Higher and Further Education

Nicholas Dakin Excerpts

Tuesday 11th September 2012 Commons Chamber

[Shabana Mahmood]

My hon. Friend is absolutely right. There are worrying signs of perverse things happening as a result of the Government’s policies. Of course, there has been a focus on STEM subjects—science, technology, engineering and maths—which are very important to our continued economic growth, but that should not happen at the expense of modern languages or humanities. It is very worrying that we are seeing drops in the number of applications for those subjects.

[Nic Dakin (Scunthorpe) (Lab)]

Is it not true that the impact of Government policy is putting off not only UK students but, with the visa debacle, international students, and that that combination threatens to destabilise our universities to the detriment of individuals and UK plc?

[Shabana Mahmood]

I thank my hon. Friend for raising the subject of international students, which has been much in the news recently with the case of London Metropolitan university. I have written to the Minister for Universities and Science with some detailed questions about the handling of the London Met affair. I have yet to receive a response, but I very much look forward to it given that at last week’s Business, Innovation and Skills questions he ducked the opportunity to promise that no genuine international student at London Metropolitan university would be financially worse off. Perhaps he would like to intervene now to confirm that that will be the case—but I see that he is not going to do so.

Oral Answers to Questions

Nicholas Dakin Excerpts

Monday 3rd September 2012 Commons Chamber

[Michael Gove]

There have been three reasons to celebrate in Suffolk over the past four weeks: first, a new free school in Brandon; secondly, a new free school in Beccles; and, thirdly, my hon. Friend coming first in a handicap race at Newmarket in his constituency and, in so doing, raising money for some of the most deserving cases in the military and equestrian worlds.

[Nic Dakin (Scunthorpe) (Lab)]

GCSE English is a progression qualification. From my 30-plus years in education and from listening to heads, teachers and local young people, it is clear to me that this year’s marking is a fiasco. Will the Secretary of State urge Ofqual to ensure fairness across the whole of this year’s entry group and not hide behind unacceptable comments such as that the entrants in January “got lucky”?

[Michael Gove]

I am sure the regulator will have heard the hon. Gentleman’s case. As I have said before, he was the head of an outstanding further education college. However, it is only appropriate to say that when the regulator appeared before the Education Committee, she made it clear that she saw it as her mission to deal with problems associated with grade inflation. It was on that basis that a Committee of this House approved her appointment.

Secondary Education (GCSEs)

Nicholas Dakin Excerpts

Tuesday 26th June 2012 Commons Chamber

[Nic Dakin (Scunthorpe) (Lab)]

Having a good look at our examination system is a valid thing to do. Indeed, the Chair of the Education Committee has reminded us that next Tuesday it will publish its report into the matter, and I know from my time serving on the Committee that it will have fully interrogated the issues and will produce a robust report to drive forward policy.

Such a principled, considered approach contrasts with the Secretary of State’s way of doing business—by hunch, lunch and leak. Indeed, after sitting through 40 minutes of his speech today, I was still no clearer at the end about his proposals. It was a content vacuum, I am afraid, but things need addressing. Are there plans to scrap the national curriculum at 14 years old, and would that allow schools and colleges greater flexibility to offer a more skills-based curriculum to those young people who prefer a more practical, vocational approach? Will the millions of pounds—a sum that has doubled in the past 10 years—being spent on examinations be reduced?

At the heart of the Secretary of State’s leak to the Daily Mail, there seemed to be a half-baked idea about some back to the future, imaginary utopia, enshrined in a return to O-levels and CSEs. I fear that that has far more to do with clever politicking than with intelligent policy making, however, and that the Secretary of State is keen to deliver soundbites for the Tory tabloids rather than sound policies for the young people of today and UK plc.

It is all a bit like a Monty Python sketch in which someone says, “Exams were much harder in my day. I had to recite poems and parse sentences.” The reply would be, “Recite poems and parse sentences? You were lucky. I had to recite the complete works of Shakespeare and then write an essay on a day in the life of a pound note.” Seriously, however, people like to believe that things were harder in the past, although the evidence is far from clear, and the Secretary of State is tapping into a populist instinct: nostalgia politics.

One of the few things I know a bit about is preparing young people for exams. I have prepared them for a range of exams: CEEs, CSEs, O-levels, A-levels, S-levels, AS-levels, BTECs. You name it, Mr Deputy Speaker, I have prepared young people for it, but in terms of setting and assessing standards, the worst exam that I ever prepared people for was O-level English, which was a total lottery, so if the Secretary of State thinks that going back to something like that will improve standards, he really is on another planet: planet dogma, or planet not in this place.

When Sir Keith Joseph was introducing the changes, he made very clearly the case for their necessity, stating that

“the system we propose will be tougher but clearer and fairer…it will be more intelligible to users…better than O-levels…and better than CSE…it will stretch the able more; and…stretch the average more.”—[Official Report, 20 June 1984; Vol. 62, c. 306.]

I believe, from my professional experience, that that is what the GCSE has done. That does not mean it is perfect, or that it does not need improving, but any idea about going back to the 1950s, and to exam systems that may or may not have been appropriate for that time, is unfortunate.

It is worth noting, however, that the debate about an exam at 16 years old is actually rather odd and anachronistic, because, with the raising of the participation age, the qualification that young people leave with at 18 years old is what really matters. Focusing so much attention on what happens at 16 misses the point, because with rising participation levels, the main thing is the skills, attributes and experiences that young people leave school with at 18 to allow them, one hopes, into a world of work.

One of the big problems regarding aspiration for young people is the fact that young people’s unemployment is at a record high on this Government’s watch. That has a genuine impact on aspiration in classrooms. I am afraid that despite the skills, expertise and professionalism of those great teachers, led by great head teachers, up and down the land, that remains the context in which they are working. As people providing policy and governance, one of our gifts should be to produce a mechanism to enable young people to move into employment and ensure that they have the proper skills, attributes and aptitudes to do well in it.

Secondary Education

Nicholas Dakin Excerpts

Thursday 21st June 2012 Commons Chamber

[Michael Gove]

My hon. Friend makes his point effectively and with typical pungency. Among employers there is a lack of confidence in many of the qualifications that exist at the moment. The people let down most by that are hard-working and intelligent students. I am convinced that we have the best generation of teachers ever in our schools and that students are working harder than ever. That is why we need to change the exam system—so that it works as hard as they do.

[Nic Dakin (Scunthorpe) (Lab)]

I know from personal experience, having prepared students for many different qualifications, of the inadequacy of O-levels and CSEs, compared with GCSEs, in setting and assessing standards. Will the Secretary of State reassure the House and those outside it that any changes to our examination system are strongly and rigorously evidence-based and not based on hunch and assumption, so that he does not make a wrong turning that damages the UK economy and young people’s lives?

[Michael Gove]

The hon. Gentleman, who was an outstanding principal of an outstanding further education college, makes a very good point. I emphasise again that it is natural, when we seek to reform our examination system, that people will look backwards and think that we are moving back to a situation that we inherited. We are not; we are moving forward to ensure that our qualifications are more rigorous, stand comparison with the best in the world and take account of precisely the point that the hon. Gentleman made about the need for evidence.

Safeguarding Children

Nicholas Dakin Excerpts

Wednesday 13th June 2012 Commons Chamber

[Nic Dakin (Scunthorpe) (Lab)]

It is a real pleasure to follow the hon. Member for East Hampshire (Damian Hinds), who as always speaks most perceptively and with great clarity.

It has been good to sit through the whole debate and to hear the strong cross-party consensus on tackling the issue of safeguarding children, an issue that we all know is of the utmost importance. I therefore congratulate my hon. Friend the Member for Liverpool, West Derby (Stephen Twigg), the shadow Secretary of State, on bringing it to the House, and congratulate previous Secretaries of State and Ministers and, indeed, the current Secretary of State and Ministers on their leadership. The Under-Secretary of State for Education, the hon. Member for East Worthing and Shoreham (Tim Loughton), who led for the Government in this debate, has an excellent record on the issue and has shown real leadership in taking the baton forward, as it is his duty to do.

I would have to say, as a professional in education, that safeguarding is one of the most difficult issues that we have to face. In many ways, it is more difficult than the challenges of attendance, retention and achievement, because it is more subtle and difficult to be clear about. For many young people, school is a point of stability in their lives. Many young people have massive challenges in their private lives outside school, and school provides them with solidarity and shelter in a storm.

Professionals, be they in education, health, the justice system or social work, need to get the balance right, and that is a difficult challenge to meet. I recognise the genuine progress that I have seen in my professional life in moving matters forward in relation to safeguarding. My hon. Friend the shadow Secretary of State was right to emphasise the importance of the five outcomes of Every Child Matters. That was a real step forward in dealing with this difficult agenda. We trivialise the focus on well-being at our peril. The Minister is nodding, and I am pleased that he recognises that it is important to capture that in moving things forward. In its focus on safeguarding after the baby Peter Connelly tragedy, Ofsted perhaps swung a little too far the other way, but it certainly made everybody sit up and think things through carefully and sharpened up everybody’s acts. It is important that the pendulum swings a little, but also that the fundamental centrality of purpose is not lost.

[Mr Lammy]

In that swinging of the pendulum, I wonder whether my hon. Friend recognises two things from his experience. First, there is concern among black and ethnic minority families that there are still not the relationships that are needed. We have seen across London an upsurge in black and ethnic minority families in the care system. Secondly, young people in care who reach the age of 18 can find themselves very vulnerable when they are suddenly bereft of any services and have to make decisions about their future.

[Nic Dakin]

My right hon. Friend makes a very important and cogent point from a position of great experience in this matter. I pay tribute to him for the work that he has done in this area.

I would like to emphasise the crucial importance of local safeguarding children boards and applaud the comments of the shadow Secretary of State and the Minister about that. Those boards have greatly helped to bring together professionals across disciplines and across cultures. Cultures are very different, and making them work together with a focus on the child is a big challenge. I applaud and pay tribute to all professionals working in this arena, particularly, in my experience, the social workers in North Lincolnshire, who have always astounded me with their professionalism and done a very good job on behalf of local people.

As the hon. Member for Devizes (Claire Perry) pointed out, this is a difficult world in which there are new challenges to do with e-safeguarding. My hon. Friends the Members for Bolton South East (Yasmin Qureshi) and for Rochdale (Simon Danczuk) talked about the difficulties to do with child sexual exploitation. We need to get to grips with those difficulties and challenges. We do that best by working together, cross-party, in allowing the leadership baton to be moved on from one Administration to another, creating a unity that spreads down through the country to local children safeguarding boards. We must bring people together, focused on the child’s outcomes and continuing, all of us in this House and outside it, to work together to ensure that children are safeguarded as best they possibly can be as we move forward.

Free School Meals (Colleges)

Nicholas Dakin Excerpts

Wednesday 13th June 2012 Westminster Hall

[Nic Dakin (Scunthorpe) (Lab)]

It is a privilege to serve under your chairmanship, Mr Davies, and I congratulate my right hon. Friend the Member for Sheffield, Brightside and Hillsborough (Mr Blunkett) on securing this timely and necessary debate. It is a pleasure to follow the hon. Member for Gosport (Caroline Dinenage), who put her finger on it when she said that this is a raw deal. She then spelt out clearly and succinctly why that is the case and why it is not acceptable. It is a long-standing injustice and an issue that I have raised continually since I first came to the House two years ago.

From my 30 years’ experience of working with post-16-year-old students and four years as principal of John Leggott college in Scunthorpe, I know the direct impact that not having access to a college meal in the daytime has on concentration, attendance, retention, achievement and, inevitably, that young person’s progression to other things.

My hon. Friend the Member for Penistone and Stocksbridge (Angela Smith) described the case of John, who said that because he did not have access to a free meal—he met the criteria, but he chose to go to a college rather than a school—he skipped lunch from time to time. That will impact directly on his achievement. John is being disadvantaged by the system and that should not be the case.

If the eligibility of students who meet the criteria for free school meals depends on the type of institution that they attend, that is not only morally wrong but potentially piles disadvantage on top of disadvantage. To be fair, however, I know that the Minister and the Secretary of State for Education realise that the policy is indefensible because of their answers to questions in the House.

On 11 October 2010, I raised this issue, and the Minister—whom I am pleased to see in the Chamber today—stated:

“I take on board the hon. Gentleman’s comments. I share his view. We have committed to maintaining spending on free school meals this year. Further announcements will be made after the spending review.”—[Official Report, 11 October 2010; Vol. 516, c. 14.]

There was clearly a little bit of hope that the anomaly was to be addressed.

The spending review came and went, and I raised the issue again. This time the Secretary of State answered my question:

“That is a fair point—”

I think he was busking at that point—

“As the hon. Gentleman will know, many FE colleges simply do not have the facilities to be able to provide free school meals; they do not have the cafeterias or kitchens in place.”—[Official Report, 28 March 2011; Vol. 526, c. 59.]

The Secretary of State was not having one of his better days, because a parliamentary question to the Minister revealed that fewer schools than colleges have catering facilities, yet they continue to serve free school meals and get round that problem. In my consultation with the Association of Colleges, it demonstrated through a survey of its members that that problem of facilities could be easily overcome.

[Yasmin Qureshi (Bolton South East) (Lab)]

My hon. Friend raises a point about colleges not having the facilities to be able to cook. Does he agree that numerous young people are affected by the situation under discussion? In my constituency, 1,300 young people attend Bolton sixth-form college and 1,272 attend another college in Bolton. They would benefit from free school meals if they were at a school. We are talking about 3,000 pupils being affected.

[Nic Dakin]

I thank my hon. Friend for her intervention. She makes the point very well. Both the Minister and the Secretary of State know that the situation is not right. That is why, when the Secretary of State was in a corner, he produced an answer that was not up to his usual standard. On examination, it falls apart.

My hon. Friend the Member for Luton North (Kelvin Hopkins) was the last person to obtain a response from the Secretary of State. He raised the issue in October 2011. The answer had slightly changed by then. That is why I am going through these statements—to see the train of thought in the Department on this issue. At that point, the Secretary of State said:

“I am familiar with that anomaly; it is a situation we inherited from the previous Government. We are seeking to ensure that funding is equalised between colleges and school sixth forms.”—[Official Report, 17 October 2011; Vol. 533, c. 622.]

By that point, it had become an anomaly; the reason for it was that it was there in the past. I pay tribute to my right hon. Friend the Member for Sheffield, Brightside and Hillsborough, who did a mea culpa at the start of his speech. However, there are reasons why it is more necessary now than ever to deal with the anomaly. It is not acceptable. Students are being disadvantaged.

There are three reasons why the landscape has changed and why dealing with the anomaly is even more urgent. The first is the disappearance of education maintenance allowance. In all my years in education, I have never seen an initiative that has transformed to a greater extent the lives of individual students from disadvantaged backgrounds than education maintenance allowance. It had a direct impact on attendance, retention, achievement and progression. I know that from personal experience and from the analysis done by many organisations, including the Institute for Fiscal Studies and the AOC. However, the Government, in their wisdom, have chosen to take education maintenance allowance away and replace it with a much less effective bursary system, although I do welcome the bursary system. That change has exposed the disadvantage of not being able to access free meals even more than before. The existence of education maintenance allowance masked that disadvantage during the past 10 years.

The second reason the landscape has changed and there is now greater urgency is the raising of the participation age, which I was reminded of during the contribution from the hon. Member for Harlow (Robert Halfon). With the raising of the participation age, all students will now progress on beyond 16. Therefore, it is even more urgent that the eligibility for free meals be equalised, because some of the students, or probably most of the students, who would not have progressed beyond 16 in the past will be the very students who should be eligible for free meals.

I come now to the third reason why the landscape is changing. The hon. Member for Gosport talked about the fragmented provision that we now have in the landscape. We have academies, free schools and university technical colleges. Students who go to those institutions can access free school meals. If a new post-16 free school or post-16 academy is set up, it can offer free school meals, but a 16-to-19 sixth-form college or further education college cannot. If I were still a principal of a sixth-form college, perhaps I would have a conversation with my governing body about dissolving as a sixth-form college and re-emerging as a post-16 free school or post-16 academy. Why would that not be a route that I might take? It would enable me to access better resources and provide a more level playing field for the young people of the area that I served.

Those are the three reasons why it is more urgent now to deal with this anomaly; there was still an injustice when my right hon. Friend the Member for Sheffield, Brightside and Hillsborough was Secretary of State. The three reasons are the disappearance of education maintenance allowance, the forthcoming raising of the participation age and the change in provision—the complete fragmentation—in the landscape of post-16 education.

My hon. Friend the Member for Penistone and Stocksbridge and the hon. Member for Gosport reminded us that the most disadvantaged young people are those most likely to attend the post-16 colleges that we are discussing. They are also the ones who are most likely to travel further, so they have greater travel costs. They do not have access to free meals, and there is no education maintenance allowance; there is a reduced bursary.

[Sir Roger Gale (North Thanet) (Con)]

The hon. Gentleman has a distinguished record in education, and in the light of what he has just said, I think that he will understand what I am about to say. Thanet college, which takes many of my constituents’ children, takes students from some of the most deprived wards in the United Kingdom. The hon. Gentleman is right to say that the students whom we are discussing are the most disadvantaged and have to travel the furthest. What no one has mentioned so far is that those young people have pride. They do not like having to go to the college principal to beg for funding that in any event the principal does not have available to give them, so they spend what little money they have on travelling to college and then they go hungry. That cannot be right.

[Nic Dakin]

The hon. Gentleman makes his point extremely well. It echoes the point made by my hon. Friend the Member for Liverpool, Walton (Steve Rotheram) about the stigma attached to claiming free school meals. However, navigating that territory, as my hon. Friend did and, indeed, I did, as another free-school-meals student in the past, is certainly not as bad as navigating the territory of food bank handouts, which hon. Members have described in the debate.

The hon. Member for Harlow described the situation in his constituency, where the majority of students staying on post-16 go to colleges. The situation is exactly the same in my constituency. More than 400 of my students go on to post-16 education in colleges; it is the main provision locally for post-16 education. If the students in my constituency and the hon. Gentleman’s constituency come from disadvantaged backgrounds, why should they not have the access to free meals that students in other constituencies have? Surely, that is not fair; surely, it is not right.

In Yorkshire and the Humber, 10,700 young people who go to colleges would be eligible but are not receiving free meals. In England, 102,700 young people are in that category; 13% of the students attending colleges in England would be eligible for free meals but are being denied them. The Government are hiding behind an anomaly; that is the language that they are using. I do not think, fellow Members of Parliament, that we can hide any longer behind an anomaly. It is time for action—time for us to do something about it.

I agree with the words of Toni Pearce, National Union of Students vice-president for further education, who said:

“There can be no justification for the basic inequity which says that you can’t get free school meals if you study at a college from the age of 16 to 18, but can if you study at a school sixth form. Eligibility for free meals should clearly be based on need—not on where you choose to study.”

She goes on to support the AOC campaign.

My right hon. Friend the Member for Sheffield, Brightside and Hillsborough talked about the hope that there would be cross-party consensus on the issue. We have heard a lot of consensus across the parties in the debate. I had the privilege of serving on the Select Committee on Education when I first came to this place and, as part of our investigation of 16-to-19 participation, we agreed unanimously, across the three parties represented on that Committee, with the statement that it produced:

“There is no logic in making free school meals available to 16-18 year olds in schools but not in colleges”.

[Mr Gregory Campbell (East Londonderry) (DUP)]

I can add to the cross-party consensus by saying that I think that all politicians, on both sides of the House, would agree that anything that we can do to assist 16 to 18-year-olds in disadvantaged communities—those communities that are particularly affected by socio-economic problems—should be supported in an effort to help them to climb out of the poverty in which many of them live.

[Nic Dakin]

I absolutely agree.

Finally, because of my background in sixth-form colleges, I would like to touch briefly on the social mobility agenda. We all agree on social mobility. A report published next week by the Sixth Form Colleges Forum will demonstrate that sixth-form colleges have students more likely to have received free school meals and with lower prior educational attainment than school or academy sixth forms. The report uses UCAS data to show that over 30% of sixth-form college students who progress to higher education were from the least advantaged areas of the UK, compared with 23% of those who progressed from schools. In that context, and when schools and academies already receive more funding per student than sixth-form colleges, it makes little sense to disadvantage further an already disproportionately disadvantaged group.

Several Hon. Members: rose—

[Philip Davies (in the Chair)]

Order. Three hon. Members want to speak. I remind Members that I will call the shadow Minister no later than 10.40.

--- Later in debate ---

[Mr Gibb]

I will acknowledge that. That was at a time when the Labour Government had just inherited a golden economic legacy—

[Nic Dakin]

Will the Minister give way?

[Mr Gibb]

No, as I am running out of time. As I was about to do, I acknowledge the honesty of the right hon. Gentleman’s hands-up confession.

The Association of Colleges is campaigning for the provision of free meals to be extended to all eligible FE students between 16 and 18. It estimates that it would cost £38 million to do so, although our own estimate is that it would cost significantly more than that. I sympathise with the arguments of my hon. Friends the Members for Harlow (Robert Halfon), for Gosport (Caroline Dinenage) and for Redcar (Ian Swales), which they made well in their passionate contributions to the debate. Although the sums that I have just quoted may seem small compared with the overall education budget, in the current fiscal climate it would be genuinely difficult to increase spending by between £35 million and £70 million, however desirable it would be to extend free school meals to students at sixth-form and FE colleges. Of course, we keep the matter under review and I will discuss the arguments that have been made today with my ministerial colleagues. That is the commitment that I give to the right hon. Member for Birkenhead (Mr Field).

In education, the absolute priority of this Government is to close the attainment gap between those from wealthy backgrounds and those from poorer backgrounds, and all our policies are funded with that one aim in mind, whether the policy is about reading, behaviour or tackling underperforming schools. Our priority is to devolve as much of the Department for Education budget to the front line as possible. That is why we have managed to maintain school budgets at flat cash per pupil, despite the very difficult spending review. In addition, schools receive the pupil premium, which is specifically designed to boost attainment—

Oral Answers to Questions

Nicholas Dakin Excerpts

Monday 16th April 2012 Commons Chamber

[Michael Gove]

With characteristic acuity, my hon. Friend puts her finger on precisely the scale of the problem we inherited from the previous Government. The system for funding sixth forms was dysfunctional, subjects that deserved better support, particularly mathematics, were not receiving it and we needed change. I am not in favour of a subject premium such as that outlined by my hon. Friend, but I am in favour of the approach outlined by Professor Alison Wolf in her report on improving vocational and technical education.

[Nic Dakin (Scunthorpe) (Lab)]

The Young People’s Learning Agency and the Department for Education have recently released data that reveal that in 2011-12 sixth-form colleges received approximately £4,500 per student whereas schools and academies received £5,600 per student. When will the Secretary of State act to address this anomaly and discrepancy?

[Michael Gove]

We have already acted. The hon. Gentleman was the distinguished principal of an outstanding further education college, so I know that he will be pleased that we are equalising funding between all sixth-form institutions. Sixth-form colleges and further education colleges do wonderful work. For too long, they have been Cinderellas, but under this Government they are at last going to the ball.

Oral Answers to Questions

Nicholas Dakin Excerpts

Thursday 2nd February 2012 Commons Chamber

[The Minister of State, Department for Business, Innovation and Skills (Mr Mark Prisk)]

I would be delighted to support that. It is an excellent idea and builds on the work that we are doing to recruit 5,000 new business mentors—real business women, helping those who want to start their own enterprise.

[Nic Dakin (Scunthorpe) (Lab)]

What is the Secretary of State doing to stimulate growth in manufacturing industries, particularly the steel industry, which is so important to UK plc and my constituents?

[Vince Cable]

As the hon. Gentleman will know, because I have visited his constituency and discussed these issues with him, the steel industry is going through an extremely difficult time not just in the UK, and steel makers have made losses. We are helping them through energy-intensive support, and there are other forms of help such as the regional growth fund and enterprise zones. We are doing what we can to help steel areas that are affected by the current contraction.

Oral Answers to Questions

Nicholas Dakin Excerpts

Monday 16th January 2012 Commons Chamber

[Michael Gove]

No school is better governed in Marlborough, or indeed in Wiltshire, than St John’s. As a result of my hon. Friend’s impassioned advocacy, I will ensure that the necessary posteriors are kicked.

[Nic Dakin (Scunthorpe) (Lab)]

10. What recent assessment he has made of the effect of reductions in central Government funding on the provision of out-of-school child care.

[The Minister of State, Department for Education (Sarah Teather)]

Local authorities have a statutory duty to ensure that there is sufficient child care locally to meet the needs of working parents, particularly families with disabled children. We want local authorities to keep parents informed about how they are meeting this duty. We are consulting on whether an annual report would enable parents to hold their local authority to account for the availability of suitable child care.

[Nic Dakin]

One in 10 child care providers report that they might have to close in the coming year. How will the Government ensure that working parents are not abandoned or left facing significantly higher costs?

[Sarah Teather]

There are duties on local authorities to ensure that sufficient child care is available. I remind the hon. Gentleman that substantially more money— £760 million—is going into child care, particularly in early years for disadvantaged two-year-olds. That is new money that goes to disadvantaged areas in particular, where we know that there has historically been some difficultly in relation to early years settings.

Apprenticeships

Nicholas Dakin Excerpts

Monday 19th December 2011 Commons Chamber

[Nic Dakin (Scunthorpe) (Lab)]

As we have heard, there is substantial consensus across the House that apprenticeships are a good thing. Both the previous Government and the present Government have supported and invested in the growth in apprenticeship numbers. Both the current Skills Minister and the shadow Skills Minister have excellent track records championing apprenticeships inside and outside Government. Many MPs are, like myself, employing apprentices, a practical, positive way of showing commitment to the apprenticeship route into employment.

Across the country there are excellent examples of first-class delivery of apprenticeship programmes. Two examples from my own constituency demonstrate how flexible the apprenticeship model is for apprentices and for businesses. North Lindsey college provides a wide range of excellent apprenticeship opportunities in partnership with a range of local companies. Humberside Engineering Training Association—HETA—whose general manager, Eric Collis, gave compelling evidence to the Education Committee, provides a range of high-quality apprenticeships in partnership with companies such as Tata Steel. It is a tribute to the quality of Tata Steel apprenticeships that they are heavily oversubscribed year on year. It is a tribute to Tata’s commitment to the development of its future work force that it is committed to maintaining its apprenticeship numbers even while it navigates the choppy waters that the steel industry currently faces worldwide.

So the apprenticeship brand is a strong one. Labour breathed fresh life into apprenticeships after they had been somewhat neglected. The number of apprenticeships rose from 65,000 in 1996-97 to 279,000 in 2009-10. The dedicated National Apprenticeship Service was set up to promote and expand apprenticeships. To their credit, the Government have built on this. However, most people think of apprenticeships as long courses focused on practical skills for young people.

Apprenticeships are now being supplied for a much wider range of skills and ages than previously, and vary in length. This is not necessarily a bad thing, but care needs to be taken with the branding, and vigilance should be maintained to ensure that apprenticeships are always used appropriately. We have heard some exchanges about that in the debate today. Vigilance needs to be maintained so that apprenticeships remain rigorous and of quality.

Most of the growth in apprenticeship numbers since the election has been in the 25-plus age group, and much of this has been achieved by the re-badging of Train to Gain numbers, so we need to be careful. With the rise in youth unemployment to record levels, it is important that renewed effort is put into building the number of apprenticeships for those under 25.

[Mr Hayes]

The hon. Gentleman is right to say that most of the growth has been in that area and he is right to attribute that to the changing shape of apprenticeships. We are using them as the principal vehicle to upskill and reskill the existing work force, as well as the traditional route into employment through the acquisition of practical competences, but I know that he will want to acknowledge that the two-year change in young apprenticeships for people aged under 19 is around 28% or 29%, and that the biggest proportionate growth is at level 3, rather belying the argument that this is all about low level skills for older people.

[Nic Dakin]

I thank the Minister for his intervention. He is right to say that where there is success it needs to be celebrated. That must be built on. He is also right to recognise the diversity of the apprenticeship model, but everybody in the House is right to emphasise the importance of rigour and quality as we move forward. There is agreement across the House on these issues, but when qualifications change, it is a tricky time and must be managed carefully. I am sure that with his track record, the Minister will be doing his level best to ensure that that is the case.

We do not wish to see another lost generation. That is the risk because of the economic challenges that the country faces. One way of addressing the issue would be to boost under-25 apprenticeships by smart public procurement. We have heard that discussed this afternoon. But there are other ways of addressing the challenge. In his opening speech the Minister drew attention to certain barriers to the supply of apprenticeships, which he hopes to release to allow a greater supply.

The Federation of Master Builders notes that there has been a sharp decline in construction apprenticeships as a result of the economic challenges confronting the construction industry. It states in its report:

“Apprenticeships are so successful because they are employer led and the qualifications on offer are designed to equip the learner with the skills required by the industry. Employers are at the very heart of apprenticeships and so, in order to really make a difference, politicians must continue to make the businesses’ case for hiring an apprentice. This includes the continuation, or even expansion, of the apprenticeship incentive payment.”

As the shadow Minister, my hon. Friend the Member for Blackpool South (Mr Marsden), said, a discussion is needed about how to balance the costs and the incentives between the student, the employer and the state as we move forward.

Finally, I shall touch on information, advice and guidance, which is tricky at present. I know the Minister is concerned about that. Research by the Edge Foundation showed that most people know a lot more about academic qualifications than they do about apprenticeships. The emphasis in the school curriculum on the English baccalaureate risks distorting choices and aspirations. Young people must be given better information about apprenticeships in order to make informed decisions. This should include opportunities to meet current apprentices and visit colleges, training providers and employers, starting before they make subject choices at 14.

Better information is needed about the paths that apprentices can take once they have finished their apprenticeships. It is not well known that apprentices can progress to higher education, or that many are promoted to supervisory and management positions soon after completing their training. Edge’s 2009 survey of teachers revealed that more than half—56%—of the secondary school teachers surveyed rated their knowledge of apprenticeships as poor. We need to take action on information, advice and guidance. We need to be rigorous about quality as we move forward, and we need to look at the package of incentives available to stimulate the further progression of apprenticeships.