BTEC Qualifications

Munira Wilson Excerpts

Monday 18th July 2022 Westminster Hall

[Sir Mark Hendrick (in the Chair)]

I call Fleur Anderson.

[Munira Wilson (Twickenham) (LD)]

It is a pleasure to serve under your chairmanship, Sir Mark—

[Sir Mark Hendrick (in the Chair)]

Order. I am sorry, I called Fleur Anderson.

[Munira Wilson]

I am sorry, Sir Mark, I thought you said Munira Wilson. I misheard you; my apologies. I will sit down.

--- Later in debate ---

[Munira Wilson (Twickenham) (LD)]

Thank you, Sir Mark; it is a pleasure to serve under your chairmanship. Please forgive me for mishearing you earlier, and I apologise to the hon. Member for Putney (Fleur Anderson), who made an excellent speech—probably far better than what I am about to say. I thank the Petitions Committee for proposing this debate, and the hon. Member for Battersea (Marsha De Cordova) for opening it so ably.

Vocational and technical qualifications and training have for too long been incorrectly treated as inferior to academic qualifications. Right across our society—I include myself in this and hope that my own mindset is shifting now—we share an ingrained cultural bias in favour of academic achievement. Vocational skills, however, are more important than ever, as our country faces immense skills shortages across so many different sectors.

Although the Government’s new-found focus on vocational and technical training is welcome, the Liberal Democrats are opposed to the defunding—that essentially means scrapping—of the majority of BTECs. As many hon. Members have said, that will hurt the most disadvantaged students, and it narrows choice instead of widening opportunities for all. In so doing, we are kickstarting a damaging defunding process from 2024, before the T-level concept has even been properly proven and the new qualifications bedded in.

BTECs are immensely popular: more than a quarter of a million students take BTEC qualifications in any given year. They are disproportionately taken up by students from poorer backgrounds, ethnic minorities, and those with special educational needs and disabilities, as the DFE’s own impact assessment has confirmed. The hon. Member for Luton South (Rachel Hopkins) and my hon. Friend the Member for Bath (Wera Hobhouse) have already cited the large percentage of white working-class and black students who, having taken BTECs, make it to university and achieve a 2:1, so perhaps I can instead quote Lord Baker, a former Conservative Education Secretary. During the passage of the Skills and Post-16 Education Act 2022, he described the plan to defund BTECs as “absolutely disgusting” because it would deny

“black, Asian, ethnic minority, disadvantaged and disabled students…hope and aspiration.”—[Official Report, House of Lords, 12 October 2021; Vol. 814, c. 1789.]

The hon. Member for Battersea started her argument on the issue of choice—that is the crux of the matter, and there is cross-party agreement on it. Although there is always value in rationalising qualifications from time to time, forcing students to choose between A-levels and T-levels will narrow their choices at a time when we need them to have a range of ways to gain the transferable skills they need for their future careers. Some BTECs will remain—those that are equivalent to a single A-level, or a small number equivalent to two A-levels—but the majority will disappear.

I want to give an example from Esher Sixth Form College, which is not in my constituency but serves a number of my constituents. Students can study BTECs in subjects such as applied science, business or digital film and video production, in combination with complementary A-levels in subjects such as chemistry, computer science or graphic communication. However, BTECs also allow students to choose an unrelated A-level, enabling them to follow a passion.

The speech by the hon. Member for Lewisham, Deptford (Vicky Foxcroft) was brilliant, inspiring and powerful because it was based on her personal story, and she talked about the passion that brought her back to education. A lot of students choose to mix and match, so that they can round out their expertise and experiences in foreign languages, maths or politics, which are subjects that benefit the economy and our young people. At a time when employers are crying out for our young people to enter the workforce with far broader skills and experience, surely we should be broadening the choice and allowing that mix-and-match approach rather than the Government trying to force everyone into those two straitjackets.

Scrapping BTECs will leave many students without a viable pathway at the age of 16. For some students who begin A-levels but do not enjoy them and struggle to cope, BTECs offer a vocational lifeline to supplement their academic qualifications. One constituent of mine, Lucas, started out studying three A-levels but switched to a BTEC in music in his first year in the sixth form. He went from contemplating leaving without any qualifications to achieving the highest grade in the county in his BTEC. He is now working as a teaching assistant supporting children with special educational needs and disabilities, and he is concerned about what scrapping BTECs and removing choice will mean for his pupils in the future.

In response to the petition, which is signed by 331 of my constituents from Twickenham, the Government argued that reform is necessary. As I have already said, I and my party fully agree that we must do much more to achieve parity between vocational and academic qualifications, but scrapping BTECs is not the answer. They have recently undergone a rigorous process of reform, they are popular with students, respected by employers and provide a well-established route to higher education or employment. The Government’s answer in terms of T-levels is welcome. Technical qualifications giving 16 to 19-year-olds a mixture of classroom and on-the-job experience, including a work placement, are really welcome but, as a number of hon. Members have touched on, there are problems, which I want to go into in more detail.

The Association of Colleges is concerned that the transition is being rushed, and I wholeheartedly agree with that. If there is to be this transition, it should take place over 10 years, ensuring that no qualifications are defunded without a full alternative being in place. On that point, I was talking to the principal of Richmond upon Thames College, in my constituency, just this morning. About one in 10 of his current students is studying a course that is due to be defunded and because the college is only part way towards introducing T-levels, for a number of reasons, there is no alternative. Future students would have no alternative if those courses were defunded from 2024 onwards.

It is premature to start to defund BTECs before T-levels are fully bedded in and understood. Indeed, during the passage of the Skills and Post-16 Education Act 2022, another Conservative former Education Minister, Lord Willetts, said that T-levels

“should succeed on their merits, not because viable alternatives are removed by government”.—[Official Report, House of Lords, 12 October 2021; Vol. 814, c. 1793.]

That chimes with a lot of what we have heard today, and that point was made by a Conservative former Education Minister.

Ministers claim that students are confused by the current range of qualifications, but there is little evidence to support that. There are 39 subjects available across the entire sixth form college sector, with only nine available at Esher Sixth Form College, which I mentioned earlier. Ministers may be confused by that choice, but students certainly are not. Every year, about a third of Esher’s cohort studies at least one BTEC. The flexibility for students to be able to pull together their own study programme is essential as they try to work out what the right choices are for them for the future.

The T-levels that are being introduced are 25% practical and 75% academic, which, as some people have already alluded to, puts them out of reach of many students who might achieve lower grades in their GCSEs. They are often the people who really flourish on the BTEC pathway. The Association of Colleges has warned that T-levels will exclude the most disadvantaged students, particularly those who do not obtain a level 4 in maths and English GCSE. T-levels are rigorous and large qualifications, so, although the Government do not require maths and English for T-level entry, many colleges require it.

As hon. Members have alluded to, there is a real challenge with the industry placement that comes with T-levels. Trying to achieve 45 days is incredibly difficult. The Policy Exchange, a Conservative think-tank, says that only 8% of employers are currently offering a placement for the duration required for T-levels, and it is harder to find placements in some sectors than others. For instance, the digital industries often have teams working remotely, and we know that there is also a challenge between rural and suburban and urban areas.

The principal of Richmond upon Thames College told me this morning how difficult it is for him to get employers to engage with and provide work placements for vocational qualifications. That is in Greater London, in Twickenham, where there is a plethora of employers on the doorstep. Sadly, he is leaving Richmond upon Thames College later this year to go and head up Petroc, a college in Devon—I happened to visit Petroc with the new Member, my hon. Friend the Member for Tiverton and Honiton (Richard Foord), during the by-election. One of the challenges facing the principal of Richmond upon Thames College as he goes to Petroc is that in a rural area—the hon. Member for Taunton Deane (Rebecca Pow) already made this point—it is even harder to find employers to engage with T-levels, so he has his work cut out, but I wish him all the best.

We really need to see where those completing T-level courses go next. The Association of School and College Leaders has stated:

“We are…watching the number of T level students who end up in university with real interest. If T level students are going to end up in university in large numbers, and not in further technical training, then it brings into question why BTECs are being defunded. After all,”

that is

“the government’s main argument for scrapping BTECs in order to introduce T levels…The government can’t have it both ways.”

I completely agree with that point.

My final point is on defunding and process. There has been a real lack of transparency about which BTECs are being chosen first to be defunded. When questions have been asked about improving transparency, very little has been forthcoming. I see that as part of a wider trend. We were talking about BTECs today, but in terms of wider applied general qualifications, RSL Awards is based in my constituency, an awarding body for contemporary music and arts qualifications—it does the Rockschool qualification grading. Some of its qualifications got delisted for reasons it fails to understand. It tried to appeal, but has been unsuccessful—it has been told “case closed”.

RSL told me that—as with the BTEC point—more than a quarter of its students on some of its music qualification courses are from black, Asian and minority ethnic backgrounds. In classical music courses we just do not get that diversity; it tends to be much more white and middle class. Having a breadth of qualifications means that young people from a range of backgrounds are able to engage and secure qualifications. If the Government are going to continue down this route, we should at least have a bit more transparency about what is being defunded and when.

To conclude, we have heard clearly from all sides that it is very difficult to understand why the Government want to scrap what is a very popular qualification with both students and employers. They are trying to shoehorn young people into T-levels or A-levels at a time when they need more support than ever to realise and rebuild their futures. It is such a retrograde step and will damage the prospects of the most disadvantaged students. If the Government are serious about levelling up—they tell us they are, although we have not heard much about it from any of the Conservative leadership candidates yet—and truly mean it when they say they want to champion vocational training, I hope the new Minister, whom I welcome to her place, listens to the thousands of people who signed this petition, college leaders, teachers and experts in this field up and down the country, as well as many former education Ministers and Secretaries of State, some of whom I have quoted. They really must think again.

--- Later in debate ---

[Andrea Jenkyns]

I thank the hon. Gentleman for his question. I think he will also find that more people from disadvantaged backgrounds are going into education than ever before.

[Munira Wilson]

I had a problem with mishearing before and I may have misheard again, but I do not think I have heard the Minister mention the word “choice” once. The central argument made by all sides in this debate is about the reduction of choice. We have heard for many years from Conservative Ministers and different Conservative Governments that choice is fundamental to their philosophy, yet here they seem to be reducing choice, and that will come at the cost of the most disadvantaged. Yes, a few BTECs will remain, but the vast majority of pupils will be forced into A-levels or T-levels or just to go straight into the workplace with very few qualifications. Please will the Minister address that point—how the Government are decimating choice by defunding BTECs in this way?