Engineering Careers

Debate between Mark Menzies and Nadine Dorries

Wednesday 13th February 2013 Westminster Hall

[Nadine Dorries]

That is a very good point.

[Mark Menzies (Fylde) (Con)]

It is important to note that my hon. Friend is not too old at all: she cares passionately about apprentices and is a very strong role model. In the north-west yesterday, BAE Systems, whose headquarters for military aviation are in my constituency, announced 70 engineering and business apprentices. I know from working with these young people that they are absolutely top quality, and they are the type of apprenticeships to which my hon. Friend refers.

[Nadine Dorries]

My hon. Friend informed me earlier today of the opportunities that are available in his constituency. I know his constituency very well indeed and I know what an excellent MP he is, because I read about him in the local paper all the time—he is my mother’s MP. I know what an assiduous MP he is and I thank him for that intervention and letting me know about the jobs in his area.

One of the key arguments of the coalition Government is that the UK is in an international race in which we are competing with countries all over the world. We know how China, Brazil, India, Japan and other such countries are racing ahead of us in terms of what they offer, how they train people and how they get people into engineering from school, at a very young age. The bar is constantly being raised for UK businesses. John Cridland, director general of the CBI, has agreed with that. He pointed out that international competition is constantly raising the bar and that we need to seek a larger share of the global market. He has also said that he is surprised at how many young people lack basic skills, such as literacy and numeracy.

Even though education spending increased from £35.8 billion to £71 billion under the previous Government, the number of teenagers leaving school without basic GCSEs was, unfortunately, problematic and contributed to the skills gap and the gap in other qualities required for employment. People went to university to study media and other courses they saw as attractive, but behind the scenes some universities were setting up remedial centres to teach students basic reading and writing. Even if we manage to incentivise young people and make engineering an attractive option, that will not get over the fact that some of them might not have the basic maths and other skills required.

I applaud what the Secretary of State for Education has done, not only with education reform and academies, but in the rhetoric he has used in education debates. He is imploring schools and society to realise that we need much more rigorous standards in education and much more reform in the basic, core subjects, such as English, maths and science. We need to show young people that they can achieve in science and that it is an attractive subject that they can master.