Digital Skills and Careers

Paul Girvan Excerpts

Tuesday 16th April 2024 Westminster Hall

[Dr Cameron]

I totally agree. For over two years, the APPG has held sessions for MPs who are interested in this particular sector to try to upskill ourselves. As I said, I totally include myself in that.

We have come quite a long way. When I started about two and a half years ago, we had not had any debates in the House of Commons about cryptocurrency, yet over 2 million people in the UK were engaged in the sector. In some ways, Parliament itself is playing catch-up to what has become quite mainstream in our society but there are risks, as you say. To create competent legislation, we need to be involved and to understand the risks.

The children from the Children’s Parliament said that Web3 and the metaverse have extraordinary potential to change their education. For instance, they can understand, through a headset, what it is like to be at the precipice of a volcano. But they said, very clearly, “You have to make it safe.” They also wanted additional research on the impact of being online for long periods of the day on mental health and wellbeing, and where the limits and the cut-offs are in that regard. They were really sensible; I was very impressed by them.

A 2022 report by Tech Nation showed that just under 5 million people were working in the UK tech economy, which was an increase from under 3 million in 2019 but more than double the 2.18 million working in the tech economy in 2011. We can see the potential that is growing exponentially. There were also 2 million vacancies for tech roles between May 2021 and 2022, which is a huge amount, from a total of 14.85 million vacancies across the economy as a whole.

[Paul Girvan (South Antrim) (DUP)]

The hon. Lady mentioned skills, on which we have failed to move forward. I will give an example, and I hope she agrees with what I am about to say. Even industries such as diesel mechanics, which relates to heavy goods vehicles, require a lot of digital skills. Unfortunately, our technical colleges are still teaching students about diesel engines that were operating in the 1950s, so they have not moved with the times. The new emissions checks are totally digital, so people need IT skills to achieve some of the emissions regulations. We need flexibility within our education system to integrate digital skills into every aspect of careers.

[Dr Cameron]

I totally agree. The digital transformation affects every sector. I think about finance, given that I chair the crypto and digital assets all-party parliamentary group, but it also affects health and even international aid. Payments transformation means that we can reach the most vulnerable without intermediaries and get payments to them faster and more seamlessly. It is changing almost every sector, and all our educational establishments need support to develop programmes that give people the skills to which the hon. Gentleman refers.

The UK digital assets sector has the potential to boost economic growth, jobs and skills right across the UK. According to King’s College London, in 2021 there were more than 14,000 jobs advertised on LinkedIn in the blockchain industry worldwide. UK-based firms provided almost a quarter of those job advertisements, even though the UK houses less than 7% of the firms worldwide.

A report by Access Partnership and Amazon Web Services published at the start of this year showed that 51% of employers consider hiring talent with AI skills and experience to be a priority, and that boosting AI skills could increase salaries by up to 31% and accelerate career prospects. However, nearly three quarters—71%—of employers said, as the hon. Gentleman mentioned, that they still cannot find the talent that they need, and that it is not incorporated where it should be.

The UK already has a strong track record as a leader, and we want to maintain that leadership and be at the helm of this transformation. We want to be seen as a destination for innovation and businesses that want to start up and scale up across the United Kingdom. We also have to level up. I hear a lot in my role about businesses starting up in London, and that is absolutely fantastic, but that has to be levelled up to give people opportunities right across the UK. The UK boasts some of the most respected universities, and the largest financial services sector and tech ecosystem in Europe. In 2023, the UK tech sector reached a combined market valuation of more than £1 trillion.

Focusing on education and boosting digital skills will therefore be central to the success of the Government’s vision and will ensure that people have the skills they need to pursue careers in digital economy transformation. To turn that vision into reality and make the UK a digital and technology superpower, we must not only attract the right talent but build the talent base here through teaching and training in every sector and maximising our talent pipelines.

Last month, the Government pledged more than £1 billion to train millions in high-tech skills in order to cement the UK’s place as a technology superpower by 2030 and to create the high-paid jobs of the future. That would be a really positive step in the right direction. We have to be aware that we are facing fierce competition from other countries, so it is vital that we keep the momentum and continue to capitalise on the good base that we already have. We must really maximise the potential here at home.

The International Institute for Management Development, which measures economies on a world digital competitiveness ranking, last year ranked the UK 20th out of 64 economies, so although there has been a good start and we have made progress, there is scope for improvement. In order to become a tech superpower, the UK will need to look at how we boost digital skills from early years through higher and further education and workplace training. I would welcome the Minister’s views on what more we can do to embed digital skills training in schools and throughout all stages of education.

Higher education will be crucial in that regard, too. A recent report by techUK highlighted that despite having less than 1% of the world’s population, the UK boasts four of the top 10 digital universities. That is a real credit to the work that has been done. We also have 14% of the most highly cited academic publications in the world, which is a huge achievement for the Government and for the United Kingdom.

Ensuring that the UK remains an attractive destination means that we also need to attract people from other countries with the skills that we want to develop here. It would be helpful to look at how to attract people—either to university courses or into jobs—who could then train our leaders and innovators of the future in certain parts of the sector where we do not have the talent that we need already established. Industry leaders say that digital technology continues to become an even more essential part of business, so we need to help our small, medium-sized and large businesses to make sure that digital skills are embedded in the work that they do.

Employees can, I think, be worried. I know that when I worked in the NHS, every time there was a digital change, I worried about whether I would be able to do it. Employers need to give people the self-confidence and managers must ensure that there is continuing professional development for staff in businesses across the UK in this sector.

Before I bring my speech to a close, I would like to mention diversity. Having attended a number of conferences looking at digital assets in the UK, I have seen quite a lack of female engagement in the audience, and certainly on the panels that I have taken part in. It was quite stark to me that we are perhaps not making the digital transformation as inclusive as it could be in terms of people from different backgrounds, age groups and ethnic minorities or in terms of the gender gap. That is borne out by a recent study by Forex Suggest, which found that women are vastly under-represented in leadership positions across the blockchain industries, with only 6% of CEOs being women, while men held 94% of the top executive positions. That shows how much work has to be done.

I have two girls who are digitally native. In fact, if my iPad breaks, I often ask my daughter, who is only 10, what to do, and she can fix it very quickly: she just does something and it works again. Children—both girls and boys—are becoming much more confident. However, we need to make sure that that confidence continues through the classroom, through their education and into the workplace, so that women take up those posts and work to the top of those professions that will be so pivotal for the future.

Oral Answers to Questions

Paul Girvan Excerpts

Monday 18th January 2021 Commons Chamber

[Vicky Ford]

We are in continual contact with Public Health England, through the Department, and we also meet early years representatives. I have been touring special schools virtually throughout. Our early years are vital years of education for the youngest, which they cannot get back, our special schools provide vital support for young people with disabilities, and alternative provision settings are vital for our most vulnerable. All those settings are usually smaller than other settings, which is why they have less of an impact on community transmission —it should be remembered that we closed schools to reduce community transmission—and why PHE continues to advise us that closing them is not needed to bring down the R number.

[Paul Girvan (South Antrim) (DUP) [V]]

I thank all those teachers who are going over and beyond to ensure that their pupils can access education, virtual or otherwise. What measures is the Department taking to ensure that children can continue to go through the statementing process for educational needs while our schools are closed due to covid restrictions, and after they open?

[Vicky Ford]

We have kept our schools open to those with the most severe special needs and disabilities and those with an education, health and care plan. We continue to back up and support local authorities to improve their special educational needs and disabilities provision, to make sure that those young people who need an EHC plan can get one as soon as possible. We are working with councils all across the country.

Small and Village School Funding

Paul Girvan Excerpts

Wednesday 17th July 2019 Westminster Hall

[Huw Merriman (Bexhill and Battle) (Con)]

It is a pleasure to serve under your chairmanship, Sir David. I congratulate my hon. Friend the Member for Harborough (Neil O’Brien) on securing this important debate on small and rural schools. I thank the Minister for everything he has done and will continue to do. He has listened to many MPs on this side of the Chamber lobbying for more to be done for our schools, but we also recognise that almost 2 million more pupils are in “good” or “outstanding” schools under this Government and during his many years as Schools Minister. I want to put on record my appreciation of him.

I have frequently spoken of my schools’ need for more funding. I have a 200-square-mile constituency—which you have visited, Sir David—75% of which is an area of outstanding natural beauty, so we have many small village schools. I am concerned not only about funding for all of those schools, but particularly about Broad Oak Primary School, which is under threat of closure. That is a new experience for me in my four years as MP for Bexhill and Battle. The villagers, pupils, parents, governors and staff are hugely concerned about what will happen. It is a classic case of there not being enough pupils. As was mentioned, the reduction in the block grant makes it harder for smaller schools to continue. Broad Oak Primary School has a capacity of 140, but approximately 80 pupils. That is a problem for my area: we have many schools but not enough pupils.

However, those small schools play a vital role in the community. Broad Oak is a good example. Because it is a small and nurturing school, more pupils with special educational needs can find the right environment for their needs there, but that adds to the cost. While schools receive £6,000 per student with SEN, they often spend an extra £6,000 from their own budget, to provide the proper required education. That compounds the challenge for Broad Oak.

I would appreciate some guidance from the Minister. What can I do to mount a case? I understand that where there are not enough pupils and a school is no longer viable, difficult decisions must be made to support the other schools. At the same time, however, small is good and small needs nurturing.

[Paul Girvan (South Antrim) (DUP)]

It is vitally important to note the contribution that small schools make to rural communities. They can be the heart of a village, holding it together. If the school closes, the village effectively dies. People do not want to move there, because there is no school. They are vital to keeping communities alive. We might save money in the short term, but in the long term it will cost more.

[Huw Merriman]

The hon. Gentleman is absolutely right. A village school is the heart of that community. As villages have lost other services, the school is often the only bedrock in a village; without it, we lose the heart and soul of the community. That is why I am concerned about the village of Broad Oak.

Part of the rationale in the consultation by East Sussex County Council is that a number of pupils travel from outside to attend the school. I am a Conservative; I believe in choice. We have championed the ability of pupils and parents to choose the school that is best for them, so that should not be used as an argument for closing the school.

If we require pupils to travel further—pupils from some villages will have to travel to other schools—we have to increase the school’s budget for transport. One cost often knocks out another. Further, if pupils rely on the bus service, they miss out on the rich, after-school learning and sporting activities, and the social part of school. Private schools are able to deliver that, but in rural areas we are hampered by the bus service: students have to leave at a certain time otherwise they will not get home. That is a big concern.

I look to the Minister for assistance, to help me make the case that small schools are good schools, so that the villagers in Broad Oak will continue to be able to educate their children in their local school, with pride in their community.

Apprenticeships and Skills Policy

Paul Girvan Excerpts

Tuesday 8th January 2019 Westminster Hall

[Emma Hardy (Kingston upon Hull West and Hessle) (Lab)]

It is a pleasure to serve under your chairmanship, Sir David, and to follow the hon. Member for North East Derbyshire (Lee Rowley).

I see apprenticeships as exciting. We have an exciting opportunity and a chance to put something right that has been wrong for an awfully long time. Every political party talks about parity of esteem, which often feel like words that are just trotted out. When we ask people what their children do, we find that lots of MPs’ children went to university and did not go anywhere near an apprenticeship. If we are serious about wanting to create parity of esteem, we need to have parity of outcomes, which needs a really clear pathway, and I will focus my remarks on that.

One brilliant solution to achieving parity of esteem is degree apprenticeships. Someone can leave, having done an apprenticeship as a degree, and have exactly the same qualification as someone who went to university, so there we have our parity of outcomes, but there is a problem because people join a degree apprenticeship after doing A-levels. We still do not have a clear apprenticeship pathway, so that—judging by the people I have met and talked to—the people who take degree apprenticeships tend to be people whose parents have the knowledge and are perhaps from a middle-class background.

[Paul Girvan (South Antrim) (DUP)]

Will the hon. Lady give way?

[Emma Hardy]

I will finish this point first. Such people see the advantage of taking a degree apprenticeship and perhaps are not the people the policy was aimed at.

[Paul Girvan]

I thank the hon. Lady for giving way. Having been an apprentice in a previous life, I can tell her the value of an apprenticeship is not necessarily seen by society today. Unless someone has a degree, they are a nothing. It is how we have interpreted it. In third-level education, someone must have a degree or they will be a pleb. We must put the emphasis back into an apprenticeship that starts at 16 with a career pathway that ultimately can give someone a degree, as I got through the course that I went on.

[Emma Hardy]

I thank the hon. Gentleman for that point. I think he will agree with me as I move on in my speech.

On the parity of outcomes, at the moment, as I said, the degree apprenticeship can be achieved only by having A-levels, so we have to look at how we build a clear apprenticeship pathway such as we see in Germany, where someone can leave school at 16 and do a level 2 apprenticeship, which then takes them to a level 3 apprenticeship, which takes them to level 4, and if they wish they can then do a degree-level apprenticeship. We do not have that system at the moment. I am sorry to say that I disagree with the Minister, who I normally agree with: I regard T-levels as an unnecessary distraction.

At the moment we do not say GCSEs are nothing, because we see them for what they are: a tool for going through and getting A-levels, which are a tool for going through and getting a degree. Yet we dismiss level 2 apprenticeships, seeing them as a nothing qualification, or a qualification that is not viewed very highly. In part, we dismiss the qualification because we do not see level 2 apprenticeships as the tool that gets someone to a level 3 apprenticeship, which is the tool to get to level 4. We know—I include myself in this—people are ready for education at different points in their lives, and perhaps the apprenticeship pathway model that I advocate takes a lot longer than the traditional path of going through GCSEs and A-levels. Perhaps it takes a lifetime, because someone might take a level 2 apprenticeship and then work for a couple of years. Then they do a level 3 apprenticeship and work another few years. Then they do a level 4 and so on and they find it takes 10 years, and then they end up with their degree apprenticeship at the end of it. We need that pathway to be clearly defined.

I have raised this before, so the Minister will be aware that Hull College and Hull University have worked together to create a pathway for nursing so that nurses can do apprenticeships. Hull College has told 16-year-olds, “You can start on a level 2 apprenticeship at Hull College. If you pass, within five or six years you will be a fully trained nurse with a degree in nursing from Hull University.” It has been clearly set out and the college has been inundated with people wanting to apply. Why can we not look at creating such clarity for many other professions? Why can we not say to someone, “You do not need to get GCSEs at 16 and then get A-levels to go and do a nursing degree. You can go down the apprenticeship route instead. If you want to get off the conveyor belt and just get a level 4 and be a healthcare assistant instead of an apprentice nurse, that’s fine, too, because you can pop back on that conveyor belt later and get your nursing degree apprenticeship”? That is exactly what happens in Germany, where they talk about having no dead ends, because there is always an option to move forward if people want.

I am a member of the Select Committee on Education and we did a report called, “The apprenticeships ladder of opportunity”. That is what we need to have clarified by Government. I have significant concerns that we have so many young people doing a level 2 apprenticeship and they get stuck there; they do not move forward and do not progress. The Sutton Trust also found a lack of progression between the different levels of apprenticeship. A level 2 apprenticeship is not a full apprenticeship. It is a stepping stone, but not a full apprenticeship in its own right.

On the clarity of pathways, I will quote the Sutton Trust’s chief executive, who said,

“on the academic route...everything is signposted, you know the options, you get supported at transition points.”

In apprenticeships,

“there are lots of dead ends...there are pitfalls. Sometimes it is a very confusing route. I think we just need to almost map out steps.”

London South Bank University has also suggested that standards

“should include reference to the anticipated career trajectory of learners”.

We need that map, and it needs to come from Government. There are practical steps that they could take to achieve it.

The Government should mandate the Institute for Apprenticeships to include clear paths to progression within apprenticeship standards; those paths should be linked to a system of progression maps created and promoted by the institute and Government, with complete clarity on how to go from a level 2 apprenticeship to a degree, if someone wishes to. They should also create a UCAS-style website to advertise higher level apprenticeships, so that apprentices working in small and medium-sized enterprises will not be disadvantaged if their employer is unable to provide a higher-level apprenticeship. The Government should encourage and promote universities that have already established that clear apprenticeship pathway. Perhaps they should say something about doing a degree apprenticeship not being enough if everyone starting the course has A-levels.

I want people to get on to degree apprenticeships through the apprenticeship route. No one will ask, when someone has their degree, whether they did an apprenticeship degree or an academic degree. They will just be pleased that they have a degree. If we want parity of esteem, the Government need to do more to create that parity and improve clarity in pathways.