Leaving the EU: Fisheries Management

Debate between Michael Gove and Kelvin Hopkins

Tuesday 20th March 2018 Commons Chamber

[Michael Gove]

I enjoyed hearing again a quotation that I had heard a few minutes ago. Repeats from the SNP are quite something. More particularly, however, the hon. Gentleman’s question betrayed a misunderstanding of the principle of relative stability which underpins quota negotiations.

[Kelvin Hopkins (Luton North) (Ind)]

I have suggested several times over the years, including in the Chamber, that only when all the fishing waters of Europe have been returned to their own countries will the fish stocks and fishing industries of Europe be saved, and that the UK must lead the way in that process. Will the Government now publicly urge the complete abolition of the common fisheries policy, which has been such an unmitigated disaster?

[Michael Gove]

My admiration for the hon. Gentleman knows almost no bounds. He is right: the common fisheries policy has been bad not just for Britain, but for fish throughout the European Union. My only hope is that he will not only have an opportunity to see our shared ambition for a Britain outside the European Union fulfilled, but will be able to persuade socialist and progressive colleagues across the European continent to reform their own governance in a way that is genuinely liberating, as he has long advocated.

Oral Answers to Questions

Debate between Michael Gove and Kelvin Hopkins

Monday 9th September 2013 Commons Chamber

[Mr Speaker]

I call Theresa Pearce. Not here.

[Kelvin Hopkins (Luton North) (Lab)]

5. What his policy is on the use of unqualified teachers in schools.

[The Secretary of State for Education (Michael Gove)]

Head teachers are best placed to make staffing judgments in individual schools.

[Kelvin Hopkins]

Under Government changes, more than half of all secondary schools can now employ unqualified teachers on a permanent basis, yet the Tory manifesto of 2010 stated:

“The single most important thing for a good education is for every child to have access to a good teacher. We will take steps to enhance the status of the teaching profession”.

Is it not now clear that the Government are going in precisely the opposite direction?

[Michael Gove]

I am grateful to the hon. Gentleman for giving me the opportunity to point out that the proportion of postgraduate trainees in every subject, including non-target subjects, who have a 2:1 or higher degree, or a comparable overseas degree, has risen in each of the last three years. Teachers in our state schools are better qualified than ever.

Oral Answers to Questions

Debate between Michael Gove and Kelvin Hopkins

Monday 24th June 2013 Commons Chamber

[Kelvin Hopkins (Luton North) (Lab)]

On Saturday, I had the pleasure of visiting a high-tech engineering company in Luton, and it was drawn to my attention, yet again, that we are having to recruit thousands of graduate engineers from abroad every year because we cannot train enough of them ourselves. When are the Government going to take real steps to encourage more youngsters to look for careers in engineering?

[Michael Gove]

Our ministerial team, and, indeed, the superb team at the Department for Business, Innovation and Skills, take every opportunity to encourage young people to consider engineering as a career, but one of the problems we face is that the quality of the teaching of literacy and, in particular, numeracy and mathematics in science qualifications is often not good enough to give ambitious young people the chance to become engineers. That is why we are improving the quality of English, mathematics and science teaching, and reforming GCSEs.

Oral Answers to Questions

Debate between Michael Gove and Kelvin Hopkins

Monday 29th October 2012 Commons Chamber

[The Secretary of State for Education (Michael Gove)]

On 18 October, provisional national and local authority level GCSE results for 2012 were published. The percentage of pupils achieving grades A* to C in English had fallen by three percentage points to 66.2%. The independent regulator, Ofqual, continues its investigation into the awarding of English GCSEs this year, and is now looking into why some schools achieved the results that they had expected while others did not. The final report will be published shortly.

[Kelvin Hopkins]

My hon. Friend the Member for Luton South (Gavin Shuker) and I recently met teachers and head teachers in Luton to discuss the problems involved in the GCSE results. It is clear that some pupils were not permitted to take the sixth-form courses that they had chosen, as a consequence of their results, and that some schools that made strenuous efforts to improve their English results have actually been knocked back. Is that not a disgrace, and should not apologies be made?

[Michael Gove]

I share the concern felt by the hon. Gentlemen. We must wait to see the Ofqual report before we can be more certain about what went wrong this year, but it is clear that there were a variety of factors consequent on the design of the examination, and that we need to take steps to remedy them.

Oral Answers to Questions

Debate between Michael Gove and Kelvin Hopkins

Monday 17th October 2011 Commons Chamber

[Michael Gove]

I am very aware of these issues, and that is one of the reasons we are consulting on replacing the system of funding that we inherited from the previous Government.

[Kelvin Hopkins (Luton North) (Lab)]

Many 16 to 18-year-olds choose to study at a college rather than in a school sixth form, and they are therefore not eligible for free school meals. How and when are the Government going to address that anomaly?

[Michael Gove]

I am familiar with that anomaly; it is a situation we inherited from the previous Government. We are seeking to ensure that funding is equalised between colleges and school sixth forms.

Vocational Education

Debate between Michael Gove and Kelvin Hopkins

Thursday 12th May 2011 Commons Chamber

[Michael Gove]

That is a very good point. It is rather a shame that the view of some Labour Members—which is not shared by my hon. Friend—is that working-class children cannot achieve academic excellence. [Interruption.] I am afraid that that is the view of Opposition Front Benchers. Labour Members therefore feel that this is somehow an unfair and elitist measure, but I think that it is an aspirational measure. My hon. Friend is absolutely right: we need to ensure that all the abilities of all children are recognised, whatever their background. Labour Members need to return to the aspirational educational model that we saw under Lord Adonis, the hon. Member for Huddersfield (Mr Sheerman) and the former right hon. Member for Sedgefield, which was sadly abandoned three years ago.

[Kelvin Hopkins (Luton North) (Lab)]

I welcome Professor Wolf’s report, which has also been welcomed by the Association of Colleges. I note two points in particular: the suggestion that maths and English education should be continued for youngsters over the age of 16 who are on vocational courses and who did not achieve grade C at GCSE, and the suggestion that vocational studies in schools should be limited to 20% of the curriculum, with 80% devoted to traditional subjects. Will the Secretary of State make those statutory requirements, or will they have only advisory status?

[Michael Gove]

On the continuation of the study of maths and English after the age of 16, we will, in the context of raising the participation age, explore legislative and other options to ensure that all children have the opportunity to follow those paths,. On the related question of the 80:20 split, Professor Wolf says that to ensure the maximum chance of progressing along academic and vocational pathways, there should be an academic core up to the age of 16. She also argues that it is a good thing for all students to experience some practical learning. That is not prescriptive; it is a guide, and one of the points she makes is that university technical colleges, which have a longer school day and school week, can have a full academic core as well as a significant additional layer of practical learning on top.

Building Schools for the Future

Debate between Michael Gove and Kelvin Hopkins

Monday 14th February 2011 Commons Chamber

[Michael Gove]

My hon. Friend makes a balanced point. The point I would make about free schools is that in the work that we have done so far, we have established that we can cut significantly—by up to 50%—the costs of providing school places. There is a proposal for at least one free school in Bradford, and it will be considerably cheaper than BSF schools. I hope that he will work with me to ensure that all new schools that are built—whether free, maintained or academy—are value for money and admit students on the basis of social justice and equality for all.

[Kelvin Hopkins (Luton North) (Lab)]

The Secretary of State will be aware that Luton was one of the six authorities covered by the High Court action; the specific school was the Cardinal Newman Catholic school in my constituency. I visited that school on Friday and spoke at length to the head teacher. It is desperately overcrowded and has poor facilities, as is the case with all high schools in Luton. It is not so long ago that Luton had the highest proportion of school-age children in the country. In reconsidering these building projects, will the Secretary of State consider overcrowding and the lack of school capacity?

[Michael Gove]

The hon. Gentleman makes a good case. I am well aware of the problems that affect Luton’s schools. I shall, of course, look closely at the case that he, other Luton Members and Luton’s local authority have made.