Young People (Employment and Training)

Roger Gale Excerpts

Tuesday 29th January 2013 Westminster Hall

On resuming—

[Sir Roger Gale (in the Chair)]

The start time should have been 4.19 pm, so I propose to add 13 minutes of injury time.

[Mr Sheerman]

Thank you, Sir Roger. Some of us were told emphatically by a normally well informed source that there would be two votes, one after the other. We were obviously misinformed. I will get back to the question that I finished on, if I can catch my breath.

What choices does a 14-year-old have to make about their education, training and future plans? One piece of research, which I will come back to in a moment, suggests that the countries that do rather better than the United Kingdom are those with well formulated dual education systems. What does that mean? It is not rocket science; it means that there is not just one trajectory. In our country, it is far too often the belief that there is only one path that anyone cares about.

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[Mr Sheerman]

I absolutely agree with the hon. Lady. There is no doubt that the blemish on the record of our country, under several Governments, has been the inability to deliver high-quality education and training to about 25%—it is sometimes as high as 30%—of the population. They are a lost generation in many ways.

How do we have a system that allows so many children to underperform in primary school? We can predict by the time they are 10 that a significant percentage will never get the GCSEs to take them into a fulfilling career. By then, all the odds are stacked against them. What have we done wrong in primary school education? It is the new frontier. More people will look at the quality of primary education outcomes over the next few years, especially given the enormous pressure on places due to the boom in population growth. There will be a crisis in primary education. I am looking at the Minister, because he must know that.

We are not talking about primary education today, but when one goes into schools, and I still go into many schools over the year, every head says that they can predict NEETdom—the likelihood of a child becoming not in education, employment or training—very early, as the child emerges out of pre-school and into the early years of primary education. That is how challenging the problem is.

I am not sure, Sir Roger, how much time we have left for the debate.

[Sir Roger Gale (in the Chair)]

Sorry?

[Mr Sheerman]

How much time is left in the debate? I am being tentative, because I do not want to speak for too long.

[Sir Roger Gale (in the Chair)]

That was the issue under discussion, which is why I was not paying attention. I am terribly sorry. I do not want to be ungenerous, so due to the interruption, the hiatus and some confusion over whether there would be a second vote, if the hon. Gentleman takes no more than another five minutes and we finish the debate at 4.45 pm, that would be fair.

[Mr Sheerman]

Thank you, Sir Roger. I shall carry on the journey.

At 14, a young person is likely to be in school and studying full time. However, they could also enrol at a university technical college, study full time at a further education college or go to a studio school. Their older sibling may be starting an apprenticeship and their other sibling may be starting a different sort of apprenticeship —one in a different sector and perhaps of a different length—or a traineeship. What should the 14-year-old do? Should they stay in school or choose another option? What support are they given to make that choice? Are the options of equal value? Does each lead to a decent job? What happens if a young person chooses one option, changes their mind and wants to transfer?

At a time of record youth unemployment, the educational choices made by young people have never been more important. At the same time, the participation age is rising to 17 by September and 18 by 2015. The structures and institutions that make up our 14-to-19 education system are not evolving but being radically reshaped in design. That gives us a problem. It is a difficult path. There are no clear, simple pathways to progression.

This is the only party political bit of my speech: the Government seem to have given up on careers information, guidance and advice. They have more or less said, “If you want that sort of thing, it is up to a school or you do it on the internet.” I was on the Skills Commission inquiry into careers information, advice and guidance, and about 17% of young people were using the internet to access such information then—that percentage is probably in the 20s now. All the research shows that the key to getting through the pattern of complex choices is face-to-face guidance from a human being with experience, knowledge and networks.

I recently talked to a head of history in a school, who said, “I have just been asked to look after careers. I have no history of knowing about careers. I’ve had two interviews, which said, ‘Go into that classroom and show us you can teach.’ I know nothing about choosing a career, but I’ve been asked to teach careers.” Careers guidance is an important profession, but we have got rid of the system. If we do not do something about that, we will be in grave danger.

Raising the participation age means that we face a fundamental change. There are two choices: ignore it and fill schools with people who do not want to be there, or proactively ensure that when young people stay on at 17 and then 18, they are given opportunities for high-quality work experience. I have never been one of the naysayers about work experience. It is important. Having four brushes with work experience at school increases the likelihood of a person getting a job by 10 times. Young people at those ages must have opportunities for good traineeships and apprenticeships. Most of the good apprenticeships in Holland, Germany and the Nordic countries last three years; our average is one year.

The debate is a little chaotic for all sorts of reasons, but my plea in the truncated time available is about quality. We must ensure that we stop the party political shouting match and agree that we want our young people up to 25 never to be unemployed. They must always be in education, training or doing work experience, and should not be living on the margins of society on tiny bits of benefit, otherwise we will have intergenerational worklessness for the foreseeable future. Our young people should not be forgotten. We must deliver high-quality guidance and ensure that our country can be proud of what every young person, whatever their background, achieves.

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[Matthew Hancock]

There is a duty on schools to provide independent and impartial advice. Ofsted is conducting a thematic review of how that is being implemented, which will report in the summer, and I shall look closely at its outcomes.

In my remaining minute, I will touch on the strengthening of vocational education and further education through a new FE guild and through stronger intervention in failing colleges, which is an important step, and on the introduction of progression through vocational education by ensuring that the highest quality vocational qualifications are supported and recognised. Those will include a Tech Bacc to ensure that, for students at 18, there is a high-quality and well-recognised suite of qualifications. When vocational education rightly becomes as rigorous and demanding as academic education, it will be seen as on a par with academic education, and that is what we hope to achieve.

I welcome this debate and the insights of the hon. Member for Huddersfield. I am sure that there can be plenty of cross-party collaboration to improve the life chances of our pupils and young people in this country for many years to come.

[Sir Roger Gale (in the Chair)]

I thank both the Minister and the hon. Member for Huddersfield (Mr Sheerman) for their understanding. I am sad that the debate has had to be concluded in this way, but that is owing to the business of the House, and I am afraid that we all have to live by it.