College Funding

Debate between John Hayes and David Drew

Monday 21st January 2019 Westminster Hall

[Sir John Hayes (South Holland and The Deepings) (Con)]

I refer Members to my entry in the Register of Members’ Financial Interests. For most of my lifetime—perhaps all of it—a misapprehension has pervaded and affected the application of Government policy. That misapprehension has been that people can only gain esteem and fulfilment through academic accomplishment. As a result, practical learning has been perpetually neglected by Governments of both parties.

It was in that spirit and against that backdrop that, as a shadow Minister in the mid-2000s, I began debating these issues and considering them carefully. Indeed, I worked with the hon. Member for Blackpool South (Gordon Marsden), who chaired the all-party skills group at the time and is the shadow Education Minister today, to look at how we could elevate practical learning. To do so, it was necessary to challenge many of the assumptions that had permeated previously—assumptions that were given life by the previous Government’s much-vaunted ambition to send 50% of people to university. I always thought the problem with that ambition was what it said about the other 50%, who did not go to university but went into practical subjects, further education and all kinds of other learning. We had some success. We grew apprenticeship numbers to their largest level in modern times—perhaps of all time. We protected the budget for adult learning, working with the right hon. Member for Twickenham (Sir Vince Cable), who was Secretary of State for Business, Innovation and Skills when I was the Minister for further education, skills and lifelong learning.

However, that success is now in jeopardy. I have to challenge the Minister about the decline in apprenticeship numbers that has resulted, in part, from a misunderstanding of the new levy—I am not against the levy as a matter of principle, but its implementation has been problematic—and the decline in adult learning in particular. I say that for the following reasons: first, there is a strong utilitarian case for further education and training, which is about feeding the economy with the skills it needs for us to prosper. That is a given, and I think all Members in this Chamber would agree with it. Secondly, there is a case for communal health being part of the value of practical learning. When people learn and gain new competencies, they grow and become better citizens, seeing themselves as more useful to those around them.

[Dr David Drew (Stroud) (Lab/Co-op)]

Does the right hon. Gentleman accept that one of the most valuable things that further education does is to allow people—whether they be native to this country or a migrant—to improve their language skills, including by learning a foreign language? That was always one of the ways in which FE colleges reached out and gave people opportunities.

[Sir John Hayes]

As the hon. Gentleman knows, FE colleges train 2.2 million young people and adults. The courses they run range from fundamental issues such as the acquisition of good English, as he suggests, to the most advanced skills. They also provide an opportunity for people to learn throughout their lives. FE is the principal vehicle by which people upskill and reskill in the way my right hon. Friend the Member for Chingford and Woodford Green (Mr Duncan Smith) described, and that is essential if we are to fuel the economy with what it requires. It is simply not enough to train people who are entering the workforce: we have to look at how people who are in the workforce already can adapt what they can do to suit changing economic circumstances.