Adult Skills and Lifelong Learning

Jonathan Gullis Excerpts

Thursday 15th April 2021 Westminster Hall

[Jonathan Gullis (Stoke-on-Trent North) (Con) [V]]

May I say what a pleasure it is to serve under your chairmanship, Ms Rees? I congratulate my right hon. Friend the Member for Harlow (Robert Halfon) on securing this important debate, and on all the contributions that have been made. It is an absolute honour to speak on a report that I assisted with, alongside my right hon. Friend and the hon. Member for Putney (Fleur Anderson), as members of the Education Committee.

Education is particularly important to me. I refer hon. Members to my entry in the Register of Members’ Financial Interests, because I spent eight and a half years, before entering this place, as a secondary school teacher. I am sure that my right hon. Friend the Member for Harlow and the hon. Member for Putney are sick to death of hearing about that. Also, my father benefited as an adult from going through the Open University process, which enabled him to get on the career path that perhaps was not expected for him, avoiding factory work in Trowbridge, and ending up working in accountancy. In fact, he has gone further into teaching.

Adult education is important—particularly for the people of Stoke-on-Trent North, Kidsgrove and Talke. The sad reality is that a recent report by the Office for Students said that my constituency is the seventh worst of 535 English constituencies for people going on to higher education. In 2019 the number of people achieving a level 3 qualification by the age of 19 in Stoke-on-Trent was under 50%, and only three quarters of people achieved a level 2 qualification by that age. That challenge has only got worse, as we are facing a joint mission: getting millions of people back into work, because of the global pandemic, and driving up the skill levels of those who were already being left behind before it arrived. Put simply, there is a more pressing need than ever for people to be able to retrain, reskill and upskill throughout their lives.

One of the big, glaring holes is the fact that employers should be doing much more to train their workers. For a long time the United Kingdom has had a productivity problem, and business has often looked to the Government to come up with initiatives to tackle it. However, it seems to me it could be greatly helped if business would invest properly in its people. As an example, David O’Connor worked his way up from the shop floor and is now the chief executive officer of Churchill China in my constituency, which is a multimillion-pound company. That happened through the company investing in him, and giving him the opportunity to go to Staffordshire University and gain qualifications, so that he is now driving that company from the very top. Ultimately, it is one of the great success stories in my local area; there are so many others that I could rant about today, but I want to make sure that we focus on this.

I do think that the Minister has done some superb work with the FE reform White Paper. It is a real step forward in the right direction, and a real change in attitude towards adult education. I believe that we in this country have fallen into the trap of seeing education as beginning at four and ending at 18. Other countries, such as Germany, have managed to power on ahead. They have got rid of that silly gold standard when it comes to A-levels and said that a vocational, technical qualification is as important as an academic one. This has seen them drive massively forward in many of their vocational qualifications.

The lifetime skills guarantee is something I am very excited by, as many other Members have said. I know that places such as Stoke on Trent College, run by Denise Brown, are extremely excited to take part, and Burslem campus in my constituency is really looking forward to hosting this. However, a conversation with Denise produced a few queries, questions and bits of advice about how we can make this lifetime skills guarantee really work, and I think they would be helpful to the Minister. One concern is that limiting the guarantee to adults who have not yet achieved a full level 3 qualification does not fully address the retraining issue. One way of avoiding the problem would be to offer loan-maxed graduates free retraining courses at levels 3, 4 and 5 in technical subjects.

Also, the qualification list that has been approved for the lifetime skills guarantee is too narrow, in my opinion. Local enterprise partnerships or chambers of commerce could be given the authority to include qualifications that are not on the national list if those qualifications met local or regional labour market demands. At the moment, we have a shortage of lecturers and teachers in higher technical subjects in colleges and other providers. Part of that is because of pay, and because enticing highly skilled technical people to teach in colleges is an uphill battle. As such, Denise Brown wanted me to put to the Minister the idea of a scheme whereby employers loan members of their staff to a college, and the college would pick up maybe 20% of the salary cost. In that way, employers and colleges can work much more closely than ever before and bring the very best of their business into the classroom, ensuring that those young people or adults are ready for the education ahead.

Finally, qualifications at level 3 are often a two-year programme, and this links into issues with the Department for Work and Pensions. If adults are to retrain and get back into the workplace, the level 3 qualification needs to be shorter. Work needs to be done with the awarding organisations to ensure that level 3 qualifications can be achieved as quickly as possible, so accreditation of prior learning needs to be taken into account so that adults follow courses that do not repeat what they already know. Awarding organisations also need to develop shorter qualifications that can be achieved in one academic year. I also put that challenge to the higher education sector. In many cases, a three-year degree can easily be done in two years, and in my personal opinion, that should be the approach that is taken.

We have heard fantastic comments and contributions from Members about the community learning centre in every town, and I fully endorse them. The school building sits there empty for so many weeks and months throughout the year, yet it is one of the biggest community assets. What I sometimes get very scared about with Government is that we look for the easy solution, which is the shiny building. To the people of Stoke-on-Trent North, Kidsgrove and Talke, capital investment projects are nice, but people are so sceptical of these shiny buildings, because four or five years after they have been built, they are inevitably mothballing away and nothing is happening with them. It then costs millions of pounds of local tax payers’ money to repurpose them for the future, or millions of pounds of taxpayers’ money from the Government to turn them into housing or knock them down, creating empty brownfield sites. What we need is revenue funding, investing in people to support them.

I bang on about Hilary Cottam’s “Radical Help”, and I admit to being a late converter. It was Danny Flynn from YMCA North Staffordshire—a proud, self-confessed socialist—who told me to read Hilary. She talks about investing in people by having these community learning centres on our high streets, in our libraries, and in our schools or colleges. In them, we would have people from those communities who understand, empathise with, and can support and guide others from the community. An awful lot of adults feel very let down by the education system of the ’60s, the ’70s, and in some cases the ’80s as well. They feel it was an education system that did not serve them properly, so they are sceptical about what people want to do. If we invest in people to build community relationships and to network within those communities, and if we find ways to tackle other problems, which as childcare, which our report rightly cites—ultimately we can go a lot further. I really believe that if we can find ways to allow parents, particularly single parents, to have free additional childcare if they are taking up a qualification, so that they can do that course to the best of their ability while ensuring their child is also receiving a good education, good healthcare and safeguarding, it will be a big step in the right direction.

Ultimately, education is the biggest leveller that we have in society. If levelling up is really to be achieved, it will be through education. No matter how many things we build or how much money we invest, education is ultimately what will improve social mobility. Stoke-on-Trent is in the bottom fifth of the country for social mobility—a scary statistic that reminds me and the team I work with here in Stoke-on-Trent North, Kidsgrove and Talke of the sheer challenge that we face today.

I took the advice of my right hon. Friend the Member for Harlow about apprenticeships. As the vice-chair of the all-party parliamentary group on apprenticeships, I thought I should put my money where my mouth is, so I am advertising at the moment for my very own apprentice, who will get a level 3 qualification. I have not advertised for an 18 to 20-year-old, or even for an 18 to 25-year-old. I have said that anyone who wants the opportunity should apply regardless of age, because I want to make sure that I am reinvesting in my community and sending a signal out to many small and medium-sized enterprises that if I can do it, they can do it too and give access to earn and learn, which will hopefully drive so many more individuals into higher education. That is the way it will happen. It is about investing in people and showing that we are here to care.

I should discuss SEND provision in this country. An awful lot of adults were not diagnosed with dyslexia, dyspraxia or other learning needs when they were at school. In fact, those assessments were not even prevalent in the school that I went to, and I was privileged to go to Princethorpe College, a private school just outside Leamington Spa. I had school friends who were dyslexic and who were put in the bottom set; they were just assumed to be stupid, but actually that was far from the truth. They were people who needed support and help. We have to invest in making sure that such people have the opportunity to learn and have a support network around them.

The national tutoring programme, which I appreciate is slightly off-topic, is not delivering as it should be. That money could be going into colleges and schools to invest in the type of additional support that is needed, be it online or person-to-person, or more teachers being paid to stay on later in the day, so that they can work with individuals. Ultimately, there are solutions to all these problems.

I am proud to be part of the report. I am proud to see that the Government are taking the first big step, but there is still a long way to go and many challenges ahead. We cannot put up our feet and pat ourselves on the back at this very moment. We have to go full steam ahead and realise that if we are really going to change the mindset of a nation, it has to come from employers, the Government and the general public understanding that education does not end at 18—in fact, it never ends at all.

[Christina Rees (in the Chair)]

I call the Opposition spokesperson, Toby Perkins. If the bell goes, can you please continue?