EU: Withdrawal and Future Relationship (Motions)

Debate between Justine Greening and Peter Kyle

Monday 1st April 2019 Commons Chamber

[Justine Greening (Putney) (Con)]

The hon. Gentleman is fleshing out his arguments well. We cannot keep going around in circles. This Parliament has spent nearly three years debating the topic without finding a consensus, so we need to understand that we must break that deadlock, and he is right that the only way of doing so is through a public vote. Surely it makes more sense to have a public vote on the matter at hand, which is the route forward on Brexit, than a general election that may result in different MPs, but still a hung Parliament and no direction.

[Peter Kyle]

I am grateful to the right hon. Lady for her intervention. As she will see, I will reframe the way that she puts it, but I agree with the general direction.

Social Mobility and the Economy

Debate between Justine Greening and Peter Kyle

Wednesday 28th March 2018 Westminster Hall

[Justine Greening]

I absolutely agree with the hon. Gentleman. There are three elements to that. First, it is great that the educational attainment gap is steadily closing, but it needs to happen faster. Secondly, businesses can play a role in lifting the aspirations of young people while they are in our education systems, starting from the earliest age in primary school, which is part of what the social mobility pledge asks companies to come forward and do. Thirdly, we must ensure that businesses continue to nurture and develop young people’s talent once they enter the world of work, and that they have a level playing field when they seek to progress their career after leaving the education system.

[Peter Kyle (Hove) (Lab)]

This is an important debate and having a former Secretary of State for Education here is a real treat for us. At the moment, the Government fund young people who go to university to the tune of about £10,500. For people who go to a further education college, the funding is about half that. For young people who get an apprenticeship, it is about £1,500 on average. For people who fall off the cliff altogether, there is very little money and it is a confused landscape, unless they end up in the criminal justice system, in which case we spend a fortune on them. Does the right hon. Lady believe that it is time the money followed the young person rather than the institution?

[Justine Greening]

The hon. Gentleman makes a powerful point. The T-levels reform will help to ensure that the route a young person follows, whether they are interested in a more academic route and university, or want a more vocational, technical route, will be every bit as high quality as any other. Towards the end of my comments, I will briefly talk about how Government reform could enable that to happen more easily.

Oral Answers to Questions

Debate between Justine Greening and Peter Kyle

Monday 14th November 2016 Commons Chamber

[Justine Greening]

Yes, I can. As my hon. Friend knows, we are going to launch the second stage of our consultation. Ensuring that we have a fair formula which makes our funding follow need involves an incredibly complex calculation, but that is what we are doing. I know that he will look forward to and, no doubt, respond to that second stage of consultation.

[Peter Kyle (Hove) (Lab)]

T4. When it comes to school improvements, Ministers talk least about what works best, which is getting the best teachers into the schools that need them the most. When will schools in coastal towns be able to count on having the same proportion of outstanding teachers as those in London?

Technical and Further Education Bill

Debate between Justine Greening and Peter Kyle

Money resolution: House of Commons & 2nd reading: House of Commons & Programme motion: House of Commons & Ways and Means resolution: House of Commons
Monday 14th November 2016 Commons Chamber

[Justine Greening]

That work shows that colleges acting collectively can provide not only a higher-quality offer, but a broader one. We hope that through the local area review, other colleges will steadily make sure that they are co-ordinating their local provision for young people. Wherever young people are growing up, it is vital there is a strong further education offer on their doorstep if they want to follow a technical education route.

The good news is that much of the work is already well under way. Lord Sainsbury’s report on skills in this country led to the skills plan, which was published in July by my hon. Friend the Member for Grantham and Stamford (Nick Boles). Let me take this opportunity to wish him well, as will Members on both sides of the House, following the recent announcement about his health. I am sure that all Members look forward to seeing him back in the House as soon as possible.

The vision that my hon. Friend outlined in the skills plan involves streamlining technical education so that, despite the plethora of career opportunities, there are clearly identified routes into work that students can easily understand and that enable them to make informed decisions about their futures. The skills plan also explains how important it is for employers to play a big role so that the qualifications that young people obtain equip them with the skills and knowledge that they need to enter the jobs market successfully and start their careers. I shall come on to how the Bill will help us to deliver that.

Some 2.4 million apprenticeships were created during the previous Parliament. We want to build on our commitment to increasing both the quantity and quality of apprenticeships, and we remain committed to our target of creating 3 million more by 2020.

[Peter Kyle (Hove) (Lab)]

I accept that the Secretary of State is determined to ensure that enough students and other young people take up apprenticeships, but will she commit herself to a target for completing them, as well as a target for starting them?

[Justine Greening]

We do want to ensure that students complete their apprenticeships. As the hon. Gentleman will know, the Higher Education and Research Bill commits us to widening our review of how inclusive and open higher education is, taking account of not just the number of young people who embark on courses, but the number who finish them, particularly if they are from more disadvantaged and diverse backgrounds.

As part of last year’s spending review, we announced that we would provide more than half a billion pounds this year alone to help further education colleges and sixth forms to support students from disadvantaged backgrounds or those with low prior attainment. Moreover, we are already committed to future funding levels. Those assurances will give the sector the security that it requires to deliver the skills that young people need if they are to succeed in modern Britain. We are committed to doubling the 2010-11 spending on apprenticeships, in cash terms, by 2019-20, and to protecting the national base rate of £4,000 per student in 16-to-19 education for the duration of this Parliament. By 2019-20, our funding for 19-plus skills participation will be £3.4 billion, which represents a cash increase of 40% on 2015-16. The steady progress of the Government’s programme of area reviews for the further education sector means that we have taken another important step towards giving institutions the opportunity to put themselves on a secure financial footing.

Schools that work for Everyone

Debate between Justine Greening and Peter Kyle

Monday 12th September 2016 Commons Chamber

[Justine Greening]

As UTCs steadily bed down and develop, we are right to look at how they can evolve over time. There are some indications that working with children at a younger age may be one of the ways to achieve a UTC model that is successful.

[Peter Kyle (Hove) (Lab)]

For the past five years I have proudly been chair of governors of the Brighton Aldridge Community Academy. It is a school that has 60% of its students on pupil premium. This year it increased its GCSE results by 21%. It is truly a school for everyone. Can the Secretary of State name a single grammar school that has more than half of its students from areas of deprivation and this year increased its GCSE results by more than 20%? If not, will she just remove this ridiculous proposal before it goes too far?

[Justine Greening]

The hon. Gentleman argues about the status quo, while resolutely standing against any proposals to change it. As he knows, the challenge that we face is selection by house price. Parents simply do not have the choice if they are not able to buy a house in a catchment area. We think that is totally unacceptable and that grammars should do more to reach into disadvantaged communities, but we also think that parents in those communities should have the choice of a grammar if that is what they want.

Syria Crisis: UK Response

Debate between Justine Greening and Peter Kyle

Monday 8th February 2016 Commons Chamber

[Justine Greening]

The UK Parliament is playing its own role in highlighting this issue, which has led to the current pause in the peace talks. In Munich on Thursday, it is vital that the Russians take a long, hard look at their role in being able to make or break the peace talks. At the moment, the actions they are taking are preventing progress—it is as simple as that—on two fronts: one is the ceasefire, and the other is their failure to persuade the Assad regime to allow supplies into key areas under its control. Of the many requests that UN agencies have made to the Assad regime to allow access to such areas, just 10% have been agreed, which is a total disgrace. I hope the Russians will raise that with the Assad regime, which they are doing so much to support.

[Peter Kyle (Hove) (Lab)]

I commend the Secretary of State for the resources that have been allocated to educating children and young people from Syria while they are displaced, which I understand are being channelled almost exclusively through UNICEF. Will she confirm that British aid agencies, which have a lot of experience in this area, are being included in the discussions and that the door to DFID is open so that their expertise can be used and harnessed?

[Justine Greening]

The No Lost Generation initiative was set up with UNICEF, which has done an amazing job in allowing us to scale up this work. Of course, it is now essentially owned by the Governments in Lebanon and Jordan. I have had the privilege to work alongside their Education Ministers to put together the plans that are enabling us to scale up this work to ensure that all children in those countries can get into school. The best suggestion I can make is that those NGOs get in touch with DFID to understand what role they can play in the plans that the Governments of Jordan and Lebanon have to get children back into school.