Institute for Apprenticeships and Technical Education (Transfer of Functions etc) Bill [HL]

Lord Hampton Excerpts

2nd reading
Tuesday 22nd October 2024 Lords Chamber

[Lord Hampton (CB)]

My Lords, as ever, I declare my interest as a teacher in a state secondary school in east London. I thank the organisations that briefed us—there were a lot of them. I also congratulate the noble Lord, Lord Beamish, on his excellent speech. I have to admit that I am rather sad not to be congratulating the noble Lord, Lord No Place—but that was maybe a good choice.

This is an interesting one. We get very little detail in the Bill, so this debate is more about a wish list than talking about the Bill itself. Through the Bill we get Skills England and its utopian dream: stronger, flexible, nimble, swerving, agile, breaking through barriers. This is less of an arm’s-length body and more of a job description for an England rugby fullback.

So here is the first question the Minister might like to answer. According to the Association of Employment Learning Providers:

“The remit of the IfATE had become bloated and not fit for purpose”.


Given the larger remit of Skills England, how will it remain nimble? Now that so much power will be vested in the Secretary of State, how is this agility going to work? I am not being flippant when I ask: does the department have the skill set for this new agile way of working?

As my noble friend Lord Aberdare quoted, in its first report Skills England said that over a third of the vacancies in 2022 were the result of skills shortages. It said that the qualifications landscape for employers was “opaque”; that, for learners, career paths were “not sufficiently clear”; and that the current skills system was not always equipping learners with the necessary skills.

There is work to do; we need to go back to fundamentals. We must not confuse skills with knowledge. Skills are practical abilities developed through practice and application. The knowledge-rich curriculum in schools has been to the detriment of skills. For too long, we have concentrated too much on getting the best maths results this side of Mars, while downplaying skills that employers want and need. By prioritising mathematics and engineering, the Government sought to boost innovation and competitiveness, but neglected the very sectors that have made the UK a cultural powerhouse: arts, music, design and literature. Obviously, an ability in maths and English is important, but not to the exclusion of everything else. The Empire is gone; there are no jobs for life.

As a teacher, I am constantly amazed that students can name every god in the major religions but cannot use Microsoft Office. Designing and populating a spreadsheet should be part of the basic maths taught in primary school. Every student should leave school having started at least one business, and I commend the work of Young Enterprise in this field. Every student should have the skills to build healthy work, social and sexual relationships, and again I urge the Minister to look at the work of the charity Tender if she does not know it. These are some of the many reasons why every child should be in school. Maybe by making the curriculum more relevant, we could tempt the abstainers and their families back into the fold—it might also be fun to teach—otherwise, I have no idea where the thousands of new teachers will come from.

I welcome the recent government Statement on the British film industry:

“Britain is open for business, and creativity is … at its heart”.—[Official Report, Commons, 9/10/24; col. 317.]


That is great news given that successive Governments spent time downgrading creative subjects.

Can we say goodbye to Ebacc and Progress 8, which penalise schools and give them no credit for large amounts of high-performing creative subjects? Can the Minister expand on an answer she gave during Oral Questions earlier this afternoon, when she said that the “curriculum and assessment review” would be “creating space for … creativity”?

Qualifications are a mess. Apparently, Skills England will intervene “sometimes” in the award of technical qualifications. Clause 8 means that Ofqual may not decide whether there may be an accreditation requirement for approving technical education. Can the Minister explain the high-stakes qualifications and the specified technical education types? I am afraid that I still do not understand them.

I am member of the APPG on T-levels and I have chaired a conference on them. Time and again, we hear that they are too technical and that schools and colleges are struggling to find meaningful relations with industry. The Minister said in an answer yesterday that T-levels would be beefed up—great gung-ho language. Does she have more detail of the beef to be applied? I have taught both the unloved BTECs and V Certs, and friends of mine have taught unteachable V Certs. What will happen to those lower qualifications?

According to the CITB, each year 58,900 people either on a construction apprenticeship or an FE course fail to achieve their qualification or immediately progress into construction employment on completion of their qualification. The main reasons for this training wastage are the limited focus, the lack of alignment and the limited agility of the education system to meet construction employer skills needs, which are primarily at level 3 and below. Ultimately, this leads to low apprenticeship completion rates and unacceptable FE outcomes for the industry. The Minister mentioned the short qualification reform review; can she say how that is going?

Overall, this Bill is to be welcomed. Skills England talks a great fight, and if it can truly deliver the skilled workforce that this country so desperately needs, it will have achieved something monumental. However, this Government need to be brave, for Skills England can thrive only in an education system that is as agile and relevant as Skills England itself.