable to young people unless these apprenticeship places are available to them. We need legislation that states the main aims of our education system. For that 16 to 19 year-old group, we have a lacuna. We cannot fill it by ministerial statements and assurances, as Ministers come and go. We expect the basic structure of our educational system to be reflected in the laws of the country.”—[Official Report, House of Lords, 14 September 2011; Vol. 731, c. GC274.]
Stephen Twigg
I might be told off by Madam Deputy Speaker, but let me say that the quality of the education and training elements of the apprenticeship are vital. What we must not do, however, is allow apprenticeships to become a form of exploitation. A balance has to be struck. Clearly, an apprenticeship should be first and foremost about quality education and training, but with a decent amount of pay, too, for those who are apprentices.
I am grateful for the opportunity to contribute to the debate. These are very important issues. I do not believe that any Opposition Member doubts the personal commitment of the Minister, particularly on apprenticeships. We have concerns that we have expressed previously about the impact of other changes—the abolition of the education maintenance allowance and the trebling of tuition fees—and we would be very concerned if there was any weakening of the apprenticeship brand. Let us perhaps forge a cross-party national consensus to the effect that we want apprenticeships to increase in number, but more importantly we want to see them as a high-quality gold standard for those young people who follow a vocational route of education.
Mr Hayes
The hon. Member for Liverpool, West Derby (Stephen Twigg) raised a number of points, which I shall try to address in my closing remarks. I would like to speak first to amendment (a) to Lords Amendment 29, under which the first as well as any subsequent regulations exempting certain providers from Ofsted inspection in particular circumstances would be subject to the affirmative procedure. The hon. Gentleman asked me particularly to address those matters.
My hon. Friend the Minister of State, Department for Education, the hon. Member for Bognor Regis and Littlehampton (Mr Gibb), has already spoken about a related amendment to the schools inspection exemption. The same intentions lay behind the exemption for further education providers and our plan, in essence, is to exempt outstanding colleges. I will listen, however, to the points raised. I do not have a dogmatic view on this matter, and as we move to a lighter-touch inspection regime, it is important to do so with appropriate caution.
I would like to deal with one particular concern. Where students feel that an outstanding institution is not maintaining high standards, Ofsted will take very seriously any comments students might make as part of the risk assessment, which could trigger an inspection. My hon. Friend the Minister spoke about the risk assessment process, and it is important that it is tied closely to the view of students about the quality of teaching and learning in an institution.
I spoke to the National Union of Students today about representation on college governing bodies, which we discussed when we dealt with the amendments to which the hon. Member for Liverpool, West Derby also referred. As I described earlier, we view such representation as a baseline. Representation on governing bodies does not provide the whole answer for learner or staff engagement. Learners and staff should be engaged at a policy level in plotting the strategic direction of a college. As we move to a more freed-up system, so learner choice and learner judgment will play an increasingly critical role in how colleges evolve. I hear what the hon. Gentleman says about the process. We are moving ahead boldly, but cautiously. At this juncture, it is probably best for me to leave that there.
Amendment (a) to Lords amendment 36 would require the chief executive of skills funding to make “best” efforts rather than “reasonable” efforts in respect of apprenticeships. Of course I understand the intention to strengthen the focus on the delivery of this important objective. It is crucial to maintain and, indeed, improve the quality of apprenticeships while we grow their number. When something grows rapidly, it obviously creates a pressure on quality. Inevitably, the momentum will lead to more employers and more providers becoming involved and more individuals becoming apprentices—including people who might not have done so if the system was smaller. I believe that places an extra responsibility on us to ensure that the integrity of the brand is retained by an appropriate emphasis on quality, and as I said on the Floor of the House a few days ago in a different debate on a different subject, we will do that. The hon. Member for Liverpool, West Derby is right to say that this amendment, and his argument about it, draws attention to the issue of quality. The debate in the other place and the discussions to which he referred—I pay tribute once again to Lord Layard and others—helped us to concentrate our thinking on maintaining and improving the quality of the apprenticeships offered.
Mr Graham Stuart
Does my hon. Friend agree that the number of apprenticeships going on to level 3 is a big indicator of quality and that we want more apprentices getting to level 2 to go on to level 3? Has he given any more thought to providing a more flexible level 3 offer for 16 and 17-year-olds who often find that, if they want to go on to level 3 after completing level 2, the funding gets cut in the current system?
Mr Hayes
The hon. Member for Liverpool, West Derby spoke a little about the age spread of apprenticeships in arguing for his amendment. Although he did not deal particularly with the point that my hon. Friend the Member for Beverley and Holderness (Mr Stuart) just raised, this is not the first time that my hon. Friend has mentioned it. It is important to devise a system that maximises the prospect of progression, in the way that he describes.
The good news is that the biggest proportion of growth in the numbers that were drawn to the House’s attention a week or so ago was in level 3 apprenticeships. I think that that rather frustrated the critics who had assumed that the biggest proportionate growth would be at level 2. In proportional terms, the number of level 3 apprenticeships has grown at the fastest rate over the last year. I can also inform my hon. Friend of a fact that has not been in the public domain until now: indications suggest that the length of apprenticeships among those aged over 25 is increasing. That is also rather counter-intuitive for those who listen to the critics from the bourgeois left, the glitterati and chatterati who look down their noses at practical learning in a way in which you and I do not, Mr Deputy Speaker.
My hon. Friend was, however, right to draw our attention to other measures that we might take in respect of progression. I know that one of his suggestions is that we should look at ways of helping people to undertake parts of a level in which they were otherwise already competent. There may be ways in which we can adopt a more modular approach to progression. I do not intend to discuss that at length now, because it is not entirely pertinent to the amendment, but it is relevant to what has been said by my hon. Friend and by the hon. Member for Liverpool, West Derby, who also made a point about the age spread of apprenticeships.
Jim Shannon (Strangford) (DUP)
In other regions of the United Kingdom, such as Northern Ireland, education, including further education, is devolved. In Northern Ireland it is possible to obtain gold-plated apprenticeships that can accompany the education and training that are also needed. Have the Government considered similar action to help apprentices to secure better final qualifications?
Mr Hayes
The hon. Gentleman has made a useful comment. The way in which apprenticeships are perceived, and the experience of the apprentices themselves, are critical to whether apprentices are likely to make progress. Those who have had a good experience of the early stages of apprenticeship may well progress to a higher level, perhaps in the companies that have taken them on, which will be good for both the business and the individual.
Paragraphs 30 and 31 of Lord Leitch’s report, which was commissioned by the last Government, state:
“Improving the skills of young people, while essential, cannot be the sole solution to achieving world class skills. Improvements in attainment of young people can only deliver a small part of what is necessary because they comprise a small proportion of the overall workforce. Demographic change means that there will be smaller numbers of young people flowing into the workforce towards 2020.
More than 70 per cent of the 2020 working age population are already over the age of 16.”
Lord Leitch concluded that unless we upskill and reskill the existing work force, we will never catch up with our competitors.
The hon. Member for Liverpool, West Derby is right to say that we should not think in terms of two alternatives. This is not about providing a valued and valuable route to practical learning through apprenticeships for younger people but not doing so for people in their 20s or 30s who want to upskill or reskill, such as the level 3 apprentices whom I met recently at Jaguar Land Rover in Halewood, near Liverpool, not a million miles from the hon. Gentleman’s constituency. Both those things can be achieved through an apprenticeship offer of the right kind.
Stephen Twigg
I entirely agree that we are not talking about two alternatives, but does the Minister share my concern about the fact that, according to the IPPR report, there is a large growth in the number of apprenticeships for those over 25, a pretty large growth in the number for those aged 19 to 24, but a much smaller growth in the number for 16-to-18-year-olds?
Mr Hayes
I think that we need to calibrate the system to ensure that there is a good age spread. I probably should have emphasised to an even greater degree—you know what I am for understatement, Mr Deputy Speaker—the need to make growth sustainable. If it is to be sustainable, it will be necessary to address issues such as those that have been raised tonight. By “sustainable growth”, I mean growth that offers older learners the opportunities to upskill and progress that were mentioned by my hon. Friend the Member for Beverley and Holderness—opportunities to create a vocational pathway of the quality that we both seek, the “gold standard” for apprenticeships. I had used that term myself, and the hon. Member for Liverpool, West Derby may have read it, imbibed it subliminally and repeated it. I know that he would normally have attributed it; perhaps it was by accident that he did not.
We also need to be constantly vigilant about the quality of the offer. Let me set out some of the things we are doing in that respect. I have made it very clear to the National Apprenticeship Service that poor provision should be eliminated. We have to be very tough on any provision reported to us that we investigate and find not to be of sufficient quality.
Neil Carmichael
Does my hon. Friend agree that one key measure of the success of apprenticeships—this certainly applies to levels 2 and 3, and is consistent with his views about economic growth, sustainability and so on—is what happens in manufacturing and engineering? Does he agree that all the measures that we should be thinking of in terms of developing that sector should be implemented?
Mr Hayes
Another bit of good news when we saw the figures from the statistical release was the substantial growth in manufacturing and engineering apprenticeships; the number of starts was 47,000, which was an increase of 20% on the 2009-10 figure. So we had very strong growth in the very apprenticeships that my hon. Friend rightly identifies as crucial to our future prospects. Interestingly, the figures clearly show that there is growth across the system. Again rather counter-intuitively from the perspective of the critics, there has been growth in sectors where employment more generally has either slowed or declined. So apprenticeships seem to be bucking the trend in areas such as manufacturing and engineering. Even in construction, where there has been a very sharp decline in employment, apprenticeship numbers have held up. That suggests that businesses are investing in training and in their future, and that apprenticeships are succeeding. This is a flagship policy, devised in opposition and delivered in government.
Bob Stewart
Has the Minister considered—I am sure that he has—the thought that a great number of high-quality individuals have had considerable technical training in the armed forces? Could they come in at level 2, with this possibly leading on to level 3? Is that part of the system he envisages?
Mr Hayes
This weekend, I was looking at a submission that suggested that we might ask the National Apprenticeship Service to look specifically at people who have left the armed forces. I am particularly concerned about those who have left the armed forces with a disability. One of the challenges that the previous Government faced and that we face too is in ensuring that the apprenticeship system is accessible to as many people as possible, and I do not think we do well enough by disabled potential apprentices. I asked, at the very early stages of my distinguished ministerial career, for the NAS to examine that area closely, but I want it to re-examine it. I particularly want the NAS to examine what we can do for disabled ex-servicemen.
Bob Stewart
I hope that the Minister will forgive me, because he has almost made the point I was going to make, which is that we could involve disabled ex-servicemen as part of this system. That would be a superb way of helping them to get into decent employment in civilian life.
Mr Hayes
I am glad that I anticipated my hon. Friend’s point. Foresight is not essential for a Minister, but it is a great advantage, particularly when it can be displayed on the Floor of the House of Commons.
My hon. Friend the Member for Stroud (Neil Carmichael) mentioned growth and others have talked about progression, so in dealing with the remark made by the hon. Member for Liverpool, West Derby about happiness, I wish to draw his attention to Yeats. I know that the hon. Member for Cardiff West (Kevin Brennan), the shadow Minister sitting next to him, is a fan of Yeats. Lord Layard did such good work on this particular amendment, so I shall cite the following from Yeats:
“Happiness is neither virtue nor pleasure nor this thing nor that but simply growth, We are happy when we are growing.”
When apprenticeships are growing, I am particularly happy because it is testament to the success of our policies.
Kevin Brennan
He also said:
“No likely end could bring them loss
Or leave them happier than before.”
We look forward to the Minister’s end this evening.
Mr Hayes
Perhaps we will see the end of this speech, but not the end of my career, not the end of this Government and not the end of my time here, which I see stretching a great long distance into the future.
Let me return to the points made by the shadow Secretary of State for Education in respect of the Lords amendment and particularly the apprenticeship offer. He implored us to go further. Indeed, his amendment to the Lords amendment asks us to do so. He asks us to strengthen the offer, having acknowledged with typical generosity, the progress that we have made in this respect. I will again take seriously his remarks about how we market this. An important part of what we do with apprenticeships is selling the product. I have made it clear to the National Apprenticeship Service that its job is as a marketing and sales organisation. Its job is to get more companies to understand the value of apprenticeships, more individuals to understand the opportunities that they provide to them personally and more providers to rise to the challenge and to ensure that they are in the best place possible to deliver apprenticeships. As a result of his overtures, rather than accepting the amendment to the Lords amendment—he would hardly expect me to do that—I will look again at how we can market the renewed offer in the most effective way possible.
Neil Carmichael
On marketing apprenticeship schemes, does my hon. Friend agree that the key area that we should focus on is small and medium-sized enterprises, because they need to grasp the opportunities that apprenticeships can bring them and the apprentices?
Mr Hayes
Yes. In opposition, of course, it was our policy to offer a financial incentive to support SMEs, which we felt would have a real and perceived risk associated with taking on apprentices, through the means of some kind of payment. We were unable to do that because of the financial constraints that affect the whole Government, but we can make more progress in respect of bureaucracy. We need to make the system accessible, straightforward and simple. We need to get rid of the bureaucracy that has sometimes inhibited small businesses from engaging in the apprenticeship programme. Yes, we will go further, and spurred on by my hon. Friend’s enthusiasm, I will make further announcements on reductions in bureaucracy, specifically for SMEs. He is right that their engagement in apprenticeships is critical, not least because if we are to spread apprenticeships and seed them into every community, village and town, we cannot simply rely on the excellent apprenticeship schemes of major businesses, such as BT, BAM, BAE, the Royal Navy, Ford Motor Company, EDF, the Royal Air Force, Sellafield, Bentley Motors, Jaguar Land Rover, GE Aerospace, Caterpillar, Honda and others. We need to have apprenticeships in smaller businesses and micro-businesses, too, such as those in my constituency—in the small villages and towns, where if we were to ask young people in particular to get an apprenticeship, they could only do so locally, because of travel and accessibility issues.
Steve Rotheram
The Minister has just spoken about micro-businesses. MPs are almost micro-businesses. I would like to know how many MPs have put their money where their mouths are and taken on apprentices. I am one of them. Other Government and Opposition Members have taken on apprentices, but a vast number of MPs have not done so. If we all took on just one apprentice, we could create 650 apprentices in the House.
Mr Hayes
I have written to colleagues to that effect. I make that plea once again. The hon. Gentleman is right to offer that clarion call to Members of Parliament to take on apprentices. I have one in my office. I hope that the shadow Secretary of State is thinking about taking on an apprentice. I know that he will do so speedily, following the words that he has heard from the Dispatch Box today.
The National Apprenticeship Service is already actively promoting apprenticeships with employers and ensuring that apprenticeships are highly prized by businesses and apprentices. It provides an online vacancy matching service for employers and prospective apprentices. It already has a dedicated employer-facing field force to recruit new employers in the way that I have described.