Infrastructure Bill [Lords]
Debate between John Hayes and Ian C. Lucas(9 years, 11 months ago)
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Mr Hayes
I am going to make progress. I have been incredibly, and typically, generous, and I want to draw my remarks to a conclusion. [Hon. Members: “One more!”] Members are testing my generosity, but I do not want to lose my reputation for being the nicest man in the House, so I shall give way to the hon. Gentleman.
Ian Lucas
I am most grateful to the right hon. Gentleman for giving way; I think I am the only Member he has refused to give way to thus far in this debate.
The concern we in Wrexham have is not whether fracking is dealt with by the Welsh Government or the UK Government but whether it is safe. This is a novel process, and the right hon. Gentleman keeps referring to the planning process not having been changed. Does he understand that this new process is causing genuine concern to many people, and that we need to work much harder to persuade honest people that there is no cause for concern, if, indeed, that is the case?
Mr Hayes
With a certain elegance, the hon. Gentleman has conflated three matters and I shall try to deal with each of them. He talked about the planning process and he is right that it is not directly affected by this Bill, but it is also right that we need to make sure that information is made available in digestible form. He then mentioned safety. The Environment Agency continues to have responsibility for safety in this regard, as it always has, and some of the particular issues, such as waste water, have been dealt with by the EA—as they are in all water-intensive industries, by the way—and will continue to be so. Thirdly, the hon. Gentleman talked about broadcasting the right kind of information in the right way to the right people, and that is precisely why as Energy Minister I established the Office of Unconventional Gas and Oil, but he is right that we can do more, we must do more and we will do more to assuage doubts, to scotch those false assumptions that people have, and to make it clear that this can be done properly and safely in all our interests.
The Bill will allow Her Majesty’s Revenue and Customs to participate in the extractive industries transparency initiative and meet the UK’s commitment on higher international transparency standards.
Some of the changes in the Bill, like driving forward development of our shale gas reserves or reforming the Highways Agency, are potentially hugely transformative, while others may right smaller wrongs, but taken together they will undoubtedly deliver benefits that can be felt by people and communities right across the UK. In this Bill we have measures from seven Government Departments—which is why I have taken rather longer than I might have done ordinarily to make the case for this important measure. That is evidence that the Government see infrastructure not through a single lens, but as a kaleidoscope of interconnected elements. Whether it is building and maintaining our strategic roads, major schemes such as HS2 or nuclear power stations, housing developments such as new garden cities, or new industries such as shale and geothermal, or existing ones such as North sea oil, we must never lose our focus on the big prize—invest, improve, build, develop, and ultimately prosper.
Let us no longer look back in anger on the bad days of under-investment and mismanagement. I am not going to focus on the previous Government’s many failures; let us instead focus with the anticipation of a long-distance runner on the exciting road ahead.
Too often the stance of the Labour party on these matters brings to mind the conversation between Alice and the Cheshire Cat as envisioned by Lewis Carroll. Alice asked to know
“‘Which way I ought to go from here?’
‘That depends a good deal on where you want to get to,’ said the Cat.
‘I don't much care where—’ said Alice.
‘Then it doesn't matter which way you go,’ said the Cat.”
Sadly, the Labour party remains in Wonderland: stuck down the rabbit hole, and presenting the economy with a bottle labelled “drink me.” In contrast to Labour’s shrinking potion, the measures in this Bill promise an effect similar to the cake labelled “eat me”: measures that enable the economy to grow at the same burgeoning pace.
I simply say this to the Opposition: they must be careful. As Disraeli once said:
“It is easier to be critical than correct.”
There are times for clever criticisms and there are times for meaningful scrutiny; times for short-term hard-edged politics, and a time for the long view. The Opposition should recognise that the time for this Bill has surely come.
This is a Bill fashioned by a Government determined to do the people’s will, and a Minster who, as the Opposition know, is the people’s voice. This Government with this Bill confirm our courage and our willingness to put long-term thinking at the heart of our programme. This Government with this Bill concrete our confidence—confidence in a vision that is bold and ambitious for Britain. This Government with this Bill cement our reputation as a regime. There is hope for our nation’s future, a future for our people as glorious as our past. I commend the Bill to the House.
Oral Answers to Questions
Debate between John Hayes and Ian C. Lucas(9 years, 11 months ago)
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Mr Hayes
Yes, this issue is rightly raised by a number of hon. Members. We have taken action to reduce noise on some key roads and I hear what he says about the M27. There will be money for extensive resurfacing—we are talking about resurfacing 80% of the nation’s roads—and I will look at his case in that spirit.
Ian Lucas (Wrexham) (Lab)
Is the Secretary of State aware that the rail investment in Cheshire is between Wrexham and Chester, where the Labour Welsh Government are redoubling the single track line created by the Tories in the 1980s? Will he therefore commit to supporting investment in rail infrastructure in north Wales in the same way that the UK Government have invested in south Wales?
Intellectual Property (Hargreaves Report)
Debate between John Hayes and Ian C. Lucas(13 years, 4 months ago)
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Mr Hayes
My hon. Friend is right about the matter that he raises, and I will certainly do as he asks. He has some professional expertise in this field. Other hon. Members may not know that, but I have been pleased to visit Northampton with him many times, including this week. He brings some expert understanding to the subject. As I said, I share his background in the information systems world. He is right about search engines. I will draw his comments to the attention of both my noble Friend Baroness Wilcox who has responsibility in this area and, indeed, the Under-Secretary of State for Culture, Olympics, Media and Sport, my hon. Friend the Member for Wantage. If he had been asked to respond to the debate, contrary to what the hon. Member for Wrexham said, he would have been a peg below me; hon. Members are getting a Minister of State dealing with the matter, rather than an Under-Secretary. I think that that is a bonus. My hon. Friend the Member for Northampton South makes a fair point and, as I say, I will pass on his comments.
Ian Lucas
No, not at all, and I did not mean to be unkind to the Minister. I want to make that absolutely clear. This is not in any sense a personal criticism of him. As he knows, in November, the Under-Secretary of State for Culture, Olympics, Media and Sport, the hon. Member for Wantage (Mr Vaizey) was a Minister within BIS and he would have been responding to this debate if that situation had continued. He stopped being a BIS Minister because of the Secretary of State’s discussions with his constituents and he is now a Minister in the Department for Culture, Media and Sport. That has a real impact on this area. I am making a serious point about a problem that the Department needs to address.
Further and Higher Education (Access) Bill
Debate between John Hayes and Ian C. Lucas(13 years, 8 months ago)
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Ian Lucas (Wrexham) (Lab)
First, I commend the hon. Member for Christchurch (Mr Chope) for initiating this interesting and wide-ranging debate by introducing his Bill. I agreed with him at the beginning of his speech when he said that the Government’s higher education policy was mired in confusion and that the Government were at sixes and sevens. I also agreed with him at the end of his speech when he talked about the difficulties that the Government are having because of the decision by an increasing number of universities to charge £9,000 a year for fees under the rules passed before Christmas. That is causing the Government increasing financial difficulties, because their approach to higher education was predicated on the basis that the fees would be rather less than that. Perhaps that explains why, as we have heard, the higher education White Paper, which should be a framework for discussion, has been deferred again. The opportunity for us to discuss the matter has therefore been delayed. More importantly, those students who are in what I still call the lower sixth who are planning to go to university in 2012 will be looking at a menu with no price list, and no description of the dishes on offer, which is a great abdication of responsibility by the Government.
Mr Hayes
The hon. Gentleman is being a little unfair. The previous Government, of whom he was a member, commissioned the Browne review, agreed its terms of reference and fixed the timetable. The hon. Gentleman could hardly have expected this Government to come to office when the Browne review was still considering its recommendations and immediately introduce a White Paper, still less legislation.
Ian Lucas
The Government told us initially that the White Paper would be published in March this year, but made the decision not to abide by their timetable—the timetable was theirs, not that of Her Majesty’s Opposition.
The Bill states that admissions to universities should be on the basis of merit, but frankly, that is a truism with which no hon. Member would disagree. The difficulty is that there is so little agreement on what constitutes merit in a student. That lack of agreement exists not only among hon. Members, but among universities, which use very different admissions criteria.
The hon. Member for Shipley (Philip Davies) interestingly focused on A-level grades, which are an important reflection of the academic ability of those who are seeking to go to university. In very many cases, universities look at those to determine whether someone will be a successful applicant for a course, but they are not the only criterion that universities currently use. The advantage of the A-level is that it is transparent. The student is aware when he applies and is given an offer of what he needs to achieve to gain admission to a university course. However, the grades that are now expected of applicants are extremely high. For example, I am personally aware that the leading universities in the country offer mathematics applicants two A* grades and an A grade, or two A grades and a B grade or three A grades.
That is a transparent process, but some universities have a standard offer—an offer made to all applicants, no matter what school or further education college they come from or their background. The standard offers are also high. One university makes an offer of two A* grades and an A grade for the subject in which it has a very high reputation.
The sixth term examination paper exam, which is additional to A-levels, is increasingly being relied on by universities when they consider whether to admit candidates. I do not know whether hon. Members are aware of that, but the Minister should take note of it. STEP exams require a particular type of teaching, and commendably, some universities have recognised that and are providing support for students who come from institutions that do not provide such teaching, to give a fair chance to individuals who have the academic ability to achieve the results they need. Many schools, particularly those from the fee-paying sector, provide preparation for STEP exams that is not provided in many state schools, and that prejudice is, I am afraid, working against the chances of talented individuals—including today’s Cardinal Wolseys—achieving admission to universities on the basis of their A-level and STEP-level results.
The system as it stands disadvantages applicants from schools and institutions that do not have good provision for the teaching of STEP exams. STEP exams are a very recent innovation—I happen to know something of them because I have children at the age when these applications are made. I would like to hear whether any consideration has been given to introducing STEP exams into offers made to individuals, and whether the Minister has looked at the provision in place in institutions and schools for teaching in that area. It is an area of great concern to me.
Ian Lucas
I am sorry that the hon. Gentleman is bringing party politics into the debate, because I am trying to approach it in a measured way. I am talking about offers made by universities to talented students, including in his constituency, who happen not to have the provision in their own institution, whether in the private sector or public sector, to support their applications to university. I think that the Government should be looking at support for that.
This is relevant now, as opposed to when the Labour Government were in power, because back then the requirement for STEP exams when university offers were made had not been implemented. This year, there is a particular issue relating to university applications: an enormous number are being made to universities owing to the prospect of fee levels next year. There has been a huge rush of applications, but fewer offers are being made by universities. Furthermore, higher offers are being made this year than I think will be given next year, because so many more people are applying.
I also want to touch on issues of transparency and merit. I raised this point in interventions earlier. Transparency is a great quality, particularly when one is looking at the very complex process of applying to universities. There are lots of different universities and lots of different courses, and it is a big job for any individual student, or parent advising a student, to deal with the complexities of the university admissions system. It is particularly difficult when the admissions system is not transparent. The hon. Member for Christchurch (Mr Chope) at times suggested that the current system was transparent. In my view, it is not transparent when not based on admission by academic performance, and it is not based on academic performance when it is based not on A-level or STEP results, or any other exam results, but on an interview. The disadvantage of an interview process is that, if a student achieves the required grades, passes the exam and is called for an interview, but is then rejected, they do not find out why they have been rejected.
Mr Hayes
I am listening carefully to the hon. Gentleman. What is emerging is a certain unity of view between him and my hon. Friend the Member for Christchurch (Mr Chope). He seems to be saying that he wants to curtail universities’ freedom to take into account other circumstances that might prevail in precisely the same way as my hon. Friend. The freedom of universities, which we cherish, is under assault.
Ian Lucas
How profoundly ironic that the Minister, who has proposed the restrictions to which the hon. Member for Christchurch vociferously objects, should suggest that I agree with the hon. Gentleman. I agree that admission to university should be made on the basis of merit, but I disagree with the assumption that the system is currently based on merit. In fact, the system discriminates against students from non-fee-paying schools.
The hon. Member for North East Somerset (Jacob Rees-Mogg) made an interesting aside in his very interesting speech. He raised the subject of individuals at, for example, Oxford university, who conduct the interviews that I have just discussed, and who meet applicants who challenge them. They may feel uncomfortable with discussions at interview, and they may not like the prospect of teaching them, not because of their academic potential or achievement but because of their own preconceptions. The disadvantage of the interview process is that it allows that to happen.
It is therefore important that we have a transparent admissions process. It is very important indeed that we have independent universities and that we use all the potential that we have in our schools, whether fee paying or in the state sector. What is the best thing for Britain is that everyone with potential should realise their potential through school and bring it to fruition at university. The tragedy is that, for too long, too many people with the ability and the potential have not been taken through university because of the ivory towers and walls that exist.
Mr Hayes
I should like to elicit from the hon. Gentleman his precise position. On the one hand, he says that he believes that universities should be “independent” and that people should be able to fulfil their potential but, on the other, he seemed to suggest—and we need this on the record—that he was against universities interviewing candidates. Would he make it illegal? Is he suggesting that it would be entirely forbidden were he ever to hold the position held by my right hon. Friend the Minister for Universities and Science?
Ian Lucas
The Minister, having given his personal views on grammar schools at the Dispatch Box, even though he speaks as a Minister, could not possibly tempt me to make binding commitments from the Front Bench in a way that I might have done had I been on the Back Benches.
There was a great expansion of the university system under the Labour Government, and there was great investment in it. The continued independence of the university system was cherished under the previous Government, and that sat alongside the fact that there was increased state investment in the system. I am afraid that as fond as I am becoming of the hon. Member for North East Somerset, we part company on the important role that the state plays in our university system. I think that it is a good thing that more people go to university. It is a good thing that people who have the potential to go to university should realise that potential. I do not believe that if the state stood aside entirely and did not provide support, either through a grant system or another form of system, that would be a good thing for the United Kingdom, because fewer people with the potential to go to university would do so. That is why the grant system was originally introduced, and that is why I went to university. I went to Oxford university—and my father left school at 14, as did my mother. If I had been limited, as Cardinal Wolsey was, to securing a scholarship, I am afraid that my intellectual capability would not have enabled me to go to Magdalen college, and indeed to found my own college. That may be something for the future.
The issue that sits between those who support the Bill and myself is merit. No one disagrees on what constitutes merit. Our difficulties lie in how we define the procedure by which that is identified in applicants. The hon. Member for Shipley talked solely about A-levels. Some universities are currently choosing systems that are not transparent, and which do not disclose the criteria that apply. When one couples that with the fact that the price list on the menu is very unclear for students who want to go to university, particularly for the year after next, it is virtually impossible for students to make sensible, informed choices about their future.
When I speak to business people in my role as shadow industry Minister, they often tell me that they want more engineering graduates. They also want apprentices, and I defer to no one in my admiration for apprenticeships and foundation degrees, but they do want graduates of the highest quality, in science, maths and engineering. We need a system that ensures that everyone who has the potential to secure a future—to expand and extend their skills as far as possible—achieves that potential. That clearly requires a role for the universities, who have their own skills in identifying those candidates, but it also requires a role for Government, because the Government invest in the university sector, and it is important that public money is used in a positive way and for the benefit of the country as a whole.
It is at that stage that I disagree with the hon. Members for North East Somerset and for Christchurch, because I believe that means we have a responsibility in the House to hold the Government to account on the use of public money. I want as many young people and students as possible from my constituency to go to the best universities. I happen not to have a private school in my constituency, so if a young person living in my constituency wants to attend some of the best universities in the country, the facts and figures show that they are less likely to be admitted to those universities than if they went to a fee-paying school. I regret that. The current system is not fair. We need to devise a system that takes into account and re-establishes the position of the universities as independent institutions, but also recognises the legitimate role of Government in ensuring fair access to them.
Mr Hayes
Now my hon. Friend encourages me to go down a classical road, which might be of interest to the House but certainly would not necessarily be relevant to the Bill, and I will not be encouraged to do that.
A consideration of potential has always been at the heart of the relationship between the teacher and the taught in the business of deciding where a person might go, having been admitted to an institution. I will not say that I was shocked—it is hard to be shocked in the House—but I was surprised by what the shadow Minister said. He might want to correct this—I do not want to damage his career unreasonably, although it will be in opposition of course—but he at least appeared to suggest that the Opposition’s policy was hostile to the very business of universities interviewing students. That would require unprecedented prescription over independent universities. It would be a curious Government and a curious Minister who told universities that they were forbidden to use what they had used successfully, perhaps for generations, as a means of choosing who was best suited to their institutions.
Mr Hayes
I am grateful to the hon. Gentleman for that correction. I will not say that it was a U-turn—that would be too strong—but he seemed to clarify his remarks in a way that is helpful to us all in considering these matters in a balanced and measured manner.
The principle that I have described in respect of merit linked to a consideration of potential is time honoured. The other things that OFFA suggests that universities should take into account are no more frightening than those that I have already identified:
“progress towards benchmarks…published by HESA and others more immediate targets and measures agreed”
in respect of those less well represented groups. Targets agreed and measures suggested and agreed do not form the frightening perspective that my hon. Friend the Member for Christchurch described in his opening remarks, although, of course, I celebrate the fact that he has given us the chance to explore these matters because I want to put on the record what I have told him previously: I agree with him about merit.
Oral Answers to Questions
Debate between John Hayes and Ian C. Lucas(13 years, 10 months ago)
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Mr Hayes
Having anticipated that question, I have already had a meeting with my hon. Friend on just that subject, and I am pleased to be able to say that we will look very closely at the work being done at Harlow college, which is an exemplar in so many ways. We will look at how that can be spread across the whole country, providing more opportunity and apprenticeships, and building a Britain that works.
Ian Lucas (Wrexham) (Lab)
A strong manufacturing sector needs a powerful digital economy at its core. Does the Minister agree that it would be good for jobs in the digital economy sector for it to be outside the control of the Business Secretary?
Mr Hayes
One of the things about coalition is that it brings together people from different starting points. [Interruption.] I have to say that this coalition has convinced me that the Business Secretary’s commitment to jobs, apprenticeships, manufacturing and British business is unrivalled in his post, and is certainly considerably greater than that of his predecessors.
National Apprenticeship Scheme
Debate between John Hayes and Ian C. Lucas(14 years, 4 months ago)
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The Minister of State, Department for Business, Innovation and Skills (Mr John Hayes)
Thank you very much, Mr Caton, and it is a pleasure to serve under your chairmanship. It is a pleasure, too, to participate in the debate secured by my hon. Friend the Member for Gloucester (Richard Graham), who cares about such matters deeply. I welcome the shadow Minister, the hon. Member for Wrexham (Ian Lucas), who is not in his normal territory but standing in for the shadow apprenticeships Minister, who cannot be here. I know how keen the hon. Member for Cardiff West (Kevin Brennan) says he is to debate apprenticeships and I hope that he will find the time to do so with me in due course.
The debate is timely. My hon. Friend the Member for Gloucester spoke at some length about why he, like me and the Government, is so committed to the apprenticeship programme. In his maiden speech on 9 June, he treated the House to a striking description of his constituency past and present, as well as announcing his intention to convene an all-party group on urban regeneration. Many of the issues that he and other hon. Members raised this morning spring logically from such commitment, because they are closely connected with the economic future of all our constituencies.
Like many other places up and down the country, Gloucester remains a city whose prospects depend in large measure on the skill of its people and the success of its businesses, in particular the small and medium-sized enterprises. I shall speak a little about the challenge made by the hon. Member for Wrexham in a minute. Before I do so, however, I will answer one other point made by him. I shall also try to respond to all the points made, although they are numerous. If I cannot do so, I will happily engage with hon. Members one to one and take up the matters not covered today.
The shadow Minister mentioned the White Paper and a strategy for skills. The Government are absolutely determined to build on the best of what the previous Government did. No Government are all bad or all good; they each have good policies, people and ideas. We will take the best of those ideas and build them into our strategy. I look forward to putting that strategy together over the coming months, on a highly consultative basis, but of course it will be coloured by the comprehensive spending review. The hon. Gentleman knows that Ministers are in discussion with the Treasury about spending constraints. The Government are determined that we should spend only what we earn as a nation, but he can be assured, as can this Chamber, that in that context I will make a vigorous case not only for skills in general but for apprenticeships in particular. Our strategy will have apprenticeships at its heart, so I am not by any means ignoring the important principles laid out in the previous Government’s strategy; we will absorb the best of them into a plan for the future.
My hon. Friend the Member for Gloucester and others who have spoken understand, as I do, that apprenticeships must play a vital part in securing our economic future. In the latest year for which figures are available, more than 500 people started an apprenticeship in the city of Gloucester, in sectors as diverse as health and social care, retail and hospitality, catering, hairdressing, construction and engineering. I expect the National Apprenticeship Service and its local partners to increase still further the number and range of apprenticeships in my hon. Friend’s city.
The belief that apprenticeships can play a major role in building the future of Gloucester and our nation as a whole is not founded on transient political fashion or a preoccupation with the zeitgeist, but on the evidence of centuries. To paraphrase Chesterton, education is simply the soul of a nation as it passes from one generation to another, and apprenticeships are indeed time honoured, as hon. Members have described this morning.
I take the point made by my hon. Friends the Members for Gloucester and for Harlow (Robert Halfon) and others that the aesthetic of apprenticeships is critical. I have already made that point to my departmental officials. I am determined to ensure that the role of practical learning is elevated, in terms of its “prestige”—the word used by my hon. Friend the Member for Harlow—and we will look closely at the issue of local apprenticeship days.
We already have annual apprenticeship awards. I was at the ceremony last week and spoke with some eloquence—
Mr Hayes
Even though I say so myself. I was greeted with warmth and appreciation, because of the commitment that the coalition, of which I am a humble member, has made to skills and to apprenticeships in particular.
The important thing to emphasise when considering that aesthetic is that apprenticeships involve not only the crafts we think of when considering the craftsmen who built the great cathedral church of St Peter and the Holy and Undivided Trinity, but those in the modern economy. Growth industries mentioned by various hon. Members include the green economy, the IT industry and high-tech engineering. The whole range of advanced apprenticeships in advanced subjects in the modern economy will do so much to fuel our nation’s recovery and future prosperity.
I have already had meetings with sector skills councils about such high-tech, high-growth areas, and with individual employers, missioning them to develop new apprenticeship frameworks and to make the best of existing ones. In that way, we will make apprenticeships, as described by the hon. Member for Upper Bann (David Simpson), relevant to businesses and current economic need, and exciting and seductive from the perspective of learners. That those sectors matter is absolutely right, as the hon. Member for Wrexham said. We will focus on those high-growth sectors because that is what we must do to feed national economic growth. We see our skills strategy as very much tied to our growth strategy. My Department, the Department for Business, Innovation and Skills, is after all the Department for growth.
Let me pick up some of the other points made by hon. Members this morning. There has been a welcome for the Government’s conviction of the value of apprenticeships and the view that they should be an indispensable component of any effective and responsible further education system. There has also been an appreciation of the fact that we have put our money where our mouth is, and I am grateful for what the hon. Member for Wrexham said in that regard. One of the first things we did in government was transfer £150 million from Train to Gain to the apprenticeship budget. We did that because we know what competencies apprenticeships deliver, how long they take, how much they cost, and that they are valued by employers and supported by learners. Nevertheless, there are important questions to ask about them.
Our plan involves transferring resources from Train to Gain to the apprenticeship programme. That is a challenge for providers, which they have discussed with me and are willing to take up with relish. None the less, it is a challenge. It is important that the apprenticeships that evolve from that are meaningful and are the right product for employers, and it is absolutely right that employers buy into them.
My hon. Friend the Member for Kingswood (Chris Skidmore) said that such things cannot be managed from the top down but have to be built from the bottom up. We need to look at some of the supply-side reforms mentioned by various hon. Members, including my hon. Friend the Member for Stourbridge (Margot James), and how small businesses in particular are disincentivised from taking on apprentices.
We must ensure that the framework matches current economic need. The economy is dynamic. Perhaps, Mr Caton, I might be allowed, at a tangent, to give a short lecture in economics, as I believe that it will be relevant to the debate. As economies advance, they not only require greater skills but also become more dynamic. Skills needs become more dynamic, too, so it is critical that the skills system is as responsive and flexible as possible.
The best way to deal with that kind of economic change is to ensure that money and competence are devolved to the sharp end—to businesses and those who serve them in terms of training. That is why we are so determined to free up provision and to give further education colleges and independent training providers more flexibility and freedom to respond to employer need. Apprenticeships are at the heart of that, and I have had discussions with the FE sector, which welcomes the changes that I have recently introduced to free up colleges, and with independent training providers, who relish the opportunity in a more freed-up market to be more responsive to an increasingly dynamic economy. But let me move on from that short tributary on the subject of macro-economics that we have travelled up together back to the questions that have been put properly by hon. Members in the course of the few minutes that we have had to discuss apprenticeships.
It is important that we are absolutely certain about where apprenticeships are to be delivered and how. The hon. Member for Wrexham knows very well that we are talking about an average when we talk about £50,000. Some apprenticeship frameworks cost much more than others. An apprenticeship in hair and beauty, for example, will cost the Government less than an apprenticeship in aeronautical engineering, so we are discussing an average. In the end, such things must be demand-led. I cannot dictate exactly how many apprenticeships there will be in a particular sector at a particular time. The dynamism that I described earlier will dictate exact requirements for skills in particular parts of the country.
My hon. Friend the Member for Gloucester said that the programme is too target-driven. I have done some research on the basis of earlier discussions that he and I have had on the subject. I know that he is extremely concerned that there should be flexibility for the National Apprenticeship Service to respond to changing local demand. I assure him that we will not be rigid about setting unalterable targets, and in a meeting that I had earlier today, just after my extremely luxurious breakfast in the Tea Room upstairs, I asked officials to look at those issues.
The truth of the matter is that the success of our plan will depend on our motivating—indeed, galvanising—businesses, and I will look at how we can help small and medium-sized enterprises. There is an argument for giving them particular support, both on supply-side reform and through a series of incentives. We spoke in opposition about an apprenticeship bonus to support SMEs in that way, but hon. Members will understand that we live in difficult economic times. We have inherited circumstances that no incoming Government would have wanted, and we have to see how we can deliver more for less. Nevertheless, I remain committed to the idea that, in particular sectors and for particular kinds of business, we need to have carefully tailored policies that help to make our ambitions for apprenticeships a reality. We must walk the walk and not just talk the talk, although I am immensely grateful for the complimentary comments of the hon. Member for Wrexham about my rhetoric.
I do not want to be too hard on the previous Government and, particularly as the hon. Gentleman is performing outside his natural brief—he is a full back performing as a striker today—I do not want to be too hard on him, either. Nevertheless, it has to be said that the culture of aspiration that apprenticeships should embody—the culture that they feed aspiration and satisfy economic need, which unites people across this House—was previously, unfortunately, swallowed up by a series of meaningless targets and inflated figures. The previous Government forgot Einstein’s dictum:
“Everything that can be counted does not necessarily count”,
And we had the curious business of confusion between level 2 and 3 qualifications. The hon. Gentleman asked me particularly about that.
Let me be clear: it is vital that we identify levels in a meaningful way. I am looking at building a progressive ladder of training, beginning with re-engagement for those who are outside the work force altogether—that might involve small, bite-size, modular chunks of learning as described by various hon. Members—running through to level 2. Of course, much level 2 training is useful and purposeful, but we would move to full apprenticeships at level 3. The idea that we are exploring is for foundation apprenticeships at level 2, full apprenticeships at level 3, and advanced apprenticeships at levels 4 and 5. We are working on and consulting on that kind of clarity, which I feel the previous Government did not deliver.
In addition, we need to look at the costs of what we deliver through the apprenticeship programme and the effects of how it is delivered. In these times in particular, we need to look closely at whether more money can be delivered directly to employers, as my hon. Friend the Member for Stourbridge suggested, whether we can be less bureaucratic about how we manage the apprenticeship programme, and whether that too can be made more cost-effective.
Yes, we are committed to the idea of apprenticeships as a route into further learning, whether that further learning is at levels 4 and 5 in a college or in an institution of higher education. My right hon. Friend the Minister for Universities and Science and I have worked together, hand in glove, for many years on these matters and share a view that the division between FE and HE should be more permeable, that the university sector can play an important part in assisting us with the elevation of practical learning, and that we do not need to see this as an either/or, as it is sometimes seen. He is the personification of how one can be both a practical achiever and an academic.