Oral Answers to Questions

Stephen Mosley Excerpts

Thursday 26th March 2015 Commons Chamber

[Nick Boles]

When it comes to further education funding, we are emphasising the stuff that works. Apprenticeships deliver the most value to the people who do them, much more than any other further education. English and maths are vital—[Interruption.] We are funding them. We are funding them to the tune of more than £300 million a year. That is what we are spending on the provision of English and maths as part of study programmes.

[Stephen Mosley (City of Chester) (Con)]

Many businesses recognise that the best way of gaining new skills is to upskill their current work forces. How are the Government supporting companies that want to invest in the skills of their own workers?

[Nick Boles]

We are making an unparalleled investment in apprenticeships, which—notwithstanding the criticism from the Opposition—companies sometimes use to help existing employees to gain new skills and realise their potential. We are also making advanced learning loans available to people who want to invest in their own skills so that they can command higher salaries in the workplace.

Oral Answers to Questions

Stephen Mosley Excerpts

Monday 27th October 2014 Commons Chamber

[Nick Boles]

The hon. Gentleman keeps asking questions from a sedentary position, but he has betrayed the fact that he completely misunderstands the policy. That is curious since the Labour party has spent a long time claiming that it was its policy in the first place. “Tech bac” is a group of qualifications. Students do not enrol in it; they discover whether they have achieved it at the end of the period.

[Stephen Mosley (City of Chester) (Con)]

If the “tech bac” is to be a success, it will need the full support of future employers. Will my right hon. Friend let the House know what efforts he is making to ensure that employers recognise the “tech bac”, support it, and are encouraging young people to get involved?

[Nick Boles]

My hon. Friend has, of course, thoroughly understood the policy, and it would make no sense if there was not intense involvement by employers in the design of those qualifications. That is what we are doing, and we want to hear from any employers about what further improvements we can make to that qualification design.

Oral Answers to Questions

Stephen Mosley Excerpts

Monday 16th June 2014 Commons Chamber

[Matthew Hancock]

Yes, I do. There is a huge array of organisations. Only this morning, I was launching Careers Lab with Steve Holliday, who runs National Grid. That is another organisation, like the one my hon. Friend mentioned, that can help to broker links between employers and education, which are so important after the systems were separated for far too long.

[Stephen Mosley (City of Chester) (Con)]

Following on from that, one way to enthuse young people in engineering is to give them first-hand experience and use role models. What is the Minister doing specifically to encourage engineering companies to go into schools and enthuse young people?

Oral Answers to Questions

Stephen Mosley Excerpts

Monday 6th January 2014 Commons Chamber

[Michael Gove]

I am grateful to the hon. Gentleman for raising this issue. It is important to place on the record the fact that Mr Lewis is receiving for the property an appropriately guaranteed market rent—less than he was receiving for it beforehand. It is important to stress that, and it is also important to state that as soon as my Department was made aware of allegations of the misappropriation of public money, it contacted Action Fraud and a police investigation is now ongoing as a direct result. I should also add that my Department was in touch with the economic crime unit of West Yorkshire police to ensure that appropriate steps had been taken; it was reassured that those appropriate steps had been taken. The law must follow its course. It is entirely right for the hon. Gentleman to raise questions in Parliament, but it would be entirely wrong for me to prejudge the police investigation.

[Stephen Mosley (City of Chester) (Con)]

13. What assessment he has made of the benefits and disadvantages of the use of tablet devices in schools.

[The Minister for Skills and Enterprise (Matthew Hancock)]

Technology, well used, can be a powerful tool to help teachers drive up standards, and evidence shows that the use of technology can have the biggest impact on those most disengaged from learning.

[Stephen Mosley]

Technology such as tablets can be very beneficial in the classroom, but it can also put huge strain on parental finances. What support can the Government offer to make sure that all children, irrespective of their family circumstances, have access to the technology that they need in the classroom?

[Matthew Hancock]

My hon. Friend makes a very important point. In fact, during the past year the number of tablets in secondary schools has gone up by 50%, and the number in primary schools has more than doubled, while we also have a special capital fund for colleges to fund such IT. However, this is about more than physical resources; it is about changing the way teaching is done to make the best use of this tool to drive up standards.

Oral Answers to Questions

Stephen Mosley Excerpts

Thursday 5th December 2013 Commons Chamber

[Stephen Mosley (City of Chester) (Con)]

Chester has been a fantastic shopping centre for centuries, but it faces increased competition from online shopping and out-of-town shopping centres. Does my right hon. Friend agree that these days we have to make shopping an entertainment experience, with cafés, bars and on-street entertainment to drag people back on to the high street?

[Michael Fallon]

Yes, I do agree. As the hon. Member for Stockport (Ann Coffey) put it, we have to make high streets community spaces again that are not simply for transactional shopping. There are a number of ways in which high streets can respond to the challenge of e-commerce and the Government are here to help.

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[Matthew Hancock]

Late payment is indeed a cultural and leadership issue. I held a meeting in the Department last week with all those concerned. As the hon. Lady well knows, we will be publishing a consultation paper very shortly. I commend her for her continued action and pressing on this issue.

[Stephen Mosley (City of Chester) (Con)]

Small business in Chester is really getting behind small business Saturday this weekend. I have delivered more than 400 packs to businesses telling them what it is all about. Will the Minister commit to making an assessment of the success of the first small business Saturday, so that we can improve and help small business in future?

[Matthew Hancock]

I am sure that we can make a commitment right now to assess the success of small business Saturday, which will be celebrated across this House and across the country. This is the first one this year—it has been going on for some years in the United States—and I hope that it grows and grows.

Start-up Loans

Stephen Mosley Excerpts

Wednesday 20th November 2013 Commons Chamber

[Matthew Hancock]

I am grateful to my hon. Friend for adding to the statistics at my disposal. He is a doughty campaigner for enterprise in the education system. One of the main purposes of bringing together the skills and enterprise briefs is to ensure that the education system reflects and prepares people for the world of employment and enterprise. That is very close to my heart and I look forward to working with him to make it happen more.

[Stephen Mosley (City of Chester) (Con)]

The start-up loans scheme has been a fantastic success story. One reason for that success is the presence of business mentors. Will the Minister reassure the House that as the scheme grows, as new groups get involved and as the age cap is lifted, the number of business mentors will keep up in order to ensure that all the businesses have access to the support that they need?

[Matthew Hancock]

We are finding that lots of business men and women are interested in mentoring, partly because they feel that they got so much out of growing their business and want to give something back. Engaging more mentors is a vital part of the scheme, but that is not a constraint on expansion owing to the enthusiasm—to which I pay tribute—of business men and women who want to help others to get the sort of start that they had.

Oral Answers to Questions

Stephen Mosley Excerpts

Monday 11th November 2013 Commons Chamber

The Secretary of State was asked—

[Stephen Mosley (City of Chester) (Con)]

1. What estimate he has made of savings to the public purse arising from the abolition of the education maintenance allowance.

[The Minister for Skills and Enterprise (Matthew Hancock)]

By replacing the education maintenance allowance with the 16-to-19 bursary fund, we are saving £380 million every year and targeting help more sharply at the young people who need it most.

[Stephen Mosley]

My local further education provider, West Cheshire college, is proving very effective at ensuring that the bursary fund helps those young people who most need it. What is my hon. Friend the Minister doing to ensure that the bursary fund is targeted at those most in need?

[Matthew Hancock]

My hon. Friend’s local FE college is not only very good; it is also the FE college I went to. I am glad to say that the 16-to-19 bursary fund allows colleges to target support at those who need it most. The most vulnerable receive a bursary of up to £1,200, which is far more than they could have received from EMA.

Oral Answers to Questions

Stephen Mosley Excerpts

Thursday 24th October 2013 Commons Chamber

[Mr Speaker]

The question is purely on the subject of students from Liverpool, not elsewhere in the north-west. If the question is about Liverpool, it is in order. If it is not about Liverpool, it is out of order.

[Stephen Mosley (City of Chester) (Con)]

Will the Minister join me in welcoming the fact that 16% of students from Liverpool go on to the top Russell Group universities, making it one of the top 10 local authorities in the country?

Pupil Premium

Stephen Mosley Excerpts

Wednesday 17th July 2013 Commons Chamber

[Mr Laws]

I entirely agree. As I said earlier, we shall be publishing tables that will enable weak schools to learn from what is happening in stronger ones with similar intakes. I suggest that some outstanding institutions, such as the one to which my hon. Friend has referred, should also look at those tables, and should consider offering services and advice to schools in their areas that are not performing despite having very similar intakes. School-to-school improvement of that kind is often extremely effective.

[Stephen Mosley (City of Chester) (Con)]

My right hon. Friend has rightly concentrated on the benefit of the pupil premium to disadvantaged children, but I was not sure from his earlier answer whether the dozens of service children who attend primary schools in my constituency, which is home to 1st Battalion The Royal Welsh, would receive the additional pupil premium or whether their pupil premium would remain at the same level.

[Mr Laws]

Pupils who are entitled to the pupil premium in and of its own right because, for example, a parent has been out of work for a period during the preceding six years will receive the full uplift. We are protecting entitlement to the service premium, but those who receive it will not be affected by the uplift.

Educating Engineers

Stephen Mosley Excerpts

Thursday 16th May 2013 Westminster Hall

[Andrew Miller (Ellesmere Port and Neston) (Lab)]

It is the first time I have served under your chairmanship, Mr Walker, so I welcome the opportunity to do so by addressing the Chamber on the Select Committee on Science and Technology’s report, “Educating tomorrow’s engineers: the impact of Government reforms on 14–19 education”. The Committee produced the report unanimously back in February. We dealt with the impacts of the English baccalaureate, university technical colleges and changes to the engineering diploma. I will also comment on the Government’s response to our report, and as we are in education mode, I will be generous and offer the Minister seven out of 10 for that response. It is a good score—I never got those sorts of marks in my classes.

Engineering is crucial to the economy. It has been estimated that the engineering work force produces a fifth of our GDP and half of UK exports. In 2010, the sector generated 25% of UK turnover—that is three times the size of the financial services sector. It is not just the economy that benefits from engineering; we also need to look at health care, energy, transport, construction, defence and many other sectors.

Despite engineering’s importance, the UK is facing a shortfall in the numbers and quality of engineers. About 820,000 science, engineering and technology professionals will be required by 2020, with 80% of those required in engineering. The engineering work force is ageing, and we will need around 82,000 engineers and technicians just to deal with the requirements up to 2016. That demand will not just be met by university graduates; we only produce 23,000 engineering graduates a year, and not all of them stay in engineering. The loss is a particular concern when it comes to women. Only 12% of engineering students in higher education are women, and it gets worse.

[Stephen Mosley (City of Chester) (Con)]

One of the most inspiring sessions that we did during the Committee’s inquiry involved three young ladies who came to speak to us. There was Kirsty, who is currently an apprentice at National Grid, Georgie, who was studying her A-levels, and Georgia, who was doing her GCSEs. They told us that a couple of things that were very important in getting ladies into engineering were having role models and having experience of engineering. Will the hon. Gentleman give us his thoughts on that?

[Andrew Miller]

The hon. Gentleman is absolutely right. National Grid, in its briefing notes for the debate, quotes Kirsty, who said:

“I decided to do an apprenticeship as I could get qualifications and learn a trade at the same time; to do a job that means something; to be able to go into work in the morning and leave knowing I have made a difference to something.”

That young woman was an inspiring witness, as was a young lady from Novartis who spoke to the Cogent awards last year. She explained how she did a higher apprenticeship and was able to say cheerfully, at the end of it, that not only is she ahead of her peer group for her age, but she has a degree, and what is more, she does not have a student debt. She has done rather well. The hon. Gentleman is spot on in terms of the importance of women.

In the Queen’s Speech debate, I spoke about the importance of breaking the artificial barrier between vocational and academic qualifications. In the eyes of far too many people, there is a brick wall between vocational and academic. It is a continuum, and we need to support that continuum’s development.

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[Andrew Miller]

My hon. Friend will find some very talented students, inspiring teachers and fantastic equipment. It is worth examining whether we can develop that in other UTCs.

[Stephen Mosley]

As a Committee, we were really impressed by the UTCs, the students and the head teachers; we thought that they were a fantastic idea and that they should be rolled out. However, we had a little concern that that must not be at the expense of teaching science and engineering in mainstream schools. Perhaps the hon. Gentleman could touch on that.

[Andrew Miller]

The hon. Gentleman is absolutely right. The Government must focus on good engineering education in all schools and colleges, and not just silo it in a few specialist institutions. That is hugely important, and it is one of the issues we all need to consider in relation to the success of UTCs. We must not silo them, but integrate them as part of the mainstream offer; indeed, in some towns and cities, we must look at how schools can collaborate to make possible a wider spread of engineering skills among students. That is an important point.

We have just heard about the Education Committee’s inquiry into careers guidance. Its report set out in detail the importance of face-to-face careers advice for young people and recommended that

“the Department for Education introduces into the statutory guidance a requirement for schools to publish an annual careers plan, to include information on the support and resources available to its pupils in planning their career development.”

We looked at careers advice from the engineering perspective, and we concluded that the duty on schools to provide access to impartial, independent advice was laudable.

In principle, we support greater autonomy for schools to provide careers advice. However, the duty poses problems in practice. First, there are resource implications for schools, which are given more responsibility but no additional budget to secure careers guidance. Secondly, there is little guidance on the quality of careers guidance that should be available to students. That partly comes back to the fact that there is insufficient time in the school day for teachers to have the continuous professional development training that would enable them to be on top of what is happening in the economy and in the area surrounding the school. There is a gap, and successive Governments have tried to wrestle with the problem, but we must address it.

The quality of careers guidance can go up only if those giving it have at least some understanding of what being an engineer means. An interesting discovery that we made in research for another Committee report, entitled “Bridging the valley of death”, on the economics of developing small high-tech businesses, was that Lloyds Bank had found time to send some managers on engineering training courses. If a busy commercial bank can do it, it is not beyond the wit of Ministers to develop a similar scheme that would work for teachers, to try to help them to understand a bit more about the jobs available in the communities where they teach.

[Stephen Mosley]

The hon. Gentleman has not yet touched on the value of experience in getting people interested in engineering. One witness went to a lecture on the Bloodhound supersonic car. That young lady said that for her it was a turning point: she had to study engineering, build cars and race them across the world. Opportunities for people to get experience in engineering are hugely important, whether they happen through work experience or education field trips. Does the hon. Gentleman have any thoughts on that?

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

It is a pleasure to serve under your chairmanship this afternoon, Mr Walker, and to speak in this important and timely debate.

Why is a debate on educating tomorrow’s engineers important, and worthy of a report by the Select Committee on Science and Technology? There is no doubt that the country faces huge challenges. None is greater than the economic challenge; and our future is by no means certain, so we need to carve out a new future for our nation—one that is not based just on financial and other service-based industries, which perhaps we have come to rely on too much. They are valuable industries, but we need to rebalance our economy.

We need also to recognise that we will not return to the heavy metal-bashing industries of the past and that we need to play to our strengths; perhaps we had forgotten what they were. For too long, we abandoned—or at the very least undervalued—our skilled industrial and engineering heritage, in favour of other sectors. The time has come for that to change, and I hope that the report will instigate and support that change.

What lies behind the Government’s reforms in education must be widely and generally welcomed. There is a deep-seated belief that we need to give young people the best possible opportunities and skills to enable them to get access to the jobs that will exist in future. Some of the reforms that we considered will achieve that. We may collectively have underestimated the value of engineering, but let us not undersell ourselves.

As the Committee Chairman, the hon. Member for Ellesmere Port and Neston (Andrew Miller), said, engineering and manufacturing are still hugely important to the country. They are also important to me personally in my constituency. The UK is home to more than 500,000 engineering companies, employing, as we heard, 5.4 million people, of whom 2.3 million would consider themselves to be skilled engineers. That accounts for 8% of the work force. As we heard, it accounts for one fifth of GDP and half of all our exports, and turns over £1.15 trillion. We should not underestimate the importance of the sector, but we sometimes do, and we therefore seem to have created an ever-widening skills gap, which has consequences for the economy and for the rebalancing of our national wealth.

[Stephen Mosley]

I am the co-chairman of the parliamentary ICT forum, and one of the things that companies always tell us is that the No. 1 thing they look for when considering investing in any country is not tax or any such factor but whether the skills that they need are available where they are thinking of locating a factory or development lab. The report ties into that.

[Stephen Metcalfe]

My hon. Friend is right. Skills are a major factor when people are deciding where to invest. Something that I found surprising, or perhaps even shocking, was that when the CBI conducted a survey of companies, it found that 42%, across all sectors, reported a skills gap when recruiting. That skills gap is as true in my local context as it is nationally.

South Basildon and East Thurrock has a long and rich industrial heritage, and I shall, if I may, blow my constituency’s trumpet for a moment. For example, one in 10 of the world’s large tractors are built in Basildon, at Case New Holland, generating £7 billion of exports. The personal IED-blockers that our servicemen wear in Afghanistan are built, designed and programmed in Basildon by Selex. Gardner Aerospace is a medium-sized engineering firm, employing more than 200 staff in my constituency. It is a tier 1 supplier to Airbus—there is not an Airbus A380 that flies without a part made in Basildon—and it competes with firms in cheaper-cost-base countries such as India and China, and why is it able to compete? Because of its quality and because it delivers on time.