Education, Skills and Training

Marion Fellows Excerpts

Wednesday 25th May 2016 Commons Chamber

[Marion Fellows (Motherwell and Wishaw) (SNP)]

I am grateful for being allowed to speak during this debate on the Queen’s Speech. It was a one nation speech, and I will be speaking mainly about my nation, Scotland, and my hopes to improve legislation here. This is a UK Parliament, I am elected as a Member of a UK Parliament, and—for the benefit of Government Members—I come from Scotland.

There are many things to welcome in the Queen’s Speech, but many more things could be improved on given our experiences in Scotland. It would appear that the Secretary of State for Education’s U-turn is complete and that there should be no forced academisation of schools in England, which is good. However, I have heard it rumoured that cuts to local authority education resource funding might mean that authorities do not have the cash that helps them to improve school services in their areas and that that would lead schools to become academies anyway. No proof has been provided that academisation improves educational attainment—I did not say that; Michael Wilshaw said that. The free schools model came from Sweden, where it has now been decided that such schools are a political failure. I am glad that we have neither academies nor free schools in Scotland.

Turning to the Higher Education and Research Bill, which is mainly for England, it at least has the laudable aim of improving access to higher education, which should be welcomed across the United Kingdom. However, I find it difficult to believe that widening access can actually happen under a Government that have systematically cut funding to poorer students since 2015 and before. Maintenance grants are being abolished. Disabled students’ allowances are being cut. The National Scholarship Programme has been abolished. The educational maintenance allowance, which helps poorer students in both schools and further education, has also been abolished. How can such students possibly move on and access higher education if they are crippled by debt? In England, the number of part-time students has been reduced by 38%, and there are 180,000 fewer mature students in higher education since 2010. As a former further education lecturer, I find that unconscionable. Mature students bring so much to higher and further education, so it is impossible to understand why any Government would want to reduce their chances.

In Scotland, we do not charge fees. We still pay the education maintenance allowance. We actively encourage students to move forward in higher education. We do not simply ask universities to publish information on the types of students from deprived backgrounds who are accessing their services; we have actually legislated that universities must show that they are improving access for our most disadvantaged students. That is an absolute must, and I encourage the Government to look at what Scotland has done. It is important that they not only ask, but tell universities to encourage people from BME backgrounds, disabled people and those from the most disadvantaged backgrounds.

One reason why many disadvantaged students do not go to university is the cost. In Scotland, we believe that students should access university based on ability, not the ability to pay. My right hon. Friend the Member for Gordon (Alex Salmond) has had that sentiment carved into a rock in Edinburgh at Heriot-Watt University—my alma mater. It is a subject with which the majority of people in Scotland totally agree.

[Jenny Chapman]

I am listening carefully to what the hon. Lady is saying, but before she gets too smug, will she promise to go away and read the Social Mobility and Child Poverty Commission’s report on elitism in Scotland?

[Marion Fellows]

I most certainly will, but I remind the hon. Lady that the First Minister, who has been re-elected on a huge mandate, has put education at the heart of her Government and has asked to be judged on her progress.

Many people in England, Wales and Northern Ireland would agree with me that university fees are a huge barrier to higher and further education.

[Rebecca Pow]

I have great respect for the hon. Lady as she has taught within this system. However, it does not seem like a good one nation system, because if my son were to go to university in Scotland, not only would he have to do a four-year course rather than a three-year one, but he would have to pay whereas his Scottish colleagues would all be going for free.

[Marion Fellows]

If Scotland was independent, that would not happen, because we would be members of the European Union. So the answer is: give us our independence.

Although I welcome a lot of what is in the Bill, it is important to say that encouraging mature disadvantaged people to go to university only increases the standing of any country within the UK. Everyone from across the Chamber should agree with that. Education does not just benefit the person who gets it. I stand here as someone who went to university in 1967, at a time when women did not go to university and when women of my background did not get a chance; I had very far-sighted parents who actively encouraged me to make the best of what I could. As a result of that, I have been able to contribute back to Scotland greatly. As I have said, I ended up working in further education. I do not want to name names, but for someone in this Chamber to say that education benefits only those who get it is a total piece of nonsense.

[Seema Kennedy (South Ribble) (Con)]

I totally agree with the hon. Lady that having more and more of our fellow citizens in higher education is good for the whole nation, which is why we are here to promote that. Does she therefore welcome the fact that the proportion of young people from disadvantaged backgrounds in higher education has increased from 13.6% in 2010 to 18.5% in 2015-16?

[Marion Fellows]

I welcome any increase in access for people from poorer backgrounds, but I do not think accessing education should come at the risk of being in debt for the remainder or quite a long part of someone’s adult life.

The National Union of Students in Scotland and in England has said that it is really likely that higher education fees will rise yet again here, and that just underlines my point.

[Michelle Donelan (Chippenham) (Con)]

I listened with great interest to what the hon. Lady has been saying. The points she is making are all well and good, but I wish to ask one simple question: where would the money come from if the fees were taken away?

[Marion Fellows]

Government is about choices. May I suggest that the Government get rid of Trident and plough the money into education? That is a simple choice, and it is the obvious choice for me. It may not be the obvious choice for Conservative Members, but there are other things that can be done. Being in government is about choices and this Government need to look at the choices they are making by increasing the likelihood of higher fees for university students.

Let me discuss another of the Bills in the Queen’s Speech—the Children and Social Work Bill. The Chair of the Education Committee has alluded to the fact that our Committee has a report under commission, although it is not yet ready to be published and so I have to be careful about what I say. A former report examined the situation of looked-after children and their mental health needs, and that was quite an eye-opener for me. Everything I do on the Education Committee tends to be an eye-opener, because a lot of what I do I do not understand until I have gone through the process of writing a report with the Committee, as I am dealing with a totally different situation. In Scotland, we have a system for looked-after children, and all children in fact, called “Getting it right for every child”. Our system is very child-focused and is based on an understanding of the wellbeing of the child. It tackles inequality and—[Interruption.] Sorry, I realise that I have run out of time, but thank you for allowing me to speak, Madam Deputy Speaker.

[Several hon. Members rose—]

Schools White Paper

Marion Fellows Excerpts

Wednesday 13th April 2016 Commons Chamber

[Marion Fellows (Motherwell and Wishaw) (SNP)]

I stand here as a member of the third party in this House. We will be abstaining this evening, on both the motion and the amendment. However, I am a member of the Education Committee—I sometimes feel that I have international observer status—and, on that basis, I would like to make a few points on the White Paper.

I was very interested to read in the White Paper that the national curriculum will become a benchmark, hopefully to be exceeded. I find that difficult to understand. When we did our report on holocaust education, we found that it is supported by the Government but not required to be taught in all schools. I find that quite strange. I wonder how far that will pertain if the elements of the White Paper go ahead.

Another interesting part of my work on the Education Committee involved having private discussions with teachers and their representatives on how to attract and retain teachers, which is a very large problem in England. I fail to see how having six years of what is perceived to be forced academisation will help to attract and retain teachers, especially if, as can happen in academies, terms and conditions will not be national, in the sense that I understand it from Scotland.

I find it strange that the forced removal of local authorities from schooling in England, against the wishes of local authorities, parents, governors, trade unions and others, will go ahead, and that the Secretary of State can match giving them new responsibilities with taking away any control they have over what happens in schools.

I also find it interesting, from an international perspective, that it was the Chancellor of the Exchequer who brought this matter to the House in the first instance, followed shortly by the Secretary of State’s White Paper. The Chancellor always makes me think of costs, and I am concerned for English schools, pupils, parents and everyone involved, that the cost of academisation will take away from money spent on teaching children. That is a really important point. I have a background in further education in Scotland so I know that change costs and that focus can sometimes shift.

Finally, the Department for Education is currently unable to present its accounts because of the problems involved in consolidating academies’ accounts with its own. If the academisation of all schools goes ahead, that will create further issues and problems. I think that any delay in publishing accounts for any Government Department is a delay in public accountability.

I realise that this is a very passionate and forceful debate on both sides of the House. I wish all Members well in it, but I will not be taking any further part.

Further Education

Marion Fellows Excerpts

Wednesday 18th November 2015 Commons Chamber

[Carol Monaghan]

The number of young people not in education, employment or training in Scotland is even lower still.

There have been challenges in the college sector in Scotland. That was necessary to produce a sector that focuses on employability. In the past, courses were over-subscribed. Young people subsequently flooded the jobs market searching for positions that simply did not exist. We do not want to serve our young people badly by allowing them to waste several years of study only to be thrown on the scrapheap at the end of their course.

[Marion Fellows (Motherwell and Wishaw) (SNP)]

Does my hon. Friend agree that a lot of good work is done by colleges in Scotland in cases of mass redundancies? Under PACE—Partnership Action for Continuing Employment, the Scottish Government’s partnership on access and employability—Scottish colleges play an important role and are mandated to do such work on employability and retraining.

[Carol Monaghan]

Absolutely. I agree 100% that colleges in Scotland serve not just young people, but a wide sector of society.

The Scottish Government are determined that young people should leave college with the skills that employers want, so the right thing to do is to prioritise full-time courses for recognised qualifications to match true market need. In 2013-14, there were nearly 120,000 full-time equivalent college places in Scotland, exceeding every target since 2011.

[Marion Fellows]

Does my hon. Friend agree that further education provides a valuable second chance for adult returners, especially women, who did not achieve at school?

--- Later in debate ---

[Neil Carmichael]

It is absolutely right that we need to increase the number of STEM courses, as is happening in mainstream education. We need more young people taking STEM subjects, as it is central to our long-term goal of increasing productivity.

Is it wise to allow students and pupils to stop taking maths post-16? We must put that critical question on the table. There is an argument to be made about a post-16 national baccalaureate that contains maths, English, and either technical or further academic study, and it would help the FE sector generally if that option were brought to the table. As a country we have a big problem with maths, because we do not have enough people who are capable in that subject.

[Marion Fellows]

On comparators and looking abroad and at other places, does the hon. Gentleman agree that as a member of the Education Committee I can help by providing information and background on further education and other education sectors?

[Neil Carmichael]

I am often acquainted with the Scottish view. It has its merits, but I will not address that issue further because I have only 58 seconds left. The National Numeracy charity is rightly concerned that we have a problem with numeracy in the adult population, 78% of whom scarcely reach level 2. That is not a good commentary on our situation, and we must improve it. It is right that the FE sector tackles maths, but it is worth asking whether that should be done through repeated attempts at GCSE retakes or through some other form of numeracy measurement. In short, we need an innovative FE sector that is clearly and properly led, that engages with the world of work, and that considers new ways of delivering the courses, assessments and awards that are so necessary for our young people today.