Oral Answers to Questions
Debate between Kevin Brennan and John Hayes(8 years, 3 months ago)
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Kevin Brennan (Cardiff West) (Lab)
The Minister of State, Department for Transport (Mr John Hayes)
The safety of the public is our top priority. We are working closely with the Civil Aviation Authority and industry to understand and address the safe use of drones. We are continuing to adapt and strengthen the regulations as the use of drones evolves. The current regulatory framework balances clear rules on safety and strong penalties for misuse, with a commercial permissions system that ensures responsible use of this emerging technology.
Kevin Brennan
But I asked the Minister what assessment he had made of the effect on aviation safety. How real is the risk? I know that he knows that it was discussed this week at the Trades Union Congress conference and that there is great concern about the matter. We need to know what the risk is and what steps the Government are taking, before we end up with the inevitable ministerial statement about lessons learned.
Mr Hayes
The hon. Gentleman is right about the TUC discussing the issue yesterday. We had a word about that earlier. The TUC is right to raise it because it is an emerging technology and the risk is dynamic. We constantly need to have analysis in place about the risk that poses. It is not just irresponsible use; it could be malevolent use that poses risk. Drones could be used by all kinds of agents to do all kinds of things. The assurance I give him is that I will ensure that my Department is continuing that analysis and makes sure that the regulatory framework is fit for purpose having done that analysis. The best thing to do is for me to come back to the House to give regular reports on how that is going. He always takes a diligent interest in the affairs of the House. He has raised an important issue, which I think is entirely bi-partisan and which we need to take seriously.
Oral Answers to Questions
Debate between Kevin Brennan and John Hayes(13 years ago)
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Mr Hayes
We know, as W B Yeats knew, that education lights a fire that burns brightly. It certainly burns brightly in the hearts of Ministers. We have much to do in respect of adult community learning, which was derided by the last Government as mainly holiday Spanish. That was how the former Secretary of State described it. We will work with local communities. The first meeting to discuss models and timings will take place one week from today, and we intend to publish a prospectus in spring 2012. We are delivering.
Kevin Brennan (Cardiff West) (Lab)
The Minister and I have jousted about Yeats before, and I should tell him that he did not share the Minister’s politics, which might disappoint him. There is a danger of his policy becoming a fig leaf around adult and community learning. Will he undertake to work from the centre with other ministerial colleagues, particularly for older people in care homes because of the incredible impact that adult and community learning can have on health outcomes for those older people?
Mr Hayes
One reason why I, along with the Secretary of State, have defended adult and community learning is due to its effect on things such as physical well-being, community health, mental health and so forth. It is certainly true that we will need to take those things into full account in respect of the offer. I give that answer mindful that the hon. Gentleman, who was my predecessor, was himself a champion of adult and community learning.
Girls (Educational Development)
Debate between Kevin Brennan and John Hayes(13 years ago)
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The Minister for Further Education, Skills and Lifelong Learning (Mr John Hayes)
As the shadow Minister, the hon. Member for Cardiff West (Kevin Brennan), has said, this has been an interesting and important debate, and I congratulate my hon. Friend the Member for Wirral West (Esther McVey) on securing it.
I do not have daughters; I have two young sons. However, women have been very important to me throughout my life. My mother was a woman and, curiously, my wife is, too. Therefore, what I learned literally from the cradle is that women—mothers—shape our character and form our ambitions. We gain the confidence that has been described by so many of the speakers in this debate—it was highlighted by my hon. Friends the Members for Hastings and Rye (Amber Rudd), for Chatham and Aylesford (Tracey Crouch), for Gosport (Caroline Dinenage) and, indeed, by the hon. Member for Vale of Clwyd (Chris Ruane)—very early in our lives. Governments, schools and others can do much—I will talk a bit about what we are trying to do—but, in the end, the familiar influences, particularly maternal influences, are critical to subsequent progress.
I learned from my mother and my father, who were both wonderfully archetypically male and female. I think of my mother and I think of her softness and the smell of talcum powder; I think of my father and I think of how bristly he was and how he smelled of tobacco and work. They were certainly both archetypically male and female and were both wonderfully demonstrative and loving. They gave me the feeling that I was the most special little boy in the world—a feeling that has never left me, by the way. I feel that now, at this very moment, so my ambitions were reinforced by not only their direct support but the sentiments that they instilled in me.
I entirely appreciate the points that have been repeatedly made in this debate. As the shadow Minister has said, they have been made on the basis of good information and a shared determination across the Chamber. I entirely recognise that the challenges people face as they turn their own ambitions into reality are affected by many influences. In the short time left, I will try to deal with some of those influences, some of which are benevolent and some of which are malevolent, as the hon. Member for Vale of Clwyd said.
The hon. Gentleman made a wonderful contribution that underpinned the fact that this debate is as much about values and attitudes as it is about education. I reassure the shadow Minister that we understand—at least, I understand—that education is more than utilitarian. It is about values and attitudes, and ethos and sentiments. Although the work done by parents in instilling both ambition and the capacity to realise ambition in children is critical, the work done by our schools matters so much, too. Indeed, it matters more for those children who are not as fortunate as I was in having a stable, loving and supportive family.
In respect of girls and women, we need to go the extra mile. We need to take further steps to ensure that they are able to fulfil their potential. In the brief time available, I will talk about some of the steps that the Government are taking, but before I do so I will just say a word about Plato because I know that hon. Members would be disappointed if I did not. Some 2,500 years ago, Plato said:
“Nothing could be more absurd than the practice that prevails in our country of men and women not following the same pursuits with all their strengths and with one mind, for thus, the state instead of being whole is reduced to half.”
How interesting that the classical world understood what so often in the modern world we forget.
My hon. Friend the Member for Wirral West, who initiated the debate, has not forgotten because she has dedicated a great deal of her considerable skill and energy to the promotion of the interests of young women. I pay tribute to the work she has done. I was pleased to be able to support it in a room close to here, when she was able to launch her magazine, Chloe Can, which is aimed at young women. She was able to articulate some of the points that she has made today at greater length then. The work we do to establish role models in these terms is important, and my hon. Friend is indeed a role model for young women whose interests she has championed with such vehemence and to such effect.
We have learned much—I defer to the two former teachers who have spoken—about what characterises good schools in this respect. Schools with little or no gender gap in achievement tend to be characterised by a positive learning ethos—we have heard about that today, have we not?—high expectations of all pupils, high quality teaching and learning, good management and close tracking of individual pupil’s achievement. Teachers know all their pupils well and plan their resources and teaching accordingly, rather than conforming to preconceived views about what those pupils might achieve, whether that relates to gender or any other particular characteristic.
We can do three things in particular to support teachers in their efforts to fuel social mobility and achievement. The first concerns advice and guidance. It is very important that young people get the right quality advice and guidance. In truth, one of the principal inhibitors to social mobility is this: I suspect that our children will become socially mobile because of us. Our children will benefit from the fact that we, in the Chamber, are reasonably well informed about the opportunities that might exist, be they boys or girls, and will impart an understanding of how to turn those ambitions into opportunity. That is not true for all young people, however. The advice and guidance that we can provide through the new national careers service will, to some extent, ameliorate the disadvantages of many young people who do not have either advice from a family or social networks.
Kevin Brennan
Is the Minister concerned, in the light of the debate, that the lack of face-to-face guidance in the careers service will be a hindrance to girls gaining confidence and being able to make the right choices?
Mr Hayes
It is important to appreciate the value of face-to-face guidance. The hon. Gentleman will know that the Education Bill establishes the new statutory duty on schools to secure independent, impartial advice and guidance. When it was debated in the House, we agreed, in the statutory guidance accompanying the Bill, to ensure that face-to-face guidance was available in particular to people with the greatest disadvantage, those special needs and learning difficulties. We also said that schools should make the most appropriate provision for their pupils. I emphasise that it is vital that that should include a range of provision, and that that provision should be linked to the quality standards that are being developed by the profession itself.
As well as changing the law, we have worked with the careers profession to establish a new set of qualifications, with appropriate training and accreditation. That means that we will re-professionalise the careers service after the disappointing years—I put that as mildly as I can—of Connexions. We are on the cusp of a new dawn for careers advice and guidance, with a professionalised service, a new set of standards, a new statutory duty and the launch of the national service co-located in Jobcentre Plus, colleges, community organisations, charities and voluntary organisations. I do not say that the task will be straightforward, but it is a worthwhile journey. The destination to which we are heading will be altogether better than the place we have been for the past several years. That advice and guidance will assist young women, in particular, to fulfil their potential in the way I have described and, as a result of this debate, will re-emphasise the significance of opportunities for girls and young women in the establishment of the national careers service this spring.
The second issue I wanted to speak about was apprenticeships. I made a point—the hon. Member for Cardiff West knows this subject well too—when I became the Minister of challenging the National Apprenticeship Service on the under-representation of particular groups. The obvious example in relation to this debate is women in some of what might be called the traditional apprenticeship frameworks: engineering, construction and so on.
Education Bill
Debate between Kevin Brennan and John Hayes(13 years, 1 month ago)
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Mr Hayes
I am glad that I anticipated my hon. Friend’s point. Foresight is not essential for a Minister, but it is a great advantage, particularly when it can be displayed on the Floor of the House of Commons.
My hon. Friend the Member for Stroud (Neil Carmichael) mentioned growth and others have talked about progression, so in dealing with the remark made by the hon. Member for Liverpool, West Derby about happiness, I wish to draw his attention to Yeats. I know that the hon. Member for Cardiff West (Kevin Brennan), the shadow Minister sitting next to him, is a fan of Yeats. Lord Layard did such good work on this particular amendment, so I shall cite the following from Yeats:
“Happiness is neither virtue nor pleasure nor this thing nor that but simply growth, We are happy when we are growing.”
When apprenticeships are growing, I am particularly happy because it is testament to the success of our policies.
Kevin Brennan
He also said:
“No likely end could bring them loss
Or leave them happier than before.”
We look forward to the Minister’s end this evening.
Oral Answers to Questions
Debate between Kevin Brennan and John Hayes(13 years, 2 months ago)
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Oral Answers to Questions
Debate between Kevin Brennan and John Hayes(13 years, 8 months ago)
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Kevin Brennan (Cardiff West) (Lab)
7. What recent assessment he has made of the attitudes of employers to taking on apprentices.
The Minister for Further Education, Skills and Lifelong Learning (Mr John Hayes)
With over 85,000 employers offering apprenticeships, it is clear that many businesses already recognise the associated benefits of improved business and personnel performance. The evidence of strong demand is supported by research. The findings of the skills economy research from July 2010 are that 83% of employers rely on their apprenticeship programme to provide the skilled work force that they need.
Kevin Brennan
The Minister has been quite generous in the past about the work done by Ministers in the previous Government, including me, on apprenticeship numbers, and he has made a commitment to build on that. Does he have any concerns about the targets on apprenticeships over the coming period, given the pretty dire figures on GDP for the economy?
Mr Hayes
The hon. Gentleman, like me, is fond of Yeats, who said:
“Do not wait to strike till the iron is hot; but make it hot by striking.”
That is what we have done. The hon. Gentleman is right. I have followed him, and he is a hard act to follow, because he was a very competent Minister. I can tell the House—and I know that you, Mr Speaker, will be pleased to hear it—that the Statistical First Release published today illustrates that we are likely, or certainly on target, to reach the ambitions I have set out, which is good news for the hon. Gentleman, good news for me and good news for Britain.
Oral Answers to Questions
Debate between Kevin Brennan and John Hayes(13 years, 11 months ago)
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Mr Hayes
I enjoyed my visit to Northampton college. It was not the first time that I had been there and I am delighted that my hon. Friend continues to champion its cause. We are determined to drive up the status of vocational qualifications and colleges play a vital role in that. Like my hon. Friend, I also want more HE taught in FE, because that is a key way of widening access to those who currently do not benefit from a university or from higher learning.
Kevin Brennan (Cardiff West) (Lab)
I was a former competition Minister in the Department for Business, Innovation and Skills, so will the Secretary of State tell me whether he regards the conversation he had with journalists before Christmas about the BSkyB case as a serious breach of the ministerial code?
Funding and Schools Reform
Debate between Kevin Brennan and John Hayes(14 years, 1 month ago)
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Kevin Brennan
Can the Minister just give us the per pupil figure, as he has given us all those other figures?
Mr Hayes
The hon. Gentleman knows that we are protecting school funding in the system. I am talking about flat cash per pupil before adding the pupil premium. He knows what flat cash per pupil means. It means that as the number of pupils increases, the overall budget increases in line.
The right hon. Gentleman mentioned the education maintenance allowance, so let us get to the bottom of that. I have the research here, although I know he has not read it. It clearly shows that the EMA did increase participation at the margin: 90% of pupils in receipt of it said that they would have participated in education regardless of the EMA. We are going to target resources more effectively at disadvantage. We are going to help people the previous Government failed to help. I do not need to take any lessons from the right hon. Gentleman—Cambridge-educated and pulled up on the shirt-tails of Lord Mandelson and Mr Blair—about what it is like to move from a council estate to a decent education to this place. When he lectures us—
Oral Answers to Questions
Debate between Kevin Brennan and John Hayes(14 years, 5 months ago)
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Mr Hayes
My hon. Friend has been a champion of National Star college, which does outstanding work for the learners he describes. I share his concerns. He is right about the transfer of responsibility. Nevertheless, because of the overtures and the strong case made by others, and my own commitment to learners with those difficulties, I have today initiated discussions with the Department for Education to see how we can move with coherence to a position where all colleges benefit in the way my hon. Friend describes.
Kevin Brennan (Cardiff West) (Lab)
In fact, is the scheme not typical of the way the Department for Business, Innovation and Skills has been rolled over by the Treasury since the election? Can the Minister confirm that we invested more than £2 billion in our FE colleges and that the £50 million fund has been pilfered from his skills revenue budget and, therefore, represents a cut in future years, not an investment? He will want to be straight with the House about that after yesterday’s debacle.
Mr Hayes
Speaking of debacles, FE capital funding under the hon. Gentleman’s Administration was indeed a debacle, obliging Sir Andrew Foster to conclude that it was due to mismanagement. The hon. Gentleman knows that the FE capital that we have announced is in addition to the spend we will make in 2010-11 on capital in FE. It is time FE was given a new future, and it will be under this Government.
Building a High-Skilled Economy
Debate between Kevin Brennan and John Hayes(14 years, 6 months ago)
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Mr Hayes
Well, I said I was interested in dance. I am interested in sufficient drama to add to the theatricality of this place, without which it would be poorer.
During the years of the Labour Government, Labour Members often alleged that the largesse for further education would end if we came to power. If the right hon. Member for Tottenham (Mr Lammy), my opponent and friend, were to wish to repeat his unfortunate appearance on “Celebrity Mastermind”—I do not want to remind him of that too much—he could do worse than choose the Thatcher Government as his specialist subject. We came to realise during our time in opposition that the Labour party spent more time speaking about 1979 than about the present. They were preoccupied with that in their dark years, and perhaps that is not surprising for a party that usually looks backwards rather than forwards, whereas the Conservative party is committed to progress and taking our country to where it needs to be now.
As a consequence of that preoccupation with the past, we were left with another Labour Government who spent until they broke the bank. As a result, even before they lost office, they were already cutting adult skills. Last year’s pre-Budget report said—I have it here for those hon. Members who have not had the opportunity to go to the Library to collect it—that £300 million would be cut from the adult skills budget if Labour returned to Government. When Members hear complaints about the new Government’s performance, they should set them in that context. Mandy was first to the table to say he would cut his Department, and encouraged his colleagues to do the same. People are still making phone calls to my office to try to find him, to ask exactly where the cuts would have fallen.
While Labour Members were drifting further and further out of touch into a world populated by fictional numbers rather than real people, Conservatives were talking to adult educators and adult learners about their experiences. We were talking to employers about their skills needs and to union learning representatives about the obstacles they face in creating a learning culture among their members. So that it is unequivocal, so that there is no question and no doubt, let me say that I and the Government are committed to unionlearn; we celebrate all it does and all that it will continue to do with our support and encouragement.
As a result of the conversations we had and dialogues we enjoyed, we learned important lessons about the indispensability of further education as an engine of social and economic change. History teaches us that the better educated a nation’s people are, the more economically prosperous they are likely to be—their general levels of health will be better, too, their communities will be more united and their family and social bonds will be stronger—and the more they will appreciate the things that money cannot buy, but without which life is colourless. All deserve their chance to see, hear, taste and touch beauty.
The conviction that education is the key to so much more than a wage packet drove pioneers, such as the founders of the Workers Educational Association, who sought to take learning, until then the preserve of the privileged few, out to the many. The impulse that promoted better manual skills also created the penny classics that did so much to spread the love of English literature throughout society, and the growth of choral and instrumental societies that brought great music virtually to the factory floor. The fire that drove adult education’s pioneers still burns, and it drives the coalition Government’s programme for further education and skills. The challenge we face in rebuilding a system fit for purpose is scarcely less imposing than was theirs in building a system from scratch.
In recent years, the link between skills and craftsmanship—I am not afraid to call it craftsmanship—the ideal of self-betterment and the pleasures of learning as a means of gaining wider and richer perspectives on the world have been allowed to wither. But not any longer: we in this Government will make a bold case for that relationship—a firm case for the cohesive power of learning, how it changes lives by changing life chances and increases prospects both to gain and prosper in a job, and in all the other ways that I have described.
No one denies that one of the key functions of Government is to create, as far as possible, the right conditions for economic success, and none would deny, I hope, that adult skills policy is one of the most powerful economic levers at any Government’s disposal. But the time has come finally to acknowledge that a socialist model of centralised planning has failed, even in terms of its own narrow criteria for success. We really cannot continue the micro-managed, target-driven, bureaucratic regime that for years has dogged further education and damaged our prospects of raising skills levels.
Mr Deputy Speaker, I know that you and the House will not underestimate the scale of the challenge. The UK Commission for Employment and Skills reported in “Ambition 2020”, published last year, that on recent trends we are likely to slip from 18th to 21st in the OECD rankings for intermediate level skills by 2020. Shadow Ministers will be familiar with the report.
Mr Hayes
The hon. Lady must not deceive new Members—[Interruption.] I know she would not do so—except inadvertently, of course; I take that as read—because newer Members might come to believe her suggestion—I put it no more strongly than that.
What the previous Government actually did was to reclassify what counted as an apprenticeship. In France and Germany, about which we heard a moment ago, all apprenticeships are at level 3, and they once were in Britain. When the Labour Government came to power, they reclassified level 2 qualifications as apprenticeships and then trumpeted the fact that there were more of them. As both the Labour Front-Bench spokesmen know, the level 3 numbers remained stubbornly rather less than was required, than the Government wanted and than employers knew they needed. So we should focus on level 3 apprenticeships if we wish to get a true comparison both of our previous performance and of international data.
Kevin Brennan
How many of the 50,000 new places that the hon. Gentleman is announcing can he guarantee to the House will be level 3 apprenticeships?
Mr Hayes
The hon. Gentleman is far too experienced a Member to expect me to give on-the-hoof guarantees of that kind, but what I will say is that I have asked my officials—my officials—to look closely at the definition and, indeed, the stratification of apprenticeships. I want to build the ladder of qualifications that takes people from re-engagement right up to level 4 and 5.
Let me tell the hon. Gentleman and the House about three things that we will do on apprenticeships. As well as putting the extra resource in, we will grow the number of frameworks at level 3 and 4 and we will explore frameworks at level 5, where there is a demand, I am told, in meetings with the high-tech industries such as advanced engineering. The hon. Gentleman will know some of the sectors to which I refer. We will look closely at those level 2 apprenticeships which, with redefinition, can be built to level 3—in other words, some of the high-end level 2 qualifications that with further work may become level 3—and we will think again about those level 2 qualifications that cannot. It is entirely appropriate that they might be regarded as a foundation to an apprenticeship, but I am not sure that it is right that they should be called full apprenticeships. This makes comparisons with our international competitors difficult, and I am not sure that it does not short-change employers and learners. Yes, of course, there is a place for level 2, but the emphasis will be on level 3, and that is what the hon. Gentleman needs to know.
Kevin Brennan
Is the hon. Gentleman saying that some of the new apprenticeships that he is announcing that he will create may not be classified as apprenticeships in future?
Mr Hayes
I want to make progress; I will give way later. The hon. Gentleman has had one turn, and although I am generous, my generosity is not without limit.
I want now to focus on the highly centralised and bureaucratic system that developed under the previous Government, whereby funds that could have been used for teaching and training were actually used detailing plans, complying with targets and formulating schemes. Instead of enabling colleges and other providers to respond to the needs of businesses and learners, Ministers thought they knew what was best. Excessive bureaucracy sapped precious energy from our education system. If I might, as a primer, offer advice again, particularly to newer Members, that if proof were needed of that assertion, it is to be found in the report commissioned as early as 2005 by the last Government under the auspices of Sir Andrew Foster. That report concluded that there was a “galaxy” of oversight, inspection and administration in the FE sector, and called for precisely the kind of streamlined and more responsive structure that we in this Government will now put in place.
Even worse, though, that centralised, target-driven micro-management led to a systemic failure in the form of an FE capital funding crisis from which the sector is still reeling. Members will know that the Learning and Skills Council encouraged bids that would have cost 10 times more than the available funds. Across the country, 144 capital bids were frozen. Members across the Chamber came to the House to complain about the circumstances in their localities and the effects on their local colleges, and rightly so. Seventy-nine of those projects had already received agreement in principle. Many colleges incurred considerable cost.
Andrew Foster was once again brought out of mothballs by the Government to produce another report, and he made it very clear that a top-heavy, bureaucratic system had failed. He concluded that the LSC was too slow to respond—
“there were straws in the wind, early storm warnings, but the problem was not crystallised fast enough.”
So we will look closely at FE capital. Next week, I shall make it clear how we will spend on a bid basis with colleges the extra £50 million that the Chancellor has agreed to devote to FE capital projects.
Kevin Brennan
Can the hon. Gentleman confirm that the extra £50 million that he describes as capital has been taken from the Department’s revenue spending for skills, and that it will only be for this year, and that therefore in the long term, in perpetuity, it is a £50 million cut?
Mr Hayes
I have already celebrated the hon. Gentleman’s assiduity, and his numeracy skills are obvious, too. He is right: the money is being taken from the Train to Gain budget, and it is being allocated to capital. The justification for that is the urgency of the problem. Had the Labour party organised the capital funding in FE in anything like a reasonable way, we would not have to take these emergency measures. That will bring some light to those colleges who were for so long, as I was, in the shadows—in the darkness.
The hon. Gentleman will also know that this is therefore a one-off programme, but we will now look at a longer-term set of proposals for FE capital, and in my estimation even this short-term measure will deliver benefit to 150 colleges across the country. There will be more details next week. I know that the hon. Gentleman cannot wait—the whole House is excited—but he must, because I cannot give all the presents out on the same day; some have to be saved for Boxing day.
There has to be a better way to take advantage of the immense human capital in the college system, to build a high-skilled, high-tech economy. We really must offer a new beginning. That is why I want to move to the four points that lay at the heart of the letter that I wrote today, and then to my exciting conclusion.
The letter that I have written today to the principals of all colleges sets out ways in which we will set FE free. First, I am removing the requirement to complete summary statements of activity, with a resulting reduction in performance monitoring of employer responsiveness. Secondly, the Government have already announced the removal of Ofsted inspections for schools with outstanding performance. I will work with ministerial colleagues to introduce the same way of working in the FE sector, removing inspections for colleges with outstanding performance.
Thirdly, I will remove the regulatory requirement for college principals to undertake the principals qualifying programme, not because I do not want appropriately qualified principals—I know that there are a range of development opportunities and qualifications that can enhance managers’, leaders’ and principals’ skills to run colleges in the 21st century—but because individuals in our institutions should be free to decide what package of development is appropriate to support their individual circumstances.
Fourthly and most importantly, I will enable all colleges except those that are performing poorly to move money between adult learner and employer budgets, because they, rather than Ministers, know how best to meet the needs of local learners and employers. All those measures are intended to increase the power of colleges to determine how best to manage their affairs in the light of local training needs. I want not just to encourage them to listen to what local people and local businesses have to say, but to be free to act, to respond and to use that information with a minimum of fuss, delay and administrative cost.
This is only the beginning—a first indication of the Government’s determination to deliver on the promises we made to providers when we were in opposition. We are drawing a line under the mistakes of the past and reaching for a better future.
It is true that our debate takes place in difficult circumstances and that the public sector will be obliged to make efficiency savings. It is also true, as I said earlier—I want to be honest about this—that no guarantees can be offered about future funding. With freedom comes a fresh challenge, so as unnecessary compliance costs are reduced, I will be looking to colleges to find efficiencies. They would expect that, as would the House. That will include encouraging colleges to find more cost-efficient ways of conducting their affairs, such as by merging back-office functions and streamlining their procurement processes. If the Government had done that earlier—when Labour Members controlled the purse strings—we could have made more progress to match and beat the performance of the competitor countries to which I referred that have outpaced us on apprenticeships and driven up the skills of their work forces to an extent that we have not. The Train to Gain programme was part of the problem. I know that former Ministers are obliged to defend it, but they know what the National Audit Office said about its dead-weight cost. They know that assessment was too often dressed up as training and that the brokerage service at the programme’s heart was, at best, only a partial success.
Before my appointment as Minister, I was fortunate enough to enjoy a long apprenticeship as shadow Minister. Over those years, I held countless meetings with college principals and visited innumerable colleges throughout the country. Everything that I said in opposition, and everything that I say now in government, has been informed by the views and opinions of the sector. We will continue that dialogue about shaping further education in this country—alongside the needs of business and industry, and combined with the Government’s priorities—in a way that delivers opportunities to a new generation of learners.
The stakes are high. The ability of our economy to adapt to rapidly changing circumstances depends in no small measure on the capacity of workers to adapt. They need to be sure of the promise that new skills and knowledge will lead inexorably to new and better chances in life. My aim—and my commitment—is to make good on that promise for the next generation.
Today, a start has been made, but there is much more to do to build a country with the skills that we need to compete, a country ready to elevate the practical, and a country where learning is valued for its own sake and for its economic, social and cultural benefits: proud, confident learners, colleges free to respond and a dynamic, highly skilled economy—Britain being the best that it can be.
Kevin Brennan
It would be remiss of me if I did not welcome the hon. Gentleman to the House. I also pay tribute to his predecessor—a former skills Minister. I shall talk about the priorities for skills spending later. However, I note that although the current Minister has tried to cut the Train to Gain budget and to trash the programme comprehensively, he has not yet completely abolished it.
I am especially proud of the work that we did in government with the trade unions. Despite Conservative hostility, as even the Minister might admit, we introduced the union learning fund, which is now worth £21.5 million a year. As a result, there are now more than 23,000 union learning reps. They get to the parts of the workplace that other trainers and providers sometimes do not reach, and they helped nearly 250,000 workers into learning last year. Latterly—I give this Minister and the Minister for Universities and Science credit for this—that even won praise from the Minister for Universities and Science for its effectiveness and efficiency. One day, the skills Minister might be able to mention the union learning fund and the trade unions in a speech and get the odd “Hear, hear!” from the Back Benchers behind him, rather than the blank looks that he got when he talked about them today.
The highly successful transformation fund for informal adult learning has also brought about a sea change in people’s perceptions of themselves, and has helped to generate a marked increase in participation, particularly among those in the lower D and E socio-economic groups, and that is a legacy of the previous Government’s of which I am proud.
There was huge investment of over £2 billion in building the colleges of the future, although the hon. Gentleman rightly mentioned the problems with the programme. That programme transformed the places in which people learn. He will have the pleasure, as Minister, of visiting many of those colleges and seeing the transformational impact of the capital investment in our further education colleges that took place under the Labour Government. He may also remind himself that not a single penny was spent on further education capital for colleges in the final year of his party’s last term in office. So there is a substantial platform on which to build, and a clear strategy for the future was set out in the skills White Paper last November.
Mr Hayes
Given the spirit that has permeated our exchanges thus far, and indeed today, I know that the shadow Minister will want to welcome the extra £50 million. He was slightly critical when he said that it was to be taken from revenue and was a one-off, but he knows that that was needed and will be welcomed across the sector. Will he just say a word of welcome for that?
Kevin Brennan
I am always happy to argue for more investment and capital for our FE colleges, but later I may return to the issue of the £50 million and whether, overall, the Department should be welcoming the way in which it has been pick-pocketed by the Treasury over that measure.
As I say, there is a substantial platform on which to build. The skills White Paper, which, as the hon. Gentleman knows, was published last November, set out pretty clearly the skills challenges for the next decade and a clear set of proposals to meet that challenge, including an ambition to ensure that three quarters of people participate in higher education or complete an advanced apprenticeship by the age of 30. Included in those proposals were: the expansion of the apprenticeship system to build a new technical class by doubling apprenticeship places for young adults; apprenticeship scholarships; and the focus of the skills budget on the areas from which future jobs will come. I make no apology for that, although I agree with the hon. Gentleman’s remarks about skills being wider than simply an economic matter. I make no apology for focusing on the areas from which future jobs will come.
The proposals also include: a joint investment scheme with sector skills councils; more national skills academies; skills accounts, to which I think the hon. Gentleman referred; user-friendly public ratings for colleges and providers, to which I think he referred in his written statement today; better skills provision for those on out-of-work benefits; promotion of apprenticeships as a priority in public procurement; reducing the number of publicly funded skills agencies by over 30; and focusing resources on key economic strategic priorities. A strong record of achievement and a clear and widely welcomed strategy for the future—that is the strong legacy bequeathed to the hon. Gentleman as Minister with responsibility for skills in the new Government.
Mr Hayes
I do not want to interrupt the hon. Gentleman too often, and I will give him some poetry, if I get a chance, in a later intervention, but he talks about the legacy that his party left. I just want him to be clear with the House about where the £300 million reductions in
“funding not directly supporting learner participation and lower priority adult skills budgets”
would actually have fallen; that is in the pre-Budget report that his Government published.
Kevin Brennan
I am slightly surprised by that comment, because the hon. Gentleman seemed at first in his speech to be criticising us for making those necessary savings, but later to be saying that we should have made them earlier. I am not quite sure why that suddenly became the point on which he wanted to intervene. However, he can intervene as often as he likes; I am happy to give way to him on any number of occasions, as he knows.
What does the hon. Gentleman propose to do with the strong, powerful and compelling legacy that I have just outlined to the House? First, his Department is cutting by 10,000 the number of university places that would have been on offer this autumn. That is despite him and his colleagues persistently claiming—and actually bringing my colleagues and me to the House, when we were the Ministers, to boast about the fact—that they were committed to, creating an extra 10,000 university places over and above what the Government were committed to through a sort of “buy now, pay later” student loan early payback scheme, which we argued was entirely bogus, and which appears to have been wiped from the collective memories of Government Front Benchers during their coalition reprogramming course.
Perhaps when the Under-Secretary of State for Business, Innovation and Skills, the hon. Member for Kingston and Surbiton (Mr Davey) winds up, he can tell us what happened to the pet scheme to conjure up more student places for free. The Minister for Universities and Science explained in the House on many occasions how it would work, despite our scepticism. Has the Treasury finally explained to him and his colleagues what we told him all along—that it was Mickey Mouse maths and would not work? I think that the Under-Secretary agrees that it is Mickey Mouse maths; he did when he was in opposition.
What else have the Administration done on skills apart from announcing cuts to university places and budgets? They have tried to soften the Department’s pain of being the Chancellor’s whipping boy so far in the £6 billion in-year cuts package by recycling £200 million from the skills budget—from the Train to Gain programme—into additional apprenticeship places costing £150 million, and, as the Minister outlined, into capital for further education colleges of £50 million. The Secretary of State bragged about that yesterday in the Chamber. He tried to give the impression that it was year zero and that he was the first Minister ever to come to the Dispatch Box to announce anything about spending on further education capital and apprenticeships.
On capital, the Secretary of State has been done over by the oldest Treasury trick in the book—converting revenue into capital. He claimed that he kept back £200 million from the package when he is doing no such thing. The £50 million on capital, as the Minister generously admitted in his remarks, is for this year only. The Chancellor has picked the Secretary of State’s skills budget pocket for future years to the tune of £50 million per annum and that should be acknowledged.
The Secretary of State should have made the case for capital separately, if he wanted to make such a case to the Treasury in the spending review. Instead, he has allowed the Treasury to deny the skills budget £50 million a year from next year onwards—in perpetuity—even before the Budget and the spending review. That is a little naive. He has been had and he ought to have known better.
Let us consider the apprenticeships proposal. There are no stronger supporters of apprenticeships than me, Labour Members and the previous Labour Government. No Government did more than the previous Government to rescue apprenticeships from the almost criminal indifference of the previous Tory Government, who allowed apprenticeships to fall to only 65,000, with a completion rate of only a third.
The Secretary of State should be more candid about the proposals. He is not trying to do the difficult, but most important, things on apprenticeships. He is after the low-hanging fruit—and I hope he will think carefully about that—because he hopes to claim a quick victory on apprenticeship numbers. For the benefit of the House and all concerned, let us be clear about what he is doing. Although he tried to give an impression to the contrary yesterday, he is not creating new training opportunities apprenticeships for the youngest and most difficult to place. He is not—as we pledged to do and he must still deliver, unless he wants to tell us that he will abandon the policy; I do not think that he will—trying to create more advanced apprenticeships for young adults. He is not aiming to support a particular number of new jobs. He is transferring funding in the training and skills budget from one form of funding for those who are in work into another—good, but more expensive—form of training, which he knows is overwhelmingly likely to be taken up not by employers looking to take on new young workers who are currently out of work, but by those who will train a smaller number of older workers currently in work than they would have done under Train to Gain.
Now that is fine—it is a legitimate decision for the Government to make—but the Secretary of State should not try to give the impression that the announcement and the programme is likely to result in 50,000 new job opportunities for young people, or even new jobs for older workers.
Mr Hayes
We cannot allow this to stand, can we? I hope that I wear the weight
“Of learning lightly like a flower”,
in the words of Tennyson. I also hope that that learning might inform the thinking of the House on apprenticeships. Of course some of the new apprenticeships will be adult apprenticeships and some will be for young people, and of course some will be about upskilling and some about reskilling, but to suggest that the people involved will simply be those currently taught under Train to Gain is nonsense. The hon. Gentleman knows what the National Audit Office said about that scheme: 25% dead-weight cost.
Mr Speaker
Order. May I say to the Minister that the erudition of his intervention was equalled only by its length? Although it is a joy to listen to his mellifluous tones, I hope that not all such interventions will be of equal length.