(8 years, 6 months ago)
Commons ChamberYes, but I am talking about how we measure excellence and what it means. If the hon. Lady were so concerned about the excellence of teaching, she would be looking at Sure Start and what is happening with early teaching. She would also be looking at the problems we have with teacher recruitment and at a range of other things. Nobody in the House disagrees with the concept of teaching excellence; the question is how one defines and measures it, and that is what I am trying to deal with now.
We have talked about subsequent employment. The other two proxies the Government have chosen are student retention—that is reasonable—and satisfaction surveys. Again, there are reasons why a student is not satisfied with an institution that may have nothing to do with whether it teaches in an excellent way. A lot more work will probably have to be done on these proxies if they are to have any meaning whatever. I look forward to hearing what the Minister has to say, because the concept is very dubious at the moment.
Further to the point made by the hon. Member for Cannock Chase (Amanda Milling), many people have given evidence to the Business, Innovation and Skills Committee inquiry into the teaching excellence framework. Many of the university vice-chancellors who gave evidence were very clear that they wanted to work with the Government to make sure that they can prove and improve their institutions’ teaching excellence, but they need more time to make sure that the metrics that are chosen are the correct ones. Does my hon. Friend agree that that would be a more sensible way forward for the Government?
I do. The Select Committee report outlines the sector’s worry that the reforms are being rushed in keeping with a timetable that does not actually reflect best practice. A lot of vice-chancellors and others in the sector are extremely worried about the implications of that.