Technical and Vocational Education

Nicholas Dakin Excerpts

Wednesday 9th July 2014 Commons Chamber

[Mr Graham Stuart (Beverley and Holderness) (Con)]

What an excellent list of characteristics that was, and it is a great pleasure to follow the hon. Member for Dudley North (Ian Austin). I welcome today’s theme, because too often we focus on the part of our education system in which there are the fewest problems—the more academic routes. We should spend more of our time on the vocational routes that the majority of the population go through, which, as hon. Members have said, are harder to navigate. Those routes need to be made more navigable, and need to be linked closely to the needs of employers and the long-term earnings potential of the people who take them, whether they are young or not.

The Education Committee will soon launch its dedicated inquiry into apprenticeships and traineeships for 16 to 19-year-olds, so this debate is of particular interest to me and the rest of the Committee. Too often, vocational courses have been the Cinderella element in our education system, and denied the limelight given to academic qualifications that are sometimes perceived as more glamorous and socially transformative. This is a timely opportunity for the House to discuss how to change that.

Under the previous Government, getting as many young people as possible into university sometimes appeared to be an end in itself, regardless of whether that was necessarily a good deal for those young people, employers or wider society. I do not think that Ministers then thought of it that crudely, but that was the message that went out. It is important that we get the message right, so that the next generation has the right signals to make choices that will make the biggest difference to them.

It is regrettably true that overall, youth unemployment rose by 40% under the previous Government, and it did not go down in the boom years. That challenge was not new to the Labour Government, but there was a long-standing problem. Other countries such as Austria, Germany—famously—and the Netherlands had the same social problems and challenges, but managed to have fewer people ending up in unemployment, but even in the boom years we had high numbers of people in unemployment.

When I sat on the Children, Schools and Families Committee in the last Parliament, I used to challenge Ministers and ask them what counted as educational success. Was it the PISA—programme for international student assessment—tables, for example? One crude proxy would have to be ensuring that the educational system did not leave anyone completely behind, trapped in poverty for life and without a job. That is exactly what we had. It is so important for whoever is in government after next May that we get this right.

It is a priority to work out how to improve the offer made to the hundreds of thousands of young people who take vocational courses and enter the workplace every year. As I say, if anything, they face greater complexity than those who take academic courses. The Government inherited a remarkable 3,175 equivalent qualifications on offer in schools for 14 to 16-year-olds alone. As Alison Wolf reported, some of them were not worth the paper they were written on, so it was right to change that.

[Nic Dakin (Scunthorpe) (Lab)]

Does the Chairman of the Select Committee recognise, however, as Alison Wolf did, that the most widely used qualifications, such as BTEC first and BTEC national, were valuable and necessary to the overall panoply?

[Mr Stuart]

I pay tribute to the hon. Gentleman, whose expertise and interest in this issue is of long standing and dates from long before he came to this House. He is, of course, right in what he says, but in too many cases, institutions were putting young people on courses that they may or may not have known were of limited value, but that were in fact of little or no long-term value, because it suited the interest of the institution, rather than the interest of the young people. That is why it was right to look carefully at that problem.

When Professor Wolf published her review, she warned:

“The staple offer for between a quarter and a third of the post-16 cohort is a diet of low-level vocational qualifications, most of which have little to no labour market value…Among 16 to 19 year olds, the Review estimates that at least 350,000 get little or no benefit from the post-16 education system.”

That was a pretty terrible inheritance, with more than a third of a million people being educated at great public expense, with no benefit to themselves or the country as a whole. Both literally and metaphorically, Britain cannot afford to continue to fail young people in that way, and it is to the Minister’s credit that a considerable amount of work has been done, including the commissioning of the Wolf report.

Almost 100 university technical colleges and studio schools have been established. I hope there will be a Humber UTC in the not-too-distant future, and I know that the hon. Member for Scunthorpe (Nic Dakin) is working hard, championing it. I hope there will be involvement from companies such as Able UK, Total, Centrica Storage, Tata Steel and Clugston.

The Government have published a new 16-to-19 accountability framework, the headline measures of which focus on pupil progress, attainment, retention and destinations. Elsewhere, as others have commented, the apprenticeships programme has had rocket boosters put under it. It has been lengthened, and there have been improvements to quality.

Returning to the question about the number of apprenticeships raised by the shadow Secretary of State, if there are fewer 16-to-18 apprenticeships, more of them are a year long or longer; a year is now the minimum length. Overall, I do not know—I hope our inquiry will find out—whether the package for 16 to 18-year-olds is better than it was, in respect of quality and long-term impact. Whatever happens, we need to keep wrestling with the question—that is why my Select Committee will look further into it—of how to get more people in the young age group on to high-quality apprenticeships, particularly in view of concerns raised about the way in which some employers were training people who were already in their employ. Morrisons was criticised for some pretty short-term apprenticeships in supermarket skills that were unlikely to have been income-transformative—a point I raised earlier.

I am mindful of the time, so I shall try to conclude. I hope that we will keep focusing on vocational qualifications. It is the route that most people in this country follow. It is therefore the route that this House should focus on. Notwithstanding the excellent personal experience of the hon. Member for Huddersfield (Mr Sheerman), the truth is that Members of all parties have little personal experience of the further education sector and associated sectors. That is all the more reason why we need to focus on them, read about them, conduct inquiries into them and make them better. Our problem as a nation has not been the way in which we have educated the academic elite; it has been the fact that we have failed to make decent provision for a decent education, whether academic or vocational, that gives people an entitlement to the riches of our civilisation and access to the jobs market. Whoever is in power after next May, I hope this House will remain focused and determined to serve the part of the population that has most often been let down historically.

--- Later in debate ---

[Nic Dakin (Scunthorpe) (Lab)]

It is a pleasure to contribute to this debate. There have been some good contributions already this afternoon. The Chair of the Select Committee, the hon. Member for Beverley and Holderness (Mr Stuart) is consistent in reminding us, as he was when I was a member of the Committee, that we spend a lot of our time focusing on those students who succeed at whatever they do. It is right and proper to focus on students who sometimes find it more difficult to succeed. I hasten to add that those are not necessarily students in vocational and technical education, but we often neglect that area as well. His laser-like approach to keeping up that consistency is very important.

My right hon. Friend the Member for Wolverhampton South East (Mr McFadden), in a powerful contribution, reminded us of the need to dispose of the politics of grievance and grab the politics of hope.

In the 1990s, I was running the then Conservative Government’s technical and vocational education initiative in the north Lincolnshire area. I mention that because it is a reminder that this country has been grappling with technical and vocational education for a long time. In fact, that was one of the best initiatives that came out of the Thatcher Government, as it used carrots to incentivise change. It put forward many of the things that we now take for granted in our education service.

Whenever we look at education in the UK, we always ask which areas of the world have performed better in relation to technical and vocational education. In fact I put that very question to the Business Secretary this week. The answer was the one I expected: Germany. In some ways, the German football team, as we saw last night, is a metaphor for how Germany gets things right. Over time, Germany ruthlessly puts things together in a cross-party way that engages across generations and across parties, whereas too often we flip-flop around instead of building on the positives.

I do not accept that things were disastrous in 2010, because they were not. We had had the biggest investment in education for a generation, building on other investments, such as the one under the previous Conservative Government. Politicians, educationalists, students, parents and others took education to a different place, where it was performing far better than before. That does not mean that everything was right and rosy, but the secondary curriculum at the end of that period was delivering better outcomes for young people than ever before by using a mix of vocational and technical qualifications, such as BTECs, alongside the necessary and appropriate increased rigour on maths and English. We saw schools, on a two-year lag, beginning to improve on their number of five A* to C grades with maths and English, by changing the culture of aspiration, which makes a profound difference to performance.

The Government have built on certain things effectively, and I welcome their commitment to furthering the delivery of apprenticeships. I welcome the introduction of destination monitoring and the increased rigour and focus on maths, English and science, but frankly the move to prioritising things such as the EBacc will have negative consequences because, as the Chair of the Education Committee said, it is not the area to which we need to be paying attention. We need to be focusing our attention on what we are discussing today.

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

The hon. Gentleman has just praised Germany, but in Germany all students study EBacc subjects to 16.

[Nic Dakin]

I taught in Sweden, which has a similar baccalaureate system up to 16, but it has far greater breadth than the narrowness of the EBacc. The problem is that the EBacc could have been a good vehicle for taking things forward if it had been a proper curriculum developed with careful thought, instead of focusing on certain things that will have consequences. School timetablers only have so much curriculum time, and if we narrow that down by producing more geography and history students, it will have consequences for other things.

[Elizabeth Truss]

That is precisely what the Progress 8 measure is all about. It is about ensuring that students are studying EBacc subjects, as well as important technical, arts and creative subjects. That is precisely what they do in Germany, of which the hon. Gentleman is a big champion.

[Nic Dakin]

I have another quick point. We need to have greater “earn while you learn.” In countries such as Netherlands, Switzerland and Denmark, 52%, 48% and 49% of young people respectively earn while they learn, whereas in our country the proportion is down at 22%. Why do we not set a target of being in the top three of that table? There is a lot of evidence that work experience, which the Government have taken out of the key stage 4 curriculum, is beneficial for job readiness and furtherance into jobs. I will leave it there, because I am aware that other Members want to contribute.