Lord Addington
Main Page: Lord Addington (Liberal Democrat - Excepted Hereditary)
Lord Addington (LD)
My Lords, I thank the noble Baroness, Lady Stedman-Scott, for bringing this subject to our attention. It has been a very interesting debate, which has covered a plethora of activity. I agree with her wholeheartedly that early intervention pays. Every single person who has looked at getting the best out of a workforce knows that if you get in early and get your preparation right, you get a result.
The noble Baroness started off by looking at those people who have problems and for whom you need to intervene. She said that the journey starts with school. I would challenge her on that. I think the journey starts with your parents. The intervention starts the minute you have any organised education. Early intervention pays because that is when you can see where you should be intervening and giving that support. Clearly, all the social problems that we have talked about mean that that person is less likely to be employed; more likely to get caught up in anti-social activity and, indeed, the criminal justice system; and less likely to contribute to the well-being and happiness of the nation. That is accepted by everyone. The question is: how do we start to address this?
Having stated the obvious, I will go into what has been suggested. We are talking about our education system. One thing that was referred to again and again was the fact that we tend to pray to certain education gods. The A-levels and university path, the one I went down, gets quite a lot of prayer quite a lot of the time from most of us, because most of the people who make decisions went down it. As the noble Lord, Lord Fink, said, one of the most important observations is, “What I did is right”. We all know that. When our teachers go down this path, they say, “Pray at the same altar I did, because how could I have possibly made a mistake?”
My noble friend Lady Sharp, with her usual forensic analysis, said that we have always failed to address the areas where we have skills shortages. I have been hearing in this Chamber for well over 25 years that at HND, technician level we are underachieving in our skills base. There is no argument about that. It is a very old song. So how do we get to these groups which have been underperforming, traditionally, and get them into the right type of employment to guarantee them a valuable way forward? Unless we start to recognise that there is more than one way to skin this particular cat, we are going to get into real trouble. We need to intervene in the teaching process, because that is where the most intervention is required, and show that there are other ways of making a decent living and giving yourself some status.
We all know what teachers should be doing all the time, and the average teacher could spend several decades in training and not fulfil our requirements. How do we deal with this? There is a very good case for at least doubling the length of teacher training. I would like far more recognition to be given to special educational needs, and I will be bringing this issue to your Lordships’ attention in the future. If you do not know how to intervene and get your message across, you will always be at a huge disadvantage, no matter how willing and able you are. If you spend time on catch-up, the good will follow; those who follow the herd will follow, if you do it properly; the rest will slip away. A teacher should not have to be a saint; they should merely be competent at their job. The vast majority of us, when doing our jobs, are doing what is required of us. How do we educate teachers to take these options?
A less prayed-to idol, but one that is definitely improving its status, is apprenticeships. Everybody thinks apprenticeships are wonderful. I have spent a lot of time pointing out that they miss out on, for example, support for those with special educational needs. I raised a case involving dyslexia, and I faced huge resistance in trying to change the structure of this new shiny thing which was going to answer all the problems.
We still have not got it right. There is still not enough intervention to bring in the groups who are most likely to be linked and who are most likely to acquire those skills. So how do we bring them together? How do we have a coherent strategy of investing in further education to make sure we enhance our workforce? First, we need to make sure that those who are making the decisions have the skills to intervene and offer encouragement. If you intervene you may well, as the noble Baroness said, stop people thinking that activities such as gaining qualifications are “not for people like us”. Returning to my prayer theme, we pray to the value that “people like us do this; this is what we do”. Normal economic activity is not about passing exams and getting qualifications; it is not about even turning up to regular employment. We have to break into that idea, and we can only do it with a decent skills base in our educators, no matter which sector they come from. We must invest here.
The special educational needs group pulls all these factors together. Unless somebody tries to remove you from that group, your problems are going to be intensified considerably. We must always try to intervene. We were given a wonderful example of how the criminal justice system affects not only the criminals but the victims. That is something we often forget and I congratulate the noble Baroness for raising that issue. We have to start educating people to pick out the groups who find themselves gravitating towards this situation. Middle-class dyslexics, for instance, get support and help and often end up going to university. If you know how to identify the support which is out there and which we have provided over the years, you are fine. If you do not—I am talking about the social groups at the bottom—it all gets that little bit darker and difficult, and it looked pretty difficult in the first place. Breaking that expectation of failure is probably the most important bit. We are not going to achieve this unless we invest across the board in education. Further education provides a wonderful way in, because it does not have the “them and us” divide to anything like the extent of A-levels and university. It is just more accessible.
As many people have said, we should not be looking at this as an either/or situation. In a perfect world, these elements should come together. We are a long way from perfection, but let us aim for that anyway. Unless we get better education for teachers and lecturers in further education—which means continuing training after identifying the strategies to be put in place—we once again guarantee failure. The further education sector was fine for my own disability group, dyslexia, but now there are major structural problems because the group has not been identified.
So we have all identified a series of common goals. Unless we start to communicate more about what this pathway should be, we are always going to go back and forth, blaming one another for the last failure. To take my religious analogy slightly further, the idea that academies will solve everything is a fallacy. They will not because they are still schools, and they still have teachers who have to be trained. You may get an improvement and the shock of change, but ultimately they are still just schools, and once they get all the problems, they will have to deal with them. We are going to have to work with them. They will still have to make sure that they are achieving not prestigious outcomes for people, but putting them into further education to succeed.
Can we do this? Can we recognise that we should co-operate? We can. Oddly, we had a wonderful example from the Government of everybody at least acknowledging the idea of communality and that various factions should talk to each other. It is called sport. Read the sport consultation paper. It is wonderful. We get dozens of different departments all saying they have a part of the solution. I am not holding my breath to see if they actually do change their behaviour and co-operate. “Change the way we do things? No. We have said it is important. That is enough.” I have a nagging suspicion that is where we are, but we should at least start to think about co-operation in education and certainly within further education. How do we support one another? How do we have that coherent approach? It takes a lot of talking and a lot of communication to bring things together but unless we do, we will ultimately fail and we will go back to having little miracle solutions which will run into the ground and then get resurrected, with other miracle solutions working against them. We really should start to talk to each other more and stop shouting.