English Baccalaureate: Creative and Technical Subjects

Lord Young of Norwood Green Excerpts

Thursday 14th September 2017 Lords Chamber

[Lord Young of Norwood Green (Lab)]

My Lords, I, too, congratulate the noble Baroness on securing this debate. We share an interest in this area, and I like to think of her as a friend as well. I declare an interest as chair of the governing body of my local primary school. I have been on the governing body for a while, but as there was a vacancy, I thought I would try my hand at chairing it. It has been an interesting challenge. I was reflecting on the point made by my noble friend Lady McIntosh about the importance of the arts when watching a recent school play in which about 100 young children took part. They were singing and dancing in a production written and devised by a previous deputy head, who still comes back to the school to produce it. It brings joy to the heart to see those children, and you just hope that when they transfer they will not lose that joy in artistic creation. Surely that should be part of our aims and objectives.

What are the Government’s objectives? They are clearly set out in their consultation response and reflect the manifesto ambitions. They include that 75% of year 10 pupils in state-funded mainstream schools start to study for GCSEs in the EBacc combination of subjects by September 2022 and that 90% of them do so in 2025. I looked at the opening paragraph of the statement by the Minister for Education and I like it. It says that we need to become a great meritocracy and,

“need an education system which ensures that everyone has a fair chance to go as far as their talent and hard work will allow. We need to remove the barriers that stop people from being the best they can be, and ensure that all children are given the same chances through education to succeed”.

Who could quarrel with that in its broad thrust? However, we have to ask whether the EBacc approach creates that kind of meritocracy. If we examine it, I do not think it does. That is the problem. It is all focused on narrow, academic achievement leading to a degree qualification. It is what I call a shoehorn approach, predicated on the view that the vast majority of pupils—90%—will benefit from the EBacc as one size fits nearly all. I do not often differ from the noble Lord, Lord Baker, but when he used the phrase “bright children”, I worried a bit because it made me think that perhaps the rest of them are not so bright. I know he did not mean it in that context, but my quarrel with it is that it assumes that all children develop in a similar way, and we know that they do not. It is not a question of whether they are academic, but sometimes they will develop more slowly and sometimes they will have a different range of skills and talents. If we are serious about developing an education system that will be a genuine meritocracy and will release all those talents and skills, we must make sure that this is the right approach. I think it is too narrow, and I disagree with the noble Lord, Lord Lucas, that we should make the pie higher. It is just too narrow. I hope that the Minister will reflect on this debate.

As my noble friend Lord Knight said, it is not what all employers want. It is not just about qualifications. There are other essential skills—I always bridle when I hear people talk about soft skills as they are not soft skills; they are essential skills—such as the ability to communicate, to work as part of a team, to create, to problem-solve, to learn in a workplace environment and to participate in lifelong learning. Are we to assume that if you are not part of the 90% taking EBacc you have failed? I do not think that is what the Government believe or intend but, I was somewhat surprised to see no mention of apprenticeships or the Government’s much-heralded T-levels in the Government’s consultation response. I assume that the target of 3 million apprenticeships during this Parliament is still an objective. If we look at the demographics of a number of key industries—they have already been cited here today, so I am not going to go through them again—we know we are going to need huge numbers of high-grade technicians and a lot more people in the creative and arts environment because we know how important it is to the economy. We surely want them to go down the apprenticeship route, starting at 16, 18 or whenever. That is essential, with the added bonus that apprentices can earn while they learn and enhance their job prospects.

Nobody has mentioned the B word during this debate, and I hesitate to do so, but whatever happens, whether we get a hard Brexit or a soft Brexit, one thing is for sure: we need more of our own home-grown skills. I have never understood where the academy for Polish plumbers is, but it must be bloody—pardon me, very—successful in the numbers that it turns out, and now there is a Bulgarian academy as well. I say that not really in jest because there is a genuine need to ensure that more young people take on these skills. I thank the Edge Foundation for the document it produced. I am going to cut short some of the points in it because I have not got time, but it makes a point about the decline in design and technology, and the Government need to take that very seriously. The document notes that Alan Milburn’s Social Mobility Commission recognised that,

“there is a risk that an inflexible EBacc will disengage some children. There is some evidence from Germany that a more academic curriculum resulted in an increase in disengagement with school and an attendance drop off”.

The good news is that on page 16 of the Government’s response, they recognise that there are alternative educational routes which do not need to apply the EBacc formula and assessment. I hope they will answer the question asked by the noble Baroness, Lady Stedman-Scott, about what they are going to do with UTCs, studio schools and so on. I hope that they will recognise that there are alternative educational routes leading to very good careers.

How can we measure success? We can measure it when young people have real choice in education and career paths—all young people, including those who perhaps have been statemented, those who suffer either physical or mental disabilities—and when vocational education is seen as a valid choice that may eventually lead to a degree. Perhaps, in the final analysis, we would be able to see the numbers of those who are not in education, work or training come down to a minimum. That is when we will be able to say that we have succeeded.