Skills and Labour Shortages

Debate between Toby Perkins and Margaret Greenwood

Thursday 12th January 2023 Westminster Hall

[Mr Perkins]

On that point about basic skills, there was an incredibly successful Unionlearn programme, which enabled people who were in the workplace, whether they were members of a trade union or not, to access some of the basic skills they might not have got at school. It made a radical difference to people’s careers and their progression. Does my hon. Friend agree that getting rid of Unionlearn was a retrograde and politically motivated move and that we are paying a dear price for it?

[Margaret Greenwood]

My hon. Friend makes an excellent point, and I agree; getting rid of Unionlearn did a disservice to our country and everybody in it.

A recent report by the Centre for Social Justice points to a huge deficit of basic skills across England. One of those basic skills is adult literacy. According to the National Literacy Trust, 7.1 million adults in England—that is 16.4% of the adult population—are functionally illiterate. However, the Government have failed to respond to the severity of the crisis. I highlighted the matter with amendments to both the Bill that became the Skills and Post-16 Education Act 2022 and, more recently, to the Levelling-up and Regeneration Bill. Both amendments called on the Government to review levels of adult literacy, publish the findings and set out a strategy to improve levels of adult literacy.

In ignoring the scale of the crisis in adult literacy, the Government are wasting the talents of more than 16% of the adult population. That makes absolutely no sense. We need a Government that will provide people with the opportunity to acquire skills that they need to progress, both for their personal development and the good of the economy.

I am also concerned about the Government’s approach to skills and adult education more widely. It seems that Ministers are focusing intensely on skills for jobs, to the detriment of education as a whole. The benefits of an educated society cannot be overestimated. Some of those benefits are demonstrated clearly in the Workers’ Educational Association 2022 impact report. The WEA does a fantastic job in providing the secretary to the all-party group for adult education, which I chair.

The WEA supports adults to gain the skills they need to get into work and to improve their prospects if they are already in work. It also helps adults who are often far away from the labour market to develop skills to cope with social isolation, to improve their physical and mental health, and to acquire a love of learning by helping them to develop interests and connections with the communities around them. The WEA’s impact report notes that 84% of the association’s students reported improvements in their overall wellbeing, 51% reported an increase in their self-confidence, and 43% said that their course helped them to make new friends.

The Government’s recent consultation document on implementing a new further education funding and accountability system sets out proposals to

“re-orientate the vision for non-qualification provision”

in areas funded by the Education and Skills Agency, which account for about 40% of adult education provision. The Government propose that, in future, all non-qualification provision in adult education

“should meet at least one of the following objectives:…achieving employment outcomes for all learners…achieving progression to further learning that moves individuals closer to the labour market, for all learners…helping those with learning difficulties and/or disabilities to support their personal development and access to independent living”.

Although all of those are hugely important, stakeholders are understandably concerned about what this might mean for people who need longer to gain the confidence or basic skills to progress into work. I am also concerned about what the Government’s approach means for the delivery of a broad adult education curriculum. I would be grateful if the Minister could give a reassurance that his Government’s policies will not mean the abolition of courses in subjects such as art, history, sociology, drama, music and literature.

Sue Pember, the policy director at HOLEX, the professional body for adult community education and learning, has pointed out that the consultation

“seems to have missed the point that many adult learners don’t sign up for their first course because they think it might lead to a better job or set them on a pathway to a brand-new suite of qualifications. Most turn up to adult community education because they want a fresh start, they’re hoping to find a sense of community and to improve their wellbeing.”

That certainly rings true with my experience as a former adult education tutor. On many occasions, I have seen the impact that being able to learn a subject later in life can have on an adult who may not have benefited from education in their younger years. There are many reasons why someone did not thrive during their school years, such as ill health, the ill health of a family member, or the fact that they moved around a lot as a child and were not able to settle in one area.

Sue Pember’s statement also brings to mind something that I heard during a recent meeting with the University and College Union’s adult education members. One of the people there told me a story about their student who went on to attain a PhD, I believe, in biochemistry. When the student first attended the college, she went to a course in belly dancing. She wanted some relaxation—I think she wanted to get away from her kids—but she wound up with a PhD in a very difficult science subject. That is a good example of how having something on offer for people who want to pursue their own interests can lead to further opportunities.

It seems that the cultural shift away from education and skills, and towards the Government’s narrow focus on solely vocational skills, will significantly reduce opportunities for adults to learn in subjects that they can enjoy and that can bring them benefits that are not necessarily employment-related. We need not only skills training opportunities, but adult education in community settings with a broad curriculum offer. That can be particularly important for people who find themselves unemployed after decades of work, as well as for retired people who want to learn something new.

At a time when we have an ageing society and increasing problems of loneliness, it cannot be right to bring in measures that have the potential to remove community-based learning opportunities. Further, someone who has come out of paid employment to care for a family member, or who has been made redundant, may well benefit far more from a course that does not have any obvious career outcome, particularly if they need to regain their confidence after being away from the labour market. Redundancy can knock people’s sense of confidence.

Education gives people the opportunity to develop and explore things that are of interest to them. When it comes to learning, there is no greater motivation than being interested. To narrow the focus of adult education and skills in the way that the Government are doing is to leave us much poorer culturally. Unless adults are provided with a good range of opportunities in their communities, we are not harnessing the talents of everyone in the country, and we are depriving people of the opportunity to become the very best that they can. That is a detriment to us all.

As I said, we do not know what the jobs of the future will look like, so we need to make sure that people have the opportunities to retrain and to enrich their lives through education at any point in life. The Government need to invest in all of our futures.