School Expansion

Neil Carmichael Excerpts

Monday 19th October 2015 Commons Chamber

[Mr Speaker]

We must hear from the Chairman of the Select Committee, Mr Neil Carmichael.

[Neil Carmichael (Stroud) (Con)]

Thank you very much, Mr Speaker.

I welcome the statement, but does my right hon. Friend agree that the real challenge is ensuring that all children can go to a decent school, and that the real way of doing that is ensuring that good schools co-operate with less good schools to make all schools great?

[Nicky Morgan]

It will not surprise my hon. Friend to know that I completely agree with him. As I have said, one of the things that we are seeing in our education system now is collaboration between schools that are working to support each other, perhaps as part of formal arrangements such as multi-academy trusts or federations. Individual leaders in education—headteachers and leaders in governance—are supporting other schools and helping the whole system to get better. The last Ofsted report showed that 82% of schools in this country are good or outstanding.

Education and Adoption Bill

Neil Carmichael Excerpts

Wednesday 16th September 2015 Commons Chamber

[Pat Glass]

I was never wholly convinced by the academies programme of the previous Labour Government, but as an educational professional—who worked under London challenge, on which I echo with many of the points raised by the hon. Member for Enfield, Southgate (Mr Burrowes) but would add that the relentless refusal to accept failure was a major part of it—I understood that there were schools that had consistently failed where everything had been tried and where something new was needed. Ultimately, I took the view that it was important for the children, parents and communities that had been consistently failed that I gave the programme the benefit of the doubt. I at least understood the rationale behind it, but the policy of the coalition Government and this Government of wholesale academisation and the establishment of free schools where there is no basic need and purely on the basis of ideology is both damaging and a colossal waste of public money.

I was a member of the previous Select Committee on Education, and we carried out a major piece of work on academies and free schools. We found absolutely no evidence whatsoever that academies improved standards more than maintained schools or improved standards faster. When I say that we found no evidence, I mean that we looked for it. We looked really hard, but it simply does not exist and it is wrong of the Prime Minister, Education Ministers and Conservative Members constantly to over-claim and exaggerate on behalf of academies.

We have seen a wholesale change in the educational structure of this country and if there is no evidence to back up such an approach, it must be based purely on ideology. In what seems the Government’s rush to academise at any cost, schools have been handed over to any academy chain, although some are beginning to fail and are having to be handed on again. The views and wishes of parents, staff, pupils and communities have counted for nothing. A number of high-profile campaigns against academisation by schools and communities in which there is clear evidence, backed up by Ofsted, that those schools were improving and had the capacity to improve further, have simply been swatted away by the current Secretary of State and the former Secretary of State, now the Lord Chancellor, as though they counted for nothing.

I know a number of things as an educationalist who worked in education for 25 years, and schools will not thrive without the support of their communities, yet the Government have simply disregarded the views of countless communities because, as we all know, the current and former Secretaries of State have such a breadth of knowledge and experience in education that they clearly know best. I agree with my hon. Friend the Member for Cardiff West (Kevin Brennan) when he talks about the sense of infallibility that seems to exist in the Department for Education.

The Government are taking away even the pretence of any need to consult local communities when academisation is proposed. I believe that that is wrong on all kinds of levels. Some of our academies and academy chains are doing a fabulous job, but I have concerns about academy chains, as the Schools Minister knows because we have debated them many times. Some of them are doing a really good job, but there is something dark and mysterious in many of these organisations. They exist on public money but there is little public transparency and very little public accountability.

As a member of the Select Committee, I tried really hard to follow some of that money. We were told constantly that the chains publish accounts once a year, but there was very little detail in them. I tried to find out how much money is being skimmed off the top of the funding given to schools to cover matters such as administration or to go into contracts linked to the members of those boards. I tried to find out how much was being paid on salaries, but with the exception of one person—the one who earns the most, which can mean more than £350,000—I could not find out anything. I could not find out how many people were paid more than £100,000, more than £200,000 or more than £300,000. I could not find out how many were paid a penny less than the one person whose salary had to be reported on. Local authorities are under a duty to transfer public money to schools and only hold back a tiny percentage of funding for the delivery of statutory education duties. There is no such legal duty on chains and it would appear to me, in the absence of any evidence to the contrary, that they are making large with it.

As a member of the Select Committee, in 2013 I visited the Netherlands, where the former Secretary of State got many of his ideas on academies and academy chains. At the time, the Netherlands were reeling from a scandal involving one of their school boards, which are very similar to our academy chains, that had gone bankrupt. What was causing the concern was not just the bankruptcy of the school board but the slow recognition that when a school board, like an academy chain, goes bankrupt, the assets of the school do not return to the public purse. They belong to the creditors. That means the school, its whiteboards, its laptops and, more importantly, the land on which it was built—and this is really important in places such as London where land is short. Creditors would rush in quickly, knock the school down and sell the land. The children and the community were left with no school and had to fall back on local authorities that did not have the resources to deal with them. The failure of an academy chain in this country is not a fantasy; I think it will be just a matter of time. The assets of those academy chains—of those former public schools that were paid for with money from our taxpayers—will drift off and belong to whoever the creditors are.

I am therefore asking the Government to think again and to consider the whole premise on which their academisation programme is built, the legal and financial basis, and the links with local authorities, children, families and communities. I ask them carefully to consult local communities when they are thinking about changing the nature of the school. A school is really important to a community, as we see when we try to close them down. Communities care about their schools and we ought to give them at least the opportunity to be consulted.

I would like the Government to give the local community the right of appeal to an independent body against the Secretary of State’s decision rather than just assuming that the Secretary of State is infallible. I want only sponsors with a proven record of educational success to be allowed to run academies—now there is a new and great idea. I want to give the chief inspector of schools the explicit right to inspect not only academies and free schools but the chains that manage those schools. This is public money, and to do anything else is not only foolish in the short and the long term but a waste of public funding.

[Neil Carmichael (Stroud) (Con)]

Thank you, Madam Deputy Speaker, for inviting me to contribute to this very important debate. I supported the academies programme long before the last Government were elected. I thought that the Labour Government were right to create academies, and it is also right for the current Government to continue with that programme. It is my firm belief that a system that encourages autonomy, focuses on good leadership and draws attention to the ability of schools to work together is all about self-improvement and improvement in general. We should salute and welcome that, and my comments on the proposed new clauses and amendments should be seen in that context.

The current direction of travel is to create more academy trusts and to make sure that each one contains a range of schools that, first and foremost, meet pupils’ needs. My vision of a multi-academy trust is one that has a university technical college, ordinary secondary schools and a group of primary schools. In short, a MAT should offer a wide range of support so that a pupil can move around it, getting the education he or she needs and, above all, deserves. That is the very important direction we should be heading in.

--- Later in debate ---

[James Berry (Kingston and Surbiton) (Con)]

In Kingston and Surbiton, we have the two Tiffin schools. One is just outside my constituency, and one is in it. They are excellent examples of grammar schools, and I would certainly support maintaining them. Does my hon. Friend agree that schools can create a variety of educational models, albeit non-selective ones, within the free schools system? Those models follow the traditional academic grammar school route without the selective element, which is a successful way of preserving the grammar school ethos without the problems of selectivity.

[Neil Carmichael]

I thank my hon. Friend for his very helpful intervention. That point justifies the free schools programme, which is all about bringing in choice and making sure that parents and staff can make decisions about their school, including about having a school of that type.

On that point, the shadow Minister quite rightly referred to what the New Schools Network has said about parent involvement. I have written about that in the past, and I am pleased that the idea has now been given more traction. On the particular proposal of empowering parents to take action about the leadership of a school, I would say that they should do so only if the very highest threshold is met.

[Kevin Brennan]

I am grateful to the hon. Gentleman for his comments about parents. Is he at all concerned about the way in which the Bill sweeps away the right of parents to have a say on the future of their local schools?

[Neil Carmichael]

I thank the hon. Gentleman for his question, because it goes to the heart of the Bill. The Bill is largely about schools in which action needs to be taken to get them to a better place. Such action has to be taken urgently, it must be about leadership and governance and, where necessary, it must take the form of intervention. As I have said, the principal focus should be on whether pupils benefit from delay or from action to take their school to a better place.

I do not want to say that parents should not be consulted, because I think they should. For example, there is a strong role for parent teacher associations to play in the interface with the community about a school’s future. I spoke to the chief executive of PTA UK just a few days ago, and I was struck by the role that PTAs can play in such dialogue. When a school is failing, however, we must take action. That is implicit in the Bill. Action is absolutely necessary for any failing school.

[Peter Kyle]

The hon. Gentleman mentioned meeting a representative of PTA UK, but is he aware that it submitted evidence to the Public Bill Committee? It stated that the Bill

“signals to parents that their views aren’t to be considered and positions them as unimportant despite the prevailing research that confirms their engagement as important to their child’s education.”

I invite him to comment.

[Neil Carmichael]

It is absolutely right for there to be engagement, but I think that we are confusing two different things. I would have thought that PTA UK was talking about engagement with the school more generally. I am referring to the issues in the Bill and the specific question of whether intervention should be swift and effective, and the degree of consultation that should be involved.

Of course there should be consultation and the Bill makes clear the role of regional schools commissioners, who should consult fairly widely. The Education Committee will look into the role and capacity of the regional schools commissioners. One question that we will ask is how that consultation process is undertaken. I do not think that that point is at variance with the spirit of the Bill.

On amendment 12, we cannot have coasting schools and when we see them we must act. In the last Parliament, the chief inspector produced a powerful report about the long tail of underachievement, which detailed the problem that many schools carry on coasting without being noticed. It is striking that many of those schools are in rural and coastal areas. That tells us that the mechanism is not in place to properly check what a coasting school is doing. I therefore believe that amendment 12 would take us in the wrong direction.

A coasting school is a very bad place to be. If a school is coasting along then, even if everybody thinks it is doing okay, it is not doing its job properly. It is therefore a real challenge for the teachers and governors to move it forward. Of course, we need to discuss in some detail the definition of a coasting school, but if the teachers and governors of a coasting school are not moving it forward, we must act. I therefore do not believe that amendment 12 is appropriate.

[Kevin Brennan]

Just for clarity, amendment 12 is consequential to new clause 1, which would replace the Government’s version of a coasting school with the Opposition’s provision. The amendment would not sweep away the need for action to be taken when schools have problems of that kind.

[Neil Carmichael]

According to the “Member’s explanatory statement”, amendment 12 would

“remove the clause that establishes that ‘coasting’ schools shall be eligible for intervention.”

That is what I read, and I do not think that that should be the direction of travel. However, I take the hon. Gentleman’s point about its connection to new clause 1.

The important point to make about amendment 13 is that if a school is in trouble, appeals from the governing body, which is probably responsible for a large part of those difficulties, ought to be put into perspective. Instead, a governing body should recognise that it has a duty and responsibility to participate in improving the school.

The Bill has a lot going for it. We need to address the issue of school leadership. In my judgment, we need more multi-academy trusts because they provide the right framework for schools to help each other and pursue self-improvement. It is critical that we focus on coasting schools and use powers to ensure that they stop coasting and, instead, do what they are supposed to be doing, which is raising the standard of delivery for pupils.

[John Pugh (Southport) (LD)]

I rise in support of new clauses 3 and 9, and to make a few remarks about amendment 11.

What bothers me about this legislation is the issue of consultation, which was alluded to by the hon. Member for Stroud (Neil Carmichael), and parental consultation in particular. That is a long-term anxiety for me, because I am aware of local schools in my constituency that have been subjected to horrific bullying by academy brokers to convert to academies, and I would not wish that replicated anywhere else.

Oral Answers to Questions

Neil Carmichael Excerpts

Tuesday 15th September 2015 Commons Chamber

[Sajid Javid]

Under this Government, the manufacturing sector in Britain has been growing strongly, thanks to our policies to reduce the deficit and bring back economic confidence. As I have said, working with our EU partners is hugely important to increasing trade, particularly exports, and for sectors such as the automotive industry. They are doing very well, but they could do better if we keep working with our partners.

[Neil Carmichael (Stroud) (Con)]

Given that so many of our firms are in supply chains that benefit from the single market, does the Secretary of State agree that it is absolutely necessary for the Prime Minister to make sure that we reform that single market so that we can stay in the European Union and continue to thrive as a nation?

[Sajid Javid]

We are focused on delivering a successful renegotiation, and once that is done we will let the British people make the decision in the referendum. Having a better single market is at the heart of that renegotiation: it is about having more competition, less red tape and more free trade.

Oral Answers to Questions

Neil Carmichael Excerpts

Monday 20th July 2015 Commons Chamber

[Mr Gyimah]

The hon. Gentleman will be aware that we have protected schools funding in real terms. If schools in his area are getting less funding, perhaps he should be speaking to the local authority, in particular the schools forums, to understand what exactly is going on.

[Neil Carmichael (Stroud) (Con)]

This is a key issue, which is one of the reasons why the Education Committee will also be conducting an inquiry on the subject, but does the Minister agree that if we reform funding, we will answer the National Audit Office’s firm criticism of the system that it does not make sense for the pupil premium in some areas?

[Mr Gyimah]

I thank the Chair of the Select Committee. The point he makes is, I believe, that some areas are receiving, in effect, double deprivation funding: they are receiving it both through the schools formula and through the pupil premium. We will look at the funding formula in the round to address all those issues.

Oral Answers to Questions

Neil Carmichael Excerpts

Tuesday 30th June 2015 Commons Chamber

[Sajid Javid]

The hon. Gentleman will know that the UK has had a long-running productivity challenge, which was made all the worse by Labour’s great recession. An increase in productivity is the surest way to raise real wages and I can assure him that it will be a major focus of this Parliament. We will shortly publish a productivity plan which I hope will reassure him that the Government take this very seriously.

[Neil Carmichael (Stroud) (Con)]

Does the Secretary of State agree that in challenging the productivity problem, we need to address our minds to skills and making sure that we have the appropriate pipeline of skills running through the education system to the businesses that desperately need them?

[Sajid Javid]

I congratulate my hon. Friend on becoming Chair of the Education Committee. He is right to talk about the link between better skills and increased productivity, and I hope that in his new role he can make a valuable contribution to that.

School Transport

Neil Carmichael Excerpts

Thursday 25th June 2015 Westminster Hall

[Mark Pawsey]

My hon. Friend makes a fair point about consultations. I will, however, be making representations and I will encourage the parents whom I come into contact with in my constituency to make representations to Warwickshire County Council in the same way. We understand the pressure on local government finance and it is entirely right for local authorities to look wherever they can to avoid excessive expenditure—to get more for less and to spend taxpayers’ money wisely—but not in a situation such as this. I am horrified on behalf of bright and capable children from households just outside the category eligible for support; the measure might act as a disincentive against such youngsters coming forward, putting their name in for the selection exam and getting an education that could enable them to do well later in life.

I will take the consultation at face value, and I will continue to lobby county councillors in Warwickshire so that they know and understand the possible consequences. I am pretty certain about our representations during the consultation.

[Neil Carmichael (Stroud) (Con)]

I apologise for being late to this excellent debate. The Select Committee on Education has not yet been formed, but I suggest that this issue is one that it might well consider in due course, in the context of proper choice of schools and ensuring value for money.

[Mark Pawsey]

It is encouraging to hear that the Select Committee will consider the subject.

I will sum up by reading out my constituent’s question regarding her son:

“Why is he potentially being discriminated against for passing his 11-plus?”

Education and Adoption Bill

Neil Carmichael Excerpts

Monday 22nd June 2015 Commons Chamber

[Neil Carmichael (Stroud) (Con)]

It is a great pleasure to speak in this debate, not least because it is the first one on education since I was elected as Chair of the Education Committee. My first task is to thank all those who voted for me, to whom I am immensely grateful. As we go along, either they will regret it or that number will swell.

It is a great honour to follow the hon. Member for Glasgow North West (Carol Monaghan), the education spokesman for her party. I have already talked to her about a range of issues. Her speech was very moving and very impressive, not least her reference to the first First Minister.

Coasting schools are not a new issue. We have known about coasting schools for quite a long time. Ofsted produced a report during the previous Parliament about the “long tail of underachievement”, which was in effect a reference to coasting schools. It focused on schools in rural and coastal areas, predominantly primary schools, but that was not its only concern. We need to get it on the record right now that we have always known about coasting schools. They have been a big problem for two reasons. The first is that they have affected our capacity as a nation to be productive. One of the key reports I intend to undertake through the Education Committee is on productivity so that we can tease out the ways in which we can improve our productivity. The second reason is social mobility, which is a key objective of any good Government. It is certainly an objective of the present Government.

A central issue is the definition of a coasting school. It revolves around the word “progression.” Are children progressing? How do we identify whether they are or not? Are they doing so at the right speed? When we discuss the detail of the definition, I hope there will be an emphasis on mechanisms to establish whether children are progressing in school. I believe it is necessary to examine, over a period of time, how children are operating within the teaching and learning framework in their school. “Progression” is a key word to keep in mind.

Failing schools are fairly obvious because they are judged to be inadequate. A red light goes on and that school has to be dealt with. My concern about saying that once a school becomes inadequate it is therefore failing is that there might be some pattern that we need to know more about. It would be as well to look at the definition of a coasting school to see how the school became inadequate. That should inform the debate.

I have spoken quite a lot about governance and governors. In the previous Parliament, I set up the all-party group on school governance because governance is one of the key elements in whether a school is going to fail and how it deals with the road towards becoming a failing school or, more importantly, becoming a better school. I welcome the clauses that look into intervention and deal with what an interim executive board looks like, how governing bodies are going to be treated, whether they will stay in place and how they will look during the process of improvement. We need more detail not just about how that will operate, but about the make-up of a school governing body and what it will look like in future. I give notice that I will re-present my original governance Bill, which I have talked about previously.

The other aspect on which we do not have enough detail is the role and capacity of our regional commissioners. We need to know more about how they will operate and what tools they will have to do the tasks that are so necessary to tackle schools that have been identified as coasting and therefore require intervention. One task that the Education Committee will want to do is examine the role and capacity of regional commissioners. It would be of great benefit to our understanding of the process if we knew exactly what regional commissioners would look like in two or three years’ time. We need to start plotting that journey now.

On the leadership of schools, the question is always what we do with the head and senior members of staff in a failing school. Again, that should be thought about carefully during the Committee stage of the Bill. I urge all members of the Committee to focus on that.

Last but not least, on adoption, the central point must surely be—

[Caroline Lucas (Brighton, Pavilion) (Green)]

I thank the hon. Gentleman for giving way before he gets to the adoption section of his speech, and I congratulate him on becoming the Chair of the Education Committee. What does he think about the conclusion of the Committee’s report published earlier this year, which stated that it was still too early to say how much the academies programme had helped to raise standards? Ofsted has said the same thing: there is no evidence that the academies model is the best way of improving standards. So why are he and his party so adamant that that is the way forward, and why are they closing down parental consultation at the same time?

[Neil Carmichael]

This is actually about whether we should intervene in coasting schools. The hon. Lady is rightly talking about what happens next. We have already heard from those on the Labour Benches that they are quite proud of the academies programme, which they started, but what we have to do is perfect it. That is one of the tasks that underlies this legislation. The Education Committee also looked at whether academy chains should be examined, and we concluded that they should be. We will revisit that matter to ensure that it has been properly tested and discussed.

On adoption, I do not want the Bill to result in people ending up becoming candidates for adoption because that is the easiest route to take. We need to ensure that the adoption process after the decision that a child is to be adopted is made better. That is in line with the concerns expressed by my hon. Friend the Member for Aldershot (Sir Gerald Howarth). He talked about the risks involved in going down the adoption route when the existing parents were unhappy with the process.

Given those considerations, I welcome the Bill.

Oral Answers to Questions

Neil Carmichael Excerpts

Monday 15th June 2015 Commons Chamber

[Nicky Morgan]

I thank the hon. Lady for her question and welcome her to the House. I take great personal interest in that issue. We have until 26 June to respond to the report and we intend to do so by then.

[Neil Carmichael (Stroud) (Con)]

T9. What assurances can the Secretary of State give to this House on the strength of the flexibility and accountability system of academies and free schools, especially the new 500 free schools that we expect to open?

[Nicky Morgan]

I thank my hon. Friend for his question and I am grateful to him for his support. I was delighted to visit his constituency and hear more about the Berkeley Green University Technical College. Free schools are accountable to me, through their funding agreement, for operation, governance and finances. They are responsible through the Ofsted inspection framework for the quality of their education and they work closely with their relevant regional schools commissioner.

Vocational Qualifications Day

Neil Carmichael Excerpts

Tuesday 9th June 2015 Westminster Hall

[Neil Carmichael (Stroud) (Con)]

I beg to move,

That this House has considered annual Vocational Qualifications Day.

It is a great pleasure to serve under—

[Sir Roger Gale (in the Chair)]

Order. It says here that I have to say something. The Question is that this House has considered annual Vocational Qualifications Day.

[Neil Carmichael]

We are operating a new system, so there is some confusion, not just on my part but obviously elsewhere.

[Sir Roger Gale (in the Chair)]

Order. I got it wrong.

[Neil Carmichael]

It is great to have such a free and frank Chairman for this occasion. Thank you, Sir Roger. It is a great pleasure to serve under your chairmanship.

Vocational Qualifications Day is critical, because it celebrates the success of young people. However, we need to do that not just annually but throughout the year, because it is that success that young people, our society and our economy need. It is worth emphasising that vocational qualifications are something that we should celebrate for everyone, at every level. That is one essential underpinning of the speech that I shall make and, I hope, the debate that we will have.

The second point, of course, is that we want to see equal value between vocational qualifications and academic qualifications. That is an essential part of the whole debate about our education system and the way in which our young people and everyone else, including those who go into new careers at the tail end of their working lives, want to experience it. This is the eighth year for Vocational Qualifications Day. That demonstrates continuity and success, and underlines our very strong feeling about the subject.

We have to promote several key messages. First, we need to raise the status of technical, practical and vocational learning. We have to ensure that people see that as a direction of travel for their careers, aspirations and hopes. Secondly, we need to demonstrate and celebrate the fact that everyone, of all ages, both genders and wherever they come from, can be part of the vocational qualifications world. Of course, we also want to ensure that there is a sense of parity between vocational studies and academic studies. Parity is important because that leads to esteem that is equal and benefits everyone.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

The hon. Gentleman is right to say that parity is of the essence, but is not there a dark cloud over all of us in the vocational qualifications sphere, because there is no red line around further education spending? As well as the ambition and the high priority, we need the resources to invest in further education.

--- Later in debate ---

[Neil Carmichael]

I thank the hon. Gentleman for that intervention. Of course we need resources, but a good FE college is adaptable enough—flexible enough—to find those resources where appropriate. I shall go on to describe the experiences of my local college, Stroud College, which has now merged with Filton College to create an exciting range of opportunities for young people. That has lifted the reputation of FE in my community and provided fabulous opportunities for young people. The issue is not just ring-fencing, but freeing up colleges to benefit from the opportunities that they can find.

[Kate Green (Stretford and Urmston) (Lab)]

I am sorry that I cannot stay for the whole debate, but I am very pleased that the hon. Gentleman has raised this issue for discussion this afternoon. He is right to say that colleges, such as the excellent Trafford College in my constituency, can do imaginative things to draw in new resources and form new partnerships, but does not he agree that we should take this opportunity to press the Minister on the impact of the 24% funding cut suffered by further education?

[Neil Carmichael]

I thank the hon. Lady for that intervention. My hon. Friend the Minister will have heard it—indeed, he is writing a note about it. Obviously, all areas of education have an interest in fair funding and more funding, but there is a cake and we have to slice it up in a sensible way. We will be having that debate throughout this Parliament.

[Nic Dakin (Scunthorpe) (Lab)]

I congratulate the hon. Gentleman on initiating this very important debate, but let me press him further on funding. Although further education colleges are in the vanguard of providing vocational qualifications, they have had to suffer, in addition to the cut in February that my hon. Friend the Member for Stretford and Urmston (Kate Green) mentioned, an in-year cut of £450 million in post-16 funding and another £450 million cut in FE and higher education funding—in-year and retrospective—for which they have not planned, so however brilliant they are, these are challenging times for vocational education.

[Neil Carmichael]

I thank the hon. Gentleman for that intervention and for appreciating my success in securing the debate. The key point is really the one that I made to the hon. Member for Huddersfield (Mr Sheerman). There are opportunities for FE colleges, working with business and working in their communities, to develop novel and interesting ideas about getting funding from sources other than the ones that hon. Members are talking about. That is what we should be thinking about, and I will articulate more thoughts about it as I progress through my speech.

[Mrs Maria Miller (Basingstoke) (Con)]

I join in the expressions of support for the debate that my hon. Friend has secured. I hear what other hon. Members are saying with regard to funding in further education, but does my hon. Friend agree that the Government’s commitment in this area is clear in the funding that has been put in for apprenticeships, and the success that the Government have had in increasing the numbers of people securing apprenticeships in our communities?

--- Later in debate ---

[Neil Carmichael]

I thank my right hon. Friend for that intervention. She makes a very good point. We have already created 2.2 million apprenticeships in the last five years and we plan to create a further 3 million in the next five years, so that is 5.2 million. That is a fabulous contribution to the success of our economy, but above all are the achievements of the people who have those apprenticeships. That is absolutely right.

[Mr Sheerman]

Before the hon. Gentleman moves off apprenticeships, may I make this point? I will not intervene again, but it would be wrong if I did not say this. He and I and the rest of the usual suspects in this excellent debate all know one another and know the background, but may I just say this? Will the hon. Gentleman not let himself be sucked into what was the coalition Government’s mantra? It was a fig leaf: “Look at what we’re doing with apprenticeships.” A lot of those apprenticeships were short term—for one year or less—and did not lead to a qualification. In contrast, FE delivers real skills and costs more money, but that is the real choice.

[Neil Carmichael]

I thank the hon. Gentleman for that intervention. I am a firm proponent and supporter of the FE sector. I have been a governor of two or three colleges and have worked hard for the success of them all, so hon. Members can be sure that for anything that happens about the FE sector, I will be there, fighting its corner.

In short, what we are hoping to do and should be doing is celebrate achievement and promote aspiration through vocational qualifications. That is a good strapline for this debate. Our purpose is essentially to enable people to fulfil their lives. That is a very important thing in the structure of my political beliefs. I want people from all walks of life and all places to be able to fulfil their lives, and they will do that through satisfying and rewarding work, which in many ways comes from good vocational training and qualifications.

Our purpose is also to ensure that we can create an economy that is full of opportunity, responsive and modern, and I think that that is completely in line with vocational qualifications and the whole framework around them.

Thirdly, we must ensure that our economy has the skills that it needs—the appropriate pools of skills in all the big sectors. For instance, in engineering, we will still need 83,000 new engineers each year to keep the show on the road, and many of them will be individuals with vocational qualifications. However, this is not just about engineering; the world of construction is just as thirsty for these kinds of qualification. That is an essential part of this debate.

We need an education system that is adaptive, responsive and aware of the changing framework in the world of work and in society. Our working patterns have changed, our aspirations are greater and our attitude to work is different, because we expect to find more opportunities, to advance in our careers and to change careers from time to time. That difference is reflected in our society as well, because we want our families to be able to develop their careers.

[Nic Dakin]

Does the hon. Gentleman agree that careers advice is crucial, and that it is unfortunate that even today, 63% of young people, when asked, can name A-levels but cannot name any vocational qualifications? That shows the distance that we need to travel to achieve the parity of esteem that we need if vocational qualifications are to deliver in the way in which he indicates, quite rightly, that we need them to.

[Neil Carmichael]

I will go on to address that issue, but I am glad that the hon. Gentleman has touched on it. As I will say in a few moments, we need to make it clear that it is not just A-levels that people need for future employment; there are a whole range of other possibilities.

We need to reinvigorate practical learning. We all know that that happened in the past and still happens now, but it must happen more. We need more specialist schools in the 14 to 18 sector to address the skills shortages—I have already alluded to some—that various sectors have identified. University technical colleges are part of that, but there are other ways of providing such schools, which have a relationship with the business world and the community, and which can run appropriate activities. We should be encouraging that.

I support a baccalaureate to recognise young people’s achievements up to the age of 18. That is in line with what the hon. Member for Scunthorpe (Nic Dakin) has said. A baccalaureate is the right way to demonstrate that huge achievement has been notched up through vocational qualifications, and I want to put that firmly on the agenda.

We have to work hard at bringing together the world of education and the world of business, the professions and employment in general. That is important not only for education, but for employers and organisations that might extend some form of training. Unless the interface between those sectors and organisations is improved, opportunities will constantly be missed because schools produce one kind of output and businesses require another.

I have come across that problem in my constituency, and I tackled it by setting up the Festival of Manufacturing and Engineering. One in every four jobs in my constituency is connected to manufacturing and engineering, but when I first went around the schools, I did not get the sense that they understood that at all. I felt that they were quite unaware of the appetite for skills in electronics, in certain aspects of the automotive sector and in aviation, so I got schools and businesses to work together and we came up with the Festival of Manufacturing and Engineering. It is held every year, and it really brings young people into the world of work. It ensures that schools understand what kind of job opportunities are coming along, and it underlines the need for vocational qualifications. We should recognise the importance of bringing those sectors together.

We have talked a bit about further education, and I want to underline its importance. Right now, 3 million students are being equipped with valuable employment skills. That is a huge chunk of our young people, and it demonstrates the large footprint that the further education sector has in the matter. We need to recognise that the FE sector has a role to play. In my patch, as I have mentioned, a really good college has seen the strategic advantage of merging with another, and it is now able to produce a whole range of useful courses and training opportunities for young people and for adults who seek to change their direction of travel.

In fact, the arrangement is now so successful that we are going to have a new training centre at a disused—but properly maintained—nuclear power station. It will be known as Berkeley Green, and it will provide training opportunities for people who are interested in renewable energy, nuclear energy, manufacturing and other activities. That huge investment has been made because the college understands that there is a huge requirement for such skills in my constituency. That has led to another investment in a university technical college to ensure that advanced manufacturing opportunities are being offered and places are being filled by people who are properly trained, as we would expect them to be, at a UTC.

[Mr Sheerman]

Which university?

[Neil Carmichael]

Gloucestershire. [Interruption.]

[Sir Roger Gale (in the Chair)]

Order. I know that the hon. Member for Huddersfield (Mr Sheerman) is a new Member, but he really ought to be aware of the procedure by now, if only for the benefit of the Hansard writer.

[Neil Carmichael]

The hon. Gentleman has made a lot of interventions, so I recognise—

[Mr Sheerman]

It was helpful, was it not?

[Neil Carmichael]

I think I will go on with my speech. The point that I am advancing is that we can really make sure that the FE sector plays its part. If it has strong leadership, which I hope is the case in all areas, that is exactly what will happen. We need to seek more of that.

One of the Government’s key themes is increasing productivity, and we need to do so in this country because the productivity gap is too large. For example, the OECD suggests that the gap between us and Germany is 29%. That is huge, and we need to address it. There are two good reasons for doing so. First, it will alter the terms of trade and export. Secondly, it will enable our young people to get jobs that lead to higher salaries and more opportunity. That is the antidote to any cost of living crises that we might be concerned about. It seems to me fairly obvious that vocational qualifications can play a part in improving productivity, which is one reason why we must make sure that the opportunities are laid before us.

One other aspect of the productivity question is the role of local enterprise partnerships. It will be increasingly important for LEPs to have a clear understanding of their local labour market, where skills are needed and how they will be provided. LEPs should have an interface with FE colleges and providers of vocational qualifications to ensure that there is a better fit between requirement and provision. That would be of great benefit.

The hon. Member for Scunthorpe mentioned the difficulties caused by simply assuming that A-levels are the only things that matter, when there are lots of other options. I have already advanced the idea of a baccalaureate. Interestingly, nearly 46,000 students who have gone to universities in the past year have had a BTEC as part of their application. That further reinforces the point that vocational qualifications matter. Importantly, a large number of those students have managed to persuade employers to pay a large part, if not all, of their student fees, either because they are doing a course that includes vocational training or qualifications, or because they have already done a course that was underpinned by vocational qualifications. The value to that student and to the potential employer is, therefore, all the greater. That underlines the importance of vocational qualifications.

Another organisation that wrote to me after I secured this debate was Sports Leaders UK, which highlighted the value of soft skills, especially in developing leadership capacity. In our modern economy, which is developing very nicely, leadership will be paramount for entrepreneurial activities and large numbers of growing small and medium-sized businesses. Leaders are needed within structures and organisations to implement changes or direct new operations. Such a vocational qualification route, supported by the sorts of soft skills that develop leadership capacity and other useful characteristics, adds to the value of the individual and their appreciation of the opportunities ahead and to that of the economy as a whole. That is yet another reason for celebrating vocational qualifications.

Vocational Qualifications Day is a good thing to celebrate. It is about empowering people to do the things that they want to do and making sure that they have aspirations that they can achieve. It is about ensuring that we have a mix across the spectrum of education and training that meets everyone’s needs and all the opportunities that are available, and that reinforces the direction of travel, which must surely be towards the creation of a real economy that is modern, vibrant and able to support families, young people and older people who, ultimately, want work that is rewarding, satisfying and capable of giving them the capacity to fulfil their lives. Vocational study, training and qualifications can play a paramount role in delivering such an economy and society.

--- Later in debate ---

[Neil Carmichael]

Thank you, Sir Roger, for chairing this effective and excellent debate. I thank all the contributors, too, because the debate has been constructive and allowed us to set out the issues. I also thank the Edge Foundation for all it has done to make the Vocational Qualifications Day work, because, as we have all acknowledged, it is an important day. The track needs reform, more rigorous thought and more attention to detail. We should be doing more on productivity, and there is a lot more we could be doing to ensure that young people understand what vocational qualifications are and why they should be seeking them.

Above all, it is a question of ensuring that our education system is adaptable and responsive enough to the emerging modern economy that we are all part of. We cannot stop at our shores, because we are in a global economy, and that has a significant impact on how we should operate. The Minister’s three questions will help to focus what we do in the next five years so that in five years’ time we can say, “Britain is well placed in the provision of skills. We have matched our competitors in productivity and we have demonstrated that we are concerned that each and every one in our country can make the most of themselves and fulfil their lives in a way that reflects their aspirations and the emerging economy.” We have the opportunity to make this a country that is founded on good working practices, strong ethics in education and the appreciation of society.

Question put and agreed to.

Resolved,

That this House has considered annual Vocational Qualifications Day.

Oral Answers to Questions

Neil Carmichael Excerpts

Thursday 26th March 2015 Commons Chamber

[George Freeman]

What we need is not more bureaucracy and commissions, but continued progress on infrastructure investment. Specifically, the Chancellor announced in the Budget that we are proceeding with the electrification of the Selby to Hull line. The Liverpool to Manchester line has already been electrified and the Manchester to Selby line is being done. We are investing major sums in northern infrastructure to drive the northern powerhouse—£1 billion on the region’s railways and on updating trains. This is strongly supported. John Cridland of the CBI, for example, said:

“Businesses in the north will be encouraged by ongoing support for infrastructure and innovation.”

The Construction Products Association said:

“We are pleased to see that the government recognises the value of infrastructure, and…has prioritised”

it.

[Neil Carmichael (Stroud) (Con)]

Does the Minister agree that the investment in infrastructure in my constituency will enable people to get to the new university technical college that is providing training for engineering and cyber-skills, which will lead in turn to substantial economic growth in Stroud and the surrounding area?

[George Freeman]

My hon. Friend is absolutely right, and I pay tribute to his doughty campaigning on this issue throughout this Parliament. It is part of £460 billion package, with £12 billion in city deals and local growth funds and £1 billion in broadband. As he says, this is alongside our investment in vocational training and apprenticeships in engineering to put our economy back on its feet.