Skills and Post-16 Education Bill [Lords]

Munira Wilson Excerpts

2nd reading
Monday 15th November 2021 Commons Chamber

[Munira Wilson (Twickenham) (LD)]

I welcome the fresh focus from the Government on skills and further education. FE has long been the forgotten sector in education, with adult education funding having been halved over the past decade. Vocational training and qualifications have for too long been incorrectly treated as inferior to academic qualifications, which is why the Liberal Democrats have long promoted the policy of personal education and skills accounts, also known as skills wallets, which take a grant-based approach to support lifelong learning throughout adulthood. Vocational skills and lifelong learning have never been more important than now, in our post-Brexit—and soon, hopefully, post-pandemic—economy, as our country faces immense skills shortages in a number of sectors. However, I fear that the Bill introduced in the other place lacked ambition and attempted to slip under the radar the devastating assault on BTECs about which we have heard.

I want to touch on three points, all of which concern areas where non-Government amendments were made in the other place. I hope that the Government will not seek to overturn those amendments. As many Members have stated, BTECs are immensely popular, with more than a quarter of a million students taking these qualifications in any given year. They are disproportionately taken up by students from poorer backgrounds and ethnic minorities, and those with special educational needs and disabilities. It was therefore pretty shocking that the defunding proposals were slipped out at the start of the summer holidays, alongside a shocking impact assessment and in the face of opposition—with some 86% of respondents to the Government’s consultation opposing the plans. Even the former Conservative Education Secretary, Lord Baker, described the plan as “absolutely disgusting” in the other place, saying that it would deny “hope and aspiration” to many people from more disadvantaged backgrounds.

I urge the Minister to retain in full the amendment made in the other place to phase out the funding over four years, rather than over one as the Secretary of State announced today. Withdrawing funding sooner would narrow choice and force students into unsuitable qualifications. The Conservatives claim to be in favour of choice and competition, so I find it surprising that they want to force BTECs out of the market by defunding them. Lord Willetts made a similar point in the other place.

Let me turn to another amendment that I hope the Government will not overturn, regarding the penalty for benefit claimants who choose to continue their education to improve their job prospects. I very much hope that the Government will retain the Bishop of Durham’s amendment on universal credit conditionality, which is now clause 17. In taking away the £20 universal credit uplift and reducing the taper rate, Ministers have made much of the importance of making work pay, and getting people off welfare and into high-quality, well-paid jobs. However, the current system puts in place a range of barriers and disincentives to education for those on universal credit, which flies in the face of the Government’s ambitions. I therefore hope that they will retain the amendment.

Finally, I turn to the local skills improvement plans. I very much welcome the Government’s amendment in the other place to ensure that climate change and the environment are at the forefront of local skills improvement plans. That is critical if we are to be at the heart of the green industrial revolution. However, I urge the Government to keep in full the amendment made in the other place on the involvement of local authorities and regional government in the development of local skills improvement plans alongside ERBs.

I welcome the Bill, but I hope that the Government will go further and maintain a number of excellent amendments made in the other place.

Skills and Post-16 Education Bill [Lords]

Munira Wilson Excerpts

Report stage
Monday 21st February 2022 Commons Chamber

[Selaine Saxby]

I thank the hon. Lady for her intervention. The right hon. Member for East Ham (Stephen Timms) and I spend much time discussing the opportunities of universal credit on the Select Committee on Work and Pensions.

Unlike the cities, remote rural and coastal locations such as those in my constituency face particular challenges in raising aspiration, improving educational outcomes and enabling adults to upskill. It is vital that more acknowledgement be given to the needs of these communities, which do not always fit well into a city-centric system. I very much hope there will be opportunities to work with the new education team to further develop this vital Bill, so that it works even better for remote and rural constituencies and really does deliver equal opportunity across communities such as North Devon.

[Munira Wilson (Twickenham) (LD)]

We know that a Bill is flawed when not one, not two, but three previous Education Secretaries and Ministers from across the political spectrum seek to amend it. The Lords Baker, Blunkett and Willetts worked hard to stop the ending of funding for BTECs, qualifications taken by more than 250,000 students last year, so it is a shame that the Government sought to remove the Lords amendment. I back amendment 15 in the name of the hon. Member for Chesterfield (Mr Perkins), which supports funding for BTECs for a further four years.

The Liberal Democrats support T-levels, but the newer courses are only 25% practical and 75% academic, which puts them out of reach of some students who achieve lower grades in their GCSEs—exactly the cohort who flourish on the employment-focused BTEC pathway. We need to allow T-levels extra time to bed in. Frankly, an extra year for BTECs, as proposed by the Secretary of State, is simply not enough.

New clause 11, which is in my name, seeks to address a gap that we have identified in support for 16-year-olds as they transition within the education system. This gap exacerbates inequalities. Some young people face making life-changing decisions on the spot, with no clear idea about their options and the likely consequences. One example I heard from my constituency involved two boys who did not quite make their expected GCSE grades. Their chosen very popular local school for sixth form refused to offer them a place on their choice of A-level courses, because others with higher grades were prioritised ahead of them, and only offered them places on under-subscribed, less academic courses. A decision had to be made immediately. One of the boys had parents who had not been to university, and who struggled to provide him with appropriate advice; he was not offered advice from elsewhere. That cannot be right.

Unlike reception, 11-plus, and even university admissions, there is no oversight of 16-plus admissions, yet arguably it is the most crucial point—a time when a student’s options are permanently narrowed. There is no central body managing the process, no appeals process, and no data gathered to track whether the local offer matches what the learners want to study. That is why my hon. Friend the Member for Richmond Park (Sarah Olney) and I have tabled an amendment that would give local authorities the powers and resources to run admissions for this crucial 16-plus transition in the same way that they do for primary and secondary education, and it would include a full register to ensure no young person slips through the cracks. Although I will not press this amendment to a Division tonight, I hope Ministers will look seriously at this important issue, and I look forward to hearing what the Minister has to say.

There are many good amendments on local skills improvement plans, and it is important that recommendations be taken on board from bodies such as the Local Government Association, who would require LSIPs to be developed in partnership with local authorities and further education providers. The views of interested parties such as local employers, and other education providers including universities, must be taken into consideration, too. Also, the needs of disabled people should be front and centre when developing all these plans and policies, as one of the amendments suggests.

Finally, on universal credit, I am incredulous that a Government who claim they want to make work pay and move people from welfare into high-quality, well-paid jobs—which all of us across the House would support—have removed a Lords amendment allowing students to keep their universal credit entitlement while studying. Education is the pathway between unemployment and fulfilling, interesting, valuable employment, so why would any barriers and disincentives be placed in the way? I urge the Government to reconsider their position on this issue and to support new clause 5, which comes from their own Back Benchers.

In conclusion, this Bill gives us the chance to realise that education should be an opportunity for life, whatever people’s circumstances. That opportunity should be freely available, whether to a young person starting out in life, a parent who is ready to go back to study, or someone who wants to retrain to improve their job prospects. Given the immense skills shortages this country is facing, and the green and digital revolutions we are experiencing, this Bill is a very welcome step forward, but it has serious flaws. It is a shame that some excellent amendments from the Lords have been thrown out, and that a number of those in today’s amendment paper are not being considered or accepted by this Government. I urge them in particular to look again at the defunding of BTECs, transitional arrangements for 16 year-olds, and barriers to education for those on universal credit.

[Several hon. Members rose—]