Oral Answers to Questions
Karl McCartney Excerpts(4 years, 2 months ago)
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Mark Logan (Bolton North East) (Con)
Karl MᶜCartney (Lincoln) (Con)
The Minister for School Standards (Nick Gibb)
Although the vast majority of children are back in the classroom, we have made 250,000 laptops and tablets available in the event that face-to-face education is disrupted, building on more than 220,000 already delivered to those most in need. We have also made resources available to schools to deliver high-quality online education, alongside the Government-funded Oak National Academy, which is providing video lessons across a broad range of subjects.
Nick Gibb
It is vital that students have a spring in their step and that they have access to high-quality remote education, so we have invested more than £160 million in connectivity, devices and support—including more than 980 laptops and tablets to Bolton Council—alongside additional devices delivered to academy trusts. We are now making available 250,000 more devices nationwide in the event of further disruption. My hon. Friend will be pleased to know that Bolton schools and academies have already received more than £1 million in their first catch-up premium payment.
Karl MᶜCartney [V]
Covid-19 has had a detrimental effect on some of the most underprivileged children in our society. My right hon. Friend will remember a Westminster Hall debate in September 2016 on this issue. A white working-class boy—an example who represents a substantial proportion of pupil numbers in Lincoln—is 10% less likely to participate in higher education than any other ethnic group or gender. What is my right hon. Friend doing, and what has he done, to ensure that we close this gap and that the ongoing pandemic does not make the situation worse?
Nick Gibb
I do remember that important debate that my hon. Friend secured. I share his determination to see the academic attainment gap between disadvantaged pupils—including white working-class boys—and others closed. That determination has been at the core of all our education reforms since 2010, particularly in respect of the focus on phonics in the teaching of reading, the evidence-based approach to the teaching of maths, and a more knowledge-based curriculum. Since 2011, the attainment gap between disadvantaged pupils and others has narrowed by 13% at key stage 2 and by 9% at key stage 4. The £1 billion catch-up premium, with £350 million specifically targeted towards disadvantaged students, is designed to address the widening attainment gaps caused by measures taken to tackle the covid pandemic.
Education and Attainment of White Working-Class Boys
Karl McCartney Excerpts(4 years, 10 months ago)
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Karl MᶜCartney (Lincoln) (Con)
It is a pleasure to serve under your chairmanship, Sir George. I rise to make a brief speech to welcome the initiative of my hon. Friend the Member for Mansfield (Ben Bradley) in securing this debate. I agree with every word he said. Three years ago, we had a similar debate in this Chamber on this subject, which I had the privilege to lead.
Secondary school league table data just published by the BBC on 6 February confirms that England’s schoolboys have had worse exam results than girls for 30 years. Another notable fact, reported by Ally Fogg on the politics.co.uk website, is that among every ethnic group, boys perform markedly worse than girls. Among the most deprived children, that effect is greatest. Across the board, a girl from a free school meals background is now 52% more likely to go to university than her male equivalent. Most worrying of all is that while there has been a welcome narrowing of the equity gap in ethnicity over the past two decades, and even the FSM gap has shrunk slightly, the gender gap has been going the other way. The difference in attainment for girls and boys is now markedly greater than that between white and black, Asian and minority ethnic students. The trend is best illustrated by the Higher Education Policy Institute in 2016, which calculated that if current trends continue, a boy born that year would be 75% less likely to attend university than a girl by the time he is 18.
The Men & Boys Coalition has done some sterling examination of this area of education and has unearthed some more stark effects for our colleagues in the Government, my right hon. Friend the Secretary of State and the Minister here today to digest. In 2019, 62.9% of males received grade 1 to 4, A* to C, GCSE grades, while 71.7% of females received the same results. Only 54.2% of 16-year-old boys achieved a grade C/4 English language GCSE, compared with 70.5% of girls. Some 59.9% of boys achieved grade C/4 in maths, as did 59.2% of girls. In the 2018 cycle, 196,105 men or boys domiciled in the UK accepted places at university, compared with 263,180 women or girls, a gap of 67,075 or 35%. The figure in 2008 was 177,780 and 226,075 respectively, a gap of 48,295 or 27%. Those figures are from UCAS.
However, I will end on a positive note. Recently, the head of three Muslim schools that came top in England for progress has vowed to help white working-class children, as analysis shows a widening gap between coastal and city schools. Government tables published recently reveal that the best three schools for progress were part of Star Academies. Although all its schools are in deprived inner cities with higher numbers of ethnic minorities, it is now focusing on deprived coastal areas with mainly white populations. It has taken on schools in Blackburn and Morecambe on the Lancashire coast.
I promoted a career academy in my first term as a Member of Parliament, in partnership with Steve Penney, then deputy head at the City School on Skellingthorpe Road in Lincoln, to assist pupils. I urge anyone with an interest to seek out the rebranded Career Ready charity, which seeks to raise the career aspirations of all pupils of whatever background in our schools, using business mentors and those who wish to offer a hand up the ladder of aspiration. Some universities have tailored approaches to widening participation for different under-represented groups. The national collaborative outreach programme is a national initiative focused on extending higher education opportunities to specifically disadvantaged wards across the country. The programme operates in Lincoln through LiNCHigher, which involves Bishop Grosseteste University and the University of Lincoln, and I encourage anyone and everyone to view their various outreach programmes.
Universities UK is also currently conducting a major review into admissions to look at how to make the application process fairer for all students. It tells me the review will be published in the spring, and I hope it will include the views that many hon. Members have expressed today and in recent debates on the subject. I thank hon. Members for their forbearance.
Educational Performance: Boys
Karl McCartney Excerpts(8 years, 3 months ago)
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Karl MᶜCartney (Lincoln) (Con)
I beg to move,
That this House has considered the educational performance of boys.
It is a pleasure to follow my greater Lincolnshire colleague, the hon. Member for Scunthorpe (Nic Dakin), who has now left, and to serve under your chairmanship this afternoon, Mr Walker. I am pleased to see so many Members from both sides of the House here. I hope everyone will have an opportunity to take part in the debate, should they so wish.
I am delighted to lead the debate, because the educational underachievement of boys is a one nation issue. It is an equality and fairness issue and an issue that should be front and centre of the country’s conversation on education and social mobility. The issue of our gender education gap and its impact has not been addressed adequately by this House or by successive Governments of all colours and the education sector seems reluctant to take action on it. That is a shame. This issue is not just about working-class boys or no-income families, albeit those groups do need attention. It is an issue that affects boys across the board, including a group so often missed out—boys from low to low-middle income households.
As Members of this House, we all hold dear the desire to ensure that every young person in our great country has the opportunity to make the most of their life and their skills. We also want a cohesive society, the opportunity for social mobility for all and a successful economy—even more so in a positive post-Brexit economy. We may all have different ideas on how to achieve that, but surely our aims are all the same.
The reason for the debate is to set out what the gaps are, the impact to date, the reasons and what action needs to be taken, for it is such positive action to tackle this inequality that has been lacking, and which needs to be quickly addressed. We cannot afford to keep letting further generations of our boys down by not addressing this glaring gender education gap. Talk, or more talk and no action, will no longer pass muster.
It is also important to set out the framework of the debate, which is about closing the gap between the educational performance of boys and girls, but not at the cost of reducing girls’ performance. That is a socialist creed which I will not countenance. I want levels of attainment for all to be comparable and raised, not lowered. We need the performance of both to keep on improving, but for the gap between them to close.
It has to be recognised that the performance of boys has continued to improve over time. The number of boys going to university each year is 46,000 higher than a decade ago and there has been a steady improvement in GCSE and A-level results. What has stayed the same, though, is the clear gap between boys and girls, and in some areas such as higher education the gap is increasing. At key stage 2—in old money that is 11-year-olds—the pass rate gap is six percentage points and boys are often already behind on entering primary school. For five GCSEs including English and maths in England, the gap is now nine percentage points and in my county of Lincolnshire it is 10 percentage points. The gap at 16 years of age in Wales is 7.5%, in Scotland 7% and in Northern Ireland 7.3%. For the English baccalaureate the gap is just under 10%.
As we move further through the education system, at A-level the average grade for a boy is C and for a girl is C-plus, albeit a higher percentage of boys achieve three A’s or A*s than girls. In terms of higher education, fewer boys go to university, due to lower attainment in earlier school or college years—60,000 fewer in 2015, and there is a gap of more than 460,000 over the last 10 years. Results at university also show that boys will achieve lower grades and are more likely to drop out. Two thirds of all courses now have more women than men on them.
As we all know and see every day in our constituencies, while facts are one thing, it is the actual impact on the lives of individuals and their families that matters. The gap affects our community, our businesses and our ability to compete as a nation. I see its impact when driving around certain areas in the daytime and I see young men hanging around when they should be in work, on an apprenticeship or at university or college.
Mr Gregory Campbell (East Londonderry) (DUP)
With reference to the impact on the hon. Gentleman’s constituency and all our constituencies, in some instances—in Northern Ireland, for example—targeted interventions have taken place. In particular, in literacy and numeracy we had a programme over two years that seemed to get to the nub of the problem. Unfortunately it did not go far enough and there was not enough money spent on it, but that was a good targeted intervention and we should look to projects like that for the future to try to address that problem.
Karl MᶜCartney
I agree with my colleague, who makes a very good point, and it is something that I will cover later on in my speech. I am happy to take as many interventions as possible.
Most males who are not in education, employment or training are unemployed. For those men with no or low skills, that has an impact on their mental health, employment and predilection to commit crime. Those men constitute the largest group in our criminal justice system. When it comes to apprenticeships, there are now 30,000 more female apprentices, a trend and gap that has been in place for at least the past five years. After university, a lower percentage of male graduates will be in full-time work, a higher percentage will be unemployed and far fewer enter the professions. Nowadays, there are more women becoming doctors, vets, dentists, solicitors and teachers than men every year, which reflects the numbers taking related degrees. Twice as many women are now training to be a GP as men.
We can see that all played out when it comes to wages. According to the Office for National Statistics, on average men in full-time or part-time work under 29 years of age are paid less per hour on average than similarly aged women. That remarkable transition flies in the face of the shrill equal pay brigade, who while proclaiming the need for equality seem quietly to gloss over that fact when shouting from the rooftops with regard to equal pay. I want equal pay for those with equivalent experience and qualifications and skill levels regardless of their gender or age.
What is causing the gap—a gap that broadly was not there before the 1980s but which has been increasing since then? That has been an area of some contention, which may partly explain why so little investigation has so far taken place, because it is difficult to agree or find solutions if there is no agreement on what is causing the problem. In essence there are a number of themes.
The first is that boys develop more slowly in their teen years than girls, so boys and girls are not at the same natural development level, even when they are the same age. Many of us long ago accepted that boys and girls are different. The second is around social attitudes and background. There is some evidence that boys have less positive attitudes towards education than girls have, and that they receive less support at home. The role of fathers and/or role models is seen as vital to instilling in their sons the importance of education.
William Wragg (Hazel Grove) (Con)
On that note of support at home, does my hon. Friend agree that one of the issues is with parents’ confidence in their own literacy? Reading to their children can be quite intimidating if their own standards of literacy are poor. Is it not therefore necessary for the Government to focus on that area to address the early years?
Karl MᶜCartney
My colleague from Hazel Grove makes a very good point.
Perhaps longer working hours and one-parent families where the father is not the primary carer are also an issue. The economy has changed, so the value of job opportunities in masculine-type work, such as in heavy industry, has changed, or such jobs are not as available as they once were.
Another theme is whether the education system is boy-friendly. I believe that the educational system, schools and the sector as a whole are not focused enough on supporting boys. That could be because schools lack understanding about boys and what makes them tick. Practical education, a level of freedom to think and act for themselves, clear goal-setting, career and subject choice support, all within a clear disciplinary framework, are needed, as is an environment that nurtures and celebrates, and does not denigrate, masculinity. The situation is exacerbated by a lack of male teachers and role models in schools. If boys see only women in schools, in whatever roles, that reinforces their view that education is just for girls.
I and others have noticed that the majority of pictures in the national papers recently—each year, it seems—were just of girls celebrating their exam success, not boys and girls, which perhaps sends a subliminal message to boys that education and success are a girl issue and not for them.
David Rutley (Macclesfield) (Con)
I congratulate my hon. Friend on securing this important debate. Does he not agree that one of the key things for young men in particular is motivation and aspiration? I note that a few years ago Ofsted said in a report that,
“a third of the schools failed to provide sufficient opportunities for students to engage directly with local businesses.”
Does he not think that if we get more businesses to provide role models and experiences for young men, they are more likely to get motivated about opportunities and then focus more on their studies to help them to achieve those goals and aspirations?
Karl MᶜCartney
Indeed, I entirely agree with my hon. Friend. I point him in the direction of what is now Career Ready—it was formerly Career Academies UK. I helped to set up a Career Ready in my constituency. It is very much a London-and-south-east-centric charity, but I believe it needs to be rolled out across the country.
Perhaps the education sector shies away from any focus on boys because it is not politically correct. Certainly, there is deafening silence from the education trade unions and others. There would be no silence if the genders were reversed—of that I am sure. Also, the move from all-or-nothing exams to continual assessment at GCSE has been seen as favouring a female way of learning, albeit with the recent changes swinging the pendulum slightly back towards a level playing field.
Tom Blenkinsop (Middlesbrough South and East Cleveland) (Lab)
I think this debate is very important and much needed, coming from an area that is still reliant on heavy industry—although there have been setbacks in the last couple of years, whether that be the steel sector or indeed potash mining or the chemical industry. What is of real concern, particularly for young men who seek skills-based training for employment, is the Brexit vote. As the hon. Gentleman will be aware, my area of Teesside and east Durham was one of the primary areas of European social fund and European development fund funding for sector-specific training in industry, which primarily benefited young men who needed skills training to enter heavy industrial work.
Karl MᶜCartney
The hon. Gentleman from the Opposition, who is my friend, makes a valid point from his point of view, but I would counter that I see Brexit as much more positive than perhaps he does.
Mr Nigel Dodds (Belfast North) (DUP)
I congratulate the hon. Gentleman on securing this important debate. It should be remembered that this problem has arisen while we have been in the EU, not as the result of any prospect of leaving. Does the hon. Gentleman agree with the initiatives that have been undertaken in the Greater Shankill area in my constituency, which is one of the most deprived areas, suffered a lot during the troubles and has a lot of educational underachievement among young boys? One of the things we have done is to create a children and young people’s zone, which brings together educationalists, school teachers, community activists and agencies of Government to work together with children from the earliest age to try to tackle this particular issue.
Karl MᶜCartney
I agree with the right hon. Gentleman. I thank him for making a good point, to which we should all pay attention. As I was saying, the pendulum has slightly swung back towards a level playing field and it will be interesting to see whether that makes any difference to the gender educational gap over the next few years.
Lastly, there is something else at play around the 16 to 18 age range regarding the welfare system, especially for low or no-income families: the effect on young men who may be reluctant to take up an apprenticeship because their families will lose their child benefits and it will affect their working tax credit. Some families do not want their sons or daughters to take up apprenticeships. That is an issue encountered by a well-respected and successful training provider in Lincolnshire called Lagat, which has made me aware of examples of opportunities being denied to young people of both genders because their families do not wish to be disadvantaged financially. My colleagues in Government need to take heed and act positively to ensure that this penalty is removed quickly.
Two things strike me about this issue. First, there is not a wholesale body of research or agreement on the causes, and it seems that the educational sector is not focused on the issue at all. That is despite the valuable work by pressure groups, charities and think tanks, and from organisations such as the Higher Education Policy Institute—particularly its “Report 84”, authored by Nick Hillman and Nicholas Robinson, with a foreword by Mary Curnock Cook, which I recommend to anyone who is interested in the issue. Other organisations doing good research on the matter include Save the Children, the boys reading commission, which is part of the National Literacy Trust, the Sutton Trust, the Social Mobility Commission and many others.
Secondly, there does not seem to be agreement on what causes the gender educational gap, which makes it far harder to decide what to do to address the problem positively. I have set out the statistics, impacts and the broad debate on the causes, but what are the solutions? We know that the limited number—if there are any—of solutions that have been implemented are not working, because the gap is not closing.
The first theme is to encourage and instil in the minds of parents and sons that a good education is to their benefit, and to reinstil a sense of aspiration, pride and understanding. As Steve Biddulph’s books on parenting show, parents need to step up to the plate too, to ensure that boys are inspired and given opportunities to excel and aspire to do as well as their fellow female pupils at all ages. Using practical examples, case studies, mentors, destination data, inspirational people from the local community, the National Citizen Service and other such methods will surely have a positive effect as quickly as possible. We have to provide clear reasons for boys to go to school and college and to concentrate and work hard while they are there. We need to communicate with parents to ensure that through the interaction they are offered they support boys every step of the way.
The fact that girls from low and no-income families still do better in educational attainment means that parental attitudes are not the only issue at play in this arena. The educational sector at a national and local level has to, and can, do more. There are certainly schemes that form part of university access agreements to persuade more boys to go to university. That is no criticism of universities, which need more boys to achieve the grades to be able to go, stay and not drop out. I believe, as do many others such as Mary Curnock Cook, chief executive of UCAS, that we need more male teachers in schools at every level. Fewer than one in six primary school teachers are male, with fewer than two in five at secondary level. That ratio is not improving on an equality level. That cannot go on, and I am confident it is one of the main causes of boys being behind their female classmates.
Karl MᶜCartney
I will continue where I left off. We also need schools to rethink everything they do to ensure that it is boy-friendly and not just girl-friendly.
The third theme is to be positive about masculinity in schools. Boys need outlets for their creativity, energy and natural instincts. They need to know it is okay to be masculine, and that masculinity is the equal of femininity. It is a positive thing to like cars, engines, building sites, getting your hands dirty and playing sport. It is also a positive thing to like dancing, painting, sculpture, acting and writing plays, but we must not shy away, at any level, from celebrating what traditional male or masculine roles are; they are what we as males were born to do. It may also surprise some ladies that some males can multitask. Some of us can cook, wash, sew and manipulate a Dyson without instruction and make a damn good job of it.
Karl MᶜCartney
I will give way to the hon. Lady, who might have some personal experience of my skills with a Dyson.
Patricia Gibson
I assure the hon. Gentleman that I am not going to pick up on those particular points. Those in the room expressed their views on that for themselves. Given what the hon. Gentleman said about masculinity, what would he say to international research on 1.5 million 15-year-olds, across a range of countries around the globe, which shows that girls do better than boys even in those countries where girls’ rights are severely limited and gender equality is appalling, such as Qatar and Jordan?
Karl MᶜCartney
Those are some of the points that we will discuss today—and might well do in the future, as the Chairman has indicated—so I thank the hon. Lady for her point.
We also like to compete at Scrabble, cards, Jenga, football, rugby, cricket, hockey and whatever else we might have the opportunity to engage in, and there is nothing wrong with that. I fear the over-feminisation of our education system has, and is, turning boys off education. We need to nurture men and play to their strengths. Boys want to be young men, and young men want to be grown men; that should be seen as a positive. Some say grammar schools could be the answer and they may be for some, but we need all schools to be successful.
Jim Shannon (Strangford) (DUP)
I just want to put this on the record. In Northern Ireland only 19.7% of young Protestant boys actually achieve five or more GCSEs. That is an indication of the many per cent who do not achieve that. Does the hon. Gentleman agree that there is a need for vocational courses with on-the-job training, and that they must be available at all large schools to enable those who do not have the academic ability to forge ahead vocationally?
Karl MᶜCartney
I thank the hon. Gentleman from Northern Ireland, who never fails to make a good point in debates in Westminster Hall.
Bringing back secondary moderns for those who do not go to grammar schools and ensuring they attain the same results would cost a fortune, and may not be attainable in the short, or long, run. So any moves on this policy need to be well thought out. No one, whatever their gender or background, deserves to be left behind.
If I am anything, I am someone who believes in striving for a utopian, completely level playing field in life’s chances; but I am a realist and I know that such a dream can never be. I will do my best to ensure that our young people realise that, as my maternal grandma said to me and my younger brothers on more than one occasion, “No one can ever take your education away from you.” She wanted us to work hard at school and go on to college or university and it is only through the second, and perhaps third, chances that I have been granted, mainly through her sacrifices and those of my grandfather and parents, that I was able to achieve what I have. That is why I am honoured and privileged to stand in this place in front of hon. Members today as one of the 650 Members of Parliament who have been elected to represent their fellow countrywomen and men of all ages and levels of educational attainment.
Additionally, I believe we should also have three-year, five-year or seven-year apprenticeships equivalent to degrees but that are vocational for those who are non-academically minded. Those should of course be available to girls as well as to boys, but we need to think differently; it works in countries like Germany, so why not here? University is not for everyone, and certainly with an increase in participation rates from circa 5% in the early ’80s to 30% in the early ’90s and 47% now, it should not mean it is automatically the primary option for young people. The Labour con of the late 1990s to keep youth unemployment figures low is not a good reason to increase university attendance and participation, although I believe that wanting to win in a global economic race with a well-experienced, well-educated and motivated workforce across the myriad economic sectors is.
I find it odd that although we are all promoting more women to be engineers and scientists, there are no such reciprocal schemes for boys. Given the lack of young men now entering the professions, where are the schemes for young men enticing them to apply themselves and to enter professions where they are now underrepresented, such as teaching, medicine, law, psychology and a raft of other subjects and specialisms?
My final theme is about focus and political leadership. There has been precious little attention and focus from the Department for Education, or anyone else in Government and Whitehall for that matter, in terms of recognition, policy and action on this issue. Given that this pattern has emerged and then become embedded for three decades, it is for Governments of all shades, including the last Labour Government, to hang their heads in shame and hold their hands up in acknowledgment that they missed a trick and seek redemption.
I am almost certain that if the genders were reversed this current situation would not exist. Indeed, for more than 20 years copious amounts of taxpayers’ money have been successfully spent on encouraging female applications for STEM subjects and a plethora of degree subjects, college courses and, in more recent years, apprenticeships. That is all to be welcomed, but where has the focus and investment been for boys? I also looked at what focus there was from the Government Equalities Office, the Equality and Human Rights Commission and the educational trade unions; little, if anything, was the result of such fruitless searches.
In conclusion, this subject is not going to go away. We cannot wait any longer for more generations of boys to fall behind girls educationally. That is why I believe the Government need to set up an implementation taskforce, as they have on so many other important policy areas. This is exactly such a policy area. The Government have rightly given much focus, policy and leadership on matters such as the lack of women on boards and the gender pay gap. There is an unarguable case that the Government should give the same level of focus, policy and leadership on the gender education gap as they have on those worthy issues that have received much media and BBC coverage in recent politically correct years.
The Department for Education and Ofsted need to step up to the plate and ensure that schools, whether run through local education authorities or as academies and free schools, are boy-friendly. The gender education gap is a very serious matter affecting boys, their families, communities, businesses and our country as a whole. It is a one nation issue, a fairness issue, an equality issue and an issue that has been ignored for far too long. Our boys’ underperformance at school deserves national attention and action. They, their teachers, parents, we as their Members of Parliament, and our nation should expect nothing less.
Several hon. Members rose—
Oral Answers to Questions
Karl McCartney Excerpts(8 years, 5 months ago)
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Karl MᶜCartney (Lincoln) (Con)
19. Thank you for spotting the link, Mr Speaker. The original question about character is all very good, but what is the Minister doing to ensure that young people have sound moral judgment and a tough backbone, so that they pick the right side of an argument and accept democratic decisions, supported by their peers and the wider populace?
Edward Timpson
Perhaps I could pick out two traits that would be well worth considering: one is common sense, and the other is kindness—two things that we would do well to try to instil in every young person as they grow up in the society we have created for them.
Oral Answers to Questions
Karl McCartney Excerpts(8 years, 9 months ago)
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Craig Tracey (North Warwickshire) (Con)
9. What steps he has taken to promote regional growth in the Midlands.
Karl MᶜCartney (Lincoln) (Con)
10. What recent steps he has taken to promote regional growth in the Midlands.
The Secretary of State for Business, Innovation and Skills and President of the Board of Trade (Sajid Javid)
I continue to promote the long-term economic plan for the midlands engine, which aims to add an extra £34 billion and 300,000 jobs to the midlands economy by 2030. Just last week, I opened a new factory and also an innovation centre in the midlands.
Karl MᶜCartney
My constituents in Lincoln, along with the people of Lincolnshire, are grateful for the Government’s investment so far in diverse areas such as our transport infrastructure and apprenticeships, which are delivering clear business benefits. Will my right hon. Friend advise me whether I should be hoping for any further investments, like those that he and I have previously discussed with our right hon. Friend the Chancellor of the Exchequer, in the Budget tomorrow?
Sajid Javid
My hon. Friend is an incredibly powerful advocate for the people of Lincoln. His energy is legendary: he is like the Duracell bunny. Let me congratulate him on the success he has already achieved on behalf of his constituents in securing local investment. Like him, we are all waiting to see what the Budget holds.
Oral Answers to Questions
Karl McCartney Excerpts(9 years ago)
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Karl MᶜCartney (Lincoln) (Con)
1. What steps he is taking to support higher-level skills in further education.
The Secretary of State for Business, Innovation and Skills and President of the Board of Trade (Sajid Javid)
I am sure the whole House will want to join me in sending its best wishes to Major Tim Peake, who successfully blasted off towards space just 30 minutes ago. [Hon. Members: “Hear, hear.”]
We are reforming technical education and establishing clear routes into higher-level skills and employment. We are spending £2.5 billion on apprenticeships—double the amount in 2010—and £1.5 billion on adult skills, growing degree and higher apprenticeships and establishing specialist colleges.
Karl MᶜCartney
I join the whole House in sending the Secretary of State’s good wishes to our fellow countryman.
Under the Conservatives, Lincoln’s improved educational map offers the young people of Lincoln myriad—nay, a plethora of—opportunities. Does the Secretary of State agree that prioritising funding for young adults, the low-skilled and those actively looking for work is the right thing for a Conservative Government to do?
Sajid Javid
I absolutely agree with my hon. Friend, who I know cares passionately about skills for young adults. He will be pleased to know that we rightly prioritised spending on further education in the recent spending review, which will enable colleges, such as Lincoln college in his constituency, to offer more to young people.
Oral Answers to Questions
Karl McCartney Excerpts(9 years, 6 months ago)
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Anna Soubry
I thought that we were about to call for a Division during that so-called question. Let me remind the hon. Gentleman what his real record is. The real record is one of the longest and deepest recessions in our country’s history. The real record is bringing this nation to the verge of bankruptcy. Instead of talking down the east midlands—and I am an east midlands person through and through—the hon. Gentleman should be talking it up, and rightly so. From my experience, we will see the creation of a midland engine that will give us the long-term growth and the jobs of the future that his party failed to deliver.
Karl MᶜCartney (Lincoln) (Con)
Considering the growth of business opportunities in our county and particularly in the city of Lincoln, will the Minister build on the recently announced £130 million investment in the University of Lincoln, a chief component of the midlands engine, and grant us enterprise zone status?
Anna Soubry
I am very happy to provide a triumph for Lincoln, given that it is the city of my birth. In any event, I am very happy to meet him to talk about the future of the university and the real role it can play. As I have said—forgive me for repeating it, Mr Speaker—I have met all the representatives of the LEPs from right across the midlands. Indeed, we talked about Lincoln University and the real desire to create a midlands engine, and rightly so.
Oral Answers to Questions
Karl McCartney Excerpts(10 years, 11 months ago)
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Michael Gove
I will look closely at the particular case that the hon. Gentleman raises. I know that he has been an effective champion for good school provision in Newark, and I shall ensure that I look closely at the pupil numbers to which he alludes.
Karl MᶜCartney (Lincoln) (Con)
3. What steps his Department is taking to improve the quality and quantity of apprenticeships.
Andrew Stephenson (Pendle) (Con)
14. What steps his Department is taking to improve the quality and quantity of apprenticeships.
The Minister for Skills and Enterprise (Matthew Hancock)
There were 868,700 people undertaking an apprenticeship last year—more than ever before. We have already taken steps to increase standards and remove low-quality provision, and we will take further such steps.
Karl MᶜCartney
I am pleased to hear that our Government are providing more support to young people who do not wish to pursue an academic course at university. Does the Minister agree that we need more participation in the apprenticeship scheme by small and medium-sized enterprises such as PK Automotive in Lincoln, which has joined larger firms such as Siemens in my constituency, and worked with local institutions such as Lincoln college and LAGAT, to help to deliver real opportunities for young people?
Oral Answers to Questions
Karl McCartney Excerpts(11 years, 6 months ago)
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Elizabeth Truss
I think it is a fantastic programme that the British Heart Foundation runs. One thing we have done is to provide finance to the Personal, Social, Health and Economic Education Association to work with partners such as the British Heart Foundation on providing programmes that really bring the subject to life in schools.
Karl MᶜCartney (Lincoln) (Con)
6. What funding his Department is providing to local authorities to address shortfalls in primary school places.
The Minister for Schools (Mr David Laws)
By the end of this Parliament, we will have made well over £5 billion available to local authorities to support the provision of additional pupil places, which is more than double what was provided by the previous Government over a comparable period.
Karl MᶜCartney
I am grateful to my right hon. Friend for that answer. Does he agree with me that when we are dealing with a shortage of school places, the last thing we need is an assault on valuable teachers in the independent sector, who face being mummified with red tape to appease the vested interests of the Labour party?
Oral Answers to Questions
Karl McCartney Excerpts(12 years, 3 months ago)
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Mr Gibb
My hon. Friend is right about the importance of maths. We need to do more to encourage even those who have an A to C grade in GCSE maths to continue studying maths, including those who choose not to take an A-level. We want to see the vast majority of students studying maths to age 18 within a decade. The Advisory Committee on Mathematics Education is consulting on options for new qualifications and will provide advice to the Department in the autumn, after which we will decide on the Government’s role in the design of any such qualifications.
Karl MᶜCartney (Lincoln) (Con)
13. What steps he is taking to ensure the development of sport in schools.
The Secretary of State for Education (Michael Gove)
Sport should be a central part of any school. Great schools know that sporting and cultural opportunities go hand in hand with high academic standards. We are introducing a revised programme of study for physical education with a greater focus on competitive sport. We are also encouraging more schools to sign up for the highly successful school games. We will make a statement about further measures shortly.
Karl MᶜCartney
I thank my right hon. Friend for that energetic answer. Does he agree that the Government need to focus on improving competition in school sport to counter the culture that existed under the previous Labour Government whereby teachers sought to reward all competitors for fear of dividing children into winners and losers? [Interruption.]
Michael Gove
Judging by the reaction from the Labour Benches, that question was, to use a fencing term, a palpable hit. I agree that it is important that we support the growth of competitive and team sports in all our schools. One of the things I have been most impressed by when visiting state schools is the way so many of them are using academy freedoms to provide not only greater facilities but more sporting opportunities for our young people.