Skills England

Noah Law Excerpts

Wednesday 9th October 2024 Westminster Hall

[Antonia Bance]

As my hon. Friend might expect, I agree with him on all those points. I hope very much that our current Skills Minister’s tenure is significantly longer than the average, and that Skills England proves long-lasting and effective in responding to the industrial strategy.

We expect the Green Paper on industrial strategy perhaps as early as next week, but certainly by the Budget. This may be a tangent, but it is important. I want an industrial strategy that makes choices and sets out which sectors are our priorities—yes, clusters where we are already world-beating, or could be, but also places that are our priorities for industrial development and catch-up. Good growth must level the playing field, and national growth cannot be at the expense of left-behind places like the one I represent.

However, Skills England must respond not just to industrial strategy and migration, but to all of Government, as it touches skills such as our agenda for getting people back to work. We want people helped into real jobs that offer a route out and a route up, and not just any job. That means no more jobcentres running their own skills and education programmes separate to the priorities of Skills England.

Third, we need a Skills England that is directive, not hands-off; one that sees its role as supporting training that meets the industrial strategy, not courses that do not. I will give an example: one shortage occupation is lab technicians for our world-leading life sciences sector. If the gap is lab technicians, then it is Skills England’s job to make sure that the courses for lab techs run, are funded, are supported and are filled. If that means that young women in an area cannot do low-level hair and beauty courses that set them on a path to a life on the minimum wage, but are instead channelled into a higher-wage, higher-skilled job that offers a career path, such as being a lab tech, so be it. That is Skills England doing its job.

It may be easier and cheaper to run a business management course in a classroom at a college, but given the shortage occupation list and the industrial strategy, we need bricklayers and welders. Yes, it will cost more to make the facilities available and we may have to pay the lecturers a bit more too, but that is what is needed.

[Noah Law (St Austell and Newquay) (Lab)]

Does my hon. Friend agree that to achieve any of the outlined Skills England missions, we need a levelling of the playing field over time for further education, in particular for wages in the sector, and that we should work to rectify that, particularly in teaching sectors that are challenging to recruit for, such as critical minerals, as we see in Cornwall?

[Antonia Bance]

I absolutely agree with my hon. Friend. I was heartened to see that in her letter to the School Teachers Review Body my right hon. Friend the Secretary of State for Education referenced the need to ensure that the implications for further education teachers are taken into account. I hope that, over time, we may be able to hear a little more about the plans in that area.

My most recent point raises a number of questions because Skills England does not hold the resources, although maybe it should—or at least some. I will leave that with Ministers.

Fourth, we need a Skills England that is relentlessly co-ordinating and engaging. As a country, we are still working out how to move away from the hugely over-centralised government machine, not least in places like my own west midlands where we are still in the infancy of having a set of institutions, people, power and money that help us determine our own future. I hope that Skills England will be a trailblazer not only for skills, but for a model of real partnership between regional and national where combined authorities can actually input into national policy.

I have three specific asks for the west midlands. Would the Minister consider moving responsibility for commissioning local skills improvement plans to combined authorities? Combined authorities such as ours could have more of a role in shaping the growth and skills levy. Finally, combined authorities are not just one of a range of stakeholders for Skills England; they should be represented at board level and in working groups as part of its structure. If this work is led only from Whitehall, missed opportunities will mean that local places are left behind. Those places may well be best placed to support the join-up required for coherent labour market policy, strategy and delivery when different Departments are intervening in the same place.

I will say one further thing—my fifth point—about how Skills England must work: it has to see its role as levering more money into training, pushing employers to do more and making it easy for them to do so. Employer investment in training has fallen over the past decade. Investment per employee is down 19% since 2011. I hope that a clear skills strategy will start to change that, sitting alongside, for the first time in a number of years, a stable Government giving business the confidence to invest. Skills England has to see its role as not just anticipating but driving demand among learners. It should raise hopes and aspirations and make it possible for young people to get the skills they need, as well as for people in their 30s, 40s and 50s to retrain and get on in life.

I will mention the role of unions again, because one of the least comprehensible acts of the previous Government was the sheer vandalism of ending the union learning fund in 2020. In 2020, 200,000 workers were supported into learning or training through the union learning fund. It was open not just to union members or in union workplaces, but to everyone, and it worked. Union learning reached people that other initiatives just did not. Most importantly, it reached basic skills learners. In union learning, over two thirds of learners with no previous qualifications got their first qualification. The fund added over £1.4 billion to the economy through the boost to jobs, wages and productivity. It cost £12 million, and that £12 million levered in £54 million from employers, unions and training providers in its last year. I very much hope that our new Government—so clear about the role of unions in social partnership—will make use of the reach of unions to workers and into workplaces that may otherwise not be reached by learning.

I will finish by setting all this in the context of my constituency of Tipton, Wednesbury and Coseley in the west midlands. We are industrial towns shaped by factories, foundries, mines and canals. In my area, 42% of young people leave school without English and maths at grade 4 GCSE, and 2.5 times the national average have no qualifications. Round our way, 40% of job postings are looking for people with level 4 skills and above, but just 16% of the applicants have a level 4 qualification. That is why our wages lag behind the national average, employment rates are low and poverty rates are high.

I have—indulge me—three skills priorities for Tipton, Wednesbury and Coseley. The first is manufacturing skills, and I wear the “Made in Britain” badge. In Sandwell, 1,000 firms and 21,000 jobs are in manufacturing, and we could make so much more than we already do with a determined effort to get local people into the right manufacturing skills courses to position us for advanced manufacturing supply chains across our region.

The second skills priority is construction. Our aspiration as a Government—something that is so close to my heart—is to build 1.5 million homes in the next five years. For that, the construction industry training board tell me that the current workforce needs to grow by 30%, with 150,000 more people working in construction. Everywhere in the country will need construction workers, but if we seek to bring up areas that have been left behind, we could turn that massive skills need into an opportunity, train those workers and bring those jobs to places such as ours.

Thirdly, we hear much about higher-level skills, but I am also always here to champion basic skills. Having solid literacy and numeracy skills gives workers a massive wage return and makes a big contribution to our economy. We could add over £2 trillion by the end of the century if we ensure that all young people get good basic skills by the end of the decade. I will always stand for high skills, good jobs and decent wages in Tipton, Wednesbury and Coseley. I hope hon. Members have heard from me today what approach Skills England should take to deliver for the country and for areas such as mine—it must deliver for areas such as mine.