Sixth-form Education: International Comparisons

Debate between Nicholas Dakin and Caroline Lucas

Monday 9th January 2017 Commons Chamber

[Nic Dakin]

The hon. Lady is right to highlight the fact that certain elements of the curriculum are under threat when there is such pressure on funding. Enrichment activities, including those that address mental health issues, are one of the many activities that have been under threat over the past six years. The dramatic collapse in funding does have an inevitable impact on the education that 16 to 18-year-olds receive. As someone who has managed resources in a sixth-form college, I know that there are only a small number of variables to play with when facing significant funding cuts, as the sector has since 2010. Alongside the usual good management things relating to the back office, procurement, charges, efficiencies and so on, there are a limited number of options: shrink the curriculum offer; increase the teaching staff contact time; reduce student contact time; and increase class sizes. In reality, all those things have to be done to make things hang together.

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

The hon. Gentleman is making an incredibly powerful case. On the issue of underfunding, does he agree that sixth-form colleges are uniquely cruelly treated, because unlike schools and academies they cannot cross-subsidise from the more generous funding available for younger students in schools and they do not receive a VAT reimbursement? So not only are they the most efficient, with the best track record on delivery, but they are the most underfunded section of the higher education area.

[Nic Dakin]

The hon. Lady is right to point out the performance of sixth-form colleges and the pressure on their funding. Of course the funding situation for 16 to 18 education is not just affecting sixth-form colleges—it is affecting school sixth forms and academy sixth forms, too. It is affecting all 16 to 18 experience.

Since 2010, the programmes of study followed by students have altered in those typical ways I outlined. Back then, most level 3 students followed a curriculum of four advanced courses in year 1, plus general studies, enrichment and tutorial. They progressed on to three or four courses in year 2, plus enrichment and tutorial. In most cases, as the hon. Member for Taunton Deane (Rebecca Pow) pointed out, the enrichment has gone, the tutorial has shrunk significantly, general studies has largely disappeared and the number of advanced level courses taken is now normally three in both years. That leads to significantly lower student contact time. I know from experience that there is a direct correlation between contact time and achievement, particularly for students who have struggled to achieve at 16.

Post-16 Students

Debate between Nicholas Dakin and Caroline Lucas

Tuesday 1st February 2011 Commons Chamber

[Nic Dakin]

That could turn out to be the case, as the changes happen. One of the problems is that the YPLA has not yet made clear what all the impacts of the changes in funding will be. There is therefore a little bit of hope that this might not happen, and I am sure that the Minister will address that point in his response.

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

In Brighton, we have three sixth-form colleges, each of which faces a cut of at least 12% over the next four years as a result of the cuts to entitlement funding. Does the hon. Gentleman agree that, once inflation and VAT have been factored in, we could be looking at funding cuts of up to 20% by 2014-15, which really is a burden too hard to bear?

[Nic Dakin]

That is the worry. Such figures are floating around in the sector, and they are very disturbing, as the hon. Lady rightly says.

Entitlement funding currently provides the money for, among other things, tutorial and guidance systems in colleges, careers support, some targeted support for weaker learners, and health advice. It also pays for those non-examined activities such as sport, drama, music, volunteering and vocational experiences, which broaden the educational experience of young people.

Parliamentary Voting System and Constituencies Bill

Debate between Nicholas Dakin and Caroline Lucas

Tuesday 12th October 2010 Commons Chamber

[Nic Dakin (Scunthorpe) (Lab)]

Does the hon. Lady agree that, if we are going to spend £100,000 at a time when money is short, we should at least give the British people a full choice of options, rather than a limited one? That would represent better value for money. People have already had the opportunity to vote for a referendum on AV, when the Labour party put that proposal before them at the election. Sadly, we did not win the election, and there is no groundswell of support for a referendum on AV.

[Caroline Lucas]

I absolutely agree. It is also important that we do not underestimate the public. Some say that voters cannot understand the different voting systems, but that is a very patronising position and does not bear scrutiny. Voters regularly manage to make the best of first past the post, for example, despite the fact that it fails to deliver seats that reflect the votes cast.

All the systems that appear in the question we suggest should be on the ballot paper have advantages and drawbacks, but none are so mind-bending that the public cannot be trusted to debate and, crucially, choose between them. We need to inject some health and optimism back into our political system, and we can do that if we give people the chance to have a real debate and a real choice. It should not be about whether or not there is sufficient agreement in this House for putting it to the public; it should be absolutely automatic that the public have the right to choose.