Education (Careers Guidance in Schools) Bill

Lord Baker of Dorking Excerpts

2nd reading
Friday 4th March 2022 Lords Chamber

[Lord Baker of Dorking (Con)]

My Lords, I begin by congratulating Mark Jenkinson, the Member of Parliament for Workington, for introducing this Bill. I know him well because in his constituency there is a university technical college on the north-west coast near Sellafield, which is now the most successful school in Cumbria. It is probably the most successful school in the north of England, as 70% of last year’s school leavers became apprentices and the rest went on to university or got a local job. The college has been outstanding. He knows how important it is for children to be given an alternative to the very narrow academic education, with the eight academic subjects that they now have in schools. Children have to be aware that there is another world out there with a lot of opportunities.

I am afraid that this debate could not happen in Russia because we have not come here as a servile body to lavish praise on the Government and to say how wonderfully they have done on career guidance over the last 10 years. The record has been dismal and bleak. Why do I say that? It is not a casual, careless argument. In 2010, when the Conservatives became responsible for education, there were more than 100,000 apprentices aged under 19. In 2020, it had fallen to just over 50,000. That is failure, not success.

I draw the attention of the Minister to the excellent report from the Select Committee on Youth Unemployment, chaired excellently by the noble Lord, Lord Shipley. Figure 21 in the report shows the number of apprenticeships over the last 10 years; it shows that, as I have just said, there were 100,000 apprenticeships falling to lower than 50,000.

We were also very concerned in our report about how to improve the information going to disadvantaged children. Children who live in the leafy suburbs with grammars schools do not require that sort of guidance but children who live in disadvantaged areas and are now restricted by this very narrow academic curriculum need advice, guidance and help.

We were very disturbed to find that in many disadvantaged areas there were very high levels of youth unemployment. The general level of youth unemployment among NEETs is about 9%. We analysed youth unemployment in various boroughs in the West Midlands. I refer the Minister to figure 22 in the report—not immediately, but later. The general level of youth unemployment is 9%, but we found that in Sandwell, it was 20%, in Wolverhampton it was 19%, and in Stoke and Birmingham it was 18%. In those areas, knowledge of alternative study and changes in career prospects are just not getting through, quite frankly.

I now come to the Baker clause. I do not talk about a Baker clause on the grounds of vanity or reputation. When you are 87, vanity and reputation are really all in the past. I introduced the Baker clause only in order to get a good message over to youngsters in schools of the alternatives available to them apart from eight narrow academic subjects. I persuaded the Government three years ago. Unfortunately, they decided to do the drafting themselves and did not make it workable.

I suggested that they ought to make a duty on schools to have a meeting to explain—first to the 12 and 13 year-olds, then to the 14 and 16 year-olds and then to the 16 and 18 year-olds—all the alternative provision that is available from, for example, apprenticeship providers, FE colleges, independent sixth-form colleges that have very practical A-levels and not the academic ones, and university technical colleges.

They said that the Minister would issue advice and the schools would follow. The Minister issued advice and nothing happened at all. When we approached the schools they said that they were sorry, they could not arrange the meeting, they were too busy or could only have a meeting one Friday afternoon in July and things like that. It has been completely inoperable for the last three years. The Government have done nothing about it until now. They said they were going to consult on it. You do not need to consult on a really simple subject like that. You just have to make up your mind and act.

When UTCs applied to schools to go in and talk to their students, we were fobbed off. We were told not to appear. When we complained to the Government, again they did nothing. They did not approach the schools; they did not reproach the schools and tell them anything—they did nothing. They said they would go out to consultation. You do not need consultation on a simple subject like this.

Now, we will have the debate on the Baker clause when the amendment comes back in the next fortnight or so to this House. Again, I suggest to the Government that they have got it wrong. What they are saying now is that all the schools have to do is to produce one meeting. I am conscious of the time, but time is not a problem; people are not speaking and no one has spoken for five minutes so far, so the Whip may relax.

The current clause says that only one meeting should take place in each of the three years. On the evidence, I want three meetings, but it is being said that everyone would have to have nine meetings. That is completely wrong—it is false news. I want three meetings, with 12 to 13 year-olds, 14 to 16 year-olds and 16 to 18 year-olds. We will debate that later.

I will briefly quote some things from our report. We listened and talked to lots of unemployed people in the north-west, Nottingham and London. A young person said,

“when I was in school in Year 11 apprenticeships were not really spoken about, I didn’t know anything about them. Even now I don’t really hear a lot about them. I only first heard about them at the time I applied for one”.

This is the ignorance that children have when they leave school today. It is very evident in our report.

We also recommend that Ofsted should not give “outstanding” to any school that does not have a proper career advice policy and implementation. These are the sorts of recommendations that I hope the Minister will warmly support when she answers our report, otherwise we will just sink backwards. We must make progress in this area and not depend on the failure of the past.

[Lord Addington (LD)]

My Lords, it is rather daunting to follow the noble Lord, Lord Baker, who has been described today as the don in this field of career education by someone on his own side. I have not disagreed with him much on this subject and I do not think I did at all today. He says he does not care about reputation, at the age of 87; I think we will use his reputation when he reaches 88 and 89 to try to put some pressure on the Government on this.

The Bill is a good but small thing. It takes a step forward and deals with some of the historical anomalies and oddities of academies that we are constantly dealing with. The noble Baroness, Lady Morris, is absolutely right about the attitude, “We cannot do this because it is an academy”—but this is supposed to be a universal education system. We go back and forth on this all the time, and a Bill that at least sets that precedent—regardless of its primary purpose—is taking a step forward. Mark Jenkinson, who is watching us very astutely from just outside the Bar, may have set a precedent he did not look to set.

On making sure that there is more advice on careers guidance, I am struck by one thing: you really cannot start talking about this early enough. The term “careers guidance” might not be right for primary schools—“lifestyle choices” might be better—but I am reminded of what the noble Lord, Lord Lucas, said about conservative changes: if something is already there, at least people will have a rough idea of what you are saying. We can spend our entire lives reinventing the wheel; if we want to make some small changes, we might get a term that we know and then slightly adapt it. Stereotype-breaking is essential, to make sure that people actually know what is going on.

This is a very odd time; now, we have to get people not just to aspire higher but to think laterally. The level 4 and 5 executive shortage in our country, which was probably done no favours by saying that everybody should go to university to get to level 6, so they then have to de-skill in certain subjects, has been going on for decades and has been made slightly worse. We must think differently. That means we need informed people not only giving information but interpreting it. Those who made that point were right—“Here is a list of facts; read down the list”, but what do the facts mean? What are the options? What steps do I take, and what support is there to enable me to take them?

I had a nagging suspicion that I would end up agreeing with everybody; I discern that I will clearly have to read my noble friend Lord Shipley’s report, and not just the executive summary. I am not sure I should thank him for that.

[Lord Baker of Dorking (Con)]

We have made it very simple to read by having lots of illustrations. There are about 30 illustrations, which is very unusual for a Select Committee report, because we thought that now people—particularly with all the government press conferences—look at charts and understand the issues very quickly. It will not be too demanding for the noble Lord to look at the pictures.

[Noble Lords]

Oh!