Skills and Training Facilities

Stephen Metcalfe Excerpts

Tuesday 1st July 2014 Westminster Hall

[Stephen McPartland]

I completely agree. That is an important point.

The target I set myself was to help 1,000 young people into apprenticeships in my first term in Parliament. I am delighted with the progress that has been made in Stevenage in the past four years. Six weeks ago in Prime Minister’s questions I asked whether the Prime Minister would

“join me in congratulating the educational institutions and businesses in my constituency that have increased…apprenticeship starts from just over 200 in 2010 to over 800 a year now”.—[Official Report, 14 May 2014; Vol. 580, c. 747.]

That is a fantastic figure, and I am incredibly proud of it. The progress that has been made is amazing, and I congratulate the Minister for working to ensure that an apprenticeship means training for a real skill, with a real job and a real future at the end of it. I had the pleasure of meeting the Minister’s parliamentary apprentice last week. She is an enthusiastic young lady and committed to learning. I hope that he will tell us a little more about her experience when he responds to the debate.

There is much more to be done, however, nationally and locally. In my constituency we have smashed the 1,000 apprenticeship starts target for the present Parliament. I now want 1,000 apprenticeships to start this year alone—that would be 1,000 young people choosing skills and training for their future. What a statement of support that would be for young people in my constituency from employers and educational institutions that have skills and facilities.

Some hon. Members may have old-fashioned ideas about the quality of apprenticeships and the roles and careers that they offer. They may, at the mention of apprenticeships, think of a time-served traditional skill set such as plumbing, bricklaying or working as car mechanic—and what is wrong with that? Those are great jobs, offering a great future with skills that can be transferred all over the world. I promise hon. Members that there is more demand around the world for plumbers, brickies and mechanics than for Members of Parliament. They are far more likely to get a visa for the United States or Australia than we are. However, there are also a range of other apprenticeship opportunities in my constituency that will surprise some hon. Members. There are apprentice accountants, apprentice missile builders and apprentice rocket scientists.

[Stephen Metcalfe (South Basildon and East Thurrock) (Con)]

I wholly agree with my hon. Friend that the quality and range of the apprenticeships that are available is extraordinary. In my constituency an engineering company is expanding its apprenticeship programme to bridge the skills gap that has, unfortunately, grown up in the past 15 years. Does he agree that apprenticeships of that quality are a way of bridging the skills gap, and that they will help us to deliver our long-term economic plan?

[Stephen McPartland]

I agree completely. My hon. Friend makes a valuable point. More than 10,000 scientists and engineers work in my constituency. The skills gap is a huge issue for companies in the area, which need people who can deliver such skills; they need investment in the future work force, so that they can continue to compete.

--- Later in debate ---

[Stephen McPartland]

I could not agree more with my hon. Friend. I am about to come to the fact that nationally, there is a lot of pressure on young people from parents and teachers to go to university. If that is right for the person and they want to pursue that option, that is their decision, but they should be given a choice. I have had some issues in my constituency with parents pushing their children towards university. Those 18-year-olds, who are old enough to fight for their country, are pushed into university because their parents feel that that is what is best for them, but it is often not best for them.

[Stephen Metcalfe]

When my hon. Friend comes across parents who are keen for their children to go to university rather than to take on an apprenticeship, will he use the example of Case New Holland in my constituency, which manufactures one in 10 of the world’s tractors? The current managing director started as an apprentice, building tractors on the shop floor, and now runs a £7 billion export company.

[Stephen McPartland]

My hon. Friend gives a classic example of the importance of apprentices to the local economy and local community. I would be delighted to meet that individual and to see some of his tractors in action, because—this may surprise hon. Members—we have a range of farms in Stevenage.

The Minister has done a huge amount of work on level 5 and 6 apprenticeships. A level 5 apprenticeship is equivalent to an old higher national diploma and a level 6 apprenticeship is equivalent to a bachelor’s degree. Some companies in my constituency already have level 5 apprenticeships and are working towards level 6 apprenticeships. Other companies provide their apprentices with day release and pay for them to go to university to secure a degree. Pursuing an apprenticeship is a huge opportunity in my constituency.

On the whole we are lucky, because we have created a culture locally whereby apprenticeships are highly sought after and the local community is engaged in helping our young people into work. During national apprenticeship week, I visited a local company in Stevenage, Solveway, at its training centre in Barnwell school to launch its IT apprenticeship programme. A local company has a training centre for apprentices in a secondary school in Stevenage—that is a fantastic example of the great partnership work we are promoting in Stevenage between the business, education and training communities.

Solveway is working in partnership with Barnwell school, which now has two IT apprentices and has already placed several other apprentices since the programme started in 2014. The aim is to provide an alternative career path for students who are interested in IT that should lead to permanent employment. Barnwell school’s head teacher, Tony Fitzpatrick, said:

“We have been very fortunate to be approached by Solveway to work in partnership with them. It makes perfect sense to have Solveway based at Barnwell School, there are many benefits for both parties and in particular for our students’ future career opportunities.”

Solveway director, Keith Swain, said:

“We have been overwhelmed by the support received from Barnwell School, local business and the community in support for this venture.”

That is a classic example of how people can come together in a local community and focus on giving young local people jobs and opportunities.

We spend a lot of time talking about what qualifications young people will get. I got my GCSEs, my A-levels, my first degree and then my master of science degree. I cannot remember what my GCSE results were. The point is that as we get each set of qualifications, the previous ones are no longer relevant, but if we had the opportunity to pursue apprenticeships, those skills would have been skill sets for life. It is important that people can go to university, but it is also important that they have the opportunity to pursue an apprenticeship if they want to.

The progress we have made is truly amazing, especially in such a short time and under such difficult economic circumstances. With our long-term economic plan working and unemployment continuing to fall in many of our constituencies, it is incredibly important that we push harder and faster to increase the number of apprenticeships and to improve skills and training facilities in our constituencies. Investing in our young people is investing in our future. I want to see more ventures like the one at Barnwell school, but the reality is that that requires a dynamic company working with receptive school leadership who want to see their pupils make progress. There is no reward mechanism for schools and companies that come together in this way, and the costs are taken on board. I would like the Minister to incentivise that type of initiative and to help more schools to help more of their pupils into work in more of our constituencies.