Oral Answers to Questions

Justin Tomlinson Excerpts

Monday 24th June 2013 Commons Chamber

[Mr Speaker]

It is a new departure for Members on the Treasury Bench to subcontract ministerial visits to their parents. Who knows what else is in store?

[Justin Tomlinson (North Swindon) (Con)]

5. What consideration he has given to including life-saving skills in the physical education curriculum.

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

Our proposals for the new national curriculum were published for consultation earlier this year. They are based on the principle that the national curriculum should set out a body of essential knowledge that children should be expected to acquire in key subjects. We are considering the consultation responses, and considering the inclusion of life-saving skills.

[Justin Tomlinson]

I am conscious that we do not wish to be too prescriptive, but just two hours of training could enable help to be provided to those suffering the 60,000 cardiac arrests that take place outside hospital each year and give a real, tangible skill to those who wish to go into the sports and leisure industry.

Girls and ICT Careers

Justin Tomlinson Excerpts

Wednesday 24th April 2013 Commons Chamber

[Chi Onwurah]

I thank my hon. Friend for that contribution and welcome the bringing of her direct experience of computer programming to this debate. She is absolutely right. I shall explain in the remainder of my speech the wide range of issues that need to be addressed if we are to overcome this disparity. We really need a positive approach and champions for it across the whole of government.

When I started my degree, 12% of my fellow electrical engineering students were women. That was almost 30 years ago. It sounds like a very long time, and it is indeed depressingly long. The most depressing thing of all, however, is that although women now make up 43% of GPs, 41% of solicitors and even 22% of Members of Parliament—a third in the Labour party, I should add—the proportion of female engineering students has not increased at all. That is scandalous. In computer science, as my hon. Friend the Member for Feltham and Heston (Seema Malhotra) may well know, the figures are getting worse. The proportion of computing A-levels taken by women went down from 12% in 2004 to 8% in 2011. There is only one girl for every 11 boys in the average UK A-level computing class. We should imagine how it feels to be that girl.

[Justin Tomlinson (North Swindon) (Con)]

I congratulate the hon. Lady on securing a debate on this incredibly important subject. In the specific part of the video games industry, only 17% of staff are females and the industry is crying out for more. What we really need is role models to inspire the next generation and address that imbalance.

[Chi Onwurah]

I thank the hon. Gentleman for that contribution. It is certainly the case that the video games industry is a modern one; one would hope that it would be reflective of society, including those who play games, but it is not. I shall show a little later that the figures I have for females in the video games industry are even worse than the hon. Gentleman’s 17%.

At the same time, half of the UK’s co-educational state schools send no girls at all to sit A-level physics. In 2012, 2,400 female students from the UK went on to full-time undergraduate computer courses, as opposed to over 15,000 men. Between 2001 and 2011, the percentage of technology jobs held by women declined from 22% to 17%. My figures show that only 6% of those who work in ICT in the UK games industry are women, despite the fact that they make up 50% of those who play the games.

--- Later in debate ---

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

I am grateful to the hon. Member for Newcastle upon Tyne Central (Chi Onwurah) for raising this important subject and respect her experience in the sector. It is a crucial area for the economy, and one where we need to increase the number of people, particularly women, who have relevant IT skills.

Earlier today I attended a “hackathon” event at Facebook headquarters, where 80 talented young coders from around the world were developing applications for social learning, and I am pleased to say that there was a good representation of young women there. Organisations such as Facebook are doing an enormous amount of good work with schools to inspire young people to take up careers in IT, but let us be honest: we have a long-standing problem with computer science in this country and with the number of women studying it.

As the hon. Lady will be aware, under the previous Government the proportion of women taking computing A-levels fell from 12% to 8% as a proportion between 2004 and 2011. The current situation is indeed poor. For A-level computer studies in 2012, only 255 of the 3,420 entrants—just 7.5%—were girls, which represents a decline of three quarters over the past 10 years. There is a similar problem with physics, as 6,500 girls took physics A-level in 2012, which is only 21% of the total cohort, and the situation has remained static over the past 10 years. The number of girls studying maths A-level has doubled over the past 10 years, but the situation is not as positive for further maths, which is very important for STEM subjects at university. Some 3,700 girls took further maths in 2012, which is only 30% of the cohort.

As the hon. Lady pointed out, the situation is very different in other countries, particularly emerging economies, which have seen their share of women studying computer science and engineering increase drastically. In India the proportion of female undergraduates has doubled, and in Malaysia technical jobs are dominated by women. As she pointed out, 26 April is international girls in ICT day, which is very important. The Government think that the situation has to change.

A lot has changed in IT since I used to program BASIC at school in the 1990s. There has been a technology revolution. Technology affects every area of our lives and so many different jobs. It has changed the way we do politics and business and so many things about how we deliver public services. A sound knowledge of how ICT works and of the underlying architecture of computing is important for everybody, whether they are looking to get into motor manufacturing, politics or any area of commerce. It is a universal skill that we all need, and all young people will need it. It is a very important part of our curriculum developments. That is why we are reforming the ICT curriculum. We disapplied the existing curriculum because it was not fit for purpose.

[Justin Tomlinson]

That is an incredibly important point, because when I visit representatives of the UK games industry, they say time and again that graduates simply are not equipped with the necessary skills and almost have to start again, and that more often than not it is easier to import labour from abroad, which is creating further barriers to females and males in this country who could play an important part in this growing economy.

[Elizabeth Truss]

I thank my hon. Friend for that point and agree with it. Our new computing curriculum is very different, because it is not just about how to use the software and programmes, but about getting young people coding from a very early age and understanding the architecture of computing.

Apprenticeships

Justin Tomlinson Excerpts

Tuesday 12th March 2013 Commons Chamber

[Mr Robin Walker (Worcester) (Con)]

It is a pleasure to follow the Chair of the Business, Innovation and Skills Committee, the hon. Member for West Bromwich West (Mr Bailey), who made an excellent speech.

Apprenticeships are working for business and more young people are taking up apprenticeships in Worcestershire than ever before. In that context, I warmly welcome the start of another national apprenticeship week. Like many other MPs, I have employed an apprentice to work with me in my constituency office, and I will be meeting local employers in my constituency this week to discuss how we can strengthen the roll-out of apprenticeships, widen participation by businesses in supporting them, and continue to drive up quality for employers and apprentices alike.

[Justin Tomlinson (North Swindon) (Con)]

I know that my hon. Friend is a real advocate of apprenticeships. One of the ideas I hope he will push in that forum and with Ministers is to use the mailing of business rates. We already pay for those to go to every business every year. Simply inserting a leaflet setting out the benefits of apprenticeships would provide a real boost, and would serve to open the window for many other businesses and future apprentices.

[Mr Walker]

My hon. Friend comes up with an intriguing, and very creative, suggestion, and I am sure Ministers will respond to it in due course.

Although I welcome the fact that the Opposition have chosen apprenticeships as the topic for this debate, and I particularly welcome their support for the excellent report from the BIS Committee, which I was proud to join shortly after its inquiry into apprenticeships, I am afraid that their motion is very narrow and self-congratulatory and misses most of the important recommendations of that report, as the Committee Chair eloquently explained in his excellent speech.

As a proud member of the all-party group on apprenticeships, I have met a wide range of employers who want to take on apprentices and who value the opportunity to have people earn while they learn. I have also met some enormously impressive young people from all over the country who are undertaking apprenticeships and who recognise the huge opportunity they offer. It is very easy for a debate such as this to be dominated by statistics, and I am sure other Members will introduce plenty of them into the debate, but the overall story is undoubtedly one of strong growth under the coalition Government. A big rise in the number of apprenticeships in Worcester helps to explain the sharp fall in youth unemployment, which today is around 18% lower than it was at the time of the general election, and down more than a quarter since its peak under Labour.

However, I want to focus on quality, not just quantity, and on people, not just numbers. Suffice it to say, I welcome the fact that the numbers keep rising, which is testament to the Government’s commitment on apprenticeships. Apprenticeships are often seen as the first step in a career, but it is important to recognise where they can lead. We should see them not just as a route into the lower end of the jobs market, which they have sometimes been misrepresented as in the past.

When I look at local manufacturers in my constituency, I see that many of the bosses are former apprentices. Both the current and previous managing directors at Worcester Bosch, the biggest private sector employer in Worcester, started out as apprentices. In smaller local engineering firms, one reason why the bosses and owner-managers are so passionate about making today’s apprenticeships work is that they started their careers in old-fashioned apprenticeships.

We should not see apprenticeships as an end in themselves, but as a conduit into learning about work, good careers and wider opportunities. For many young people, staying in school or college until 18 or going to university are not necessarily enticing prospects. Some of the brightest young people can be disengaged from classroom study by the time they reach 16 and many would relish the challenge of being able to learn in the workplace.

In the past, apprenticeships served generations well as a means of entry into work, particularly in the manufacturing sector, but with the number of apprenticeships increasing across the advanced manufacturing, cyber, computer and service industries, I believe that they can serve the current generation of school leavers even better. Many young people are better suited to learning in the workplace, rather than the classroom, and will thrive best given the opportunity to succeed, work hard and learn in a working environment. I am glad that apprenticeships now offer a progression that can take people right up to degree level and provide an alternative route to that valuable level of qualification.

I was pleased to hear the Prime Minister say that apprenticeships should be seen as the “new normal”. In order for that to remain the case in the long term, however, we need to make some changes. We need to get the message through, as the Select Committee Chair has shown strongly, to all those in our education system who provide careers advice that apprenticeships are here to stay. I was shocked to hear from apprentices at BAE Systems that many of them, who had achieved that gold-standard apprenticeship, had been actively discouraged from applying for it by their teachers. My hon. Friend the Member for Burnley (Gordon Birtwistle), who unfortunately is not in the Chamber, has previously given the appalling example of one candidate whose teacher tore up their application for an apprenticeship with that fantastic employer because they did not want to see them “wasted there.” I have seen some of the outstanding facilities available to those apprentices.

Oral Answers to Questions

Justin Tomlinson Excerpts

Monday 4th March 2013 Commons Chamber

[Michael Gove]

That is a very good question from the hon. Lady. One of the things that we have done is disapply the existing information and communications technology curriculum that we inherited from the previous Government, which was not appropriate, was out of date and ensured that students did not acquire the skills they need. We now have a new curriculum and we are working with industry, including Microsoft, in order to ensure that that new curriculum teaches children the coding skills required. I had the opportunity on Friday to see a school in my own constituency doing just that.

[Justin Tomlinson (North Swindon) (Con)]

As chair of the all-party parliamentary group on financial education for young people, I welcome the proposed inclusion of financial education in the maths and citizenship curricula. What more needs to be done during the consultation period to make sure that we deliver on our duty to equip the next generation of consumers to make informed and savvy financial decisions?

Life-saving Skills in Schools

Justin Tomlinson Excerpts

Thursday 22nd November 2012 Commons Chamber

[Justin Tomlinson (North Swindon) (Con)]

I congratulate my hon. Friend the Member for Newton Abbot (Anne Marie Morris) on securing the debate on a subject that I know she is passionate about. I also congratulate my hon. Friend the Member for Cambridge (Dr Huppert) and the hon. Member for Bolton West (Julie Hilling), as we have been pushing on this collectively for some time. I feel that we are making some progress.

The debate is essential, because we are talking about creating the next generation of life-savers. Let me use some cold, hard statistics to reinforce that point. Some 60,000 people a year will have a cardiac arrest. The survival rates in this country are disgracefully low—between 2% and 12%—which means that approximately 55,000 people a year will die from a cardiac arrest. About half of those are, in theory, able to get help through the ambulance service, but on average it takes approximately 6 to 12 minutes for an emergency ambulance to reach a critically ill patient. For every minute that passes, the chance of survival falls by 10%. However, if CPR is given immediately, survival rates increase threefold. As my hon. Friend the Member for Newton Abbot said, we really cannot do any worse by leaving somebody in that position.

The great shame is that most people are simply not able to help. For about half of the 60,000, there are witnesses on hand who could help, but most either do not have the skills or lack the confidence even to try something. By training and educating individuals, we can radically alter the situation. I have heard horrific stories of crowds gathering round, with no one willing to step in. Thankfully, the evidence clearly shows that, with training, lay people can overcome the psychological barriers and manage the patient until more advanced and experienced personnel arrive.

Those are the cold, hard statistics, but I was in such a position with my own father. When I was 12, my father collapsed. My attempts to help were, at best, muddled, and passers-by then helped. We all rely on people having that confidence to go and make a difference. Sadly, my father was one of those statistics who did not survive. We will never know, had we all been equipped with the skills, what difference that would have made.

What we are asking for would take only 0.2% of the school year. It takes less than two hours to train a young person fully in emergency life-saving skills. To put that into context, that is the equivalent of one PE lesson. I am conscious that schools Ministers are for ever lobbied by campaigns saying, “This would be very important for the national curriculum.” I am as guilty as any MP for asking for financial education, basic cookery skills and a variety of other campaigns. However, we are trying to be helpful; we would be happy if such training were included in PSHE, as long as it was a mandatory part of it. It could go into biology, as one understands how the breathing system and the heart works. It could go into PE lessons, especially given the number of sports therapists we would like to encourage. We are not proud—as long as we can get it in somewhere.

We are told that there is a limit to the amount of time available in the national curriculum, yet we find time for every school to practise fire drills. They are important, but 60,000 people a year having a cardiac arrest is certainly up there with fire drills. We could take the training in assemblies. If we really are struggling with the school curriculum, then there are always driving lessons, because all young people want to take lessons—we are trying to be as helpful as we possibly can be.

The training is straightforward. At a recent meeting of the all-party group on heart disease, I and all of my staff took part, and it was a breeze—it was pretty impressive for us for it to be a breeze. The training can be broken into three levels and even the most basic form of training can make a difference. For example, the body has enough oxygen in the blood so that even basic compression CPR is sufficient for 15 minutes. Crucially, these skills will remain with people for the rest of their lives. We will create a new generation of life-savers and they can pass their skills on, so it is a win-win situation. We have the evidence that it will work. It will allow us to change the prognosis of this devastating condition and save thousands of lives a year.

My hon. Friend the Member for Newton Abbot made great play of international comparisons, talking about the improvements in France, Denmark, Norway and Seattle. The cold, hard statistics show that, where such training is compulsory, survival rates are not 2% to 12% but 52%. That means that an extra 15,000 lives a year would be saved.

[Andrew Bingham (High Peak) (Con)]

Does my hon. Friend agree that children would thoroughly enjoy learning emergency life-saving in school? Instead of sitting in the classroom reading books, they would be getting involved; it is hands-on. They would enjoy it, and learn quickly, too.

--- Later in debate ---

[Justin Tomlinson]

My hon. Friend has been a good supporter of our ongoing campaign, and his question leads me on to my next point.

This idea has huge public support. According to a British Heart Foundation survey, 86% of teachers think that ELS should be part of the national curriculum—we have the opportunity to get teachers’ support—and 78% of children want to be taught how to save someone’s life in an emergency, which touches on my hon. Friend’s point. Furthermore, 70% of parents thought that children should be taught ELS at school.

Following Fabrice Muamba’s cardiac arrest and with the help of a campaign by The Sun, which we all supported, more than 100,000 people signed the e-petition—it is one of the few that quickly racked up the 100,000 signatures. I was delighted to read today that, although Fabrice Muamba thought his football career was over, he has said he will review that decision in two years, if his heart rate settles. That would be a fantastic achievement. He was technically dead for more than 70 minutes, but, because of ELS, he survived, and he has gone on to get married. That is a testament to the difference it can make.

In conclusion, ELS would make a real difference to survival rates. Training takes less than two hours, and the skills remain for life. Through education empowerment, a new generation of life-savers will be created, saving thousands of lives a year. I hope that we can make this a compulsory element of children’s education and create an army of life-savers with the confidence and skills to save a life.

Oral Answers to Questions

Justin Tomlinson Excerpts

Monday 29th October 2012 Commons Chamber

[Mr Speaker]

The Arsenal result was extremely satisfactory and I was there to observe it.

[Justin Tomlinson (North Swindon) (Con)]

15. What steps he is taking to improve the quality of mathematics teaching in schools.

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

I agree that mathematics teaching is a major issue. It is the subject with the highest teacher shortage, and we know that maths skills are vital for students. We are working to attract top graduates, with bursaries of up to £20,000. By increasing maths take-up between the ages of 16 to 18 we will increase the pipeline of people going into the maths teaching profession.

[Justin Tomlinson]

Does the Minister agree that teaching factual financial education, such as calculating APRs and tariffs, should be an integral part of the maths curriculum, and will she meet me to discuss the work of the all-party group on financial education for young people?

[Elizabeth Truss]

I completely agree that it is very important for students to be financially literate. In order to be financially literate they need to be mathematically fluent. That is why we are going to have higher expectations in topics such as using and understanding money, working with percentages, and positive and negative numbers. We are also looking at limiting the use of calculators in the early years of primary school so that students achieve proper fluency in calculations. I believe I am due to meet my hon. Friend in only a couple of minutes’ time, but I am happy to have a further meeting with him on this issue.

Enterprise and Regulatory Reform Bill

Justin Tomlinson Excerpts

Tuesday 16th October 2012 Commons Chamber

[Mr Anderson]

The Minister started with his experience in the world of health and safety. My experience is based not only on my life as someone who worked for 20 years in the coal mining industry and then as a care worker but before that on the experience of my father, who worked the coal mines in the 1930s, when, in this country, one coal miner was killed every six hours on average. Think about that. One thousand men a year did not go home, in part because health and safety was a laughing matter and put to one side, because production was all. My father was twice buried alive—thankfully, he got out both times—and had a very close friend die in his arms, having had his head crushed between two mining coal tubs. It was not a satisfactory way to spend your life.

As a result of that history, the Government in 1947 nationalised the coal mines, set up a train of processes that included health and safety committees in the mining industry and joint consultative committees, and started planning for legislation that produced the Mines and Quarries Act 1954. That Act was actually put in place by a one-nation Tory Government, but they did it for the right reasons—to improve the conditions of people who were vital to the economic success of this country. As a result of that legislation and the improved techniques and machinery, the number of people dying in mines in the 1980s could be counted in single figures. The work force was depleted by about 70% between the 1930s and 1980s, but the number of health and safety measures fell from 1,000 to fewer than 10. For me, that history is vital to understanding how important health and safety issues are.

In 1989, I moved from the mines to become a care worker taking care of elderly people. Members might think that that is a completely different scenario, but let us think about it. The Minister gave the example of the bottle of bleach in the cupboard. It is important to know what is in cupboards to which people might well have access, particularly older people who might not have the capacity to understand what they are dealing with. That is why we introduced measures such as the Control of Substances Hazardous to Health Regulations 2002, which were about protecting people dealing with dangerous liquids.

There were issues around the lifting and handling of people who were not mobile. The impact on care businesses was huge. People accepted, however, that if they wanted to do things properly and protect not only the workers but the people they were taking care of, they needed to introduce such measures. There were other issues around medication—how to supply it, how to make it safe, how to make sure it was not given to the wrong person, how to make sure that medication records were kept up to speed—that were all part and parcel of the health and safety measures that we should all be pleased are in place.

The discussions on the Bill have been marked, certainly in Committee, by a lack of real evidence. The man tasked by the Prime Minister with reviewing employment law, Adrian Beecroft, was questioned during the evidence-taking sessions, particularly by my hon. Friend the Member for Vale of Clwyd (Chris Ruane). In response to the question about what the empirical evidence and research was based on, Adrian Beecroft said:

“I accept the accusation that my views on whether the change would improve the efficiency of people working in businesses are based on conversations with a sample of people, which is not statistically valid.”––[Official Report, Enterprise and Regulatory Reform Public Bill Committee, 21 June 2012; c. 145, Q330.]

[Justin Tomlinson (North Swindon) (Con)]

The hon. Gentleman is making some important points, but, regarding evidence, perhaps we could learn lessons from our European partners. For example, the nursery staff ratio in Germany is considerably less than here, which has driven down the costs while maintaining safety. So there is evidence, if we look further afield.

[Mr Anderson]

I am more than happy to follow that knowledge. If we want examples, let us look at Germany right across the board—at its employment legislation and practices, including on health and safety. It is a good example of an economy that is growing while having much tighter working rights and better regulation than this country does.

--- Later in debate ---

[Mark Durkan (Foyle) (SDLP)]

Like my hon. Friend the Member for Edinburgh South (Ian Murray), I welcome the new clause and new schedules. On Second Reading, I asked the Government to look at the Insolvency Act 1986 in the context of the Bill, but they said at the time that they did not want do so. I am glad that they have now revised their view.

As my hon. Friend said, it is important for a number of issues to be tested, not least bankruptcy tourism. That is causing concern in both parts of Ireland at present, in key agencies and in terms of public opinion. I support the new clause and the extension of the Bill to amend the 1986 Act; however, I ask the Government to consider not just section 263, with which new clause 16 deals, but section 233. Changes could be made that would reduce the number of companies that go bankrupt.

Although these provisions are about making insolvency more straightforward and easing the process of bankruptcy, both as it is going on and afterwards, the amendments to section 233 being sought by R3—the Association of Business Recovery Professionals—would mean that businesses, which are currently subject to demands for ransom payments from suppliers once they go into administration, could instead be protected and brought into recovery rather than ransomed into bankruptcy. Essentially, the suggestion is that chapter 11-style protections could be brought into UK law. As it stands, the Insolvency Act is meant to protect companies in administration from having their supplies cut off, but utility supplies under that Act extend only to gas, electricity, water and telecommunications and not to IT and software, which are vital services for a modern business.

[Justin Tomlinson]

That is an extremely important point. First, utility companies can reset the tariff and choose the most expensive option, further adding to pressure on keeping the company viable. Secondly, we need to modernise the language, because IT contractors were not an option when the law was first introduced but are now essential to most businesses.

[Mark Durkan]

I thank the hon. Gentleman for that intervention and he has amplified the point that I am trying to make. In 1986, IT and software were not seen as vital for the conduct of a business but now, clearly, they are and the Bill must make good the deficit in the legislation. Also, as he said, the law as it stands forbids utility suppliers from ceasing to supply a company that has gone into administration although, of course, it does not prohibit them from charging a super-high tariff. That exposes companies in administration to ransom demands that can drive them towards bankruptcy. The Government are right to consider the Insolvency Act, but they must widen the scope of that attention beyond these very welcome amendments.

Higher and Further Education

Justin Tomlinson Excerpts

Tuesday 11th September 2012 Commons Chamber

[Justin Tomlinson (North Swindon) (Con)]

I will try to make a whistle-stop speech covering just two aspects that allow potential students to make informed decisions, the first being career options and the second the cost of tuition fees.

One of the things that all parties have done over the past 10 to 15 years is desperately chase the target of getting 50% of young people into higher education. I have to say that sometimes I question whether that was the right target, in part because it created such a stigma for those who did not choose to go into higher education. There are alternatives, and I welcome the increase in the high-level apprenticeships and in apprenticeships in general, the options to consider work-based learning and the Government’s decision to invest £350 million in university technical colleges, from which my constituency is determined to benefit.

I have also been doing a lot of work, both in my constituency and by making speeches in Parliament, on encouraging more young people to consider becoming young entrepreneurs. Over the past six months, 759 start-up businesses have started in Swindon and some of them have involved young people.

My hon. Friend the Member for Mid Derbyshire (Pauline Latham) made a valuable point that we need to empower students who are paying tuition fees to become more like consumers, because we are going to make universities display statistics and information relating to their courses, the contact time available, the employability ratios, which are essential if students are going to make informed decisions, and student evaluation surveys, which I certainly would have enjoyed completing following my time at university.

I want to reflect briefly on my time at university. I was one of 350 students who went to Oxford Brookes university and studied business with a mind to set up a business, but I was the only one who actually went on to run one. With hindsight I would question whether it was beneficial for me to spend four years doing that, because we did not learn very much about setting up a business. Actually, they managed to teach 349 people out of taking the risk of doing so, whereas we certainly need more people to make that step up.

The cost of tuition fees is also important when it comes to making informed decisions. My hon. Friend the Member for Burnley (Gordon Birtwistle) set out clearly the challenges and confusions that potential students face. The system is complex. Recent research by the Sutton Trust and Universities UK shows that less than a third of prospective students fully understand how they will pay for their education. Just as worryingly, more than half of parents believe that they have not received enough information, and a third say that they have little or no understanding. That concern is shared by 95% of vice-chancellors.

One strand of the work of the all-party parliamentary group on financial education for young people, which I chair, relates to higher education. We were delighted that Martin Lewis of MoneySavingExpert was keen to support that work. He did not comment on whether tuition fees were good or bad, but was just determined to set out clear information. On behalf of our group, he approached Ministers, who empowered him to set up the studentfinance2012.com website, which set out to educate prospective students and their parents through leaflets, videos and online calculators. He busts some of the myths with his ten points:

“You don’t need cash to pay for uni”,

“There are no debt collectors”,

“Earn under £21,000 and repay nothing”,

“After 30 years the debt is wiped”,

“Repayments will be £470 a year less than before”,

“Repay the same per month at £6,000 or £9,000”,

“You will owe longer and may pay more”,

“Loans and grants for living costs are given too”,

“For many £9,000 doesn’t cost more than £6,000”,

and finally,

“Paying fees upfront could be a big mistake”.

That is the sort of information that is needed so that people can make an informed decision about what is the best option for their career and what is their best option financially.

I congratulate the Government on listening and making the change to allow graduates who are fortunate enough to get a good graduate job to make early repayments and not be locked in to costly repayment costs.

Finally, we all have a duty to help young people to make an informed decision, regardless of which system they face.

Oral Answers to Questions

Justin Tomlinson Excerpts

Thursday 6th September 2012 Commons Chamber

[Mr Willetts]

We agree; it is very important that banks are encouraged to lend to successful businesses. That is what the coalition is doing. Incidentally, the old pessimism that manufacturing will always go east is clearly now being reversed. We are optimistic about the prospects of manufacturing in this country.

[Justin Tomlinson (North Swindon) (Con)]

Following today’s fantastic announcement of a further £267 million investment programme in the Honda plant in my constituency, what measures will the Minister take to help start-up businesses to take advantage of the potential opportunities in the supply chains of Honda and the UK automotive industry?

[Mr Willetts]

Immediately after these questions my right hon. Friend the Secretary of State is going to Swindon to join Honda in this very welcome announcement. The Department absolutely understands the importance of the supply chains behind these large companies. Of course, the commitment to the supply chain is one of the many reasons why Britain is moving up the competitiveness league table.

Oral Answers to Questions

Justin Tomlinson Excerpts

Monday 3rd September 2012 Commons Chamber

[Michael Gove]

Hackney is a model authority when it comes to educational reform. I mentioned earlier, and I underline again, that if MPs feel there are cases of specific schools that it is worth investigating, they should bring them to Ofqual’s attention.

[Justin Tomlinson (North Swindon) (Con)]

When a youth service is failing to meet the needs of its local communities, would the Minister support switching the funding to organisations such as sports groups, scouts and guides, so that they can extend their constructive engagement with young people?

[The Parliamentary Under-Secretary of State for Education (Tim Loughton)]

My hon. Friend makes a very important point. We have some fantastic youth groups, voluntary organisations and people around the country with a passion for engaging young people and a knowledge of how to do so, who in the past have been frozen out too much from the local offer. In future, they need to be part of the offer for young people locally, and must work with local authorities and schools to ensure that young people get the very best opportunities.