Oral Answers to Questions

Debate between Michelle Donelan and Ben Howlett

Monday 6th February 2017 Commons Chamber

[Michelle Donelan (Chippenham) (Con)]

7. What steps her Department is taking to improve social mobility through education.

[Ben Howlett (Bath) (Con)]

11. What steps her Department is taking to improve social mobility through education.

[The Secretary of State for Education (Justine Greening)]

We want to see an education system that works for everyone and that drives social mobility by breaking the link between a person’s background and where they get to in life. We are delivering more good school places; strengthening the teaching profession; investing in and improving careers education; transforming technical education and apprenticeships; opening up access to universities; and focusing effort on areas of the country with the greatest challenges and the fewest opportunities, through opportunity areas.

Higher Education and Research Bill

Debate between Michelle Donelan and Ben Howlett

2nd reading: House of Commons & Money resolution: House of Commons & Programme motion: House of Commons & Ways and Means resolution: House of Commons
Tuesday 19th July 2016 Commons Chamber

[Ben Howlett (Bath) (Con)]

It is a pleasure to follow the hon. Member for Sheffield Central (Paul Blomfield)—I should call him my hon. Friend—who is the chair of the all-party parliamentary group on students. I am the vice-chair, and it is a pleasure working with him to champion students across our country. I agree with some of the points he made.

I congratulate my hon. Friend the Minister on continuing in his position, on his work over the past year in championing the Bill, and on engaging with the sector more than any other Minister for Universities and Science. That is to his credit and to the credit of the Secretary of State, who spoke earlier. It was great to see her on the Front Bench.

When black people and people from lower socio-economic backgrounds struggle to get on in life, the Conservative party has a responsibility to put our country together again and focus on unity. All the key components of that one nation narrative can be applied coherently to the Bill. We have a responsibility, as I have seen in conversations with my hon. Friend the Minister and when reading the Bill, to ensure that those who have not necessarily had the best start in life can get on. That is a deep Conservative message of aspiration.

My parents never went to university; I was the first one in my family to go. My father was the breadwinner and my mother was disabled. In the 1980s, my parents aspired to become a middle-class family by saving up enough money to get me and my brother through university. Now my brother is a doctor and, well, I am here. That is a great testament to my parents and their determination over the years. As a new MP, I want to enable others in my constituency to follow their own dreams. That is why I rise today in wholehearted support of the Bill.

The changes to the higher education system in 2011 aimed to improve the student experience and the teaching they receive. On the whole, the changes have improved the higher education system, encouraging more students to go to university and improving social mobility. It became clear, however, that the regulatory system did not match what students wanted. There is a need to create a body to check that universities are using the increased funds to improve teaching and resources.

The opportunity to gain a degree in a subject you enjoy or that will help to get the career of your dreams is important for so many in the United Kingdom. The experiences gained in one of our higher education institutions, whether at the age of 18 or as a mature student, are invaluable and often changes people’s lives. I am pleased that a record number of students are going to university as a result of the cap being lifted, with them taking the opportunity to advance their minds as well as themselves. However, these students must be the focus of the university. This long-awaited Higher Education and Research Bill will put students at the heart of the regulatory system. The office for students will be able to monitor and improve institutions. It is set to be full of experts in the field, who can judge the quality of teaching being given by universities.

I am proud to represent a city that has two world-leading universities: Bath Spa University and the University of Bath, which is ranked one of the best universities for student satisfaction year-on-year. I do not want other MPs to try to take that accolade away from us, but good luck. I am concerned, however, about my young constituents who travel elsewhere and do not necessarily get a teaching experience comparable to the fees they end up paying.

Going to university is a big financial investment and students need to be safe in the knowledge that there is a body to ensure that they receive excellent quality teaching that will set them up for a superb graduate life. The new framework and the office for students will monitor teaching quality and provide broad ideas about how best quality teaching can be achieved. This will be done without telling an institution how it should teach or assess or what content should be in their courses. That independence for universities is crucial, as it means they can maintain the individual flair that attracts students, while providing excellent teaching. The new scrutiny will provide an assurance to students about the excellence of the teaching they will receive, and that they will have the skills that employers are looking for. In the west of England, the G4W group of universities is working closely to ensure that businesses and universities work together to deliver skills in the interests of our regional economy. That example will be improved and enhanced across the rest of the United Kingdom as a result of the framework in the Bill. I hope other areas of the country, with their devolved settlements, will be able to deliver just that.

I want to turn to the teaching excellence framework, the measure by which the teaching quality of universities will be assessed. The new framework will finally bring together teaching in line with funding for research, as teaching funding will be linked to quality, not just quantity. That is important, as it prevents universities from focusing too much on mass, often sub-par education, and ensures that those they invite to study are their priority. I have to admit that when I speak to students up and down the country—this has been the case since 2011—many student bodies and student union organisations say time and again that fees have increased but the quality of education and teaching has not necessarily increased with them. That has been a great frustration for students.

It is important that the Government make it clear well in advance what makes a good course value for money, so that universities can tweak their current practices using the guidance provided. It will be difficult to measure such different styles, even across the leading universities, but I urge the Government to come up with a coherent, easy-to-understand set of qualities and priorities that universities can install, so that they can be confident of receiving the highest quality rating. I hope that in Committee we can focus on the quantitative, not just the qualitative side, which obviously has come up several times, and which no doubt the Minister will talk about when he sums up.

The university quality rating will be an invaluable tool for prospective students choosing between the hundreds of higher education institutions across the country. Alex Neill from Which?, an organisation that exists to promote consumer choice and information, said:

“Our research has shown that students struggle to obtain the information they need to make informed decisions about university choices. We welcome measures to give students more insight into student experience, teaching standards and value for money… These proposals could not only drive up standards, but could also empower students ahead of one of the biggest financial decisions of their lives.”

Deciding to go to university is easy for some people, but not for everybody. It is a big decision—the choice of course or institution can make or break a person’s future—and there are many tools available that talk about student experience, teaching style and support, but it is difficult to compare teaching quality, and with all universities raving about how good they are, it is unlikely they would wish to champion such a tool. The Bill will provide students with invaluable and directly comparable data on the quality of teaching they can expect at each institution. I would have found such information incredibly helpful when I was making that choice.

[Michelle Donelan]

Does my hon. Friend agree that the Bill gives students the opportunity not just to gamble and take a chance on their future but to make an informed decision so that they might have the best opportunities in life and get real value for money?

[Ben Howlett]

I completely agree with my hon. Friend and near neighbour. Since 2011, students have said many times that they want more information, and in this digital age, it should not be too difficult to go online and find out in one place what information is available to help them make these choices. I hope that the Careers and Enterprise Company will end up streamlining careers advice and guidance, but the Bill will put at the heart of the system the student making that choice with the information freely available to them.

When fees rose in 2011, teaching quality was supposed to improve with it, and this new regime focusing on teaching quality will be supported by the cap on the fees that a university can charge if it is not hitting the highest teaching quality. This power provides a good stick to prevent universities from disregarding teaching quality, which I know the universities sector has long championed. I have been contacted by key stakeholders in the universities sector concerned that, although they are keen to offer students the best value for money and excellent teaching, these changes will come at the expense of the postgraduate sector, particularly the science, technology, engineering and maths research that is so crucial to our economic development—it is a main component of what the University of Bath specialises in. The Minister has provided me with reassurances, but I hope that he can reassure the entire House that the postgraduate sector will still be able to bloom, while teaching in undergraduate degrees improves.

I have focused on the measures that will improve the student experience. I turn now to the provisions in the Bill providing for more data on diversity and inclusion in our universities. As part of the registration process with the new office for students, it will be a condition that institutions publish admissions stats on gender, ethnicity and socioeconomic background. Given the disconnect in our society at the moment, there is no better time to deliver on this crucial part of the Bill. The data will include the numbers of applications from these groups and—crucially—how many are accepted. I am sure that this publicity will encourage institutions to become increasingly inclusive and provide good tools to identify trends and what policies might be needed to address any shortcomings.

For too long students have been asking for better quality teaching. They want to get a degree, but they also want to receive the best quality education to equip them for their future careers. I am pleased that the Government have taken action, finishing what they started with their changes to higher education in 2011. Students can now be confident that their education is being scrutinised. I hope that the Bill will put students’ minds at rest and reassure them that their institution has good teaching quality and cares about the experience as much as the research side. Sadly, as we all know, this has not always been the case, and I am concerned that a lack of focus is sometimes left, with some students leaving university feeling quite deflated.

I urge all Members to do what the former shadow Business Secretary, the hon. Member for Wallasey (Ms Eagle), unfortunately failed to do in the Queen’s Speech debate, when she failed to mention exactly what students want. At the heart of that, this Government have listened to what students actually want. Students want to see better quality teaching and better quality of future outcomes. We should listen to the students and what they are asking for. Ultimately, the Bill delivers on that, and I look forward to voting for it with the Government in the Lobby later today.

STEM Careers: Diversity

Debate between Michelle Donelan and Ben Howlett

Tuesday 19th January 2016 Westminster Hall

[Ben Howlett]

I thank the hon. Lady for her contribution. I completely agree that it is the job of men and women to be championing this issue. Black, white, BME—from whichever sector of the community, it is important that we get that voice out there. I pay tribute to her for her work on championing this area, and particularly diversity in STEM, given her background. I have heard an awful lot from her over the last few months and I look forward to working with her on that in future.

Before I came here today, I was pleased to lead a digital debate on Twitter, alongside the House of Commons engagement team, using the hashtag #WomenInSTEM. As well as trending at No. 1 in the UK—it was the first time I have been involved in something like that that has been as successful, which was quite exciting—the debate was really insightful, with a huge number of ideas, which I will hopefully be able to reference today, although I cannot reference every single one of them. There were over 800 tweets altogether, and I will try my best to summarise as many as possible. I want to thank the hundreds, if not thousands, of people who took part in the debate—I hope many of them will be watching today’s debate—which shows that Parliament can really speak up for people out there who do not necessarily have a voice. I am sure that the hashtag #WomenInSTEM can be used throughout today’s debate as well. Sometimes Parliament can be seen as distant from people’s everyday lives. Looking at the debate yesterday online, I hope that we were able to show that this place was and is listening, and is working to improve the everyday lives of hard-working people.

There are some truly shocking figures that show the lack of diversity in STEM. For example, in 2012, a survey of girls between the ages of seven and 21 found that the top three careers they would choose for themselves were teacher, hairdresser and beautician. As I am sure we can all agree, these are often seen as “traditional” female roles. We need to ask ourselves why engineer, physicist, chemist and mechanic are not mentioned in that list. When it comes to engineering, only 3% of engineering degree applicants are girls and just 6% of the UK engineering workforce are female. Physics is the third most popular A-level for boys, but only the 19th for girls, and around half of all state schools in the UK have no girls studying physics A-level at all.

[Michelle Donelan (Chippenham) (Con)]

Does my hon. Friend agree that we need to start earlier? A lot of research shows that from the age of seven upwards, girls are ruling out such careers. We need to tackle that stigma in primary schools, not just when it becomes too late in secondary schools.

[Ben Howlett]

I thank my hon. Friend for her contribution. She is absolutely right, and I will come to that. We should be looking at diversity and removing gender biases even earlier, in nursery or even from birth—I will provide evidence to back that up.

It is not only science that has an issue with diversity. There is a lack of female academics in the English department of a very prestigious university—although I will spare its blushes by not mentioning which. An inherent misconception is putting girls off a career in STEM subjects, but that does not apply to other sectors. The figures speak for themselves. There is something about STEM subjects that appeals to boys but puts off girls. I want to look at various key stages throughout life before suggesting some steps to see more girls taking a greater interest in STEM subjects and, ultimately, STEM careers. The trend will not change overnight, but we must stop stalling and start to bring about real change.

--- Later in debate ---

[Ben Howlett]

I thank my hon. Friend for his intervention. I agree that that is one way in which schools can work better with businesses to help to de-gender the STEM career field. I pay tribute to him for his work in his constituency to help to promote that.

I want parents to encourage both their sons and daughters to look at all available careers options. That means acceptance by parents that their daughters can consider a profession in which females may be in a minority. If young girls are encouraged to get excited by chemistry sets and to enjoy thinking about space, more might start to dream about a career in STEM, rather than some of the more stereotypically female sectors.

By the age of six, children are already beginning to classify certain jobs as male or female, and by 13 many limit their career aspirations to fit in with these artificial boundaries. That is shocking and shows why the problem has been so difficult to overturn. Any action at older ages is potentially redundant unless these early misconceptions are challenged. As well as taking further steps to encourage retention of STEM subjects and uptake of STEM careers, those early preconceptions need to be altered.

If young girls have parents who think they should enter a gender-stereotypical career when they have grown up, how are they expected to look at STEM careers with an open mind? To increase uptake of STEM subjects and ultimately careers, we must remove this hugely inaccurate preconception, and that has to be reflected in the way these careers and subjects are treated both at school and at home. I hope the Minister will explain not just what the Government are doing to change the mind set in early years, but how we are going to take these arguments and change the minds of parents.

Following on from the development of early opinions on the gender of particular careers and subjects, the next key step is the choice of A-levels. At the age of 15 and 16, pupils are given the option to choose their A-levels and think more carefully about their future careers. Of course, some will have a clear career path in mind, but others will try to pick subjects that they enjoy, which could lead to a wide range of careers when they have decided what they want to pursue in life. It is important that young girls are reminded at this stage that a STEM career may be limited if they choose restricting subjects.

It is key at this point, when girls may turn their back on STEM subjects, that as many as possible are encouraged to consider STEM careers. When it comes to educational attainment, girls often outperform their male counterparts in STEM subjects, so that is not putting off girls. A large variety of careers advice is given to students and it is key that female role models are used to show where maths, biology, chemistry, physics, IT, and so on, can take girls. My hon. Friend the Member for Torbay (Kevin Foster) alluded to that.

Examples of successful women in STEM careers would hopefully see more girls continuing with STEM subjects and looking further into a career in the sector. That point was brought up repeatedly during the online Twitter debate yesterday, with many people agreeing that a mentoring system to support girls who have an interest in STEM subjects and show them where such careers could take them would help them and could see the industry change for the better. Some involved in the debate said they would support such an initiative. I urge schools to get in touch with local businesses to see whether they can help with giving young girls role models in STEM subjects. I hope the Minister will explore the various ways that the Government can facilitate and help to develop an alumni and mentoring scheme across the UK to encourage young women into the sector.

I want to make it clear that the uptake of STEM subjects at A-level and university is important. Apprenticeships are a key part of our economy, and a fundamental part of STEM careers. They are a fantastic way to get into the sector while earning, and millions of people are accessing apprenticeships. We need to tackle the fact that under 5% of engineering apprenticeships are being undertaken by women. Increasing the uptake of women in STEM apprenticeships is another route to improving the gender balance within STEM careers and ultimately changing the misconception that they are careers just for men.

[Michelle Donelan]

Will my hon. Friend acknowledge that encouraging women and people from ethnic minorities into STEM careers will not only improve diversity, but alleviate the bigger problem of the skills shortage in the industry throughout the country? It is a ticking time bomb in areas such as Chippenham, because companies will leave if they cannot find the right skills there.

[Ben Howlett]

I completely agree with my hon. Friend. It seems outrageous to me, or at least incredibly strange, that the understanding that a woman can be as productive as, or more productive than, a man is not part of the mindset of many businesses in the sector. The skill sets that should be created to help to grow the economies that are important to us—the tech economy, in particular—are simply not being built. We need to be generating a whole new pool of talent, which can, obviously, come from women. There is no reason why it cannot; there simply seems to be a culture out there that prevents women from being able to access the sector.