Local Sporting Heroes

Debate between Mims Davies and Nic Dakin

Tuesday 13th November 2018 Westminster Hall

[Mims Davies]

Runners get very affected by their times, whether fast or slow. Seconds really count, so congratulations to the hon. Member for Scunthorpe.

[Nic Dakin]

It would also be remiss not to congratulate my hon. Friend the Member for Islwyn (Chris Evans) on his performance in the London marathon.

Sixth-form Education: International Comparisons

Debate between Mims Davies and Nic Dakin

Monday 9th January 2017 Commons Chamber

[Nic Dakin]

I very much welcome the hon. Gentleman’s comments. He is absolutely on the money—literally and metaphorically. The Minister needs to review the funding and to check that we are appropriately resourcing that well-rounded education that we all want to see. The reason for making these international comparatives is to say, “Well this is what is being invested in other high performing systems.” If we want to compete effectively with those high-performing systems, we need to be willing to look at what we are doing in a self-critical way and to set out our stall accordingly. I am sure that that is what the Minister will want to do when he comes to speak later on in the debate.

In Singapore, the upper secondary curriculum is based on core examination subjects, elective examination subjects and compulsory non-examination subjects. The core examination subjects are studied for around eight hours a week. Students choose three to four elective subjects and study each for around four to six hours a week. Compulsory non-examination subjects—assembly, physical education and character development—take up to four hours a week. Students receive between 27 hours’ tuition and support for those taking three elective subjects and 32 hours for those taking four. The duration of study is either two or three years.

Let us make a European comparison. In Sweden, where I worked for a number of years, upper secondary education is structured primarily through three-year national programmes. Each programme covers a series of foundation subjects—English, history, physical education and health, mathematics, science studies, social studies, Swedish and religion. In addition, a number of subjects specific to a given programme are chosen. Students receive around 19 hours of tuition a week, but, crucially, this entitlement is for three years rather than two.

The Institute of Education concludes its report by describing the English model as

“low hours and short duration.”

Students in other leading education systems receive more tuition time, study more subjects, and in some cases benefit from a three-year programme of study rather than a two-year programme.

[Mims Davies (Eastleigh) (Con)]

I congratulate the hon. Gentleman on bringing this subject to the House. In fact, the issue has been raised in my constituency by the principal of Barton Peveril, who has talked about the problems relating to enrichment, the narrowing of education, efficiency and cross-funding, which are at the heart of our children’s education, and of course about the impact internationally. Does the hon. Gentleman agree that if the Government were to look at this matter, there would be an impact on our universities? I am talking about them having to pick up the pieces of our narrow education if we are to compete internationally.

[Nic Dakin]

The hon. Lady is absolutely right. In some ways, she reinforces the point made by my hon. Friend the Member for Great Grimsby (Melanie Onn).

As I said, the Institute of Education describes the English model as

“low hours and short duration.”

By contrast with their peers elsewhere in the world, students in England receive around half as much tuition time and are following a three-subject diet. In addition, the funding cut for 18-year-old students has created a financial disincentive for schools and colleges to offer young people a third year to complete their sixth-form studies—and these are the very young people who need the additional support and additional time.

The Institute of Education contrasted the narrowing of the curriculum in England when students reach the sixth form compared with the model adopted by our international competitors. It said that

“unlike other national systems where the amount of tuition actually increases in upper secondary education when compared with the lower secondary phase, the English experience is the opposite. The sharp reduction in the number of subjects studied post-16 (an average of four subjects, now reducing to three) compared with pre-16 (10+ GCSEs or vocational equivalent) appears to represent sudden movement to a part-time curriculum.”

Bizarrely, despite these huge pressures on mainstream 16 to 18-year-olds, the Government have, since 2010, been able to spend money on unproven, untested and different types of provision for 16 to 18-year-olds. That is money that could have been spent on mainstream students. It has been unwise indulgence in political peccadillos at a time when there is contraction in both the population and the budgets.

Some 169 new academy and maintained sixth forms were opened between 2010 and 2015, but the total number of enrolled school students has been static. Average cohort sizes were already small and have declined further. Curiously, the Department for Education offers little in the way of practical advice to make school sixth forms work and has not researched the effectiveness of the reforms that have brought in so many smaller sixth forms.