Lifelong Learning (Higher Education Fee Limits) Bill

Rehman Chishti Excerpts

2nd reading
Monday 27th February 2023 Commons Chamber

[David Johnston (Wantage) (Con)]

It is a pleasure to follow my hon. Friends the Members for Newcastle-under-Lyme (Aaron Bell) and for Waveney (Peter Aldous). There have been a number of good speeches, but I was struck in particular by a couple of things said by my hon. Friend the Member for Waveney, who is no longer in his place. First, he spoke of FE having been a Cinderella service for a long time, and secondly, he addressed the risk of affluent people using the Bill’s provisions to get a qualification additional to those they already have. I will talk about the issue of access, which I think chimes well with my hon. Friend’s comments.

Before I entered this place in 2019, I ran charities for disadvantaged young people. Those charities pretty much worked with young people aged 16 to 25—a couple of them went all the way down to age 10, but the bulk of young people I worked with in the 16 years before becoming an MP were aged 16 to 25. I am therefore quite familiar with how the system pushes people to do three-year university courses at the age of 18. Indeed, they are set on that path before they even get to that point, because at 16 they have to choose the courses that will set them up for their desired university course. For example, if someone is not studying chemistry at A-level, they will not be admitted to a medical course. We put people on a narrow track at a very early age.

There are all sorts of debates about the international baccalaureate and whether we should study a broader range of subjects. If students are to follow the university track at 18, however, they have to pick subjects at 16, and school visits will often be to universities rather than to colleges and employers. The UCAS system—I am really glad that we are changing this—makes it incredibly easy for people in year 12 and moving into year 13 to apply to university. There is one form, on which they list five universities. The process could not be much simpler, although there are difficult things to do to put the form together. Everything says to young people, and to adults, “There is a slip road at this point, but if you miss your junction”—to mix metaphors slightly—“that is it. You will be set on an incredibly long road without the opportunity to come off at the next junction or go back and find that junction again.” That is what our whole system has done for a long time, and it has been quite instructive.

I do not say this as a criticism, but the two big influencers of young people—parents and teachers—reinforce that message. That is not a criticism, as I say, because we all have to do better in that regard. Parents often want their children to go to university, even if they did not go themselves. My parents wanted me to go to university, but I was the first generation in my family to do so. For many people, going to university is held up as the aspirational thing to do, and the alternatives are not seen in the same aspirational way, which they should be.

Most teachers did exactly what we are talking about: they got to 18, went to university, did a teacher training qualification, and joined the profession. So it is the thing that they are most familiar with, too.

[Rehman Chishti (Gillingham and Rainham) (Con)]

My hon. Friend makes an important point about the influencers —be they teachers or parents—who inspire individuals to go to university. A point that needs to be considered relates to the initial teacher training market review that the Department for Education has just carried out, affecting teacher recruitment. Twelve universities—including Greenwich University, which covers Universities at Medway, and the University of Durham—have been removed from teacher training opportunities, affecting more than 4,492 future teachers. If we are to inspire the younger generation to go to university, we need outstanding teachers and a spectrum of universities from across the country providing that training. Does he agree that it is absolutely right not only that we get the right teachers, but that such reviews take into account the excellent work already being carried out by teachers across those institutions?

[David Johnston]

My hon. Friend makes an important point. I do not know enough about why those universities have been removed, so I will not comment on that, but a point to which I will come later is the importance of outcomes for young people and adults. Whatever the qualification that they are studying, we have to judge the outcome that they go on to, rather than just saying, “Well, you have to go to university or you will have to do this sort of thing instead.”

Apprenticeships, as well as higher technical qualifications, which I know the Bill will enable people to do through the lifelong learning entitlement, do things that teachers and parents are not familiar with, which is quite important. My hon. Friend the Member for Waveney and others have talked about the importance of careers advice. The truth is that there are very few examples of good careers advice anywhere—be it in the state sector or the private sector, for the young or the old. A lot of our decisions are based on anecdote, or being told what not to do rather than what to do, without understanding the full range of available options. One thing that we have to do is to help parents and teachers understand the range of options that are available to young people. If they knew about them, they would probably be more open to promoting them.