Vocational Education

Debate between Robert Halfon and Gordon Birtwistle

Tuesday 4th June 2013 Westminster Hall

[Robert Halfon (Harlow) (Con)]

Thank you, Mr Gray, for calling me to speak. It is a pleasure to serve under your chairmanship today.

I congratulate the hon. Member for Scunthorpe (Nic Dakin) on securing the debate. He is a complete expert on this issue, given his background, and I have been pleased to campaign with him on a subject that I will touch on later.

Part of the problem with debates on vocational education is that too often it is just seen in terms of its utilitarian value to the economy. We need to change that approach and see vocational education as a form of social justice. If vocational education is just subject to economic efficiency, it will always be subject to the whims of current economic policy. Vocational education should be integral to the national curriculum and the well-being of our young people. It provides a ladder away from poverty for the most disadvantaged.

The question we have to ask is why—despite all the initiatives begun under the previous Government—did youth unemployment rise to 1 million? Although this Government have stemmed the tide, youth unemployment remains a huge problem. To consider the issue holistically, we need a cradle-to-grave cultural change in vocational education.

Problems with youth unemployment do not just start when young people enter the job market; they start at home, with disadvantaged families. The problems carry on into our primary schools—such that one in five of our children still leave primary school unable to read, write or add up—and they continue into secondary school.

What can we do to change that situation? First, we must transform the reputation of skills and apprenticeships, which will require a sea change in our culture. Secondly, we must transform our vocational infrastructure. Thirdly, if—as I have argued—vocational education is about social justice, we need to ensure that resources are directed at the most disadvantaged. That means not only providing the ladders of opportunity, which the hon. Member for Scunthorpe mentioned, for those who want to get on, but reaching those who will not even take the first step.

For far too long we have talked about university, which has led to vocational education falling into neglect. Vocational education came to be seen as a second-class option, only suitable for those who did not want to do A-levels, rather than being seen—as it should be—as equal to university. If we are serious about tackling youth unemployment, we must ensure there is a parity of esteem between vocational education and traditional academia.

That is why I have been calling, since I have been in this House, for the introduction of a royal society for apprenticeships, which would work in a similar way to the Royal College of Surgeons and other such bodies. A royal society would dramatically increase the prestige and culture of apprenticeships, marking a sea change in how apprenticeships are viewed.

We also need to expand the range of jobs that vocational education can offer. Traditionally, people have assumed that if someone does an apprenticeship that means they must become a builder or a plumber. That assumption is wrong, which is why I took on Parliament’s first apprentice three years ago. I am now on my third, Aaron Farrell, who works in my office four days a week as well as studying for a level 3 apprenticeship in business administration. This experience has been good for Aaron and for my office, and I am pleased that other Members are beginning to do the same. Also, I pay tribute to the senior Clerk of the House of Commons for establishing the Clerk’s apprentices scheme. It is invaluable for a profession that is often seen as being closed off to those who are from a disadvantaged background.

We also need to make teachers aware of the benefits of apprenticeships. Edge has already been mentioned and according to that organisation two thirds of teachers regard their knowledge of apprenticeships as poor, and just one in four teachers recommend apprenticeships over higher education. Sadly, 23% of A-level pupils still say their school is far more concerned with “sending students to university”. That contrasts sharply with parents’ wishes. A clear majority of parents—78%—would support their child if they chose to take the vocational qualification route. Research from the Department for Business, Innovation and Skills shows that people who have a higher apprenticeship are 25% more employable than university graduates and that on average those with an apprenticeship qualification earn over £100,000 more throughout their lifetime than other employees.

I am glad that the Government are taking steps to address the problem of prestige and I welcome the technical baccalaureate, according to which vocational courses should have the same rigour and prestige as A-levels. However, we must go further. We need to encourage teachers to find out more about the benefits of apprenticeships and to promote those benefits directly to young people and their parents.

That can be done in simple but effective ways. For example, Harlow college, which I must remind the House is the No. 1 college in England according to the Department for Education, has a fantastic record of offering vocational education for young people and it recently held a very successful apprenticeship fair. Consequently, young people can make well-informed choices and apprenticeships can get the fair hearing that they deserve. A royal society for apprenticeships would offer rewards to apprentices in the same way that university students get graduation ceremonies.

However, this process is not all about changing the reputation of apprenticeships. We also need to provide the infrastructure to make it easier for businesses to take on people to gain vocational skills. To be fair to the Government, they have made good progress on that. I disagree with the hon. Member for Scunthorpe, who believes that the Government are only interested in academia. The Government have shown that they support vocational education by investing £1.5 billion in the sector in this financial year. As we know, since 2010 the number of apprenticeships in the country has increased by hundreds of thousands, and just last year in my constituency the number of apprenticeships increased by a phenomenal 78%.

[Gordon Birtwistle (Burnley) (LD)]

Does my hon. Friend agree that one of the problems with further education for young people is the lack of proper careers advice for them at the ages of 11, 12 and 13? That is the desperate situation that we have—young people are not given any professional careers advice, or they are only given very minimal advice, when they reach 12 or 13. That is the critical age, when such advice should be given.

[Robert Halfon]

I agree with my hon. Friend, but this issue is not just about careers advice. As I have said, children in school also need to be encouraged to do vocational education, which at the moment they are not.