Skills and Post-16 Education Bill [Lords]

Steve Brine Excerpts

2nd reading
Monday 15th November 2021 Commons Chamber

[Nadhim Zahawi]

The Education Committee did a very important piece of work on that precise subject. We are investing in recovery—investing £5 billion, following the Budget. We are investing in tutoring, and, of course we are investing in the quality of teaching. There cannot be great outcomes without great teachers, and we are providing 500,000 teaching opportunities.

I will now make some headway, if I may. As you quite rightly told me, Madam Deputy Speaker, many other Members wish to contribute tonight.

As well as the National Skills Fund manifesto commitment to help transform the lives of people who do not have the opportunities that many of us in this place have had, we are implementing the policies in the White Paper. For example, we have established eight trailblazer areas across the country where the first local skills improvement plans are being developed by employer representative bodies. They are currently engaging employers, education providers and key local stakeholders to begin the development of these important plans in the context of the skills landscape. The trailblazers are in areas from Kent to Cumbria, and they will generate valuable learning to inform the wider roll-out of these plans across our country.

The Bill also specifies the essential legal framework for our reforms. We are setting ourselves up for success by giving people the skills and education that they need for work by improving the quality of what they learn, and, of course, by protecting our learners from the disruptive impact of provider failure, reducing the risk that they will miss out on vital learning because, for example, the training provider with which they are studying goes bust.

I have seen at first hand the transformative power of education, and I want to take a moment to retell the House about an experience that I had while visiting Barnsley College. It was the first in south Yorkshire to roll out T-levels, and while I was there I met several of its students. I want to tell the House about one of them. I have rarely met a more inspiring individual. He told me that with his T-level—I am quoting him word for word—“I am looking at unis now and thinking which one I am picking, not which one is going to pick me.” Greg is living proof of the transformative effect that our skills programme is having.

I also met students at Barnet and Southgate College, during my first week in my present post, and saw how state-of-the-art facilities were helping those with learning difficulties and disabilities to realise their ambitions. The college is going further by strengthening its ties to local businesses: it has worked closely with its local chambers of commerce to provide a range of services for local businesses as a hub in the college. So our reforms are working, and they are very much evidence-led. They are changing people’s lives and levelling up the country, and the Bill will help to secure them for the years to come.

[Steve Brine (Winchester) (Con)]

This is an excellent Bill which deserves a Second Reading tonight. One college that my right hon. Friend knows well is Peter Symonds, in my constituency, which is transforming lives and T-levels. It has done very well out of the post-16 capacity fund bid, in which, as I found out last week, it was successful, and will build a new 12-classroom block as a result. I wonder whether the Secretary of State, in his new role, will make a glorious return to Winchester to see what excellent post-16 education looks like in the heart of Hampshire.

[Nadhim Zahawi]

I am well aware of that investment, and I will certainly look at the diary to see whether I can make time for a visit. I know that the Under-Secretary of State for Education, my hon. Friend the Member for Brentwood and Ongar (Alex Burghart)—the skills Minister—is gagging to get down to Hampshire and have a look at Peter Symonds College as well.

Skills are very much about providing people with fulfilling and productive jobs, and helping them to improve their lot. One of the key parts of the Bill deals with local skills improvement plans, which place employers, through representative bodies, at the centre—the heart—of the local post-16 skills system. Only through really understanding what is needed in a local area and working in a holistic way with employers, education providers and key local stakeholders can we develop a credible local plan to ensure that skills provision meets local needs.

Mayoral combined authorities which have certain devolved responsibilities for adult education are also critical stakeholders, who will be closely engaged in this process. I am pleased to say that we will introduce an amendment to place the role of those authorities on the face of the Bill.